Law on adult education

The new Law on adult education was adopted at the end of December 2024.
For the first time, the new law will regulate the Validation of Non-Formal and Informal Learning (VNFIL). The Adult Education Centre (AEC) will be responsible for accrediting VNFIL providers and training VNFIL staff, including counselors and assessors, ensuring standardized validation processes.
VNFIL will be available for vocational qualifications up to Level Vb of the Macedonian Qualifications Framework (MQF) and for educational qualifications at Level I, corresponding to primary education. The validation process can only be conducted by accredited public institutions that provide primary and secondary education.
Individuals eligible to participate in the validation process must be at least 18 years old, except for those seeking a Level I qualification, who may participate from the age of 16. Upon successful validation, candidates will receive either a qualification certificate or a module certificate, recognizing partial completion of a qualification.

Verification of Adult Education Programs and Accreditation of Providers
The new law will enhance the process of verifying special adult education programs, particularly non-formal education programs, while also improving the accreditation process for institutions delivering these programs. One of the key changes is the extension of program validity, increasing it from three to five years, providing greater stability and continuity for adult education providers. Additionally, the responsibility for accrediting institutions and adult education providers will shift from the Ministry of Education to the Adult Education Centre (AEC), simplifying administrative procedures and accelerating the verification process.
Previously, providers had to undergo separate accreditation procedures with both the AEC and the Ministry of Education. Under the new law, the entire process will be managed through a single application to AEC, reducing bureaucratic complexity. Furthermore, the verification process for programs will be fully digitalized, making it more efficient and accessible for all stakeholders.

Development of Training Programs by AEC
The new law will also enable AEC to develop specialized adult education programs, which will be formally approved by the Ministry of Education. This includes programs designed for trainers working with adult learners, as well as standardized training for VNFIL counselors and assessors. Additionally, AEC will have the authority to develop state-driven programs based on national needs. These programs will be standardized, publicly available, and open to all accredited adult education providers that meet the required implementation criteria.

National Qualifications Framework (NQF) Regulation
The Law on the National Qualifications Framework defines the structure and functioning of the National Qualifications Framework (NQF), outlining the different levels and sub-levels of qualifications, their classification, and their scope. It specifies the roles of the competent authorities responsible for proposing, adopting, and categorizing qualifications, as well as the institutions tasked with implementing the framework in accordance with legal provisions. Additionally, the law ensures alignment between the NQF and European frameworks, facilitating its compatibility with the European Qualifications Framework (EQF) and enabling self-certification with the Qualifications Framework of the European Higher Education Area (QF-EHEA).
 

Adult Education Strategy 2025-2030 - Transforming Lives Building Features

In recent years, the country has recognized the importance of lifelong learning for economic development, personal growth, and social cohesion. With a rapidly changing labor market, adult education has become crucial in preparing individuals for new demands, especially as North Macedonia integrates with the European Union. The new Adult education strategy 2025-2030 was adopted to address these issues.
Still, the development of the adult education system in North Macedonia is not at a satisfactory level. The system should be improved by fostering collaboration among institutions and all stakeholders, utilizing technology, and ensuring the resources and support needed by individuals to achieve their educational goals. The system should inspire and empower adults to pursue lifelong learning by offering diverse, relevant, and engaging educational experiences that promote growth and adaptability.
One key priority moving forward is establishing a system for validating non-formal and informal learning. This system will enable individuals with low or no qualifications to gain recognized qualifications, enhancing their inclusion in the labor market and ultimately reducing the national unemployment rate.
Over the past decade, it has become evident that the system for verifying specialized adult education programs needs improvement. It is important to enhance the quality of non-formal adult education and give possibility to the Adult Education Centre to develop specialized adult education programs.
Activities should be enriched, and the capacities of the Adult Education Centre should be enhanced, particularly in improving communication and collaboration with all relevant institutions that play a part in ensuring quality adult education in line with labor market needs.
Consideration should be given to funding adult education in the future through various funds to provide unemployed individuals with appropriate retraining for in-demand professions in the labor market. This would equip them with skills and competencies for employment and reduce unemployment rates.
Municipalities should be activated and involved in adult education through informational and promotional activities. This can be achieved by assigning responsibilities and issuing guidelines to local governments for the promotion of adult education institutions operating within their territories.
Providing an appropriate and high-quality database in the field of adult education is also of priority importance for upgrading existing policies and proposing new ones to address current needs. In this context, the need for conducting more research has been identified.
To effectively align with North Macedonia’s demographic and socioeconomic realities, the adult education strategy must incorporate robust frameworks for the Validation of Non-Formal and Informal Learning (VNFIL), lifelong guidance, outreach initiatives, and the development of basic skills. These elements are critical for fostering inclusivity, improving accessibility, and enhancing the relevance of adult education in addressing the needs of diverse learners.
 

Concept for secondary education of adults

A concept for secondary education of adults has been adopted in 2022. This concept represents a vision that should develop postulates and mechanisms of secondary education of adults over ten years and more. The focus is on measures and activities that will enable the adults to actively adjust to the changes within the society, and will enable personal growth and inclusive and cohesive society that learns and develops.