Quality Assurance in Early Childhood and School Education

Quality assurance in early childhood education and school education in North Macedonia is based on external evaluation and internal evaluation mechanisms defined by national legislation.

External quality assurance

External evaluation is carried out by the State Education Inspectorate, in accordance with the Law on Education Inspection.

The Inspectorate performs supervision of the quality and legality of educational activities in early childhood education and care institutions, as well as in primary and secondary schools. Its work includes evaluation of the educational process and compliance with national legislation.

Inspection activities are conducted through different types of supervision, including integral evaluation, regular inspection, extraordinary inspection and control inspection.

Integral evaluation is a comprehensive external evaluation of institutions and is conducted periodically, typically  on a multiannual basis. It covers key aspects of institutional performance, including teaching and learning processes, management and organisation, professional work of staff and cooperation with parents.

Based on the findings, the Inspectorate prepares reports and may propose measures and recommendations for improvement.

Internal quality assurance

Educational institutions are required to conduct internal evaluation (self-evaluation) of their work. Internal evaluation focuses on the quality of teaching and learning, institutional performance and development planning.

The results of internal evaluation are used to support school development and improve educational outcomes.

Sources: Law on Education Inspection; Law on Primary Education; Law on Secondary Education; Law on Child Protection.

Responsible Bodies for ECEC Quality

The implementation and quality assurance of Early Childhood Education and Care (ECEC) is a shared responsibility between two key ministries:

• Ministry of Labour and Social Policy (MLSP): Holds primary responsibility for the implementation of ECEC through its Department of Child Protection. It sets policies, monitors the quality of services, and coordinates between agencies to ensure child protection and technical standards are met.
• Ministry of Education and Science (MOES): Ensures the professional competencies of the workforce and the relevance of the curriculum. Within the MOES, the Bureau for Development of Education (BDE) is responsible for the pedagogical aspects, including supervision, counseling, teacher education, and the preparation of pedagogical documentation.

The Ministry of Education and Science also oversees preschool education standards to ensure that laws and regulations are consistently upheld, providing a framework for quality assurance across the sector.

Approaches and Methods for Quality Assurance

The quality assurance system in Early Childhood Education and Care (ECEC) is managed through coordinated efforts between the Ministry of Education and Science and the Ministry of Labour and Social Policy. Recent reforms focus on strengthening analytical capacities and evidence-led decision-making through systematic monitoring and evaluation tools.

Role of the State Education Inspectorate (SEI)

The State Education Inspectorate is the primary legal entity responsible for monitoring the pre-school system, cooperating with the Bureau for Development of Education (BDE), municipal authorities, and parent councils.

The SEI oversees the fulfillment of educational standards, institutional effectiveness, and the implementation of laws and regulations. Specifically, the Inspectorate supervises:

• Operational Conditions: Existence of necessary conditions for performing educational activities;
• Educational Process: Realization of the educational process and adherence to curricula;
• Staffing Standards: Special conditions for selecting preschool teachers and professional associates;
• Professional Development: Pedagogical development of staff and the administration of professional exams;
• Standards and Norms: Implementation of prescribed standards that regulate educational activity and experimental programs;
• Documentation: Maintenance, publishing, and use of pedagogical records and documentation.

Quality Measurement: The MELQO Instrument

To enhance the quality of pre-primary learning environments, North Macedonia has integrated the Measuring Early Learning and Quality Outcomes (MELQO) instrument. This system provides essential data for evidence-based policy planning through two key modules:

• MODEL (Measure of Development and Early Learning): Assesses child development in areas such as early literacy, mathematics, executive functioning, and socio-emotional skills.
• MELE (Measure of Early Learning Environments): Evaluates the learning environment across seven constructs, including pedagogy, play, inclusion, personnel interactions, and parental engagement.