Detailed roadmap for the eqf referencing of the nqf in fyrom

Criterion 7 (QF-EHEA)

The responsibilities of the domestic parties to the national framework are clearly determined and published.
The fulfilment of this Criterion is explained in the Criterion 1 (EQF). The body responsible for the NQF HE is within the Ministry of Education and Science.

Procedure 1 (QF-EHEA)

The competent national body/bodies shall self-certify the compatibility of the national framework with the European framework.
Procedure 1 has been explained under the Criterion 8 (EQF). Additionally, copies of the letters of endorsement for the TEMPUS project³⁷ issued by the Ministry of Education and Science and signed by the Minister of Education and Science is provided in Annex 5 of this Report.

Procedure 2 (QF-EHEA)

The self-certification process shall include the stated agreement of the quality assurance bodies in the country in question, as recognised through the Bologna Process.
Procedure 2 has been explained under the Criterion 6 (EQF).

Procedure 3 (QF-EHEA)

The self-certification process shall involve international experts.
The involvement of international experts has been described under Criterion 7 (EQF).

Procedure 4 (QF-EHEA)

The self-certification and the evidence supporting it shall be published and shall address separately each of the criteria set out.
The response to this Procedure has been described under Criterion 9 (EQF). In addition, the Self-Certification Report will be published on the EHEA website.

Procedure 5 (QF-EHEA)

The ENIC and NARIC networks shall maintain a public listing of States that have confirmed that they have completed the self-certification process.
The response to this Procedure been described under Criterion 9 (EQF). In addition, the Self-Certification Report will be published on the ENIC/NARIC website.

Procedure 6 (QF-EHEA)

The completion of the self-certification process shall be noted on Diploma Supplements issued subsequently by showing the link between the national framework and the European framework.
The response to the Procedure has been described in Criterion 10 (EQF). Example of Diploma Supplement is provided on the website http://mrk.mk/wp-content/uploads/2015/07/Diploma-Supplement-IBU-SK.pdf.

7 System for validation of non-formal and informal learning (VNFI)

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  General description
  

In 2012 the Centre for Adult Education started process of accreditation of programmes for non-formal adult education. It is regulated by the Law on Adult Education and bylaws deriving from the Law. Aim of the accreditation is establishing a non-formal adult education system that will enable rising the quality in non-formal education and will contribute to satisfying needs of the labour market through providing competences demanded in a short period.

To-date the Centre for Adult Education has completed verification of 159 non-formal training programmes, of which 144 lead to a qualification, and 15 are focused on development of skills.

In the Concept Paper on Non-formal Education and Informal Learning for Adults high priority is placed on the introduction of a system for VNFIL, providing adults with a means of proving their achievements to employers as well as enabling them to transfer and progress within education and training. Under priority objective 3, the Concept paper foresees the development and implementation of a system for VNFL by 2018³⁸. Targeted public information campaign during the process will be the key for successful development and implementation of a system fro VNFIL.

The Centre for Adult Education continues the cooperation with ETF in 2015-2016, focusing on this priority area. On 5^th and 6^th November 2015 the workshop with representatives from relevant stakeholders and ETF experts took place in Skopje. Topics discussed: issues and problems that exist or are emerging, justifying the establishment of a VNFIL mechanism, defining possible target groups of VNFIL, roles of different stakeholders involved in VNFIL, approaches and governance connected with quality assurance of the process. Also focus of the workshop was to spot existing and needed resources and human, technical, methodological and financial capacities of the country and expected social, economic and individual benefits and outcomes. Visit of the external ETF expert followed with the objective to map the current situation in the country. Separate meetings with representatives of ministries and governmental institutions responsible for education, training and employment, universities, providers, employers and NGOs took place.
Different stakeholders report growing number of demand for assessment of professional-technical skills: workers, returning migrants, and other citizens searching possibilities to reintegrate into the labour market and to enhance their CVs for employment. Demand for skills assessment is higher for construction, services (hotels and restaurants), domestic services, as well as in agriculture.

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  Legal framework
  

The current policy and legal framework related with non-formal education and VET includes provisions on the development of VNFIL. They are formulated in different laws, strategies, and in the Concept Paper on Non-formal Adult Education and Informal Learning in the Republic of Macedonia. The main legal³⁹ and strategic documents containing references to VNFIL are presented in Table 45.

Table 45: Overview of the legal and strategic documents containing references to VNFIL

Document	Approval / adoption year	Description
Law on Adult Education	2008	The Law arranges the organization, structure, financing and management of the adult education system as a part of a unified educational system of the Republic of Macedonia. Article 23 of the Law states that adults can demonstrate the knowledge, skills and abilities they have acquired, regardless of the way this acquisition is done, by passing exams. The exams are organized and delivered by the adult education provider which delivers the programme for gaining knowledge, skills and abilities, except the State matura exam, School matura exam and the Final exam in the secondary education.
Law on NQF	2013	Article 3 of the Law on NQF states that one of principles of the NQF is building a system for validation of non-formal and informal learning. Among the goals of the NQF, the Law stipulates: “To indicate the transfer and progression (horizontally and vertically) through and within all types of education and training (formal, non-formal and informal)”.
Adult Education Strategy	2010	One of the activities for realization of the strategic goals of the Strategy is Development of system for recognition of knowledge, skills and competences.
Strategy for Development of Vocational Education and Training in a Lifelong Learning Context 2013-2020	2013	The VET strategy is structured in 4 key priorities, in which development of VNFIL finds a visible place. Under the first priority (VET in the function of strengthening social cohesion and social inclusion): objective A7 focuses on “Establishing a system for VNFIL”. Key milestones: by 2015 (feasibility and options of a VNFIL system); by 2018 (key mechanisms and procedures in place) and by 2020 (generalization of implementation). Under the second priority (Attractive VET), the Strategy emphasizes the importance of VNFIL, in particular in objective B2 – “Building diversified and flexible pathways for learning and professional guidance”.
National Programme for Development of Education in the Republic of Ma­ce­donia 2005 – 2015	2005	A special chapter of this Programme is titled “Strategy for Adult Education in the Republic of Macedonia in the Context of Lifelong Learning” with 6 recommendations. One of the recommendations is Development of a system for recognition of prior learning.
Concept Paper on Primary Education for Adults	2015	In the Guidelines on implementation of the Concept paper, one of the proposed actions is to Develop a system of mechanisms and tools for verification (assessment) of previously acquired knowledge.
Concept Paper on Non-formal Education and Informal Learning for Adults	2015	VNFIL is mentioned throughout the Concept paper. The roadmap sup­porting implementation of the Concept paper includes an action aimed at developing and implementing a system for VNFIL by the deadline of 2018, under the priority objective: “Ensure that there is open and equal access to non-formal adult education for all”. Acknowledging the importance of this objective, and the need to take effective measures in line with the VNFIL Recommendation (2012), the Centre for Adult Education continues cooperation with the European Training Foundation on developing a roadmap for implementing VNFIL, and on the procedural and methodological aspects of VNFIL. This VNFIL Roadmap is currently in elaboration.

Further development and amendment of the legislation and bylaws will follow with the objective to support generalization of practices of VNFIL.

• 
  Governance
  

The current governance structure for adult education (described in details in the sub-chapter 2.3 Adult education) will continue the work on introduction of VNFL. There is an enabling legal basiss, which paves the way to defining the procedural and methodological aspects, as well as the governance and roles of different stakeholders.

The Concept Paper on Non-formal Education and Informal Learning for Adults proposes a vision that stress­ses the need for a learner-centred approach, empowering individuals to help them realise their aspirations and ambitions. Realisation of the vision requires a partnership approach between the MoES, CAE, ESA and other State institutions and key stakeholders including social partners. Efforts should be put for introduction of incentives to stimulate investment in learning and development, coupled with a range of support measures to providers to help them respond to challenges and improve the quality of adult education provision.

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  Quality assurance
  

Since 2012 Adult Education Center conducts the process of verification of programmes for non-formal adult education. The process is regulated by the Law on Adult Education and bylaws deriving from the Law. It is quality assured by the application of a coherent model and criteria. Aim of the verification is establishing a non-formal adult education system that will enable rising the quality in non-formal education and will contribute to satisfying needs of the labour market by developing skills and competences on demand, in an agile and efficient manner. This includes building up on existing skills (from experience / life) and offering flexible training programmes matching needs and profiles

In the Concept Paper on Non-formal Education and Informal Learning for Adults high priority is placed on the introduction of a system for VNFIL, providing adults with a means of proving their achievements to prospective employers as well as enabling them to transfer and progress within education and training. Important part of the VNFL system should be an improved system for information and guidance. Strong emphasis on quality is a must for a trustworthy system for VNFL.
Enablers and cases of good practices
The verified non-formal programmes can be considered as enablers for practical implementation of VNFIL in the country:

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  They are all consistently described in learning outcomes, which makes them useful in assessing knowledge and understanding, skills and competence acquired in diverse learning contexts
  
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  They are all linked with relevant occupational standards most of which have been co-developed with the industry / sectors – which ascertains a degree of relevance for the labour market
  
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  The awarded qualification is officially recognized and has market currency.
  

The workshop and the visits to relevant stakeholders (both activities took place in November 2015) have helped to identify good practice examples which could be used in the process of development a national VNFIL system. Two examples of good practice are presented below:

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  Build-up skills project - the Republic of Macedonia successfully participates in this EU-wide project, aimed at enhancing energy efficiency in construction. Development of relevant skills to generalize energy efficiency practices in the sector is a top priority, which is addressed through a combination of validation and additional training on specific elements. The project is financed from Horizon 2020, and the country is represented by the Faculty of Electrical Engineering of the University “Ss. Cyril and Methodius” in Skopje.
  
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  Training courses in farming - a number of investment projects in farming require a professional certificate, and many applicants search possibilities to go through a validation process, allowing them to shorten periods of training and to focus strictly on individual skills gaps. Upon conclusion of the Government, amendments of the Law on Agriculture have been made, according to which this training is organized under proper programmes supervised by the Ministry of Agriculture, the Ministry of Education and Science and the Centre for Adult Education. The training providers (e.g. VET schools) apply practical and written tests and issue a certificate. The certificate makes explicit for the individual the skills that, prior to the successful passing the test, have been implicit.