Roadmap for further development and implementation of the MQF

Contents

ABBREVIATIONS 1
1. INTRODUCTION OF THE ROADMAP 2
1.1. BACKGROUND AND CURRENT SITUATIONS 3
2. GLOSSARY 8
3. KEY CONCEPTS ERROR! BOOKMARK NOT DEFINED.
4. STRATEGIC ELEMENTS ERROR! BOOKMARK NOT DEFINED.
4.1. VISION ERROR! BOOKMARK NOT DEFINED.
4.2. MISSION ERROR! BOOKMARK NOT DEFINED.
4.3. OBJECTIVES ERROR! BOOKMARK NOT DEFINED.
4.4. FINANCIAL PLANNING ERROR! BOOKMARK NOT DEFINED.
5. WORK PACKAGES OF THE ROADMAP 11
6. DESCRIPTION OF ACTIVITIES ERROR! BOOKMARK NOT DEFINED.
7. LOGICAL FRAMEWORK MATRIX ERROR! BOOKMARK NOT DEFINED.

Abbreviations

AG EQF Advisory Group of the European Qualifications Framework

BDE Bureau for Development of Education
BTCP Boards for Trust and Cooperation with the Public
CAE Centre for Adult Education
ECVET European Credit System for Vocational Education and Training
EQAVET European Quality Assurance for VET
EQF LLL European Qualifications Framework for lifelong learning
ESA Employment Services Agency
ETF European Training Foundation
HEAEB Higher Education Accreditation and Evaluation Board
ME Ministry of Economy
MoES Ministry of Education and Science
MLSP Ministry of Labour and Social Policy
MF Ministry of Finance
MQF Macedonian Qualifications Framework
NBRM National Bank of the Republic of Macedonia
NEC National Examination Centre

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NQF National Qualifications Framework
OS Occupational Standard
TVET Technical vocational education and training
QA Quality assurance
QS Qualification Standard
VET Vocational education and training
VET Centre Vocational Education and Training Centre
VNFIL Validation of non-formal and informal learning
WP Work package

1. Introduction to the Roadmap

The development and implementation of the National Qualifications Frameworks is part of

a broader context of change, related to implementing the Recommendation of the
European Parliament and Council from 28 April 2008 on the establishment of the
European Qualifications Framework for lifelong learning (EQF).

Aging population, fast development of modern technology and the trends on labour
markets have developed numerous challenges to the education and training systems in
many countries. Key challenge is the necessity to ensure quality of education and training
and its comparison with the systems in other countries, by means of common European
reference meta-frameworks: the EQF and the Qualifications Framework for the European
Higher Education Area. The necessity for education to prepare citizens who can respond
successfully to the changing economic and social challenges, and the dynamic and ever-
growing labour market, terminated the view of education as a single – initial – period of life,
which has a clear beginning and ending and the application stage. In modern times,
education is a lifelong learning process.

The Macedonian Qualifications Framework (MQF) is the key tool for changing the
approaches to learning and investing in human capital in the Republic of Macedonia. The
MQF and the Referencing process are part of the comprehensive development of a
transparent qualifications system. They contribute towards transforming the education and
training system and reforming labour market policies. It should ensure that the
qualifications issued in the Republic of Macedonia are internationally comparable and
facilitate mobility within the Macedonian and European labour markets.

The MQF was adopted in 2013. It has the ambition to combine the roles of communication
and support to reforms. It was established with the aim to improve education and training
through the implementation of the learning outcomes approach; to make easier the access
to learning in every context and its results explicit for every citizen; to raise the overall level
of qualifications of the population and to strengthen the links between qualifications and
employment prospects. The level of stakeholders’ awareness on the principles and goals
of the MQF has grown markedly in 2015-2016, as result of concrete actions for
implementation of the MQF.

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Since the adoption of the “Macedonian Qualifications Framework – Baselines” and the
Law on NQF (2013) the Republic of Macedonia has focused on identifying the challenges
for the further development and implementation of the Framework. During the period that
followed, the intensive national efforts have been supported by international cooperation
and expertise in the framework of projects funded by different donors and loans. This
resulted in the Roadmap for the Further Development and Implementation of the
Macedonian Qualifications Framework (Roadmap). It contains specially designed working
packages for overcoming the key challenges.

1.1. Background and current situation

The MQF is a young framework based on the traditional education and training system,
the current situation in education and training, the qualifications system, the needs of the
labour market and the individuals, the EQF and international regulations accepted by the
beneficiary country.

With the adoption of the NQF Law and the designation of an official representative as full
member of the EQF Advisory Group, the country had committed to reference the MQF to
the EQF. Till present a number of activities such as establishment and staffing of the NQF
Unit within the Ministry of Education and Science (MoES), establishment and work of the
National MQF Board, launching the MQF website, publication of the comprehensive
Inventory of all qualifications, and establishment of Sectoral Qualifications Councils have
taken place. In addition, a Working Group for Further Development of the National
Qualifications Framework for Lifelong Learning with extensive involvement of stakeholders
including social partners, was established in April 2014.The comprehensive EQF
Referencing Report of the Macedonian Qualifications Framework and Self-Certification to
the QF-EHEA, developed in 2014-2016, was adopted by the EQF AG in February 2016.

The further development and implementation of NQF is of highest national priority. The
further fine-tuning of the existing legislation with the NQF Law, capacity building and
stronger involvement of labour market actors and labour market intelligence in
qualifications development, strengthening the quality assurance systems, setting up the
system for validation of non-formal and informal learning, and developing a qualification
register are financed from national funds complemented by projects from the EU
Commission (IPA funds and the ETF), the British Council, and the World Bank loan. The
on-going interventions are related to: preparation and alignment of relevant legislation for
further implementation of the MQF, strengthening the institutional capacities, as well as
enhancing the establishment of a functional national system of qualifications through
reforming the general education, VET, the higher education and the adult education.

2. Strategic elements

2.1. Vision

As policy instrument, the MQF (legislative, institutional, stakeholder inclusive and quality
framework) will help strengthening the Macedonian system of qualifications by improving
the education and training through implementation of the learning outcomes approach, will
make easier the access to learning in various contexts to every citizen, and will strengthen

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the links between qualifications and employment prospects. It will ensure that certificates
and diplomas issued in the Republic of Macedonia will be internationally comparable and
will facilitate mobility within the Macedonian and European labour markets.

2.2. Mission

The MQF establishes and develops reliable and identifiable qualifications, based on quality
and lifelong learning, relevant for the labour market and comparable to qualifications in
other countries in the SEE region, Europe and worldwide.

Implementation of the MQF supports the development of education and training based on
learning outcomes, internal and external quality assurance, mechanisms for validation of
non-formal and informal learning, increased access to education and training and social
inclusion.

By introducing transparent qualifications within eight levels and additional sublevels, the
MQF builds public confidence in the value of diplomas and certificates and contributes to
better employability.

2.3. Objectives

The main goals of MQF are to integrate and coordinate the education sub-systems and to
improve the transparency, access, progression and quality of qualifications in relation to
the labour market and the civil society. The MQF is the reference point for the reforms of
the education and training in the context of lifelong learning. It has the following objectives:
 To clearly define learning outcomes of different levels,
 To establish a system for validation of different qualifications within the overall
system of qualifications,
 To encourage and promote lifelong learning,
 To demonstrate clear links between different parts of the education and training
system,
 To indicate the transfer and progression (horizontally and vertically) throughout
and within all types of education and training (formal, non-formal and informal),
 To enable international comparability of qualifications,
 To promote the importance of key competences for lifelong learning and
professional competence,
 To ensure the mobility of participants in the process of education and training,
and inclusion in the labour market, at national and international level,
 To create a harmonised system for quality assurance,
 To balance the quality of service providers,
 To ensure the cooperation of all stakeholders,
 To ensure harmonisation with economic, social and cultural needs of the country
and
 To be part of the developments within the European Qualifications Framework.

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Linked projects:

Project Title: Supporter Duration: Description Expected results1 Budget

Referencing of the National ETF 15 May 2014 – Objective: institutional building and preparation towards Achieved:
Qualifications Framework to the March 2016 referencing to the EQF after the adoption of the Law on the  MQF referenced to the EQF and self-
European Qualifications National Qualifications Framework in 2013. The referencing certified to the QF-EHEA (http://mrk.mk/wp-
Framework is based on a participative process, owned and led by the content/uploads/2016/01/MQF_Referencing
national institutions and complying with EQF referencing _Report_Final.pdf)
criteria and procedures. It is also analysing and improving the  Inventory and analysis of existing
quality of the inventory of qualifications. qualifications
(http://mrk.mk/wp-
content/uploads/2015/12/Inventory_Analysi
s_NQF_Eng.-1.pdf)
Further improvement of the EU funds 2016 – 2017 Overall objective: to support further improvement of the Achieved: 2.300.000 euro (85% ЕУ +
system for development and system for development and implementation of the MQF.  Recommendations and draft legal acts to 15% national contribution)
implementation of the National update existing legislation
Qualifications Framework  Analysis of selected solutions in the area of
quality assurance of qualifications awarded
in Macedonia
 Analysis of labour market needs and the
solutions developed to date – initiate
cooperation with stakeholders
 Update of the Methodology of developing
new qualifications for the NQF based on
labour market needs
 Concept paper for updating the legislation
to harmonise the NQF with the EQF and
the best European practice
 Guidelines for quality assurance of
development of new vocational
qualifications in Macedonian Qualification
System (MQS)
 QA Procedure: Evaluation of developed
new qualification

In progress:
 Draft Protocol of Co-operation for MQF
 Manual on the updated Methodology for the
development of new qualifications in vocational
education and training (VET) & in adult
education based on labour market needs
 Design of qualifications in two priority sectors
 Design of the MQF register
Skills Development and World Bank Credit 2014-2019 Objective: to contribute to better connectivity of the vocational Achieved 17 800 000 Eur (equivalent
Innovation Support and higher education to the labor market needs through  Concept paper for modernization of the of 24M US$)
properly trained workforce. secondary TVET
In progress
 Self-evaluation report of university
 External evaluation of the higher education
sector in R.Macedonia
 Assessment of Funding Model Options and
Preparation of Funding Model and Formula and

1 The already achieved results have been highlighted with green.

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Implementation Plan of Higher Education
 EMIS (Educational management information
system) for higher education
 Quality assurance in Higher Education
 Grants for school-industry collaboration for
secondary TVET
 Co-financed Grants for Start-up, Spin-off
Companies and Innovations
 Skills Observatory
 Tracer study
Enhancing Life-Long Learning EU, IPA Project 2015-2017 Overall objective: to contribute to the strengthening of a Achieved EU funds 2.300.000 еuro
through modernizing VET and comprehensive and integrated Lifelong Learning system, with  Labour Market Assessment and Survey (85% ЕУ + 15% national
adult education systems focus on Vocational Education and Training and Adult Analysis produced for VET curriculum and contribution)
Education, by establishing a dynamic correlation between Adult Education reform process
education and the changes of both the social sphere and the  Methodology for assuring the continuous
labour market. harmonization and alignment of vocational
education and training according to the labour
market needs
 National occupational standards template
 Template for Special Adult Education
Programme
 Guideline for writing learning outcomes and
assessments
 60 occupational standards developed
 VET teacher training modules
 Capacity building of 290 teachers of VET
schools
 Methodology for identifying and selecting
municipalities and specific categories of training
beneficiaries
In progress
 National Qualifications Standard template
 26 qualifications standards
 Skills Analysis for Tourism sector in Macedonia
 Strategy for Lifelong Learning 2016-2020
 Adult Education Strategy 2016-2020
 Methodology for developing adult education
programmes
 Guidelines for conducting Labour Market Needs
analysis
 Methodology for Training Needs Assessment
for Lifelong Learning (LLL) in Macedonia with
Focus on Vocational Education (VET) and Adult
Education (AE)
 Redesign of 5 AE prgrammes and developing
of 10 new AE programmes
 Analysis of the current legal framework
pertaining to Workers’ Universities/ Open Civic
Universities for Lifelong Learning.
Support to the modernization of EU funds 2016-2017 Overall objective: to support the development of human Achieved: EU funds 1.000.000 Eur +
the system for post-secondary (IPA Twinning resources through modernizing the education and training  Report on the state of play with written 200.000 Eur (85% Eur +
education Light project) system, with special focus on post-secondary education recommendations for improvement and delivery 15% national contribution)
through revision of strategic documents, relevant legislation of post-secondary education in line with
and the institutional and organizational setup. international requirements and best European
practices compatible to the national context.
 Report on initial assessment of the educational

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needs within post-secondary education
according to labour market demands regarding
the specificity of selected occupations, with
written recommendations and methodologies
for carrying out an assessment of the
educational needs provided and introduced to
relevant institutions
In progress:
 Revised concept for post-secondary education
 Procedure for harmonisation with the NQF
developed.
 Rulebook on the manner of organisation,
content, conditions, implementation and the
system for evaluation of the specialist exam.
Developing cooperation EU project 2016 - 2017 Overall objective: to support the linkage between higher In progress: 750.000,000 Eur
between higher education education institutions and the labour market, in order to  Analysis of the applicability of the study
institutions, private sector and improve the quality of higher education from the perspective programs/curricula of the HE through
relevant public bodies of graduates and employers as main beneficiaries of higher evaluation of the employability of the students
education services. graduating from these programs;
Specific objective: to further strengthen institutional  Support for the efficient functioning of the
capacities of higher education institutions and their Career Centers in the universities;
cooperation with the private sector.  Support to the effective operation and
functioning of the Boards for Trust and
Cooperation with the Public.
Implementation of the legislation EU funds 2015 – 2017 Overall objective: enabling free movement of persons by In progress: 1.096.900 Eur (ЕU +
on mutual recognition of continuous alignment with the EU acquis on mutual  Harmonized legislative framework related to the national contribution)
professional qualifications recognition of professional qualifications. national Law on Mutual Recognition of
Professional Qualifications with the EU
Directives
 Strengthened institutional capacities for
implementation of the adopted legislation.

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3. Glossary

Allocation of Credit – the process of assigning a number of credits to qualifications/programmes

or to other educational components.

Assessment – a process of evaluation of knowledge, skills and competence according to

predefined criteria and learning outcomes, which may include written, oral and practical tests,
exams, projects and/or a portfolio.

Assessment Criteria – descriptions of what the learner is expected to do, in order to demonstrate
that a learning outcome has been achieved.

Competence – a set of acquired knowledge and skills, that is, proven capability to use the
knowledge and skills in situations of learning or work. Competence applies to responsibility and
autonomy.

Credit – a quantitative measure for expressing the volume of learning, based on the volume of
work that is required for the participants, so that they can achieve the expected results of the
learning process at a given level.

Credit transfer – process by which the value of the results of learning achieved in a system or
institution can be determined in another system or institution. In Europe there are two main credit
systems in use: the European Credit Transfer System (ECTS) and the European Credit Transfer
System for Vocational Education and Training (ECVET).

Credit system – a system of accumulation and transfer of credits based on the transparency of
learning results and learning processes.

Curriculum – a broader concept than the terms national curriculum, subject curriculum and study
programme. This concept includes: educational outputs/learning outputs as a result of
implementation of subject curricula (or groups) of related modules/subjects/one subject, as well as
description of methods of ensuring that the student will acquire envisaged competence.

Descriptions of qualifications – measurable indicators of learning outcomes relating to the

acquired knowledge and understanding, skills and competence.

Educational qualification – qualification obtained by completing publicly adopted educational

programme within the formal education system, with necessary qualification volume, and
documented with a diploma/certificate. It enables continuation of education, employment and
personal development.

Formal learning – an activity provided by an educational institution or a training provider, which is

conducted in accordance with certain approved programmes, in order to improve knowledge, skills
and competence, wherefore a public document shall be issued.

Informal learning – learning resulting from everyday life activities related to work, family or leisure
time. It is not structured in terms of learning objectives, learning time or learning support.

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Key competences – a set of competences on a certain level, required to satisfy the personal,
social and professional needs of the person in the process of lifelong learning. There are eight key
competences: communication in one's mother tongue, communication in a foreign language,
mathematical, technical and scientific competence, civic awareness, information technology,
entrepreneurship, learning how to learn and cultural expression.

Knowledge and understanding – a set of acquired and systematised information, that is, a set of
theoretical and factual information.

Learning outcomes – statements about what the participant knows, understands and is able to
do, as a result of the formal, non-formal or the informal learning process. Learning outcomes are
defined in terms of knowledge and understanding, skills and competence (independence and
accountability).

Levels within the framework – present a series of successive steps of learning, expressed in
terms of a series of general results, structured according to a set of descriptors.

Lifelong learning – includes activities of formal, non-formal and informal learning throughout the
whole life, aimed at improving knowledge, skills and competence for personal, professional and
social needs.

Macedonian Qualifications Framework – an obligatory national standard that regulates the

acquisition and use of qualifications in the Republic of Macedonia and an instrument for
establishing a system of qualifications acquired in the country that provides the basis for
transparency, access, transfer, acquisition and quality of qualifications.

Module – an independent unit of learning that is a complete or part of an educational programme.

National Qualifications Framework (NQF) – an instrument for establishing a system of

qualifications acquired in a particular country, which provides a basis for gaining qualifications,
transfer and quality of qualifications.

Non-formal learning – organised learning activities in order to improve knowledge, skills and
competence for personal, social or professional needs.

Programmes – public documents which define educational outputs (knowledge, skills and
competence) for a particular subject or area that learners acquire and develop in the educational
process and prove at examinations. Educational outputs (knowledge, skills and competence) in the
programmes are based on the subject curriculum objectives for the corresponding subjects or
areas.

Skills – constitute the ability to apply knowledge, perform tasks and solve problems. The skills are
described as cognitive (involving the use of logical, creative and intuitive thinking) and practical
(manual work and use of methods, instruments, tools and materials).

Occupational standard is a document that prescribes the content of the qualification at a certain
level and determines the necessary knowledge, skills and competences that an individual has to
have in order to be able to perform work and tasks within the occupation.

Qualification standard is a standardized description of the qualification which consists of:

 the title of the qualification,

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 the type of qualification,
 the level and sub-level of the qualification,
 code of the qualification,
 credit value of the qualification,
 description of the qualification and the content of qualification (enrollment criteria, number
of mandatory and elective subjects or modules, assessment methods and criteria for the
assessment of learning outcomes).

Type of qualification – main grouping of qualifications according to the purpose, type of

documents issued, type of programmes and volume. In the MQF there are two types of
qualifications: educational and vocational qualifications.

Quality assurance – a process or set of processes adopted at national and/or institutional level
with the goal of ensuring the quality of the education process, education programmes and
qualifications.

Qualification – a formal result of the evaluation and confirmation process that is acquired when
the responsible institution certifies that an individual has achieved learning outcomes in
accordance with the established standards.

Vocational qualification – qualification obtained by completing part of publicly adopted

educational programme (modules, courses, etc.), a special programme for adult education, or
through validation of non-formal learning. It is documented with a certificate and enables
employment and personal development.

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4. Work packages of the Roadmap

WP-1: Conceptual framework

 Group of activities 1.1: Review and updates of concepts
 Group of activities 1.2: Publication of the glossary and acronyms
 Group of activities 1.3: Dissemination

WP-2: Governing the MQF and stakeholder involvement

 Group of activities 2.1: Analysis of stakeholders’ involvement
 Group of activities 2.2: Consideration of recommendations
 Group of activities 2.3: Institutional setup of the MQF
 Group of activities 2.4: Development of a publication on the MQF and dissemination
 Group of activities 2.5: Capacity building of various actors according to their role in the
qualifications system
 Group of activities 2.6: Agreement for the use of a protocol setting out roles and responsibilities
of various actors and how they interact

WP 3: Learning outcomes implementation

 Group of activities 3.1: Analysis of learning outcomes implementation
 Group of activities 3.2: Development of guidelines on learning outcomes and dissemination
 Group of activities 3.3: Capacity building of various actors according to their role
 Group of activities 3.4: Implementation of learning outcomes (OS, QS, curricula, etc.), including
credit systems

WP 4: Development and implementation of validation of NF and IF learning

 Group of activities 4.1: Design of the validation of the NF and IF learning (VNFIL) system and
procedures
 Group of activities 4.2: Development of guidelines on VNFIL and dissemination
 Group of activities 4.3: Capacity building of various actors according to their role
 Group of activities 4.4: Implementation of VNFIL

WP 5: Inclusion of qualifications into the MQF

 Group of activities 5.1: Description of the system for inclusion of qualifications in the MQF
 Group of activities 5.2: Development of the MQF register (standards, IT infrastructure)
 Group of activities 5.3: Development of guidelines on inclusion of qualifications and
dissemination
 Group of activities 5.4: Capacity building of various actors according to their role
 Group of activities 5.5: Development of new qualifications
 Group of activities 5.6: Revision of existing qualifications
 Group of activities 5.7: Inclusion of qualifications into the MQF on the basis of standards

WP 6: Quality assurance
 Group of activities 6.1: Analysis of the QA system(s) in MK and plans for improvements
 Group of activities 6.2: Alignment of QA with EQAVET and ESG
 Group of activities 6.3: Development of guidelines on QA and dissemination
 Group of activities 6.4: Capacity building of various actors according to their role
 Group of activities 6.5: Implementation of the Quality assurance system(s), including validation
of qualifications

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WP 7: Legislation
 Group of activities 7.1: Analysis of the current legislation, needs for improvement and plans for
harmonisation
 Group of activities 7.2: Consideration of recommendations
 Group of activities 7.3: Updating the legislation
 Group of activities 7.4: Preparation of an attractive publication and dissemination

WP 8: Quality assurance of the Roadmap implementation

 Group of activities 8.1: Coordination of the MQF implementation
 Group of activities 8.2: Communication to relevant actors, dissemination and promotion of the
MQF
 Group of activities 8.3: Monitoring of the implementation of the Roadmap
 Group of activities 8.4: Analysis of the implementation of the Roadmap and updates when
justified
 Group of activities 8.5: Transfer of all relevant results to the legislation (WP-6)

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ROADMAP – Deatiled Description of Activities and Timetable

Responsibility:

2016-

2016-

2017-

2017-

2018-

2018-

2019-

2019-
Group of Financial

01

02

01

02

01

02

01

02
WP: Activity: Aims of the activity: Coordinator/ Risks Inputs Indicators Expected results
activities: implications
Partners

Common
understanding of
Events conducted
Development of key concepts
key concepts created
related to the Use of concepts
NQF To develop key concepts
related to the
related to the NQF in order Curricula reviewed
Contrary NQF, analysed
to have harmonised MoES and reviewed
understanding IPA
implementation of the NQF VET Centre,
1.1: Review and of terms and Twinning Questionnaire
and wider awareness of the CAE, HEAEB, Terms and concepts as
update of concepts by project / filled by various Opinions of
NQF and all its components, NEC, SEI, MLSP, used by various institutions
concepts different National institutions stakeholders
including learning outcomes, ESA, chambers,
institutions and budget Meetings collected
validation of non-formal and employers
Update of the individuals conducted
informal learning, quality
EQF referencing Roadmap for
assurance mechanisms, etc.
report Roadmap further
prepared implementation of
WP-1: Conceptual framework

MQF
EQF referencing Updated EQF
report updated referencing report

Publication of
Glossary
glossary with all
published - hard Glossary finalised
key concepts Glossary finalised
copy and on web- and published
related to the To make NQF
page
1.2: Publication of NQF understandable and visible
Insufficient
the glossary and to stakeholders and wider MoES EU funds Roadmap
funds Roadmap finalised
acronyms public, in order to have Roadmap finalised published on web-
Publication of the and published
better implementation page
EQF referencing
EQF Referencing EQF referencing
report EQF Referencing Report
Reports published, updated and
updated
and on web-page published

EQF Referencing
Reports
Public awareness
EQF Referencing Report disseminated, in
To disseminate the NQF and raised concerning
updated and published over 1000 copies,
its key concepts to all the NQF
and by use of web-
stakeholders and wider
Dissemination of IPA page
public. This includes public Availability of
1.3: key concepts Twinning Roadmap Public awareness
awareness concerning the MoES stakeholders Roadmap finalised and
Dissemination related to the project, EU disseminated to raised concerning
NQF, dissemination of the representatives published
MQF funds key stakeholders the roadmap
EQF referencing report,
Glossary
dissemination of glossary,
disseminated, in Public awareness
etc. Glossary finalised and
over 2000 copies, raised concerning
published
and by use of web- the terminology
page
m
M
Q
F

n
d

h
o

n
a

a
k
e

v
e

e
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t

2.1: Analysis of Analysis of Sustainable implementation MoES, Insufficient IPA List of institutions in Number of Opinion received
l

13
stakeholders’ stakeholders’ of the NQF by an effective ESA, MLSP interest by the Twinning qualifications system, their employees based on the
involvement involvement in involvement of all key in cooperation employers and project, role, capacities, etc. participating in the questionnaires
development and stakeholders with the NBRM, employees to National survey
implementation of MF, State participate in Budget Number of filled
NQF Statistical Office the survey (sectoral questionnaires
approach) Representative sample of
Annual forecast of
employers
labour market Analysis of data
Questionnaire on the needs
needs
of the employers
Disseminated
Incomplete relevant
Summing-up the responses Forecast of labour
data, or information to
Skill Needs Analysis is acquired from the filled in market and skills
untimely data other relevant
Skill Needs based on survey of a sample questionnaires needs
collection institutions and
Analysis - Short- of employers. The survey
stakeholders
Term and Long- aims at increased
Number of
term forecasting knowledge of the situation Lack of regular
Data collection from employers
of the Labour and the expected changes updates of the
forecasts participating in the Disseminated
Market on the labour market within software
survey relevant
the next 6 to 12 months.
Lack of information to
capacity other relevant
Human resources Number of trained
building of the institutions (MLSP,
specialised in forecasting staff
human MoES, VET
resources. Centre, CAE, etc.)
Lack of reliable Relevant data provided by Completed
and timely data the sources of information. templates

Number of
proposals for
development of
occupational Stakeholders
Lack of
standards and prepared for their
initiatives for
Create sustainable Analysis and number of updated role in the further
developing
implementation of the NQF recommendations occupational development and
standards (OS
Use of analysis standards implementation of
MoES, MLSP and QS)
and Number of the NQF
in cooperation National
recommendations qualifications
with ESA, VET Budget and
on stakeholder’s standards
Centre, CAE, ME, IPA
involvement developed
Agency for Twinning
2.2: Ensuring evidence from the Insufficient
Entrepreneurship, project
Consideration of long-term forecasting in commitment of
MF, Chambers,
the developing and monitoring the relevant Number of reports
Organisation of
recommendations strategies and policies for institutions and on monitoring the
Employers, trade Policies developed
stemming from employment, in particular organisations Long-term forecasts of implementation of
unions, local self- by using evidence
2.1 youth employment, as well for developing labour market the strategies and
government with from the forecasts
as for other relevant areas. and the respective
special role of the
implementing policies
local economic
policies based
and social
on evidence.
councils
Discrepancy
Development of between the
employment planned scope Employment
Programme of the Employment
strategies with of unemployed National strategy adopted
Government of the Republic strategy with
action plans (four active job Budget by the
of Macedonia action plan
years), action Increased employability of seekers and Government.
plans for youth the labour force the number of
employment on employers

14
the basis of the seeking
employment qualified work
strategies and force.
creation of Employment strategy, Operational plans
Operational plans
operational plans Short-term analyses of the for employment
IPA funds for employment on
for employment needs of the labour market adopted by the
annual basis.
on annual basis. (ESA) Government.
Sustainability of
Action plans for
job placements. Requests from the Action plans for
youth employment
chambers for occupations youth employment
Others on the basis of the
needed on the labour adopted by the
employment
market. Government.
strategies

Analysis of the
existing national
system for
development and
Number of
implementation of
questionnaires,
the NQF on
interviews,
structural and
MoES and MLSP, workshops
system level
VET Center, (institutional and
CAE, BDE, SEI, Aligning the administrative set-
Answers of stakeholders to
NEC, NQF roles and up)
IPA questionnaires, interviews,
An effective structure of the Board, HEAEB, responsibilities
Setup of effective Twinning inputs from workshops Piloted and tested
2.3: Institutional NQF, its bodies, councils sectoral of the different Number of
structure of the project, of the produced
setup of the MQF and their role, and qualifications stakeholders in prepared
NQF National materials such as
responsibility commissions, the documents
Budget revised rulebooks,
chambers, Memorandum (Protocol,
protocols and
(Protocol) memoranda,
employers, bylaws relevant for
bylaws)
providers NQF system
List of bodies, their Setup of all
role and relevant bodies in
responsibilities the NQF
Number of Prepared and
Past experience in
prepared and signed
preparing Memorandum for
signed Memoranda with
cooperation
Memorandums all stakeholders

IPA
External
2.4: Development Insufficient Twinning
communication Various events Disseminated
of a publication To make NQF attractive to funds and and other Dissemination materials
plan on the NQF MoES and various materials via
on the MQF and the wider public interest of the projects, prepared
with the wider channels used various channels
dissemination wider public National
public
Budget

MoES
MLSP, VET
2.5: Capacity Center, CAE,
IPA
building of Enhanced BDE, SEI, NEC,
Twinning
various actors institutional NQF Board, Number of events
Effective implementation of Limited human and other
according to their capacities HEAEB, sectoral Relevant materials prepared with the Capacity building
the NQF resources projects,
role in the working on the qualifications stakeholders
National
qualification NQF system commissions,
Budget
system chambers,
employers,
providers

15
Number of
employed advisors
Restrictions for and filled-in empty
Rulebook for internal
new posts according to
organization of the Center
employments in the organizational
the public chart of the VET
To fill-in the number of To fully staff the
2.6: Agreement administration Center
advisors for all sectors in sector for
for the use of a Organizational chart of the
order to ensure the National developing
protocol to set out MoES, Center
Staffing the VET involvement of adequate Budget standards and
roles and VET Centre, Motivation for
Center with the advisors in the MQF teaching plans
responsibilities of BDE, CAE, MF, good quality All sectors covered
necessary activities. and programs
various actors ESA, MLSP, staff to apply Rulebook for the with the
number of
and how they chambers, for the systematization/organization appropriate
advisors for tasks
interact employers, vacancy: of working posts in the advisor
related to MQF.
(increased providers advisor for Center
transparency of vocational
the MQF) education
Insufficient
To develop mechanisms for
interest of
networking and cooperation IPA funds, Protocol for cooperation of Mechanisms for
stakeholders Number of
between all included bodies National stakeholders prepared and networking
for networking meetings held
from the NQF system and all Budget piloted developed
and
relevant stakeholders.
cooperation

Preparing and
distributing
proper
questionnaire on
learning Insufficient
MoES, Number of schools Analysis for the
outcomes number of Law on vocational
VET Centre, visited per sector implementation of
WP 3: Learning outcomes implementation

implementation advisers per education and training

CAE, BDE, and profile learning outcomes
3.1: Analysis of for educational sector
To know issues on learning institutions/bodies during the
the institutions,
outcomes implementation responsible for National realization of
implementation of students,
and to prepare quality Budget educational
the learning employers and
recommendations assurance, programs based
outcomes QA bodies.
employers, on learning
Ensuring Number of
students, outcomes per
financial respective reports
Conducting visits providers sectors
resources for per sector for the
and analysis of
realization of Relevant curricula conducted
filled
the visits in analysis on the
questionnaire.
vocational implementation of
schools LOs

Revised
The existing Guidelines for
Methodology for
developing of LO in HE Clearly defined
developing OS
Development of rules, ways and
Information from the
3.2: Development guidelines how to MoES IPA projects, conditions for
To ensure development and Cedefop web site, including Methodology for
of guidelines on develop and use VET Center, Lack of World Bank developing and
effective implementation of the published results of developing QS
learning learning BDE, CAE, professional load, effective
outcomes, linked to relevant studies
outcomes and outcomes for Universities, competences National implementation of
assessment and quality Methodology for OS Guidelines for
dissemination various employers, Budget learning outcomes
assurance mechanisms developing
stakeholders and providers by various
Valid standards of learning outcomes
users stakeholders
occupations as samples adopted by the
relevant body

16
Selection of
adequate Number of
Preparation of professionals experts-trainers workshops held for Professionals
MoES
3.3: Capacity for effective development for preparing IPA projects, preparing trained, so that
VET Centre,
building of Training of and implementation of documents World Bank Previous experience and documents based learning outcomes
MLSP, ESA,
various actors experts at various learning outcomes, and based on LOs loan and trainings for creating on LOs and credits descriptions can
BDE, CAE,
according to their institutions using them for teaching, and trainers National documents based on LOs regularly be
providers, HEIs,
role assessment and QA Budget Number of reviewed and
QA bodies, etc.
mechanisms Ensuring funds prepared updated
for trainings documents based
on LOs

Number of
Law on NQF
workshops
Documents for all
Effective Methodology for developing
To support implementation educational
implementation Lack of OS
of learning outcomes and to sectors based on
and use of financial Draft Methodology for Number of
use them for design of LOs, including use
learning resources developing standards of prepared
standards. of credits and
outcomes qualifications, reformed documents
levels
3.4: educational programs based
Implementation of on LOs
learning Prepared Guide
To develop standards and Developed
outcomes Workshops with relevant for learning
learning outcomes to be BDE, VET standards for
(occupational experts (BDE, MoES) and outcomes (drafting
acquired by the student at Centre, National learning outcomes
standards, other stakeholders standards for
the end of the 9 year primary CAE, HEIs, Budget in primary
qualifications (teachers, universities, etc.) learning
education. MoES, etc. Conflicting education.
standards, outcomes)
opinions on
curricula, etc.), Development of Guide for
To develop standards and standards and
including credit standards and Adopted standards developing
learning outcomes for LOs at different Procedure for the adoption
systems. LOs for primary for learning learning outcomes
general education subjects levels of of standards and guidelines.
education outcomes in primary
in VET curricula education and
education.
training
To develop standards and
learning outcomes to be Number of experts Pool of qualified
acquired by the student at qualified in writing experts in writing
the end of the general learning outcomes learning outcomes
secondary education

Nominated members for the

Constitutive
Management Board from
meeting of the
the following institutions:
VNFIL Board
implementation of VNFIL
WP-4: Development and

MoES (2), CAE (2), VET

Center, State Examination Established
Center, MLSP, ESA, Management
Chamber of Commerce, Board for VNFIL
Annual working
Lack of Chamber of Crafts, Trade which will govern
plan
awareness and Union and monitor the
To establish a Management
Establishing a motivation of Number of progress and
Board for VNFIL which will
management key institutions meetings held by implementation of
govern and monitor the
board for VNFIL to take part in the Management VNFIL on the
development/implementation
the Board basis of an annual
of VNFIL on the basis of an
Management VNFIL Roadmap VNFIL Board working plan
annual working plan.
Board Rules an
Procedures
Group of CAE, ETF project, Annual working
activities 4.1: MoES, VET National report

17
Design of the Centre, providers, Budget Prepared/designed Rules and
validation of the VNFIL Board draft rulebooks for procedures for
To design rules and
NF and IF Not engaging accreditation of VNFIL which will
procedures which will further Analysis of the state of play,
learning (VNFIL) Designing rules important institutions, further enable the
enable the implementation existing capacities and
system and and procedures stakeholders in certification of implementation of
of the VNFIL system and will institutional set-up for the
procedures for VNFIL the VNFIL candidates, the VNFIL system
result in a specific legal design of the VNFIL system
process monitoring and and will result in a
framework
control of the specific legal
quality of VNFIL framework
Not engaging
important
Prepared rules and
stakeholders in
procedures for VNFIL
the VNFIL
process
Conflicting
statements of
To prepare a legal Prepared and
Preparing a important Adopted legal
framework which would adopted
relevant legal and stakeholders framework for
enable the implementation laws/rulebooks for
financial basis on the Implemented pilot projects VNFIL
of the VNFIL system VNFIL
competence of (for selected
various qualifications/partial
institutions in qualifications)
the
implementation
of the VNFIL
system

Prepared Adopted
document for the quidelines,
To define the guidelines for methodology for methods and
Group of Developing Lack of
providers of VNFIL, methods the implementation approaches for the
activities 4.2: documents for CAE, capacities and Roadmap for the
and approaches to be used ETF project, of VNFIL providers of VNFIL
Development of methodology for MoES, VET training of implementation of the
in the four stages of VNFIL: National Four stages of
guidelines on the Centre, providers, potential system for VNFIL in the
identification, Budget VNFIL elaborated:
VNFIL and implementation of VNFIL Board providers of Republic of Macedonia
documentation, assessment, Developed tools identification,
dissemination VNFIL VNFIL
certification for VNFIL documentation,
assessment,
certification

Number of
Targeted institutions organised trainings Trained staff who
responsible for for staff who will will lead the VNFIL
implementing VNFIL lead the VNFIL process
Building capacities and
Group of process
institutional support of Low motivation
activities 4.3: Building CAE, Number of
various institutions of employees in ETF project,
Capacity building capacities and MoES, VET organised
responsible for the support institutions National
of various actors institutional Centre, providers, workshops and
of the implementation of engaged in the Budget Strengthened
according to their support VNFIL Board trainings to
VNFIL in the four stages of VNFIL process capacities of the
role Analysis of training needs strengthen the
the VNFIL process institutions
capacity of
involved in VNFIL
institutions
involved in the
VNFIL

Group of Piloting of the Development and CAE Not engaging National Prepared rules and Piloted VNFIL Finalized rules,
activities 4.4: VNFIL system implementation of pilot MoES, important Budget, ETF procedures for VNFIL procedures for procedures,

18
Implementation of projects (selected MLSP, VET stakeholders in project certain methodological
VNFIL occupations/qualifications) Centre, providers the process of occupations documents and
with the purpose of testing VNFIL (qualifications / tools for VNFIL
the VNFIL system partial that would allow
qualifications) for the further
Approved revised implementation of
manual on the the VNFIL system
Developed tools for VNFIL
rules and
procedures
Lack of
Implementing a Raised
motivation of
campaign for Implemented pilot projects awareness,
Raising awareness for the the target
raising (for selected Results of the pilot increased
capacities and benefits of group and
awareness for the qualifications/partial projects capacities and
VNFIL attending
capacities and qualifications) benefits from the
promotional
benefits of VNFIL VNFIL system
events

Methodology and
procedures for
levelling and
Group of inclusion of
Designing the IPA
activities 5.1.: To create comprehensive Difficulty to Guidebook for describing Number of qualifications in
system of MoES, Twinning
Description of the system of qualifications achieve the levels for VET qualifications pilot- the MQF,
including old BDE, VET project on
system of awarded in Macedonia comprehensive qualifications linked to the MQF consulted and
(existing) and Centre, CAE, NQF and
inclusion of allocated to the levels of the typology of adopted by the
new qualifications Twinning IPA National
qualifications in MQF. qualifications respective
into the MQF Budget
WP-5: Inclusion of qualifications into the MQF

the MQF decision making

body
Number of
Typology of
Descriptors of the MQF qualifications
qualifications
linked to the MQF

Designing and Scheme of the

accepting the institution of the
institutional Number of register and ways
scheme of the consultations with it is related to
Macedonian stakeholders other institutions
qualifications and stakeholders
register designed
containing the Achieving
elements of the balance
register itself, its between
IPA
relations to other centralization
Group of To implement the institution MoES Twinning
institutions and Intermediary outputs of the
activities 5.2.: of the Macedonian BDE, VET project
related to the decentralization IPA Twinning project on
Development of qualification register into the Centre, CAE, and
MQF, procedures of decisions NQF
the MQF Register qualification system universities National Procedures on Technical
of its activities concerning
Budget submission, procedures for the
(applying, inclusion of
inclusion and maintenance of
evaluating, qualifications is
revision of Qs in the qualifications
awarding) and not easy.
the register register
the bodies co-
operating with it
(quality
assurance,
awarding, etc).
To design the IT
instruments of the

19
activity (data
bases, templates
of application etc;
the register
portal)

Writing and Number of

The guidelines on
consulting with publications and
Group of To make activities of the qualifications
stakeholders the other instruments
activities 5.3.: qualification inclusion inclusion by the
guidelines for MoES, Insufficient The scheme of the register of dissemination of
Development of system known to the IPA funds, register published
inclusion of BDE, VET cooperation of knowledge about
guidelines on stakeholders; to instruct the National in hard copy and
qualifications into Centre, CAE, relevant the inclusions of
inclusion of stakeholders how to use it Budget electronic form.
the register and universities stakeholders. qualifications
qualifications and for qualifications registration
dissemination of Other instruments
dissemination and levelling. Intermediary outputs of the Number of
knowledge of dissemination of
IPA Twinning project on templates
concerning it. knowledge about
NQF produced
the inclusion

Preparation of
main actors on
their roles in the
inclusion of
qualifications in
the MQF:
trainings,
IPA Group of people
Group of conferences,
To prepare stakeholders to Inability of Twinning working on behalf
activities 5.4.: workshops other All dissemination actions Number of people
undertake their roles in the MoES stakeholders project, of the qualification
Capacity building forms of undertaken during the instructed
system of inclusion of different representatives Worls Bank system instructed
of various actors learning/teaching process of the MQF according to their
qualifications professionally stakeholders to capacity loan and and prepared to
according to their about the system implementation different roles
and effectively building events National play their
roles (register staff,
Budget anticipated roles
experts-
evaluators of
applications,
members of the
awarding bodies,
IT managers,
etc).

Launching the New applications

MoES IPA projects,
process of Application free for new
Group of VET Centre, Worl Bank Scheme of institutions, Number of new
application, To open the qualification or charged with qualifications
activities 5.5.: CAE, BDE and loan, procedures, guidelines and qualifications
evaluation, system for new qualifications fee - pros and
Development of universities, NQF National instruction as well as the included in the Inclusion of the
levelling and which did not exist before. contras to be
new qualifications bodies, chambers Budget, groups of specialists. MQF new qualifications
awarding new considered.
and employers providers into the MQF
qualifications

Evaluation and Level descriptors

redesign of Methodology of levelling of
existing qualifications
ETF project, Overview of all
Group of qualifications on MoES
To achieve consistency of all Resistance of IPA Number existing
activities 5.6.: the basis of VET Centre,
qualifications in the stakeholders to Twinning (percentage) of qualifications for
revision of mechanisms of CAE, employers,
Macedonian qualification revision of project, Intermediary outputs of the reviewed revision and
existing quality assurance chambers,
system with the MQF levels. qualifications National IPA Twinning project qualifications levelling according
qualifications. of the providers
Budget to the MQF.
qualifications
including the

20
levelling process.

To complete full Analysis of the QA

information about system in
the existing Macedonia
Resistance of
elements and regarding primary
stakeholders
procedures of Comparison of way of and general Stakeholder
To provide information (particularly
quality assurance activities of these secondary awareness on QA
regarding the functioning of providers)
concerning institutions to the European education, as well issues (status quo
the QA in practice and the against the
qualifications in requirements (like ES&G for as for general and what needs to
related challenges. stronger
Macedonia. To HE or QA in VET system) subjects in be done)
mechanisms of
Group of evaluate their secondary
MoES, QA
activities 6.1.: appropriateness vocational
BDE, VET
Analysis of the and effectiveness education and
Center, SEI,
QA systems in in light of higher education.
NEC, HEAEB,
MK and plans for demands of the Lack of
MQF Board Analysis of the
improvement European bodies necessary data
current status of
on QA as well as for preparing
QA.
needs of the To develop the qualifications the analysis National New elements of
Macedonian quality assurance system Budget, Intermediary outputs of the the MQA system
Differences in
qualifications protecting the credibility of World Bank IPA Twinning project and or designing ways
data- Number of
system. To the qualifications awarded in loan and IPA the SKILLS project of upgrading
processing (not workshops held on
project and Macedonia. funds existing ones.
following one QA for
implement
WP-6: Quality assurance

single stakeholders
necessary
methodology)
changes.

Aligning the Full

existing QA implementation of
Application for
system for higher the QA system for
ENQA
education with higher education
membership
the ESG for HE. with prospects to
accepted
Aligning the EQAR
existing QA Improper membership
system for VET to implementation World Bank
Group of To develop the qualifications MoES,
the EQAVET of ESG for HE loan, IPA ESG HE, EQAVET
activities 6.2.: quality assurance system HEIs, HEAEB, Number of
requirements. and EQAVET Twinning recommendation, ENQA
Alignment of QA ensuring credibility to the NEC, SEI, VET documents and
Both systems requirements project, and EQAR policies and
with EQAVET qualifications awarded in Centre, BDE, institutions Full description of
should be able to by the National procedures
and ESG for HE. Macedonia. CAE, providers confirming the QA system for
evaluate if the stakeholders at Budget
mechanisms of QA educational and
methods of national level
working in the vocational
validation of
qualification qualifications in
learning
system based on Macedonia
outcomes
the European
according to the
recommendations
MQF is done
correctly.

Guidelines how to
make use of the
Existing systems of quality QA in higher
Writing and assurance education (internal
consulting with and external QA
stakeholders the To protect credibility of systems)
Group of guidelines for qualifications awarded in MoES World Bank Analysis of the QA system Guidelines and Guidelines for QA
activities 6.3.: quality assurance Macedonia by developing BDE, VET Opposed views loan, IPA in Macedonia regarding other of development of
Development of in general, VET adequate documents or to Centre, SEI, regarding the Twinning primary and general dissemination new Qs in the

21
guidelines on QA and higher improve the existing ones, NEC, HEAEB, instruments for project on secondary education, VET materials MQF
and its education for the including their MQF Board and QA NQF, and higher education. published and
dissemination needs of the dissemination. HEIs National disseminated. Guidelines how to
qualification Budget make use of the
system and European standards and EQAVET system
disseminate guidelines concerning the Information
knowledge QA (ESG, EQAVET) delivered to open
concerning it. public on the QA
mechanisms

Preparation of
main actors on Number of QA
Group of To prepare individuals and World Bank
their roles in QA actors trained
activities 6.4.: groups of people to MoES, loan, IPA
of MQF: trainings, Insufficient
Capacity building undertake their roles in the HEAEB, VET Twinning Pull of qualified
conferences, dedication of QA instruments developed
of various actors quality assurance of Centre, CAE, project, experts on QA
workshops other the QA actors. Number of
according to their qualifications professionally BDE National
forms of workshops and
roles and effectively Budget
learning/teaching conferences held
about the system.

Introduce in Evaluation of QA
Procedures and standards
reality the standards and
prepared
updated quality procedures Institutions and
Group of
assurance Number of bodies with clear
activities 6.5.:
system adopted scope of rights
Implementation of To protect credibility of the MoES
(institutions and procedures and and obligations,
the Quality Macedonian qualifications HEAEB, SEI, Delay in
procedures) National standards standards and
Assurance by institutions and NEC, VET updating the
ensuring the Budget procedures
Systems procedures of the QA Centre, BDE, legislation Intermediary outputs of the
quality of Number of working in the
including system. CAE IPA Twinning project
qualifications and certificates of Macedonian
validation of
their validation quality awarded to qualification
qualifications
according to the education system
European tools providers
on QA.

Group of Number of Critical analysis of

Analysis of Existing legislation
activities 7.1.: Analyses existing legislation
existing Harmonisation of existing MoES IPA project,
Analysis of Legislation List of identified
legislation in light legal acts concerning VET Centre, World Bank
current changes are Recommendations from the discrepancies
of needs of the qualifications in line with the BDE, CAE, loan, Recommendations
legislation, needs usually time- analyses of legislation done
Macedonian needs of the Macedonian HEAEB, NEC, National for improvement of Recommendations
for improvement consuming by different projects on
qualification qualification system. SEI, MLSP Budget the legislation for improvement of
and plans for Macedonian qualifications
system. the legislation
harmonisation

To express List of
recommendations Number of lists of recommendations
on necessary recommendations for changes in
WP – 7: Legislation

legislative legislation
changes. (making
good use from
Group of
analysis
activities 7.2.:
mentioned above
Consideration of
for harmonisation IPA Number of
recommendations
as well as from To recommend changes in MoES, Legislation Twinning documents with
for updatimg the Recommendations from
analysis provided legislation which will make VET Centre, changes are project, stakeholders Public debate on
legislation updating the legislation
by other projects possible responsible design BDE, CAE, NEC, usually time- World Bank opinions changes in
dealing with and effective functioning the SEI, HEAEB, consuming loan, concerning the legislation

22
Macedonian Macedonian qualification MLSP National recommendations
qualification system. Budget
system).
Consultation of
changes with
stakeholders.

Drafting and
adoption of new
and/or updated
legislation aligned MoES,
Group of To establish updated National Updated Updated
with the needs of VET Centre, Updating of
activities 7.3.: comprehensive legislation Budget, Recommendations for legislation legislation for the
the MQF. BDE, CAE, NEC, legislation is
Updating the covering all aspects of the World Bank updating the legislation accepted by the qualifications
Monitoring the SEI, HEAE time consuming
legislation MQF. loan relevant bodies system
implementation of Board, MLSP
the updated
legislation and its
consistency.

Preparation of Number of
leaflets, booklets produced
Group of
publishing the MoES Number of public Increased
activities
legislation on VET Centre, National events transparency of
7.4.:Preparation Increased public awareness Insuficient
respective web BDE, CAE, HEAE Budget, EU Legal documents adopted the Macedonain
of attractive on the updated legislation funds
sites, Board, NEC, SEI, funds qualifications
publications and Functional web
organisation of MLSP system
dissemination sites
dissemination
events

23
24