World Bank Group2015-11-182015-11-182014-01https://hdl.handle.net/10986/23005Since its independence in 1991, FYR Macedonia has faced a number of challenges in its political and economic transition. One of the greatest has been the shift from a planned economy to a free market oriented economy. This shift resulted in an average annual GDP growth rate of 0.2 percent between 1990 and 2006. Since then, the economy has embarked on an ambitious reform agenda, which has resulted in an average real annual GDP growth of 3.4 percent. The government’s objective is to steer Macedonia toward economic activities with higher value-added and technological content. Strengthening policies for the development of human resources is crucial for the future of the country. A huge challenge in this process is the set-up of an effective and efficient system for workforce development (WfD), one that provides future workers with the skills needed in a modern labor market, enhances the adaptability of those workers who have lost or are at risk of losing their jobs, and prepares the current and future workforce for mobility in work and learning. The rest of this report summarizes the key findings of the SABER-WfD assessment in Macedonia and also presents the detailed results for each of the three functional dimensions. To put the results into context, the next section offers a brief profile of the country’s socioeconomic makeup.en-USCC BY 3.0 IGOEDUCATIONSCHOOL PROGRAMSMODULAR LEARNINGEDUCATION SYSTEMART EDUCATIONINTERNSHIPSSCHOOL BUILDINGSSKILLSEDUCATION MINISTRIESUNIVERSITIESSTUDENT ACHIEVEMENTSECONDARY SCHOOLKNOWLEDGEGENERAL SECONDARY EDUCATIONPRIVATE EDUCATION SECTORPRIVATE SCHOOLSPRIMARY SCHOOLSVOCATIONAL SCHOOLSNUMBER OF STUDENTSLIFELONG LEARNINGPROFESSIONAL DEVELOPMENTACCESS TO EDUCATIONPRIVATE SECONDARY SCHOOLSSCHOOLSEDUCATION REFORMLEARNING OUTCOMESCURRICULAMULTIPLE LEARNING PATHWAYSCOMPLETION RATESLEARNING CONTEXTPROVISION OF TEXTBOOKSGROSS ENROLMENT RATIOOCCUPATIONAL SKILLSEDUCATIONAL LEAVESKILLS COMPETENCIESADULT LEARNINGADULT TRAININGSTUDENTSINVESTMENT IN EDUCATIONTEACHINGOCCUPATIONSTEACHER TRAININGCOMPULSORY EDUCATIONQUALITY EDUCATIONEDUCATION DEVELOPMENTPRIMARY SCHOOLEDUCATION POLICIESSECONDARY EDUCATIONEDUCATION PROVIDERSCURRICULUM DESIGNACADEMIC YEARGROSS ENROLMENTACADEMIC STANDARDSSECONDARY SCHOOLSLEVELS OF EDUCATIONCURRICULUMPRIMARY EDUCATIONAPPROPRIATE TRAININGNUMBER OF TEXTBOOKSVOCATIONAL TRAININGTERTIARY EDUCATIONTRAINING CENTRESKILLED WORKERSSKILLS DEVELOPMENTENROLMENT RATESLEARNERSEDUCATION SYSTEMSSCHOOL MANAGEMENTFORMAL EDUCATION SYSTEMADVANCED QUALIFICATIONSEDUCATION INSTITUTIONSLOWER SECONDARY EDUCATIONUNEMPLOYMENT RATESFEESFORMAL SCHOOLSQUALITY LEARNING OPPORTUNITIESVULNERABLE GROUPSQUALITY LEARNINGFACULTYINSTRUCTORSSTATE EDUCATIONQUALITY OF EDUCATIONSCHOOLINVESTMENTS IN EDUCATIONUNEMPLOYMENT RATEPUBLIC EXPENDITURE ON EDUCATIONPUBLIC SCHOOLSPRIMARY LEVELVOCATIONAL SKILLSUNEMPLOYED YOUTHCONTINUING EDUCATIONRELIGIOUS SCHOOLSVOCATIONAL EDUCATIONJOB TRAININGLEARNING ACQUISITIONGROUPS OF LEARNERSQUALITY OF LIFESERVICE TRAININGFORMAL EDUCATIONSCHOOL YEARTRAINEESADULTSCAREER GUIDANCERETRAININGLEARNINGSKILLS ACQUISITIONTRAININGSECONDARY VOCATIONAL EDUCATIONTEXTBOOKSSCHOOL SUPPORTTEACHERADULT EDUCATIONTEACHERSELEMENTARY EDUCATIONWORKSHOPSSCHOOL BUDGETSNON-FORMAL EDUCATIONTRAINING ACTIVITIESTRAINING CENTERSPUBLIC PRIMARY SCHOOLSSPECIAL NEEDSEDUCATION ATTAINMENTFORMAL ADULT EDUCATIONGROUPSHIGHER EDUCATIONTECHNOLOGYENROLMENT RATIOSKILLS TRAININGHIGHER EDUCATION INSTITUTIONSLEARNING OPPORTUNITIESMUTUAL LEARNINGSPECIAL SCHOOLSUNIVERSITY EDUCATIONEDUCATION SERVICESEDUCATIONAL INSTITUTIONSPRIMARY TRAININGPRIVATE EDUCATIONPUBLIC EXPENDITUREReportWorld Bank10.1596/23005