Abstract
The study aims to present the development of education in North Macedonia from the country’s independence to the present day, as documented in several national reports and other official documents. The focus is on development and changes in chemistry education throughout the years of primary, secondary and higher education. Particular attention is devoted to the introduction of the new curricula of natural sciences courses in primary education, which is an adapted curricula of the Cambridge International Examinations, and the use of information and communication technology in increasing the efficiency of the education system. Despite numerous reforms over the years, the country is still faced with various challenges and issues regarding chemistry teaching. Investment in education is constantly decreasing and no notable improvements in conditions for teaching chemistry are being made. Recommendations are made regarding the need for appropriately educated, qualified and motivated teaching staff, well-equipped laboratories and teaching resources, continuous professional development of teachers, mutual cooperation of all stakeholders in the educational process, and continuous support from the authorities and policy makers for gifted pupils and chemistry teachers at all levels.
Highlights
Quality education and teaching is a prerequisite for the successful formation of pupils’ knowledge
The aim of this study is to present the development of chemistry curricula in primary (6–14 years old), secondary (15–18 years old) and higher education (18+ years old) in North Macedonia throughout the years from its independence to the present day
With the introduction of the Concept for Specialised Secondary Education, gymnasium programmes were replaced with tailored curricula for cultural enlightenment and natural science and mathematics disciplines. This concept was applied until 1990, when, due to extensive criticism, amendments were introduced to the Law on Secondary Education and immediate preparations started for returning the curricula and syllabi for the gymnasium, the implementation of which commenced in the 1991/92 school year
Summary
Quality education and teaching is a prerequisite for the successful formation of pupils’ knowledge. The teacher has a key role in overall educational work, especially in the planning, organisation and realisation of teaching, and in the process of forming conceptual, quality knowledge among pupils. This can be achieved through the teacher’s professional preparedness and competences (Watson et al, 2007), the application of adequate methods, forms and techniques of work, the teacher’s ability to teach and transfer knowledge, as well as by encouraging interactive pupil collaboration in thinking and in understanding learning and applying the acquired knowledge to solving problems in specific situations (Tytler, 2002). Challenges and recommendations for improving chemistry education and teaching are ascertained
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