Page 140 - Izobraževanje v dobi generativne umetne inteligence

Lejla Turulja and Amra Kapo

and secondary schools, with the exception of secondary schools in Skopje,
which fall under the jurisdiction of the City of Skopje. The state allocates fi-
nancial resources via block grants. In the initial phase of decentralisation, mu-
nicipalities are allocated block grants exclusively for infrastructure projects.
In contrast, municipalities in the subsequent phase receive funding for both
infrastructure and the salaries of school employees. The Ministry of Education
and Science is responsible for the management of schools catering to pupils
with special needs.
The Bureau for Development of Education is responsible for preparing cur-
ricula for primary and secondary education, whereas the Centre for Vocatio-
nal Education and Training focuses on developing curricula for vocational su-
bjects. The State Educational Inspectorate oversees quality assurance within
educational institutions.
Adult education is prioritised and governed by the Law on Adult Education
and the Law for Vocational Education. The Centre for Adult Education advo-
cates for adult education to address labour market demands and enhance
personal development.27
North Macedonia currently lacks AI-specific regulations. In 2021, the Ma-
cedonian Fund for Innovation and Technology Development (FITD) and the
government initiated efforts to create a National AI Strategy, but the initiative
remained unfollowed after the initial meeting and did not result in any strate-
gy for the eventual legislative activity.
In North Macedonia, approaches to the regulation and strategies of edu-
cation at the pre-university and university level have different emphases, re-
flecting specific needs and goals for each educational group. At the pre-uni-
versity level, documents such as the Law on Basic Education and the Law on
Secondary Education primarily focus on equal access, inclusiveness, and the
structure and standards of the education system but do not include specific
regulations for artificial intelligence (AI). The development concept of the Re-
gional Center for Vocational Education and Training (VET) recognises the im-
portance of AI in vocational education, which prepares students for techno-
logically advanced jobs. In contrast, at the university level, the Law on Higher
Education and the Law on Scientific-Research Activities emphasise academic
autonomy, quality, and the encouragement of research, but specific guideli-
nes for AI are lacking. The university levels are focused on quality assurance
and the development of research potential, while the pre-university level in-

27 https://eurydice.eacea.ec.europa.eu/national-education-systems/republic-north-macedonia
/overview

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