Challenges and recommendations for improving chemistry education and teaching in the Republic of North Macedonia.

Autor/inn/en	Stojanovska, Marina; Mijic, Ivanka; Petrusevski, Vladimir M.
Titel	Challenges and recommendations for improving chemistry education and teaching in the Republic of North Macedonia. Paralleltitel: Izzivi in priporocila za izboljsanje kemijskega izobrazevanja in poucevanja v Republiki Severna Makedonija.
Quelle	In: CEPS journal, 10 (2020) 1, S. 145-166Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.26529/cepsj.732
URN	urn:nbn:de:0111-pedocs-202580
Schlagwörter	Bildungssystem; Bildungspolitik; Bildungsreform; Schule; Lehrerausbildung; Curriculum; Chemieunterricht; Hochschule; Analyse; Nordmazedonien
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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4