North Macedonia is preparing to introduce a new Law on Higher Education aimed at modernising the country’s universities, raising the quality of teaching and research, and aligning higher education standards with international benchmarks.

The proposed legislation seeks to introduce stricter criteria for teaching and research positions, reform accreditation and quality assurance processes, and establish clearer accountability mechanisms for higher education institutions.

By doing so, the law aims to strengthen institutional performance, improve transparency in the use of public funds, and foster a more competitive academic environment recognised internationally.

The urgency of these reforms is highlighted by the country’s position in global university rankings.

Since 2019, the University of St. Cyril and Methodius in Skopje has been experiencing a dramatic and steady decline – an average of 35 places per year. By 2025, this decline reached a critical point: UKIM is no longer among the top 2,000 universities in the world.

In contrast, other universities in the region—such as the University of Belgrade (387th), the University of Ljubljana (440th), and the University of Zagreb (516th)—have maintained or improved their positions, highlighting the competitive gap North Macedonia must address.

Other nearby countries, including Greece, Croatia and Bulgaria, boast multiple universities ranked among the top 500 globally, attracting talented students from across the Balkans, according to CWUR data.

This relative underperformance has tangible consequences: a growing number of Macedonian students are pursuing higher education abroad.

According to Minister of Education and Science Vesna Janevska, around 2,000 Macedonian students are currently studying in Slovenia, attracted by the benefits of EU membership, free tuition, and wider academic and professional opportunities.

She added that the new law is designed to create conditions that will encourage students to pursue their studies within North Macedonia.

Others travel to Greece, Bulgaria, and Serbia, seeking programmes that offer better recognition, modern curricula and stronger career prospects.

For many, leaving North Macedonia represents both a personal investment in their future and a reflection of the limitations of domestic study programmes, some of which have become outdated and misaligned with international standards.

Speaking at the St. Kliment Ohridski University in Bitola on February 21, Janevska outlined the objectives of the new law. She acknowledged that the draft is “large and over-regulated”, but argued it is necessary to stabilise the higher education system and lay the foundation for future reforms.

“The goal of this law is to improve the quality of the higher education system,” Janevska said. “After a few years, everyone will see the positive effects. We are introducing innovations and improved standards across the education system. Anything argued in the public debate can be incorporated, which ensures an open dialogue with the academic community.”

The law also seeks to reform the curricula in cooperation with state universities, ensuring that students gain knowledge and skills comparable to those in EU countries, reducing the need to seek education abroad.

“You are the government — do your best to bring us into the EU and ensure better learning conditions for our children,” one Macedonian citizen, Mara, commented in a Facebook post.

Janevska stressed that broader systemic changes — such as respect for law and justice, reduced corruption, and a restored sense of belonging to the state — are essential if young people are to remain in North Macedonia.

Raising the bar for academic titles

A major component of the draft law is the introduction of stricter criteria for academic appointments. Candidates for assistant professor, associate professor, and full professor would be required to produce six to seven scientific publications, some in journals with an impact factor.

While the ministry argues this will strengthen research quality and boost the country’s academic profile, critics warn that the requirements could favour those with the financial means to pay for publications, conference participation, and other academic expenses.

Accessing journals in databases such as Web of Science or Scopus can cost thousands of euros per publication, a burden many early-career researchers cannot afford.

The left-wing opposition party Levica has strongly criticised these provisions, arguing that the law risks making higher education an elitist privilege.

“With these amendments, only those with personal or family resources to cover publication and academic costs will be able to become professors,” the party said. “The state is once again turning science into a market.”

The law also proposes that newly elected full professors be subject to re-election every seven years, while existing staff would be exempt.

Levica contends that this undermines the historical principle of lifetime academic titles, designed to protect scholars from political or market pressures, and risks creating a culture of dependency rather than critical and independent scholarship.

Greater oversight and accountability

The ministry says the new law will strengthen oversight of universities, introducing monitoring and annual reporting to improve transparency and accountability.

Janevska stressed it won’t affect study programmes or teaching, only ensure accountability for publicly funded institutions.

"We do not interfere with how universities teach or communicate with students. Certain bodies, however, will function to ensure accountability because the state finances these institutions,” she said.

Critics warn that increased oversight could centralise control and threaten university autonomy, arguing that systemic issues like funding, programme recognition, and access also need reform.

The law also overhauls accreditation, with the Agency for Quality in Higher Education set to be replaced or redefined, adopting updated procedures and international standards.

While the ministry sees this as aligning universities with global benchmarks, activists caution that accreditation changes alone may not curb student emigration or boost competitiveness.

Students’ perspective

The public debate highlighted student and civil society concerns. Activist and International and Intercultural Studies graduate Teodora Milevska warned the law could sideline programs that foster critical thinking and interdisciplinary learning. Speaking to TRN, she said: “The law’s limited view of programmes divides employable and unemployable profiles, depriving young people of the chance to acquire relevant skills.”

She added: “If we continue to push young people out of the policy-making process, fail to involve them in building these systems, and ignore their perspectives and daily challenges, I do not see a brighter or more prosperous future for them.”

“A new law on higher education may be necessary, but it remains to be seen whether this draft will tackle the real challenges facing students and universities. Many students have been unable to complete their studies over just a few exams, and universities offer little support or encouragement, even though these students have paid thousands of euros in tuition,” a former student from Skopje told bne IntelliNews.

The draft law proposes a new funding model, offering additional resources to universities based on performance. While presented as an incentive to improve academic and administrative excellence, critics argue that this may disproportionately benefit well-resourced institutions, widening the gap between elite and smaller universities.

Levica points to Slovenia as a model, where public funding and free tuition attract talented students from across the region, highlighting the risks of losing domestic youth due to underinvestment in education and research.

The path forward

Janevska insists that the current draft process allows for constructive input from universities, students, and civil society, and she has encouraged all stakeholders to submit comments. The law remains in draft form, with the potential to adapt to feedback.

The discussions highlight a central challenge for North Macedonia: balancing academic quality, research competitiveness, and international alignment with equity, autonomy, and inclusivity.

With talented students increasingly seeking education abroad, the country faces a critical choice — either modernise and retain its youth or risk continued brain drain.

How North Macedonia resolves this tension will shape the future of its universities and determine the opportunities available to the next generation of scholars.