Education in Macedonia – The education process in Macedonia has a long history and a diverse development. Education in the Middle Ages – the first schools of Slavic church literacy and education in Macedonia. With the migration T. Serafimovski: St. Cyril and Methodius of the Slavs of the Macedonian spaces (ⅵ and ⅶ c. The first schools of Slavic church literacy and education in Macedonia appeared in the second half of ⅸ c .. Among the most famous was the school of Kliment Ohridski, founded in 886. In the Kutmicovica area, with the center in Devol. It developed in a significant center for the spread of Slavic literacy and culture. The school consisted of two departments: Elemental and Upper. In the first, reading, writing, prayers and church songs, and in the second – parts of Christian learning, the life of the saints, church row, sermons, etc. And priests were prepared, that is, preachers of Christian learning. In the extensive work and the noble work of Clement, the best students were helped. The school completed over 3,500 students, who then spread Slavic literacy, opening new, (c.) Cellular schools. The establishment of the Ohrid Patriarchate, at the time of Emperor Samuel, when the Macedonian state was the greatest and most powerful, positively acted on the creation of church literature and in the development of church education and educational. By the beginning of ⅹⅴⅰⅰⅰ c. It is created-excavations of Plaoshnik, where Kliment’s literary-cultural center in Ohrid setting up internships and Byzantium. The acceptance of Christianity (baptism ends in ⅸ c.) There was special significance for the development of culture and the educational of the Macedonian Slavs. It of rich church literature (psulters, apostles, hagiographies, etc.), which testified for the successful work of (c.) Monastery cellary schools. Lit.: H. Polenakovic, in the dawn of Slavic literacy, Skopje, 1973. K. Camb. Education at the time of Turkish power (ⅹⅴ-ⅹⅴ c.) After the final minimal rule, under Turkish rule (1395), when the opportunities for developing school and the education were very unfavorable. The life of the Macedonian population (Raa) was turned into a conforming struggle. The working conditions of (c.) The cells of the schools have deteriorated and due to the action of the Constantinople Patriarchate, which, as a privileged institution in the Ottoman Empire, imposed the Greek language in schools and in the service service. But in such conditions, the monasteries managed to preserve old Slavic literacy and tradition. They had their own libraries and the tradition of prescribing old manuscripts and books. In ⅹⅴⅰ and ⅹⅴⅰⅰ c. There were 44 monasteries in Macedonia. The abolition of the Ohrid Archbishopric (1767) opened room for increased influence of the Constantinople Patriarchate and strong pressures on the Slavic educational tradition, organized after the monasteries, churches and schools. It was gradually destroyed everything that was Slavic. Nevertheless, cell schools continued their work. There were also schools for Muslim children (Turkish and Islamized). Those for initial education were called McTebie, and the schools in whom religious staff for the Mcpegs were prepared for the Sharia courts called Medresi. Medres were secondary schools. The most famous such school (founded in Skopje in 1440) was Isaac-Bago Madras. In ⅹⅴⅰⅰ c. In Skopje there were 6 meters, in Bitola 9, in Ohrid 2 and 1 in other major places. Lit.: R. Cantarziev, history of education and educational in Macedonia, Skopje, 2002. K. Camb. Education in Macedonia in ⅹⅰⅹ and the beginning of the ⅹⅹ century – an important period for the development of school and educational in Macedonia. In this period, the physiognomy of the traditional school is essential. Social-economic changes characteristic of commodity-cash relations, the development of crafts and trade, the economic rise of the Macedonian cities, the strengthening of the Macedonian civil class, the establishment of church school municipalities, such as bodies of church and educational life, import important changes in development, content, content and the organization of school life. The most significant Exarchical school in Kumanovo (ⅹⅰⅹ c.) The benefit of this period is the emergence of (c.) Secular schools, with teaching in Macedonian folk language (middle of ⅹⅰⅹ c.). The first secular schools are open in the economically most developed cities: Veles (1837), Stip (1840), Skopje (1848), Kumanovo (1852), Tetovo (1854), etc. By the end of the seventies of ⅹⅰⅹ c. Worldly schools were opened almost in all Macedonian cities and in the larger villages. In 1875 In Macedonia there were 65 city and over 150 rural people’s schools. The process of developing secular schools had the following course: the reconciliation of Greek secular schools; Introduction of secular objects and content in municipal cellary schools; Opening new schools with secular teaching. Holders of these processes and most renowned teachers were: Dimitrija Miladinov, Jordan Hadzi-Konstantinov – Gino, Rajko Zinzifov, Konstantin Miladinov, Kuzman Sapkarev, Grigor Prlicev, Dimitar Macedonian, etc. The development of Macedonian secular schools appeared the first Macedonian textbooks. In the period 1857-1882, several primers, readers and other primary school textbooks were issued, whose authors were: Anatolia and Partnia Zografski, Dimitar Macedonian, Kuzman Sapkarev, etc. School life in Macedonia in the period from the 30s to the 70s of ⅹⅰⅹ c. It was accomplished without the existence of a central school power. For the organization, work and management of schools, special school stays or church school municipalities have been caused, so each school developed independently and free (c. Secular schools; mutual schools; main schools). After the Berlin Congress (1878), schooling in Macedonia continues to develop under Turkish power, but in conditions of enhanced competitive struggle of the Greek, the Bulgarian and Serbian bourgeoisie for achieving the greater influence in Macedonia, which led to the opening of new types of school institutions. Apart from the basic and main (projivasal), the first secondary schools, weekly and evening schools for adults, parties, etc. appeared. The number of schools increases significantly. Only the Exarchate, as the main exponent of the Great Bulgarian (Santefan) policy, on the threshold of ⅹⅹ c. (1899/1900) In Macedonia, there was 781 school under his control, of which 718 primary, 58 halfgymnias and 5 secondary schools: 3 gymnasiums (Thessaloniki – Male and Women and Bitola) and 2 Teacherski schools (Skopje and Serez) with a total of 39,454 students , of which 13,460 in the entertainment groups. The number of Serbian and Greek schools increased. After the Balkan wars and the division of Macedonia, the three countries (Serbia, Greece and Bulgaria) are implementing a policy of subordination and assimilation. Macedonian children in Vardar, Aegean and Pirin part of Macedonia were forced to study in schools in Serbian, Greek and Bulgarian. Lit.: K. Cambera, from primer to university, Skopje, 1994; R. Cantarziev, history of education and educational in Macedonia, Skopje, 2002. K. Camb. Education between the two world wars (1918-1941) – a period when in Macedonian schools and other educational institutions in the Vardar part of Macedonia is taught in Serbian, and the use of Macedonian books and the Macedonian language is strictly prohibited. After the establishment of the Faculty of Philosophy, Skopje (1920 & 1941) in the Vardar part of Macedonia, the monarchist regime of the Kingdom of the Kingdom of Yugoslavia) does not recognize the existence of a Macedonian nation, Macedonian language, history and culture. Macedonians are treated as “Serbs”, and Macedonia as “southern Serbia”. The educational policy is subordinate to the goal of denationalization and assimilation of the Macedonians. Therefore, the management of education and schools is fully centralized. Teachers are state officials. The adoption of curricula and programs, rulebooks and recommendations, the use of textbooks and books, appointment and dismissal of teachers, as well as the salaries of teachers are under the authority of the Ministry of Education. The education system is a political determined and underdeveloped. The number of illiterate population is enormous, over 50%. Preschool education is almost not represented. Secondary education, both in terms of the network, and in terms of the structure, also remains undeveloped. Apart from gymnasiums (full and lower), there are only a few secondary vocational schools. In the area of higher education, only one institution – the Faculty of Philosophy in Skopje opened in 1920, and adult education is realized mainly through several (c.) Folk universities. It is considered that the most favorable development education in Macedonia between the two world wars is reached in the academic year 1939/40., For which the following statistical data testified: – Preschool education: 25 other supplies with 1,611 children; Primary schools: 850 with 1,808 classes, 95.010 students and 1,561 teacher; Secondary education: 41 school with 12,605 students, thereof: Nazational schools 22 with 2,180 students; Medium vocational schools 4 (2 trade academies, medical school and teacher school) with 885 students, 27 classes and 60 teachers; gymnasiums 15 (6 full) with 9,540 students, 237 classes and 397 teachers; – Adult Education: 67.5% illiterate population over 10 years (according to the 1931 census). Lit.: K. Cambera, from primer to university, Skopje, 1994. K. Camb. Education at the time of the NOB – the first schools of the Free Territory (1943) education at the time of the NOB (1941-1944) – a period in which the educational activity has a specific character. The National Liberation Struggle was not only a struggle for release from fascist occupiers, but also a fight for national and social liberation, for raising education and the cultural level of the population. The educational and cultural activity in the time of the NOB had a specific character, not only because of the enormous number of illiterate, but also because after the Balkan wars, the use of the mother Macedonian language was prohibited. Therefore, the struggle for affirmation of the Macedonian language was given a priority place. Illiterate fighters learned how to read and write, listened to political lectures, read the partisan stamp. It also worked for literacy and the education of the population. The first school in Macedonian language in the NOB in the village of Slos, Kichevo (September 1943), diverse activities and the people were organized with Macedonian history, geography, with new political determinations. After the capitulation of Italy and the establishment of the folk authority of free territories in Western Macedonia is open (autumn of 1943) the first partisan schools of native Macedonian language (spousus, Osoj, Gari, Great, Slato, Botun, Novo Selo, Novo Selo, Dolno and Gorno Sreedor and Debar). During the Headquarters of the NOB and POM, a special educational report was formed at the helm with Petar Bogdanov-Kocko. The beginnings of the constitution Own national education system are accelerated after the holding of ASNOM as a state-based form of Macedonian statehood (August 2, 1944). The session has been adopted a decision by which the Macedonian is declared an official language in Macedonia, which means for teaching in schools. Participation for the finish of Prof. Epaminunda Pop Andonov. The Presidium of ASNOM, together with the Trust of Education, made more decisions and guidelines for defining the contemporary Macedonian alphabet, the grammar of the Macedonian language, curricula and programs, manuals and textbooks, organizing analphabetical courses, providing teaching staff, training spatial conditions for Learning work, and the issue of opening university in Skopje is raised. Thanks to the measures taken and activities, many primary schools begin their work even before the final release of Macedonia. Lit.: K. Cambera, from primer to university, Skopje, 1994. K. Camb. Adult Education – Educational activity for developing and satisfying the educational needs of adults. As a component of (c.) Permanent education, adult education is a highly flexible activity, which covers both socially-fight and individual forms of learning. In Macedonia, such activities are noted in the time of St. Kliment Ohridski (ⅸ And the beginning of X c.), But more organized character get in the second half of ⅹⅰⅹ c .: Reviews, bookstores, evening and weekly schools, etc.; Among the two world wars This type of education in the Vardar section receives an institutional form in (c.) National universities. Adult education special significance has after the liberation of Macedonia. The huge number of illiterate and uneducated populations (over 60%) contributes, in the years after liberation, adult education to receive the character of massive fever. The most widespread forms of this activity are analphabetical courses (c. Illiteracy and evening schools). The benefit of this period are (c.) Workers’ universities, as institutions for integral education of adults. The centers for vocational education and advancement of adults, as well as more primary and secondary schools for adults (1960/61), 108 primary and 97 secondary schools for adults worked. In today’s conditions, education of adults is turned mainly towards the forms of retraining, for learning foreign languages and computer training (c. Andragogy; Education). Lit.: K. Camberets, adult education in Macedonia after liberation, “Annual Proceedings of the Faculty of Philosophy”, Skopje, 1995, 19-31. K. Camb. Education after the liberation of Macedonia (1945-2005) – a period in which educational and education in Macedonia show a significant dynamic development. In just a few years after the Furned-Biological Institute, Ohrid Reni foundations of the National Educational System, starting from pre-school education, to education of adults. The most important changes were realized in terms of the availability of schools of all children, youth and adults, regardless of the social position, national and religious affiliation. Within the new orientation, immediately after the liberation, schools stand out from the church, and all private and church schools (except those who prepare priestly cadres) are abolished, that is, the educational process is carried out. This is reflected not only in state-society relationships – education, but also in the organization of the educational activity (the work of the schools, the place and position of students and teachers in the educational process, etc.) that determines all later changes to the education system. The global feature of the development of education after the liberation is the rapid and continuous increase in the number of the species of educational institutions and the educational coverage of children, youth and adults, resulting in continuous improvement of the educational structure of the population. The first years after the liberation, special attention is paid to the fight against illiteracy and the development of (c.) Primary education and upbringing. Already in the first free school year 1945/46 They worked 1,057 schools with 124,712 students. With the school reform of 1958 It is introduced only an eight-year elementary school, mandatory and free for the adult population of 7 to 15 years, with a generally educational character, which is still a thorough structure of the education system. Pre-school education and education also registered significant development, is an integral part of the global educational system, although it is not compulsory. Secondary education to school reform (1958) is realized at two levels: (c.) High schools and medium-sized study of the war, although in very difficult conditions, they were UD-Gifmic presentation of the current education system in the Republic of Macedonia Listles, and then all get Status of high schools, but with different position and significance. The secondary school is experiencing radical changes with the reform known as (c.) Targeted education, and from the school year 2008/09. And it is mandatory. The most dynamic and most extrasy development experiences (c.) Higher education. In the area of education of adults, a special place had (c.) Funds and workers’ universities. After the independence of Macedonia, the development of the education and education system is in the phase of permanent, but also insufficiently defined changes, in the efforts to meet the transitional challenges. One of the more significant changes is the possibility of opening private schools and (c.) Universities. Lit.: K. Cambera, from primer to university, Skopje, 1994. K. Camb. Educational coverage – Percentage of involvement of the appropriate adult population in Preschools61,556 (3,043 students per 100,000 inhabitants). Lit.: K. Cambera, from primer to university, Skopje, 1994; R. Cantarziev, history of education and educational in Macedonia, Skopje, 2002. K. Camb.
Original article in Macedonian language Cyrillic alphabet
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