Public Policy Paper – Recommendations for Integrating Gender Equality and Social Inclusion (GESI) in the Newly Proposed Law on Secondary Education

This Public Policy Document provides guidelines and recommendations for integrating gender equality and social inclusion (GESI) in the newly proposed Law on Secondary Education and its related regulations. It points out the shortcomings in the existing legal framework, which limit the access to quality and inclusive education for all students, especially for vulnerable groups – students with disabilities, students from smaller ethnic communities, etc. At the same time, it indicates the potential for advancing the existing regulatory solution and offers solid recommendations for positive social change in terms of gender equality and social inclusion.

What the Proposed Law Offers and What It Lacks?

The Proposed Law offers certain new and contemporary solutions, such as education assistance, inclusive infrastructure, and available assistive technology for students with disabilities. It provides for additional support for Roma students through education mediators and allows for career counselling for all students to better connect with the labour market. However, the Proposed Law completely lacks an organised approach to promoting gender equality – as an attempt to overcome stereotypical roles and share responsibilities between women and men, girls and boys, as well as to prepare them for a more equitable role in society. The Proposed Law requires special measures to encourage girls in STEM fields (science, technology, engineering and mathematics), where their numbers are significantly lower.

The Proposed Law is also missing out on some key elements of protection against discrimination, such as the inclusion of gender identity and sexual orientation as grounds for protection against discrimination. Even the very system of responding to discrimination and violence cases is not precisely defined, thus failing to make schools a safe and secure place for all students.Moreover, there is a need to further improve the access and conditions for students with disabilities and for students from smaller ethnic communities, especially Roma, so as to promote inclusion and integration of these categories of students.

The publication is available in Macedonian, Albanian, and English.