Bujamin Bela
IDEFE Publications, 2026
24 pp.
DOI: 10.51331/focus03
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Introduction
Higher education constitutes one of the main pillars of any state’s social, economic and scientific development. Higher education in the Republic of North Macedonia is at a crucial stage of reform, where challenges of quality, competitiveness and institutional development demand balanced, long-term solutions. The debate on the current state of the system encompasses key issues such as university autonomy, academic title advancement, sustainable funding and mechanisms for institutional accountability.
Higher education has undergone profound structural transformations in recent decades as a result of globalization, the massification of university studies, and the growing importance of knowledge-based economies. Universities are increasingly expected to enhance the quality of research, internationalize academic programs, and strengthen their links with labor markets and technological innovation. According to Philip G. Altbach, Liz Reisberg, and Laura E. Rumbley, the global higher education system is experiencing what they describe as an “academic revolution,” characterized by the rapid expansion of universities, intensified international competition for academic prestige, and the growing centrality of scientific research as a driver of economic and social development. In this context, universities are no longer viewed merely as institutions that transmit knowledge but as strategic actors in fostering innovation, developing human capital, and shaping evidence-based public policy (Altbach, Reisberg, & Rumbley, 2009).
According to the World Bank, higher education plays a crucial role in economic development, innovation, and the formation of human capital in modern societies. In the report Higher Education for Development, it is emphasized that universities serve as strategic institutions for the production of knowledge, the advancement of scientific research, and the preparation of skilled professionals who contribute to productivity growth and economic competitiveness. The report further highlights that for higher education systems to fulfill this role effectively, they must be supported by sustainable public policies, adequate funding for research and innovation, and institutional frameworks that ensure quality assurance, academic autonomy, and strong linkages with the economy and society (World Bank, 2017).
The contemporary debate on higher education reforms is closely linked to broader transformations in universities’ roles and missions within society. In his analysis of the evolution of modern university systems, Simon Marginson argues that the traditional model of higher education based on the “California Idea”—which emphasized broad access, strong public investment, and high academic quality—has increasingly come under pressure due to marketization, rising tuition costs, and growing inequalities within university systems. According to Marginson, these changes reflect a shift from higher education as a public good toward a more competitive, market-oriented model, in which universities are increasingly driven by performance metrics, rankings, and financial sustainability. This transformation raises important questions about equity, access, and the long-term sustainability of higher education systems, particularly in contexts where reforms are introduced without sufficient public investment or institutional support (Marginson, 2016).
Also, in his analysis of the development of world-class universities, Jamil Salmi emphasizes that achieving international academic excellence cannot be achieved solely through legal reforms or stricter academic standards. According to Salmi, world-class universities are typically characterized by three key elements: a high concentration of talent (qualified faculty and outstanding students), substantial financial resources to support research and infrastructure, and a governance system that ensures institutional autonomy and flexible management. He argues that without sustained investment in scientific research, support for academic staff, and long-term strategic planning, efforts to improve the quality and global competitiveness of universities remain limited and largely formal. Therefore, the development of high-quality universities depends on a broader ecosystem of policies, resources, and institutional capacity rather than on regulatory measures alone (Salmi, 2009).
In their analysis of the growing influence of market mechanisms in higher education, Pedro Teixeira and David Dill examine how the increasing marketization of universities has reshaped governance, funding structures, and institutional priorities. They argue that while market-oriented reforms—such as competition for students, performance-based funding, and greater institutional autonomy—can enhance efficiency and responsiveness, they also raise concerns about equity, academic values, and the public mission of universities. According to Teixeira and Dill, the expansion of market principles in higher education may lead institutions to prioritize financial sustainability and competition over broader educational and social objectives, potentially creating tensions between the role of universities as public institutions and their increasing engagement with market dynamics (Teixeira & Dill, 2011).
Reforms in higher education are essential to improve the quality of studies, to strengthen scientific research and to harmonize the system with European and international standards. However, any reform must be built on the basis of respect for the Constitution, university autonomy and the principles of the rule of law. It is clear that the need to enact a law to raise the quality of higher education in the Republic of North Macedonia stems from the necessity of retaining students who migrate because of the quality, modernization and efficiency of the education system. Undoubtedly, social, economic and technological developments require an updated legal framework that responds to contemporary challenges.
Alignment with European standards, improvement of teaching quality, digitalization of education, reduction of administrative shortcomings, linking to the labor market and fair regulation of funding are the main pillars that a new higher education law should include. It should harmonize the system with the Bologna Process, increase mobility and the recognition of qualifications, establish clear quality standards, modernize administration and technology, strengthen cooperation with the economy and ensure transparent, performance-based funding, supporting research and innovation.
