• en
  • mk
  • sq
  • en
  • mk
  • sq

NMIE in VSS “Mosha Pijade” Preljubiste


The first integrated Secondary School “Mosha Pijade” (Fridtjof Nansen) was officially open in September 1, 2010 in Preljubishte, Municipality of Jegunovce. The complete construction and equipping of the new school facility was managed by NDC Skopje with financial support from the Ministry of Foreign Affairs of the Kingdom Norway.

In 2011 the school was upgraded with a new and contemporary cabinet for the realization of the practical lessons that enabled the students to gain practical knowledge in the field of electro-technics and automatics, at the same time to practically apply the theoretic units from the vocational subjects.

As a special contribution for the improvement of the regular teaching process in the school, with a special focus to the practical lessons, NDC Skopje established partnership relations with the Department for Electricians at the Song Upper School in Oslo, Norway and has organized exchange visits and practical lessons for a selected number of the secondary school students and professors from the integrated secondary school “Mosha Pijade” (Fridtjof Nansen).

Through the project Nansen model for integrated education, NDC Skopje is implementing specific tailor made integrated programs for students, teachers, parents and school managers. In addition, NDC Skopje has also organized various excursions, cultural and sports events for the secondary school students as well as study trips and visits to Norway for the students, parents, teachers and school managers.
The project includes students, teachers and parents from the Macedonian and Albanian ethnic community.

About Jegunovce Municipality

The regular teaching process and the extracurricular activities

In the schools that apply the NMIE the regular teaching process is carried out completely according to the National Curriculum, i.e. according to the annual programs drafted by the Bureau for development of education of R. of Macedonia whereas the annual programs for integrated extracurricular activities are prepared by the Nansen Dialogue Centre Skopje.

The regular teaching process is carried out in the respective native language of the students from different ethnic communities, whereas the integrated extracurricular activities are carried out bilingually using the paraphrasing approach for ethically mixed groups.

The integrated extracurricular activities and the NMIE itself have many specifics, but also new innovations for the Macedonian educational system, which represents a very important step towards the promotion of the modern educational tendencies.

  • Correlation of extracurricular content with National curriculum,
  • Bilingual approach with paraphrasing,
  • Team and tandem cooperation between the teachers,
  • Using the game method during the activities

The annual programs for extracurricular activities drafted by NDC Skopje are implemented through a variety of sections for secondary education:

  • Peace and tolerance
  • Art section
  • Drama (theatre) section
  • Ethno section
  • Nansen sports club
  • Me and the others
  • Music section
  • Program for creative writing and expression

The main goals of the integrated extracurricular activities are:

  • To deepen the constructive cooperation relations between students from different ethnic communities,
  • To develop sense among the students about respecting mutual differences,
  • To overcome the stereotypes and prejudices, related to their ethnic, religious and cultural origin,
  • To resolve conflict situations in the group,
  • To develop a positive emotional climate in the group with heterogeneous ethnic structure, in order to maintain a high index of group cohesion,
  • To expand the active vocabulary of the students with terms and cultural and social phrases from the non-native language,
  • To strengthen the interaction, cooperation and confidence between the teachers and parents from both ethnic communities,
  • To develop the talents and abilities of the students in accordance with their individual potentials,
  • To support the curiosity and originality of the students, as well as their creative potentials,
  • To develop the logical, flexible, divergent and critical thinking of the students.