Brain Drain in North Macedonia – is corruption in higher education to blame?

Students ought to be the most prominent and influential voices in every country. However, in a nation devoid of trust in its system, is that voice truly heard, or is it entirely drowned in apathy and the quest for a better future abroad?

In North Macedonia, economic, political, and social factors are considered to be the key drivers of emigration, with corruption emerging as a distinct issue. One of the areas most affected by corruption is education.

Nearly 30% of Macedonian students perceive corruption as pervasive in education, with higher education being particularly impacted—56.2% of students believe that corruption is most prevalent in this sector (Transparency International Macedonia, 2012). The practice of paying for grades and engaging in bribery has increased since the second decade of the 21st century (Topuzovska Latkovikj et al., 2019).

Macedonian students often justify corruption in higher education by arguing that bribery is sometimes necessary to obtain good grades or pass exams, citing the system's lack of meritocracy. Although they are aware of the negative impact corruption has at both personal and societal levels, they continue to engage in it due to perceived necessity (Topuzovska Latkovikj et al., 2019).

This issue is not limited to students alone but extends to professors, public institutions, educational institutions, etc (Zhivkovikj, 2016). In 2016, North Macedonia’s largest university faced a major scandal when five professors and a teaching assistant were charged with accepting a 1,000-euro bribe and receiving illicit rewards for illegal influence in higher education (M.F., 2016).

The cost of corruption

North Macedonia invests between 116 and 433 million euros annually in educating and training young people who then leave the country (Westminster Foundation for Democracy, 2019). In the past 30 years, there has been a 10% reduction in the nation’s population as a result of significant emigration of highly skilled students (Icoski, 2022), and 58% of young people currently indicate that they wish to emigrate. North Macedonia’s inability to effectively reduce high emigration rates results in an annual loss of approximately 333 million euros, about 3.1% of its 2018 GDP. In simpler terms, each departing workforce member takes around 15,850 euros of potential GDP with them once they leave the country (Westminster Foundation for Democracy, 2019).

This brain drain diminishes human capital and depletes the workforce in vital sectors. Young people identify unemployment and corruption as the most pressing issues, with corruption unanimously seen as a major factor contributing to the country's weak economic situation (Jovcheska, 2024). However, what stands out is the normalization of this culture of corruption. Many students consider issue as a low priority, and they oftentimes face discouragement when attempting to speak out (Jovcheska, 2024).

No one really sees themselves as the hero of the story. We’re all afraid of retaliation, trying to spare ourselves the burden of attention. Moreover, the reporting place for corruption is also corrupt. So why even bother? What difference can a single person make?(female, public university)

A 2013 survey revealed that a significant 69.6% of young people in North Macedonia expressed reluctance to report cases where a student secures university admission through personal connections or acquaintances (Aleksoski et al., 2013). Reporting corruption is hampered by a widespread belief that it will not lead to change and by students’ fear of retaliation. Although they acknowledge the harmful effects, research indicates that 23% of young people would still accept a bribe if given the opportunity (Aleksoski et al., 2013). All of this contributes to a significant distrust at the systemic level and a profound lack of motivation to change anything.

The Road Ahead

Despite prevailing inertia, it is crucial to systematically explore ethical approaches that can enhance higher education. North Macedonia has already initiated measures to tackle corruption, such as the "Corruption Free Universities" project, which bolsters the capabilities of universities and student organizations to prevent corruption (Dodaj et al., 2023. International actors, such as USAID, have also developed initiatives which aim to combat corruption and bring Macedonian universities in alignment with European standards (USAID, 2024).

The following recommendations outline key strategies for addressing these complex challenges within an academic context:

• Establish integrity units within universities to handle complaints, provide guidance, and promote ethics and accountability among students and staff.
• Incorporate robust policies to protect whistleblowers from any form of retaliation. Offer legal and psychological support to those who come forward with information about corrupt activities.
• Implement policies and regulations to prevent nepotism, favoritism, and bribery in education and employment processes, and promote merit-based selection and equal opportunities.
• Integrate ethics and integrity education into the curriculum. Provide students with tools and knowledge to recognize, resist, and report corrupt practices. Encourage discussions on the long-term benefits of a corruption-free society.

By implementing these strategies and conducting further research, policymakers and stakeholders can effectively mitigate brain drain, retain highly educated individuals, and promote sustainable development in North Macedonia.

References

• Aleksoski, M., Dimitrov, P., Pop Ivanov, L., & Mirchevska, M. (2013). Регионално истражување на перцепција за корупција во високото образование [Regional survey of perception of corruption in higher education]. Mladinski Obrazoven Forum.   
• Dodaj, R., Hrnjaz, M., & Shumanovska Spasovska, I. (2023). Study on corruption perceptions and prevention in the higher education of Albania, North Macedonia and Serbia. In M. Dokmanović (Ed.), Institute for Strategic Research and Education. Published in electronic form.
• F., M. (2016, October 7). Кривични пријави за професорите од Економски факултет [Criminal charges against professors from the Faculty of Economics]. Fakulteti.mk.
• Icoski, M. (2022). Toward a new youth brain-drain paradigm in the Western Balkans. German Marshall Fund.
• Jovcheska, S. (2024). Exploring corruption in higher education: A case study of brain drain in North Macedonia. International Journal of Educational Development, 107, 103025.
• Transparency International Macedonia. (2012). Истражување за корупцијата во областа на образованието и спортот во Република Македонија [Survey on corruption in education and sports in the Republic of Macedonia].
• USAID. (2024, March 18). Partnership against corruption. U.S. Agency for International Development. Retrieved July 2, 2024, from https://www.usaid.gov/north-macedonia/fact-sheets/mar-18-2024-partnership-against-corruption
• Westminster Foundation for Democracy (2019). Cost of youth emigration. London: Institute for Development and Innovations, Western Balkans Initiative for Democracy.
• Zhivkovikj, Aleksandra (2016). Corruption in higher education: Analysis with special accent on performance of Ss. Cyril and Methodius University in Skopje. Civic Association Youth Educational Forum.