Analysis
Education
Management
Development Security
Career
Analysis of Kosovo's Education System
Author: Luljeta Aliu
1 The views expressed in this publication are not necessarily those of the Friedrich Ebert Foundation or of the organizations for which the authors work.
The publication is available online at www. fes-kosovo.org
2 CONTENT 1 INTRODUCTION 7 2 ORGANIZATION OF THE EDUCATION SYSTEM IN KOSOVO 12 2.1 Legal And Institutional Framework 14 3 EDUCATION STRATEGIC PLAN 2017-2021: GOALS AND CHALLENGES 17 3.1 Participation and Inclusion 18 3.2 Management of Education System 19 3.3 Quality assurance 21 3.4 Professional Development of Teachers 23 3.5 Teaching and Learning 25 3.6 Vocational Education and Training 27 3.7 Higher Education 30 4 PRESCHOOL LEVEL 33 4.1 Number of Pre-School Institutions 34 4.2 Geographical distribution of preschool institutions 34 5 EDUCATION INSTITUTIONS 38 AT PRE-UNIVERSITY LEVEL 5.1 Number of students at all levels 39 5.2 Number of Institutions according to Levels 43 5.3 Geographical distribution of schools 45 5.4 Students completing 9. / 10. Grade and High school students 45 5.5 Students in High Schools and Vocational Education Schools 46 6 HIGHER EDUCATION 49 6.1 Number of Public and Private Universities 52 6.2 Private Universities (Colleges) 60 6.3 Number of Students at all levels in public and private institutions 64
3 7 CURRICULA (GRADES 6. – 12.): WHAT DO STUDENTS LEARN ABOUT DEMOCRATIC LIFE AND LABOUR MARKET? 45
8 OFFERS IN CAREER COUNSELING 71
9 RECOMMENDATIONS 72
10 REFERENCES 75
4 PREFACE
Six months ago, the Friedrich- One substantial area of work Ebert-Stiftung (FES) is the education and its supported the foundation of a relationship with perspectives civil society movement which of the labor-market is focusing on the needs and development. To be based on wishes of the citizens for comprehensive information better perspectives in their FES asked the author for a country: “The Kosovo We short overview on the recent Want”. education system and the legal frames. With this little This movement gathers all but comprehensive civil society organisations, information-booklet we want trade unions and parties to enable all interested people which are interested in an and organisations to active participation in fights participate on the debates for more social security, better about the best ways for education, more workplaces improving the education in the and better administrative and country. But there is also the stable juristic frames in invitation to participate Kosovo. Therefor there is not actively in public activities and only needed criticism but also discussions. Kosovos future good ideas how to develop needs the active engagement better and sustainable ideas of its well-informed citizens. for the Kosovo we want.
Frank Hantke FES-Kosovo Director
5 6 1 INTRODUCTION
The Education Sector This research aims to analyze continues to remain one of the the legal framework, most criticized and sensitive documentation and current social spheres in Kosovo. The statistics. The research aims di culties constraining the to make a comprehensive education in Kosovo are analytical summary of the diverse, ranging from lack of education situation in Kosovo. su cient school infrastructure, The findings of this research poor teacher performance, will serve as a starting point lack of su cient budget for for discussing the needs and teacher training, inappropriate shortcomings of the education teaching materials for the new system in Kosovo. curriculum and lack of In the past decades, e orts to mechanisms of quality improve the education system assurance. Consequently, the were focused on inclusion, success of any e ort to institution-building and improve education by school-related infrastructure, intervening in one of these and raising teachers' salaries. subfields is closely interlinked This strategy has managed to and depends on progress in improve the focal points, but it other subfields, because all of did not succeed in the overall them correlate among improvement of the education themselves. However, if we system in Kosovo. start from the principle of solving the di culties at the Kosovo participated for the beginning of the chain and first time in the international ensuring the viability of the PISA test in 2015. solution, then prioritizing Unfortunatley, Kosovo was education on the government ranked at the lowest level of agenda and increasing budget achievement in Europe. for this sector are the two Kosovo students remain emergency actions to be behind those in Latin America, taken.
7 Asia and the Middle East. lacking su cient spaces Since in PISA each 40 points according to international equate to 1 year of education, standards for students and Kosovar students ranked 1 the necessary equipment for year behind the students of laboratories and workshops. Albania and 2 years behind Regarding the quality and the students of Serbia. relevance of education for the labor market, Kosovo still These circumstances require a stands at the beginning of the research and analysis of the process for their improvement. causes that need to be One of the reasons for this addressed with the goal of situation was the achieving success in education concentration of policymakers reform in Kosovo. Education in university higher education. and, consequently, the However, the quality of professionalization of the education is ensured mainly workforce is indispensable to through intervention to being competitive in the labor improve pre-university market at home and abroad. education. Foreign investments in Kosovo will start when we will have The Strategic Plan for Pre- skilled workers for job market University Education 2017- demands. 2021 strives to solve the challenges of the education Educational systems are system by undertaking a analyzed along three thematic cross-cutting indicators: 1. access to school approach that will address institutions, 2. quality and 3. these concrete challenges. Key relevance of education for the words of the new strategic labor market. Although much plan are: inclusion, quality and has been done to build accountability. infrastructure, Kosovo has not yet reached the level of Regarding inclusion, this satisfaction at the point of Strategic Plan for the first access to educational time discusses the low institutions. Still in Kosovo, number of children of the 0-5 schools are working in shifts, year old age group in the pre-
8 school institutions in Kosovo.1 But key education system Regarding quality in actors have criticized in their education, the Strategic Plan published documentation, the itself states that "quality lack of clarity in legislation assurance is one of the regarding the sharing of weakest points of pre- responsibilities with regard to university education in quality assurance. While the Kosovo". In response to this, in Education Inspectorate has 2015 Kosovo for the first time the right to handle developed a Quality Assurance administrative issues and Strategy for Pre-University municipalities have formal Education 2016-2021. The responsibility for quality three main pillars of this assurance, it is in fact noted document were: Reforming the that there is confusion over teaching process for a modern the division of responsibilities teaching, building lifelong between central and local career of teachers, and authorities.2 empowering the practical Public spending on education aspects of the curricula. This has steadily increased from reorientation was more than 3.3% of GDP in 2007 to 4.7% necessary given that the of GDP in 2014. These figures increase in teachers' salaries, make Kosovo comparable to which was supposed to serve the countries in the region, as a motivation for higher but if per capita spending is teacher performance and taken as a benchmark, then hence quality improvement, Kosovo lags behind other turned out to be unsuccessful. countries. The reason for this Salaries of teachers increased di erence is the low GDP and from 240 Euros in 2010 to 430 the young population. Per Euros for 2016, without any capita spending in pre- progress being made in raising university education in 2014 the quality. was 477 Euro (or 16.1% of GDP Achieving success in quality per capita), while in higher improvement has been a education 703 Euro (or 23.8% demand for quite a long time. of GDP per capita). In OECD
1Education Strategic Plan Kosovo 2017-2021, 2016, 62. 2Evropa e lire: https://www.evropaelire.org/a/28238678.html
9 countries, spending per their preparation are not student from educational adequate to cover the needs institutions is in average 21% arising from the new of GDP per capita at primary curriculum. Also, there ia a level, 26% at middle level, and lack of science teachers in 41% at tertiary level. Science, Technology, Engineering and Mathematics. Education experts have criticized that the small Although the new student- budget allocation happens for and competency-based political reasons. For the curriculum should have been implementation of the new implemented since 2004, there strategy, 80 million Euros are has been a perennial foreseen for a 5 year period. stagnation in this regard. For 2017 there was a need for Resistance to the reform came the allocation of 20 million especially from the teachers, Euros, but this did not represented by SBASHK. happen.3 Since last year MEST, the new curriculum, has begun to apply The budget of the Ministry of in all schools. E cient Education, Science and implementation of the new Technology (MEST) for 2018 is curriculum also lacks up-to- planned to be € 54.92 million, date textbooks to achieve the while for 2017 there were objectives of the Curriculum. planned € 45.13 million4. Although the National These evidences point to the Development Strategy itself as lack of strategic orientation in well as the Education the education system in Strategic Plan emphasizes the Kosovo, but also in need for intervention at the Government, which should pre-university level, the allocate more funds for government didn't foresee any investment in education. The investments at this level. National Development Strategy as the main pillar According to the findings, emphasizes the development teachers' qualifications and of human capital through investment in education,
3Education Strategic Plan Kosovo 2017-2021, 63. 4Portali Telegrafi: https://telegrafi.com/rritjet-dhe-shkurtimet-buxhetore-te-vitit-2018/
10 because the stagnation of their own plans and strategies economic development is seen designed to advance society. as a result of the lack of Plans and pledges of multiple skilled labor. The National strategies are often diverted Development Strategy states because of political and party that in terms of low economic political reasons. development, "one of the main reasons lies in the education system, namely the low involvement of children in pre- school programs and the quality of teaching. Another problem is the lack of compatibility of abilities and skills with labor market requirements, as there are no links between schools, businesses and communities."5 However, the Government did not allocate the necessary budget for intervention and investment in education. As in 2017, as well as in 2018, the funds allocated to education have been insu cient to achieve the priorities set out in the National Development Strategy. This shows that the Government and the highest state bodies do not respect
5National Strategy on Development 2016-2021,” 2015 6.
11 2 ORGANIZATION OF THE EDUCATION SYSTEM IN KOSOVO
The education system in Kosovo is structured as follows:
Pre-school education (children under 6 years of age) • Primary Education (grades 1-5, children aged 6-10 years) • Lower Secondary Education (Grades 6-9, Children Aged 11-14) • Higher Secondary Education (grades 10-12, children aged 15-18) • Higher Education
The primary level in Kosovo divided into gymnasiums and lasts 5 years, starting from the vocational schools. Both are first to the fifth grade (1-5). profiled schools. Gymnasiums The age group of students at divide into social, general, this level is from 6 to 10 years natural sciences, mathematics- old. informatics and languages. Vocational education schools The lower secondary level are divided into the following extends from the sixth to the fields: technical, agricultural, ninth grade (VI - IX). The age economics, medicine, music, group of students at this level trade, theology, arts and is from 11 to 14 years old. 6 centers of competence. Upper secondary level (grades Higher education is also X-XII) functions in public and divided into levels. The first non-public (licensed) level with 3-4 years of studies secondary schools and is
6Education Statistics in Kosovo 2016/2017, 13-
12 and 180 or 240 ECTS credits private institutions in pre- ends with a Bachelor's degree. school, 10 licensed private The second level with 1-2 institutions providing primary years of additional studies and secondary education, as after Bachelor with 60 or 120 well as 30 licensed private ECTS credits ends with a higher education institutions in Master's degree. At the third Kosovo. level of higher education, Following the approval of the doctoral studies can be Curriculum Framework, the followed. In Kosovo, higher legal basis and accompanying education can be followed documents for its regularly or in correspondence. implementation were drafted. It needs to be mentioned here According to the plans of that Kosovo's education MEST, the curriculum was system has an ethnic expected to be implemented in character, because of the all Kosovo schools during 2011- intervention of Serbia's politics 2014. During 2013/2014, a pilot into the Serbian speaking phase curricula was first areas in Kosovo. Kosovo Serbs implemented in 10 schools, and attend schools following a one year later its Serbian curriculum. Therefore implementation was expanded they are not integrated in the to 92 schools in 30 numbers shown below in this municipalities. Some of the study, which aims at improving problems associated with the the actual education system of sluggish extension of the new Kosovo. Even the Higher curriculum are: the small Education system is being number and inadequate managed by the North preparation of subject field Mitrovica political structures in trainers to train, mentor and joint management with monitor teachers in Serbia's government. implementing class curricula, limited professional and Kosovo, in its public education financial capacities in the system includes 43 pre-school system education, delays in institutions, 952 primary and the preparation of lower secondary schools, 119 accompanying materials for high schools, and 9 public the implementation of the higher education institutions. curriculum, and lack of In addition to these appropriate textbooks. institutions, there are 88
13 2.1 LEGAL AND INSTITUTIONAL FRAMEWORK
One of the main obstacles to analysis of legislation improving education is the documents conducted during lack of quality assurance this research suggests that mechanisms at all levels. the current legislation During the research, it has entrusts the ministry with the been noted that some issues task of quality assurance. and strategies address this Legislation is clear in defining issue. The "Quality Assurance tasks, despite the division of Strategy" document, for competencies between example, states that "While the di erent actors. The analysis Education Inspection has the of the legal framework on this right to deal with issue has included several administrative matters (Law, laws, including the Law on 2004) and municipalities have Pre-University Education, the formal responsibility for Law on Municipal Education, quality assurance, there is in the Law on Local Self- reality a confusion over the Government and the Law on division of responsibilities Inspection.The Law on Pre- between central and local University Education, in Article authorities."7 Even in the 5 (Duties of the Ministry), Strategic Education Plan paragraph 1) states that "The 2017-2021 it is noted that Ministry holds the primary there is confusion in the responsibility for planning, current legislation.8 This may setting standards and have resulted in neglecting the ensuring the quality of the proactive approach to quality pre-university education assurance, as one of the system". According to this actors did not have a clear article, the Ministry is tasked obligation and hence they with developing policies, withdrew from their drafting and implementing responsibilities. However, the
7Strategy on Quality Assurance for Pre-University Education 2016-2020, 11. 8Education Strategic Plan Kosovo 2017-2021, 63.
14 legislation for the development (MED) and the school. The of pre-university education rationale for this e ort says and training, promoting and that "the other alternative was improving the quality and a powerful education e ciency of education and inspectorate that would take training, with a view to full responsibility for quality enhancing the quality and assurance, while municipalities oversight of the and schools would enforce implementation of legislation inspectors' decisions. It is in power.Whereas MED under considered that such an the Law on Municipal alternative is inconsistent with Education has these the decentralized character of responsibilities: a) construction the education system in of school facilities; b) Kosovo and would not yield enrollment and admission of desirable results".9 Given that students; c) employment of quality assurance is of crucial teachers, administrative sta importance for improving and technical sta of schools; education, but also the role d) selection of Management of that the quality assurance is Educational Institutions; f) given within the National payment of managerial sta Development Strategy (2016), as well as other sta a division of responsibility (technical and administrative); between the three institutions e) training of educators and would risk that the e orts to other professional sta ; h) reach this objective will be overseeing the education unsuccessful due to the process in accordance with implications of many actors guidelines set by MEST.The and consequently complicating Strategic Plan for Education the competencies with regard 2017-2021 in Strategic to duties and responsibilities. Objective 3 ("Quality Above all, arguing that the Assurance in Education") aims decentralized character of the to allocate responsibilities for education system requires a the quality of education division of competences in between the central level quality assurance, is incorrect. (MEST), the municipal level Decentralization of the
9Education Strategic Plan Kosovo 2017-2021, 40. .
15 education system in Kosovo quality assurance from MEST as such does not imply that to Municipal Education each municipality should be Directorates should be obliged to ensure quality. reconsidered. Especially in Kosovo has a unique regards to the fact that education system, which for nowhere in the legislation any all municipalities is the same. article or provision can be Legislation has defined the found that charges the duties and responsibilities of municipality with this task. institutions in the field of The Education Inspectorate education. The tasks of the functions under the oversight Municipalities are to ensure of MEST. The Inspectorate's the maintenance and duties under the legislation renovation of the school were largely limited to facilities as well as to carry inspecting formal duties of the out the recruitment and school and the organizing of salaries of the education sta . teachers. As the Inspectorate While schools are responsible functions within the MEST for the internal assessment of and its scope includes teachers and for the elements of process supervision of their teachers evaluation and ensuring that during their daily work. It is an certain criteria are met, the unbearable burden on the best solution would be for this Directorates for Education in institution to grow in sta and Municipalities, both to provide the necessary professionally and in terms of competencies and budget for human capacities, to be quality assurance. Strategies, obliged to ensure the quality plans, but also instruments for of education. This would also measuring quality should be have negative consequences compiled by MEST and for the target itself, as in the accessible to schools and small municipalities the people teachers. Reporting and get acquainted with each quality monitoring would be other, which also creates the easier through the possibility of mutual favors. Inspectorate. Therefore, the delegation of
16 EDUCATION STRATEGIC 3 PLAN 2017-2021: GOALS AND CHALLENGES
In 2016 MEST has published Education Sector, ICT Sector). the Education Strategic Plan Unlike the previous strategy, 2017-2021. The purpose of the the Strategic Plan 2017-2021 education strategic plan is to is organized in thematic areas set the development covering relevant education orientation in the field of segments in Kosovo: education. This plan is the Participation and Inclusion, 2. second comprehensive Educational System strategic plan. The strategic Management, 3. Quality plan for the years 2011 - 2016 Assurance, 4. Developing was aimed at the inclusion of Teachers , 5. Teaching and children in education, focusing learning, 6. Education and on building infrastructure to vocational training and adult meet the emergency needs for education, and 7. Higher school space. The 2011-2016 education. strategy is organized according to the subsystems of the education system (Preschool Sector, Pre- University Sector, VET Sector, Teacher Training Sector, Higher Education Sector, Adult
17 3.1 COMPREHENSIVE PARTICIPATION
In this area, the education pre-school institutions, which system has had some would increase capital challenges relating to the low spending as well as create level of inclusion in the hundreds of jobs. However, education of children from because of budget constraints, marginalized groups and it is decided to increase children with special needs. attendance in pre-primary But more urgent was the education, because there are treatment of low inclusion of smaller expenditures. At the children in early preschool same time, the opening of education. Apart from pre- private and community-based school level, Kosovo has institutions will be stimulated. achieved good successes in inclusion at other levels. The best solution would be to build
Assessment of achievement of the objective: Over the last year Kosovo has higher than in the previous increased its involvement in year (79.5%).10 preschool and pre-primary During 2017 two schools with education. Inclusion in pre- three classes for pre-primary school education is mainly education were built. Also, the achieved through the opening project for equipment for of private institutions. A school supplies was greater involvement has been implemented for some achieved in pre-primary municipalities. Work is still education of the 5-6 years being done to educate pre- group. The rate involved in primary education employees 2017 (92.4%) is significantly
10Annual Evaluation Report MEST, 2018, 51.
18 on the new curricula and the a need to work on the design of teaching materials, inclusion of marginalized which are awaiting finalization groups from Roma, Ashkali of the core curriculum for pre- and Egyptian communities. school education. There is still
3.2 MANAGEMENT OF EDUCATION SYSTEM
The points of intervention that education. Another problem have been identified during has been the non- the drafting of the Strategy in implementation of primary the field of management of legislation and the lack of the education system have respect for primary legislation been the lack of capacities at during drafting secondary central, municipal and school legislation and education level for the implementation of policies. It is further noted education reform through a that policy making is not coordinated and coherent based on statistical data in approach. KESP aims to the field of education and that increase the managerial there is a lack of awareness professionalism of the school among all parties that principal, who will have to education is a public understand himself as responsibility. competent and responsible for delivering inputs to the development of quality in
19 Evaluation of Objective The management of the Achievement: education system is a complex because of the need of Initial measures to increase intervention in many aspects the managerial capacities of education such as the have been the training of inclusion, quality and matching MEST sta for planning, policy of educational supply with the making and monitoring, to labor market needs. Although develop reporting capacity steps have been taken to and integrated planning improve planning and MEST-MED-school. The reporting, coordination with organization of the MED has the municipal level remains been restructured and the challenging. regulations and guidelines for local level management have Although the process of been drafted, to strengthen planning and management the school autonomy and to between levels of governance empower the School Steering in education is regulated, this Councils.11 At the same time, mechanism is still in its initial the annual assessment stages. The Action Plan for process of KESP has started, KESP has not developed which monitors the targets or actions to regulate achievements of KESP and vertical and horizontal publishes annual reports. communication of education actors. There is also a lack of To improve the MEST-MED- clear regulation on the School planning process, the administration of the process of modernizing the education system, which Education Management would define the precise roles Information System (EMIS) and responsibilities of actors has begun. This project and institutions. Also, positions supported by the World Bank in school management lack a grant provides for the description of competencies modernization of educational and duties. data at the municipality, school and student level.12
11Annual Evaluation Report 2018, 72. 12Annual Evaluation Report 2018, 73.
20 3.3 QUALITY ASSURANCE
The quality of education in capacities at all levels, and 4. Kosovo has been constantly Raising awareness of the criticized, especially after the parties' responsibilities for poor results in the PISA quality assurance in international test. MEST has education. The Education compiled a Quality Assurance Strategic Plan 2017-2021 has Strategy in 2015. This strategy also raised the lack of good is based on four objectives. 1. governance of national tests, Building e ective mechanisms reliability of results and the for quality assurance, 2. phenomenon of fraud during Improving school-level national tests. development planning, 3. Building quality assurance
Evaluation of Objective achievement: The Government of the building quality assurance Republic of Kosovo has mechanisms. MEST also approved the "Quality provides information to Assurance Strategy for Pre- parents and to the general University Education in public on quality assurance. Kosovo 2016-2020" in Another goal is to increase December 2015. The purpose the credibility of national of this strategy is to introduce tests. The Action Plan has not a full quality assurance defined the exact actions for system in sub-sector of pre- the fulfillment of this objective. university education. KESP The analysis of strategic and also foresees several activities follow-up documents implies for achieving this objective. that there is no clear Activities mainly relate to definition of quality and its
21 aspects in any of the levels of the school, defines the governance of education. responsibilities of the actors There is no division of quality for internal and external in the defined content part of assessment of the sta . The the term and in the procedural role of the Education part of the organization of the Inspectorate, Municipal quality assurance process. Directorates of Education and educational Institutions is Quality can be measured as defined for the fulfillment of output (what it produces), the external evaluation of the input (what it o ers) and as 13 school. All these activities process (how it is o ered). have been developed last year, This implies that quality which means that there has should be ensured at key not been any adjustment of moments of the education the quality assurance cycle so management cycle that are 1. far. output when students pass internal and external tests; 2. Within these activities, the when quality is measured as Inspectorate has started an input, i.e. the number and evaluating the performance of qualifications of teachers, schools, monitoring the number of classrooms, implementation of the new teaching materials and 3. Curriculum and making where as a process it is preparations for assessing the evaluated in the methods of performance of teachers. The teaching, learning, Inspectorate sta has been management and education trained for these processes management. and has joined the SICI (Standing International Administrative Instruction Conference of Inspectorates). 4/2017 on the evaluation of school performance in pre- Meanwhile, MEST in university education was cooperation with MED has adopted in 2017. This appointed quality assurance Instruction defines the coordinators in the instruments and bodies for municipalities, who should assessing the performance of report to the MEDs. This
13Annual Evaluation Report 2018, 90.
22 approach involves two MEDs, which then report to problems. Firstly, as MEST. This way of organizing coordinators are recruited does not ensure the quality of from school sta , they are not education e ciently and adequately trained and are e ectively. not paid for the task of monitoring quality. Secondly, quality reporting would go to
3.4 PROFESSIONAL DEVELOPMENT OF TEACHERS
With this objective the training evaluation. The legal of teachers and the framework for licensing, functionalization of their promotion and evaluation of licensing system is planned. teacher performance has been Licensing is thought to developed but has not yet contribute to the quality of been implemented. The teaching, motivation of strategic plan foresees that to teachers for good ensure a professional performance, and helps development oriented to the address cases where optimal solution, firstly, public performance is poor. The institutions that prepare new licensing system obliges teachers should be based on teachers for a certain number unified standards. of professional career development training (100 hours within 5 years) and requires teacher performance
23 Evaluation of Objective teachers, which requires Achievement: teachers to undergo the licensing, grading and E orts to reform the performance evaluation education system were also process. However, the teacher made earlier in Kosovo. In 2011, performance evaluation MEST approved the Kosovo system has begun to pilot Curriculum Framework (CCF), with around 130 teachers but which enabled the transition is not yet extended to the from teaching and learning whole personel. The based on learning objectives performance-based promotion and content, to contemporary system will be di cult to teaching and learning implement while the payroll methodology based on results scheme is linear and is based and on the development of mainly on pre-service competences for students. (qualifications) and work According to the curriculum, experience.14 Teacher the curriculum had to be compensation in Kosovo implemented during 2011-2014, exceeds the average income but there was a delay in this per capita. Raising teachers' process, mainly due to the salaries is done for all. resistance of the teachers to Unfortunately, raising the apply the new curriculum for page is not related to the which they were not trained performance of the teachers, and lacked the tools for their which would more e ectively implementation. A pilot phase improve the quality of of the new curriculum was teaching. realized in 10 schools during 2013/2014 and a year later it About 40% of teachers were was expanded to 92 schools in trained on implementing the 30 municipalities. Since last new curriculum. However, year, all schools are obliged to existing textbooks of the old operate with a new curriculum. curricula are used for the implementation of courses. MEST has developed the Teaching texts are not regulatory basis for the appropriate in all cases for professional development of implementing the new
14Annual Evaluation Report 2018, 91.
24 curriculum. Teaching material students and their integration resources, access to into teaching remains low due appropriate textbooks, to the di culties of a number computers and labora- tories of teachers in the use of continue to be the main information technology for challenges. Online access to teaching.15 schools exists but the number of computers per pupil is small and the rate of their use by
3.5 TEACHING AND LEARNING
In 2011, Kosovo approved the competence development. Kosovo Curriculum Framework The education strategy 2017- (CCF) with the aim of 2021 focuses on the increasing the quality of implementation of new education and harmonization curricula, textbooks and ICT of education with developed implementation in education. countries. This new curriculum Numerous alternatives have framework ensured the been analyzed for all of these transition from teaching- areas. The idea of the new based objectives and content curriculum is that MEST to performance-based determines the competencies teaching and student
15Annual Evaluation Report 2018, 108.
25 to be achieved and compiles is involved in the design of core curricula, while the textbooks and textbooks will schools develop the content of be consistent with those the curriculum. However, due contents. to the inability of content to be created by schools, MEST
Evaluation of Objective Achievement: This year the implementation teachers about the curriculum of the new curriculum has framework and core started in all Kosovo schools curriculum. Also, a closer after a relatively long period of cooperation between schools, preparation and piloting. The teachers and field new curriculum initiates a coordinators has been radical change in the promoted. educational paradigm by An acute challenge is the lack emphasizing the competences of appropriate literature and of students. However, the textbooks for the successful implementation of implementation of the new the curriculum depends on curriculum. Data from the many aspects of the PISA 2015 achievement management of education analysis show that Kosovo is system in human capacities, ranked as a low-ranking infrastructure and budgeting. country regarding the The new curriculum foresees contentment of directors and new teaching methods and teachers with textbooks. makes continuous training of Special attention should also teaching sta necessary. be paid to the student Curricular reform also assessment system based on introduces new methods of the objectives of the new assessment and learning. curriculum. This requires the training of teachers, school During 2017, trainings were directors and education organized for about 40% of
26 inspectors, which means that more financial support is needed to meet these needs.
3.6 VOCATIONAL EDUCATION AND TRAINING
This objective aims to provide budget for quality solutions to the challenges of improvement in vocational vocational education and adult education. education. These challenges The Agency for Vocational and are numerous and interrelated Adult Education and Training with other areas such as the was established under Law no. private sector, which should be 04 / L-138 on Vocational willing and competent to Education and Training, and cooperate in raising the aims at the supervision and quality of vocational development of vocational education. Another di culty is education and training and that the Core Curriculum for adult education in Kosovo. vocational education is still not missing. The Council for Vocational and Adult Education and Training, Opportunities for practical established under Law no. 04 / training of students at school L-138 on Vocational Education or enterprise are limited, and Training is an advisory which of course a ects the body for VET policies and low quality of vocational adult education in Kosovo. education. KESP also emphasizes the insu cient
27 Evaluation of Objective students in practice, tax Achievement deductions are foreseen within the Law on Vocational During 2017 several steps Education in Kosovo. However, have been taken to review and during 2017 no actions no draft profiles. However, this actions were taken to initiate number is still small compared this kind of cooperation with to the general number of companies in Kosovo.17 profiles provided within the vocational secondary schools. With regard to career MEST has established expert counseling for vocational groups to develop standards education students, MEST has for revised profiles during built the Busulla.com 2017. However, the Action Plan electronic platform, whereby for KESP has not specified the students can be informed type and number of standards about employment 16 to be drafted. So far 24 opportunities, make IVSP tests profiles have been completed (interests, values, skills, with professional standards. preferences) to be informed about the professions etc. During 2017 the core curriculum for vocational The demand and supply education has begun but has analysis in vocational not yet been completed. education is at an early stage Although drafting curricula for of development. These sectoral areas has not yet di culties in determining started, at least the decision demand in the market are has been made for modular related to the lack of inter- programming plans. ministerial coordination and communication to provide the The Action Plan foresees the necessary information. There implementation of some is no institute or body in activities to include all Kosovo that is devoted to students in professional labor market analysis. This practice at school and outside also results in confusion the school. For companies that regarding the orientation of accept vocational education
16Annual Evaluation Report 2018, 119. 17Annual Evaluation Report 2018, 123.
28 the educational o er in priority and accordingly vocational education and the allocate the budget for di culties of assessing the investment in the areas of quality of education education where needed. management. The National Qualification Vocational education is Authority (NQA)is responsible generally seen as an inevitable for ensuring the external alternative when students fail quality of schools of to succeed in enrolling in vocational education. The NQA gymnasiums. This has to do has trained quality assurance with the low quality of coordinators. Also, the vocational education, but also validation of 19 qualifications with a harmful and the accreditation of over underestimating attitude on 33 private institutions the part of the society providing vocational education regarding vocational were conducted. NQA has also education. There is a belief conducted the verification of that the easiest way to over 40 professional employ is the graduation at standards.18 university studies. This should be addressed through various awareness campaigns for students, parents and the economy. The quality of vocational education is closely related to investments in infrastructure and equipment, at least for existing profiles in Kosovo. For this, the Government should stick to the National Development Strategy, where education is declared a
18Education Strategic Plan Kosovo 2017-2021, 28.
29 3.7 HIGHER EDUCATION
This objective is aimed at been much discussion of the improving the situation in funding of higher education university higher education. institutions based on The focus has been on performance, which has not external quality assurance been applied so far. Such a that is achieved through the system increases the support of the Kosovo Agency responsibility of higher for Accreditation and the education institutions for the application of the Information results of their work. This Management System in should be started as soon as Higher Education. There has possible.
Evaluation of Objective Achievement: The gross rate of inclusion in necessarily mean any higher education has significant contribution to increased steadily since the increasing labor productivity. academic year 2010/2011. Productivity depends on the Based on the latest data of quality of the educational o er the academic year 2016/2017 and matching of the about 69.4% gross of students graduation areas with the ages 18-22 attend higher labor market. education. With the marked During 2016/2017 around progress in recent years, 14,000 students have Kosovo ranks higher than graduated at di erent levels other countries in the region and programs of study, with in the gross degree of student the private sector taking part involvement. Increasing the with about 35% of graduates. degree of citizen involvement However, the completion rate in higher education does not
30 of studies within the service management.20 timeframe set for public 19 The number of students institutions is relatively low. completing studies and In general, the number of graduating in public higher students has increased in the education institutions areas of service studies (legal, continues to be below 20 per business administration and cent. This has to do with the social sciences). The number insu cient academic sta for of students oriented to certain directions, but also science, technology, with the neglect of setting a engineering and math is low. limited number of Increasing the number of opportunities for passing the graduates in these areas exams by students. This would could stimulate the country's be a push for student competitiveness in discipline to achieve the goals, manufacturing and industrial but would also eliminate processing. The orientation of unsuccessful candidates from students in agriculture and the studies, which would also veterinary medicine continues ease the workload of to be low. academic sta and the huge During the academic year workload of universities. 2017/2018 some 344 study Public university institutions programs at all levels were established in other accredited and re-accredited. municipalities have followed a Most study programs are model of development of the bachelor and master level. The University of Prishtina, not number of doctoral programs diversifying the educational is comparatively low (22 o er according to the labor programs). market demands in their Public higher education mainly region. o ers programs in the areas A disadvantage in the higher of education, agriculture and education system is also the engineering. The private sector low commitment to the in higher education focuses scientific work of the teaching mainly on business, legal and
19Annual Evaluation Report, 131. 20Annual Evaluation Report, 133.
31
sta . There has not yet been any activity to change this situation. The Ministry should take steps to motivate research and scientific publications relevant to the development of industry.
32 4 PRESCHOOL LEVEL
Kosovo has 43 public licensed preschool institutions preschool institutions is only 2.8%, while the age distributed in 22 municipalities. group of 3-5 years is 29.6%. There are 22,157 children in At the pre-primary level (5-6 these institutions. At the same years) inclusion statistics are time there are 88 private higher, with the percentage preschool institutions licensed reaching 79.6%.21 by MEST, including 3020 The pre-school institutions children. work according to the The number of pre-school curriculum for pre-school institutions is too small for the education for the ages 3-6.22 A needs of society. Especially for Core Curriculum is in the the age group 0-5, the lack of process of being developed for adequate spaces and this level. educators has resulted in the As for the ages 0-6, the registration of only a small institutions work with the number of children. A concern Development Standards of is the low number of children UNICEF.23 at the pre-school level 0-3 years old, which is far from meeting European standards. According to MEST statistics, the registration of children in the age group 0-4 years old in
21Annual Evaluation Report, 22. 22Curriculum for Pre-school Education, https://masht.rks-gov.net/uploads/2015/05/kurrikula-e-edukimit-parashkollor-ne-kosove-3-6-vjec_1.pdf 23Developmnet Standards for Preschool, https://masht.rks-gov.net/uploads/2015/05/elds-report-alb-for-web_1.pdf
33 4.1 NUMBER OF PRE-SCHOOL INSTITUTIONS
At the national level in Kosovo 5 year old and 22,157 are 5-6 there are 43 public preschool year old. The number of institutions and 88 private children in pre-school private licensed institutions. The institutions is 3020, of which number of children in pre- 2083 in the age group 0-5 school and pre-primary public and 937 of the 5-6 year old institutions is 25,966. Of age group.24 these, 3809 children are of 0-
4.2 GEOGRAPHICAL DISTRIBUTION OF PRESCHOOL INSTITUTIONS
Lack of su cient number of capital city. Unfortunately, pre-school institutions is there are still municipalities, obvious in all municipalities. which do not have any pre- Larger cities and school institutions. Of the 34 municipalities have larger municipalities listed in the number of pre-school Kosovo Education System institutions. However, this Data Lists, only 22 number is not enough. In municipalities have pre-school Pristina, for example, there are institutions. Surprisingly in 8 public preschool institutions, Prizren, that has 1814 children but also 50 private preschool at the pre-primary level (5-6 institutions licensed and years), there is no operating. This indicates the kindergarten for the smaller high need of citizens for pre- age groups. Also Malisheva school institutions in the with 1136 children at the pre-
24Education Statistics in Kosovo 2016-2017, 59
34 primary level, but with no has been selected - increasing kindergarden. There are no participation in pre-primary pre-school institutions in education which has far Deçan, Dragash, Hani i Elezit, smaller spendings. Also, the Junik, Leposavic, Novoberde, opening of private and Shterpce, Zubin Potok and community-based preschool Klokot. institutions will be stimulated."25 Below, Table 1 Despite the need to increase shows the number of the number of public preschool and pre-primary institutions for pre-school children in municipalities. level, "due to budget constraints, another approach
Table 126 Number of institutions and students at pre-school/pre-primary level
Pre-school Number of children Number of children in pre-primary level, # Municipality institutions in pre-school, age 0-5 (2016) age 5-6 (2016)
1 Deçan - - 483
2 Dragash - 4 304
3 Ferizaj 2 306 1619
4 Fushë-Kosovë 1 142 164
5 Gjakovë 7 291 1120
6 Gjilan 3 246 1125
7 Gllogoc 2 98 984
8 Hani i Elezit - - 142
9 Istog 5 181 544
25Education Strategic Plan Kosovo 2017-2021, 40 26Education Statistics in Kosovo-2016-17,” 16 .
35 10 Junik - - 55
11 Kaçanik 1 88 452
12 Kamenicë 1 52 277
13 Klinë 1 115 574
14 Leposaviq - - -
15 Lipjan 1 58 909
16 Malishevë - - 1136
17 Mamushë 1 - 56
18 Mitrovicë 1 340 1067
19 Novobërdë - - 46
20 Obiliq 1 82 322
21 Pejë 1 211 1187
22 Podujevë 1 46 1173
23 Prishtinë 8 1079 2530
24 Prizren - 89 1814
25 Rahovec 1 10 882
26 Shtërpcë - - 42
27 Shtime 1 41 396
36 28 Skënderaj 1 73 483
29 Suharekë 1 55 718
30 Viti 1 86 488
31 Vushtrri 1 116 721
32 Zubin Potok - - 11
33 Zveçan - - -
34 Kllokot - - 9
Total 43 3,809 22,157
37 5 EDUCATION INSTITUTIONS AT PRE-UNIVERSITY LEVEL
The number of institutions in secondary education is pre-university education at all compulsory, so the inclusion levels in Kosovo is 1'114. The rate of students at these number of primary schools levels has always been high, (grades 1-5) and lower with 96% in primary secondary school (grades 6-9) education, respectively with is 952. At the upper secondary 98% in lower secondary level (grades 9-12) Kosovo has education. The rate of student 119 schools. inclusion in upper secondary education during the school In Kosovo, at the pre- 28 year 2014/15 was 84.5%. university level for 2016/2017, 360'237 pupils have attended The standard of su cient school. Out of this number, space for students in schools 22'157 were preschool, 132'438 has not yet been reached, and pupils were attending the lack of space for elementary level, 115'386 laboratories and practical students in lower secondary lessons is still underlined. level and 86'447 in upper However, due to budgetary secondary level. constraints and the demographic changes The total number of students expected in the coming years, at pre-university level in no action has been taken to public institutions in Kosovo is address the issue of lack of 360'237.27 If this number is space in schools. Another also added to the number of reason is that there have been students in licensed private moves from rural to urban institutions, which is 9'072, areas, so schools in some then the total number of rural areas are half-filled and students per year is 369'309. those in cities overcrowded. In Kosovo, primary and lower
27Education Statistics Kosovo 2016/2017, 23. 28Education Strategy Plan 2017-2021, 22.
38 Apart from the lack of space, computers for students and schools in many cases lack the teachers' di culties to the means of concretization provide a teaching approach for teaching according to oriented towards the use of curriculum requirements. In information technology. general, the objective of using IT tools remains unfulfilled due to the lack of su cient
5.1 NUMBER OF STUDENTS AT ALL LEVELS
In Kosovo, the total number of students at all levels of pre- university education, in both public and private institutions is 369,309. In the table below the numbers are shown per level.
Number of students at all pre-university levels in public and private institutions
# Level Public Private Total
1 Preschool 3,809 2,083 5,892
2 Pre-primary 22,157 937 23,094
3 Primary/low secondary 247,824 3,107 250,931
4 Upper secondary 86,447 2,945 89,392
Total 360,237 9,072 369,309
39 Primary Low secondary Municipaltiy Pre-primary level Upper secondary level level level Total preschool preschool Vocational High age 0-5 age 5-6 School school
Deçan - 483 2,268 2,040 496 832 6119
Dragash 4 304 1934 1634 390 207 4473
Ferizaj 306 1,619 8,887 7,867 3,904 2,881 25,464
Fushë-Kosovë 142 164 3339 2,656 853 750 7,904
Gjakovë 291 1,120 6,806 6,110 2,531 1,820 18,678
Gjilan 246 1,125 6,390 5,875 3,149 2,313 19,098
Gllogoc 98 984 4,791 4,157 1,607 1,424 13,061
Hani i Elezit - 142 796 617 - 343 1,898
Istog 181 544 2998 2599 626 1,044 7,992
Junik - 55 305 254 - 220 834
Kaçanik 88 452 2,512 2211 736 790 6,789
Kamenicë 52 277 1,823 1,735 575 876 5,338
Klinë 115 574 3,196 2,922 970 844 8,621
Leposaviq - - 12 17 - - 29
Lipjan 58 1136 4,878 4,304 1,236 1,870 13,255
Malishevë - 277 5,211 4,630 1,214 2,098 14,289
Mamushë - 56 370 331 - 221 978
Mitrovicë 340 1,067 6,111 5084 2694 1757 17053
40 Novobërdë - 46 267 214 61 - 588
Obiliq 82 322 1,703 1,508 440 308 4363
Pejë 211 1187 7095 6033 3244 1744 19514
Podujevë 46 1173 7317 6636 2836 1724 19,732
Prishtinë 1,079 2,530 16,674 13,492 5,813 5,328 44,916
Prizren 89 1,814 12,413 10,572 4,319 3,444 32,572
Rahovec 10 882 4135 3,681 534 1,932 11,253
Shtërpcë - 42 247 268 13 169 739
Shtime 41 396 2178 2103 696 842 6256
Skenderaj 73 718 4083 3692 1,722 909 11,197
Suharekë 55 807 4,628 4,016 1,841 1,352 12,699
Viti 86 488 3432 3,174 930 1,534 9,644
Vushtrri 116 721 5473 4826 2032 1409 14577
Zubin Potok - 11 59 50 - - 120
Zveçan - - 41 17 - - 58
Kllokot - 9 66 61 - - 136
3,809 22,157 132,438 115,386 45'462 40'985 360'237
Total 25,966 247,824 86'447 360'237
41 Besides public institutions, there is also a number of students attending private primary, lower secondary and upper secondary level education in private education institutions. The table below shows the municipalities o ering private education. The total number in private institutions amounts to 6'052 students.
Students in private education institutions at primary/lower and upper secondary level29 Primary /Lower secondary Upper secondary Total Municipality Male Female Total Male Female Total Male Female Totale
Ferizaj 26 31 57 78 31 109 104 62 166
Gjakovë 80 55 135 150 110 260 230 165 395
Gjilan 50 28 78 73 68 141 123 96 219
Klinë - - - 26 30 56 26 30 56
Lipjan - - - 194 187 381 194 187 381
Mitrovicë 22 22 44 5 10 15 27 32 59
Pejë 56 27 83 83 46 129 139 73 212
Prishtinë 1,070 834 1,904 778 571 1,349 1,848 1,405 3,253
Prizren 458 348 806 262 243 505 720 591 1,311
Total 1,762 1,345 3,107 1,649 1,296 2,945 3,411 2,641 6,052
29Education Statistics Kosovo 2016-2017, 61.
42 5.2 NUMBER OF INSTITUTIONS ACCORDING TO LEVELS
Preschool Primary and low Municipality Upper secondary Total / kindergarden secondary
Deçan - 21 2 23
Dragash - 35 1 36
Ferizaj 2 51 8 61
Fushë-Kosovë 1 13 3 17
Gjakovë 7 51 9 67
Gjilan 3 41 8 52
Gllogoc 2 32 2 36
Hani i Elezit - 6 1 7
Istog 5 26 3 34
Junik - 1 1 2
Kaçanik 1 24 2 27
Kamenicë 1 30 33 34
Klinë 1 26 2 29
Leposaviq - 1 - 1
Lipjan 1 50 5 56
Malishevë - 38 3 41
Mamushë 1 1 1 3
43 Mitrovicë 1 39 5 45
Novobërdë - 7 1 8
Obiliq 1 16 2 19
Pejë 1 39 6 46
Podujevë 1 57 4 62
Prishtinë 8 58 14 80
- 71 14 85 Prizren
1 34 4 39 Rahovec
- 5 1 6 Shtërpcë
1 18 1 20 Shtime
1 36 4 41 Skenderaj
1 41 3 45 Suharekë
1 35 3 39 Viti
Vushtrri 1 46 3 50
- 1 - 1 Zubin Potok
- 1 - 1 Zveçan
- 1 - 1 Kllokot
Total 43 952 119 1114
44 5.3 GEOGRAPHICAL DISTRIBUTION OF SCHOOLS
In Kosovo, in recent years On the other hand, schools in there was a trend of cities are overloaded and have demographic development, to work in shifts. which has made the education In Kosovo, schools are planning even more di cult. distributed in all municipalities. Migration of citizens from Student access to school in small municipalities towards general is not di cult, large centers has resulted in a especially in recent years drop of students in peripheral following the regulation of areas and a number of road infrastructure and the schools in villages and small movement of buses even in municipalities are operating remote rural areas. with a small number of students or are closed at all.
.4 STUDENTS COMPLETING 5 9. / 10. GRADE AND HIGH SCHOOL STUDENTS
In Kosovo, in 2016/2017, 30'910 pupils have completed lower secondary public education (grade 9). In upper secondary education (grade 10), in the same year, 32,577 students were registered.
Year 2016 / 2017 Age group/grade Male Female Total
Grade 9 15,863 15,047 30,910
Grade 10 17,250 15,327 32,577
45 .5 STUDENTS IN HIGH SCHOOLS 5 AND VOCATIONAL EDUCATION SCHOOLS
The level of upper secondary employment is easier if you education in Kosovo consists have studied. Unfortunately, of vocational education vocational education is seen institutions and high schools. as an alternative only if During 2016/2017 school year, students do not succeed in 45'462 students were enrolling in high schools. registered in vocational According to MEST, the schools, whereas 40'985 number of students enrolled in students attended high vocational schools has fallen schools.High schools are below 50% of the total preferred by Kosovar students number of students in upper because it allows them to secondary level. The main continue studying at the criticisms in terms of university. Poor economic vocational education have to development, job shortages do with the insu cient budget and the increase of jobs in to cover student needs and state administration, where the inconsistency of university degrees are professional profiles with labor requested, have had the e ect market requirements.30 of creating an impression that
Vocational Schools High School Total Municipality Male Female Total Male Female Total Male Female Total
Deçan 369 127 496 385 447 832 754 574 1328
Dragash 224 166 390 110 97 207 334 263 597
Ferizaj 2,165 1739 3904 1364 1517 2881 3529 3256 6785
Fushë Kosovë 526 327 853 261 489 750 787 816 1603
Gjakovë 1,480 1,051 2,531 822 998 1820 2302 2049 4,351
30National Strategy for Development 2016-2021, 27.
46 Gjilan 1,577 1,572 3,149 1,012 1,301 2,313 2,589 2,873 5,462
Gllogoc 1,023 584 1,607 537 887 1,424 1,560 1,471 3,031
Hani i Elezit - - - 157 186 343 157 186 343
Istog 481 145 626 428 616 1,044 909 761 1,670
Junik - - - 127 93 220 127 93 220
Kaçanik 492 244 736 309 481 790 801 725 1,526
Kamenicë 398 177 575 368 508 876 766 685 1,451
Klinë 622 348 970 303 541 844 925 889 1,814
Leposaviq ------
Lipjan 835 401 1,236 810 1,060 1,870 1,645 1,461 3,106
Malishevë 748 466 1,214 891 1,207 2,098 1,639 1,673 3,312
Mamushë - - - 137 84 221 137 84 221
Mitrovicë 1,535 1,159 2,694 753 1,004 1,757 2,288 2,163 4,451
Novobërdë 33 28 61 - - - 33 28 61
Obiliq 297 143 440 99 209 308 396 352 748
Pejë 1,863 1,381 3,244 703 1,041 1,744 2,566 2,422 4,988
Podujevë 1,646 1,190 2,836 624 1,100 1,724 2,270 2,290 4,560
Prishtinë 3,362 2,451 5,813 2,255 3,073 5,328 5,617 5,524 11,141
Prizren 2,516 1,803 4,319 1,579 1,865 3,444 4,095 3,668 7,763
47 Rahovec 413 121 534 968 964 1,932 1,381 1,085 2,466
Shtërpcë 13 - 13 101 68 169 114 68 182
Shtime 410 286 696 386 456 842 796 742 1,538
Skenderaj 1,044 678 1,722 349 560 909 1,393 1,238 2,631
Suharekë 1,236 605 1,841 510 842 1,352 1,746 1,447 3,193
Viti 613 317 930 685 849 1,534 1,298 1,166 2,464
Vushtrri 1,283 749 2,032 563 846 1,409 1,846 1,595 3,441
Zubin Potok ------
Zveçan ------
Kllokot ------
Total 27,204 18,258 45,462 17,596 23,389 40,985 44,800 41,647 86,447
48 6 HIGHER EDUCATION
The Higher Education sector diplomas, this has failed to be is regulated by the Law on implemented. Higher Education of 2011.31 The Since education in the Balkans Higher Education system in often has also politically Kosovo operates through manipulated, higher education public and private higher became another arena of education institutions. Only competing ethnic fronts. After accredited institutions can the war, Kosovo Serbs living in o er studies that lead to a 32 North Mitrovica refused to degree or diploma. acknowledge the In Kosovo, at the level of independence of Kosovo and higher education there are 9 hence also of the University of public institutions and 30 Prishtina from the Serbian private accredited and education system. They were licensed institutions. According supported in this refuse from to this, for 1 million people, 20 Serbia. Departments of the higher education institutions University of Prishtina in are in place, a very high figure Mitrovica were kept in control compared to the average in by the Kosovo Serbs, who the European Union. named it the University of Prishtina in Kosovska A persistent challenge to the Mitrovica or UPKM. whole education system, thus also in higher education, has But since this university is run been the ethnic separation of and functions according to the education.33 Although the education system of Serbia, Brussels Agreement of 2013 its diplomas must be tried to tackle the issue of recognized in Kosovo in order mutual recognition of for the students to be
31Law on Higher Education in Kosovo, https://masht.rks-gov.net/uploads/2015/06/02-ligji-per-arsimin-e-larte-anglisht.pdf 32SPHERE, Higher Education in Kosovo, online under: https://supporthere.org/page/higher-education-kosovo 33Balkan Insight, http://www.balkaninsight.com/en/article/higher-education-is-reinforcing-kosovo-s-ethnic-divide-04-04-2017
49 employed in Kosovo. On the to 122,000 students. For other hand, the diplomas of 100'00 inhabitants Kosovo has Kosovo are not recognized in 6'669 students, which is twice Serbia neither, which makes it the average compared to the impossible for Albanians living European Union. in Serbia to get a job. There is also an increase in Another issue that contributes the number of study to the poor quality in higher programs, although according education is corruption. In a to research there is a report commissioned by the discrepancy between labor European Council in 2017 it market demands and higher was stated that corruption is education programs. “an endemic persistent and The table below shows the structural problem that has percentages of students in only worsened in the last few 35 34 study programs. years”. Besides ethnic separation and corruption, higher education is also being abused politically. Getting a job in the University as a lecturer is almost impossible if you don't belong to one of the stronger political parties. Since the University is the place where you can influence students with your own political vision, parties have a constant interest to install their own people there. The number of students in higher education in Kosovo has increased steadily. From 40,000 students in 2004, the number for 2015 is increased
34Balkan Insight, http://www.balkaninsight.com/en/article/higher-education-is-reinforcing-kosovo-s-ethnic-divide-04-04-2017 35Education Strategic Plan 2017-2021, 29.
50 Study Field Public Private Total
Education 9.2% 0.0% 6.8%
Human arts 10.8% 6.4% 9.7%
Social science, 48.1% 63.7% 52.1% business and law
Natural sciences, math. and computer science 5.5% 10.2% 6.7%
Engineering, Production 14.0% 7.5% 12.3% and Construction
Agriculture and veterinary 2.6% 0.0% 2.0% medicine
Health and Wellbeing 6.9% 7.7% 7.1%
Services 2.8% 4.5% 3.3%
One of the reasons for the quality in higher education are lack of coordination between also missing. One of the key higher education institutions services that a university and the labor market is the needs to o er is access to lack of communication updated literature in libraries between the actors of these and in electronic form. This two fields. would increase the quality of higher education as well as Despite the urgent need, the scientific research. However, increase of the number of this continues to be a students was not followed by challenge for Kosovo. the proportional increase of academic sta in higher Although the legal framework education institutions. for higher education foresees Moreover, infrastructure and the development of equipment for improving
51 mechanisms for performance- since 2011, but remains at the based financing for higher edge of European standards. education institutions, Kosovo But measured per student, has not yet developed a spending is on the decline, due methodology for such funding. to the increased number of students. Public spending on higher education has been rising
6.1 NUMBER OF PUBLIC AND PRIVATE UNIVERSITIES
In Kosovo there are 9 public universities in the following municipalities:
Prishtine, University Hasan Prishtina Prizren, University Ukshin Hoti Peje, University Haxhi Zeka Gjilan, University Kadri Zeka Gjakove, University Fehmi Agani Mitrovice, University Isa Boletini Ferizaj, University of Applied Sciences Prishtina, Faculty of Islam Studies Vushtrri, Faculty for Public Security
52 UNIVERSITY HASAN PRISHTINA, 1 PRISHTINË36
Year I Year II Year III Year IV Year V Year VI Female Male Total Study program F M F M F M F M F M F M F M
Philosophy 506 283 789 572 236 808 1094 445 1539 ------2,172 964 3,136
Nat. –Math. 526 292 818 614 261 875 546 277 823 152 141 293 ------1,838 971 2,809 Science
Philology 613 228 841 453 126 579 660 164 824 460 78 538 ------2186 596 2,782
Law 639 450 1,089 748 507 1,255 734 454 1188 850 802 1652 ------2971 2213 5,184
Economics 918 1,176 2094 914 993 1907 2369 2319 4688 ------4201 4488 8,689
Construction 133 345 478 165 321 486 255 875 1130 71 70 141 97 103 200 - - - 721 1714 2,435 / Architecture
Electric and Computer 236 459 695 170 280 450 332 434 766 ------738 1173 1,911 Engineering
Mechanical ------241 1,272 Engineering 71 444 515 95 313 408 75 274 349 1031
Medicine 283 142 425 357 208 565 789 373 1162 264 165 429 298 185 483 454 493 947 2445 1566 4,011
Arts 102 79 181 91 74 165 120 101 221 94 89 183 ------407 343 750
Agriculture + 256 478 734 243 305 548 128 236 364 5 43 48 5 86 91 - - - 637 1148 1,785 Veterinary
Sports 69 134 203 52 141 193 29 104 133 39 217 256 ------189 596 785
Education 495 40 535 879 56 935 891 43 934 921 100 1021 ------3186 239 3,425
Total 4847 4,550 9,397 5,353 3,821 9,174 8,022 6,099 14121 2,856 1,705 4,561 400 374 774 454 493 947 2,1932 1,7042 3,8974
36Education Statistics Kosovo 2016/2017, 93.
53 UNIVERSITY UKSHIN HOTI, 2 PRIZREN37
Year I Year II Year III Year IV Study Program Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total
Business 163 253 416 119 88 207 114 114 228 - - - 396 455 851 Administrat.
Internat. 91 163 254 90 80 170 106 109 215 - - - 287 352 639 Management
Law 221 250 471 246 145 391 137 79 216 61 23 84 665 558 1223
Software 18 134 152 25 63 88 17 45 62 - - - 60 242 302 design
TIT Bosnian 10 29 39 8 21 29 24 16 40 - - - 42 66 108 language
TIT 30 153 183 47 79 126 60 92 152 - - - 137 324 461
TIT Turkish 16 30 46 9 1 10 ------25 31 56 language
Englisch 186 83 269 102 13 115 45 7 52 - - - 333 103 436
German 103 74 177 39 21 60 20 11 31 - - - 162 106 268
Albanian 111 47 158 64 24 88 70 - 70 - - - 245 71 316
Primary 25 19 44 15 7 22 23 3 26 15 9 24 78 38 116 educ. bosnian
Primary 16 13 29 7 5 12 18 7 25 15 1 16 56 26 82 educ. turkish
Primary 353 46 399 137 127 264 165 16 181 102 14 116 757 203 960 education
Preschool 214 2 216 227 1 228 142 1 143 85 1 86 668 5 673 Education
Preschool 25 3 28 11 - 11 21 - 21 17 1 18 74 4 78 Ed. turkish
Preschool 8 4 12 9 1 10 ------17 5 22 Ed. Bosnian
37Education Statistics Kosovo 2016/2017, 99.
54 Chem.-physics ------5 8 13 5 8 13 bosnian
Chemistry ------Physics
Math.- Informatics ------bosnian
Agrobusiness 11 42 53 ------11 42 53
Forestry 9 58 67 ------9 58 67 and environ.
Education ------14 10 24 14 10 24 Englisch
Education Albanian ------2 2 - 1 1 - 3 3
Education - - - 6 1 7 6 12 18 3 17 20 15 30 45 German
Total 1,610 1,403 3,013 1,161 677 1,838 968 514 1,482 317 85 402 4,056 2,740 6,796
55 UNIVERSITY HAXHI ZEKA 3 PEJË38
Number of Students at Bachelor Level
Study Year I Year II Year III Year IV Total Program Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total
Business 355 548 903 221 196 417 356 226 582 - - - 932 970 1,902 Faculty
Law 572 1231 1803 235 270 505 244 195 439 254 180 434 1305 1876 3,181 Faculty
Faculty of Management in Turism, 141 431 572 112 241 353 95 157 252 - - - 348 829 1,177 Hotel business and Environmnet
Faculty of 124 141 265 92 81 173 98 179 277 - - - 314 401 715 Agrobusiness
Faculty 40 70 110 20 23 43 11 27 38 18 15 33 89 135 224 of Arts
Total 1,232 2,421 3,653 680 811 1491 804 784 1,588 272 195 467 2988 4211 7,199
UNIVERSITY KADRI ZEKA, 4 GJILAN39
Study Year I Year II Year III Year IV Program Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total
Primary 152 34 186 146 17 163 85 16 101 71 19 90 454 86 540 Education
Preprimary 127 - 127 106 - 106 60 - 60 42 - 42 335 - 335 Education
Law 212 178 390 156 83 239 147 63 210 48 38 86 563 362 925
Economics/ Bank, Fin. 121 120 241 118 80 198 128 66 194 - - - 367 266 633 and Accounting
Economics/ 100 139 239 99 61 160 105 86 191 - - - 304 286 590 Management
38Education Statistics Kosovo, 104 39Education Statistics Kosovo, 107
56 Economics / 81 50 131 36 9 45 33 9 42 - - - 150 68 218 Marketing
Computer 46 107 153 28 45 73 20 30 50 - - - 94 182 276 Sciences
Total 839 628 1467 689 295 984 578 270 848 161 57 218 2267 1250 3517
UNIVERSITY FEHMI AGANI, 5 GJAKOVE40
Study Year I Year II Year III Year IV Total Program Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total
Preschool 108 2 110 125 2 127 142 4 146 136 4 140 511 12 523 Education
Primary 103 20 123 154 43 197 124 29 153 146 33 179 527 125 652 Education
Philology/ 50 28 78 63 57 120 37 40 77 38 23 61 188 148 336 Albanian
Philology/ Albanian 38 43 81 41 58 99 39 34 73 - - - 118 135 253 Literature Philology/ English - - - 98 46 144 69 25 94 46 30 76 213 101 314 Language and Literature
Medicine/ 57 1 58 58 - 58 39 1 40 36 1 37 190 3 193 Delivery nurse
Medicine/ Nursery 86 24 110 121 48 169 99 36 135 71 19 90 377 127 504
Total 442 118 560 660 254 914 549 169 718 473 110 583 2,124 651 2,775
40Education Statistics Kosovo, 110.
57 UNIVERSITY ISA BOLETINI, 6 MITROVICE41
Study Year I Year II Year III Program Female Male Total Female Male Total Female Male Total Female Male Total
Geo Science 22 139 161 12 44 56 26 92 118 60 275 335
Food 157 150 307 64 35 99 92 46 138 313 231 544 Technology
Mechanic and Computer 126 298 424 123 114 237 86 119 205 335 531 866 Engineering
Law 82 101 183 35 35 70 24 26 50 141 162 303
Economics 81 181 262 58 65 123 39 44 83 178 290 468
Education 200 14 214 175 16 191 91 3 94 466 33 499
Total 668 883 1551 467 309 776 358 330 688 1,493 1,522 3,015
UNIVERSITY OF APPLIED SCIENCES, 7 FERIZAJ42
Study Year I Year II Year III Progam Female Male Total Female Male Total Female Male Total Female Male Total
Faculty of 124 133 257 89 62 151 73 71 144 286 266 552 Management
Faculty of Turism and 96 91 187 56 51 107 15 11 26 167 153 320 Environment
Faculty of Architecture 57 81 138 34 32 66 21 31 52 112 144 256 and Wood Technology
Faculty of Engineering 47 82 129 13 34 47 7 22 29 67 138 205 and Informatics
Total 324 387 711 192 179 371 116 135 251 632 701 1,333
41Education Statistics Kosovo, 113 42Education Statistics Kosovo, 117.
58 FACULTY OF ISLAM STUDIES, 8 PRISHTINA43
Study Year I Year II Year III Year IV Total Program Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total
Islam Theology 40 78 118 40 45 85 41 58 99 23 30 53 144 211 355
FACULTY FOR PUBLIC SECURITY, 9 VUSHTRRI44
Study Year I Year II Year III Year IV Program Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total
Public Security 6 56 62 5 50 55 7 55 62 - - - 18 161 179
43Education Statistics Kosovo, 120 44Education Statistics Kosovo, 122
59 PRIVATE UNIVERSITIES 6.2 (COLLEGES) Number of students on Bachelor level in private colleges45
PRIVATE COLLEGES COLLEGE Year I Year II Year III Year IV Year V Year VI Female Total Female Total Female Total Female Total Female Total Female Total Female Male Total
AAB 2,463 4,561 1,941 3,659 2,017 4,143 735 1,200 - - - - 7,156 6,407 13,563
AuK 60 145 63 121 40 87 35 74 - - - - 198 229 427
Biznesi 127 514 139 546 129 529 42 98 - - - - 437 1,250 1,687
Design 20 20 21 24 6 6 ------47 3 50 FactorY
Fama 885 1266 567 924 647 1,198 99 313 - - - - 2,198 1,503 3,701
Europian 24 91 23 73 58 157 ------105 216 321 i Kosovës
Dukagjini 36 105 46 131 25 110 10 18 - - - - 117 247 364
Gjilani ------
Humanistika 1 3 6 33 15 42 ------22 56 78
IBMC 39 100 27 46 25 41 13 21 - - - - 104 104 208
Internacional ------
ISPE 152 424 220 544 218 541 13 39 - - - - 603 945 1,548
Juridika 37 116 39 105 25 105 18 88 33 100 32 123 184 453 637
Pjeter Budi 44 152 40 184 38 236 ------122 450 572
QEAP 347 488 312 446 238 324 ------897 361 1258 Heimerer
Rezonanca 320 559 287 509 202 351 26 66 33 88 - - 868 705 1573
45Education Statistics Kosovo, 123
60 Riinvest 30 79 23 99 68 255 ------121 312 433
Tempulli 16 108 8 43 3 45 ------27 169 196
UBT 1,013 2,616 581 1,832 517 1,813 9 33 - - - - 2,120 4,174 6,294
Universi 140 214 111 176 111 171 ------362 199 561
Akademia 151 202 119 165 115 167 ------385 149 534 Evolucion
Dardania 274 399 273 443 306 470 ------853 459 1,312
ESLG 10 35 31 74 22 49 3 5 - - - - 66 97 163
Iliria 278 806 406 1,243 412 1,305 98 198 - - - - 1,194 2,358 3,552
Universum 325 657 265 610 299 641 166 140 - - - - 1,055 1,293 2,348
Vizioni ------për Arsim
Ekonomik ------i Lubljanës
Eada ------
Victory ------
Globus 99 204 54 114 58 129 ------211 236 447
Arbëri 57 161 ------57 104 161
Total 6,948 14,025 5,602 12,144 5,594 12,915 1,267 2,593 66 188 32 123 19,509 22,479 41,988
61 Number of students at Master Level, year 2016/201746
College Year I Year II Female Total Female Total Female Male Total
AAB 535 965 402 766 937 794 1731
AuK ------
Biznesi 62 175 55 197 117 255 372
Design ------FactorY
Fama 138 229 187 321 325 255 550
Europian ------i Kosovës
Dukagjini 15 33 6 20 21 32 53
Gjilani ------
Humanistika ------
IBMC ------
Internacional ------
ISPE 13 38 34 103 47 94 141
Juridika 3 17 6 25 9 33 42
Pjeter Budi 17 52 12 51 29 74 103
QEAP 34 38 12 13 46 5 51 Heimerer
Rezonanca 42 56 - - 42 14 56
46Education Statistics Kosovo, 128
62 Riinvest 31 51 142 300 173 178 351
Tempulli 13 44 - 18 13 49 62
UBT 131 345 108 225 239 331 570
Universi - - 2 6 2 4 6
Akademia 10 15 9 12 19 8 27 Evolucion
Dardania 29 45 55 83 84 44 128
Dukagjini 15 33 6 20 21 32 53
ESLEG 16 46 - - 16 30 46
Iliria 140 294 137 314 277 331 608
Universum 33 56 45 120 78 98 176
Vizioni ------për Arsim
Ekonomik ------i Lubjanës
Eada ------
Victory ------
Globus 61 109 40 72 101 80 181
Arbëri 13 39 - - 13 26 39
Total 1,336 2,647 1,252 2,646 2,588 2,705 5,293
63 6.3 NUMBER OF STUDENTS AT ALL LEVEL IN PUBLIC AND PRIVATE INSTITUTIONS 47
Level Public Private Total
2016/2017 2016/2017 2016/2017
Preschool 26,453 3,020 29,473
Primary and lower secondary 251,986 3,107 255,093
Upper secondary 87,996 2,945 90,941
Special Education 271 - 271
University 75,962 47,281 123,243
Total 442,668 56,353 499,021
47Education Statistics Kosovo 2016/2017, 134.
64 CURRICULA (GRADES 6. – 12.): 7 WHAT DO STUDENTS LEARN ABOUT DEMOCRATIC LIFE AND LABOUR MARKET?
Supporting the e orts to curriculum has become reform education in Kosovo, compulsory for all schools just the Curriculum Framework for in 2017. Pre-University Education was The Curriculum Framework is developed in order to address broken down into the Core the identified shortcomings Curricula of the di erent levels and needs in the field of of pre-university education. education. Previous curricula Within the Core Curriculum were still oriented to the results are determined for education as content and both competences and front-line teaching with focus learning. on teachers and teaching subjects. With the current new The competencies envisaged curriculum, which was initiated to be developed through the in 2011 and according to MEST new Curriculum Framework forecasts has had to operate and Core Curriculums include across the country in knowledge, skills and attitudes 2013/2014, it is aimed at that will help students changing the paradigm of succeed in the digital era, the classical content-oriented free market economy of a teaching through shifting the world with significant focus to the student and interdependence. The types of developing di erent competences that are to be competencies of students. developed are: However, there have been delays in the implementation of the new Curriculum Framework so far. The implementation of the new
65 Communication and expression competence Competence of thinking Learning competence Competence for life, work and environment Personal competence Civil Competence
To achieve these competencies, results are formulated that are required to be achieved for di erent curricular areas as follows:
Languages and communication; Arts; Mathematics Natural sciences Society and environment; Physical education, sports and health; Life and work.
The di erence between formal competences and curriculum levels of education for areas for both low and upper competencies and curriculum level (gymnasiums). In addition areas is done through to the classroom subjects, expected learning outcomes.48 curricula of both levels have Core curricula for lower planned two curriculum areas secondary education (grades that deal with social and VI - IX) and upper secondary economic issues (Life and education (grades X - XII) Work). foresee the same
48Core Curriculum for Lower Secondary Education, 15.
66 Through the field Society and The Curriculum field Society Environment, students develop and Environment at the lower the knowledge, skills, attitudes secondary level (grades VI - and trends that are needed IX), is realized through subject for a democratic society. It is lesson. The subjects of this intended that students learn field at this level are: history, to participate and contribute geography and civic education. actively and critically to society and the world.
The general concepts of this field are:
Individuals, groups and social relationships Social and Natural Processes Norms, Rights and Responsibilities Decision-making and Institutions Environment, resources and sustainable development49
Specific concepts in the field Society and Environment for lower secondary education include, besides concepts from history and geography, also concepts of civic education that address social and political issues:
Lower Secondary Specific Concepts in field Society and Environment Society Kingdom Peace Freedom Democratic Revolution Family Equality Abolitionism Republic Enlightenment Individuals Laws Tolerance Migration
Parliamentarianism Institutions Democracy Absolutism Communication
Colonialism Gender States Governance Totalitarianism
49Core Curriculum for Lower Secondary Education, 66.
67 In upper secondary education Specific concepts in the field (grades X - XII), the curriculum of Society and the field Society and Environment in upper Environment50 is addressed secondary education, which through subject teaching such also address social, political as history, civic education, and economic issues are:51 sociology, psychology, philosophy and logic.
Upper Secondary Specific concepts in field Society and Environment
Society Decolonialization Norms Peace Parliamentarism Colonization Rights Responsibilities Tolerance Conflict Political Parties Solidarity Dictatorship Fascism Perception Decision Dictatorship of Market Neocolonialization Racism Making the Proletariat Economy Treaty Enlightenment Individuals Communism State Social Judgment Freedom Equality Socialism Relations Social Age of Citizenship Democracy War Groups Relativism Philosophical Thinking Civilization Currents
The Curriculum field Life and abilities and skills are required Work plans activities such as to be developed so that research, problem solving, and students can play an e ective the analysis of concepts. role in the economy by being Students are expected to competitive in the labor develop their creativity and market. entrepreneurial skills. These
50Core Curriculum for Lower Secondary Education, 70 51Core Curriculum for Lower Secondary Education, 70..
68 General Concepts:
Technology including ICT Work and entrepreneurship education Career counseling and orientation Education for Sustainable Development
For the lower secondary education (VI - IX class), the specific concepts of Life and Work are:
Lower Secondary Specific Concepts in field Life and Work Description Measurement Cutting Planning
Access Issues from Model Creation Identification Evaluation Di erent Perspectives
Implementation Design Research Reasoning
Specific concepts in the field of Life and Work for Upper Secondaray Education are:
Upper Secondary Specific Concepts in field Life and Work
Computer Career Access Issues from CV Equipment System di erent perspectives
Communication Sustainable Business Plan Design (Creativity) Network Development Programming Model Entrepreneurship Research Language Creation Career Business Economics Labor Market Orientation
Reasoning Planning Argumentation Employer
69 For a student's ability to work. The focus should be contribute to democratic life mainly focused on the and the labor market, it is concepts that make up the advisable to broaden the link between life and work areas of specific concepts for processes in a democratic the areas of Society and society. Environment and Life and Work as to include concepts of political education, ethics, feminism and market policy
70 8 OFFERS IN CAREER COUNSELING
Career Counseling is also was published by the INPO covered in the Curriculum Initiative for Progress, which Framework and the Core instructs the establishment of Curricula. In 2012 MEST has career counseling centers.52 drafted the Career Orientation But in the documents on the Strategy. However, due to the o cial website of MEST, no lack of trained and information was found on any professional consultants and initiative for the establishment career consultants, there have of career orientation and been delays in this objective in counseling centers. Kosovo. In 2015, within a roundtable on this issue, organized by Enhancing Youth Employment, the lack of these o cials and insu cient engagement was discussed by the MEST. In December 2016 a research
52INPO, Udhëzues për Themelimin e Qendrave për Orientim në Karrierë, http://advocacy-center.org/wp-content/uploads/2017/02/Udhezues-per-themelimin- e-Qendrave-per-Orientim-ne-Karriere.pdf
71 9 RECOMMENDATIONS
Despite the increased e orts areas. Greater deficits will be to reform the education listed below, trying to list the system in Kosovo over the key issues according to their past year 2017, there is still priority: work to be done in many
DEFICITS:
Lack of inter-ministerial, governmental coordination on education issues. Failure to observe the priorities of the National Development Strategy by the Government. Small budget for education. Lack of monitoring the implementation of legislation at all levels of the education system and the harmonization of primary and secondary legislation in the field of education. Misunderstanding of the existing legislation on the responsibilities and competencies of di erent actors regarding the quality assurance in education. Unskilled school management for the post of director in line with the requirements of KESP. Untrained teachers for teaching under the new curriculum and non-functioning of the licensing system and teacher's salary according to performance. Uninformed citizens about their rights and duties for quality assurance. Lack of subjects of political education, ethics, feminism and labor market policy. Lack of awareness on all sides about education as a public responsibility.
72 RECOMMENDATIONS:
A monitoring and planning body for the education system should be established, consisting of o cials of the Ministry of Economic Development, Ministry of Finance and Ministry of Economic Development. This monitoring and planning body would also be responsible for the monitoring of the achievement of state goals/objectives in education according to the National Development Strategies. A strategy can not succeed without constant monitoring and reporting. However, in case of non-achievement of objectives according to the action plan for certain strategies, accountability for those failures has to follow. If failures are not punished, Kosovo's delays and stagnations will continue in all spheres of life. For the targets set and announced as a priority by the Government, there should be a budget breakdown that meets the needs for achieving those goals. Non-accountability from the side of Government must to be stopped immediately A body should be appointed responsible for harmonizing and interpreting legislation in the field of education. It should be made clear that the responsibility for ensuring the quality of education is the duty of the Ministry of Education. For this, the respective standards and guidelines should be developed and the Education Inspectorate should be strengthened financially and in sta . School directors must be well-proven and professional managers and their employment should not be politically influenced. Teachers are trained for teaching according to the new curriculum and paid according to their performance. Kosovo does not need weak teachers. Periodic testing of teacher knowledge and skills should be conducted to provide a practical and motivational teaching according to the requirements of the new curriculum. Citizens should understand that it is their job to insist on the quality of education for their children. Public institutions are paid by citizens' taxes and are responsible for providing quality services for which they are paid. Citizens should be informed
73 through campaigns about their rights and duties regarding quality assurance. There should also be awareness campaigns about the importance of professional education and the existing misconceptions about vocational education. Courses shall be o ered that raise political education and knowledge of ethics, feminism and labor market policies. This would ensure that students are truly active in democratic life and bring added value to society and the labor market. All institutional actors of the Government and State Administration should be aware that both education and its quality are public responsibilities, for whose failures the responsible persons should held accountable.
74 10 REFERENCAT
Balkan Insight, Higher Education is Reinforcing Kosovo's Ethnic Divide, http://www.balkaninsight.com/en/article/higher-education- is-reinforcing-kosovo-s-ethnic-divide-04-04-2017 [accessed 20.09.2018] Evropa e lire: Education as a priority after the bulding of roads, https://www.evropaelire.org/a/28238678.html [qasur me 17.09.2018] Portali Telegrafi: Rritjet dhe shkurtimet buxhetore të vitit 2018, https://telegrafi.com/rritjet-dhe-shkurtimet-buxhetore-te-vitit- 2018/ [qasur me 17.09.2018] INPO, Udhëzues për Themelimin e Qendrave për Orientim në Karrierë, MASHT. “Core Curriculum for Upper Secondary Education in Kosovo” August 2016. https://masht.rks- gov.net/uploads/2015/10/ang-working-3-masht.pdf “Core Curriculum for Lower Secondary Education in Kosovo” August 2016. https://masht.rks-gov.net/uploads/2015/10/ang- working-2-masht.pdf “Education Strategic Plan of Kosovo 2017-2021,” 2016. https://masht.rks-gov.net/uploads/2017/02/20161006-kesp-2017- 2021-1.pdf “Annual Assessment Report 2018,” 2018. “Strategy of Quality Assurance for Pre-University Education in Kosovo 2016-2020,” 2015, https://masht.rks- gov.net/uploads/2016/12/qa-strategy-final-english.pdf
75 MASHT and ASK. “Education Statistics in Kosovo 2016-17.” Information Management System in Education, 2017. Government of Kosovo, O ce for Strategic Planning. “National Strategy for Development 2016-2021,” 2015. http://www.kryeministri- ks.net/repository/docs/National_Development_Strategy_2016- 2021_ENG.pdf
LAWS
Law on Pre-University Education in Kosovo: https://masht.rks-gov.net/uploads/2015/06/03-ligji-per-arsimin- parauniversitar-anglisht.pdf [accessed 22 July 2018] Law on Preschool Education in Kosovo https://masht.rkJs-gov.net/uploads/2015/06/08-2006-02-l52- en.pdf [accessed 22 July 2018] Law on Education in Municipalities https://masht.rks-gov.net/uploads/2015/06/09-2008-03-l068- en.pdf [accessed 22 July 2018) Law for Local Self-Government https://gzk.rks-gov.net/ActDetail.aspx?ActID=2530 [accessed 22 July 2018] Law on Inspection of Education in Kosovo https://masht.rks-gov.net/uploads/2015/06/05-ligji-mbi- inspeksionin.pdf [accessed 22 July 2018]
76 Law for Vocational Education and Training https://masht.rks-gov.net/uploads/2015/06/ligji-per-aftesimin- profesional-2013-eng.pdf [accessed 09.09.2018] Law on Higher Education in Kosovo https://masht.rks-gov.net/uploads/2015/06/02-ligji-per-arsimin-e- larte-anglisht.pdf [accessed 20.09.2018]
77 78 79 Analysis
Education
Management
Development Security
Career
Analysis of Kosovo's Education System
80