DOCSLIB.ORG

Parallel Worlds: Rebuilding the Education System in Kosovo

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Parallel Worlds: Rebuilding the Education System in Kosovo Parallel worlds Rebuilding the education system in Kosovo Marc Sommers Peter Buckland International Institute for Educational Planning Parallel worlds Rebuilding the education system in Kosovo The choice and the presentation of the facts contained in this book and the opinions expressed therein are not necessarily those of UNESCO-IIEP and do not commit the Organization. The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the Board of Executive Directors of the World Bank or the governments they represent.The World Bank does not guarantee the accuracy of the data included in this work. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO-IIEP and the World Bank concerning the legal status of any country, territory, city or area or of its authorities, or the delimitation of its frontiers or boundaries. Published by: International Institute for Educational Planning 7-9 rue Eugène Delacroix, 75116 Paris e-mail: [email protected] IIEP web site: www.unesco.org/iiep Cover design: Corinne Hayworth Cover photo: Marc Sommers Composition: Linéale Production IIEP/WD/136152/R1 Working document © UNESCO 2004 This volume has been printed in IIEP’s printshop Contents List of abbreviations 7 Acknowledgements 9 Series preface 11 Executive summary 13 Foreword 17 Map of Kosovo, May 2000 18 Prologue: Forging a new path 19 Chapter 1. Introduction 23 Perceptions and perspectives: four guiding assumptions 23 Coverage 25 Methodology and approach: context, policy and practice 25 Constraints 29 Chapter 2. A social history of education in conflict in Kosovo 31 History in conflict 35 Education as resistance: the parallel system 41 Enter the outsiders 47 Kosovo and education: outlining the current situation 56 Chapter 3. Structuring a system: educational policy in Kosovo 63 A chronology of change 65 Implications for the education system 71 Who is learning? The question of access 79 What are they learning? Curriculum development 86 From whom are they learning? Teachers and teacher development 91 Who decides? School and system governance 98 Final comments 105 Chapter 4. A system in transition: educational practice in Kosovo 107 The push for reform 109 Gender and access: the case of medical high schools 116 The Serbian challenge 119 Handover politics 128 Views from below 136 5 International Institute for Educational Planning http://www.unesco.org/iiep Contents Chapter 5. Conclusion: an unfinished odyssey 141 Reviewing the reconstruction legacy 142 Advancing policy 144 Reform in practice: considering the Lead Agency approach 145 Missed opportunities 146 Tough trade-offs 148 Managing expectations 150 Time will tell 150 Bibliography 151 References 151 Supplementary bibliography 156 Appendices 1 Field research question guides (Marc Sommers and Hasnije Ilazi) 173 2 Field research question guides (Peter Buckland) 177 6 International Institute for Educational Planning http://www.unesco.org/iiep List of abbreviations CIDA Canadian International Development Agency DES Department of Education and Science DESK Developing the Education System in Kosovo EMIS Education Management Information System FRY Federal Republic of Yugoslavia FRYOM Former Yugoslavian Republic of Macedonia FSDEK Finnish Support for the Development of Education in Kosovo GMP Gross Material Product GTZ Deutsche Gesellschaft für Technische Zusammenarbeit IAC Interim Administrative Council IBE International Bureau for Education ICRC International Committee of the Red Cross JCCE Joint Civil Commission on Education JIAS Joint Interim Administrative Structure KEC Kosovo Education Centre KEDP Kosovo Educator Development Programme KFOR Kosovo Forces (collective name for NATO forces in Kosovo) KLA Kosovo Liberation Army KTC Kosovo Transitional Council LASH League of Albanian Educators LBD United Democratic Front LDK Democratic League of Kosovo MED Municipal Education Director MEP Ministry Empowerment Project 7 International Institute for Educational Planning http://www.unesco.org/iiep Parallel worlds Rebuilding the education system in Kosovo MEST Ministry of Education, Science and Technology MREB Mitrovica Regional Education Board NGO Non-governmental organization OCHA Office for the Co-ordination of Humanitarian Affairs OECD Organization for Economic Cooperation and Development OSCE Organization for Security and Co-operation in Europe PDK Kosovo Democratic Party PIO Principal Education Officer PISG Provisional Institutions of Self-Government PS Permanent Secretary SEO Senior Education Officer SRSG Special Representative for the Secretary General UNHCR United Nations High Commissioner for Refugees UNMIK United Nations Interim Administration Mission in Kosovo UNSCR United Nations Security Council Resolution VET Vocational Education and Training 8 International Institute for Educational Planning http://www.unesco.org/iiep Acknowledgements The authors are grateful for the contributions and kind assistance of a number of people. First and foremost, they would like to thank their editor, Christopher Talbot of UNESCO-IIEP, for his patience, challenging insights, and consistent support. Special thanks are also due to their research colleague in Kosovo, Hasnije Ilazi of the University of Pristina and the Kosovar Civil Society Foundation, for her energetic support, dedication, and compassion. They hope that her research findings and analysis are appropriately represented in this text. They would also like to express their gratitude for the contributions of their translators (Erol Bince, Ana Milovanovic and Eva Vuka), research assistants (Gina Costante and James DiFrancesca), members of their ‘Research Advisory Team’ (which included Angela Vitale, Xhavit Rexhaj and Dukagjin Pupovci), and those providing essential logistical support, especially Angela Vitale, Angela Cady, David Young and, not least, Lorraine Daniel and Erika Boak of UNESCO-IIEP. Finally, they wish to extend their heartfelt thanks to all of the dedicated education professionals, and their students, who made time in their schedules to contribute their insights, reflections, ideas, and aspirations about education in Kosovo. Since their perspectives, concerns, and challenges lie at the core of this endeavour, the authors’ research, and this case study, could not have been completed without their kind assistance. 9 International Institute for Educational Planning http://www.unesco.org/iiep Series preface UNESCO is increasingly requested to provide an educational response in emergency and reconstruction settings. The organization is in the process of developing expertise in this field in order to be able to provide prompt and relevant assistance. It will offer guidance, practical tools and specific training for education policy-makers, officials and planners. The fifth of the eleven objectives adopted by the Dakar World Education Forum in 2000 explicitly focuses on the rights of children in emergencies. It stresses the importance of meeting “… the needs of education systems affected by conflict, natural calamities and instability and conduct[ing] educational programmes in ways that promote mutual understanding, peace and tolerance, and that help to prevent violence and conflict”. The Dakar Framework for Action (World Education Forum, 2000: 9) calls for national Education for All plans to include provision for education in emergency situations. Governments, particularly education ministries, have an important role to play in an area that has often been dominated by the actions of NGOs and United Nations agencies. Moreover, the field of educational planning in emergencies and reconstruction is still young. It has to be organized into a manageable discipline, through further documentation and analysis, before training programmes can be designed. Accumulated institutional memories and knowledge in governments, agencies and NGOs on education in emergencies, are in danger of being lost due both to the dispersion and disappearance of documents, and to high staff turnover in both national and international contexts. Most of the expertise is still in the heads of practitioners and needs to be collected, since memories fade fast. Diverse experiences of educational reconstruction must now be more thoroughly documented and analyzed before they disappear. This task includes the publication in this series of seven country- specific analyses being conducted on the planning and management of education in emergencies and reconstruction. They concern the efforts currently being made to restore and transform education systems in 11 International Institute for Educational Planning http://www.unesco.org/iiep Parallel worlds Rebuilding the education system in Kosovo countries as diverse as Burundi, Kosovo, Palestine, Rwanda, Sierra Leone, Sudan and Timor-Leste. They have been initiated and sponsored by IIEP, in close collaboration with the Division of Educational Policies and Strategies in UNESCO Headquarters. This particular volume on Kosovo, Parallel worlds, has been researched and written in partnership with the World Bank Human Development Network-Education. The objectives of the case studies are: • to contribute to the process of developing knowledge in the discipline of education in emergencies; • to provide focused input for future IIEP training programmes targeting government officials and others in education in emergencies; • to identify and collect dispersed documentation
Load more

Recommended publications
  • On the Reformation of Foreign Language Curricula in Albania
    European Scientific Journal September 2015 edition vol.11, No.25 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 ON THE REFORMATION OF FOREIGN LANGUAGE CURRICULA IN ALBANIA Meri Gjoleka, PhD Department of Foreing Languages, The Faculty of Humane Sciencies The University of Vlora “Ismail Qemali”, Albania Abstract Today, learning foreign languages has become an immediate necessity for an all-round communication. The world has entered a new phase of its economic, political and linguistic developments. The Europe itself has been involved in this wave of the global changes as it strives to be affirmed as a whole territorial, economic, cultural and linguistic entity. In this context, the United Europe along with its economic and political goals considers as very important a higher promotion to the teaching of foreign languages being based on the new principles and the best world and European experience through various projects for reforming the curricula of foreign language spoken particularly in Europe. Albania strongly feeling part of the Europe, particularly after the 90s, has started to recognize more the importance of teaching foreign languages and the need to reform their curricula in order to shape the new Albanian citizen with the best European qualities. How has this been achieved and what does it mean reforming them? It is exactly this argument that we will try to develop in our article. Keywords: Curriculum, foreign language, problems, solutions, reform Introduction The multilingual and cross-cultural reform in the Europe originates in the 70’s of the XX century. Since then, the interest in the foreign languages started to grow considering their learning as an extra opportunity for the recognition of the language and the culture of other countries of the Europe.
    [Show full text]
  • “Everything Is Politicized”
    2010 “Everyth ing is politicized” Competing governments in Strpce/Shtërpcë, Kosovo Abstract: The aim of the research is to gain insight into the practices of parallelism and the influence of framing on this governance system. I obtained this information by taking one municipality, Strpce/Shtërpcë, as a case study. While living there for three months, I analyzed the everyday reality of life for citizens and the local governments. Strpce/Sthërpcë, a municipality in Kosovo of which the population consists of a Serbian majority, has two parallel sets of government related institutions. The governments compete and both claim to be the only legitimate ruler in the municipality. Both base their legitimacy on the claim that the territory is indivisible. Peaceful development in parallelism in Strpce/Shtërpcë will only be achieved when the framing of the situation changes. Significant herein is the inclusion of the youth. By looking into the practices of Strcpe/Shtërpcë I found signs of the dynamics of framing and possibly the weakening of the ‘indivisibility frame’. However regarding subjects that have to do with culture, history or language the indivisibility frame is still strong. Merel Heijke University of Wageningen 1-11-2010 “Everything is politicized” Competing Governments in Strpce/Shtërpcë, Kosovo Merel Heijke MSc ‘International Development Studies’ University of Wageningen 1 November 2010 2 Colofon © 2010 All rights reserved. No part of this publication may be reproduced or distributed in any form of by any means, without the prior consent of the authors. This thesis is produced by Merel Heijke, student of Wageningen University in the Netherlands, as part of her MSc-programme.
    [Show full text]
  • Print This Article
    E-ISSN 2281-4612 Academic Journal of Interdisciplinary Studies Vol 5 No 3 S1 ISSN 2281-3993 MCSER Publishing, Rome-Italy December 2016 Teachers Civic Education and Their Methodological Skills Affect Student Engagement in Civic Participation Dr. Lindita Lutaj University "Aleksander Moisiu", Faculty of Education, Department of Pedagogy, Albania Email: [email protected] Doi:10.5901/ajis.2016.v5n3s1p336 Abstract Civic education is important, because the society needs people to contribute in the most effective way. The teacher plays an important role in encouraging pupils to civic actions. The aim of this study is find out the relationship between teachers civic education and their methodological skills in students civic participation. The statistical package of social sciences (SPSS 20) was used for data analysis. Questionnaires were administered to 34 teachers who give social education subject in 6th-9th grade and 414 students of these teachers, in Durres and Elbasan. The factorial analysis of the questionnaire on teachers civic education discovered two important factors: civic responsibility and civic values, while according to teachers’ methodological skills discovered three factors: the quality of the class, learning and student assessment. It was also observed that there is a positive relationship between teachers’ civic education and their methodological skills with students’ civic participation, which it was reported by teachers or perceived by students. There is a significant statistical relationship between teachers civic education and students civic participation: r = .40 (p <0:01), which is stronger than teachers methodological skills and students civic participation: r = .28 (p <0:01). According to the findings of this study should be increased teachers training programs at local and national level.
    [Show full text]
  • Contemporary Changes in the Ethnic Structure of the Population in the Autonomous Province of Kosovo and Metohija
    Bulletin of Natural Sciences Research DOI: https://doi.org/10.5937/bnsr10-25625 Vol. 10, No. 2, 2020, pp. 23-27. Original Scientific Paper CONTEMPORARY CHANGES IN THE ETHNIC STRUCTURE OF THE POPULATION IN THE AUTONOMOUS PROVINCE OF KOSOVO AND METOHIJA SAŠA MILOSAVLJEVIĆ1, JOVO MEDOJEVIĆ1 1Faculty of Sciences, University in Priština – Kosovska Mtrovica, Kosovska Mtrovica, Serbia ABSTRACT Twenty years (1999 - 2019) after the end of the conflict in the Autonomous Province of Kosovo and Metohija, it can be stated that nowhere in Europe is there such ethnic segregation of the population as is the case with the AP of Kosovo and Metohija. Following the withdrawal of pumped security forces from the entire territory of Kosovo and Metohija and the entry of the United Nations peacekeeping force into the Serbian Autonomous Province, Kosovo Albanians carried out their persecution from Kosovo through terrorist attacks on Serbs and other non- Albanian populations (Montenegrins, Gorans, Roma, Ashkali) carried out their persecution from Kosovo and Metohija and fundamentally changed the ethnic structure of the Province. An insight into the majority of 223.081 exiles and displaced persons from Kosovo and Metohija indicates an exodus against the Serbs. The number of displaced Roma, Ashkali and Egyptians is estimated at about 100.000. The mass persecution of the Serb and other non-Albanian populations has resulted in tremendous changes in the ethnic structure of the Province, which today, with 93% of the total population, is dominated by Albanians, while other ethnic communities have a participation of 7%. Кeywords: Population, Ethnicity, Kosovo and Metohija. destroyed. The same tendencies have continued to this day, along INTRODUCTION with the desecration of cemeteries, stoning and burning of the returnees’ homes (Medojević & Milosavljević, 2019a).
    [Show full text]
  • Comparing the Educational Leadership Roles of Albanian and Turkish Higher Education Institutions Administrators Kseanela Sotirofski a *
    Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 15 (2011) 3560–3565 `WCES-2011 Comparing the educational leadership roles of Albanian and Turkish higher education institutions administrators Kseanela Sotirofski a * aUniversity “Aleksander Moisiu”, aDean of Faculty of Professional Studies,Durres L.1, Rr. Currilave, Durres, Albania Abstract The aim of this research is to examine the differences between Turkish and Albanian universities` administrators in terms of their instructional leadership roles. The study is carried out in universities in Turkey and Albania. Some 613 questionnaires completed by lecturers are statistically evaluated. Questionnaires consisting of 67 questions are used to collect the information used in the research. Questions seeking personal information comprise the first part and questions on lecturers' perception about their administrators instructional leadership roles (determining the university mission, managing the learning and teaching process and acting as the source of learning and teaching to establish positive organizational culture dimensions) comprise the second part of the questionnaire. SPSS 11.5 packet program is used for data analysis. Seniority in the university, education and academic dispersion are analysed by one-way ANOVA; t-test is used for university type and gender of dispersion. Frequency (f) and Percentage (%) are used for the determinination of the university mission, managing the learning and teaching process and acting as a source of learning to establish a positive organizational clime and arithmetical average ( & ) is given for all questions. Results show no meaningful difference in the perceptions of administrators' instructional leadership roles. Nor is there any meaningful difference in the perceptions of administrators determining the university mission, managing the learning and teaching process and acting as a source of learning to establish a positive organizational clime.
    [Show full text]
  • Deadline for Submisson of Claims: 3 December 2007
    Kosovo Property Agency NO. 5 September 2007 Deadline for submisson of claims: 3 December 2007 3 December 2007 is the last day that you may submit a claim to the Kosovo Proper- ty Agency (KPA). The KPA has, subject to appeal to the Supreme Court of Kosovo, exclusive jurisdiction to resolve claims for private immovable properties(including commercial properties and agricultural land) arising from the armed conflict in 1998-1999. Thus far some 27,052 claims have been submit- ted to the KPA, and we expect this number to increase in the upcoming months. Please con- tact any of our offices in Kosovo, Serbia proper, Montenegro or fYROM if you want to submit a claim. You will find a complete list of our offices on the last page of this gazette. All claims will be processed in a professional and impartial manner by the staff of KPA, and the independent Kosovo Property Claims Commis- sion (KPCC) will decide your claim. The KPCC is composed of two international commissioners and one local commissioners, all being experts in the field of property law. The decisions issued Claimed properties by Municipality: by the KPCC may be appealed to the Supreme Area Total % Court of Kosovo. Kosovo wide 27052 100 MITROVICA 2981 11 Leposavic 46 0.2 KPA continues to enforce KPA recieves grant from Mitrovica 406 1.5 HPCC-decisions Belgian government Srbica 1309 4.8 Vucitrn 1071 4 The government of Belgium has committed Zubin Potok 146 0.5 to a grant of 20,000 EUR to the Kosovo Prop- The KPA has resumed with the implementa- erty Agency (KPA).
    [Show full text]
  • Educational Centre a Significant Factor in the Development of Education in Albania
    ISSN2039Ͳ2117MediterraneanJournalofSocialSciencesVol.3(7)April2012 Impact of "Normale" Educational Centre A Significant Factor in the Development of Education in Albania Dr. Jani Sota Faculty of Education University "Aleksander Moisiu", Durres Abstract: The history of education has valued preciously all people involved in it and has flourished into an educational function, teaching and learning of our thorough knowledge in its institutions - such as "Normale" Educational center that played an historic role in the Albanian language. Albanian normal schools have a record of long, difficult, but also glorious path. They were the main homes for generations of teachers and also the place where it was necessary to prepare the framework for education and awareness of the nation. Albanian teachers, in different periods of history had run the greatest risk of extinction of national culture and education. They planted the sound seeds by which had brought the essence of national awareness, which in a century struggle of unparalleled trials tried to revive education, science, culture and Albania. In the history of Albania teachers and veterans of teaching, wherever they worked and acted, played the leading role, contributed as they could with their valuable works, which undoubtedly served to their students, future teachers, in raising subsequently the national level of conscience for their learning and teaching. Key words: Normal school, education, culture, teacher-students, pedagogic thinking, Albanian territory. Introduction Albanian Normal School has a record of long, difficult, but glorious path. Its purpose was to prepare the necessary framework for education and awareness of the nation. Albanian teachers, in different periods of heavy and full of vicissitudes, did valuable work in the moments and the most crucial turning points and run the greatest risks of extinction of our national culture and education.
    [Show full text]
  • 1 Access to Secondary Education in Albania
    ACCESS TO SECONDARY EDUCATION IN ALBANIA: INCENTIVES, OBSTACLES, AND POLICY SPILLOVERS Mihails Hazans♣ University of Latvia and BICEPS [email protected] Ija Trapeznikova Northwestern University [email protected] ♣ The corresponding author. Mailing address: M. Hazans, BICEPS, Strelnieku 4a, Riga, LV1010, Latvia. The authors gratefully acknowledge support by a grant from the CERGE-EI Foundation under a program of the Global Development Network. We thank Peter Orazem and Peter Katuscak for very useful comments on the previous version. We thank Albanian Ministry of Education and Science and Ardian Pali from Elbasan branch of the Ministry for help with data on secondary schools. 1 ACCESS TO SECONDARY EDUCATION IN ALBANIA: INCENTIVES, OBSTACLES, AND POLICY SPILLOVERS Abstract When judged either by educational attainment of adult population or by secondary and tertiary enrollment rates, Albania compares very unfavorably to most European countries, including its neighbors. This study analyzes the determinants of secondary enrollment using data from Albanian Living Standards Measurement Survey 2002-2003 and Population Census 2001. The focus of the paper is to investigate the importance of access to school for enrollment. We find that both absence of a secondary school in the community and the distance from the residence location to the closest school have strong negative effect on enrollment, controlling for family background. In rural areas, enrollment is impeded also by absence of a pre-school in the community, and by transportation cost from the community to its “main” secondary school. Proximity to a university city (as opposed to other urban centers) substantially increases likelihood of secondary enrollment in rural areas.
    [Show full text]
  • Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers
    Journal of Educational Issues ISSN 2377-2263 2015, Vol. 1, No. 2 Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers Mirela Dubali Alhasani (Corresponding author) Rr. Tiranë-Rinas, Km. 12, Epoka University, Tirana 1039, Albania Tel: 355-69-60-06166 E-mail: [email protected] Received: October 24, 2015 Accepted: November 24, 2015 Published: December 9, 2015 doi:10.5296/jei.v1i2.8464 URL: http://dx.doi.org/10.5296/jei.v1i2.8464 Abstract Since 2004 Albanian academics have been making efforts to establish the best Western practices of academic writing associated with critical thinking and writing skills for university students. In this article, I will shed light upon the special challenges and peculiarities the establishment of Academic Writing discipline has encountered in Albania over the years of educational transformation in the broad framework of democratic political transition. I argue that the socio-political indoctrination of the society during five decades of communist dictatorship has delayed the cultivation of critical thinking, reading and, consequently, critical writing skills for academic and occupational opportunities. Moreover, the research will not be limited only to causal factors of delay, instead, it will pave the way to recommendations that accelerate the successful acquisition and possession of such crucial academic writing skills for Albanian university graduates and academia in general. First, I provide literature on definition of critical thinking and its improvement through writing courses; next I depict the typical political indoctrination of students during communist dictatorship tracing the legacy of mechanic reading and the huge lack of critical discourse even among the academic staffs themselves; later on I discuss the contemporary academic focus being placed upon the need of critical academic writing to prepare independent thinkers successful to face the democratic transition.
    [Show full text]
  • SHTOJCË EMËRTIMI I VENDBANIMEVE Shqip Serbisht
    SHTOJCË EMËRTIMI I VENDBANIMEVE Shqip Serbisht Deçan / Decane 01 Baballoq Babaloc 01 Beleg Beleg 01 Belle Belaje 01 Carrabreg i Epërm Gornji Crnobreg 01 Carrabreg i Ulët Donji Crnobreg 01 Dashinoc Dašinovac 01 Deçan Decane 01 Drenoc Drenovac 01 Dubovik Dubovik 01 Dubravë Dubrava 01 Gjocaj Ðocaj 01 Gllogjan Glodane 01 Gramaçel Gramocelj 01 Hulaj Huljaj 01 Irzniq Rznic 01 Isniq Istinic 01 Jasiq Jasic 01 Junik Junik 01 Kodrali Kodralija 01 Lëbushë Ljubuša 01 Lumbardh Lumbarda 01 Lloqan Locane 01 Llukë e Epërme Gornja Luka 01 Llukë e Ulët Donja Luka 01 Maznik Maznik 01 Papiq Papic 01 Pobërgjë Pobrde 01 Pozhar Požar 01 Prapaqan Prapacane 01 Prekolluk Prekoluka 01 Prilep Prilep 01 Rastavicë Rastavica 01 Ratish i Epërm Gornji Ratiš 01 Ratish i Ulët Donji Ratiš 01 Shaptej Šaptej 01 Sllup Slup 01 Strellc i Epërm Gornji Streoc 01 Strellc i Ulët Donji Streoc 01 Voksh Vokša 2 01 Vranoc i Vogël Mali Vranovac Shqip Serbisht Gjakovë / Ðakovica 02 Babaj i Bokës Babaj Boks 02 Bardhaniq Bardonic 02 Bardhasan Bardosan 02 Batushë Batuša 02 Bec Bec 02 Berjah Berjah 02 Bishtazhin Bištražin 02 Bitesh Biteš 02 Brekoc Brekovac 02 Brovinë Brovina 02 Cërmjan Crmljane 02 Dallashaj Dalašaj 02 Damjan Damjane 02 Devë Deva 02 Doblibarë Doblibare 02 Dobrixhë Dobric 02 Dobrosh Dobroš 02 Dol Dolj 02 Dujakë Dujak 02 Duzhnjë Dužnje 02 Firajë Firaja 02 Firzë Firza 02 Fshaj Fšaj 02 Gërçinë Grcina 02 Gërgoc Grgoc 02 Gjakovë Ðakovica 02 Goden Goden 02 Guskë Guska 02 Hereç Erec 02 Jabllanicë Jablanica 02 Jahoc Jahoc 02 Janosh Janoš 02 Kodrali Kodralija 02 Korenicë Korenica 02
    [Show full text]
  • Amendments to Comprehensive Proposal for the Kosovo Status Settlement by the Negotiating Team of the Republic of Serbia
    2 March 2007 Amendments to Comprehensive Proposal For the Kosovo Status Settlement by the Negotiating Team of the Republic of Serbia 2 March 2007 1 2 March 2007 Table of Contents General Principles..................................................................................................................3 Annex I - Constitutional Provisions.....................................................................................13 Annex II -The Rights of Communities and Their Members................................................21 Annex III - Decentralization................................................................................................25 Attachment to Annex III – Delineation of Serb Majority Municipalities............................36 Annex IV - Justice System...................................................................................................44 Annex V-Religious and Cultural Heritage............................................................................49 Annex VI - International Debt..............................................................................................56 Annex VII - Property and Archives......................................................................................58 Annex VIII -Kosovo Security Sector....................................................................................63 Annex IX - International Civilian Representative.................................................................67 Annex X -European Security and Defense Policy (ESDP) Mission.....................................72
    [Show full text]
  • Opština DEČANI Nikolić (Mihailo) Marko, Rođen 1937
    naselje Babaljoć Žrtve rata 1941-1945 opština DEČANI Nikolić (Mihailo) Marko, rođen 1937. Crnogorac, umro 1943. u Opština DEČANI logoru, Bar (0511019016) Babaljoć Nikolić (Mihailo) Mitar, rođen 1933. Crnogorac, umro 1943. u logoru, Barlećaj (Dino) Bajram, rođen 1889. Šiptar, poginuo 1941. u Bar (0511019015) aprilskom ratu 1941 god., B.suka (0140013002) Osaj (Bajram) Uka, rođen 1900. Šiptar, ubijen 1941. u aprilskom Pešić (Rade) Ivan, rođen 1920. Crnogorac, poginuo 1945. u NOBu, ratu 1941 god., Dečani (0140002002) Trnova (0140013001) Otašević (Miroje) Dušan, rođen 1928. Crnogorac, poginuo 1944. u Beleg NOBu, Plašica-mateš. (0140001002) Otašević (Petko) Miroja, rođen 1891. Crnogorac, poginuo 1941. u Binakaj (Ahmet) Binak, rođen 1914. Šiptar, poginuo 1945. u NOBu, aprilskom ratu 1941 god., Suva reka (0140001001) Drenica (0141028001) Perović (Simo) Martin, rođen 1906. Crnogorac, poginuo od Nemaca Dašinovac 1943. u logoru, Auschwitz (2891065017) Asanović (Jovan) Dragomir, rođen 1908. Crnogorac, poginuo 1945. Pešić (Grujica) Petar, rođen 1893. Crnogorac, umro 1944. pri u NOBu, Duga resa (0140020006) deportaciji, Zagarač (0276038042) Asanović (Milan) Miloš, rođen 1925. Crnogorac, poginuo 1944. u Pešić (Pera) Raka, rođena 1939. Crnogorka, umrla 1944. pri NOBu, Polja nikšićka (0140020005) deportaciji, Zagarač (0276038043) Bjelanović (Milutin) Veličko, rođen 1903. Crnogorac, ubijen 1942. u Rakočvić (Vuk) Radivoje, rođen 1900. Crnogorac, ubijen 1941. u direktnom teroru, Belopoljane (0453027001) direktnom teroru, Rznić (0453018009) Bojičić (Miloš) Nasta, rođena 1882. Crnogorka, poginula 1943. Šaban (Mile) Jovan, rođen 1896. Crnogorac, poginuo 1941. u prilikom bombardovanja, Berane (0140020013) aprilskom ratu 1941 god., Prizren (0231002010) Bojičić (Mirko) Olga, rođena 1936. Crnogorka, poginula 1943. Šoškić (Boža) Velika, rođena 1902. Crnogorka, ubijena 1941. u prilikom bombardovanja, Berane (0140020015) direktnom teroru, Dečane (2922018009) Bojičić (Mirko) Petar, rođen 1938.
    [Show full text]