Post on 18-Oct-2020
1
REPUBLIKA E KOSOVËS REPUBLIKA KOSOVO
REPUBLIC OF KOSOVA
QEVERIA E KOSOVËS - VLADA KOSOVA - GOVERNMENT OF KOSOVA
MINISTRIA E ARSIMIT E MINISTARSTVO OBRAZOVANJA MINISTRY OF EDUCATION
SHKENCËS DHE E TEKNOLOGJISË NAUKE I TEHNOLOGIJE SCIENCE & TECHNOLOGY
PROGRESS REPORT
2014 Joint Annual Review - Kosovo
Education Strategic Plan
2
Table of Contents
1. INTRODUCTION ...................................................................................................... 5
2. MAIN TRENDS .......................................................................................................... 6
3. PRE-SCHOOL AND PREPRIMARY EDUCATION ................................................. 15
4. PRE-UNIVERSITY EDUCATION .........................................................................................19
5. VOCATIONAL EDUCATION ................................................................................................30
6. TEACHERS PROFESSIONAL DEVELOPMENT .................................................................38
7. HIGHER EDUCATION ..........................................................................................................44
8. ADULT EDUCATION AND TRAINING ...............................................................................56
9. INFORMATION AND COMMUNICATION TECHNOLOGY .............................................61
10. CAPACITY BUILDING ........................................................................................................63
11. CROSS-CUTTING ISSUES ...................................................................................................64
12. FINANCING ...........................................................................................................................66
3
Glossary of acronyms
KAA Kosovo Accreditation Agency
VET Vocational Education and Training
NQA National Qualification Authority
EPAK Employment Promotion Agency
CSAA Curriculum, Standards and Assessment Agency
SNE Special Needs Education
LLL Lifelong Learning
BMZ German Federal Ministry of Economic Cooperation and
Development
EU European Union
ECDL European Computer Driving License
EA Education for All
ETF European Trading Foundation
KBPT Kosovo Bologna Promoters Team
ENQA The European Association for Quality Assurance in Higher
Education
LGF Local Government Fund
PUEAG Pre-university Education Advisory Group
IPA Instrument for Pre-accession Assistance
HEI Higher Education Institutions
CPEET Council for Pre-University Education and Training
MEF Medium-Term Expenditure
KEC Kosovo Education Centre
EQF European Qualification Framework
KCF Kosovo Curriculum Framework
NQF National Qualification Framework
NSC National Science Council
HCNM High Commissioner on National Minorities
NCTL National Council for Teacher Licensing
LPUE Law on Pre-University Education
MEST Ministry of Education, Science and Technology
MEF Ministry of Economy and Finance
PFM Public Financial Management
MCR Ministry for Communities and Return
MCYS Ministry of Culture, Youth and Sports
MLSW Ministry of Labour and Social Welfare
SME Small and Medium Enterprises
KCC Kosovo Chamber of Commerce
KESP Kosovo Education Strategic Plan 2011-2016
IDEP Institutional Development for Education Project
CC Competence Centres
CE Centre of Excellence
SWAE Sector-wide Approach To Education
4
Members of the coordination group: Ferit Idrizi, Hanëmsha Latifi, Afërdita Kryeziu,
Minire Gashi, Enver Mekolli.
Members of the working group: Ferit Idrizi, Hanëmsha Aliu- Latifi, Azem Azemi, Aferdita
Kryeziu, Enver Mekolli, Esat Mazreku, Nita Dermaku, Avni Rexha, Lulavere Behluli, Mimoza
Hasani, Arbër Salihu, Afrim Rrahmani, Laberi Luzha, Ryve Prekorogja, Enesa Kadiq, Bekim
Samadraxha, Kumrije Gagica, Burim Gashi, Igballe Cakaj, Minire Gashi, Arta Bruqaj, Ardiana
Shabaj, Ukë Osmanaj, Sybille Jester, Elhame Shabani, Shpresa Kokollari, Naxhije Shala-Ajvazi,
Naime Reqica, Isuf Gashi, Habib Aliu, Valon Alimusaj
Editorial Board: Xhavit Dakaj, Alush Istogu, Agim Berdyna, Fadile Dyla, Isni Kryeziu,
Defrim Gashi, Drita Kadriu, Murteza Osdautaj, Fehmi Zylfiu
Professional Support: CPM/SSD Consulting, Armend Muja, Ruzhdi Halili, Auron Pasha,
Dukagjin Pupovci
Translation: Global Consulting and Development Associates
Ministry of Education, Science and Technology, MEST 2015
_______________________________________________
5
1. INTRODUCTION
Kosovo Education Strategic Plan 2011-2016 (KESP), was developed as a five-year plan that sets out
the Kosovo education sector development within the lifelong learning and inclusive education
framework. The plan is based on the student-centred learning model, provision of equal opportunities
and quality education for all. From the perspective of educational structures, an important place for
organizing services takes the decentralization of management and organization of education at the
municipal and school level and the widening of education financial basis. The Education Sector
Strategic Plan is disaggregated into eight programme areas for which the results and specific
indicators are developed. These eight areas are: (1) Preschool education(PEE) and pre-primary
education (PPE); (2) Pre-University Education (PUE), (3) Vocational Education and Training (VET),
(4) Teachers Professional Development (TPD); (5) Higher Education (HE) and Science; (6)
Information Technology and Communication (ICT) and (7) Capacity Building.
MEST is committed and dedicated to the implementation of KESP (Kosovo Education Strategic
Plan), as a strategic document that guarantees successful reform and increase of the quality learning
and studying at all levels of education in Kosovo. Therefore, the strategic technical group (task force)
is established, as an internal body of MEST, responsible for implementation of KESP. This technical
group is functioning since the beginning of 2012. However, considering that the area of education
and knowledge goes beyond MEST, , it needs the support from other ministries and local and
international institutions in order to link vocational schools with the labour market. Therefore, MEST
deems as necessary even more closer cooperation with all ministries, in particular with the Ministry
of European Integration, Ministry of Labour and Social Welfare, Ministry of Trade and Industry,
Ministry of Local Government Administration, Ministry of Health, Ministry of Finance and others.
This cooperation can be achieved through KESP Steering Committee, a body which helps in
successful implementation of KESP, and through this in successful reform of the entire education
sector in Kosovo aiming at transforming it into a economic and social development pillar.
In addition to the annual review process, this year KESP's uniqueness is that the implementation
framework has reached the mid-term review period providing the stakeholders with the opportunity
to comprehensively review the achievements and objectives. The working group appointed by the
MEST, in addition to annual reporting of achievements, this year is trying to provide data on general
trends 2011 - 2014. The review methodology is based on the questionnaire delivered to the
coordination points of contact for each programme, field reports, semi-structured conversations with
key informants and EMIS statistical data analysis, KAS and international reports for comparative
purposes.
6
CHAPTER II
_____________________________________________________________________
MAIN TRENDS
Labour Force Survey 2013 shows that the labour market in Kosovo is in a more difficult situation
compared to other Western Balkans countries and the 28 EU member states. The participation rate of
the working age population (15-64 years) in the labour force in Kosovo is only 40.5%, of which 30%
are unemployed, while 59.5% of the population is considered economically inactive, which means
that they are not employed and they are not active in seeking employment. Meanwhile, in the
Western Balkan countries the participation rate of the working age population in the labour force
ranges from 43% to 68%, and 71.8% in the European Union (EU 28). These differences are partly
explained by the fact that Kosovo has a young population and many of these young people are still in
school (and therefore classified as inactive). Another concern is that over the coming years the
possibility for inactive population to grow remains high, since every year approximately 33.000 to
34.000 young people become part of the working age population, while only about 10,000 are
removed from the working-age population (i.e. 64-year-olds become 65 years old). A particular
concern for Kosovo are the 124,500 young people (15-24 years) that are not in education,
employment and training (NEET). They represent about 35.3% of the young people (KAS, LFS
2013)
Education for Employment - The quality of education, gross enrolment rates and the number of
years spent on education are essential for human capital formation and represent a key input in
improving productivity and employment opportunities. Unemployment levels in Kosovo are
generally high but there seems to be a clear correlation between the level and type of education with
employment levels. The lowest unemployment rates are among the population groups that have
tertiary (15.5 percent) and upper secondary professional (27.6 percent) qualifications.
Unemployment levels among population groups with upper secondary general education and
elementary education are above the average levels unemployment (KAS, 2013). These data point
towards the need to both increase the number of years spent in education and improving education-
labour market relations.
7
Significant progress in gross enrolment at all levels of education - gross enrolment rates in pre-
university education (primary, lower secondary and upper secondary) in 2014 were quite satisfactory,
albeit not universal. Enrolment rates in upper secondary education have improved significantly in
recent years compared to a rather low 2011 baseline in comparative terms. MEST still remains to
address participation of all social groups and people with special needs. Enrolment rates in pre-
primary education have remained stable at around 70 percent. MEST does not anticipate any
deterioration of enrolment rates in view of lower birth rates and the impact of demographic changes.
However, reaching enrolment targets for pre-school education (50 percent) by 2016 will be difficult.
This assumption derives in part because of little or no progress made in previous years in increasing
the number of children in pre-school education/kindergartens. This sub-sector of education is in dire
need of investments in both infrastructure and staff. Further efforts should be made to record and
register children that are involved in private and community-based pre-school institutions.
59.90%
40.50% 38.90%
27.60%
15.50%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
No Education Primary/lowersecondary
Upper secondarygeneral
Upper secondaryprofessional
Tertiary
Chart 1: Unemployment by level of education 2013, Source: KAS
0
0.2
0.4
0.6
0.8
1
1.2
1.4
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014
Chart 2: GER at all levels of education 2008-2014
Preschool (3,4,5)
Pre-primary (5)
Primary (6-
Lower secondary
Upper secondary
8
TABELE 1: Participation in different levels of education (ISCED)
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014
Preschool (3,4,5) / / 26.10% 27% 27.20% 26.70%
Pre-primary (5 year) 70.10% 68.60% 71.30% 74.00% 76.30% 74.50%
Primary (6-) 103.90% 97.40% 98.10% 95.20% 97.15% 97.40%
Lower secondary 114.70% 100% 96.40% 99.90% 94.10% 93.60%
Upper secondary 81.80% 86.90% 91.80% 92.10% 97.80% 96.30%
Source: MEST EMIS. Data on gross level of inclusion from 2008-2011 are calculated on the basis of the number
of births reported by KAS. From 2010-2014 GER is calculated on the basis of projections of population and
adapted to the number of K-Serb pupils (not in EMIS).
Increased financing and investments have not produced the expected results in pupils'
achievements - an analysis of the percentage of improvement of key education inputs and pupils
achievement in national matura indicate that while there has been a significant improvement in
financing, wages, pupil-teacher ratio and pupil-class ratio over the past years, that has failed to
produce the desired impact on pupil achievement rates in exit examinations. When viewed more
closely, expenditure in new school buildings and increased expenditures on wages, while important
pre-requisites in all education systems, they do not seem to have any impact on pupil achievement. A
more statistically significant correlation is noted between teacher numbers and pupil achievement -
indicating the need to focus future strategies around teaching as a key factor.
Prioritization of quality, implementation of new curricula and achievement - during the previous
years Kosovo has initiated the implementation of a curriculum reform. The new curricula provides a
competency-based framework and a core curricula that makes teaching more concrete and allows
-10%
0%
10%
20%
30%
40%
50%
60%
70%
A 2008 B 2009 C 2010 D 2011 E 2012 F 2013 G 2014
Chart 3: Percentage of improvement of education inputs and student achievement
Expenditure in pre-universityeducation
Student achievent matura
Class-pupil ratio
Teacher-pupil ratio
Average wage
9
school-based approaches. However, pupils' achievement in exit examinations need to be addressed
in the coming years. While gross enrolment is nearly universal, the focus should also shift towards
improving the quality of teaching and schools. More efforts and investments should be channelled
towards improving quality assurance mechanisms, implementation of the new curricula and
including information technology into teaching experience.
Efforts to strengthen external quality assurance mechanisms should focus on a set of combined
measures that aim at enhancing the capacities of education inspectorate, raises awareness about
quality assurance standards and where applicable offer training into the quality assurance framework.
The results in the Matura exam are far from reaching the target set within the pre-university sub-
programme. Alongside efforts to improve the achievement, particular attention should be paid to the
test administration mechanisms and forms of its implementation (computerization). During 2015, the
PISA international testing will be applied. Results of this testing will provide opportunities to analyze
and reflect on the progress and achievement on municipal basis. In terms of school infrastructure,
investment should gradually shift from construction of new school buildings to providing internal
equipment, visual aids, textbooks and information and communication technology.
The increase of teachers' salaries scale has created preconditions for attracting new and more
qualified staff into teaching. Future strategies should increasingly focus on improving teaching as it
represents an essential precondition for increasing pupils' achievement levels. Efforts to improve the
quality of teaching should centre around new projects to improve pre-service teacher qualification
programmes, establishment of a national pre-service teacher test-based licensing system and offering
more coherent professional development opportunities to the existing teachers. The percentage of
teachers aged 50 and over is above the EU average. As demonstrated in the Table below, Kosovo is
among a few EU countries with the oldest teaching workforce. Teaching staff includes very high
numbers of >50 years old and this can be challenging in implementation of new teaching methods.
The participation of staff under 30 years old is also significantly higher than the EU average.
TABLE 2: Kosovo: Teachers age-groups 2014
< 30 30-39 40-49 50-59 >= 60 years
No. 3379 6148.0 5242.0 6718.0 3262.0
% 13.65 24.84 21.18 27.14 13.18
Source: MEST/ Ministry of Public Administration 2014 and EUROSTAT 2012
10
Vocational education represents one of essential priorities in helping students transition from school
to the labour market. Even though positive steps have been noted in recent years, there are still
concerns regarding the skills mismatch. Over the past four years more students in upper-secondary
education were in professional education than general education. The participation rate in vocational
education is close to EU average (Chart 6). However, the percentage of students in VET has dropped
from 56 percent in 2011 to 54 percent in 2014. The main challenges in vocational education remains
the inadequacy of cooperation with the industry and concerns that some schools specialise in areas
where there is no demand in the labour market. Professional practice for students still needs to be
developed. A notable progress this year is the completion of legal framework in vocational education
- MEST has drafted several administrative instructions to regulate the sub-sector.
Significant increase of inclusion in higher education but stagnation in quality and scientific
research - Kosovo has exceeded the goal of increasing the inclusion in higher education (35%) of the
14%
7%
8%
8%
7%
25%
18%
26%
26%
30%
21%
33%
28%
30%
34%
41%
42%
38%
36%
29%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Kosovo
Austria
EU
Finland
Slovenia
Chart 5: Teacher agegroups - comparative
-30 30-39 40-49 50 >
77% 70% 66%52% 50% 50% 54%
23% 30% 34%48% 50% 50% 46%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Austria Finland Slovenia Bulgaria Germany EU 27 Kosovo
Chart 6: The orientation of upper secondary pupils (general and professional)
Professional General
11
18-25 age groups. In 2014 it appears that the inclusion rate is about 46%. The increase of
participation is due to the investments for opening of new public institutions of higher education and
increase of number of students in private higher education. However, increasing the number of
students has negatively affected the quality. All parameters of the student-teacher ratio, funding per
student have worsened in the past two years. If in the previous years the focus was on increasing the
participation, in the coming years the focus should be on improving the quality. This effort is also
important due to the full membership of Kosovo in ENQA in 2014.
On the other hand, a closer partnership between higher education institutions and labour market is
needed. The data indicate that the increase of students numbers' is more oriented towards 'soft skills'
than 'hard skills'. The programmes currently offered by public and private higher education
institutions do not always comply with the national development plans and labour market demand -
mining sector, energy, telecommunications, information technology, transport, agriculture and rural
development. While the number of students have doubled compared to 2011, the same cannot be
said about graduates - there is a tendency for students to enrol but to delay graduation. In addition to
concerns about education-labour market nexus and low levels of graduation, national and higher
education institutions' expenditures in research remained negligible - 0.1% of GDP. Research and
development should be a new priority and sub-program in the next KESP review.
Lagging behind in information and communication technology- Implementation of the strategy for
incorporation of the information and communication technology in teaching has not progressed as it
was expected. Increasing the quality at all levels is contingent on the ability of teachers and students
to appropriating the contemporary teaching aids and technology. Equipping the school with
computers and Internet connections have progressed but is still lagging behind. Computer-student
ratio in Kosovo schools is 1:46 and significantly lower than EU average where one computer serves
3-7 students (EC, 2013). Equipping schools with proper equipment for information technology and
computers is still far from the target.
43304 51153 5515065910 76028
8904618922
2295226982
3101334,685
36,709
0
20000
40000
60000
80000
100000
120000
140000
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014
Number of students in higher education 2008-2014
Public Private and non-public
12
Enhanced management capacity but more is to be done in enhancing human resources and
evidence-based policy-making - Improvements at all educational levels must go hand in hand with
the strengthening of policy making and implementation capacity. Measuring of the achievement and
monitoring through EMIS is essential to help the strategic orientation of policy making and
investments. Monitoring and evaluation capacity has improved significantly in recent years but more
efforts and investments are required in data collection, processing and updating education indicators
along the guidelines of EUROSTAT-OECD-UNESCO (UOE) group. The next KESP review should
reorient education reforms towards achieving the UOE and Europe/SEE 2020. Improving the
capacities for collecting, processing and reporting education statistics is essential for both planning
and monitoring purpose and hence a priority in the coming years.
TABLE 3: Kosovo compared to Europe 2020 indicators
Source: KAS /EUROSTAT 2013 Kosovo EU Europe 2020
NEET (The rate of 15-24 age group out of education, training and employment )
35.30% 12% 10%
The graduates rate (30-34 years old) 10% 37% 40%
Inclusion of children (4-6) in the pre-school education 45% 93.90% 95%
The employment rate of the age group (20-34) 22.30% 75.50% 82%
Public expenditure in education 4.7% 5.30% -
Participation in VET 54% 50.00% -
The graduates rate (30-34) 10% 34.6% 40%
Municipalities play a key role in implementing KESP objectives. Municipal education directorates
should be assisted in preparing corresponding strategic action plans that relate to national KESP
goals and in using data for municipal planning purposes. Also, efforts should continue to ensure
awareness and incorporation of public and private institutions in relation to achieving the KESP
goals. Particular attention should be paid to building capacities for statistical data systems for
education and research. More attention is need in collecting not only the education input data but
also those of student output and performance after education especially in VET and higher education
(tracer studies and OECD PIAAC).
Demographic changes - the education sector is experiencing the impact of demographic changes.
The number of pupils in the pre-university education in 2014 is by 39,000 lower than in 2011 (9
percent). This drop in pupils numbers has been significant especially in the primary education level.
The negative trend in pupil supply in pre-university education is expected to continue with even more
significant drops in the upcoming years.
13
The higher education level has seen a more positive trend in student supply. The age groups entering
higher education have increased. Kosovo is expected to have 8 percent more higher education
population in 2016 compared to the 2011 baseline (see Table below).
TABLE 3: Projections of population for age groups of ISCED levels according to KAS
2011 2014 2016 2019
Preschool (1-5 ) 182646 173930 167417 164803
Primary (6-11) 209065 185857 175040 167121
Low secondary (12-15) 138704 141773 133349 122305
Upper secondary (16-19) 142634 142383 142799 134708
Higher education (20-26) 224069 235400 241742 244942
Funding for education sector has increased steadily since 2011. Public expenditures on education
expressed in terms of percentage of annual government expenditures and compared to GDP are
comparable with regional and EU practices. Nominal expenditures have increased significantly
compared to 2011. However, expenditures per pupil capita are low compared to the regional, EU and
OECD averages. This stems partly because of a low GDP base and government budget and partly
because Kosovo has significantly more pupils per total population than other countries. On the other
hand, expenditure data of 2014 reveal that about 71.4 percent went for wages and salaries. Future
funding should focus on improving quality parameters, internal infrastructure, textbooks and visual
aids.
TABLE 5: Expenditure (million Euro) in education by standard and sub-sectors indicators 2011-2014
2011 2012 2013 2014
GDP 4,773 4,916 5,327 5,581
408.4
402
392.6
382.8157.4
163164.6
185.1
140
145
150
155
160
165
170
175
180
185
190
370
375
380
385
390
395
400
405
410
415
2011 2012 2013 2014
Pre-University student numbers and funding trends
Student number (thousands) Expenditure('million Euro)
14
Expenditures in education sector 218.9 230.4 230.5 262.3
% GDP in education 4.60% 4.70% 4.30% 4.70%
Total Government Budget 1,415 1,441 1,469 1,589
Education budget (%) 15.50% 16.00% 15.70% 16.50%
Central funding 65.4 71.4 69.9 81
Local funding (municipality) 153.5 159 160.5 181.3
Pre-university expenditure 183.95 192.57 188.80 210.99
Higher education expenditure 34.63 37.62 41.02 50.76 Source: Ministry of Finance /MEST Note (1): Local Funding includes not only the specific grant for education but also self-funding from
municipalities/municipal general grant. Expenditures at pre-university include local funding and MEST expenditures dedicated to pre-university level. Expenditures in higher education include expenditures of public education institutions, MEST expenditures for higher education, UP, KASA, KAPS, BK
15
CHAPTER III
_____________________________________________________________________
PRE-PRIMARY AND PRESCHOOL EDUCATION
3.1 Inclusion in the pre-primary and preschool
education
Target 1: By 2016 all children regardless of age, gender
and ethnicity are included in pre-primary education
Target 2: By 2016, 50 per cent of children regardless of
age, gender and ethnicity are included in pre-school
education
Number of pupils in pre-primary education has grown significantly
since 2009. As of 2011, when the implementation of KESP started,
the number of pupils in pre-primary education has increased, while
there was a decrease in the number of pupils due to the low birth-
rate. By 2011, the inclusion assessment is done based on the birth
rate statistics from KAS. However, following the census, the
calculation based on population projections KAS- middle option,
has been conducted. In the calculation of GER in pre-primary
education, the EMIS database fails to include the number of all K-
Serb children, therefore this is reflected in the calculation - i.e. the
EMIS data is incomplete the northern municipalities do not enter
data in EMIS, however, the census reference includes it.
In general, the target of 60% of children involved in pre-primary
education has been meet and exceeded. This year, the enrolment rate
increased to 74.50%. However, the inclusion of pupils in pre-primary education is still lower than EU
average inclusion rate (95%). It is worth emphasising that the inclusion rate in this level would
increase over time, without additional investments in infrastructure and staff, due to the decrease of
birth-rate in recent years. However, efforts to increase inclusion should focus on increasing parent’s
INDICATORS OF INVOLVEMENT IN PPE
AND PSE
Indicator 1: Children preschool enrolment
rate (3-5)
Situation 2013 27.20%
Target 2014 30%
Achievement 2014 26.70%
Progress 2011/2014
Indicator 2: Children pre-primary enrolment
rate
Situation 2013 70.3%
Target 2014 70%
Achievement 2014 74.50%
Progress
2011/2014
16
awareness and reallocation of human resources from primary level- considering that this process is
undergoing the impact of declining birth-rate.
Table 5: Population base, 3,4,5 years old according to the population projection, KAS
2011/2012 2012/2013 2013/2014
Population according to KAS (Population projection)
1,780,021 1,793,745 1,805,853
Population 5-6 years 29,621 29,436
Population 5-6 years Serbian municipalities 669 665
Population 5-6 year without K-Serbians 28,952 28,771
Total pupils
Pre-school population (3,4,5) 89,188 88,371
K-Serb pre-school population (3,4,5) 2,014 1,996
Pre-school population (3,4,5) without Serbians
87,174 86,375
Total pre-school and pre-primary 24134 24268 23679
On the other hand, inclusion in pre-school education (3-5) remains low compared to the target. The
inclusion rate has increased in percentage, due to the declining birth-rate, but not in numbers (about
5800). It should be emphasized that the inclusion rate in the pre-school education could be higher
than reported to EMIS. It is considered that there are 1560 pupils involved in pre-school education in
26.10% 27% 27.20% 26.70%
70.10% 68.60% 71.30% 74.00% 76.30% 74.50%
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014
Chart 5: GER in pre-primary and pre-school education 2008-2014
Preschool (3,4,5 age) Preprimary (5 age)
17
community-based centres (MEST, 2014) which are not yet integrated in EMIS. Also, it is estimated
that there is a larger number of children in private pre-school education, which not entered data
system into system. This conclusion comes from the growing number of childcare centres licensed by
MEST in recent years.
3.2 Educators training system
Target 3: By 2016 a functional system is in place and operating for accredited training
for all pre-school teachers, which improves the quality of education
Target 7: By 2016 all experts of pre-school education experts trained with
consideration for gender parity and priority training for inclusive education.
About 98% of pre-school educators, working in public nurseries, participated in trainings on
implementing the document on Early Childhood Learning and Development Standards for
children (0-6 years old). Trainings held, during this year, provided basic information on
children`s optimal development and stimulation. The training included a series of (7) seven
modules, with a total of 121 hours of training.
During 2014, the program for early childhood qualification (0-3 years old) started to be
implemented at the Faculty of Education. In the initial phase, during the year, 100 students
enrolled in this program. A challenge, and also a recommendation for the future, is to open the
same program in other Universities in different settlements of Kosovo. This would facilitate the
development of pre-school and pre-primary education in other municipalities of Kosovo.
3.3 Pre-school and pre-primary education curriculum
Target 4: By 2011, the curriculum for 0-3 years and for 3-6 is developed, screened for
gender related issues and implemented
During this year, working groups for the drafting of the core-curriculum for ISCED 0, which
includes group ages 0-5 years old, are established. These four working groups are: Coordinator
level Working group, curriculum learning area coordinators working group, university expert
working group and pre-school educators working group. A challenge in this regard remains
ensuring the participation and commitment of working groups to continue with the
implementation of priorities. On the other hand, the budget for development of core curriculum
of ISCED 0 should be increased, as well as shall be provided opportunities study visits and
exchange of experiences with developed countries.
3.4 Pre-school education management
Target 5: By 2016, e capacity of all managers improved to manage pre-school
education
18
During 2014, all public pre-school institution directors participated in the training on inclusive
education, whereby attended (7) seven training modules of Early Childhood Learning and
Development Standards. MEST, in cooperation with MEDs and GIZ organized trainings for all
pre-school institutions directors on the Management of pre-school institutions. In the following
year, focus should be on the training of directors in school decentralization and finance
management.
3.5 Awareness on pre-school education
Target 6: By 2016 there is full awareness of parents and community on the importance
of pre-school education
Parent’s awareness raising on the importance of pre-school and pre-primary education continued
through debates with parents, directors of public education institutions and early childhood
education experts. The data regarding increased involvement in pre-primary education shows
the level of parent’s awareness about its importance. However, in the future a program for
further awareness raising on pre-school education is required, and also efforts should increase to
expand the infrastructure and systems for accommodation of increasing demands.
3.6 Recommendations
Data reporting - it is recommended that in the calculation of inclusion in pre-school and
pre-primary education to enter data of private institutions and community based centres.
Currently, reporting is more oriented in the EMIS data provision from public sector.
Specific grant planning - it is recommended that the budget plan for the specific
education grant to make clear references and categorization for investment in the pre-
school education (kindergarten construction, expansion, recruitment, and educational
staff training).
Licensing skilled persons for child care in preschool education - draft an administrative
instruction on the training and licensing of babysitters. This would meet two key
requirements - would provide information regarding the training, and on the other hand
would impose a filtration and licensing process of individuals in this field with specific
requirements.
Strengthen the community-based centres - to set up by an administrative instruction, the
functioning of community-based centres and public-private partnership pre-school
institutions.
19
CHAPTER IV
_____________________________________________________________________
PRE-UNIVERSITY EDUCATION
4.1 Pre-university education management
Target 1: By 2016, capacities are to be built for a more
effective management in the central and municipal level
and effective management of school including the
mechanisms for women’s inclusion in management.
Pre-university sub-sectors management system is decentralized,
whereby the municipalities have the key responsibilities for
implementing policies and actions. However, by understanding the
importance of a coherent and data based system, MEST`s priority
was to help municipal education through policies, guidelines,
provision of data, grants, and trainings. The improvement of
management consists of both MEST and schools and municipalities
capacity building.
During the year, Education Communication plan, drafted with
support of GIZ continued its implementation. MEST and its
development partners, throughout the year, engaged at building a
sustainable Pre-university education communication and
management system. Within these engagement, continued the
implementation of the TalkON training scheme for MEST and MED
officials and school principals. During 2014, the Communication,
Management and Leadership training modules were organized.
Also, it is planed the continuation of MED trainings with the
support from Education Sector Pooled Fund and EU project on
enhancing quality of the education.
At the central level, MEST, during 2014, consolidated the organizational structure pursuant to the
instructions of the Ministry of Public Administration and respective divisions to support the decision-
making in pre-university education, capacity building for developing legal infrastructure and
SYSTEM MANAGEMENT INDICATORS
Indicator 1: Number of trained school
directors
Situation 2013 -
Target 2014 -
Achievement 2014 226
Progress 2011/2014
Indicator 2: Number of fully functional
municipalities according to determined
norms
Situation 2013 30
Target 2014 30
Achievement 2014 30
Progress 2011/2014
20
administrative instructions, drafting of professional curriculum related guidelines, establishing a
quality insurance system and advancement of teachers training process as well as of infrastructure.
Pre-university data management and operationalization was a priority during 2014. During this year
continued the collection, registration and protection of personal data in EMIS. As of this year Data
Management System established the EMIS website which is accessible and public at masht-smia.net .
Also, this year noted an addition to the system such as separate modules for 'recording school
violence cases registering , as well as a report module has been advanced, allowing the generation of
5 different types of charts. Based on the system data, MEST published the Statistical Records
2013/2014 on Public Pre-University Education, school dropout data 2013/2014 and the student’s
success 2013/2014. Data from the municipalities and educational institutions are very important to
the system maintenance; therefore during this year, MEST focused on directors and school
representatives training on data entry and processing general data for the specific grant 2015.
MEST`s also focused on enhancing measurable contribution of Municipal Education Directorates
(MED) in the implementation of central level strategic plans and policies. Many municipalities
drafted their development plans pursuant to Kosovo Education Strategic Plan (KESP). The
implementation of Education Plan of Association of Kosovo Municipalities respectively Collegium
of Education continued alongside with efforts to strengthen the voice of municipalities in policy-
making. Also, MEST supported by development partners, assisted municipalities in drafting Teacher
Development Plans. MEST supported USAID in helping 100 schools to finalise their development
plans.
With regard to the school principals training program, 2014 activities are based in the training
program prepared in cooperation with GIZ. The concerning program is reviewed in 2014 in order to
comply with the new circumstances created following the approval of the MEST`s Administrative
Instruction (AI-04/2012) on standards of professional practice of school principals, and the needs for
the school principals development. MEST, in 2014, cooperated closely with development partners,
such as EU, GIZ, and USAID. In cooperation with EU GIZ, developed a teacher training program as
a continuity of the previous program, whereby 247 school principals were included in the training
(186 Albanians, 21 Turks and 19 Serbians). In cooperation of USAID BEP, 13 master trainers have
trained and certified, and about 256 school principals were trained - in the first phase, 132 school
principals from 8 municipalities, whereas in the second phase 124 other participants. About 26% of
the trainees were women and school principals from schools of the Serbian, Turkish, Bosnian and
Gorani communities.
21
4.2 Pre-university education legislation
Target 2. By 2016 legislation is fully harmonized and
finalized for the entire sub-sector of pre-university
education.
Regarding legislation development and harmonization, activities of
2014 were oriented toward finalizing legal basis and necessary
administrative instruction for implementation of the Law on Pre-
University Education. Out of 38 Administrative Instruction in total,
of which 22 regulates and completes legal basis on pre-university
education. MEST adopted the following:
Administrative Instruction on the Categorization of Lower
and Upper Secondary Education (AI 21/2014),
Administrative Instruction on extracurricular activities (AI
18/2014)
Administrative Instruction on the code of conduct and
disciplinary measures for students of secondary high schools
(AI 06/2014).
Administrative Instruction on Licensing of teachers (AI
25/2014) which supplements the Administrative Instruction
on Teachers Professional Developments repealing the
previous AI on licensing (AI 5/2010).
Administrative Instruction on the conversion of attached
classes in resource rooms (AI 24/2014).
Administrative Instruction on functioning of pedagogical - psychological service in schools
(AI 34/2014) provides a regulatory framework to advance guiding services and help students
with difficulties.
The legislative agenda was very dense and still remains a challenge to ensure technical expertise and
stakeholder’s active participation in the process.
4.3 Financial decentralization
Target 3: By 2014, full responsibilities for management of finances are devolved from
the central to municipality level and further from municipality to school level
Upon the adoption of the pre-university education law, the responsibilities for sub-sector
management and financial management are transferred to Kosovo Municipalities. One KESP targets
was that; by 2014 to implement the financial decentralization, delegating financial responsibilities
of pre-university education from (i) MEST to municipalities and (ii) from MED to schools.
Therefore, in 2014 about 30 municipalities managed their finances in conformity with the Law on
LEGISLATIVE ACTIVITY INDICATORS
Indicator 1: Number of laws adopted and
implemented
Status 2013 3
Target 2014 5
Achievement 2014 5
Progress 2016
Indicator 2: Number of adopted bylaws
Status 2013 22
Target 2014 30
Achievement 2014 32
Progress 2016
22
Public Finances in local level. The Specific Municipal Education
Grant is implemented pursuant to the formula and software for
calculation of the education grant.
However, despite the progress, the transfer of these financial
responsibilities from MED to 778 schools encountered certain
challenges. The lack of technical knowledge, the lack of school
capacities for implementation of the financial management, lack of
school councils, lack of development plans and non-prioritization and
lack of MED and school capacities for monitoring and mentoring
remain some of the challenges to be handled to fully achieve the sub-
target. In the following year, it is recommended to review the
software for the financing formula, to review the Administrative
Instruction for the financing formula, build the capacities of MED
and schools for financial management and strengthen accounting and
reporting mechanisms of schools.
4.4 Quality assurance
Target 4 - By 2016, quality assurance mechanisms are
made fully functional at the national, municipal and school
level.
In order to advance the pre-university education quality
management, MEST is focused on guidelines for increasing the
internal quality, implementation of mechanisms for external quality
assessment and capacity building of Education Inspectorate. In terms
of internal quality, MEST developed the description of student
assessment criteria, the draft-guideline for new curriculum based
assessment, prepared teacher performance assessment tools and
trained teachers on student assessment based on new methodologies.
In this context, the pilot-schools principals were instructed to prepare
teachers profile (portfolio).
In terms of strengthening quality measurement external mechanisms,
MEST conducted the Achievement Test for ninth grade students
(29,000) and Matura Exam (42,000 students), student progress
assessment (talented in any of learning areas), preparing the
graduates informational brochure, orienting program and models of
Matura Exam questions, as well as supplementing the Law on State
Matura Exam. However, piloting and implementation of international
PISA assessment was an innovation and crucial achievement in 2014.
1200 student aged 15 years old, were involved in this pilot, whereby
QUALITY ASSURANCE INDICATORS
Indicator 1: Student-teacher ratio
Status 2013 17.5
Achievement 2014 16.9%
Progress 2011/2014
Indicator 2: Student-grade ratio
Status 2013 21.9
Achievement 2014 21.5
Progress 2011/2014
Indicator 3: Matura Exam Achievement
Status 2013 74.50%
Achievement 2014 52.60%
Progress 2011/2014
DECENTRALISATION INDICATOR
Indicator 1: Number of municipalities
governing effectively the managing
systems and finances
Status 2013 30
Achievement 2014 30
Progress 011/2014
Indicator 2: Number of municipalities
governing effectively the managing
systems and finances
Status 2013 70
Achievement 2014 779
Progress 2011/2014
23
results are expected to be published in 2015. The piloting of PISA was preceded by the organization
of the conference on “PISA International assessment”, aimed at sensitizing stakeholders.
The advancement of pre-university education quality is conditioned by Education Inspectorate
capacities. Department of Inspection transition process to a independent Education Inspectorate is
formalized pursuant to the Law on Inspection of Education. MEST s currently elaborating the need
for physical and human infrastructure of the Inspectorate. By MEST new organizational structure are
completed formal procedures for the establishment of Inspectorate. Regarding the work of the
Inspectorate, the primary focus has been on advising schools in pre-university education
implementing the new curriculum, inspecting schools and teachers and guiding the education sectors
about the assessment and implementation of education laws and bylaws.
However, the over-tasked inspectors, the small number of staff, the lack of necessary logistical tools
for the work on the ground and external influences prevent the satisfactory execution of the function
of external inspection. In subsequent years, the focus should be on practical application of MEST
organizational structure and complete operationalization of the Education Inspectorate, the review
and approval of the new Law on Inspection of Education, drafting of all bylaws on inspection of
education and launching of technical assistance projects, aiming at helping in the implementation of
best international practices in external quality assessment process.
4.6 Pre-university education curriculum
Target 6: By 2016 curricula are developed and screened for gender sensitivity, piloted
and implemented for all school levels of pre-university education, followed by
respective improvement in teaching and learning methodologies and in student
assessment
2008 2009
2010
2011
2012
2013
2014, 52.50%
40.00%
45.00%
50.00%
55.00%
60.00%
65.00%
70.00%
75.00%
2008 2009 2010 2011 2012 2013 2014
Chart 6: MEST, Matura Exam Achievements 2008-2014
24
The implementation of the new curriculum was one of the
main focus points regarding pre-university education.
During the academic year 2013/2014, the Kosovo
Curriculum Framework and Core Curriculum are
implemented in 10 pilot schools in pre-primary grade and
grades 1 and 2 (curriculum stage 1), grades 6 and 7
(curriculum stage 3), and grades 10 and 11 (curriculum
stage 5). Whereas, in academic year 2014/2015, 82 new
schools piloted curriculum stage 1 and 3, by increasing the
number of schools implementing the new curricula to total
of 92. The piloting of new curriculum is conducted at all
levels of pre -university education, both in rural and urban
areas, and includes samples of all communities living in
Kosovo (with the exception of the Serbian community).
In addition to the implementation and expansion of curriculum, implementation of pilots in ten (10)
initial schools took place. During implementation analysis process, informational meetings with
municipal education officers, inspectors of education, school principals, school coordinators and
teachers of pilot schools, took place. However, the cooperation with the municipal level in
implementation of new curriculum remains a challenge. Generally, a flexible teaching plan is still a
challenge for schools, therefore it underlined the need to continue training of stakeholders involved
at the local level. Municipalities should accelerate efforts to strengthen mentoring and monitoring the
implementation mechanisms. On the other hand, the inspectors should be trained and provided with
updated information in order to monitor the implementation of teaching and learning in accordance
with the new curriculum provisions.
In order to create preconditions for the expansion of the curriculum implementation scope, the
following unified actions were taken in: (i) the translation of new curriculum and core curriculum in
Serbian, Turkish and Bosnian language, (ii) the preparation of pedagogical documentation, as mark
books, for all levels of pre-university education, 10th grade and vocational schools certificates, (iii)
cooperation with the Republic of Albania to unify pre-university education structure and the
principles of the new curriculum, (iv) training of teachers and trainers of pilot schools before and
after the implementation of the curriculum and (v) reinforcing the coordination mechanisms by the
MEST for providing a comprehensive approach for mentoring the municipalities regarding the
implementation of the curriculum and (vi) draft didactic guide for teachers in seven new curriculum
areas. As a result of piloting, emerged new needs for reviewing the curriculum (syllabi) and the need
for reinforcing and creating municipal mechanisms to support the implementation of new curricula.
4.7 Teachers licensing
Target 7- By 2014 the teacher licensing system is fully functional and supports career
development and aligned with KCF Implementation Plan
Indicator 1: The number of schools
implementing the new curriculum
Status 2013 10
Achievement 2014 92
Progress 2016
25
In the process of Teachers licensing and monitoring/tracking the activities of National Council on
Teachers Licensing.
In 2014, 4500 teachers were licensed, however, up to date 22,315 teachers of different
regions are licensed.
Licensing Database program is maintained in 7 regions within Inspection Sectors. NCTL
meetings are organized and managed as well as all basic documents, emerged and approved
by NCTL, were harmonized.
The coordination with UP, namely the Faculty of Education, in establishing Teachers qualification
and advancement program/TQA. TQA program working group for teacher qualifications from HPS
level 2 to the level of 4 years Bachelor have been established. All accurate information were obtained
from MED, and according to schedule and plan delivered by the Faculty of Education, therefore
teachers were accommodated by educational groups. This stage includes 2000 teachers in TQA
program, in10 educational programs.
4.8 Inclusion in pre-university education
Target 8: By 2016 an effective system is built that allows for inclusion of all students in
compulsory education and training and is responsive to gender and the needs of
vulnerable, poor and disadvantaged students
During 2014, many activities for inclusion and education of children with special educational
needs were conducted, such as: the AI 24/2014 on conversion of attached classes in resource rooms;
the program by fields of activities (dedicated to children with special, multiple and severe needs that
includes the following areas: language, communication and skills), drafted; 20 training programs
from Resource Centres on training teachers to work with children with special educational needs,
accredited; 2,500 teachers trained in different programs (for building their capacities in the field of
inclusive education); as well as brochures, leaflets and posters with information on relevance of
inclusive education and services that provide resource centres, drafted and published.
A 3 year program was implemented from 2013 to 2015 for the training of 17 assistants and inspectors
of sign language. The project "Support to Inclusive Education Reform” funded by the Embassy of
Finland and implemented by KAPIE, is supporting 4 regular primary schools in the field of inclusive
education. In regional project 2013-2015 "Regional Support for Inclusive Education", which includes
Kosovo, Croatia, Albania, Montenegro, Macedonia, Serbia and Bosnia and Herzegovina, are
included 8 schools, of which 4 primary and lower secondary schools, 2 gymnasia and 2 vocational
schools. As a result of this cooperation, the resource centre "Mother Teresa" in Prizren has received
equipment/hearing aids for pupils, in the amount of 100 thousand Euros.
26
Regarding the issue of school dropout, ECMI, funded by UNICEF,
launched a project for the promotion of access and continuation of
education for vulnerable and marginalized children. This project
deals with the capacity building of municipalities and schools
through teams for prevention of schools dropouts and prevention of
non- enrolment of children. MEST has re-established a working
group to coordinate works on the issue of school dropouts. MEST
has established a cooperation system with MEDs and schools for
the reintegration of repatriated children in Kosovo education, thus
creating conditions and light criteria for enrolment and attending
classes. MEST continued holding language courses and additional
classes, which take place in those municipalities with a greater
number of repatriated persons.
During 2014, MEST implemented many activities related to
communities education. Thus, MEST, during this year,
organized elective subject “Roma language“ for the students of
Roma community (for grades 2, 3, 4) in Prizren, published the
textbook for Roma language for grade 2, reviewed of two
textbooks “Roma language for grade 3” and “Roma language for
grade 4”, has published announcement for the provision of the
school textbooks“ Albanian language for non-Albanian
community, grade 4” and “Albanian language, grade 5”, “work
book – Albanian language grade 4 for non-Albanian
communities” and “work book for grade 5 for non-Albanian
communities”, where only one author has applied with the
textbook of grade 4 and work book grade 4. Textbooks
published: Music arts, grade 5, and work book for grades 1,
gr.2 and gr. 3 in Bosnian language. Music arts gr.6, learning in
Bosnian language prepared for publishing. The textbook in
mother tongue for the students of Bosnian community, in
Switzerland, from gr.1 up to gr.9 was provided.
Financial support to pupils and students of communities MEST has granted 50 scholarships for
pupils and 35 scholarships for students of RAE, from the MEST budget. Also, it financially
supported five learning centres, in 5 municipalities, for RAE, established by the European
Commission. MEST in cooperation with REF, VORAE, British Embassy, Norwegian Embassy
granted 500 scholarships for students of lower secondary schools of RAE communities.
4.9 School environment and security
Indicator 1: Initial pupils enrolment ratio
Status 2013 98.06%%
Target 2014 100%
Achievement 2014 97.39
Progress 2016
Indicator 2: Gross enrolment ratio
Status 2013 96.3%
Target 2014 100%
Achievement 2014 95.7%
Progress 2016
Indicator 3: Gender parity
Status 2013 0.93%
Target 2014 100%
Achievement 2014 0.93%
Progress 2016
27
Target 9: Schools have created non-violent and child-
friendly environments that are supportive, caring and
develop democratic values in children and offers role
models for all groups
During 2014, MEST addressed the priority of providing a secure
environment in schools and prevention of acts of violence in pre-
university education. Regarding security aspects, Strategy on
Security of Pre-University Education Institutions and Action Plan,
drafted and submitted for approval to the Government. In
addition, the Regulation 21/2013 for the Protocol for prevention
and reference of violence in the pre-university education
institutions, drafted, as well as teaching manuals for (i) preventing
violence in schools, (ii) preventing negative phenomena in upper
secondary schools and (iii) curriculum manual for safety at work,
drafted. With the adoption of the Protocol was also made possible
the creation of a separate module of EMIS for reporting and
identification of cases of violence in schools.
MEST contributed to the promotion and preparation of the ground
for the implementation of the Protocol 21/2013 on prevention and
reference of violence; it took a series of coordinating actions with
municipalities and education inspectorate; prepared the guidelines
for implementation of the Protocol; held information roundtables; prepared the training program for
trainers; initiated procedures for translation the SCREAM package to prevent child labour with ILO
assistance; and took actions aimed at protecting children from online dangers.
It is worth mentioning that it has been worked in the context of Community Safety Awareness
Program, implemented in coordination with the Police and OSCE. The purpose of this program is to
raise the awareness level of student related to community safety, by organizing lectures from police
officers and education officers. The pilot program provides four training courses in cooperation with
the police and is being implemented in the municipality of Fushe
Kosova.
Promotion of good health practices in pre-university education was
a priority in 2014. During this period, 12 schools throughout
Kosovo were included in health promotion. Promotion of health
and clean environment is coordinated and conducted in
collaboration with the Ministry of Health and NGOs. In order to
create a healthy environment for work, learning and life, MEST
continued with health promotion activities in schools, such as: the
selection of three distinct schools with green and clean
environment, and walk with the slogan "healthy teeth, happy child"
Indicator 1: Cases of violence in schools
Status 2013 -
Achievement 2014 4
Progress 2016
INFRASTRUCTURE INDICATORS
Indicator 1: Percentage of schools operating in one
shift
Status 2013 21%
Target 2014 20%
Achievement 2014 22%
Progress 2011/2014
Indicator 2: Constructed schools
Status 2013 8
Target 2014 /
Achievement 2014 12
Progress 2011/2014
28
conducted by the NGO KICKOMS, Prishtina Municipality and MEST. Also, the report on 5-year
performance for the development of inter-ministerial Strategy on health promotion schools. was
published as a manual, and a didactic manual on prevention of negative phenomena in secondary
schools was drafted as well.
The main challenges in the prevention of acts of violence in pre-university education is the provision
of inter-institutional and inter-ministerial committee cooperation on prevention, reference and
treatment, the lack of budget to improve safety in school infrastructure, lack of security cameras and
lack of emergency exits. Another challenge, and an ongoing priority, remains the provision of
professional services in schools for prevention and establishment of preconditions of minimizing the
violence phenomenon in schools.
4.10 School infrastructure
Target 11 - By 2016 at least one third of schools in Kosovo operate in a single shift,
offering quality environment with an optimum number of students in classrooms
The target for improving the software for infrastructure investment has been fully met and was
conducted the mid-term review for new investments to support the software system. There were also
created conditions for more qualitative environment and optimal number of pupils per class. There
has been progress in achieving the target of 20% of single-shift schools. In 2014, about 22% of
schools operated in a single-shift. This resulted in achieving the target of 2014 (20%) and is towards
achieving the ultimate goal of 2016 for 30% of single-shift schools.
During 2014, MEST completed the investments in 9 new school buildings, 3 buildings in co-finance
with municipalities, of which 4 are primary and low secondary schools and 5 upper secondary
schools. All these educational buildings provide a new space with approximately 50,900 m², with
investment value of € 18,750,000.00. Also, the work continues on the construction of 19 new school
buildings. MEST has supplied with school inventory 15 new schools, built by MEST, municipalities
and donors, and 26 existing schools, and has equipped 4 school gyms. During this year, the Prishtina
Model School was also completed, in co-finance with the World Bank and the Municipality of
Prishtina. Thus, the investment value for school inventory during 2014 was € 1,292,000.00.
However, in a context where municipalities play a key role in the expansion of infrastructure, it is
necessary to improve the information gathering and reporting on the infrastructure situation from
MED and to link the software system "School Mapping" with EMIS.
TABLE 7: The number of schools in pre-university level
2009/2010 2010/2011 2011/2012 2012/2013 2013/2014
1141 1151 1165 1161 1154
Source: EMIS 2014
29
4.11 Recommendations
Priorities and actions in the following year shall focus on extending the applicability of the new
education curriculum in municipalities, levels and schools. The training of about 3,300 teachers in
core curriculum should continue. Also, continue the teachers training in accredited training programs
in the school where it continues the implementation of the new curriculum pilot program.
In addition to accelerating efforts and enhancing support for teachers professional
development and licensing, continue the training of professional staff on school management.
In this context, it should be applied the current orientation for training of 120 school
principals and 400 other professional staff members.
Continue the modernization of EMIS in order to assure the quality in the collection,
interpretation and use of data in policy making and monitoring process. Modernization of
EMIS will provide better prerequisites for the implementation of the municipal education
funding formula. The data collection system shall be harmonized and linked to teachers and
school infrastructure databases.
Implement the strategy for career guidance and counselling and promote pedagogical service
in schools.
Elaborate and analyse the PISA 2015 data and reflect on the level of achievement and follow-
up actions. Focus on practical application of MEST organizational structure and full
functioning of the Education Inspectorate, review and approval of the new Law on Inspection
of Education, drafting of all laws on education inspectorate of and initiation of technical
support projects which aim at helping the Inspectorate to implement good international
practices in the process of external quality assessment.
Implement the strategy for the advancement of information technology in teaching and
learning.
Invest on improving the security infrastructure in schools, and ensure a more advanced cross-
sector and inter-institutional coordination in the prevention of violence in schools and
continue with the promotion of good health practices. These measures should be
implemented in parallel with infrastructure investments in the construction and renovation of
school facilities.
30
CHAPTER V
______________________________________________________
VOCATIONAL EDUCATION
5.1 Linking the vocational education with labour market
Target 1: By 2014 learners’ professional practice is organized
in close cooperation with enterprises and support provided to
all for viable placements and a learners’ career orientation
and guidance system for all levels is in place.
Target 4: By 2014 links between professional profiles offered
by VET institutions labour market and HR development
strengthened and made more relevant for employment-
readiness skills
In 2014, MEST adopted the Administrative Instruction (AI
05/2014) governing objectives, structure and responsibilities of
the Agency for Vocational Education and Training and Adult
Education (AVETAE). Council for Vocational Education and
Training operated pursuant to the law on education and vocational
training.
Even though the Agency is functioning is still under full
consolidation process. On the other hand, the Council formalizes
the participation of institutional stakeholders, labour market and
social partners in policy-making related to vocational education
and strategic prioritization within MEST. Full operationalization
of the above mechanisms is expected to positively impact on
creating a more coherent approach in vocational education,
gathering all relevant stakeholders, both researchers and providers
of vocational education, advancing priority of VET and linking
vocational education with labour market demands.
In order to improve the linkage with the labour market, MEST,
during 2014, focused in supporting vocational schools for: (i)
increasing the number of cooperation and agreements with labour market and employment entities,
and (ii) supporting and guiding schools in implementing the Strategy for Professional Practice.
About 60% of pupils in vocational schools was provided with opportunity to engage in professional
Indicator 1: Number of pupils and the
time spent during practical work in the
enterprise
Status 2013 53%
Achievement 2014 60%
Progress 2016 100%
Indicator 2: The number of enterprises
engaged in providing the practical work
Status 2013 600
Achievement 2014 1500
Progress 2016 -
Indicator 3: No. of schools with carrier
guidance
Status 2013 6
Achievement 2014 59
Progress 2016 100%
31
practice and have been identified over 700 different agreements with business, public and social
entities for professional practice.
The improvement of opportunities for professional practice, but also the design of incentive
schemes, remains a priority for MEST and AVETAE for 2015, and are still needed investments and
resources to achieve the 2014 target (100% of pupils in professional practice). In addition to 6
vocational schools that had career guidance services, during 2013 there were 5 other schools that
had career guidance during this reporting period. Also, the number of trained staff within the school
for career guidance has doubled. However, drafting a strategy for career education and guidance will
create opportunities to implement this priority more systematically.
5.2 Vocational education management and finances
Target 2 – By 2014, vocational schools achieved financial and operational autonomy
In order to govern the operational and financial autonomy of
vocational education institutions, MEST adopted the Administrative
Instruction (AI 01/2014) on organization and planning of the
educational process in vocational education and training, and
Administrative Instruction (AI 07/2014) on conditions and criteria for
economic activity of VET institutions. This represents a further step
in governing conditions and criteria for economic activity of
vocational education institutions. The Administrative Instruction
enables institutions to enhance service and production activity,
manage their own source means, engage external experts in the
learning process and govern staff engagement in production and
0
10000
20000
30000
40000
50000
60000
70000
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013
Chart 7: EMIS, VET Schools students 2008-2014
Centers of Competence
Mix
Trade
Theology
Technics
Music
Medicine
Economics
Agriculture
Indicator 1: The number of schools achieving
financial and operational autonomy
Status 2013 58%
Achievement 2014 100%
Progress 2016 100%
32
service activities.
Whereas, in relation to public financing of vocational education and training institutions, were
considered the opportunities for (i) the establishment of a sub-sector budget at the central and
municipal level, whereas MEST is considering the possibility of changing the funding formula by
relevant sector/profiles. Due to this legislative activity, but also other actions to train school
managers and establishment of special budget codes, therefore one can consider that the KESP target
on advancement of 61 vocational schools autonomy is achieved. However, there are some technical
difficulties in recovering own funds from municipal education budget.
MEST proposed funding model for vocational education institutions, however, this is under
development process. There are difficulties in establishing different funding levels and profiles,
depending on the particular vocational education infrastructure needs. The finalization of this process
is one of the KESP 2014 vocational education sub-program target; however, due to the need for
further discussions and elaboration, this priority activity is expected to be addressed during the next
year. Following the adoption of KESP, vocational education sector received a high percentage of
funds from development partners; however, last year noted a decline in contributions. Therefore, in
order to advance further the operational and financial autonomy, as well as to develop plans
compensation of external assistance decline, vocational education funding formula should be
addressed and resolved. Also, an action plan on employees cooperation opportunities shall be
drafted.
5.3 Centres of Competences
Target 3: By 2014, Centres of Competence are integral
part of the national school-based VET system
MEST, during this reporting period, in addition to mandating
AVETAE to support the development of current Centres of
Competence (CC), approved the Administrative Instruction (AI
07/2014) which regulates advancement, autonomy and
functioning of VET institutions. These actions would result in
establishment of an institutional structure and administrative
rules for governance and promotion of Centres of Competence
in compliance with the strategic priority of vocational education
sub-program. In addition to the commitment for supporting three
current Centres, MEST drafted support plans for advancement of
two new Centres of Competence i.e. secondary school of
Machinery (Prishtina) and technical school (Prizren). The
Ministry accelerated its efforts to turn CCs as resource centres
for other vocational schools and to share good practices for
facilitating the satisfactory implementation process of vocational
Indicator 1: The number of CCs integrated in
national VET school system
Status 2013 50%
Achievement 2014 75%
Progress 2016 100%
Indicator 2: The number of CCs functioning as
resource centres (VET)
Status 2013 0%
Achievement 2014 20%
Progress 2016 100%
33
education conditions and criteria. The complete implementation of other CCs advancement sub-
program targets is conditioned by budgetary constraints.
5.4 Quality assurance in vocational education
Target 5: By 2016, there is a comprehensive and functioning
evaluation and QA system implemented in the VET sector
Strategic orientation for quality advancement within KESP consists
in creating a comprehensive and functioning evaluation and quality
assurance system in vocational education. In this context, it is
prioritized the building of the structure of quality assurance and
recognition of prior learning. During 2014, MEST has approved
two Administrative Instructions to reinforce efforts for
implementing this priority, the Administrative Instruction (AI
32/2014) on the criteria and procedures for quality assurance in
vocational education and training institutions - internal processes
and the Administrative Instruction (AI 02/2014) on the number of
students with modules and VET qualifications, resources,
infrastructure, education, student safety.
The establishing of a quality management system includes also other
related legal and institutional developments. It is worth highlighting:
(i) the quality assurance internal mechanisms; (ii) programme and
institutional external quality assurance mechanisms; (iii) other
relevant mechanisms in the process assessing legal framework
implementation - Education Inspectorate. In the context of quality
assurance internal mechanisms, MEST drafted an AI that mandates
the establishment of quality assurance offices and staffing and
implementation of the annual self-assessment. During this year, all
vocational schools have completed the self-assessment reports,
although there is still room for quality improvement. The parameters
of staff, infrastructure, resources and other relevant guidelines will
enable the establishment of clear quality reference. Also, MEST adopted the Administrative
Instruction on the recognition of prior learning.
NQF is another body established by MEST for quality assurance in VET system and through which
NQA carries important functions related to quality assurance: validation (e.g. approval) of
qualifications, accreditation of institutions, assessment quality assurance (verification) and approval
of certificates issued by VET schools. NQA capacities to implement provided process for
institutional accreditation of vocational schools are limited, however, preparatory plans and
discussions took place in this regard. In addition to the New Curriculum implementation progress,
MEST engaged in schools awareness raising regarding the role of quality through trainings with
Indicator 1: The number of VET institutions
assessed by NQF
Status 2013 0%
Achievement 2014 0%
Progress 2016 100%
Indicator 2: Teachers trained in new profiles
Status 2013 120
Achievement 2014 80%
Progress 2016 100%
Indicator 3: Schools with appropriate
equipments
Status 2013 6%
Achievement 2014 10%
Progress 2011/2014 100%
34
development partners. In order to facilitate the international comparison of learning, MEST, in 2014,
implemented PISA international student assessment project, and organized the Matura exam.
5.5 Occupational standards and profiles
Target 6: By 2014, VET curricula are in line with the needs of the labour market,
occupational standards and European good practice and are screened for gender orientation
In order to create a regulatory framework and advance the progress in setting occupational
standards, MEST approved the Administrative Instruction (AI
28/2014) on criteria and procedures for the verification of
occupational standard, and the Administrative Instruction (AI
03/2014) for implementation of curriculum of vocational
education for fields: administration, economy, health, horticulture,
food, machinery-electro, hotels - tourism, communication,
chemistry, technology, construction, graphic, textile, music, art
for the first and second level (Gr. X, XI and XII). In collaboration
with development partners, 27 syllabi and occupational standards
were drafted for vocational qualifications pursuant to the labour
market demands, as well as teaching materials for 8 new profiles
and guidelines for teachers. As a result of lack of funds and
technical assistance, the Ministry is still far from achieving the target of drafting 60% of the
occupational standards in 2014.
5.6 Vocational education curriculum
Target 8: By 2016, a functional National Qualifications Framework and procedures for,
accreditation and quality assurance are in place
The process of piloting new curriculum and core curriculum in vocational education is under
implementation in two schools (Lipjan and Prishtina) while in the following year, the network
coverage is extended to three schools in Gjilan, three schools in Ferizaj, six schools in Prishtina, 4
schools in Peja, 5 schools in Mitrovica, 2 schools in Prizren and 2 schools in Gjakova. Currently, the
piloting process is implemented or is under implementation in 27 vocational schools. Piloting process
was preceded by the teacher training in seminars for implementation in practice of Curriculum
Framework, methodological and practical aspects of planning the implementation of new curriculum
and teaching methodology, teaching materials and student achievement assessments. Teachers
benefited from practical guides for each field of the new curriculum.
Also, MEST has approved three Administrative Instructions: Administrative Instruction (AI 35/2014)
on criteria and procedures for validation and approval of national qualification and accreditation of
Indicator 1: The number of VET institutions
assessed by NQF
Status 2013 28
Achievement 2014 8
Progress 2016 60%
35
institutions providing qualifications in Kosovo, Administrative Instruction (AI 16/2014) on
qualifications and post-secondary education modules - their appointment and function, and the
Administrative Instruction (AI 31/2014) on prior learning recognition.
5.7 Recommendations
It is recommended to increase the focus in several priorities, such as; capacity improvements in
implementation of education and professional training, improvement and development of skill
needs analysis system, quality improvement in vocational education, to implement the system for
recognition and validation of non-formal prior learning, training of vocational education teachers,
promotion and development of professional practice, capacity development and mechanisms for
career orientation, and the development of entrepreneurial financing schemes and self-employment in
vocational education.
Capacity building of VET and Adult Education institutions: In addressing the priority of
improving and development of institutions for implementation of vocational education
training and adult education, it is required to increase the commitment to operationalize the
Council of Vocational Education Training. This mechanism would improve the inter-
institutional coordination in VET and would provide a mechanism for inclusion of industrial
associations, employees and government institutions. The Agency for Vocational Education
and Training and Adult Education requires assistance to capacity building. In order to change
the funding formula, the funding scheme of vocational education schools should be revised-
by recognizing distinctions in demands to finance the other profiles schooling.
Implementation of the Torino Process: The VET and Adult Education performance
evaluation framework should be treated in the context of Torino Process. In addition, in
compliance of study recommendations, Vision for Skills 2020 in Kosovo, it should be
considered the possibility that vocational education, professional treatment and vocational
training to be implemented within a harmonized national framework for advancing the skills.
Finally, the Agency for Vocational Education Training and Adult Education, should increase
the efforts to support the two new Centres of Competence, both current vocational schools in
Prizren and Prishtina.
Development of market demands analysis system: In this context, it is required the
implementation of mechanisms for prediction of market demands based on a survey of
employees and employers. An additional contribution on implementation of this priority
would be the increased attention to the need for coordination between vocational schools and
businesses by establishing industrial councils and sub councils, in both national and local
level. Current situation field analysis would contribute in finding the best local practices.
Improvement of quality management system: In relation to the increased involvement and
improvement of conditions for vocational education, it is required improvement of quality
36
management system in vocational education. Actions to advance this priority consist in
support to the National Qualifications Authority for capacity building to broaden the scope of
implementation system to the vocational education institutions. In parallel, institutions,
students and teachers awareness raising efforts shall be made in relation to the National
Qualifications Framework. The development of guidelines on framework implementation its
harmonization with the European Qualification Framework, shall advance further. Also, the
efforts to support schools in order to functionalise offices and internal processes of quality
assurance should increase.
Teachers Training: Addressing of priority for improvement of quality in vocational
education should be strengthened through increased attention to the need for training of
teachers. The main actions should focus on upgrading the qualifications through development
of a special master's program in vocational education in the Faculty of Education/University
of Prishtina. Also, a new schedule for training and allocation of additional resources should
be drafted for training and retraining of new and current teachers in the pedagogical skills
and teaching tools.
Promotion and development of professional practice: It is recommended to undertake
immediate actions to promote and develop professional practice. The functionalization of the
Council for Vocational Education Training would be a decisive step to advance this priority.
The participation of stakeholders in the labour market and the establishment local councils
and sub-councils would not only be a positive step to give the right signals to curriculum
development but at the same time would stimulate the commitment of the industry to
conclude partnerships with schools for implementation of professional practice. Also, it
should be encouraged local coordination model between schools and industry. In addition to
the need for increasing the number of organizations and businesses that provide opportunities
for internship, it should be increased the support for the development of internal capacity for
work experience, to provide maintenance for laboratories and to ensure that there is
implementation of professional practice within the curriculum.
Improvement and development of career guidance and counselling system: is essential
for increasing the vocational education graduates employment and self-employment rate.
Attention should be given to developing an integrated model for career guidance and prepare
programs and clear standards. A small number of vocational schools have such offices, but
support and efforts to achieve annual targets should increase. In this regard, it is also
important to train the teaching staff, engaged in career guidance - from 6% to 8%.
Entrepreneurship and self-employment: In addition to efforts for supporting transition of
vocational school graduates to the labour market, particular attention should be given to the
necessity to increase competencies for entrepreneurship and the establishment of schemes to
stimulate self-employment in vocational schools. A study to guide forms of coordination and
decentralization of current donor schemes and their linkage with vocational schools would
37
be of great support, but at the same time, to functionalize a special scheme for entrepreneurs
and start-up within the Division for Vocational Adult Education.
38
CHAPTER VI
_____________________________________________________________________
TEACHER PROFESSIONAL DEVELOPMENT
6.1 Legislation for teacher professional development
Target 1: By 2016 all administrative instructions on TD are harmonized with the effective
legislation and are being implemented
In 2014, MEST has passed an Administrative Instruction (UA 09/2014) that regulates the normative
for teaching staff at all levels of pre-university education. The main objective of this regulation was
to regulate the qualification criteria of the teaching staff in pre-school, pre-primary and pre-university
education. The legal instrument stipules that all teachers below the age of 51 that are engaged in
teaching activities and who do not have the adequate qualifications for their subject areas of teaching
will have to engage in mandatory education programmes to advance their qualifications. During the
same reporting period MEST also passed another administrative instruction (25/2014) for teacher
licensing. The purpose of the new legal instrument was to create a coherent teacher licensing system
that is based on qualifications, experience, professional development and performance. It also defines
the types of licences and the licensing criteria. The new administrative instruction also enshrine
MEST commitment to build a system that supports the implementation of a system of performance
and qualification based wage system, to provide financial assistance to institutions engaged in
teacher development and ensure that public higher education institutions offer teacher qualification
programs that meet the quality guidelines.
The legislative activity of 2014 complements the administrative instructions on teacher professional
development that were passed in 2013 related to teacher performance evaluation, financing of teacher
professional development and the modalities of implementation of teacher professional development
programs. The Administrative Instruction (UA 16/2013) defines the modalities for the
implementation of teacher professional development and defines the roles and responsibilities of
MEST and Municipal Education Directorates. The Administrative Instruction (UA 15/2013) on the
financing of teacher professional development stipulates that MEST delegates much of the budget on
teacher professional development to municipalities provided that they demonstrate the existence of
concrete projects and plans for teacher professional development and are based on training programs
from accredited institutions.
6.2 Management capacities and gender equality
Target 2: By 2016 at least 80% of MEST representatives (TTU and inspectors), MEDs
and school principals are trained in accredited leadership and management programmes
and Gender Parity is improved.
39
MEST has continued to support the implementation of the Education Communication Plan which
was drafted in cooperation with GIZ. MEST, MED took part in several modules of the TalkON
Training for Communication, Management and Leadership. The Ministry has also supported
development partners' efforts on training of school directors. In cooperation with GIZ it has
reviewed the training program to account for the new requirements that stem from the Administrative
Instruction (UA 04/2012) on the Standards of Professional Practice for school directors and their
needs for professional development. MEST has also closely cooperated with EU, GIZ and USAID to
implement various school director training activities. With the assistance of EU and GIZ, the
ministry has prepared a programme for the training of trainers for the continuation of the previous
school director training programme. About 247 school directors (186 Albanians, 21 Turkish and 19
Serb) school directors were involved in programme. USAID BEP has supported the training and
certification of 13 master trainers and trained 256 school director - 132 directors fro, 8 municipalities
during the first phase and another 124 in the second phase. About 26% of the trainees were women
and participants from minority communities.
The teaching staff at all levels of pre-school and pre-university education is equally balanced
between men and women. According to EMIS data, the number of women teachers has increased
from 10905 in 2011 to 11746 in 2014. As i shown in the chart below, the percentage of women
teachers has also increased to 50% of the teaching staff.
2292523461 23171 23382 23275 23334 23480
11734
0
5000
10000
15000
20000
25000
2008 2009 2010 2011 2012 2013 2014
MEST EMIS 2014 - Teaching staff by gender
Total
Femra
Meshkuj
40
6.3 Teacher professional development
Target 3: By 2014 capacities have been built for needs assessment
and evaluation of TPD.
Target 5: By 2016 MEST accredits minimum 40 TPD programmes
based on teachers’ training needs
Target 6: By 2016 MEST accredits minimum 40 TPD programmes
based on teachers’ training needs.
Target 7: By 2016 MEST in cooperation with the NQF certifies and
licenses trainers of TPD programmes (selection of trainers should
be gender balanced).
An evaluation of teacher training programs was carried out in 2014 of
course part of the catalogue. The Kosovo Pedagogical Institute has
monitored the programs for the implementation of the new curricula.
The training programs on maths and science were evaluated and
monitored by GIZ. Generally, the evaluation of training impact still
remains a challenge. During the same year, seven 7 inspectors from
regional offices were trained for transferring training data on training
database. MEST has also accredited 17 new programs for teacher
training based on the approach of the new curriculum. Another 10 new
programs were reaccredited with the assistance of USAID/BEP. That
brings the total number of accredited programs for teacher training to
31 and is close to target specified in KESP. Furthermore, 130 trainers
were trained for the implementation of the new curriculum framework
- facilitators and master trainers for subject teaching and education
leadership.
During this year about 10,000 teachers took part in various training
programs:
From January to December 2014, were organized several
teacher trainings with other organizations and development
partners. In cooperation with the European Commission within the IPA 2009 project, it is
conducted training and certification of 1,300 teachers from municipalities of Drenas and
Peja. Within the Twinning Project, it is conducted teacher training for implementation of
NQF as well as were held 9 workshops with MED officials, inspectors, coordinators of
the curricular areas and teachers.
Indicator 1: Number of schools with
teacher professional development plans
Situation in 2013 12
Target 2014 12
Progress 2014 23
Progress 2011/2014
Indicator 2: Number of accredited
programs for teacher professional
development
Situation 2013 21
Target 2014 10
Progress 2014 31
Progress 2011/2014
Indicator 2: Number of trainers certified
Situation 2013 593
Target 2014 723
Progress 2014 130
Progress 2011/2014
41
In program, "Initial Access in Experiment - IAE”, are conducted two training phases of
264 natural science teachers in municipalities of: Malisheva, Deçan, Podujeva, Ferizaj
and Skenderaj.
In program, "Critical Thinking in Reading and Writing - CTRW", was conducted training
of 230 teachers in 7 regions, during which, all participating teachers were certified with
120 hours of training. In the pilot program and implementation of the New Curriculum,
there were published 8 modules for training of 3100 teachers. Also, over 30 trainers and
3,200 teachers were trained according to the curricular areas in piloting the New
Curriculum for the 92 pilot schools in three languages (training that was conducted in
cooperation with PIK).
Agreements with AUK for training of 700 teachers, from the municipalities of Skenderaj
and Malisheva, related to ECDL first, second and third module, are approved. Also, in
ECDL first module training are involved 150 teachers from municipality of Prishtina.
In relation to implementation of the Green Package, 150 teachers from municipalities:
Prishtina, Prizren, Fushe Kosova and Obiliq have attended related training. In addition, it
was implemented the drafting of Junior Green Package, and this material is published by
the REC Office, whereby, it is expected that by 2015 to take place the teachers training in
this regard. Trainings for current and potential school principals pursuant to accredited
programs, took place. Therefore, within BEP - USAID program, two workshops
discussing training package for the selection of school principals and their deputies took
place.
Other partners supporting implementation of teachers training are as follows: European
Commission, Council of Europe, GIZ, USAID, KulturKontakt Austria, Delux, Finnish
Program, Save the Children, the International Committee of the Red Cross, etc. Reports
released by these organizations indicate that there are over 8,000-trained teachers. 4,500
teachers from different regions are licensed.
During this year, 7 local NGOs and 26 teacher-training programs are accredited.
The agreement with KETNET for training of 300 English language teachers
The evaluation of each program and placement in the catalogue for teacher training
programme took place.
6.4 Teacher licensing
Target 7: By 2016, 90% of teachers have renewed their licences, whereas 5-10% have been
promoted to a higher-level ensuring equity and gender parity.
In the process of Teachers licensing and monitoring/tracking the activities of National Council on
Teachers Licensing.
42
In 2014, 4500 teachers were licensed, however, up to date 22,315 teachers of different
regions are licensed.
Licensing Database program is maintained in 7 regions within Inspection Sectors. NCTL
meetings are organized and managed as well as all basic documents, emerged and approved
by NCTL, were harmonized.
The coordination with UP, namely the Faculty of Education, in establishing Teachers
qualification and advancement program/TQA. TQA program working group for teacher
qualifications from HPS level 2 to the level of 4 years Bachelor have been established. All
accurate information were obtained from MED, and according to schedule and plan delivered
by the Faculty of Education, therefore teachers were accommodated by educational groups.
This stage includes 2000 teachers in TQA program, in10 educational programs.
6.5 School-based teacher professional development
Target 8: By 2016 school-based professional development has been established in all
schools to ensure sustainability of training received.
Teacher professional development teams were established in 23 schools in order to advance the
process of professional development. Two members of staff from every school were invited to attend
the course and provided technical assistance for drafting of development plans. Of 23 schools, 11 are
from the municipality of Istog. Completing professional development plans for schools still remains
a challenge. Only a negligible percentage of schools have teacher development plans in place.
However, in order to advance the process, MEST has supported the establishment of 1150
professional teams. About 720 facilitators, trainers, mentors and evaluators were included in the
training process. Members of School boards including teachers, parents and school directors were
also part of the training.
6.5 Teacher qualification programmes and research
Target 10: By 2013 prior learning in non-formal education and in-service training are
recognised by teacher education faculties for purposes of teachers' (re) qualification.
Target 11: By 2016 all teacher education programmes are fully harmonised with MEST
policies, whereas 80 percent of their staff have been trained in TPD programmes.
Target 12: By 2010 there are increased research opportunities in teacher education
faculties.
MEST has supported the inclusion of 2000 teachers in 10 academic qualifications programmes for
further qualification. This initiative was undertaken in order to improve the quality of teaching.
Teachers currently holding a technical vocational education from former pedagogical schools were
included into a four year bachelor programme. MEST has also supported the reform of curricula of
the Faculty of Education, University of Prishtina and other public institutions to adopt and account
43
for the new curriculum framework. The Ministry supported the establishment of the Institute for
Research and Teacher Professional Development as part of its effort to stimulate research in teacher
development. However, more support is needed for the functioning of the Institute and adoption of
international best practices.
6.5 Recommendations
Further capacity development for teacher development mechanisms and drafting of school
plans for teacher development.
Implementation of teacher performance evaluation system while using best international
practices
To support the re-qualification of 2000 teachers
To further enhance the capacities of the Faculty of Education for curricula, teaching staff and
research through the Institute for Teacher Development.
To continue training the teacher on the new curriculum framework
To explore modalities for supporting municipalities in implementing teacher grading for
different levels of licensing.
44
CHAPTER VII
_____________________________________________________________________
HIGHER EDUCATION AND SCIENCE
7.1 Higher education legislation and bylaws
Target 1: By 2012, drafting of bylaws and harmonization of statutes of Higher
education institutes to the reviewed Law on Higher
Education.
Drafting of bylaws and harmonization of statutes of higher
education institutions in accordance with the reviewed law on higher
education – organization of higher education is pursuant to the Law
on Higher Education in the Republic of Kosovo (no. 04 / L-018)
adopted in August 2011. The same law was reviewed in a
consultative process, during 2014, and submitted for approval to the
Assembly of Kosovo. However, the law is not adopted yet and is in
the revision process. MEST has also drafted eight 8 Administrative
Instructions corresponding to the provisions of the law on higher
education. During this year are adopted Administrative Instructions
for governing the election process at the University of Gjakova,
University of Mitrovica and the University of Gjilan. MEST has
also adopted Administrative Iinstruction on student fees in higher
education institutions and Administrative Instruction on the matrix books with the purpose of
governing the functioning and registers.
The revision of the basic law on higher education, intends to approximate Kosovo with the
practices applicable in the European Area of Higher Education (EAHE) within the Bologna
Process. Kosovo is currently is an observer in the Bologna Group process. However, this
year is submitted the application for formal membership. Legal basis harmonizes current
educational practices with the priorities of the Bologna Group statements, especially with
regard to the harmonization of certain provisions of the law with the Law and the National
Indicator 1: Number of regulations in
higher education
Status 2013 0
Target 2014 5
Achievement 2014 4
Progress 2011/2014
45
Qualifications Framework (No. 03/L-060) and facilitating the
recognition of prior learning and qualifications obtained in
other countries through the NARIC Centre.
7.2 Inclusion in Higher Education
Target 2: By 2016, participation in higher education of the
18-25 age group has reached 35% and gender parity
observed.
Target 3: By 2014, there is continuous support and equal
opportunities for inclusion in HE for all groups: ethnic, gender,
age, religion, special educational needs and other social groups.
Inclusion in higher education noted significant increase in past few
years by expanding capacity for education in public and private
education. In 2014, the number of students at the Universities of
Pristina, Prizren and Peja increased. MEST supported the operation
of three new public Universities in Mitrovica, Gjilan and Gjakova.
Inclusion of students in higher education has increased significantly
since 2011, reaching the regional average and closing up with
OECD countries. According to the data, registration rate in higher
education is about 46% of the population of 18-25 age group
(226.847) and this resulted in achieving and exceeding targets set by KESP, for about 10%. Kosovo
is among the countries with the largest number of students in the region in proportion with the
population.
0
20000
40000
60000
80000
100000
120000
140000
2008/20092009/20102010/20112011/20122012/20132013/2014
Chart 8: Number of students in HE 2008-2014
Private higher education
University of North Mitrovica
Faculty of Islamic Studies
University of Mitrovica
University of Gjilan
University of Gjakova
University of Peja
University of Prizren
University of Prishtina
Indicator 1: Participation in HE of 18-25
age groups
Status 2013 -
Target 2014 30%
Achievement 2014 46%
Progress 2011/2014
Indicator 2: Number of students per
100,000 inhabitants
Status 2013 4165
Target 2014 N/A
Achievement 2014 6644
Progress 2011/2014
46
TABLE 8: Number of students in higher education
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014
University of Prishtina 33984 41833 44130 52564 52,896 57,750
University of Prizren / / 1700 2784 5,875 7775
University of Peja / / / / 4,471 5575
University of Gjakova / / / / 182 789
University of Gjilan / / / / 486 2106
University of Mitrovica / / / / 0 2300
Faculty of Islamic Studies
/ / / / 262 262
University of North Mitrovica
9320 9320 9320 10562 10681 10264
Private Higher Education
18922 22952 26982 31013 34,685 36,709
Total 47973 62226 74150 82132 109,538 123,530
Source: The data is compiled based on different sources, by MEST, Accreditation Agency, Ministry of Finances, and self-reporting data by the institucions (University of North Mitrovica).
The collection of data in Higher Education has been challenging due to the separated
responsibilities. However, during this year, implementation of the project for building the Higher
Education Information Management System (HEIMS) is launched, which aims systematic collection
of information on institutions, staff and students in higher education. The system in question will
enable monitoring of the level of student inclusion in higher education and to assist the MEST in
improving sector governance.
Despite significant growth and achieved progress on inclusion in higher education in the last year,
number of graduates remains low in the last three years. Based on KAS data (2014), the number of
graduates at the University of Prishtina was 4,008. The number of graduates not only did not
increase, but even worsened compared to about 5,000 graduates in 2008 (KAS, 2009). This is
reflected in the relatively small number of graduates of 30-34 age groups (Europe 2020 Indicators).
The data show that based on the latest census the rate of graduates in higher education in this age
group is about 10% (calculating also the high school ISCED 4b). This percentage is significantly
lower than the regional average, EU and OECD.
47
7.3Linking higher education with labour market
By 2014 study programmes are in line with the labour market needs. (the number of
accredited programs and those in collaboration with industry)
Building a system that provides clear orientation about demanded profiles in higher education in
linking labour market demands is not yet systematically concluded. The economic development in
energy, minerals, transportation, information technology, agriculture and rural development areas are
prioritized in the framework of government strategies and papers. Another cross-cutting priority is
also strengthening institutional capacity for functioning of public administration, market economy
and European integration.
Based on the data from Kosovo Accreditation Agency, it results that both programs and students'
orientation are currently not in accordance with labour market demands. In the public education
sector, the accredited programs reflect approximately the labour market demands, but the registration
data show that we have greater orientation of students in the sectors of 'soft skills' such as in socio-
economic sciences and less in 'strong skills' programs such as mining, agriculture and transport.
Programs of private providers of higher education are almost completely oriented in sectors that
demand 'soft skills'. Currently the information about the target is difficult to be introduced due to
absence of systematic data and studies that designate needs for skills in the future.
37.934.6
24.5
17
10
0
5
10
15
20
25
30
35
40
Slovenia EU 28 Croatia Macedonia Kosovo
KAS/EURSTAT: Percentage of graduates 30-34 agegroup. Kosovo graduates includes ISCED 4b, 5, 6
48
7.4 Budget and Financial Management in Higher Education
Target 5: There is increased budget and improved efficiency in execution of the budget in
line with the reviewed law
Higher education budget has increased continuously since 2011 - from €34.63 million to €50.76
million in 2014. Funding the establishment of new educational
institutions, infrastructure and attainment costs of higher
education system in Kosovo are also included within this budget.
Although the nominal value of expenditure on higher education
in Kosovo rose by 32% in comparison with 2011, it should be
noted that the expenditure per capita per student have declined
for 17%. This is explained by the increase of admission of
student in higher education and improving of financial
parameters should be a priority for the upcoming years.
0 20 40 60 80 100 120
Business and Law
Arts and Humanities
Engeneering and Construction
Social Scienes/Journalism
Health and Welfare
Education
Natural Sciences
Service
ICT
Agriculture
AKA 2014 - Number of study programs by ISCED categories (public/private)
Public Private
Indicator1: Expenditure per capita per
student
Status 2013 641 Euro
Target 2014 N/A
Achievement 2014 665 Euro
Progress 2011/2014
49
TABLE 11: Expenditure per capita per student
2011 2012 2013 2014
Expenditure per capita per student 755 679 641 665
Expenditure in Million euro 34,63 37,62 41,02 50,76
Number of students 45830 55348 63910 76220
Source: KFMIS/Ministry of Finance, MEST Note (1): Only students of public universities are included in the estimation Note (2): Students of University of North Mitrovica are not included in the estimation of public universities students Note(3): The budget includes expenditures for public universities, MEST, KAA and KASA
MEST in cooperation with the Office of Tempus launched the project for Public University
Autonomy and Financial Accountability. The goal of this project to draft an unified financing
formula and public institutions of higher education capacity building for accountability in
managing public money.
7.5 Scientific research, innovation and technology transfer
Target 6: By 2014, HE institutions have built capacity to
generate additional resources through research projects,
consultancy services, infrastructure, etc.
Target 8: By 2014, there is institutional support and
promotion in place for scientific research, innovation,
technology transfers
Educational institutions are primarily engaged in teaching, and
their research capacity is limited, the number of graduates in
science and technology is low, and there are very few researchers
working in the main priority areas of industrial development.
Infrastructure is inadequate and outdated in research centres and
universities. The limited funding has been the main obstacles to the
implementation of the PKK. In 2014, the Government of Kosovo, due to fiscal constraints, could
only allocate 0.1% of GDP in this field, while the Law on Scientific Research Activity anticipates
that the expenditure level shall be 0.7% of annual public expenditure level. Other reasons for the
slow development of research capacity are found in the existing stimulating frameworks of higher
education institutions. The cooperation between research institutions and the private sector is low,
while both are limited to training and consultancy services, as well as in the use of technical
equipment.
Indicator 1: Annual public expenditure on
research and development
Status 2013 0.1
Target 2014 0.7%
Achievement 2014
Progress 2011/2014
50
The cooperation between research institutions and private sector are low, whereas both are limited to
training and consulting services, as well as in using technical equipment. The reasons for the lack of
cooperation with the private sector are mainly the lack of interest from private companies and the
lack of incentives. Also, there is an insufficient development of connections with global networks of
research and innovation, including the relationship with the scientific Diaspora, although recent
progress has been made, as noted in the EC Progress Report 2014.
During 2014 the following major achievements have been marked:
Continued implementation of the Framework Programme for Research and Innovation
"Horizon 2020" by European Union. The program provides support for research activities
and innovation. In Kosovo, several activities were held aimed at raising awareness of higher
education institutions about this opportunity. In 2014 there were registered 28 applications
for projects to the Horizon 2020 and €0.26 million were allocated.
Annual conference "Science Week 2014" was held, whereby, resenting about 450
commentaries from different fields, and publishing abstracts of these commentaries, which
were distributed to participants at the conference. All presented commentaries at the
conference "Science Week 2014" were collected and are being prepared for publication.
Invitations were sent to institutions and individuals to participate with commentaries at the
annual conference "Science Week 2015" and collection of abstracts has begun. Competitions
are open to all categories of applications in science funds (grants, short-term mobility, long-
term mobility etc.).
The assessment of innovative vouchers is under process. Applications have been assessed
and funds have been allocated for: 80 short term mobility, 40 doctoral scholarships, 14
publications and scientific works (6 scientific publications from the field of language
studies) 3 from the field of historical studies, two in the field of Economics, 2 from the
field of Justice and one from the field of Environment. 12 scientific projects: (5 medicine,
1 technology, 2 in Economics, 2 Justice and 1 Environment).
Also, prices awarded: 2 "Scientist of 2014" and 1 "New Scientist 2014".
Department of Science participated in the design of additional documents arising from European
Strategy and Balkan strategy for innovation, research, development (including Kosovo).
European Strategy for Innovation and Balkans Innovation Strategy are still awaiting
Government’s adoption.
Participation in three international conferences in Montenegro, Slovenia and Croatia, to promote
scientific research activity.
5 beneficiaries from institutions have been awarded by STD in Competition for "Equipment and
supply of logistics tools and laboratories" in an amount of 10,000 Euros.
51
7.6 Quality in higher education
Target 7: By 2014 there is improvement of quality in teaching and scientific research
Regarding quality assurance external mechanisms, in 2014 full membership of Kosovo in the ENQA
(European Network of Quality Assurance Agencies) was confirmed. The decision was a result of an
external evaluation by a panel of experts of ENQA during January-April 2014. The experts of
institutions governing quality standards in higher education concluded that Kosovo substantially
implements Quality Standards Guidelines and adopted practices applicable in the European Higher
Education Area. This decision that offers Kosovo 5 years membership also recommends review of
the legislative and institutional structure to strengthen the independence of Kosovo Accreditation
Agency, inclusion of students in external evaluation, support for capacity building and review of
procedures and mechanisms to appeal against accreditation decisions. In the same year, Kosovo was
the host of the General Assembly of the Network of Quality Assurance Agencies in Central and
Eastern Europe.
During 2014 Accreditation Agency of Kosovo (AAK) conducted the sixth round out the external
evaluation of institutions and programs. During this year, the institution assessed and accredited 8
public institutions of higher education, 25 private institutions of higher education and three other
institutions (University of Ljubljana, International Business College in Mitrovica and a program of
EADS Business Spain). In 2014 the total number of accredited programs reached 573. Most of the
programs are Bachelor and Master's level and 29 PHD programs of University of Prishtina. Also, all
public and private institutions of higher education have internal quality assurance offices and internal
quality assurance official.
7.7 Internationalization of Higher Education
Target 9: By 2014 a system is in place and implemented for increased
internationalization of higher education and research
Internationalization of higher education during 2014 was directed in several dimensions: membership
in international organizations, promoting cross-border joint projects, international programs and
student mobility. During 2014, Kosovo became full member of ENQA. In the same year formal
application for full membership in the Bologna Process was submitted - since so far Kosovo was
only an observer.
This year was followed with implementation of several international projects that stimulate the
cooperation between higher education institutions, development of joint programs and research. It is
worth mentioning the implementation of these projects:
CONSUS - The interaction between science and society for sustainable innovations. This
project is funded by Tempus aimed at stimulating cooperation between higher education
institutions in Kosovo and Albania.
52
Developing and Adapting Energy Efficiency programs - project funded by the Tempus aimed
at modernizing the Energy Efficiency programs and implementation of European quality
standards in Kosovo, Albania and Macedonia.
Development and support of University of Peja to increase international cooperation system
and quality
MEDUP - Modernization of teaching in the Faculty of Education at the University of
Prishtina - the program funded by the European Union aimed at supporting the University of
Prishtina for developing Master programs in teaching which are unified with European
practices
Developing Geodesy Programme at the University of Prishtina - project funded by the
European Union for curriculum development and staff training according to European Area
of Higher Education practices
FAITH - Development and modernization of financial management capacities in public
institutions of higher education under the Bologna Process practices
ONE Health - supporting staff to enhance cooperation with European institutions of higher
education in medical field
ModPHD - project funded by Tempus to modernize the third cycle programs of higher
education level and to develop a new Phd program in Economics at the University of
Prishtina.
Siheksu - Supporting the internationalization of higher education in Kosovo through the
assistance for establishment of Kosovo's Student Union and membership in the European
Student's Union.
As far as student mobility is concerned, MEST in collaboration with development partners has begun
implementing:
Transformative Leadership Project in collaboration with USAID - support to Kosovo
students for master studies and professional studies in the USA.
While CEEPUS program this year marked progress, compared with previous years. All
private institutions of Higher Education were registered in the program as well as the
increased interest of faculties to create new networks. Overall in 2014 we had 16 Incoming
mobility (that came to Kosovo from other countries), mainly from Austria, Bulgaria, Poland,
Albania, Slovenia and 32 Outgoing Mobility (from Kosovo to other countries) mainly in
Slovenia, Bulgaria, Austria, Bulgaria, Poland, Albania. MEST covered the expenses for
professors and students, by providing monthly grants and travel expenses. More information
about the CEEPUS program can be obtained on the website: www.ceepus.info.
Collaboration with the University of Sheffield and awarding of 42 full scholarships and 16
partial scholarships to study at City College / University of Sheffield at all levels.
Awarding of two scholarships to study in Croatia in cooperation with the Croatian Embassy
Awarding of three scholarships to study in Slovakia in cooperation with the Slovak Embassy
53
7.8 Infrastructure in higher education
Target 10: By 2016 there is increased space and modernization of environment for
studies and scientific research work
In order to accommodate the growing number of students and to provide prerequisites for a higher
quality education, the Ministry has also invested in the infrastructure of higher education institutions:
Renovation of the University of Gjilan building (27, 018 €)
Renovation of the University of Gjakova building (123,517 €)
Renovation of the University of Peja building (33, 337 €)
Renovation of the University of Mitrovica building (161,577.00€),
Renovation of the University of Prizren and University Library buildings (358,769.95 €)
7.9 Recommendations
Recommendations for ongoing priorities and actions with regard to higher education should focus on
improving the level of involvement in higher education, modernization of governance at higher
education, enhancement of quality in higher education, strengthening the cooperation with the market
labour and employment of graduates and internationalization of higher education.
Improving the involvement in higher education, the following actions should focus on
increasing the number of students in education as drivers of economic competitiveness and
social progress. More students should be encouraged to be involved in higher education to
achieve the goals of the Europe 2020 Strategy. The actions that need to be taken in this aspect
should consist in promoting and raising self-awareness about the importance of higher
education particularly in the age groups above 25 years old, to revise administrative and
cultural barriers that limit the provision of equal opportunities in higher education. A special
attention should be paid to sensitive socio-economic groups such as women, those on social
assistance and communities.
It is recommended to invest in expanding the infrastructure of the newly-established higher
education public institutions: University of Prizren, University of Mitrovica, University of
Gjakova, and University of Peja. In terms of this priority, it is recommended to elaborate and
implement measures to institutionalize the role of students in managing higher education
institutions through establishment of Kosovo Student's Union and establishment of National
Student Register. Also reviewing and improving administrative measures to enable
alternative routes for inclusion in higher education and for completion of studies according to
the recommendations of Declaration of Bucharest.
54
Modernization of governance at higher education: it is recommended to discuss regulatory
forms on governance and financing of public education. The actions should focus on the
adoption of the Law on Higher Education, to elaborate options and alternatives to ensure
financial autonomy but also to ensure accountability through the implementation of modern
accounting systems. Primary and secondary legislation should reflect the conclusions of the
European Higher Education Area in the Communication of Bucharest (2012) about
management and financing of higher education issue. In addition the establishment of the
Conference of Rectors of Kosovo - as a non-governmental organization should be supported
that provides a unified platform to represent the interests of higher education institutions.
Enhancement of quality in higher education: Besides increase of students’ number and
increase of higher education institutions number, special attention should be paid to the
enhancement of quality in higher education. The quality assurance system should be fully
implemented and based on European Standards Guidelines (ESG) and recommendations of
ENQA. The National Quality and Accreditation Agency of Kosovo should be supported in
implementing the final conclusions of ENQA external assessment panel. It is recommended
to revise administrative guidelines and internal regulations to fully harmonize the practice of
external assessment of institutions and appeal mechanisms.
Besides strengthening external quality assurance mechanisms, attention should be paid to
further strengthening and functioning of internal quality assurance mechanisms in the new
public institutions and private education providers. It is recommended to maintain the support
to ensure continuous membership in ENQA and EQAR. Also, besides the development of
institutions of higher education and the development of European Higher Education Area, it
is recommended to initiate a research project to develop a methodology for raging of
educational institutions. This approach can be modelled in European multi-disciplinary
methodology.
Linking of labour market and employment: In the following year extra attention is
recommended toward importance of linking institutions and study programs with the labour
market economy and demands. This will enable to improve supply and create preconditions
for increasing the employment rate of graduates. The actions that should be undertaken to
implement this recommendation should focus on formalizing a mechanism for alignment
between industry and higher education institutions (Kosovo Forum for Cooperation between
industry and higher education institutions). MEST should explore the possibility of instituting
this need through an Administrative Instruction. Also, according to the study
recommendations Vision for Skills 2020 should promote inclusion of entrepreneurial and
business training as part of all higher education curricula.
Development and accreditation of new programs for higher education should be related to
direct information signalling market requirements. Analysis that predicts trends and future
requirements in the upcoming years shall be based on a comprehensive study and the same
55
shall be presented to MEST and the National Quality Council. Along with the increased
involvement of students in higher education, special attention should be paid to the
competencies and skills gained in higher education. To obtain this information an opportunity
for a survey / research on adult competencies modelled according to OECD practices should
be explored. MEST should increase the support and promote the establishment of centres for
transfer of knowledge and career centres in higher education institutions.
Internationalization of higher education: It is recommended to strengthen the effort to
further internationalization of higher education in Kosovo. This consists in increasing the
participation in international organizations, exchanges and mobility opportunities. The main
actions consisting in this priority should focus on formalizing Kosovo's participation in
Bologna follow-Up Group proceedings and implementation of standards and practices of the
European Higher Education Area. In line with this priority an initial study should be initiated
to analyze the degree of implementation of the Bologna Process in Kosovo. Efforts should be
added to the full implementation of the Lisbon Recognition Convention of Qualifications
within the ENIC-NARIC network as well as through bilateral agreements. In terms of quality
of education, the support for continued membership in ENQA/EQAR should continue.
Special attention should also be focused on strengthening initiatives for joint programs
between academic institutions of Kosovo and those in Europe. This requires institution's
awareness of the opportunities offered within the Tempus Programme. Also, the higher
education institutions should be encouraged to join the European University Association.
Mobility of staff and students is an essential mechanism to reinforce this priority and
therefore it is recommended to work on awareness on the opportunities of bilateral Erasmus
programs and bilateral exchange schemes. Finally, implementing measures for support and
increase of awareness for participation of institutions of higher education in scientific
research programs such as Horizon 2020.
Improving governance and legal framework: Priorities and Recommendations arising as a
result of the annual review of component focus on enhancing and reviewing of governance of
research and innovation, improving quality and productivity in research, promoting of
scientific based innovation and to support the internationalization of research. Regarding the
issue of improving the governance and legal framework, it is recommended that the
reforming initiative focus on finalizing and adopting the National Innovation Strategy,
reviewing of National Strategy of Research, developing information systems and statistics in
measuring the scientific research and designing a concept document for research quality
assurance. In terms of the legal framework it is required to adopt the Law on Financing of
Scientific Research, to adopted the Law on the Academy of Sciences and Arts of Kosovo and
to increase the inter-institutional cooperation with Agency for Industrial Property.
Scientific Research Quality Improvement: In order to strain efforts for research quality
improvement and increase productivity it is recommended to take reforming measures to
56
revise and extend financing schemes of research, to establish a National Fund for Research
and Development - for basic research funding and participation of enterprises. In this regard
the implementation of the National Programme for Research and Science should be
accelerated and establishing of network of center of excellence in research and to increase
financial support for the student's scheme in PhD and post-PhD studies. Also, awareness
about the profession of researchers should be promoted and raised in accordance with the
Code of Good Practice of the European Charter for Researchers. It is recommended to strain
the interlinking and involvement of private sector of economic priority areas through access
of the 'triangle of knowledge'. Finally, a comprehensive process for evaluating research and
development should be developed.
Innovation based on research and knowledge transfer: Research and development are
seen as priority areas for economic development strategy. SEE2020 strategy is
recommended to promote innovation based on research and transfer of knowledge. In
line with this priority, it is recommended to increase efforts to strain the capacity of the
Centre for Innovation and Technology Transfer, to support 'triple-helix' initiatives for
cooperation between research, industry and higher education institutions within industrial
clusters, to support institutions of higher education and vocational education in creating
knowledge transfer centres, establishing incubators for training in entrepreneurship and
start-ups and to encourage academic and vocational programs through joint partnership of
educational institutions and industry.
Internationalization of research and scientific research: One priority and
recommendation for the upcoming year is to increase effort for internationalization of
research and scientific research. In this context it is recommended to focus actions on
promoting and supporting local institutions and organizations to join in EIRMA
(European Industrial Research Management Association), European Association of
Research and Technology Organisations (EARTO), Business Europe Initiative, European
University Association (EUA) and European Roundtable. Also, the capacity to support
and promote cross-border cooperation in research and scientific research within the
framework of Horizon 2020 should be promoted, to increase activities and contributions
within the Western Balkan Initiative and Innovation (WISE). Finally, in order to
compensate the lack of information about innovation activity a concept document shall be
drafted to implement EU methodology for measuring innovation.
57
CHAPTER VIII
_________________________________________________
ADULT EDUCATION AND TRAINING
8.1 Legislation on adult education and training
Target 1: By 2016 all laws and regulations on adult education are reviewed, approved
and implemented.
During 2014, MEST activities were oriented in the drafting and approval of the Administrative
Instructions deriving from the Law on Adult Education and Training (04/L-143). As a result, has
been drafted and approved the Administrative Instruction (AI 11/2014) governing the contract
content for organizing of AET for candidates and employers. In order to encourage lifelong learning
MEST drafted and adopted the Administrative Instruction (AI 12/2014) on exceptions in age on the
occasion case of enrolment in education and training for adults. Also, the Administrative Instruction
(AI 13/2014) Annual work plan and development plan of providers of education for adults, drafted
and adopted. On the other hand, a special achievement which has relevance for this sub-program is
the adoption of Administrative Instructions for prior learning recognition and capacity building of the
National Qualifications Authority. The primary challenge in the legislative aspect is transitional
provisions of the Law on Adult Education and Training and related financing. Therefore it is
recommended that ETA to be introduced as new policy in the funding formula for the coming year.
8.2 System management and stakeholders coordination
Target 2: By 2016, develop a functioning system of AE and NFE.
Target 3: By 2014, sufficient administrative, professional and research capacities are
built to the AE and NFE.
Target 5: By 2014, coordinated efforts between MEST and MLSW, MTI and MKYS,
social partners and municipalities (with substantial minority communities and groups at
risk) in the field of AE are established.
The key mid-term goal within this target have been the institutional capacity building, promotion of
vocational education and linking with non-governmental providers in the promotion of the adult
education and training. In 2014 MEST approved the Administrative Instruction (UA 05/2014) that
sets the purpose, structure and responsibilities of the Agency of the Vocational Education and
Training and Adult Education (AVETAE). The agency has started functioning and is under
consolidation process. On the other hand the Agency Council formalizes the participation of
institutional actors, labour market and social partners in policy-making of vocational education and
58
strategic prioritization within the MEST. The functionality of these mechanisms is expected to
positively impact on creating a more coherent approach to vocational education, to gather all relevant
stakeholders both providers as well as researchers of adult education and training.
During 2014, the implementation of projects on adult education and training has continued. In
cooperation with the Vo-RAE organization a project on 'Literacy for Women and Girls’ first level
(grades 1-5) is implemented in six municipalities of Kosovo: Fushe Kosova, Graçanica, Gjilan,
Podujeva, Ferizaj, Prizren. During this period, the implementation of the project on literacy for
blind people (Braille) has continued in cooperation with the Kosovo Association of the Blind. As
a result, 7 trainers have been trained who will be working in continuation and a program was
initiated on orientation, mobility and skills of the blind with 40 participants from Mitrovica, Peja,
Ferizaj and Gjilan.
Another orientation of MEST activities was development of
education programs on compensatory education (grade 6-9) for
adults. Compensatory education is developed in Prishtina and
Fushe Kosova, whereas vocational education is developed in al
vocational schools (technical, economic, agricultural) in Kosovo.
In the first semi-annual, the first phase of the project has ended
(academic year) on compensatory education, developed within the
vocational education in all vocational schools (technical,
economic, agricultural) in Kosovo, whereas the other phase
continued from September. Also, the announcement was published
for enrolment of students in non-formal education, candidates were
accepted and lessons began in all Kosovo vocational schools.
Trainers were trained for compensatory lessons in the Municipality
of Obiliq who work with the students who attend compensatory
lessons.
Teachers and administrative staff training working with the providers of adult education, is an
important aspect in addressing of this priority. In conformity of this goal, the group on drafting
the training program for teachers working with adults in vocational schools is established. In
cooperation with DVV International, adequate programs for training of these teachers are
developed. Also, in cooperation with DVV International, the Ministry of Labour, and University
of Prishtina trainings for trainers for Regional Training Centre were organized, whereby total of
57 participants attended. An important element in this regard is the curriculum for global adult
learning and education (Curriculum Globale) which is translated into Albanian and has been
provided to all providers of adult education. As part of these activities is the translation, printing
and distribution of andragogic manual for educators implemented in cooperation with DVV
International and with the support of GIZ and SDC.
Indicator 1: Number of participants in
education for adults
Status 2013 -
Target 2014 2400
Realization 2014 2400
Progress 2011/2014
59
During the same period, the promotion of lifelong education, continued. In 2014, a regional
conference for lifelong education was organized, the festival on adult education and training was
organized, and a brochure published dedicated to education of the adults and lifelong learning.
Within the week of adult education and lifelong learning, the conference with 77 participants
from MEST, MED and development partners, organized. The purpose of this conference was to
improve inter-institutional coordination for adult education and training. During the fair,
"EduKos' the activities of adults in vocational schools, regional training centres and adults
formal and non-formal education providers were promoted and presented. The fair was attended
by 1,200 visitors.
Aiming at enhancing coordination between stakeholders, MEST in consultation with line
ministries, NQA, donor organizations and social partners agreed to establish four sub-working
groups which will follow the processes of capacity development of adult vocational education
and training. These sub-working groups will address issues of labour market and career
counselling, qualifications and curricula, quality assurance and adult education. MEST supports
DVV International programs for the advancement of learning for adults and entrepreneurship
within SEECEL regional project.
8.3 Quality assurance in adult education and training
Target 4: By 2016 develop a functioning system of AE and NFE
Development of the National Qualifications Framework (NQF) was a key initiative. NQF allows the
prior learning recognition, and potentially provides a national system of prior learning recognition
(PLR, also known as the validation of non-formal learning), a special benefit for adult learners who
may require recognition, legalization and certified skill without the need to repeat learning. National
Qualification Authority managing NQF, developed national guidelines on prior learning recognition
to be used by providers of VET programs, social partners, employers, employers’ organizations,
employees in unions, and organizations supporting job-seekers. NQA developed Administrative
Instruction on Prior Learning Recognition as well as developed workshops for the drafting of more
specifically legal framework and infrastructure for accreditation of VET providers, with national
standards and monitoring and review systems for the implementation of the PLR - prior learning
Recognition, interrelation with the European Instructions. During 2014, NQA organized 5 rounds of
the qualification validation process and accreditation of assessment and providers institutions for the
qualifications developed by national and international verified standards.
8.4 Financing of adult education
Target 6: By 2014 sustainable and efficient financial support is provided for AE and
NFE
60
Financing of adult education is mostly done in cooperation with development partners. Yet there is
no inclusion of vocational education and training in the education funding formula. However, in the
following years finding creative schemes for co-education and training of adults in cooperation with
the Ministry of Labour, Ministry of Trade, Chamber of Commerce and the social partners must be
prioritized. The following goal should also be directed at stimulating contributions to the industry in
adult training and education.
8.5 Recommendations
Financing of adult education - a financing formula shall be developed and inclusion of this
priority in the budget of MEST 2015/2016
Coordination of activities in adult education and training - should be focused on improving
mechanisms for coordination of activities within this priority. Coordination between actors
should focus on the framework of the Council for Vocational Education and Training and
Adult Education under the sub-working groups. Coordination mechanisms should also
include efforts to draft and implement a unified framework of performance and budgetary
planning.
Improving quality management system: Regarding the increased inclusion and improving
conditions for vocational education, the improvement of quality management system in
vocational education is also required. Actions to improve this priority consist in support of
the National Qualifications Authority to develop the capacity for extension and expansion the
scope of the accreditation of adult education providers.
Advancement of implementing the system for recognition and validation of prior
learning: It is recommended to advance the implementation of system for formal recognition
and validation of prior learning. In the context of this priority, efforts should be added to
raise awareness among adults and institutions providers of adult education.
61
CHAPTER IX
_________________________________________________
9. INFORMATION AND COMMUNICATION TECHNOLOGY
Information and Communication Technology (ICT) is a cross-cutting area, whose main goal is the
integration of this technology in education in Kosovo. Through application of this technology it is
aimed to achieve total increase of the quality of education. MEST, within its organizational structure,
planed the establishment of an ICT department, which will deal with the integration of this
technology into the education system in Kosovo. During 2013 the approval was not granted by the
Ministry of Public Administration. MEST has limited capacities in managing the processes in the
area of Primary Target of this ICT sub-programme, that by the end of 2014 have been covered by the
support provided by donors. Equal access to quality ICT-led by demand that meets individual needs,
social, economic and advances the goals of inclusion and equality establishment.
9.1 Access in information and communication
technology
Target 2: By 2016 the provision of adequate infrastructure
for ICT
Target 3: By 2016 development of human resources
capable of applying ICT
The scale and distribution of ICT in order to facilitate the
inclusiveness has progressed during 2014 compared to the previous
year. Number of schools with adequate ICT equipment increased
from 467 as it was in 2013 to 523 in 2014. This increase improves
the percentage of schools with adequate equipment with information
and communication technology at 44.4%. On the other hand,
improvement of equipment and distribution of ICT has resulted in
an improvement in the proportion of computers per student from 1:
51.4 as it was in 2013 to 1: 46.1 computers per student. The number
of computers at schools has increased from 7657 to 8693. Also, the
list from 12913 of trained staff for ECDL that was in 2013 is added
another 850 in 2014. From these figures it appears that around 57%
of the teaching staff is trained on ICT use.
Indicator 1: Number of students per
computer
Status 2013 51
Target 2014 N.A
Achievement 2014 46
Progress 2011/2014
Indicator 2: Percentage of ICT trained
staff
Status 2013 54.2%
Target 2014 70%
Achievement 2014 57%
Progress 2011/2014
62
2012 2013 2014
Number of schools with ICT adequate equipment 467 523 523
Number of computers at schools 7657 7657 8693
Number of schools with access in internet 415
8.3 Strategy for the information and communication technology
Target 1: By 2011 an ICT Strategy is in place and operational.
In relation to MEST E-Learning Strategy, implementation of the platform edu.net continued and the
platform Moodle for teaching is operational. With the support from the European Commission a
tender has opened for equipping schools for teaching resources and it was worked on the installation
and functioning of ICT labs. Microsoft supported MEST in providing adequate software licenses for
use of ICT equipment in schools. In terms of maintenance, during this year Technical clubs of
students in 25 schools are established.
8.4 Integration of information technology in teaching
Target 3: By 2016 draft curricular is in place that integrates the use of ICT and e-
Learning aligned with international standards
Electronic platform MODDLE is operational and the publication of pedagogic electronic (project
funded by the EU) content started. Electronic platform “Kosovo Education Network” (involving here
MOODLE) is established. The project: “Modernization of education system in Kosovo through
electronic learning and digitalization of Matura exam” is ongoing, working on the digitalization of
the State Matura and development of a portal, in the framework of which is included electronic
learning software on the ICT and entrepreneurship subject. Under Twinning Project (currently
supported by Finland and Austria) an state of play analysis in pilot schools is developed in order to
implement the new curriculum related to information technology infrastructure and education tools,
and based on the results derived from this analysis, it will be invested in these schools. Also, JAICA -
supports MEST in establishing of one centre of competences by increasing human capacities through
training of teachers in Japan.
63
CHAPTER X
_____________________________________________________________________
10. CAPACITY BUILDING
Daily basis capacity building in management is the ESPF support concept in order to enable
MEST to manage itself under the agreement with donors. Therefore, the number of interventions,
training, workshops, courses, etc., is not important, because important is the impact on the
quality of the education sector. By this indicator it cannot be measured. The overall achievement
during 2013/2014 is ESPF ownership at the MEST, which is being recognized more and more as
an efficient and effective donor coordination and progress is noted in integrating ESPF
mechanism in daily work of MEST. The goal for 2014 was implementation ESPF's work plan,
the CB development plan and relevant budget, the approval of these two documents by ESPF
Steering Committee and start of implementation of the procedure in MEST everyday's activities.
This goal is achieved.
The first target for 2014 was MED and schools Needs Assessment Report and Capacity
Building Plans (CB Plans) for all MED and schools. This is achieved partly because it is
produced only a CB Plan and not individual plans of MED and schools individually
based on their needs.
The second target for 2014 was the international tender on consultancy for CB in MEST
and beginning of implementation of activities for CB in April. Due to the many delays in
the bidding process, the engagement of consultants began in September, so until now
only a small number of activities were implemented. Delays in this tendering procedures
was as the result that Kosovo conducted for the first time an international tender for
consultancy services, therefore this intensive process of gaining experience has been
positive for all stakeholders.
The third target for 2014 was to implementation of English language courses for all
MEST staff. The first round of courses noted non-satisfactory outcomes due to poor
organization by the British Council, and due to non large participation of MEST staff (see
report on English language courses dated 25/07/2014).
The main challenge is the workload of staff, therefore absorptive capacity for capacity
building measures, whether it is training, on-job training, peer to peer, support the application
of skills learned in daily working.
64
CHAPTER XI
_____________________________________________________________________
11. CROSS-CUTTING ISSUES
Diaspora has also been one of the priorities of MEST, organizing supplementary learning to
students repatriated in cooperation between MEST, MIA and the Council of Europe. The project
started monitoring on March 15, 2014 and ended on June 21, 2014, and monitoring of
supplementary learning in 10 municipalities for repatriated children, took place. 1168 requests
for equivalence and recognition of documents of pre-university education, implemented, 33
meetings with the Commission for equivalence and recognition of documents of pre-university
education were held, as well as were conducted official visits abroad by the Commission for
equivalence and recognition of documents in the pre-university education in: Albania,
Montenegro and Macedonia.
During 2014, many activities for inclusion and education of children with special educational
needs were conducted, such as: the AI 24/2014 on conversion of attached classes in resource rooms;
the program by fields of activities (dedicated to children with special, multiple and severe needs that
includes the following areas: language, communication and skills), drafted; 20 training programs
from Resource Centres on training teachers to work with children with special educational needs,
accredited; 2,500 teachers trained in different programs (for building their capacities in the field of
inclusive education); as well as brochures, leaflets and posters with information on relevance of
inclusive education and services that provide resource centres, drafted and published.
A 3 year program was implemented from 2013 to 2015 for the training of 17 assistants and inspectors
of sign language. The project "Support to Inclusive Education Reform” funded by the Embassy of
Finland and implemented by KAPIE, is supporting 4 regular primary schools in the field of inclusive
education. In regional project 2013-2015 "Regional Support for Inclusive Education", which includes
Kosovo, Croatia, Albania, Montenegro, Macedonia, Serbia and Bosnia and Herzegovina, are
included 8 schools, of which 4 primary and lower secondary schools, 2 gymnasia and 2 vocational
schools. As a result of this cooperation, the resource centre "Mother Teresa" in Prizren has received
equipment/hearing aids for pupils, in the amount of 100 thousand Euros
During 2014, MEST adapted its agenda to the very important process for Kosovo, that of
European Integration. Thus, within the Stabilization and Association Process Dialogue (SAPD)
sectoral meetings of SAPD’s were developed twice a year in sectoral groups “Social Innovation
and Cohesion” and “Justice, Freedom and Security”. Stabilization and Association Agreement
Action Plan 2014 (SAAAP) set up actions necessary to implement the European agenda and
progress in the process of EU integration of Kosovo in compliance with the priorities identified
65
by the European Partnership. Until now, MEST reported regularly as required, as well as
reported regularly in Visa Liberalization Steering Committee regular meetings on the progress
made related to issues covered by the visa liberalization dialogue within the SAPD.
66
CHAPTER XII
_____________________________________________________________________
12. FINANCE
Funding for education sector has increased steadily since 2011. Public expenditures on education
expressed in terms of percentage of annual government expenditures and compared to GDP are
comparable with regional and EU practices. Nominal expenditures have increased significantly
compared to 2011. However, expenditures per pupil capita are low compared to the regional, EU and
OECD averages. This stems partly because of a low GDP base and government budget and partly
because Kosovo has significantly more pupils per total population than other countries. On the other
hand, expenditure data of 2014 reveal that about 71.4 percent went for wages and salaries. Future
funding should focus on improving quality parameters, internal infrastructure, textbooks and visual
aids.
TABLE : Expenditure (million Euro) in education by standard and sub-sectors indicators 2011-2014
2011 2012 2013 2014
GDP 4,773 4,916 5,327 5,581
Expenditures in education sector 218.9 230.4 230.5 262.3
% GDP in education 4.60% 4.70% 4.30% 4.70%
Total Government Budget 1,415 1,441 1,469 1,589
Education budget (%) 15.50% 16.00% 15.70% 16.50%
Central funding 65.4 71.4 69.9 81
Local funding (municipality) 153.5 159 160.5 181.3
153.50 159.00 160.50 181.30
65.40 71.40 69.9081.008.20
12.70 16.00
12.00
0.00
50.00
100.00
150.00
200.00
250.00
300.00
2011 2012 2013 2014
Expenditures in education sector 2011-2014
Local funding Government funding Development partners
67
Pre-university expenditure 183.95 192.57 188.80 210.99
Higher education expenditure 34.63 37.62 41.02 50.76 Source: Ministry of Finance /MEST Note (1): Local Funding includes not only the specific grant for education but also self-funding from
municipalities/municipal general grant. Expenditures at pre-university include local funding and MEST expenditures dedicated to pre-university level. Expenditures in higher education include expenditures of public education institutions, MEST expenditures for higher education, UP, KASA, KAPS, BK
12.1 Government funding for education
During 2014, the main financial expenditures were on:
The education sector in the Republic of Kosovo was subject to reforms in all sub-sectors. The
aim of these efforts was to address the main challenges in improving enrolment and
improvement of equal access to education under budgetary constraints.
There were investment in new infrastructure projects and refurbishment of the existing
buildings
Implementation of the teacher professional development in the areas of Teacher Qualification
Advancement. European Computer Driving License and Teacher Licensing
Piloting of the new curricula in 82 new schools - totalling 92
Financial decentralisation at local municipal level
Free text books for mandatory education (1-9)
Support for 'ATOMI' - offering of services for pupils of pre-university education in all
Kosovo municipalities for pupils with exceptional talent
MEST implemented the matura examination, external examination for 9th grade and pilot
exxamination for 5th grade
Modernisation of education system through e-Education which deals with digitalisation of
matura
Activities to support education of diaspora in albanian language
MEST has continued efforts to implement inclusive policies for creating a friendly
environment, with equal access for all in pre-university education and higher education.
MEST will aim to provide further assistance for minority communities, physically disabled
students and marginalised groups. Assistance was provided for the process of readmission.
Science Week programme was implemented: support for scientific projects, publication of
scientific works, support for mobility grants and access into international electronic libraries
Five-year project 'Transformational Leadership' in cooperation with USAID - the project
offers assistance for master and professional studies in USA.
Support for 22 books/publications of the Faculty of Medicine
All public universities offered scholarships for distinct students of bachelor and master
studies
Scholarships in cooperation with the University of Shefield/City College at all levels
The aim of MEST was and will be to develop vocational education. This is a pre-condition
for improving labour market entry profiles and cooperation with industry
Support adult education and life-long learning.
68
The Annex 1 below offer an overview of financial expenditures on education from 2011-2014 and
the budget approved for 2015. It also offers information about the budget for capital investments for
2015.
12.2 Donations from development partners
Donations from development partners for KESP implementation in 2011 were mainly oriented in
pre-university and vocational education. However, donor assistance in 2014 has changed
significantly in terms of priorty sub-sectors - teacher professional development, higher education and
vocational education were prioritised. The Annex 3: below offers an overview of donor assistance
for KESP 2011-2014.
1
1 SIMFK-SistemiinformativimenaxhimitfinanciarnëKosovë
14%
6%
16%
26%
41%
68%
3%
17%
6%
35%32%
31%
31%
19%24%
14%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011 2012 2013 2014
Donors by KESP sub-programs 2011-2014
VET
Teacher development
Pre-University
Pre-school
ICT
Higher Education
Capacity development
Adult Education
Annex 1: Education Sector finance (government grant, fees and loans) Kod
i i Pro
g
Sub-programs No.staf 2011 2012 2013 2014 Approved
2015
Capital investments
2015
Total: MASHT/Arsimi i Lartë, UP, ASHAK , BK, AKSP
3,491
31,361,031
32,956,147
37,381,367
46,009,567
56,456,268
6,525,462
231 Academy of Science and Arts
55 437,151
774,173
1,040,700
1,142,096
1,209,375 -
915 Kosovo Academy for Public Safety 197 - - - 2,597,233
2,894,008
480,000
909 National Library 85 - - - 575,105 665,265 -
242 University of Prishtina 2230
24,129,366
24,641,245
25,516,720
28,209,600
31,878,494
3,449,462
General grant-10 2230 14,964,725
15,234,468
16,138,418
21,462,383
26,238,671
3,449,462
Fees' (21-22) 9,164,641 9,406,776
9,378,302
6,747,217
5,639,823 -
208 MEST Total 1,886
40,860,974
46,010,805
43,387,774
48,431,616
48,672,715
19,085,000
MEST General grant
1,886
38,624,293
43,508,256
40,851,773
44,199,147
43,467,314
16,154,000
MEST (own incomes 21-22) - 2,236,681
2,502,548
2,536,001
2,232,469
1,674,401 -
MEST (loans) - - - -
2,000,000
3,531,000
2,931,000
Total Higher Education and Science
924 6,794,513
7,540,729
10,823,947
13,485,534
19,809,126
2,596,000
General grant-10
924 5,123,698
5,239,381
8,515,677
11,536,813
18,388,398
2,596,000
Own resources (21-22) - 1,670,816
2,301,349
2,308,270
1,948,721
1,420,728 -
905 Student centre
249 3,144,403
3,705,930
4,016,509
4,333,074 4,129,056
100,000
917 Bilateral agreements - 178,478 328,478 176,905 178,478 2,178,478
909 National and University Library - 581,607 681,843 663,510 - - -
906 Institutes - 817,271 - - - - -
70
970 Albanological Institute 51 - 576,447 589,429 637,842 740,888 -
971 Institute of History 31 - 308,954 296,864 321,554 375,847 -
972 Leposavic Institute 14 - 3,458 6,748 10,923 77,788 -
973 Kosovo Accreditation Agency 9 - 399,590 546,147 645,698 536,539 -
919 University of Prizren 130 2,072,755
1,536,030
2,480,058
2,419,321 3,146,267
450,000
974 University of Peja 155 - -
1,642,634
2,508,749 2,717,541
500,000
977 University of Gjilan 95 - - 125,921 691,903 1,823,574
370,000
978 University of Gjakova 95 - - 156,580 685,341 1,923,574
470,000
979 University of Mitrovica 95 - - 122,643
1,052,650 1,923,574
470,000
982 Capital investemnts in HE - - - - - 236,000 236,000
Total Pre-University Education 730 3,917,160 4,068,482
4,102,318
3,846,630
19,687,083
12,489,000
General grant -10 730 3,917,160 4,068,482
4,102,318
3,846,630
16,756,083
9,558,000
Loans - - - - - 2,931,000
2,931,000
900 National Qualifications Authority 6 - 248,209 247,240 212,638 257,189 -
908 Children with special needs 208 1,609,645
1,570,667
1,629,798
1,418,561 1,631,707 -
910 Teacher Training - 970,271 847,337 704,062 690,612 728,383 -
911 Curriculum development - 208,265 238,258 243,565 205,935 213,434 -
918 Kosovo Pedagogical Institute 21 128,979 164,011 277,654 268,449 304,523 -
925 Basic Education Programe - 1,000,000
1,000,000
1,000,000
1,000,000 1,000,000 -
975 Agency for Vocational and Adult Education 495 - - - 50,434 3,062,847 -
981 Capital investements in PUE - - - - - 10,489,000
10,489,000
495 Co-financing with Mitrovicës së Veriut, Zveçanit, Zubin Potokut dhe Leposaviqit - - - - -
2,000,000
2,000,000
Central Administration Total 232 30,149,301
34,401,593
28,461,508
31,099,452
9,176,506
4,000,000
General grant-10 232
29,583,435
34,200,393
28,233,777
28,815,704 8,322,833
4,000,000
71
Own incomes (21-22) - 565,866 201,200 227,731 283,748 253,673 -
Loans - - - -
2,000,000 600,000 -
113 Central Administration 160
29,997,306
34,200,907
28,254,429
30,909,249 8,442,426
4,000,000
114 Office of the Minister 9 151,995 200,686 207,079 190,203 208,411 -
980 Education Inspectorate 63 - - - - 525,669 -
Municipal Education Finance -
153,512,228
158,960,941
160,509,770
181,298,544
184,969,789
10,899,578
920
Education Special Grant and Government grant
145,075,027
148,865,519
150,347,982
172,116,457
173,178,155
5,807,093
Own resources (21-22) 8,437,201 10,095,422
10,161,788
9,182,086
11,791,634
5,092,485
Total Education Finance 218,939,720
230,387,163
230,454,964
262,254,192
270,289,646
33,914,040
72
Annex 2: The cost of KESP implementation for 2014
Sub-programs Total cost 2014 Total investment 2014 Total planned
minus investments 2014
Percentage of KESP implementation 2014
1. Pre-University Education
44,182,229 34,083,191 (10,099,038) 77.1%
2. Pre-School Education 3,216,720 681,315 (2,535,405) 21.2%
3. VET
8,648,740 3,051,326 (5,597,414) 35.3%
4. Teacher Professional Development
2,064,930 9,813,283 7,748,353 475.2%
5. Higher Education 19,118,860 17,661,126 (1,457,734) 92.4%
6. Adult Education 1,136,010 48,590 (1,087,420) -4.3%
7. ICT 15,356,800 2,613,512 (12,743,288) 17.0%
8. Capacity Development
300,250 1,154,330 854,080 384.5%
Total 94,024,539 69,106,674 (24,917,865) 73.5%
73
Annex 3: TABLE: Donations from development partners - pledges and disbursments 2011-2015
KESP sub-programs
Total value of commitments in 2011
Total vale disbursed
2011
Total commitmnts
2012
Total disbursements
2012
Total commitments
2013
Total disbursements
2013
Total commitments
2014
Total disbursements
2014
Total commitments
2015
Total disbursements
2016
Adult education
309,012
-
810,909.90 676,834
-
- -
-
-
Capacity development
192,756
35,000
1,686,301
1,693,733
421,282
- 3,134,728
1,099,064
1,658,160
-
Higher education
4,375,535
5,000
3,521,227
2,054,660
13,385,777
4,172,652 11,004,164
7,477,269
2,744,504
2,000,000
ICT 1,834,672
18,000
36,040
36,040
-
- -
-
359,476
-
Pre-school/pre-primary
150,000
82,000
1,508,142
971,475
320,000
185,000 399,460
382,460
302,000
-
Pre-University
8,263,409
5,597,149
335,063
359,044
3,805,952
2,659,545 1,356,855
1,126,012
992,365
578,255
Teacher professional development
2,228,384
50
2,059,996
4,405,912
3,488,718
5,197,956 4,179,741
5,750,061
1,749,000
-
VET 9,168,176
2,454,916
1,683,187
2,470,094
4,445,302
3,792,052 5,104,454
2,575,179
1,158,068
-
Total 26,521,944
8,192,115
11,640,866
12,667,791
25,867,031
16,007,206 25,179,401
18,410,045 8,963,573
2,578,255