2 SECOND WORKING GROUP “EDUCATION” Figure 7. Working Group " Education", facilitator Agnesa Qerimi Problems and Challenges of Youth in Education Poor and low quality education at all ISCED levels In general the system of education in our country was lagging behind in development and could not manage to be in coherence with continuous priorities during the daily practice of teaching and learning. Additionally the system of education is lagging behind starting from the legislative and regulatory system of this segment and down to the teaching process and the methodology. Shortcomings in the legislative and regulatory system lacks in implementation The continuous drafting of legislation and of new policies in the area of education is affecting every generation. In fact, these policies and this legislation cannot be implemented in practice and above all these laws there is no coherence. Curricula sometimes even promising- but never properly implemented Initially, the core curriculum which has started to be implemented in pre-university education is not a suitable one and is not successful in implementation due to lack of conditions, despite the fact that its contents seem to be promising. Regulations in schools are with shortcomings and are not implemented. No money- no development for education The core curriculum is not suitable and unsuccessful and this is related to the budgetary formula as one of the problems that impedes development. The decentralization of the budget starting from 2011 is not functioning and the budget allocation formula is detrimental for the professional schools. No proper information about education policy for pupils Pupils and students are upset because their knowledge of legislation for education is insufficient which is a consequence coming from the competent bodies who did not provide proper information to them on such matters. These violations are a serious matter because they are caused by the very same institutional responsible bodies. Only when students have reasonable requests to the relevant institutions, they become public. Lack of adequate school infrastructure – and exclusiveness for special needs Without better conditions there can'texist quality education. It starts with lack of inclusiveness which means that in schools no proper access is provided for students with special needs. Namely, classrooms and other university premises are overcrowded and this impacts the quality of classes. Low hygienic and technical standards There are classrooms with damaged chairs and desks which are not clean. Tthere is no quality air and lighting is insufficient. Toilettes are in a miserable condition and in some cases there is no water, soap or toilette paper in them and they pose a risk for infections. 14