Analysis Management Education Development Security Career Analysis of Kosovo's Education System Author: Luljeta Aliu 11

The views expressed in this publication are not necessarily those of the Friedrich Ebert Foundation or of the organizations for which the authors work. The publication is available online at www. fes-kosovo.org 2

CONTENT 1 INTRODUCTION 7 2 ORGANIZATION OF THE EDUCATION SYSTEM IN KOSOVO 12 2.1 Legal And Institutional Framework 14 3 EDUCATION STRATEGIC PLAN 2017-2021: GOALS AND CHALLENGES 17 3.1 Participation and Inclusion 18 3.2 Management of Education System 19 3.3 Quality assurance 21 3.4 Professional Development of Teachers 23 3.5 Teaching and Learning 25 3.6 Vocational Education and Training 27 3.7 Higher Education 30 4 PRESCHOOL LEVEL 33 4.1 Number of Pre-School Institutions 34 4.2 Geographical distribution of preschool institutions 34 5 EDUCATION INSTITUTIONS 38 AT PRE-UNIVERSITY LEVEL 5.1 Number of students at all levels 39 5.2 Number of Institutions according to Levels 43 5.3 Geographical distribution of schools 45 5.4 Students completing 9./ 10. Grade and High school students 45 5.5 Students in High Schools and Vocational Education Schools 46 6 HIGHER EDUCATION 49 6.1 Number of Public and Private Universities 52 6.2 Private Universities(Colleges) 60 6.3 Number of Students at all levels in public and private institutions 64 3

7 CURRICULA(GRADES 6. – 12.): WHAT DO STUDENTS LEARN ABOUT DEMOCRATIC LIFE AND LABOUR MARKET? 45 8 OFFERS IN CAREER COUNSELING 71 9 RECOMMENDATIONS 72 10 REFERENCES 75 4

PREFACE Six months ago, the FriedrichEbert-Stiftung(FES) supported the foundation of a civil society movement which is focusing on the needs and wishes of the citizens for better perspectives in their country:“The Kosovo We Want”. This movement gathers all civil society organisations, trade unions and parties which are interested in an active participation in fights for more social security, better education, more workplaces and better administrative and stable juristic frames in Kosovo. Therefor there is not only needed criticism but also good ideas how to develop better and sustainable ideas for the Kosovo we want. One substantial area of work is the education and its relationship with perspectives of the labor-market development. To be based on comprehensive information FES asked the author for a short overview on the recent education system and the legal frames. With this little but comprehensive information-booklet we want to enable all interested people and organisations to participate on the debates about the best ways for improving the education in the country. But there is also the invitation to participate actively in public activities and discussions. Kosovos future needs the active engagement of its well-informed citizens. Frank Hantke FES-Kosovo Director 5

6

1 INTRODUCTION The Education Sector continues to remain one of the most criticized and sensitive social spheres in Kosovo. The di culties constraining the education in Kosovo are diverse, ranging from lack of su cient school infrastructure, poor teacher performance, lack of su cient budget for teacher training, inappropriate teaching materials for the new curriculum and lack of mechanisms of quality assurance. Consequently, the success of any e ort to improve education by intervening in one of these subfields is closely interlinked and depends on progress in other subfields, because all of them correlate among themselves. However, if we start from the principle of solving the di culties at the beginning of the chain and ensuring the viability of the solution, then prioritizing education on the government agenda and increasing budget for this sector are the two emergency actions to be taken. This research aims to analyze the legal framework, documentation and current statistics. The research aims to make a comprehensive analytical summary of the education situation in Kosovo. The findings of this research will serve as a starting point for discussing the needs and shortcomings of the education system in Kosovo. In the past decades, e orts to improve the education system were focused on inclusion, institution-building and school-related infrastructure, and raising teachers' salaries. This strategy has managed to improve the focal points, but it did not succeed in the overall improvement of the education system in Kosovo. Kosovo participated for the first time in the international PISA test in 2015. Unfortunatley, Kosovo was ranked at the lowest level of achievement in Europe. Kosovo students remain behind those in Latin America, 7

Asia and the Middle East. Since in PISA each 40 points equate to 1 year of education, Kosovar students ranked 1 year behind the students of Albania and 2 years behind the students of Serbia. These circumstances require a research and analysis of the causes that need to be addressed with the goal of achieving success in education reform in Kosovo. Education and, consequently, the professionalization of the workforce is indispensable to being competitive in the labor market at home and abroad. Foreign investments in Kosovo will start when we will have skilled workers for job market demands. Educational systems are analyzed along three indicators: 1. access to school institutions, 2. quality and 3. relevance of education for the labor market. Although much has been done to build infrastructure, Kosovo has not yet reached the level of satisfaction at the point of access to educational institutions. Still in Kosovo, schools are working in shifts, lacking su cient spaces according to international standards for students and the necessary equipment for laboratories and workshops. Regarding the quality and relevance of education for the labor market, Kosovo still stands at the beginning of the process for their improvement. One of the reasons for this situation was the concentration of policymakers in university higher education. However, the quality of education is ensured mainly through intervention to improve pre-university education. The Strategic Plan for PreUniversity Education 20172021 strives to solve the challenges of the education system by undertaking a thematic cross-cutting approach that will address these concrete challenges. Key words of the new strategic plan are: inclusion, quality and accountability. Regarding inclusion, this Strategic Plan for the first time discusses the low number of children of the 0-5 year old age group in the pre8

school institutions in Kosovo. 1 Regarding quality in education, the Strategic Plan itself states that"quality assurance is one of the weakest points of preuniversity education in Kosovo". In response to this, in 2015 Kosovo for the first time developed a Quality Assurance Strategy for Pre-University Education 2016-2021. The three main pillars of this document were: Reforming the teaching process for a modern teaching, building lifelong career of teachers, and empowering the practical aspects of the curricula. This reorientation was more than necessary given that the increase in teachers' salaries, which was supposed to serve as a motivation for higher teacher performance and hence quality improvement, turned out to be unsuccessful. Salaries of teachers increased from 240 Euros in 2010 to 430 Euros for 2016, without any progress being made in raising the quality. Achieving success in quality improvement has been a demand for quite a long time. But key education system actors have criticized in their published documentation, the lack of clarity in legislation regarding the sharing of responsibilities with regard to quality assurance. While the Education Inspectorate has the right to handle administrative issues and municipalities have formal responsibility for quality assurance, it is in fact noted that there is confusion over the division of responsibilities between central and local authorities. 2 Public spending on education has steadily increased from 3.3% of GDP in 2007 to 4.7% of GDP in 2014. These figures make Kosovo comparable to the countries in the region, but if per capita spending is taken as a benchmark, then Kosovo lags behind other countries. The reason for this di erence is the low GDP and the young population. Per capita spending in preuniversity education in 2014 was 477 Euro(or 16.1% of GDP per capita), while in higher education 703 Euro(or 23.8% of GDP per capita). In OECD 1 Education Strategic Plan Kosovo 2017-2021, 2016, 62. 2 Evropa e lire: https://www.evropaelire.org/a/28238678.html 9

countries, spending per student from educational institutions is in average 21% of GDP per capita at primary level, 26% at middle level, and 41% at tertiary level. Education experts have criticized that the small budget allocation happens for political reasons. For the implementation of the new strategy, 80 million Euros are foreseen for a 5 year period. For 2017 there was a need for the allocation of 20 million Euros, but this did not happen. 3 The budget of the Ministry of Education, Science and Technology(MEST) for 2018 is planned to be€ 54.92 million, while for 2017 there were planned€ 45.13 million 4 . Although the National Development Strategy itself as well as the Education Strategic Plan emphasizes the need for intervention at the pre-university level, the government didn't foresee any investments at this level. According to the findings, teachers' qualifications and their preparation are not adequate to cover the needs arising from the new curriculum. Also, there ia a lack of science teachers in Science, Technology, Engineering and Mathematics. Although the new studentand competency-based curriculum should have been implemented since 2004, there has been a perennial stagnation in this regard. Resistance to the reform came especially from the teachers, represented by SBASHK. Since last year MEST, the new curriculum, has begun to apply in all schools. E cient implementation of the new curriculum also lacks up-todate textbooks to achieve the objectives of the Curriculum. These evidences point to the lack of strategic orientation in the education system in Kosovo, but also in Government, which should allocate more funds for investment in education. The National Development Strategy as the main pillar emphasizes the development of human capital through investment in education, 3 Education Strategic Plan Kosovo 2017-2021, 63. 4 Portali Telegrafi: https://telegrafi.com/rritjet-dhe-shkurtimet-buxhetore-te-vitit-2018/ 10

because the stagnation of economic development is seen as a result of the lack of skilled labor. The National Development Strategy states that in terms of low economic development,"one of the main reasons lies in the education system, namely the low involvement of children in preschool programs and the quality of teaching. Another problem is the lack of compatibility of abilities and skills with labor market requirements, as there are no links between schools, businesses and communities." 5 However, the Government did not allocate the necessary budget for intervention and investment in education. As in 2017, as well as in 2018, the funds allocated to education have been insu cient to achieve the priorities set out in the National Development Strategy. This shows that the Government and the highest state bodies do not respect their own plans and strategies designed to advance society. Plans and pledges of multiple strategies are often diverted because of political and party political reasons. 5 National Strategy on Development 2016-2021,” 2015 6. 11

2 ORGANIZATION OF THE EDUCATION SYSTEM IN KOSOVO The education system in Kosovo is structured as follows: Pre-school education(children under 6 years of age) • Primary Education(grades 1-5, children aged 6-10 years) • Lower Secondary Education(Grades 6-9, Children Aged 11-14) • Higher Secondary Education(grades 10-12, children aged 15-18) • Higher Education The primary level in Kosovo lasts 5 years, starting from the first to the fifth grade(1-5). The age group of students at this level is from 6 to 10 years old. The lower secondary level extends from the sixth to the ninth grade(VI- IX). The age group of students at this level is from 11 to 14 years old. Upper secondary level(grades X-XII) functions in public and non-public(licensed) secondary schools and is 6 Education Statistics in Kosovo 2016/2017, 13divided into gymnasiums and vocational schools. Both are profiled schools. Gymnasiums divide into social, general, natural sciences, mathematicsinformatics and languages. Vocational education schools are divided into the following fields: technical, agricultural, economics, medicine, music, trade, theology, arts and centers of competence. 6 Higher education is also divided into levels. The first level with 3-4 years of studies 12

and 180 or 240 ECTS credits ends with a Bachelor's degree. The second level with 1-2 years of additional studies after Bachelor with 60 or 120 ECTS credits ends with a Master's degree. At the third level of higher education, doctoral studies can be followed. In Kosovo, higher education can be followed regularly or in correspondence. It needs to be mentioned here that Kosovo's education system has an ethnic character, because of the intervention of Serbia's politics into the Serbian speaking areas in Kosovo. Kosovo Serbs attend schools following a Serbian curriculum. Therefore they are not integrated in the numbers shown below in this study, which aims at improving the actual education system of Kosovo. Even the Higher Education system is being managed by the North Mitrovica political structures in joint management with Serbia's government. Kosovo, in its public education system includes 43 pre-school institutions, 952 primary and lower secondary schools, 119 high schools, and 9 public higher education institutions. In addition to these institutions, there are 88 private institutions in preschool, 10 licensed private institutions providing primary and secondary education, as well as 30 licensed private higher education institutions in Kosovo. Following the approval of the Curriculum Framework, the legal basis and accompanying documents for its implementation were drafted. According to the plans of MEST, the curriculum was expected to be implemented in all Kosovo schools during 20112014. During 2013/2014, a pilot phase curricula was first implemented in 10 schools, and one year later its implementation was expanded to 92 schools in 30 municipalities. Some of the problems associated with the sluggish extension of the new curriculum are: the small number and inadequate preparation of subject field trainers to train, mentor and monitor teachers in implementing class curricula, limited professional and financial capacities in the system education, delays in the preparation of accompanying materials for the implementation of the curriculum, and lack of appropriate textbooks. 13

2 .1 LEGAL AND INSTITUTIONAL FRAMEWORK One of the main obstacles to improving education is the lack of quality assurance mechanisms at all levels. During the research, it has been noted that some issues and strategies address this issue. The"Quality Assurance Strategy" document, for example, states that"While the Education Inspection has the right to deal with administrative matters(Law, 2004) and municipalities have formal responsibility for quality assurance, there is in reality a confusion over the division of responsibilities between central and local authorities." 7 Even in the Strategic Education Plan 2017-2021 it is noted that there is confusion in the current legislation. 8 This may have resulted in neglecting the proactive approach to quality assurance, as one of the actors did not have a clear obligation and hence they withdrew from their responsibilities. However, the analysis of legislation documents conducted during this research suggests that the current legislation entrusts the ministry with the task of quality assurance. Legislation is clear in defining tasks, despite the division of competencies between di erent actors. The analysis of the legal framework on this issue has included several laws, including the Law on Pre-University Education, the Law on Municipal Education, the Law on Local SelfGovernment and the Law on Inspection.The Law on PreUniversity Education, in Article 5(Duties of the Ministry), paragraph 1) states that"The Ministry holds the primary responsibility for planning, setting standards and ensuring the quality of the pre-university education system". According to this article, the Ministry is tasked with developing policies, drafting and implementing 7 Strategy on Quality Assurance for Pre-University Education 2016-2020, 11. 8 Education Strategic Plan Kosovo 2017-2021, 63. 14

legislation for the development of pre-university education and training, promoting and improving the quality and e ciency of education and training, with a view to enhancing the quality and oversight of the implementation of legislation in power.Whereas MED under the Law on Municipal Education has these responsibilities: a) construction of school facilities; b) enrollment and admission of students; c) employment of teachers, administrative sta and technical sta of schools; d) selection of Management of Educational Institutions; f) payment of managerial sta as well as other sta (technical and administrative); e) training of educators and other professional sta; h) overseeing the education process in accordance with guidelines set by MEST.The Strategic Plan for Education 2017-2021 in Strategic Objective 3("Quality Assurance in Education") aims to allocate responsibilities for the quality of education between the central level (MEST), the municipal level 9 Education Strategic Plan Kosovo 2017-2021, 40.. (MED) and the school. The rationale for this e ort says that"the other alternative was a powerful education inspectorate that would take full responsibility for quality assurance, while municipalities and schools would enforce inspectors' decisions. It is considered that such an alternative is inconsistent with the decentralized character of the education system in Kosovo and would not yield desirable results". 9 Given that quality assurance is of crucial importance for improving education, but also the role that the quality assurance is given within the National Development Strategy(2016), a division of responsibility between the three institutions would risk that the e orts to reach this objective will be unsuccessful due to the implications of many actors and consequently complicating the competencies with regard to duties and responsibilities. Above all, arguing that the decentralized character of the education system requires a division of competences in quality assurance, is incorrect. Decentralization of the 15

education system in Kosovo as such does not imply that each municipality should be obliged to ensure quality. Kosovo has a unique education system, which for all municipalities is the same. Legislation has defined the duties and responsibilities of institutions in the field of education. The tasks of the Municipalities are to ensure the maintenance and renovation of the school facilities as well as to carry out the recruitment and salaries of the education sta. While schools are responsible for the internal assessment of teachers and for the supervision of their teachers during their daily work. It is an unbearable burden on the Directorates for Education in Municipalities, both professionally and in terms of human capacities, to be obliged to ensure the quality of education. This would also have negative consequences for the target itself, as in the small municipalities the people get acquainted with each other, which also creates the possibility of mutual favors. Therefore, the delegation of quality assurance from MEST to Municipal Education Directorates should be reconsidered. Especially in regards to the fact that nowhere in the legislation any article or provision can be found that charges the municipality with this task. The Education Inspectorate functions under the oversight of MEST. The Inspectorate's duties under the legislation were largely limited to inspecting formal duties of the school and the organizing of teachers. As the Inspectorate functions within the MEST and its scope includes elements of process evaluation and ensuring that certain criteria are met, the best solution would be for this institution to grow in sta and to provide the necessary competencies and budget for quality assurance. Strategies, plans, but also instruments for measuring quality should be compiled by MEST and accessible to schools and teachers. Reporting and quality monitoring would be easier through the Inspectorate. 16

3 EDUCATION STRATEGIC PLAN 2017-2021: GOALS AND CHALLENGES In 2016 MEST has published the Education Strategic Plan 2017-2021. The purpose of the education strategic plan is to set the development orientation in the field of education. This plan is the second comprehensive strategic plan. The strategic plan for the years 2011- 2016 was aimed at the inclusion of children in education, focusing on building infrastructure to meet the emergency needs for school space. The 2011-2016 strategy is organized according to the subsystems of the education system (Preschool Sector, PreUniversity Sector, VET Sector, Teacher Training Sector, Higher Education Sector, Adult Education Sector, ICT Sector). Unlike the previous strategy, the Strategic Plan 2017-2021 is organized in thematic areas covering relevant education segments in Kosovo: Participation and Inclusion, 2. Educational System Management, 3. Quality Assurance, 4. Developing Teachers, 5. Teaching and learning, 6. Education and vocational training and adult education, and 7. Higher education. 17

3 .1 COMPREHENSIVE PARTICIPATION In this area, the education system has had some challenges relating to the low level of inclusion in the education of children from marginalized groups and children with special needs. But more urgent was the treatment of low inclusion of children in early preschool education. Apart from preschool level, Kosovo has achieved good successes in inclusion at other levels. The best solution would be to build pre-school institutions, which would increase capital spending as well as create hundreds of jobs. However, because of budget constraints, it is decided to increase attendance in pre-primary education, because there are smaller expenditures. At the same time, the opening of private and community-based institutions will be stimulated. Assessment of achievement of the objective: Over the last year Kosovo has increased its involvement in preschool and pre-primary education. Inclusion in preschool education is mainly achieved through the opening of private institutions. A greater involvement has been achieved in pre-primary education of the 5-6 years group. The rate involved in 2017(92.4%) is significantly higher than in the previous year(79.5%). 10 During 2017 two schools with three classes for pre-primary education were built. Also, the project for equipment for school supplies was implemented for some municipalities. Work is still being done to educate preprimary education employees 10 Annual Evaluation Report MEST, 2018, 51. 18

on the new curricula and the design of teaching materials, which are awaiting finalization of the core curriculum for preschool education. There is still a need to work on the inclusion of marginalized groups from Roma, Ashkali and Egyptian communities. 3 .2 MANAGEMENT OF EDUCATION SYSTEM The points of intervention that have been identified during the drafting of the Strategy in the field of management of the education system have been the lack of capacities at central, municipal and school level for the implementation of education reform through a coordinated and coherent approach. KESP aims to increase the managerial professionalism of the school principal, who will have to understand himself as competent and responsible for delivering inputs to the development of quality in education. Another problem has been the nonimplementation of primary legislation and the lack of respect for primary legislation during drafting secondary legislation and education policies. It is further noted that policy making is not based on statistical data in the field of education and that there is a lack of awareness among all parties that education is a public responsibility. 19

Evaluation of Objective Achievement: Initial measures to increase the managerial capacities have been the training of MEST sta for planning, policy making and monitoring, to develop reporting capacity and integrated planning MEST-MED-school. The organization of the MED has been restructured and the regulations and guidelines for local level management have been drafted, to strengthen the school autonomy and to empower the School Steering Councils. 11 At the same time, the annual assessment process of KESP has started, which monitors the achievements of KESP and publishes annual reports. To improve the MEST-MEDSchool planning process, the process of modernizing the Education Management Information System(EMIS) has begun. This project supported by the World Bank grant provides for the modernization of educational data at the municipality, school and student level. 12 The management of the education system is a complex because of the need of intervention in many aspects of education such as the inclusion, quality and matching of educational supply with the labor market needs. Although steps have been taken to improve planning and reporting, coordination with the municipal level remains challenging. Although the process of planning and management between levels of governance in education is regulated, this mechanism is still in its initial stages. The Action Plan for KESP has not developed targets or actions to regulate vertical and horizontal communication of education actors. There is also a lack of clear regulation on the administration of the education system, which would define the precise roles and responsibilities of actors and institutions. Also, positions in school management lack a description of competencies and duties. 11 Annual Evaluation Report 2018, 72. 12 Annual Evaluation Report 2018, 73. 20

3 .3 QUALITY ASSURANCE The quality of education in Kosovo has been constantly criticized, especially after the poor results in the PISA international test. MEST has compiled a Quality Assurance Strategy in 2015. This strategy is based on four objectives. 1. Building e ective mechanisms for quality assurance, 2. Improving school-level development planning, 3. Building quality assurance capacities at all levels, and 4. Raising awareness of the parties' responsibilities for quality assurance in education. The Education Strategic Plan 2017-2021 has also raised the lack of good governance of national tests, reliability of results and the phenomenon of fraud during national tests. Evaluation of Objective achievement: The Government of the Republic of Kosovo has approved the"Quality Assurance Strategy for PreUniversity Education in Kosovo 2016-2020" in December 2015. The purpose of this strategy is to introduce a full quality assurance system in sub-sector of preuniversity education. KESP also foresees several activities for achieving this objective. Activities mainly relate to building quality assurance mechanisms. MEST also provides information to parents and to the general public on quality assurance. Another goal is to increase the credibility of national tests. The Action Plan has not defined the exact actions for the fulfillment of this objective. The analysis of strategic and follow-up documents implies that there is no clear definition of quality and its 21

aspects in any of the levels of governance of education. There is no division of quality in the defined content part of the term and in the procedural part of the organization of the quality assurance process. Quality can be measured as output(what it produces), input(what it o ers) and as process(how it is o ered). This implies that quality should be ensured at key moments of the education management cycle that are 1. output when students pass internal and external tests; 2. when quality is measured as an input, i.e. the number and qualifications of teachers, number of classrooms, teaching materials and 3. where as a process it is evaluated in the methods of teaching, learning, management and education management. Administrative Instruction 4/2017 on the evaluation of school performance in preuniversity education was adopted in 2017. This Instruction defines the instruments and bodies for assessing the performance of 13 Annual Evaluation Report 2018, 90. the school, defines the responsibilities of the actors for internal and external assessment of the sta. The role of the Education Inspectorate, Municipal Directorates of Education and educational Institutions is defined for the fulfillment of the external evaluation of the school. 13 All these activities have been developed last year, which means that there has not been any adjustment of the quality assurance cycle so far. Within these activities, the Inspectorate has started evaluating the performance of schools, monitoring the implementation of the new Curriculum and making preparations for assessing the performance of teachers. The Inspectorate sta has been trained for these processes and has joined the SICI (Standing International Conference of Inspectorates). Meanwhile, MEST in cooperation with MED has appointed quality assurance coordinators in the municipalities, who should report to the MEDs. This 22

approach involves two problems. Firstly, as coordinators are recruited from school sta, they are not adequately trained and are not paid for the task of monitoring quality. Secondly, quality reporting would go to MEDs, which then report to MEST. This way of organizing does not ensure the quality of education e ciently and e ectively. 3 .4 PROFESSIONAL DEVELOPMENT OF TEACHERS With this objective the training of teachers and the functionalization of their licensing system is planned. Licensing is thought to contribute to the quality of teaching, motivation of teachers for good performance, and helps address cases where performance is poor. The licensing system obliges teachers for a certain number of professional career development training(100 hours within 5 years) and requires teacher performance evaluation. The legal framework for licensing, promotion and evaluation of teacher performance has been developed but has not yet been implemented. The strategic plan foresees that to ensure a professional development oriented to the optimal solution, firstly, public institutions that prepare new teachers should be based on unified standards. 23

Evaluation of Objective Achievement: E orts to reform the education system were also made earlier in Kosovo. In 2011, MEST approved the Kosovo Curriculum Framework(CCF), which enabled the transition from teaching and learning based on learning objectives and content, to contemporary teaching and learning methodology based on results and on the development of competences for students. According to the curriculum, the curriculum had to be implemented during 2011-2014, but there was a delay in this process, mainly due to the resistance of the teachers to apply the new curriculum for which they were not trained and lacked the tools for their implementation. A pilot phase of the new curriculum was realized in 10 schools during 2013/2014 and a year later it was expanded to 92 schools in 30 municipalities. Since last year, all schools are obliged to operate with a new curriculum. MEST has developed the regulatory basis for the professional development of 14 Annual Evaluation Report 2018, 91. teachers, which requires teachers to undergo the licensing, grading and performance evaluation process. However, the teacher performance evaluation system has begun to pilot with around 130 teachers but is not yet extended to the whole personel. The performance-based promotion system will be di cult to implement while the payroll scheme is linear and is based mainly on pre-service (qualifications) and work experience. 14 Teacher compensation in Kosovo exceeds the average income per capita. Raising teachers' salaries is done for all. Unfortunately, raising the page is not related to the performance of the teachers, which would more e ectively improve the quality of teaching. About 40% of teachers were trained on implementing the new curriculum. However, existing textbooks of the old curricula are used for the implementation of courses. Teaching texts are not appropriate in all cases for implementing the new 24

curriculum. Teaching material resources, access to appropriate textbooks, computers and labora- tories continue to be the main challenges. Online access to schools exists but the number of computers per pupil is small and the rate of their use by students and their integration into teaching remains low due to the di culties of a number of teachers in the use of information technology for teaching. 15 3 .5 TEACHING AND LEARNING In 2011, Kosovo approved the Kosovo Curriculum Framework (CCF) with the aim of increasing the quality of education and harmonization of education with developed countries. This new curriculum framework ensured the transition from teachingbased objectives and content to performance-based teaching and student competence development. The education strategy 20172021 focuses on the implementation of new curricula, textbooks and ICT implementation in education. Numerous alternatives have been analyzed for all of these areas. The idea of the new curriculum is that MEST determines the competencies 15 Annual Evaluation Report 2018, 108. 25

to be achieved and compiles core curricula, while the schools develop the content of the curriculum. However, due to the inability of content to be created by schools, MEST is involved in the design of textbooks and textbooks will be consistent with those contents. Evaluation of Objective Achievement: This year the implementation of the new curriculum has started in all Kosovo schools after a relatively long period of preparation and piloting. The new curriculum initiates a radical change in the educational paradigm by emphasizing the competences of students. However, the successful implementation of the curriculum depends on many aspects of the management of education system in human capacities, infrastructure and budgeting. The new curriculum foresees new teaching methods and makes continuous training of teaching sta necessary. Curricular reform also introduces new methods of assessment and learning. During 2017, trainings were organized for about 40% of teachers about the curriculum framework and core curriculum. Also, a closer cooperation between schools, teachers and field coordinators has been promoted. An acute challenge is the lack of appropriate literature and textbooks for the implementation of the new curriculum. Data from the PISA 2015 achievement analysis show that Kosovo is ranked as a low-ranking country regarding the contentment of directors and teachers with textbooks. Special attention should also be paid to the student assessment system based on the objectives of the new curriculum. This requires the training of teachers, school directors and education 26

inspectors, which means that more financial support is needed to meet these needs. 3 .6 VOCATIONAL EDUCATION AND TRAINING This objective aims to provide solutions to the challenges of vocational education and adult education. These challenges are numerous and interrelated with other areas such as the private sector, which should be willing and competent to cooperate in raising the quality of vocational education. Another di culty is that the Core Curriculum for vocational education is still not missing. Opportunities for practical training of students at school or enterprise are limited, which of course a ects the low quality of vocational education. KESP also emphasizes the insu cient budget for quality improvement in vocational education. The Agency for Vocational and Adult Education and Training was established under Law no. 04/ L-138 on Vocational Education and Training, and aims at the supervision and development of vocational education and training and adult education in Kosovo. The Council for Vocational and Adult Education and Training, established under Law no. 04/ L-138 on Vocational Education and Training is an advisory body for VET policies and adult education in Kosovo. 27

Evaluation of Objective Achievement During 2017 several steps have been taken to review and draft profiles. However, this number is still small compared to the general number of profiles provided within the vocational secondary schools. MEST has established expert groups to develop standards for revised profiles during 2017. However, the Action Plan for KESP has not specified the type and number of standards to be drafted. 16 So far 24 profiles have been completed with professional standards. During 2017 the core curriculum for vocational education has begun but has not yet been completed. Although drafting curricula for sectoral areas has not yet started, at least the decision has been made for modular programming plans. The Action Plan foresees the implementation of some activities to include all students in professional practice at school and outside the school. For companies that accept vocational education students in practice, tax deductions are foreseen within the Law on Vocational Education in Kosovo. However, during 2017 no actions no actions were taken to initiate this kind of cooperation with companies in Kosovo. 17 With regard to career counseling for vocational education students, MEST has built the Busulla.com electronic platform, whereby students can be informed about employment opportunities, make IVSP tests (interests, values, skills, preferences) to be informed about the professions etc. The demand and supply analysis in vocational education is at an early stage of development. These di culties in determining demand in the market are related to the lack of interministerial coordination and communication to provide the necessary information. There is no institute or body in Kosovo that is devoted to labor market analysis. This also results in confusion regarding the orientation of 16 Annual Evaluation Report 2018, 119. 17 Annual Evaluation Report 2018, 123. 28

the educational o er in vocational education and the di culties of assessing the quality of education management. Vocational education is generally seen as an inevitable alternative when students fail to succeed in enrolling in gymnasiums. This has to do with the low quality of vocational education, but also with a harmful underestimating attitude on the part of the society regarding vocational education. There is a belief that the easiest way to employ is the graduation at university studies. This should be addressed through various awareness campaigns for students, parents and the economy. The quality of vocational education is closely related to investments in infrastructure and equipment, at least for existing profiles in Kosovo. For this, the Government should stick to the National Development Strategy, where education is declared a priority and accordingly allocate the budget for investment in the areas of education where needed. The National Qualification Authority(NQA)is responsible for ensuring the external quality of schools of vocational education. The NQA has trained quality assurance coordinators. Also, the validation of 19 qualifications and the accreditation of over 33 private institutions providing vocational education were conducted. NQA has also conducted the verification of over 40 professional standards. 18 18 Education Strategic Plan Kosovo 2017-2021, 28. 29

3 .7 HIGHER EDUCATION This objective is aimed at improving the situation in university higher education. The focus has been on external quality assurance that is achieved through the support of the Kosovo Agency for Accreditation and the application of the Information Management System in Higher Education. There has been much discussion of the funding of higher education institutions based on performance, which has not been applied so far. Such a system increases the responsibility of higher education institutions for the results of their work. This should be started as soon as possible. Evaluation of Objective Achievement: The gross rate of inclusion in higher education has increased steadily since the academic year 2010/2011. Based on the latest data of the academic year 2016/2017 about 69.4% gross of students ages 18-22 attend higher education. With the marked progress in recent years, Kosovo ranks higher than other countries in the region in the gross degree of student involvement. Increasing the degree of citizen involvement in higher education does not necessarily mean any significant contribution to increasing labor productivity. Productivity depends on the quality of the educational o er and matching of the graduation areas with the labor market. During 2016/2017 around 14,000 students have graduated at di erent levels and programs of study, with the private sector taking part with about 35% of graduates. However, the completion rate 30

of studies within the timeframe set for public institutions is relatively low. 19 In general, the number of students has increased in the areas of service studies(legal, business administration and social sciences). The number of students oriented to science, technology, engineering and math is low. Increasing the number of graduates in these areas could stimulate the country's competitiveness in manufacturing and industrial processing. The orientation of students in agriculture and veterinary medicine continues to be low. During the academic year 2017/2018 some 344 study programs at all levels were accredited and re-accredited. Most study programs are bachelor and master level. The number of doctoral programs is comparatively low(22 programs). Public higher education mainly o ers programs in the areas of education, agriculture and engineering. The private sector in higher education focuses mainly on business, legal and 19 Annual Evaluation Report, 131. 20 Annual Evaluation Report, 133. service management. 20 The number of students completing studies and graduating in public higher education institutions continues to be below 20 per cent. This has to do with the insu cient academic sta for certain directions, but also with the neglect of setting a limited number of opportunities for passing the exams by students. This would be a push for student discipline to achieve the goals, but would also eliminate unsuccessful candidates from the studies, which would also ease the workload of academic sta and the huge workload of universities. Public university institutions established in other municipalities have followed a model of development of the University of Prishtina, not diversifying the educational o er according to the labor market demands in their region. A disadvantage in the higher education system is also the low commitment to the scientific work of the teaching 31

sta. There has not yet been any activity to change this situation. The Ministry should take steps to motivate research and scientific publications relevant to the development of industry. 32

4 PRESCHOOL LEVEL Kosovo has 43 public preschool institutions distributed in 22 municipalities. There are 22,157 children in these institutions. At the same time there are 88 private preschool institutions licensed by MEST, including 3020 children. The number of pre-school institutions is too small for the needs of society. Especially for the age group 0-5, the lack of adequate spaces and educators has resulted in the registration of only a small number of children. A concern is the low number of children at the pre-school level 0-3 years old, which is far from meeting European standards. According to MEST statistics, the registration of children in the age group 0-4 years old in licensed preschool institutions is only 2.8%, while the age group of 3-5 years is 29.6%. At the pre-primary level(5-6 years) inclusion statistics are higher, with the percentage reaching 79.6%. 21 The pre-school institutions work according to the curriculum for pre-school education for the ages 3-6. 22 A Core Curriculum is in the process of being developed for this level. As for the ages 0-6, the institutions work with the Development Standards of UNICEF. 23 21 Annual Evaluation Report, 22. 22 Curriculum for Pre-school Education, https://masht.rks-gov.net/uploads/2015/05/kurrikula-e-edukimit-parashkollor-ne-kosove-3-6-vjec_1.pdf 23 Developmnet Standards for Preschool, https://masht.rks-gov.net/uploads/2015/05/elds-report-alb-for-web_1.pdf 33

4 .1 NUMBER OF PRE-SCHOOL INSTITUTIONS At the national level in Kosovo there are 43 public preschool institutions and 88 private licensed institutions. The number of children in preschool and pre-primary public institutions is 25,966. Of these, 3809 children are of 05 year old and 22,157 are 5-6 year old. The number of children in pre-school private institutions is 3020, of which 2083 in the age group 0-5 and 937 of the 5-6 year old age group. 24 4 .2 GEOGRAPHICAL DISTRIBUTION OF PRESCHOOL INSTITUTIONS Lack of su cient number of pre-school institutions is obvious in all municipalities. Larger cities and municipalities have larger number of pre-school institutions. However, this number is not enough. In Pristina, for example, there are 8 public preschool institutions, but also 50 private preschool institutions licensed and operating. This indicates the high need of citizens for preschool institutions in the 24 Education Statistics in Kosovo 2016-2017, 59 capital city. Unfortunately, there are still municipalities, which do not have any preschool institutions. Of the 34 municipalities listed in the Kosovo Education System Data Lists, only 22 municipalities have pre-school institutions. Surprisingly in Prizren, that has 1814 children at the pre-primary level(5-6 years), there is no kindergarten for the smaller age groups. Also Malisheva with 1136 children at the pre34

primary level, but with no kindergarden. There are no pre-school institutions in Deçan, Dragash, Hani i Elezit, Junik, Leposavic, Novoberde, Shterpce, Zubin Potok and Klokot. Despite the need to increase the number of public institutions for pre-school level,"due to budget constraints, another approach has been selected- increasing participation in pre-primary education which has far smaller spendings. Also, the opening of private and community-based preschool institutions will be stimulated." 25 Below, Table 1 shows the number of preschool and pre-primary children in municipalities. Table 1 26 Number of institutions and students at pre-school/pre-primary level # Municipality Pre-school institutions Number of children in pre-school, age 0-5(2016) Number of children in pre-primary level, age 5-6(2016) 1 Deçan -- 483 2 Dragash 3 Ferizaj 4 Fushë-Kosovë - 4 304 2 306 1619 1 142 164 5 Gjakovë 7 291 1120 6 Gjilan 3 246 1125 7 Gllogoc 2 98 984 8 Hani i Elezit -- 142 9 Istog 5 181 544 25 Education Strategic Plan Kosovo 2017-2021, 40 26 Education Statistics in Kosovo-2016-17,” 16. 35

10 Junik 11 Kaçanik 12 Kamenicë 13 Klinë 14 Leposaviq 15 Lipjan 16 Malishevë 17 Mamushë 18 Mitrovicë 19 Novobërdë 20 Obiliq 21 Pejë 22 Podujevë 23 Prishtinë 24 Prizren 25 Rahovec 26 Shtërpcë 27 Shtime -- 55 1 88 452 1 52 277 1 115 574 -- 1 58 909 -- 1136 1- 56 1 340 1067 -- 46 1 82 322 1 211 1187 1 46 1173 8 1079 2530 - 89 1814 1 10 882 -- 42 1 41 396 36

28 Skënderaj 29 Suharekë 30 Viti 31 Vushtrri 32 Zubin Potok 33 Zveçan 34 Kllokot Total 1 73 483 1 55 718 1 86 488 1 116 721 -- 11 -- -- 9 43 3,809 22,157 37

5 EDUCATION INSTITUTIONS AT PRE-UNIVERSITY LEVEL The number of institutions in pre-university education at all levels in Kosovo is 1'114. The number of primary schools (grades 1-5) and lower secondary school(grades 6-9) is 952. At the upper secondary level(grades 9-12) Kosovo has 119 schools. In Kosovo, at the preuniversity level for 2016/2017, 360'237 pupils have attended school. Out of this number, 22'157 were preschool, 132'438 pupils were attending elementary level, 115'386 students in lower secondary level and 86'447 in upper secondary level. The total number of students at pre-university level in public institutions in Kosovo is 360'237. 27 If this number is also added to the number of students in licensed private institutions, which is 9'072, then the total number of students per year is 369'309. In Kosovo, primary and lower 27 Education Statistics Kosovo 2016/2017, 23. 28 Education Strategy Plan 2017-2021, 22. secondary education is compulsory, so the inclusion rate of students at these levels has always been high, with 96% in primary education, respectively with 98% in lower secondary education. The rate of student inclusion in upper secondary education during the school year 2014/15 was 84.5%. 28 The standard of su cient space for students in schools has not yet been reached, and the lack of space for laboratories and practical lessons is still underlined. However, due to budgetary constraints and the demographic changes expected in the coming years, no action has been taken to address the issue of lack of space in schools. Another reason is that there have been moves from rural to urban areas, so schools in some rural areas are half-filled and those in cities overcrowded. 38

Apart from the lack of space, schools in many cases lack the means of concretization for teaching according to curriculum requirements. In general, the objective of using IT tools remains unfulfilled due to the lack of su cient computers for students and the teachers' di culties to provide a teaching approach oriented towards the use of information technology. 5 .1 NUMBER OF STUDENTS AT ALL LEVELS In Kosovo, the total number of students at all levels of preuniversity education, in both public and private institutions is 369,309. In the table below the numbers are shown per level. Number of students at all pre-university levels in public and private institutions # Level Public Private Total 1 Preschool 3,809 2,083 5,892 2 Pre-primary 3 Primary/low secondary 4 Upper secondary 22,157 247,824 86,447 937 3,107 2,945 23,094 250,931 89,392 Total 360,237 9,072 369,309 39

Municipaltiy Pre-primary level preschool preschool age 0-5 age 5-6 Primary level Low secondary level Upper secondary level Vocational School High school Deçan - 483 2,268 2,040 496 832 Total 6119 Dragash 4 304 1934 1634 390 207 4473 Ferizaj 306 1,619 8,887 7,867 3,904 2,881 25,464 Fushë-Kosovë 142 164 3339 2,656 853 750 7,904 Gjakovë 291 1,120 6,806 6,110 2,531 1,820 18,678 Gjilan 246 1,125 6,390 5,875 3,149 2,313 19,098 Gllogoc Hani i Elezit Istog Junik Kaçanik Kamenicë Klinë Leposaviq Lipjan Malishevë Mamushë Mitrovicë 98 984 4,791 - 142 796 181 544 2998 - 55 305 88 452 2,512 52 277 1,823 115 574 3,196 -- 12 58 1136 4,878 - 277 5,211 - 56 370 340 1,067 6,111 4,157 617 2599 254 2211 1,735 2,922 17 4,304 4,630 331 5084 1,607 1,424 13,061 - 343 1,898 626 1,044 7,992 - 220 834 736 790 6,789 575 876 5,338 970 844 8,621 -- 29 1,236 1,870 13,255 1,214 2,098 14,289 - 221 978 2694 1757 17053 40

Novobërdë - 46 267 214 Obiliq 82 322 1,703 1,508 Pejë 211 1187 7095 6033 Podujevë 46 1173 7317 6636 Prishtinë 1,079 2,530 16,674 13,492 Prizren 89 1,814 12,413 10,572 Rahovec 10 882 4135 3,681 Shtërpcë - 42 247 268 Shtime 41 396 2178 2103 Skenderaj 73 718 4083 3692 Suharekë 55 807 4,628 4,016 Viti 86 488 3432 3,174 Vushtrri 116 721 5473 4826 Zubin Potok - 11 59 50 Zveçan -- 41 17 Kllokot - 9 66 61 3,809 22,157 132,438 115,386 Total 25,966 247,824 61- 588 440 308 4363 3244 1744 19514 2836 1724 19,732 5,813 5,328 44,916 4,319 3,444 32,572 534 1,932 11,253 13 169 739 696 842 6256 1,722 909 11,197 1,841 1,352 12,699 930 1,534 9,644 2032 1409 14577 -- 120 -- 58 -- 136 45'462 40'985 360'237 86'447 360'237 41

Besides public institutions, there is also a number of students attending private primary, lower secondary and upper secondary level education in private education institutions. The table below shows the municipalities o ering private education. The total number in private institutions amounts to 6'052 students. Students in private education institutions at primary/lower and upper secondary level 29 Municipality Primary /Lower secondary Male Female Total Upper secondary Male Female Total Total Male Female Totale Ferizaj 26 31 57 78 31 109 104 62 166 Gjakovë 80 55 135 150 110 260 230 165 395 Gjilan 50 28 78 73 68 141 123 96 219 Klinë - 26 30 56 26 30 56 Lipjan Mitrovicë Pejë - 194 187 381 194 187 381 22 22 44 5 10 15 27 32 59 56 27 83 83 46 129 139 73 212 Prishtinë Prizren 1,070 834 1,904 778 458 348 806 262 571 1,349 1,848 1,405 3,253 243 505 720 591 1,311 Total 1,762 1,345 3,107 1,649 1,296 2,945 3,411 2,641 6,052 29 Education Statistics Kosovo 2016-2017, 61. 42

5 .2 NUMBER OF INSTITUTIONS ACCORDING TO LEVELS Preschool Primary and low Municipality / kindergarden secondary Upper secondary Total Deçan - 21 Dragash - 35 Ferizaj 2 51 Fushë-Kosovë 1 13 2 23 1 36 8 61 3 17 Gjakovë 7 51 Gjilan 3 41 Gllogoc 2 32 Hani i Elezit - 6 Istog 5 26 Junik - 1 Kaçanik 1 24 Kamenicë 1 30 Klinë 1 26 Leposaviq - 1 Lipjan 1 50 Malishevë - 38 Mamushë 1 1 9 67 8 52 2 36 1 7 3 34 1 2 2 27 33 34 2 29 - 1 5 56 3 41 1 3 43

Mitrovicë 1 39 Novobërdë - 7 Obiliq 1 16 Pejë 1 39 Podujevë 1 57 Prishtinë 8 58 71 Prizren 1 34 Rahovec - 5 Shtërpcë 1 18 Shtime 1 36 Skenderaj 1 41 Suharekë 1 35 Viti Vushtrri 1 46 - 1 Zubin Potok - 1 Zveçan - 1 Kllokot Total 43 952 5 45 1 8 2 19 6 46 4 62 14 80 14 85 4 39 1 6 1 20 4 41 3 45 3 39 3 50 - 1 - 1 - 1 119 1114 44

5 .3 GEOGRAPHICAL DISTRIBUTION OF SCHOOLS In Kosovo, in recent years there was a trend of demographic development, which has made the education planning even more di cult. Migration of citizens from small municipalities towards large centers has resulted in a drop of students in peripheral areas and a number of schools in villages and small municipalities are operating with a small number of students or are closed at all. On the other hand, schools in cities are overloaded and have to work in shifts. In Kosovo, schools are distributed in all municipalities. Student access to school in general is not di cult, especially in recent years following the regulation of road infrastructure and the movement of buses even in remote rural areas. 5 .4 STUDENTS COMPLETING 9./ 10. GRADE AND HIGH SCHOOL STUDENTS In Kosovo, in 2016/2017, 30'910 pupils have completed lower secondary public education(grade 9). In upper secondary education(grade 10), in the same year, 32,577 students were registered. Year 2016/ 2017 Age group/grade Grade 9 Male 15,863 Female 15,047 Total 30,910 Grade 10 17,250 15,327 32,577 45

5 .5 STUDENTS IN HIGH SCHOOLS AND VOCATIONAL EDUCATION SCHOOLS The level of upper secondary education in Kosovo consists of vocational education institutions and high schools. During 2016/2017 school year, 45'462 students were registered in vocational schools, whereas 40'985 students attended high schools.High schools are preferred by Kosovar students because it allows them to continue studying at the university. Poor economic development, job shortages and the increase of jobs in state administration, where university degrees are requested, have had the e ect of creating an impression that employment is easier if you have studied. Unfortunately, vocational education is seen as an alternative only if students do not succeed in enrolling in high schools. According to MEST, the number of students enrolled in vocational schools has fallen below 50% of the total number of students in upper secondary level. The main criticisms in terms of vocational education have to do with the insu cient budget to cover student needs and the inconsistency of professional profiles with labor market requirements. 30 Municipality Deçan Vocational Schools Male Female Total 369 127 496 High School Male Female Total 385 447 832 Total Male Female Total 754 574 1328 Dragash 224 166 390 110 97 207 334 263 597 Ferizaj 2,165 1739 3904 1364 1517 2881 3529 3256 6785 Fushë Kosovë 526 327 853 261 489 750 787 816 1603 Gjakovë 1,480 1,051 2,531 822 998 1820 2302 2049 4,351 30 National Strategy for Development 2016-2021, 27. 46

Gjilan 1,577 1,572 3,149 1,012 1,301 2,313 2,589 2,873 5,462 Gllogoc 1,023 584 1,607 537 887 1,424 1,560 1,471 3,031 Hani i Elezit --- 157 186 343 157 186 343 Istog 481 145 626 428 616 1,044 909 761 1,670 Junik Kaçanik Kamenicë Klinë Leposaviq Lipjan Malishevë Mamushë Mitrovicë Novobërdë Obiliq Pejë Podujevë Prishtinë Prizren -- 127 93 220 127 93 220 492 244 736 309 481 790 801 725 1,526 398 177 575 368 508 876 766 685 1,451 622 348 970 303 541 844 925 889 1,814 -------- 835 401 1,236 810 1,060 1,870 1,645 1,461 3,106 748 466 1,214 891 1,207 2,098 1,639 1,673 3,312 -- 137 84 221 137 84 221 1,535 1,159 2,694 753 1,004 1,757 2,288 2,163 4,451 33 28 61 --- 33 28 61 297 143 440 99 209 308 396 352 748 1,863 1,381 3,244 703 1,041 1,744 2,566 2,422 4,988 1,646 1,190 2,836 624 1,100 1,724 2,270 2,290 4,560 3,362 2,451 5,813 2,255 3,073 5,328 5,617 5,524 11,141 2,516 1,803 4,319 1,579 1,865 3,444 4,095 3,668 7,763 47

Rahovec 413 121 534 968 964 1,932 1,381 1,085 2,466 Shtërpcë 13- 13 101 68 169 114 68 182 Shtime 410 286 696 386 456 842 796 742 1,538 Skenderaj 1,044 678 1,722 349 560 909 1,393 1,238 2,631 Suharekë 1,236 605 1,841 510 842 1,352 1,746 1,447 3,193 Viti 613 317 930 685 849 1,534 1,298 1,166 2,464 Vushtrri 1,283 749 2,032 563 846 1,409 1,846 1,595 3,441 Zubin Potok -------- Zveçan -------- Kllokot Total -------- 27,204 18,258 45,462 17,596 23,389 40,985 44,800 41,647 86,447 48

6 HIGHER EDUCATION The Higher Education sector is regulated by the Law on Higher Education of 2011. 31 The Higher Education system in Kosovo operates through public and private higher education institutions. Only accredited institutions can o er studies that lead to a degree or diploma. 32 In Kosovo, at the level of higher education there are 9 public institutions and 30 private accredited and licensed institutions. According to this, for 1 million people, 20 higher education institutions are in place, a very high figure compared to the average in the European Union. A persistent challenge to the whole education system, thus also in higher education, has been the ethnic separation of education. 33 Although the Brussels Agreement of 2013 tried to tackle the issue of mutual recognition of diplomas, this has failed to be implemented. Since education in the Balkans often has also politically manipulated, higher education became another arena of competing ethnic fronts. After the war, Kosovo Serbs living in North Mitrovica refused to acknowledge the independence of Kosovo and hence also of the University of Prishtina from the Serbian education system. They were supported in this refuse from Serbia. Departments of the University of Prishtina in Mitrovica were kept in control by the Kosovo Serbs, who named it the University of Prishtina in Kosovska Mitrovica or UPKM. But since this university is run and functions according to the education system of Serbia, its diplomas must be recognized in Kosovo in order for the students to be 31 Law on Higher Education in Kosovo, https://masht.rks-gov.net/uploads/2015/06/02-ligji-per-arsimin-e-larte-anglisht.pdf 32 SPHERE, Higher Education in Kosovo, online under: https://supporthere.org/page/higher-education-kosovo 33 Balkan Insight, http://www.balkaninsight.com/en/article/higher-education-is-reinforcing-kosovo-s-ethnic-divide-04-04-2017 49

employed in Kosovo. On the other hand, the diplomas of Kosovo are not recognized in Serbia neither, which makes it impossible for Albanians living in Serbia to get a job. Another issue that contributes to the poor quality in higher education is corruption. In a report commissioned by the European Council in 2017 it was stated that corruption is “an endemic persistent and structural problem that has only worsened in the last few years”. 34 Besides ethnic separation and corruption, higher education is also being abused politically. Getting a job in the University as a lecturer is almost impossible if you don't belong to one of the stronger political parties. Since the University is the place where you can influence students with your own political vision, parties have a constant interest to install their own people there. The number of students in higher education in Kosovo has increased steadily. From 40,000 students in 2004, the number for 2015 is increased to 122,000 students. For 100'00 inhabitants Kosovo has 6'669 students, which is twice the average compared to the European Union. There is also an increase in the number of study programs, although according to research there is a discrepancy between labor market demands and higher education programs. The table below shows the percentages of students in study programs. 35 34 Balkan Insight, http://www.balkaninsight.com/en/article/higher-education-is-reinforcing-kosovo-s-ethnic-divide-04-04-2017 35 Education Strategic Plan 2017-2021, 29. 50

Study Field Education Human arts Social science, business and law Natural sciences, math. and computer science Engineering, Production and Construction Agriculture and veterinary medicine Health and Wellbeing Services Public 9.2% 10.8% 48.1% 5.5% 14.0% 2.6% 6.9% 2.8% Private 0.0% 6.4% 63.7% 10.2% 7.5% 0.0% 7.7% 4.5% Total 6.8% 9.7% 52.1% 6.7% 12.3% 2.0% 7.1% 3.3% One of the reasons for the lack of coordination between higher education institutions and the labor market is the lack of communication between the actors of these two fields. Despite the urgent need, the increase of the number of students was not followed by the proportional increase of academic sta in higher education institutions. Moreover, infrastructure and equipment for improving quality in higher education are also missing. One of the key services that a university needs to o er is access to updated literature in libraries and in electronic form. This would increase the quality of higher education as well as scientific research. However, this continues to be a challenge for Kosovo. Although the legal framework for higher education foresees the development of 51

mechanisms for performancebased financing for higher education institutions, Kosovo has not yet developed a methodology for such funding. Public spending on higher education has been rising since 2011, but remains at the edge of European standards. But measured per student, spending is on the decline, due to the increased number of students. 6 .1 NUMBER OF PUBLIC AND PRIVATE UNIVERSITIES In Kosovo there are 9 public universities in the following municipalities: Prishtine, University Hasan Prishtina Prizren, University Ukshin Hoti Peje, University Haxhi Zeka Gjilan, University Kadri Zeka Gjakove, University Fehmi Agani Mitrovice, University Isa Boletini Ferizaj, University of Applied Sciences Prishtina, Faculty of Islam Studies Vushtrri, Faculty for Public Security 52

1 UNIVERSITY HASAN PRISHTINA, PRISHTINË 36 Study program Year I FM Year II FM Year III FM Year IV FM Year V FM Year VI FM Female Male Total FM Philosophy 506 283 789 572 236 808 1094 445 1539 -------- 2,172 964 3,136 Nat. –Math. Science 526 292 818 614 261 875 546 277 823 152 141 293----- 1,838 971 2,809 Philology 613 228 841 453 126 579 660 164 824 460 78 538----- 2186 596 2,782 Law 639 450 1,089 748 507 1,255 734 454 1188 850 802 1652----- 2971 2213 5,184 Economics 918 1,176 2094 914 993 1907 2369 2319 4688 -------- 4201 4488 8,689 Construction 133 345 478 165 321 486 255 875 1130 71 70 141 97 103 200-- 721 1714 2,435 / Architecture Electric and Computer Engineering 236 459 695 170 280 450 332 434 766 -------- 738 1173 1,911 Mechanical Engineering 71 444 515 95 313 408 75 274 349 -------- 241 1031 1,272 Medicine 283 142 425 357 208 565 789 373 1162 264 165 429 298 185 483 454 493 947 2445 1566 4,011 Arts 102 79 181 91 74 165 120 101 221 94 89 18 3----- 407 343 750 Agriculture+ Veterinary 256 478 734 243 305 548 128 236 364 5 43 48 5 86 91-- 637 1148 1,785 Sports 69 134 203 52 141 193 29 104 133 39 217 256----- 189 596 785 Education 495 40 535 879 56 935 891 43 934 921 100 1021----- 3186 239 3,425 Total 4847 4,550 9,397 5,353 3,821 9,174 8,022 6,099 14121 2,856 1,705 4,561 400 374 774 454 493 947 2,1932 1,7042 3,8974 36 Education Statistics Kosovo 2016/2017, 93. 53

2 UNIVERSITY UKSHIN HOTI, PRIZREN 37 Study Program Year I Year II Year III Year IV Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Business 163 253 416 119 88 207 114 114 228 - 396 455 851 Administrat. Internat. 91 163 254 90 80 170 106 109 215 -- 287 352 639 Management Law 221 250 471 246 145 391 137 79 216 61 23 84 665 558 1223 Software design 18 134 152 25 63 88 17 45 62 -- 60 242 302 TIT Bosnian 10 29 39 8 21 29 24 16 40 -- 42 66 108 language TIT 30 153 183 47 79 126 60 92 152 -- 137 324 461 TIT Turkish 16 30 46 9 1 10 -- -- 25 31 56 language Englisch 186 83 269 102 13 115 45 7 52 -- 333 103 436 German 103 74 177 39 21 60 20 11 31 -- 162 106 268 Albanian 111 47 158 64 24 88 70- 70 -- 245 71 316 Primary 25 19 44 15 7 22 23 3 26 15 9 24 78 38 116 educ. bosnian Primary 16 13 29 7 5 12 18 7 25 15 1 16 56 26 82 educ. turkish Primary education 353 46 399 137 127 264 165 16 181 102 14 116 757 203 960 Preschool Education Preschool Ed. turkish 214 2 216 227 1 228 142 1 143 85 1 86 668 5 673 25 3 28 11 11 21- 21 17 1 18 74 4 78 Preschool 8 4 12 9 1 10 -- - 17 5 22 Ed. Bosnian 37 Education Statistics Kosovo 2016/2017, 99. 54

Chem.-physics --- - 5 8 13 5 8 13 bosnian Chemistry Physics --- - - Math.Informatics --- - - bosnian Agrobusiness 11 42 53- - -- 11 42 53 Forestry 9 58 67- - - and environ. 9 58 67 Education Englisch --- - 14 10 24 14 10 24 Education Albanian --- 2 2 - 1 1 3 3 Education German -- 6 1 7 6 12 18 3 17 20 15 30 45 Total 1,610 1,403 3,013 1,161 677 1,838 968 514 1,482 317 85 402 4,056 2,740 6,796 55

3 UNIVERSITY HAXHI ZEKA PEJË 38 Study Program Business Faculty Number of Students at Bachelor Level Year I Year II Year III Year IV Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total 355 548 903 221 196 417 356 226 582 -- 932 970 1,902 Law Faculty 572 1231 1803 235 270 505 244 195 439 254 180 434 130 5 1876 3,181 Faculty of Management in Turism, 141 431 572 112 241 353 95 157 252 -- 348 829 1,177 Hotel business and Environmnet Faculty of 124 141 265 92 81 173 98 179 277 -- 314 401 715 Agrobusiness Faculty of Arts 40 70 110 20 23 43 11 27 38 18 15 33 89 135 224 Total 1,232 2,421 3,653 680 811 1491 804 784 1,588 272 195 467 298 8 4211 7,199 4 UNIVERSITY KADRI ZEKA, GJILAN 39 Study Program Primary Education Year I Year II Year III Year IV Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total 152 34 186 146 17 163 85 16 101 71 19 90 454 86 540 Preprimary 127 - 127 106 106 60- 60 42- 42 335 335 Education Law 212 178 390 156 83 239 147 63 210 48 38 86 563 362 925 Economics/ Bank, Fin. and 121 120 241 118 80 198 128 66 194 -- 367 266 633 Accounting Economics/ 100 139 239 99 61 160 105 86 191 -- 304 286 590 Management 38 Education Statistics Kosovo, 104 39 Education Statistics Kosovo, 107 56

Economics/ Marketing 81 50 131 36 9 45 33 9 42 -- 150 68 218 Computer Sciences 46 107 153 28 45 73 20 30 50 -- 94 182 276 Total 839 628 1467 689 295 984 578 270 848 161 57 218 2267 1250 3517 5 UNIVERSITY FEHMI AGANI, GJAKOVE 40 Study Program Preschool Education Year I Year II Year III Year IV Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total 108 2 110 125 2 127 142 4 146 136 4 140 511 12 523 Primary Education 103 20 123 154 43 197 124 29 153 146 33 179 527 125 652 Philology/ Albanian 50 28 78 63 57 120 37 40 77 38 23 61 188 148 336 Philology/ Albanian Literature 38 43 81 41 58 99 39 34 73 -- 118 135 253 Philology/ English Language -- 98 46 144 69 25 94 46 30 76 213 101 314 and Literature Medicine/ 57 1 58 58 58 39 1 40 36 1 37 190 3 193 Delivery nurse Medicine/ Nursery 86 24 110 121 48 169 99 36 135 71 19 90 377 127 504 Total 442 118 560 660 254 914 549 169 718 473 110 583 2,124 651 2,775 40 Education Statistics Kosovo, 110. 57

6 UNIVERSITY ISA BOLETINI, MITROVICE 41 Study Program Year I Year II Year III Female Male Total Female Male Total Female Male Total Female Male Total Geo Science 22 139 161 12 44 56 26 92 118 60 275 335 Food Technology 157 150 307 64 35 99 92 46 138 313 231 544 Mechanic and Computer 126 298 424 123 114 237 86 119 205 335 531 866 Engineering Law 82 101 183 35 35 70 24 26 50 141 162 303 Economics 81 181 262 58 65 123 39 44 83 178 290 468 Education Total 200 14 214 175 16 191 91 3 94 466 33 499 668 883 1551 467 309 776 358 330 688 1,493 1,522 3,015 7 UNIVERSITY OF APPLIED SCIENCES, FERIZAJ 42 Study Progam Year I Year II Year III Female Male Total Female Male Total Female Male Total Female Male Total Faculty of 124 133 257 89 62 151 73 71 144 286 266 552 Management Faculty of Turism and 96 91 187 56 51 107 15 11 26 167 153 320 Environment Faculty of Architecture 57 81 138 34 32 66 21 31 52 112 144 256 and Wood Technology Faculty of Engineering 47 82 129 13 34 47 7 22 29 67 138 205 and Informatics Total 324 387 711 192 179 371 116 135 251 632 701 1,333 41 Education Statistics Kosovo, 113 42 Education Statistics Kosovo, 117. 58

8 FACULTY OF ISLAM STUDIES, PRISHTINA 43 Study Program Year I Year II Year III Year IV Total Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Islam Theology 40 78 118 40 45 85 41 58 99 23 30 53 144 211 355 9 FACULTY FOR PUBLIC SECURITY, VUSHTRRI 44 Study Program Year I Year II Year III Year IV Female Male Total Female Male Total Female Male Total Female Male Total Female Male Total Public Security 6 56 62 5 50 55 7 55 62 - 18 161 179 43 Education Statistics Kosovo, 120 44 Education Statistics Kosovo, 122 59

6 .2 PRIVATE UNIVERSITIES (COLLEGES) Number of students on Bachelor level in private colleges 45 PRIVATE COLLEGES COLLEGE Year I Year II Year III Year IV Year V Year VI Female Total Female Total Female Total Female Total Female Total Female Total Female Male Total AAB 2,463 4,561 1,941 3,659 2,017 4,143 735 1,200 7,156 6,407 13,563 AuK 60 145 63 121 40 87 35 74 -- 198 229 427 Biznesi Design FactorY Fama Europian i Kosovës Dukagjini 127 514 139 546 129 529 42 98 -- 437 1,250 1,687 20 20 21 24 6 6 -- -- 47 3 50 885 1266 567 924 647 1,198 99 313 24 91 23 73 58 157 -- -- 2,198 1,503 3,701 -- 105 216 321 36 105 46 131 25 110 10 18 -- 117 247 364 Gjilani -- -- Humanistika 1 3 6 33 15 42 -- -- 22 56 78 IBMC 39 100 27 46 25 41 13 21 -- 104 104 208 Internacional -------------- ISPE 152 424 220 544 218 541 13 39 - 603 945 1,548 Juridika 37 116 39 105 25 105 18 88 33 100 32 123 184 453 637 Pjeter Budi QEAP Heimerer Rezonanca 44 152 40 184 38 236 -- 347 488 312 446 238 324 -- 320 559 287 509 202 351 26 66 33 - 88 122 450 572 - 897 361 1258 - 868 705 1573 45 Education Statistics Kosovo, 123 60

Riinvest 30 79 23 99 68 255- 121 312 433 Tempulli UBT Universi Akademia Evolucion Dardania ESLG Iliria 16 108 8 43 3 45 -- -- 27 169 196 1,013 2,616 581 1,832 517 1,813 9 33 -- 2,120 4,174 6,294 140 214 111 176 111 171 -- -- 362 199 561 151 202 119 165 115 167 -- 274 399 273 443 306 470 -- -- 385 149 534 -- 853 459 1,312 10 35 31 74 22 49 3 5 -- 66 97 163 278 806 406 1,243 412 1,305 98 198 --- 1,194 2,358 3,552 Universum Vizioni për Arsim Ekonomik i Lubljanës Eada 325 657 265 610 299 641 166 140 --- 1,055 1,293 2,348 -- -- -------------- -------------- Victory Globus -------------- 99 204 54 114 58 129 -- -- 211 236 447 Arbëri Total 57 161- -- - 57 104 161 6,948 14,025 5,602 12,144 5,594 12,915 1,267 2,593 66 188 32 123 19,509 22,479 41,988 61

Number of students at Master Level, year 2016/2017 46 College AAB Year I Female Total 535 965 Year II Female Total 402 766 AuK - Biznesi 62 175 55 197 Design --- FactorY Fama 138 229 187 321 Europian --- i Kosovës Dukagjini 15 33 6 20 Gjilani --- Humanistika --- IBMC --- Internacional --- ISPE 13 38 34 103 Juridika 3 17 6 25 Pjeter Budi 17 52 12 51 QEAP 34 38 12 13 Heimerer Rezonanca 42 56 Female Male Total 937 794 1731 -- 117 255 372 -- 325 255 550 -- 21 32 53 -- -- -- -- 47 94 141 9 33 42 29 74 103 46 5 51 42 14 56 46 Education Statistics Kosovo, 128 62

Riinvest Tempulli UBT Universi Akademia Evolucion Dardania Dukagjini ESLEG Iliria Universum Vizioni për Arsim Ekonomik i L ubjanës Eada Victory Globus Arbëri Total 31 13 131 10 29 15 16 140 33 61 13 1,336 51 44 345 15 45 33 46 294 56 109 39 2,647 142 108 2 9 55 6 137 45 40 1,252 300 18 225 6 12 83 20 314 120 72 2,646 173 178 351 13 49 62 239 331 570 2 4 6 19 8 27 84 44 128 21 32 53 16 30 46 277 331 608 78 98 176 -- -- -- -- 101 80 181 13 26 39 2,588 2,705 5,293 63

6 .3 NUMBER OF STUDENTS AT ALL LEVEL IN PUBLIC AND PRIVATE INSTITUTIONS 47 Level Preschool Primary and lower secondary Upper secondary Special Education University Total Publi c 2016/2017 26,453 251,986 87,996 271 75,962 442,668 Privat e 2016/2017 3,020 3,107 2,945 47,281 56,353 Total 2016/2017 29,473 255,093 90,941 271 123,243 499,021 47 Education Statistics Kosovo 2016/2017, 134. 64

7 CURRICULA(GRADES 6. – 12.): WHAT DO STUDENTS LEARN ABOUT DEMOCRATIC LIFE AND LABOUR MARKET? Supporting the e orts to reform education in Kosovo, the Curriculum Framework for Pre-University Education was developed in order to address the identified shortcomings and needs in the field of education. Previous curricula were still oriented to education as content and front-line teaching with focus on teachers and teaching subjects. With the current new curriculum, which was initiated in 2011 and according to MEST forecasts has had to operate across the country in 2013/2014, it is aimed at changing the paradigm of classical content-oriented teaching through shifting the focus to the student and developing di erent competencies of students. However, there have been delays in the implementation of the new Curriculum Framework so far. The implementation of the new curriculum has become compulsory for all schools just in 2017. The Curriculum Framework is broken down into the Core Curricula of the di erent levels of pre-university education. Within the Core Curriculum the results are determined for both competences and learning. The competencies envisaged to be developed through the new Curriculum Framework and Core Curriculums include knowledge, skills and attitudes that will help students succeed in the digital era, the free market economy of a world with significant interdependence. The types of competences that are to be developed are: 65

Communication and expression competence Competence of thinking Learning competence Competence for life, work and environment Personal competence Civil Competence To achieve these competencies, results are formulated that are required to be achieved for di erent curricular areas as follows: Languages and communication; Arts; Mathematics Natural sciences Society and environment; Physical education, sports and health; Life and work. The di erence between formal levels of education for competencies and curriculum areas is done through expected learning outcomes. 48 Core curricula for lower secondary education(grades VI- IX) and upper secondary education(grades X- XII) foresee the same 48 Core Curriculum for Lower Secondary Education, 15. competences and curriculum areas for both low and upper level(gymnasiums). In addition to the classroom subjects, curricula of both levels have planned two curriculum areas that deal with social and economic issues(Life and Work). 66

Through the field Society and Environment, students develop the knowledge, skills, attitudes and trends that are needed for a democratic society. It is intended that students learn to participate and contribute actively and critically to society and the world. The Curriculum field Society and Environment at the lower secondary level(grades VI IX), is realized through subject lesson. The subjects of this field at this level are: history, geography and civic education. The general concepts of this field are: Individuals, groups and social relationships Social and Natural Processes Norms, Rights and Responsibilities Decision-making and Institutions Environment, resources and sustainable development 49 Specific concepts in the field Society and Environment for lower secondary education include, besides concepts from history and geography, also concepts of civic education that address social and political issues: Lower Secondary Specific Concepts in field Society and Environment Society Kingdom Peace Freedom Democratic Revolution Family Equality Abolitionism Republic Enlightenment Individuals Laws Tolerance Migration Parliamentarianism Institutions Democracy Absolutism Communication Colonialism Gender States Governance Totalitarianism 49 Core Curriculum for Lower Secondary Education, 66. 67

In upper secondary education (grades X- XII), the curriculum field Society and Environment 50 is addressed through subject teaching such as history, civic education, sociology, psychology, philosophy and logic. Specific concepts in the field of Society and the Environment in upper secondary education, which also address social, political and economic issues are: 51 Upper Secondary Specific concepts in field Society and Environment Society Decolonialization Norms Peace Parliamentarism Colonization Rights Responsibilities Tolerance Conflict Political Parties Neocolonialization Solidarity Decision Making Dictatorship Dictatorship of the Proletariat Fascism Market Economy Perception Racism Treaty Enlightenment Individuals Communism State Equality Citizenship Thinking Socialism Social Groups Civilization Judgment Democracy Philosophical Currents Social Relations Age of Relativism Freedom War The Curriculum field Life and Work plans activities such as research, problem solving, and the analysis of concepts. Students are expected to develop their creativity and entrepreneurial skills. These abilities and skills are required to be developed so that students can play an e ective role in the economy by being competitive in the labor market. 50 Core Curriculum for Lower Secondary Education, 70 51 Core Curriculum for Lower Secondary Education, 70.. 68

General Concepts: Technology including ICT Work and entrepreneurship education Career counseling and orientation Education for Sustainable Development For the lower secondary education(VI- IX class), the specific concepts of Life and Work are: Lower Secondary Specific Concepts in field Life and Work Description Measurement Cutting Planning Identification Evaluation Model Creation Access Issues from Di erent Perspectives Implementation Design Research Reasoning Specific concepts in the field of Life and Work for Upper Secondaray Education are: Upper Secondary Specific Concepts in field Life and Work CV Business Plan Programming Language Business Reasoning Computer Equipment Communication Network Entrepreneurship Economics Planning Career System Sustainable Development Model Creation Career Orientation Argumentation Access Issues from di erent perspectives Design(Creativity) Research Labor Market Employer 69

For a student's ability to contribute to democratic life and the labor market, it is advisable to broaden the areas of specific concepts for the areas of Society and Environment and Life and Work as to include concepts of political education, ethics, feminism and market policy work. The focus should be mainly focused on the concepts that make up the link between life and work processes in a democratic society. 70

8 OFFERS IN CAREER COUNSELING Career Counseling is also covered in the Curriculum Framework and the Core Curricula. In 2012 MEST has drafted the Career Orientation Strategy. However, due to the lack of trained and professional consultants and career consultants, there have been delays in this objective in Kosovo. In 2015, within a roundtable on this issue, organized by Enhancing Youth Employment, the lack of these o cials and insu cient engagement was discussed by the MEST. In December 2016 a research was published by the INPO Initiative for Progress, which instructs the establishment of career counseling centers. 52 But in the documents on the o cial website of MEST, no information was found on any initiative for the establishment of career orientation and counseling centers. 52 INPO, Udhëzues për Themelimin e Qendrave për Orientim në Karrierë, http://advocacy-center.org/wp-content/uploads/2017/02/Udhezues-per-themelimine-Qendrave-per-Orientim-ne-Karriere.pdf 71

9 RECOMMENDATIONS Despite the increased e orts to reform the education system in Kosovo over the past year 2017, there is still work to be done in many areas. Greater deficits will be listed below, trying to list the key issues according to their priority: DEFICITS: Lack of inter-ministerial, governmental coordination on education issues. Failure to observe the priorities of the National Development Strategy by the Government. Small budget for education. Lack of monitoring the implementation of legislation at all levels of the education system and the harmonization of primary and secondary legislation in the field of education. Misunderstanding of the existing legislation on the responsibilities and competencies of di erent actors regarding the quality assurance in education. Unskilled school management for the post of director in line with the requirements of KESP. Untrained teachers for teaching under the new curriculum and non-functioning of the licensing system and teacher's salary according to performance. Uninformed citizens about their rights and duties for quality assurance. Lack of subjects of political education, ethics, feminism and labor market policy. Lack of awareness on all sides about education as a public responsibility. 72

RECOMMENDATIONS: A monitoring and planning body for the education system should be established, consisting of o cials of the Ministry of Economic Development, Ministry of Finance and Ministry of Economic Development. This monitoring and planning body would also be responsible for the monitoring of the achievement of state goals/objectives in education according to the National Development Strategies. A strategy can not succeed without constant monitoring and reporting. However, in case of non-achievement of objectives according to the action plan for certain strategies, accountability for those failures has to follow. If failures are not punished, Kosovo's delays and stagnations will continue in all spheres of life. For the targets set and announced as a priority by the Government, there should be a budget breakdown that meets the needs for achieving those goals. Non-accountability from the side of Government must to be stopped immediately A body should be appointed responsible for harmonizing and interpreting legislation in the field of education. It should be made clear that the responsibility for ensuring the quality of education is the duty of the Ministry of Education. For this, the respective standards and guidelines should be developed and the Education Inspectorate should be strengthened financially and in sta. School directors must be well-proven and professional managers and their employment should not be politically influenced. Teachers are trained for teaching according to the new curriculum and paid according to their performance. Kosovo does not need weak teachers. Periodic testing of teacher knowledge and skills should be conducted to provide a practical and motivational teaching according to the requirements of the new curriculum. Citizens should understand that it is their job to insist on the quality of education for their children. Public institutions are paid by citizens' taxes and are responsible for providing quality services for which they are paid. Citizens should be informed 73

through campaigns about their rights and duties regarding quality assurance. There should also be awareness campaigns about the importance of professional education and the existing misconceptions about vocational education. Courses shall be o ered that raise political education and knowledge of ethics, feminism and labor market policies. This would ensure that students are truly active in democratic life and bring added value to society and the labor market. All institutional actors of the Government and State Administration should be aware that both education and its quality are public responsibilities, for whose failures the responsible persons should held accountable. 74

10 REFERENCAT Balkan Insight, Higher Education is Reinforcing Kosovo's Ethnic Divide, http://www.balkaninsight.com/en/article/higher-educationis-reinforcing-kosovo-s-ethnic-divide-04-04-2017[accessed 20.09.2018] Evropa e lire: Education as a priority after the bulding of roads, https://www.evropaelire.org/a/28238678.html[qasur me 17.09.2018] Portali Telegrafi: Rritjet dhe shkurtimet buxhetore të vitit 2018, https://telegrafi.com/rritjet-dhe-shkurtimet-buxhetore-te-vitit2018/[qasur me 17.09.2018] INPO, Udhëzues për Themelimin e Qendrave për Orientim në Karrierë, MASHT.“Core Curriculum for Upper Secondary Education in Kosovo” August 2016. https://masht.rksgov.net/uploads/2015/10/ang-working-3-masht.pdf “Core Curriculum for Lower Secondary Education in Kosovo” August 2016. https://masht.rks-gov.net/uploads/2015/10/angworking-2-masht.pdf “Education Strategic Plan of Kosovo 2017-2021,” 2016. https://masht.rks-gov.net/uploads/2017/02/20161006-kesp-20172021-1.pdf “Annual Assessment Report 2018,” 2018. “Strategy of Quality Assurance for Pre-University Education in Kosovo 2016-2020,” 2015, https://masht.rksgov.net/uploads/2016/12/qa-strategy-final-english.pdf 75

MASHT and ASK.“Education Statistics in Kosovo 2016-17.” Information Management System in Education, 2017. Government of Kosovo, O ce for Strategic Planning.“National Strategy for Development 2016-2021,” 2015. http://www.kryeministriks.net/repository/docs/National_Development_Strategy_20162021_ENG.pdf LAWS Law on Pre-University Education in Kosovo: https://masht.rks-gov.net/uploads/2015/06/03-ligji-per-arsiminparauniversitar-anglisht.pdf[accessed 22 July 2018] Law on Preschool Education in Kosovo https://masht.rkJs-gov.net/uploads/2015/06/08-2006-02-l52en.pdf [accessed 22 July 2018] Law on Education in Municipalities https://masht.rks-gov.net/uploads/2015/06/09-2008-03-l068en.pdf [accessed 22 July 2018) Law for Local Self-Government https://gzk.rks-gov.net/ActDetail.aspx?ActID=2530 [accessed 22 July 2018] Law on Inspection of Education in Kosovo https://masht.rks-gov.net/uploads/2015/06/05-ligji-mbiinspeksionin.pdf [accessed 22 July 2018] 76

Law for Vocational Education and Training https://masht.rks-gov.net/uploads/2015/06/ligji-per-aftesiminprofesional-2013-eng.pdf [accessed 09.09.2018] Law on Higher Education in Kosovo https://masht.rks-gov.net/uploads/2015/06/02-ligji-per-arsimin-elarte-anglisht.pdf [accessed 20.09.2018] 77

78

79

Analysis Management Education Development Security Career Analysis of Kosovo's Education System 80