Republika e Kosovës Republika Kosova - Republic of Kosovo Qeveria Vlada - Government Ministria e Arsimit, Shkencës dhe Teknologjisë - Ministarstva za Obrazovanje Nauku i Tehnologiju - Ministry of Education, Science and Technology ACTION PLAN OF KOSOVO EDUCATION STRATEGIC PLAN 2017-2021 1 Pristine, September 2016
STRATEGIC PRIORITY 1: PARTICIPATION AND INCLUSION Objective Indicators for measuring the achievement of the objective Baseline Target Increasing participation and providing equal opportunities for the development, training, and of every individual in. Gross participation in pre-school 15.7% 1 20% Gross participation in pre-primary 79.6% 2 100% Gross participation in pre-school of children aged 4 and 5 40.7% 3, 4 55% 5 Gross participation in primary 96.4% 6 100% Gross participation in lower secondary 99.5% 7 100% Gross participation in upper secondary 84.5% 8 90% Gender parity index Level: Pre-school (age 0-5) 0.92 9 0.95 Gender parity index Level: Pre-primary (age 5) 0.94 10 0.93 Gender parity index Level: Primary (age 6-10) 0.93 11 0.94 Gender parity index Level: Lower secondary (11-14) 0.94 12 0.93 Gender parity index Level: Upper secondary (15-17) 0.89 13 0.94 Transition rate to upper secondary 97.2% 14 / The early leavers rate of age 18-24 (Usually obtained through the Labour Market Survey 15 ) / / Inclusion of children with special needs in compulsory 44.6% 16 (M: 50.3%, F: 37.2%) 60% (for M and F) Inclusion of children with special needs in upper secondary 17.9% 17 (M: 19.5%, F: 15.8%) 30% (for M and F) Inclusion of Roma, Ashkali and Egyptian children in pre-primary 53.9% 18 70% Inclusion of Roma, Ashkali and Egyptian children in primary 85.3% 19 95% Inclusion of Roma, Ashkali and Egyptian children in lower secondary 65% 20 85% Inclusion of Roma, Ashkali and Egyptian children in upper secondary 30.3% 21 50% Transition rate to upper secondary for children from Roma, Ashkali and Egyptian communities 69.9% 22 80% Gender parity index for Roma, Ashkali and Egyptian communities Level: Primary 1.01 23 1 Gender parity index for Roma, Ashkali and Egyptian communities Level: Lower secondary 0.94 24 1 I Gender parity index for Roma, Ashkali and Egyptian communities Level: Upper secondary 0.80 25 0.90 Inclusion of repatriated children in the system / 100% Number of children in Diaspora who attend al activities / / Dropout of compulsory 0.20% 26 <0.1% Dropout of upper secondary 1.70% 27 <1% Number of children with special talents identified within the system / 300/vit 2 1 Statistical report with indicators 2014/15, MEST, p. 42. http://masht.rks-gov.net/uploads/2015/12/raport-statistikor-me-tregues-arsimor-2014-15.pdf 2 Ibid, p. 12. 3 Children of age 4 and 5 in pre-school institutions during the academic year 2014/2015: 23,441. Statistical report with indicators 2014/15, MEST, p. 42. http://masht.rks-gov.net/uploads/2015/12/raport-statistikor-me-tregues-arsimor-2014-15.pdf 4 People of age 4 and 5 in year 2014 (projection, medium variant): 57,647. Kosovo Population Projection 2011-2061, ASK, December, 2013, p. 41. 5 It is calculated on the assumption that in 2021 the number of 4 year kids will be doubled in preschool compared to school year 2014/15, while all 5 year olds will attend pre-primary.. 6 Ibid, p. 14. 7 Ibid, p. 15. 8 Ibid, p. 17. 9 Education Statistics 2014/15, MEST, p. 10. http://masht.rks-gov.net/uploads/2015/07/statistikat2014-15compressed.pdf 10 Education Statistics 2014/15, MEST, p. 42. http://masht.rks-gov.net/uploads/2015/07/statistikat2014-15compressed.pdf. 11 Ibid, p.26. 12 Ibid, p.26. 13 Ibid, p. 42. 14 Statistical report with indicators 2014/15, MEST, p. 26. http://masht.rks-gov.net/uploads/2015/12/raport-statistikor-me-tregues-arsimor-2014-15.pdf 15 http://ec.europa.eu/eurostat/statistics-explained/index.php/glossary:early_leaver_from and_training 16 Statistical report with indicators 2012-2013 and 2013-2014 p. 20. http://masht.rks-gov.net/uploads/2015/08/raport-statistikor-me-tregues-arsimore-2012-13-dhe-2013-14.pdf 17 Ibid, p.21. 18 Multiple Indicator Clustering Survey 2013-2014 Roma, Ashkali and Egyptian Communities (MICS), Final Report, KAS, Pristina 2014, p. VII. https://ask.rks-gov.net/images/files/komunitetet%20rome,%20ashkali%20dhe%20egjiptiane%20ne%20kosove.pdf 19 Ibid. 20 Ibid. 21 Ibid. 22 Ibid. 23 Ibid. 24 Ibid. 25 Ibid. 26 Statistical report with indicators 2014/15, MEST p.27. http://masht.rks-gov.net/uploads/2015/12/raport-statistikor-me-tregues-arsimor-2014-15.pdf 27 Ibid, p.28.
Result 1.1. Participation of children aged 0-5 in quality pre-school reaches 20% Activities Reference Points Financial Source of s 1.1.1. Encouraging establishment and accreditation of private institutions and community-based centres by the 1.1.2. Drafting and implementing the training programme for in-service educators working with children aged 0-3 years 1.1.3. Development of parent awareness regarding early childhood 1.1.4. Organisation of awareness activities for the community on the importance of preschool 1.1.5. Piloting of the new pre-school curriculum 1.1.6. Implementation and monitoring of competencies for educators working with children aged 3-5 Developing Administrative Instruction on opening/establishment of private pre-school institutions by Licensing private institutions Developing training programme for in-service educators working with children aged 0-3 years Launching media spot on the importance of preschool Designing and printing leaflets to inform the community about the importance of early childhood Developing guidelines for educators about the new curriculum Printing guidelines for educators Training educators for 5 kindergartens currently in the piloting process Training educators working with children aged 3-5 years on implementing the "Educators Competencies" Licensing private institutions Training educators working with children aged 0-3 years, according to the new training programme Developing awarenessraising package for parents regarding early childhood Designing and printing leaflets to inform the community about the importance of early childhood Training educators for 5 kindergartens currently in the piloting process Training educators working with children aged 3-5 years on implementing the "Educators Competencies" Licensing private institutions Designing and printing leaflets to inform the community about the importance of early childhood Monitoring the implementation of the new curricula in 10 kindergartens and drafting the evaluation report Training educators working with children aged 3-5 years on implementing the "Educators Competencies" Licensing private institutions Designing and printing leaflets to inform the community about the importance of early childhood Licensing private institutions Designing and printing leaflets to inform the community about the importance of early childhood 3,500 KB - Other Division for preschool / / Division for private 1,500 Donors Division for preschool 21,000 Donors Division for preschool 3,750 Donors Division for preschool 3,000 Donors Division for preschool 7,500 Donors Division for preschool 1,950 KB - MEST Division for preschool 2,250 KB - MEST Division for preschool 4,000 KB - MEST Division for preschool 1,134 Donors Division for preschool 10,080 KB - MEST Division for preschool Division for preschool 3
Training inspectors and directors of pre-school institutions on evaluation based on competencies Printing documents for educator competencies Install database to assess competencies in every preschool institution, MED and inspection office Training inspectors and directors of pre-school institutions on evaluation based on competencies Result 1.2. All 5-year-old children participate in pre-primary quality 1,680 Donors Division for preschool 2,400 Donors Division for preschool / / Division for preschool Activities Reference Points Financial Source of 1.2.1. Opening of new pre-primary classes 1.2.2. Educator training on curriculum implementation 1.2.3. Developing special teaching and didactic materials for pre-primary grade 1.2.4. Establishment of quality monitoring mechanism for preprimary according to educators' competencies Operating pre-primary / / Division for preschool MEDs classes in at least two shifts Opening 20 new pre-school classes within primary Opening 20 new preschool classes within Opening 20 new pre-school classes within primary schools Opening 20 new preschool classes within Opening 20 new preschool classes within 730,000 250,000 KB - MEST MEDs Infrastructure Department schools primary schools primary schools primary schools 480,000 KB - Municipalities Opening 5 new community centres Opening 5 new community centres Opening 5 new community centres 37,500 Donors Division for of communities Addressed in 4.1.12. Addressed in 4.1.12.. Addressed in 4.1.12. Addressed in 4.1.12. Addressed in 4.1.12. / / / / Developing package dedicated to preschool age group Training pedagogues or directors to monitor educators in accordance with competencies Installing school evaluation database Result 1.3. 50% of children with special needs are included in the system Training pedagogues or directors to monitor educators in accordance with competencies Training pedagogues or directors to monitor educators in accordance with competencies 3,000 KB - MEST Division for preschool 6,719 Donors Division for preschool 400 KB - MEST Division for preschool Activities Reference Points Financial Source of 1.3.1. Definition of gender-sensitive EMIS indicators for children with special needs 1.3.2. Making the assessment/pedagogic teams operational Defining indicators for identifying special needs children Developing instruments for assessment of pedagogical needs of special needs children Defining indicators for identifying special needs children Developing expert training programme for al needs assessment of children with special needs Training experts (pedagogues, 5,000 Donors Division for special needs 3,000 KB - Other 450 KB - Other Division for special needs Division for special needs 2,856 KB - MEST Division for special needs IT Unit 4
1.3.3. Training of teaching staff on inclusive 1.3.4. Transforming the attached classrooms into resource rooms 1.3.5. Enforcement of school support mechanisms This activity is addressed in 4.1.12. psychologists and ) to assess pedagogical needs of children with special needs. This activity is addressed in 4.1.12. Transforming attached classrooms in all schools into resource rooms for individual work, meetings with parents, and different activities Increasing the number of support who support children with special needs This activity is addressed in 4.1.12. Transforming attached classrooms in all schools into resource rooms for individual work, meetings with parents, and different activities Assessing the work of assessment teams in and prepare the report This activity is addressed in 4.1.12. Transforming attached classrooms in all schools into resource rooms for individual work, meetings with parents, and different activities This activity is addressed in 4.1.12. Transforming attached classrooms in all schools into resource rooms for individual work, meetings with parents, and different activities 2,250 KB - MEST Division for special needs / / / / / MEDs Division for special needs 384,000 KB - MEST MEDs Result 1.4. Inclusion of children of Roma, Ashkali and Egyptian communities in primary increases by 10%, and in lower and upper secondary by 20% Activities Reference Points Financial Source of 1.4.1. Harmonising Learning Centre 1.4.2. Drafting regulations by to facilitate the enrolment and attendance conditions of Roma, Ashkali and Egyptian children in pre-school and secondary level Harmonising Learning Centre Programmes Drafting the regulation to facilitate the enrolment and attendance conditions of Roma, Ashkali and Egyptian children in preschool and upper secondary school level Facilitating the enrolment of Roma, Ashkali and Egyptian children in public and private pre-school institutions Providing scholarships for the secondary school for students of roma, ashkali, and egyptian communities that have shown success in learning and that meet the requirements Harmonising Learning Centre Programmes Facilitating the enrolment of Roma, Ashkali and Egyptian children in public and private preschool institutions Providing scholarships for the secondary school for students of roma, ashkali, and egyptian communities that have shown success in learning and that meet the requirements Harmonising Learning Centre Programmes Facilitating the enrolment of Roma, Ashkali and Egyptian children in public and private pre-school institutions Providing scholarships for the secondary school for students of roma, ashkali, and egyptian communities that have shown success in learning and that meet the requirements Facilitating the enrolment of Roma, Ashkali and Egyptian children in public and private pre-school institutions Providing scholarships for the secondary school for students of roma, ashkali, and egyptian communities that have shown success in learning and that meet the requirements Facilitating the enrolment of Roma, Ashkali and Egyptian children in public and private pre-school institutions Providing scholarships for the secondary school for students of roma, ashkali, and egyptian communities that have shown success in learning and that meet the requirements / / Division for of communities / / MEDs 90,000 KB - Municipalities Division for of communities 1,140,000 Donors Division for of communities MEDs 5 1.4.3. Monitoring the implementation of Set criteria for selection of winners Monitoring the implementation of Set criteria for selection of winners Monitoring the implementation of Set criteria for selection of winners Monitoring the implementation of facilitation measures by Set criteria for selection of winners Monitoring the implementation of Set criteria for selection of winners Monitoring the implementation of / / Division for of communities / / Division for of
facilitation measures for enrolment of children in pre-school and upper secondary level 1.4.4. Training of for teaching Roma language 1.4.5. Organise activities to raise awareness of Roma, Ashkali and Egyptian communities on the importance of timely enrolment and school attendance, with special focus on girls facilitation measures by MEST officials This activity is addressed in 4.1.12 Organising awareness campaigns facilitation measures by MEST officials This activity is addressed in 4.1.12 Organising awareness campaigns MEST officials This activity is addressed in 4.1.12 Organising awareness campaigns facilitation measures by MEST officials This activity is addressed in 4.1.12 Organising awareness campaigns facilitation measures by MEST officials This activity is addressed in 4.1.12 Organising awareness campaigns Result 1.5. All repatriated children are included in the system and strengthen the mechanisms for organising in Diaspora communities / / / 30,000 Donors Division for of communities Activities Reference Points Financial Source of 1.5.1. Monitoring the implementation of repatriation legislation by MEST supervision group 1.5.2. Drafting of individual plans for repatriated students Monitoring schools in the implementation of the Law on Repatriation Developing and implementing annual plans for repatriated students in certain areas Monitoring schools in implementing individual plans for repatriated students Monitoring schools in the implementation of the Law on Repatriation Developing and implementing annual plans for repatriated students in certain areas Monitoring schools in implementing individual plans for repatriated students Monitoring schools in the implementation of the Law on Repatriation Developing and implementing annual plans for repatriated students in certain areas Monitoring schools in implementing individual plans for repatriated students Monitoring schools in the implementation of the Law on Repatriation Developing and implementing annual plans for repatriated students in certain areas Monitoring schools in implementing individual plans for repatriated students Monitoring schools in the implementation of the Law on Repatriation Developing and implementing annual plans for repatriated students in certain areas Monitoring schools in implementing individual plans for repatriated students / / Division for special needs / / MEDs / / Division for general 6 1.5.3. Review of the repatriates programme 1.5.4. Training of and municipal officials on the repatriation programme 1.5.5. Coordination and monitoring of supplementary classes by the MEST supervisory group 1.5.6. Organising activities for children in Diaspora Review and adaptation of for repatriates Publish revised programme materials for repatriates Training municipal officials. Teacher training is addressed in activity 4.1.12. Monitoring catch-up classes by the Activities for children in Diaspora Monitoring catch-up classes by the Activities for children in Diaspora Monitoring catch-up classes by the Activities for children in Diaspora Monitoring catch-up classes by the Activities for children in Diaspora Monitoring catch-up classes by the Activities for children in Diaspora 2,250 KB - MEST Division for general 7,000 KB - MEST Division for general 1,260 KB - MEST MEDs Division for general / / Division for general / / Department for the preuniversity
Result 1.6. Effective mechanisms to prevent dropout and non-enrolment in are established Activities Reference Points Financial Source of 1.6.1. Capacity building for prevention teams at the school, municipal and central level Establish and supervise PRTDN teams in all schools and Establish and supervise PRTDN teams in all schools and Establish and supervise PRTDN teams in all schools and Establish and supervise PRTDN teams in all schools and Establish and supervise PRTDN teams in all schools and / / Division for general 1.6.2. Revision of PRTDNs role 1.6.3. Improve sexdisaggregated data collection for dropout and non-enrolment 1.6.4. Development of action plans for prevention of dropouts and non-enrolment in school in all Train PRTDN teams at the municipal level for implementation of the existing documents Train PRTDN teams at school level for implementation of the existing documents Review indicators, develop early warning tools for dropout and determine standard operating procedures Inform schools on the use of new documentation Establish and monitor PRTDN teams in upper secondary schools, since this stage of is a critical point for dropout Inform schools on the use of new documentation Developing Administrative Instruction on providing alternative for students who for specific reasons do not attend regular classes Organising forms of alternative by Adjust the documentation of PRTDN teams for upper secondary schools Establish and monitor PRTDN teams in upper secondary schools, since this stage of is a critical point for dropout Organising forms of alternative by Establish and monitor PRTDN teams in upper secondary schools, since this stage of is a critical point for dropout Organising forms of alternative by Establish and monitor PRTDN teams in upper secondary schools, since this stage of is a critical point for dropout Organising forms of alternative by 3,906 Donors Division for general 5,292 Donors Division for general / / Division for general / / MEDs 3,750 KB - MEST Division for general / / MEDs Division for general 3, 500 KB - MEST Division for general / / MEDs 7 1.6.5. Awareness-raising regarding of other vulnerable categories Supervising action plans by MEST to prevent dropout Supervising action plans by MEST to prevent dropout Launching media spot on the importance of educating vulnerable groups such as girls, isolated children, children with special needs, ethnic communities children, etc Publishing information brochures for categories at risk Supervising action plans by MEST to prevent dropout Supervising action plans by MEST to prevent dropout Launching media spot on the importance of educating vulnerable groups such as girls, isolated children, children with special needs, ethnic communities children, etc Publishing information brochures for categories at risk Supervising action plans by MEST to prevent dropout / / Division for general 6, 000 Donors Division for general 1, 500 Donors Division for general
1.6.6. Monitoring and assessing of progress reached in the implementation of policies that address the dropout and nonenrolment and early warning for children at risk of dropout 1.6.7. Organisation of accelerated learning for pupils that have dropped out or are not enrolled at school Developing Administrative Instruction on accelerated classes Developing for accelerated classes for levels Developing for accelerated classes for levels Investigate the implementation of policies that address dropout and non-registration Investigate the implementation of policies that address dropout and nonregistration 3, 750 KB - MEST Division for general 3, 500 KB - MEST Division for general 7, 500 KB - MEST Division for curricula and school textbooks Organising accelerated classes in all Organising accelerated classes in all Organising accelerated classes in all Organising accelerated classes in all Organising accelerated classes in all / / Division for general Result 1.7. There are mechanisms and for identification and support of children with exceptional intellectual potential and special talents in academic, creative and artistic fields Activities Reference Points Financial Source of 1.7.1. Creation and mechanisms and to identify and support children with exceptional intellectual potential and special talents 1.7.2. Training and school psychologists to work with children with exceptional intellectual potential and special talents 1.7.3. Encourage children with exceptional intellectual potential and special talents 1.7.4. Cooperation with local and international centres and organisations working in this area Cooperation with local and international centres and organisations working in this area Defining mechanisms and to identify children with exceptional potential and special talents Develop training programme for psychologists and to work with children with exceptional potential and special talents Training psychologists and to work with these children Cooperation with local and international centres and organisations working in this area Training psychologists and to work with these children Providing additional funding for children with exceptional potential and special talents (40 scholarships) Cooperation with local and international centres and organisations working in this area Providing additional funding for children with exceptional potential and special talents (40 scholarships) Cooperation with local and international centres and organisations working in this area Providing additional funding for children with exceptional potential and special talents (40 scholarships) Cooperation with local and international centres and organisations working in this area 2, 250 KB - MEST Division for general 2, 250 KB - MEST Division for general 25, 200 Donors Division for general 96, 000 Donors Division for general / / Division for general 8
Result 1.8. Effective mechanisms and policies in place to promote diversity through an integrated system are established Activities Reference Points Financial Source of 1.8.1 Develop a strategy for promoting interethnic dialogue and contact among communities 1.8.2 Review language teaching provisions 1.8.3 Measures to improve teaching of Albanian as a second language 1.8.4 Development of community-specific al modules 1.8.5 Development of a policy on how to teach diversity and human and communities rights to all pupils Developing the strategy 7, 000 KB - MEST Division for of communities Developing an Administrative Instruction on teaching in local area languages Teacher development in the Albanian language as a second language Developing relevant teaching materials Needs assessment for the specific community modules Needs assessment for the specific community modules 3, 500 KB - MEST Division for of communities 2, 100 KB - MEST Division for of communities 2, 000 KB - MEST Division for of communities / / Division for of communities Developing the policy 3, 500 KB - MEST Division for of communities 9
STRATEGIC PRIORITY 2: THE EDUCATION SYSTEM MANAGEMENT Objective Indicators for measuring the achievement of the objective Baseline Target Improving the quality and efficient management of the system, based on transparency and accountability. Percentage of trained School Governing Board members 822 trained participants or 272 schools in total 50% Percentage of trained school directors and deputy directors Number of MED trained staff on al leadership 490 school managers from BEP Programme and around 500 other have been trained by GiZ 28. 9 MEDs, 33 participants, have been trained on management, leadership and communication by GiZ; All MEDs have participated in financial decentralisation training provided by IDEP (financed by the World Bank) and DANIDA; 22 MED (representation of Professional Development Coordinators) was attended by the Professional Development Planning and Management training provided by USAID BEP 29. 100% for basic training; and 50% for advanced training Number of students studying in one shift in primary schools 25.4% (or 198 schools out of 779 schools in total) 30 1/3 School premises per student 3.5 m² 31 School gross area is roughly 1,300,000 m² 4 m2 70 Number of schools equipped with the individual student lockers / 30% of schools Number of schools to be equipped with furniture / 60 schools Number of schools to be equipped with standard sets of sport equipment / 40 schools Number of pre-school institutions that will be contracted / 18 pre-school institutions Renovation of school buildings / 250 schools Construction of new school premises / 25 new school premises Construction of premises for higher institutions / 3 premises Training of managerial and teaching staff on Health and Safety in schools / 50% Number of schools that are equipped with first aid packages / 100 Number of MEST staff trained in planning, policy making and monitoring / 50 Number of regulations and procedures approved for effective communication / 5 Number of school networks/learning communities established / 150 Number of municipal development plans approved / 36 Percentage of schools that have a budget sub-account and are managing own budget / 100% Number of policies on EMIS data management / 2 Number of trained staff on EMIS data usage and data input / 700 school level staff 10 28 Data provided by MEST/Training Section have compared and updated with data from the responsible organizations. 29 Data provided by MEST/Training Section have been compared and updated with data from the responsible organizations. 30 Data provided by the MEST Infrastructure Department. 31 According to MEST School Map data.
Result 2.1. Build capacities for an accountable and effective system management at central and municipal level, as well as effective management at school level Activities Reference Points Financial Source of 2.1.1 Restructuring the organisation of MEDs in accordance with the decentralised structures of the system 2.1.2 Training MED staff based on identified needs and in accordance with the decentralised structure of the system 2.1.3 Draft regulations and supporting guidelines for management at the municipal level 2.1.4 Training of MEST staff for planning, policy-making and monitoring 2.1.5 Developing mechanisms for effective communication between various parties in the system through reporting and other regular coordination processes 2.1.6 Putting in place and empowering parent councils at school, municipal and state level, through the provision of support for their work and by monitoring their work 2.1.7 Training of administrative staff and members of the school governing boards on governance and leadership 2.1.8 Create cooperation and communication network between schools in the field of leadership and teacher development (learning community) 2.1.9 Empowerment of an integrated approach in planning between MEST-MED- Analysing current organization Drafting guidelines for MED structuring Drafting the organogram for new responsibilities/manual Assessing MED development needs Developing three manuals for management in (upgrading the existing ones) Implement capacity development programme Publication of three manuals for management in (upgrading the existing ones) Implement capacity development programme 3,000 Donors Department for policies 1,500 Donors Department for policies 11,500 Donors Department for policies 36,250 Donors Department for policies 73,500 Donors Department for policies 11,200 Donors Department for policies Assessing MEST staff needs 13,950 Donors Office of the General Secretary Implementing MEST capacity building programme Implementing MEST capacity building programme Implementing MEST capacity building programme 90,000 Donors Office of the General Secretary Organising regular forums Organising regular forums Organising regular forums Organising regular forums Organising regular forums / / Office of the for specific sub-topics for specific sub-topics for specific sub-topics for specific sub-topics for specific sub-topics General Secretary Drafting annual reports on the system functioning Technical support in organising the work of parents councils Monitoring parent councils activities Training School Governing Boards Organising country-wide network in each municipality Drafting annual reports on the system functioning Technical support in organising the work of parents councils Monitoring parent councils activities Training School Governing Boards Organising country-wide network in each municipality Drafting annual reports on the system functioning Monitoring parent councils activities Training School Governing Boards Organising country-wide network in each municipality Drafting annual reports on the system functioning Monitoring parent councils activities Training School Governing Boards Organising country-wide network in each municipality Drafting annual reports on the system functioning Monitoring parent councils activities Training School Governing Boards Organising country-wide network in each municipality 7,500 KB - MEST Office of the General Secretary 13,500 KB - MEST MED Collegium 22,500 KB - MEST MED Collegium 210,900 Donors Department for policies 15,000 Municipal Budget MED Collegium School level planning School level planning School level planning School level planning School level planning 150,000 Donors Schools Municipal level planning Municipal level planning Municipal level planning 67,500 Donors MEDs 11
School Central level planning Central level planning Central level planning Central level planning Central level planning 37,500 Donors Office of the General Secretary Annual review of strategic Annual review of strategic Annual review of strategic Annual review of strategic Annual review of 220,000 Donors Minister s Cabinet plan plan plan plan strategic plan MEDs 2.1.10. Management of the schools network 2.1.11. Strengthening of the school autonomy Analyse current situation in the field Analysing the existing legislation Analyse current situation in the field Analysing the existing legislation 85,000 Others Department for policies 7,500 Donors Legal Department Reviewing/drafting the legislation Reviewing/drafting the legislation Reviewing/drafting the legislation 32,500 Donors Legal Department Result 2.2. Define standards for recruitment and management mechanisms for leaders of al institutions Activities Reference Points Financial Source of 2.2.1 Define the status of director and deputy director of al institutions 2.2.2 Establish mechanisms for monitoring and performance assessment of directors and deputy directors 2.2.3 Setting up selection mechanisms for directors and deputy directors, including the training of selection committees 2.2.4 Development of a career management system for directors and deputy directors based on the relevant standards 2.2.5 Providing equal access to both men and women to development for directors, deputy directors and who aim at management career, by providing a comprehensive offer and sustainable funding Developing regulations 7,000 Donors Department for policies Creating legal regulations for monitoring the performance of school directors Develop licensing system for school managers Basic Director training programme Creating legal regulations for monitoring the performance of school directors Training selection committees Develop licensing system for school managers Basic Director training programme Advanced Director training programme Capacity building at municipal level Training selection committees Develop licensing system for school managers Basic Director training programme Advanced Director training programme Capacity building at municipal level Basic Director training programme Advanced Director training programme Result 2.3. Implement a functional mechanism for funding that contributes to school development Capacity building at municipal level Advanced Director training programme 92,000 Donors Department for policies 96,770 Donors Department for policies 16,680 Donors Department for policies 101,750 Others Department for policies 76,560 KB - MEST Department for policies 97,800 Donors Department for policies Activities Reference Points Financial Source of 2.3.1 Review of the funding formula to provide opportunity for addressing specific needs of different schools in order to improve quality Reviewing the formula 47,000 Others Department for policies Department of finance 12
2.3.2 Increase efficiency of budget planning processes at the local level 2.3.3 Capacity development at school and MEDs on financial management Increasing the efficiency of the budget planning process Training MED officials on financial management based on the revised formula Increasing the efficiency of the budget planning process Training MED officials on financial management based on the revised formula Training MED officials on financial management based on the revised formula Training MED officials on financial management based on the revised formula 30,600 Others Department for policies 48,800 Others Department for policies Department of finance 2.3.4 Define indicators for expenditures incurred in with the purpose of assessing the efficiency of spending in Defining indicators Defining indicators Defining indicators 84,000 Others Department for policies Result 2.4. Produce regular reports based on the analysis and interpretation of EMIS-data and use these analyses for policymaking Activities Reference Points Financial Source of 2.4.1 Restructuring of the Policy Coordination, Statistics Division to clarify roles associated with EMIS 2.4.2 Capacity development for advanced data collection, analysis and interpretation 2.4.3 Development of data management procedures and their use 2.4.4 Develop a platform for integration of the existing information and database systems for all levels 2.4.5 Capacity building for data users from schools, MEDs, central level and universities 2.4.6 Filling in indicators framework according to UNESCO, EUROSTAT and OECD Restructuring the statistics division 17,000 Donors Office of the General Secretary EMIS capacity building EMIS capacity building EMIS capacity building EMIS capacity building EMIS capacity building 110,500 Others Division for policy coordination and statistics Developing data management procedures EMIS system improvement EMIS system improvement EMIS system improvement EMIS system improvement 29,000 Others Division for policy coordination and statistics 314,500 Others Division for policy coordination and statistics EMIS user training EMIS user training 105,400 Others Division for policy coordination and statistics Defining indicators framework Defining indicators framework Result 2.5. The legislation is harmonised and completed for the entire sector to reflect changes in the legislation and other policies 49,100 Donors Division for policy coordination and statistics Division for policy coordination and statistics Activities Reference Points Financial Source of 2.5.1 Analysis of the coherence of primary and secondary legislation in relation to draft laws that are in the approval process and other policies and laws outside the sector 2.5.2 Drafting the dynamic plan for the revision of legislation 2.5.3 Drafting and amendment of laws and bylaws 2.5.4. Monitoring the implementation of laws and bylaws Analysing the legislation and policies 45,500 Donors Legal Department Drafting a dynamic plan for 18,500 Donors Legal Department the revision of legislation Drafting new legislation Drafting new legislation Drafting new legislation 105,000 Donors Legal Department Drafting monitoring report Drafting monitoring report Drafting monitoring report Drafting monitoring report Drafting monitoring report 37,500 Donors Legal Department Office of the General Secretary 13
Result 2.6. Schools have established safe, friendly and healthy environments for all Activities Reference Points Financial Source of 2.6.1 Awareness activities on the environment and health Conducting awareness raising activities Conducting awareness raising activities Conducting awareness raising activities Conducting awareness raising activities Conducting awareness raising activities 25,000 Municipal Budget MEDs Schools 2.6.2 Establish mechanisms for health promotion at municipal and school level 2.6.3 Develop materials for health and school environment 2.6.4 Investigate needs related to drinking water and sanitation facilities, and mechanisms for their maintenance 2.6.5 Draft guidelines on security in al institutions 2.6.6 Establish emergency response mechanisms 2.6.7 Placing fire extinguishing equipment in schools 2.6.8 Providing schools with first aid kits 2.6.9 Capacity building activities for schools and MEDs on violence prevention 2.6.10 Training school staff for Health and Safety in the school Establishing mechanisms for health promotion at municipal and school level Developing materials on health and environment Establishing emergency response capacities Providing 300 schools with first aid kits Capacity building activities for schools and MEDs on violence prevention Training school on health and safety Establishing mechanisms for health promotion at municipal and school level Developing materials on health and environment Conducting a study on drinking water and sanitation Drafting guidelines on school safety Establishing emergency response capacities Installing 200 fire extinguishing equipment in schools Providing 400 schools with first aid kits Capacity building activities for schools and MEDs on violence prevention Training school on health and safety Establishing mechanisms for health promotion at municipal and school level Conducting a study on drinking water and sanitation Establishing emergency response capacities Installing 300 fire extinguishing equipment in schools Providing 300 schools with first aid kits Capacity building activities for schools and MEDs on violence prevention Training school on health and safety Establishing mechanisms for health promotion at municipal and school level Conducting a study on drinking water and sanitation Installing 300 fire extinguishing equipment in schools Capacity building activities for schools and MEDs on violence prevention Training school on health and safety Result 2.7. Build an effective system of building management that contributes to the creation of suitable learning environments Establishing mechanisms for health promotion at municipal and school level Installing 200 fire extinguishing equipment in schools Capacity building activities for schools and MEDs on violence prevention Training school on health and safety / / MEDs Schools 14,000 KB - MEST Department for policies 27,000 Donors Department for policies 31,500 Donors Department for policies 21,900 KB - MEST Department for policies 1,500,000 Municipal MEDs Budget 100,000 Municipal Budget 16,800 Municipal Budget MEDs MEDs 99,500 KB - MEST MEDs Activities Reference Points Financial Source of 2.7.1 Develop norms and standards for the design of al facilities for all levels 2.7.2 Promote norms and standards of facility construction for all levels and stakeholders 2.7.3 Monitor the implementation of construction norms and standards 2.7.4 Assessment of physical state of al facilities Developing norms and standards for the design of school premises 2.7.2 Promote norms and standards of facility construction for all levels and stakeholders Monitoring the implementation of standards Developing norms and standards for the design of school premises 2.7.2 Promote norms and standards of facility construction for all levels and stakeholders Monitoring the implementation of standards Assessing physical state of al facilities 2.7.2 Promote norms and standards of facility construction for all levels and stakeholders Monitoring the implementation of standards Assessing physical state of al facilities Monitoring the implementation of standards Assessing physical state of al facilities Monitoring the implementation of standards 99,500 KB - MEST Department for infrastructure and school buildings 9,000 KB - MEST Department for infrastructure and school buildings 13,500 KB - MEST Department for infrastructure and school buildings 18,000 Donors Department for infrastructure and school buildings 14
2.7.5 Draft guidelines for maintenance of school facilities of all profiles and levels 2.7.6 Advancing building database 2.7.7 Draft a Guide for investment planning in new school buildings 2.7.8 Develop investment plans for school premises for 3 and 5 years time periods Drafting guidelines for maintenance of school premises 24,500 Others Department for infrastructure and school buildings GIS system improvement 100,000 Others Department for infrastructure and school buildings Drafting a Guide for investment planning Developing investment plans Drafting a Guide for investment planning Result 2.8. Improving al infrastructure through construction, renovation, expansion and equipping of al institutions with adequate teaching resources 41,000 Others Department for infrastructure and school buildings 47,000 Others Department for infrastructure and school buildings Activities Reference Points Financial Source of 2.8.1 Build new schools with the intention that 1/3 of pupils are to learn in one shift 2.8.2 Construction of preschool/pre-primary facilities 2.8.3 Renovation of school premises 2.8.4 Equipping schools with sports hall packages 2.8.5 Equipping classrooms with adequate teaching materials 2.8.6 Providing schools with individual student lockers 2.8.7. Expand and improve learning environments in HEIs Building of 5 new schools premises Expanding learning space for 3 pre-school/preprimary level Renovating of 50 school premises Equipping 10 schools with standard sports equipment Providing adequate teaching materials in 10 schools Providing schools with individual student lockers Building of 5 new schools premises Expanding learning space for 6 pre-school/preprimary level Renovating of 50 school premises Equipping 15 schools with standard sports equipment Providing adequate teaching materials in 10 schools Providing schools with individual student lockers Enlarging premises for 1 higher institution Building of 5 new schools premises Expanding learning space for 5 pre-school/preprimary level Renovating of 50 school premises Equipping 15 schools with standard sports equipment Providing adequate teaching materials in 10 schools Providing schools with individual student lockers Enlarging premises for 1 higher institution Building of 5 new schools premises Expanding learning space for 2 pre-school/preprimary level Renovating of 50 school premises Providing adequate teaching materials in 15 schools Providing schools with individual student lockers Enlarging premises for 1 higher institution Building of 5 new schools premises Expanding learning space for 2 pre-school/preprimary level Renovating of 50 school premises Providing adequate teaching materials in 15 schools Providing schools with individual student lockers 35,880,000 KB - MEST Department for infrastructure and school buildings 11,904,000 6,784,000 KB - MEST Department for infrastructure and school buildings 5,120,000 Donors 20,000,000 KB - MEST Department for infrastructure and school buildings 1,600,000 KB - MEST Department for infrastructure and school buildings 3,000,000 KB - MEST Department for infrastructure and school buildings 5,000,000 KB - MEST Department for infrastructure and school buildings 15,900,000 Donors Department for infrastructure and school buildings Municipalities Municipalities Municipalities Municipalities Municipalities 15
STRATEGIC PRIORITY 3: QUALITY ASSURANCE Objective Indicators for measuring the achievement of the objective Baseline Target Developing a functioning quality assurance system, in accordance with international standards. Percentage of al institutions that have undergone external assessment 2 vocational schools 32 100% Percentage of al institutions that have appointed quality coordinators 69 vocational schools 33 100% Number of that have established groups for providing support to 0 34 36 al institutions Number of that have drafted development plans 6 have developed development plans 35 ; 22 have drafted development plans 36 36 Number of trained staff members from al institutions and MEDs on quality assurance Number of staff members in services (pedagogues or psychologists) employed in al institutions Number of school and MED staff trained on school Development Planning 375 staff members in vocational schools have been included in 3,300 the NQA training 37 ; 261 trained through the twinning project 38 63 (26 Pedagogues + 37 Psychologists) 39 120 517 by GiZ CDBE 40 ; 70 self-financing 41 ; 149 by BEP 42 ; 965 by KEC 43 3,000 Number of clicks on quality assurance portal / 50,000/yearly Number of trained administrators and supervisors / 2,000 administrators; and 600 monitors for the period Number of items in the Item Bank / 5,000 16 32 According to NQA, two vocational schools have been accredited: Gjon Nikollë Kazazi in Gjakova and Don Bosko in Pristina (information provided on 13 May 2016) 33 According to NQA, all vocational schools have their quality coordinators (information provided on 13 May 2016) 34 Information provided on 15 May 2016 by Division for Curriculum/MEST 35 Information provided on 13 May 2016 by GiZ CDBE 36 Information provided on 13 May 2016 by USAID BEP 37 NQA organises 2 times a year seminars on Quality Assurances for school managements and Quality Assurance coordinators (information provided on 13 May 2016) 38 Action Plan on the Implementation of 2016 Quality Assurance Strategy (Twinning Project contribution) 39 Information provided by EMIS on 26 May 2016 40 Information provided by GiZ CDBE on May 13, 2016 41 Information provided by GiZ CDBE on May 13, 2016 42 Information provided by USAID BEP on 13 May, 2016P 43 Information obtained from KEC database on May 13, 2016
Result 3.1. Effective quality assurance mechanisms in in Kosovo based on the division of powers between MEST, MEDs and schools are in place by 2020 Activities Reference Points Financial Source of 3.1.1. Establishment of an efficient school performance assessment system 3.1.2. Application of quality management cycle 3.1.3. Empowerment of school bodies (departments and boards) to perform their function in quality assurance 3.1.4. Definition of MEDs role in QA and setting up relevant QA structures in MEDs 3.1.5. s functioning in legaladministrative and pedagogical- unit 3.1.6. Effective use of data from monitoring on quality assurance on all levels and in all languages of instruction Drafting of Action Plan for school assessment Conducting external school assessments Providing support to external school assessment Implementing the Manual for the quality management cycle Appointing quality coordinators in 1,100 schools Appointing heads of departments in schools Appointing municipal quality coordinators Creating groups at the municipal level Appointing inspectors for external school assessment Appointing inspectors for teacher licensing Appointing/recruiting inspectors for administrative inspection Making monitoring data available to MEDs and schools for their use Drafting of Action Plan for school assessment Conducting external school assessments Providing support to external school assessment Implementing the Manual for the quality management cycle Appointing quality coordinators in 1,100 schools Appointing heads of departments in schools Appointing municipal quality coordinators Creating groups at the municipal level Appointing/recruiting inspectors for administrative inspection Making monitoring data available to MEDs and schools for their use Drafting of Action Plan for school assessment Conducting external school assessments Providing support to external school assessment Implementing the Manual for the quality management cycle Reviewing the Manual for the quality management cycle Appointing quality coordinators in 1,100 schools Appointing heads of departments in schools Appointing municipal quality coordinators Creating groups at the municipal level Making monitoring data available to MEDs and schools for their use Drafting of Action Plan for school assessment Conducting external school assessments Implementing the Manual for the quality management cycle Appointing heads of departments in schools Appointing municipal quality coordinators Creating groups at the municipal level Making monitoring data available to MEDs and schools for their use Drafting of Action Plan for school assessment Conducting external school assessments Implementing the Manual for the quality management cycle Appointing municipal quality coordinators Creating groups at the municipal level Making monitoring data available to MEDs and schools for their use / / Education 262,500 KB - MEST Education 85,000 Donors Education / / MEST MEDs, Schools 15,000 KB - MEST MEST / / Department for the Development of preuniversity / / Department for the Development of preuniversity 216,000 Municipal MEDs Budget 525,000 Municipal MEDs Budget / / Education / / Education 330,000 KB - MEST Education / / Education Result 3.2. All schools and draft and interlink their development plans in accordance with the applicable legislation and development strategy Activities Reference Points Financial Source of 3.2.1. Review of the procedures and instruments for development planning Establishing a working group to revise the existing guidelines for school development plans. Developing new administrative guidelines for school development plans and related instruments / / Department for the Development of preuniversity 20,500 17, 000 Donors 3,500 KB - MEST Department for the Development of preuniversity 17