Projects

Project Description

The Government of Kosovo has received a World Bank Credit to implement an Education Systems Improvement Project (ESIP) which aims at supporting the education sector reforms in Kosovo. The School Development Grant is a sub-component of the ESIP project and is implemented from the Ministry of Education, Science and Technology (MEST) through Kosovo Education Center (KEC). ESIP’s subcomponent (SDG) is to strengthen the capacity of publicly financed schools to plan and manage resources, and promote citizen engagement through the participation of teachers, parents and communities in planning, implementing, and monitoring school activities. This subcomponent will continue building the capacity of school managers in planning, financial management, procurement, and monitoring, following the satisfactory experience of IDEP in which 207 schools benefited from the grants. Specifically, the objectives of the SDG subcomponent are:

• strengthen the school development planning system;
• support selected primary schools to prepare and implement up multiple-year school development plans (SDPs) and offer training on management, planning and self-evaluation; and
• finance school development grants (SDGs) ranging between US$9,000 to US$15,000 equivalent to eligible schools (approximately EUR 8,500 – EUR 14,000) to eligible selection-based schools and 10,000 USD (approx. 9,300) for competitive-based schools.

Grant allocation would be based on criteria targeting schools in rural and remote areas with a higher proportion of socioeconomic disadvantaged groups. Eligible schools will be expected to prepare an SDP with strategies to enhance the quality of teaching and learning activities in their school, which would then serve as the basis to receive financing under the SDG scheme. 140 rural primary and lower-secondary schools (grades 0-9) that did not receive support under the previous Institutional Development for Education Project (IDEP) would be eligible to receive non-competitive grants under the selection-based method. Another 20 primary and lower-secondary rural and urban schools (grades 0-9) that did receive support under the IDEP would be eligible to submit proposals under a parallel competitive grants scheme. Pre-primary education or grade 0, if not an integral part of compulsory educational schools, are not eligible for any types of grants under this scheme. The SDGs would be linked, to the extent possible, with ongoing reform efforts, such as training of teachers to support teacher certification or student assessment results (both supported under ESIP’s Component 2). The work would be coordinated with the other development partner’s supported initiatives in this area. Competitive-based schools will not undergo any prior selection criteria as the selection-based schools. However, they need to be IDEP project beneficiaries, can be both rural and urban, primary or lower-secondary schools. Grants are awarded primarily on merit basis, i.e. the quality of their project-proposals.            

Project Description

USAID’s “After School Support for Teens” Program (ASSET) is a 5 year USAID program, managed by Kosova Education Centre (KEC), in partnership with FHI 360 and Crimson Capital Corp. ASSET’s main aim is to develop employability and entrepreneurial skills in Youth and a positive attitude to their future. ASSET’s slogan is: “Preparing Kosovo Youth for 21st Century Life and Work.” Its activities include: Developing Life & Work Competences                               ASSET supports the implementation of Kosovo’s Curriculum Framework and Core Curriculum for Grades 10-12, in particularly by providing support relating to the area of “Life and Work” which involves: career counselling and orientation; technology including ICT, and work and entrepreneurial education. To help schools to implement practical project work, ASSET will assist them to establish “Career and Enterprise Hubs”. These resource centers will include “Makerspaces”, for use during and after school hours.  Supporting Careers and Entrepreneurial Education in Schools ASSET aims to assist the Ministry of Education and schools to implement its careers and entrepreneurial education curriculum for Grades 10-12. This will involve developing: assessment tools for curriculum learning outcomes; an accredited teacher training course; teaching materials and resources; training teachers; and working with partners to enhance a “Virtual Careers Center”, an online careers portal available to all young people and their parents both in and outside of school. Connecting Schools with Employers and the Community With its partners, ASSET aims to engage with businesses and entrepreneurs interested in supporting the development of workforce-related skills in students through projects and work experience. ASSET’s “Adopt an Asset” activity aims to enable businesses inside and outside Kosovo to support individual students by providing work experience, internships, careers advice, and mentorship. ASSET’s Community Youth Mapping activity will engage young people and adults in identifying community-based resources, needs, and opportunities. Youth mapping is an action-oriented activity where teens research their communities, taking surveys, and inputting and reflecting on the data. Involving youth in these activities provides them with skills that enable them to become agents of change and productive contributors within their communities. Program's implementing partners are: FHI 360 & Crimson Capital.

Project Description

The basic idea of this Project is to equip first grade classes in Kosovo and Macedonia with sets of reading books, designed to improve reading skills at early age. The project trains and monitors teachers on the use of books, sharing literature and stories with young children, and promotion of creative storytelling and reading. With this project each first-grade classes in Kosovo receives one set of books, whereas classes with more than 20 students will receive two sets. In total 27 000 children and 600 schools will be part of the the project. In Macedonia. 800 sets of books will be distributed to first grade classrooms being taught in Macedonian, 400 sets of books will be distributed to first grade classrooms being taught in Albanian. In total 21 000 children and 200 schools will be part of the project. Set of books are packed in a card board, in shape of an attractive child friendly bus, that will be used to store the books, but as well as a as toy. Attached to it will also be a poster with information about the themes of the books. Kosova Education Center will be responsible to disseminate the books to all first grade classes in Kosovo, and Foundation for Education and Cultural-FEC indicatives Sep by step will be responsible for disseminating the books in Macedonia. Workshop on usage of books will be organized in 20 municipalities, where teachers from nearby locations can participate. Kosova Education Center experienced trainers will be responsible for delivering and facilitating the workshops. Each school will select a teacher (preferably quality coordinator) that will attend a one day information workshop on the use of books. The same teachers will be responsible to disseminate the information in their respective school. Same concept will be apply in Macedonia under guidance of the Foundation for Education and Cultural Initiative Step by step.

Project Description

The project FACE (Families and children in education) is an educational project aiming at supporting children from a disadvantaged background, to become aware of their competences. The FACE project is supported by IPE Teacher Education University, Zyrih Discovering who you are and what you are able to do is the first step towards a positive self-concept. FACE offers students plenty of age-appropriate tasks to do so. It also encourages students to present themselves and their skills to others and, most important of all, it tries to involve parents. For teachers this is a wonderful opportunity to get to know their students and families better. By actively teaching life skills and self-competences, the project tries to raise the students’ self-esteem and to make them recognize the importance of education. The FACE programme promotes the quality of living and learning together in a multi-cultural and multi-ethnic environment. The teaching material includes three booklets dealing with issues of identity, skills, talents and interests, emotions and heritage: 1) Ages 4 - 6: FACE 1 – Develop your self-esteem and play together 2) Ages 7 - 9: FACE 2 – Develop your self-esteem and celebrate together 3) Ages 10 - 12: FACE 3 – Develop your self-esteem and work together IPE In cooperation with KEC is introducing the FACE programme into two schools and 4 learning centres in Kosovo. In order to guarantee a smooth introduction, in-service trainings for 50 teachers and facilitators will be provided.

Project Description

The purpose of this project is to enable teachers to develop student’s skills of learning, defined in the Curriculum Framework of Kosovo through the use of digital platform SchoolMe as well as other online resources in the learning process. The main activities of the project are:

• The selection of 15 schools from different municipalities of Kosovo in which School Me will be implemented

KEC in cooperation with the MEST will make the development of criteria for the selection of 15 schools that will pilot the project. Some of the criteria that will be considered during the selection of schools are their geographical distribution (schools from urban and rural areas in different towns of Kosovo), the size of the school (large and small), the possibilities of Internet access, the capability of principals and teachers to implement innovations in the learning process, willingness of MED for co-finance etc. After drafting the criteria, KEC will cooperate with MED to prepare a list of schools that will implement this project.

• Establishment of school coordinators group for the project implementation

KEC will establish a group of 15 people, with one representative for each school, which will coordinate cooperation between KEC and the respective school during the project implementation. School coordinators group will meet regularly in KEC to discuss the progress of implementation of the project in their schools. Also the group will be responsible for creating a network of schools that implement SchoolMe project, as well as publicizing cases of successful project implementations in schools.

• Preparation of the training manual for building school capacity in using the digital platform

KEC in cooperation with representatives of SchoolMe will prepare a training module for building the capacity of schools to use digital platforms as well as for the preparation of materials that will enrich it. The module will include various topics that will be presented during a 3-day training, which will be organized with representatives of participants in schools that are included in the project.

• Building schools capacity in using the digital platform and its enrichment

KEC in cooperation with school directors will select 25 teachers for each school to participate in the 3-day training that will be organized within the project. The training will enable teachers to use the digital platform. Training will be organized on the basis of school in order to strengthen the cooperation between colleagues to implement the digital platform and its enrichment. Trained teachers will help other school teachers to use the digital platform during the learning process.

• Schools’ membership in digital platform

KEC in cooperation with school directors will collect data of teachers and students in a database and hand it to the SchoolMe representatives to enable their connection to the digital platform. KEC will ensure that representatives of SchoolMe will create a membership in the School Me digital platform which will include all teachers and students from 15 schools.

• Drafting the monitoring framework

The use of digital platform in the learning process is being implemented for the first time in Kosovo, so it is particularly important to ensure the monitoring of this process in order to transmit its implementation. For this reason the project will design a monitoring framework, which will include the monitoring methodology, instruments, monitoring periods, as well as the reporting format. Monitoring the use of digital platform in the learning process is of paramount importance, because it provides information on how it affects the creation of a friendly environment during the learning process, motivate students to learn, and to develop specific competencies of students.

• Organizing the monitoring process of the participating schools

Based on the monitoring framework, KEC will organize monitoring of the participating schools. Each of the 15 schools will be monitored for 3 days in 4 semi-annual reports, in order to obtain a clear information regarding the use of digital platform during the learning process by teachers. Monitoring will be conducted based on the forms of monitoring.

• Organize a study visit to Moldova

The use of digital platform is an innovation in the learning process in Kosovo, so it is best to benefit from the experiences of countries that have started to implement similar projects in their countries. A good case is Moldova, which has implemented a project funded by OSI to prepare the 29 laboratories for e-learning. A team of 5-6 experts composed of representatives of KEC, MEST, MED will stay 3-4 days in Moldova in order to benefit from the experience of this country in the use of e-learning laboratories in the learning process. Expected results of the project:

• 15 school teachers of Kosovo will use the “School Me” digital platform in the learning process to develop the competencies of student learning that are part of the Kosovo Curriculum Framework.
• Students from 15 schools of Kosovo will develop skills in using the digital platform in the process of learning and self-assessment of knowledge gained through online tests.
• School teachers participating in the project will prepare online lessons to enrich the learning content digital platform to enable the implementation of the Kosovo Curriculum Framework in different learning areas.

Project Description

The new methods of teaching entrepreneurship are oriented methods in teaching practice, which aims, to support the capabilities of teachers who teach entrepreneurship and economy. This course is included in vocational schools in Kosovo and in the theoretical aims to practical learning. The main project activities included: Trainings – three training groups were successfully implemented in three regions in Kosovo, including three training modules, one with three days of training and two others with two days of training. Trainings were held in Prishtina, Prizren and Peja, but teachers from different municipalities have attended. The number of participants has reached about trained 54 teachers. Monitoring – In all the centers where trainings were held, the monitoring was continuous. The participation of the candidates was satisfactory and the evaluation of the candidates that have attended the training was followed constantly with the aim of eventual improvement as per requests made by teachers. Certification – After the organization of three training schedules, 54 teachers were awarded certificates of attendance for each module. Kultur Kontakt has determined the layout of the certificate. Certificates were awarded to participating teachers after the completion of the third module.

Project Description

The development of the training programme for the teachers of the subject of Math, aimed to build teachers competences for qualitative and creative presentation of mathematics concepts diagrams, patterns, rules and relationships that belong to math curricula of grade 5 as well as the successful application of them in solving problems in mathematics, other subjects and everyday life. The main activities included:

• Developing a methodology for training primary teachers
• Drafting the training module on math subject for grade 5
• Developing the trainer’s manual for the implementation of the training
• Developing the training guidebook for Math teachers,
• Providing the ToT training for 35 primary teachers of grades 1-5
• Developing 3 knowledge tests and evaluation matrixes for the training module

Project Description

The project promoted the concept of inclusive education as a reform principle that respects and caters for diversity amongst all learners, with a specific focus on those who are at a higher risk of marginalization and exclusion. To increase the understanding of the benefits of inclusive education, the main activities were focused on 49 pilot schools including VET schools (7 per beneficiary). The experiences gained from these pilot schools provided policy makers with firm suggestions on how to scale up identified effective practice. This enabled them to cater for increased social diversity and more inclusive societies-for the benefit of all. The project had a “bottom up” approach that helped policy-makers move from experience in the field to mainstream education reforms. The specific aim of the project was to:

• Enhance social inclusion and social cohesion in the region by promoting inclusive education and training.
• Break down barriers for all vulnerable groups in the education sector.
• Promote the concept of inclusive education as a reform principle that respects and caters for diversity amongst all learners.

Main results:

1. Pilot inclusive schools-the project established criteria for the selection of the pilot schools. In parallel to this, existing tools and methodologies were identified, adapted, developed and translated. A regional network of inclusive schools is established for mutual learning and sharing experience, supported by a web-platform. Small grants were provided to the pilot schools.
2. Creating awareness-Awareness raising local events for relevant authorities and stakeholders were organized. A documentary video outlining the work of the project was produced.
3. Policy support-Policy makers were identified for policy dialogue and policy learning.
4.  Teacher support-Modules and programs for the professional development of teachers were developed. “Regional Support for Inclusive Education” is a regional project for South East Europe. It enhances social inclusion and social cohesion in the region by promoting inclusive education and training.

This project was implemented within the EU joint framework on human rights and minority issues across South East Europe, along with other regional projects supported by European Union. Partners of the project are Ministries and local authorities, teachers, school professional staff and parents, media and the European training Foundation, whereas project team is located in Sarajevo, Belgrade and Tirana.

Project Description

The GeoGebra Institute of Pristina aimed to empower students and teachers at all levels to learn and to organize teaching of mathematics through the use of a free software and interactive materials, which are compiled by the international community of teachers and published on thewebsite www.geogebra.org The main goal of the program was advancing teaching and learning of mathematics. The purpose sought to be achieved through:

• Organization of trainings for teachers and students of higher secondary schools and faculties;
• Development and distribution of various models for the introduction of various mathematical concepts and ways of solving the tasks in this case;
• Participation in different meetings and conferences.

The main activities and achievements of the project were:

1. Albanian translation of the guide: KEC hired an expert to use the GeoGebra program guide and to translate it into Albanian. This was done in order to enable the use of GeoGebra program by teachers of mathematics who have problems communicating in English.
2. Participation in conferences: To promote the establishment of IGP and GeoGebra program for a broader community of teachers of mathematics, KEC attended the one-day conference organized on March 23, 2012 at the American University of Kosovo. The conference program of GeoGebra introduced and gave explanations about the ways of using it. To put in touch with the International Institute of GeoGebra and to better understand the forms of cooperation in the future, the program coordinator participated in the annual international conference of IGI held on 20-23 September 2012 in Warsaw in Poland.
3. Training of teachers and students to use GeoGebra: KEC has organized several training seminars for teachers and students to efficiently use the program of GeoGebra.
4. Preparation of model lessons: One of the criteria for the certification program is to prepare lessons of GeoGebra model by the participants. In 2013, 82 teachers have prepared model lessons and have earned the right og certification. All model classes were being stored in the database program. The most successful lessons are part of the guidelines and used in organizing training for teachers.

Project Description

The purpose of this action was to develop two training programs for Mathematics for grades 1-5 and 6-9 as well as to build teacher capacities for implementing new student center approaches in their classrooms. The implementation of the project was organized in three separate contracts:

• Development of the Mathematics training program for general teachers (grades 1-5) and training of trainers,
• Design of training program for teachers of Mathematics (grades 6-9) and training of trainers,
• Implementation of teacher training program for teachers of Mathematics (grades 6-9).

The Mathematics training program for general teachers (grades 1-5) focuses on the subject matter as well as on techniques and strategies for classroom implementation. Training program for teachers of Mathematics (grades 6-9) focuses on methodology rather than on subject matter, and has 60 contact hours. In addition, more than 100 teachers of Mathematics from four Kosovo municipalities where trained based on this program. Both programs were accredited by the Ministry of Education and credits obtained can be used for fulfilling requirements towards teacher licensing process.

Project Description

The specific objectives of the project were:

1. To map the coverage of the climate change, environmental protection and sustainable development in the pre-secondary education national curricula of participating countries.
2. To forge a sustainable partnership between educational and environmental CSOs on national and regional levels.
3. To develop 3 educational modules for adults, targeted at private enterprises, public authorities and pre-secondary and secondary school teachers, concerning the environmental aspects of the acquits and their impact on their work, sustainable development potentials, and climate change adaptation and mitigation requirements (in line with the EU common actions and policies).
4. To develop and advocate policy recommendations outlining for inclusion of essential environmental protection and sustainable development themes into national pre-secondary education curricula.

The results of this project were: 8 national reports mapping the coverage of environmental protection, climate change and sustainable development in pre-secondary education curricula; 1 comparative report of the coverage of environmental protection, climate change and sustainable development; Common statement formalizing the commitment to partnership for education for sustainable development signed; 4 workshops held to share information and expertise between environmental and educational CSO target group members; 3 adult environmental education modules developed (for teachers, public authorities and business); 7 environmental education policy briefs and regional comparative policy brief developed and accompanying advocacies conducted.

Project Description

The main objective of the project is improving the capacity of Kosovo’s schools to provide relevant skills for its students. Its overarching goal is to improve the Government of Kosovo’s institutional capacity in the education sector and improve the quality of primary education. Main results of the project are: Component 1 - Enhanced School Management Capacities in the Decentralized Environment by improving the management skills of school directors, school boards, and Municipal Education Departments (MEDs) in the areas of planning, school management and quality assurance. Didactic and Training Centers (DTCs) are established at the municipality level to facilitate the professional development of managers and teachers. Component 2 - Strengthen the Assessment of Learning Outcomes by improving capacities to develop and implement new school-based (internal) and potentially national (external) assessments tied to the new curricula at the local, municipal, and central levels. This will support the establishment of an effective and reliable assessment system of student learning outcomes thus increasing the quality of education at the primary level. Component 3 - Improved In-service Teacher Training by assisting MEST in providing in-service teacher training reform, which includes certification requirements; supporting the MEST new Teachers’ Licensing foundation and establishing a teachers’ program that provides continuous professional development. KEC is responsible for implementation of Component 3 and for provision of requested services under two other components. Some of the key services provided by KEC are:

• Establish Didactic and Training Centres (DTCs) in each municipality.
• Increase the capacity of school directors to effectively manage schools.
• Develop an improved, realistic, and sustainable school management structure.
• Increase the capacity of school boards, student councils, and parent associations to support schools.
• Assist MEST to develop national standards for school-based assessment.
• Provide in-service professional development for teachers and school directors in SBA and assessment ethics.
• Provide professional development to selected educators in test construction and develop an item-bank.
• Develop the capacity of the MEST Assessment Unit to meet its responsibilities.
• Provide relevant instructional materials and equipment to DTCs and schools.
• Implement a teacher development program aimed at developing relevant skills in students and supporting the new curriculum.
• Increase the number of qualified trainers and training providers.
• Increase opportunities for teachers to participate in peer-support, professional networks, organizations, and research.

The project was implemented in partnership with FHI 360.

Project Description

The project has provided grants to primary and secondary schools in Kosovo to address the enhancement of the quality of teaching and learning process. Schools, being pre-selected by local authorities, have drafted project proposals that aimed to set an effective teaching and learning environment in primary and secondary education. The school projects have covered a wide range of interventions, including improvement of the infrastructure by adopting certain premises within schools for creating laboratories of natural sciences, IT, music and foreign languages as well as providing necessary equipment for them. Also through their projects, schools received teaching assistance while enriching their library collections. The effective usage of equipment and books was ensured by carrying out the monitoring process that is built in a unified methodology that involves beneficiary schools, Municipal Education Directorates and MEST. The overall objectives of the project were:

• Strengthening the capacity of schools to plan and manage resources toward realizing their vision for developing effective learning environments.
• Fostering teachers’ creativity and capacity to provide quality learning and inclusive education.
• Improving school-level performance evaluation of teachers.
• Creating better teaching and learning environment to improve students’ performance.
• Promoting participation of school boards, parents and communities in educational planning, implementation and monitoring and evaluation of school activities.

Main results:

1. Over 207 schools benefited from the school grant scheme.
2. Schools have strengthened their capacities and improved infrastructure in order to increase the students’ results, as well as to create a friendly environment within the schools that foster teachers’ creativity and capacity to provide quality learning.
3. Increased accountability and participation via active school boards and school-municipal government partnerships.

Project Description

“Advancing of communication with parents in Kosovo schools” was a result of a broad research on inclusion of parents in school life, which was carried out in the framework of a regional project to include 539 primary schools of Kosovo. One of the recommendations of this research was to draft procedures for more effective meetings with parents. This project aimed at advancing communication between schools and parents. The specific objective of this project is to find out if new methods of communication with parents are beneficial for increased participation of parents in school life. For this reason, six schools were selected with three of them from urban and three from rural areas. Each school selected two representatives, one from the school staff (usually the school principal), and one from among the parents, who participated in a workshop where procedures and the new methodology of communication with parents were drafted. The workshop came up with a methodology and procedures for individual meetings with parents, which are not a common practice in Kosovo schools. The methodology and procedures were presented and distributed to teachers of selected schools. The teachers were asked to hold monitored meetings with individual parents. In the end, information was collected from teachers and school principals of the selected schools regarding the cooperation with parents in general, and the benefits from individual meetings according to new procedures and methodologies.

Project Description

Specific objective of this project was to contribute to the advancement of the teaching process at the University of Prishtina by establishing a mechanism and system for implementation of modern teaching strategies, methodologies and innovations and by providing the UP teaching staff with opportunities for continuous development of teaching skills. The project consortium delivered more than it was foreseen in the project document by at least 30 %, thanks to efficient utilization of resources and smooth cooperation between the project partners. The project established a core group of 12 teacher trainers, instead of 10, developed four training modules instead of two, and delivered four training workshops instead of two, hence, increasing the number of participants in the workshops by 40 % at no additional cost. On the other hand, all other activities, such as building sustainable partnership with partner Didactic Centers, recruitment and training of the staff, development of procedures, two study visits, and purchase of books for the Center of Excellence library were implemented as foreseen. Feedback received by the trainees and the University management was excellent. The Center continued to operate beyond the project period but with less successful performance due to the lack of support by the following University managements. The Project was implemented by the Kosova Education Center (KEC) in partnership with the University of Nuremberg, University of Pristina and Pedagogical Academy – Linz.

Project Description

This project intended to raise awareness among citizens on corruption and ways of combating it by building the capacity of teachers for educating on anti-corruption issues, and by providing a model for anti-corruption mechanisms in education institutions. The project initiated anti-corruption activities within the education system in Kosovo contributing to the promotion of active citizenship in Kosovo. The main results were:

• High quality anti corruption resources for teachers were created.

KEC in cooperation with RWCT International Consortium prepared a manual for in-service teacher training program. The manual helped teachers broaden the understanding of the education against corruption beyond the training sessions.

• Teachers’ capacity for educating on anti corruption issues built.

KEC organized two 3-day anti corruption training sessions of teacher trainer’s sessions for 30 teachers. The most successful participants were certified and offered a possibility to facilitate the trainings for 210 teachers from 7 Kosovo regions.

• Increase the awareness of youth on corruption causes and consequences through an anticorruption campaign.

Teachers organized the anti corruption week in their schools in cooperation with their students. During that week many activities took place such as exhibitions with students work, role-playing, skits etc.

• Anti-corruption mechanisms in education institutions were established.

KEC has established 5 anti corruption councils within 5 education institutions, mainly in those from where the most successful trainees come. These councils cooperate with education institutions’ management and the Anti corruption Agency of Kosovo.

Project Description

The main objective of the project was to improve educational attainment at primary and secondary education levels and to enhance access of vulnerable groups to education The Project provided grants to primary and secondary schools in Kosovo to address the enrolment and attendance problems. Schools, which were pre-selected by local authorities, conducted project proposals aimed at increasing the participation in primary and secondary education. School projects, developed in a participatory way, covered a wide range of interventions, including improvement of the infrastructure and the school environment, but also projects addressing the quality of education. In the second phase of the Project the focus was on schools with significant proportion of ethnic minority students. The Ministry of Education, Science and Technology (MEST) was the beneficiary of the World Bank/CIDA grant of 5.1 mil. USD, whereas KEC was contracted by the Ministry to provide technical assistance in order to ensure overall project management and implementation at the school, in the municipal and regional levels. This was carried out by providing support for the outreach activities, including training on project planning and procurement, monitoring, etc. The grants were awarded based on the school development plans and grant proposals, which were evaluated by the Municipal School Grants Teams (MSGTs) and approved by the central School Grants Approval Board (SGAB). The participating schools also developed simple monitoring and evaluation plans and brief reports. Main results:

• Over 600 schools have benefited from the school grant scheme,
• Schools have strengthened their capacities and improved infrastructure in order to improve participation,
• Increased accountability and participation via active school boards and school-municipal government partnerships.

Project Description

The World Bank funded School Grants Pilot Project (SGPP) was launched in July 2002 with the aim of helping communities reach full enrollment, reduce drop outs, increase school attendance as well as educational attainment in secondary schools. Kosova Education Center (KEC) was contracted by UNMIK (Ministry of Education, Science and Technology) to provide technical assistance for the implementation of the SGPP. The main activities accomplished within the Project were:

1. Preparation of methodology and training handbook (completed in August 2002);
2. Preparation of application forms (completed in August 2002);
3. Preparation of evaluation guidelines (completed in September 2002);
4. Preparation of Evaluation Board and Regional Outreach Team procedures (completed in September 2002);
5. Staffing and training of regional outreach teams in two regions: Prishtina and Gjakova (completed in August 2002);
6. Conducting the information campaigns in the regions in order to inform the stakeholders about the SGPP (completed in September 2002);
7. Selecting 22 schools for participation in the SGP (completed in September 2002);
8. Training of representatives of selected schools and municipal education officials in school development planning and proposal writing (completed in September 2002);
9. Providing assistance to selected schools in developing school plans and project proposals (November 2002);
10. Submitting the 22 proposals to the Evaluation Board (December 2002);
11. Decision of the Evaluation Board to fund 10 school projects (December 2002).

Project Description

In June 2001, Kosova Education Center (KEC) was contracted to provide training on interactive learning methodologies to the first group of 10 pilot schools. The first phase of the Project started in June 2001 and ended in April 2002. In cooperation with the Albanian Reading Association (ARA), KEC designed a training program on Interactive Learning, and produced training materials. The training was delivered to 200 teachers from six training sites: Prishtina, Gjilan, Kaçanik, Mitrovica, Peja and Prizren. In the beginning of 2002 UNICEF Kosovo completed the selection of 35 pilot schools in Kosovo, out of which 4 schools were with teaching in Serbian, whereas 31 other schools offer instruction in Albanian, Bosnian, Turkish and Croatian. In cooperatuion with UNICEF and KFOS, KEC implemented the following activities:

1. Conduct training on Interactive Learning to the second group of 21 pilot schools (~350 teachers);
2. Build participatory school management capacity at school level including meetings with school directors on reflection and application of training outcome
3. Document best practices of participatory school management and carry out case studies

Project Description

Higher Education Support program (HESP) is a program of the Soros network, which initially was implemented in Kosovo by the Kosovo Foundation for Open Society (KFOS), until 2002 when it was transferred to KEC. In four years of operation within KEC, the program has supported numerous initiatives in the field of higher education, through its own-components:

• Development of educational policy
• Discussion Forum
• Teacher Development
• Applicability of knowledge
• Guest teachers
• Cooperation between universities and research institutes
• New branches of social sciences.

A major achievement of the HESP's program over the years is the partnership with MEST in the preparation of the "Strategy for the development of higher education in Kosovo 2005-2015", which was approved by the Kosovo’s Government. Also, HESP has supported the establishment of two new departments at the University of Prishtina, Department of Political Science and Department of Psychology.

Project Description

The training Program is designed to suit professional development needs of education administration staff in all levels, particularly focusing on school administrators. The Program was designed by the KEC experts in cooperation with the AEDP, and consists of 9 modules with a total of 144 contact hours: 1) Foundations of Governance and Leadership; 2) School Legislation; 3) Modern Planning Methodologies; 4) School Project Planning; 5) School-Based Assessment; 6) Characteristics of an Effective School; 7) Curriculum Development; 8) School and Community; 9) Managing Change in Education. In four years of its operation the Program has reached 150 school administrators and teachers with funding from UNICEF and the Open Society Institute (OSI). Certification of participants was carried out based on site visits, semi-structured interviews and portfolio assessment. The Program is awaiting accreditation from the Ministry of Education The modules of the Program were included in the Master level program on School Administration offered by the Department of Pedagogy at the University of Prishtina, whereas the Handbook for School Governance and Leadership developed within the Program has been used for provision of several education management courses at the University. Also, a number of modules were used for specific training of teachers and/or school administrators.

Project Description

This project was initiated in Summer 2000 in order to fulfill immediate needs of Kosova schools for training and teaching aids. Twenty schools were involved in the first phase of the Project which was concluded in December 2000. The schools having participated in this phase of the Project established the Association of Quality Schools, which is registered as an NGO and received seed funding from KEC. The first phase of the Project was co-funded by International Rescue Committee (IRC) and KFOS. In the second year of operation, the project was extended to 13 new schools with a slightly different training concept, whereas in the third phase of the Project, 10 new schools were included. The funding has been provided by the Save the Children UK and KFOS. In early 2003 a regional round table regarding Child’s Rights was organized, which analyzed the impact of the activities of professional development of teachers in respect of child’s rights, and attempted to derive lessons from regional experiences. For this reason, a study involving over 2,000 students from all communities of the schools involved in the project, as well as from schools that were not included in the project was organized. The Regional Roundtable was held in May 2003, and it received financial support from the East-East Program by Soros Foundation and Save the Children UK. This workshop was attended by local experts and other regional countries, as well as a significant number of Kosovar education workers. Some of the recommendations of the Conference served as a starting point for a new project in the field of child rights.

Project Description

The purpose of the project was to contribute to the advancement of the teaching process in Kosovo schools by establishing an information system on modern teaching strategies, methodologies and innovations. The Project helped establishing five teacher resource and training centers (didactic centers) in five Kosovo regional centers: Prizren, Ferizaj, Gjakova, Peja and Gjilan One of the key reasons for introducing the didactic center concept in early 2000 was the lack of teaching resources in schools and lack of perspective that it would be possible to procure even simple resources to schools in short and medium term. The orientation was to procure simple materials and equipment that could be used by most of teachers, regardless of working conditions in schools. Posters, overheard projectors, education video-tapes, various consumables were only a part of equipment and materials procured to the centers. Also, as the market was developing and the offer expanding it was possible to procure other materials. Most of the in-service training in Kosovo provided in the period 2000-2003 took place in the didactic canters. In three years more than 8,500 teachers and school administrators were reached by training through the didactic centers. The trainings were provided by the didactic centers’ staff or contractors, KEC and other training providers. Following the completion of project activities, didactic centers were handed over both the Ministry of Education, Science and Technology and they continue to serve their purpose as part of the Kosovo Education System. The main activities of the project were:

• Create adequate conditions for the preparation of teaching activities
• Provide access to information for teachers
• Facilitate the flow of information on good teaching
• Organize in-service training for teachers and school administrators.

Project Description

Community Centres project was carried out in seven countries of Eastern Europe and, by the end of 2003 was coordinated by the Open Society Institute in Budapest. At the end of 2003, the last funds were allocated that covered the financing of the project up to the end of 2004, while coordinating office in Budapest has ceased to operate. With the support of the project, in Kosovo four community centers: in Dobrushë (Istok), in Korishë (Prizren), Kijeve (Kline) and Koshare (Ferizaj) were established. Community centers have been operating in village schools or other appropriate facilities and public benefit activities in the community, including educational activities, youth, sports and culture. Each center had an annual fund that made possible the development of these activities which were managed by its center. Two centers, Dobrusha and Korisha, have managed to get funding from the Information Program of KFOS and have established Internet centers.