MUNICIPALITY OF PRISHTINA EDUCATION DEVELOPMENT PLAN …kec-ks.org/wp-content/uploads/2018/02/03-Plani... · 2018-02-03 · The process of drafting of the “Education Development

MUNICIPALITY OF PRISHTINA

EDUCATION DEVELOPMENT PLAN 2018 -2022

EDUCATION DEVELOPMENT PLAN OF THE MUNICIPALITY OF

PRISTINA 2018-2022

Pristina, July 2017

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Municipality of Pristina

Education Development Plan of the Municipality of Pristina 2018-2022

This Plan was approved by the Assembly of the Municipality of Pristina held on 9 October 2017.

This document was prepared with support from the European Union funded Project “Kosovo Education and Employment Network – KEEN” managed by the European Union Office in Kosovo. The Project is implemented by the Kosova Education Centre (KEC), in cooperation with the Academy of Training and Technical Assistance (ATTA) and other civil society organization in Kosovo. The content of this document should in no circumstance be attributed to the donor.

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An EU funded project managed bythe European Union Office in Kosovo

This document was prepared with support from the European Union funded Project “Kosovo Education and Employment Network – KEEN” managed by the European Union Office in Kosovo. The Project is implemented by the Kosova Education Centre (KEC), in cooperation with the Academy of Training and Technical Assistance (ATTA) and other civil society organizations in Kosovo. The contents of this publication can in no way be taken to reflect the views of the European Union.

An EU funded project managed bythe European Union Office in Kosovo

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Table of contents List of acronyms ........................................................................................................................ 9 Executive Summary ................................................................................................................. 11 1. Introduction .......................................................................................................................... 12 2. Methodology ........................................................................................................................ 13 3. Situation analysis ................................................................................................................. 15 3.1. General data about the education in Pristina ..................................................................... 15 3.2. Institutional management and quality assurance .............................................................. 16 3.3. Implementation of the curriculum .................................................................................... 19 3.4. Educational technology and means of instruction ............................................................ 20 3.5. Inclusion in pre-school education ..................................................................................... 21 3.6. Safe and friendly environment in schools ......................................................................... 22 4. Strategies for development of education in the Municipality of Pristina ............................ 24 5. Institutional management and quality assurance ................................................................. 26 6. Implementation of the curriculum ....................................................................................... 34 7. Educational technology and means of instruction ............................................................... 38 8. Inclusion in pre-school education ........................................................................................ 44 9. A safe and friendly school environment .............................................................................. 48 10. Risk analysis ...................................................................................................................... 52 11. Budget ................................................................................................................................ 55 12. Communication strategy .................................................................................................... 57 Annex 1: Performance assessment framework ........................................................................ 59 Annex 2: Implementation plan and budget .............................................................................. 62 Annex 3: Participants in the planning process ......................................................................... 94

Cover design: Envinion

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List of acronyms

BKK Kosovo Consolidated Budget MED Municipal Education Department SNC Special Needs Children GiZ German Agency for International Cooperation ETI Education and Training Institutions PT Pre-school Institution KPI Kosovo Pedagogic Institute KEC Kosova Education Centre KEEN Kosovo Education and Employment Framework KCF Kosovo Curriculum Framework LLL Life-Long Learning MEST Ministry of Education, Science and Technology SO Strategic Objective KESP Kosovo Education Strategic Plan EDP School Development Plan SDP School Development Plan PDC Professional Development Centre PS Primary school PSE Pre-school education PSI Pre-school institution JAR Joint Annual Review LSS Lower Secondary School USS Upper-Secondary School KP Kosovo Police EMIS Education, Information Management System SWOT Strengths, Weaknesses, Opportunities, Threats ECDLS Early Childhood Development Learning Standards ICT Information and Communication Technology TPD Teacher Professional Development

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Executive summary Education in the Municipality of Pristina is the most important sector in the municipal administration by its size, participation in the municipal budget and by its immense implications for the society. MED and Municipality of Pristina manage around 70 education and training institutions (ETI), providing educational services for around 45 children and students. MED employs over three thousand educational and support staff and spends nearly 40 % of the budget of the Municipality of Pristina. Overall, it is estimated that quality of education in the Municipality of Pristina has made progress in the recent years reaching a more advanced level compared to other municipalities in Kosovo. Nevertheless, it is considered that a lot more efforts and investment are needed to improve the situation in many aspects of education, which requires continued and focused engagement of the Municipality of Pristina in the field of education in the coming years. Based on this, the Municipality of Pristina was selected for the Project “Kosovo Education and Employment Network - (KEEN)” for drafting the “Education Development Plan of the Municipality of Pristina 2018-2022”. This Development Plan was drafted mainly based on suggestions, ideas and inputs from the various representatives of the Municipality of Pristina, who were assigned by the Municipality, such as: managers and officers of the MED and other municipal departments, managing and teaching staff of educational institutions, student and other representatives of the civil society active in the field of education, who also made up the Working Group for drafting of this Education Development Plan. Among other issues, challenges and problems facing education in the Municipality of Pristina, the Working Group for drafting of the “Education Development Plan of the Municipality of Pristina 2018-2022” decided to address the issues structured in the following five fields:

1. Institutional management and quality assurance 2. Implementation of the curriculum 3. Educational technology and means of instruction 4. Inclusion in pre-school education 5. Safe and friendly school environment

The working group set a mission, vision, principles, and values on which to outline the development course for education in the municipality in the coming five years. Next, for all fields addressed in this Plan a situation analysis was carried out to identify key challenges and issues. Based on these, strategic objectives have been determined, expected outcomes were set and measures and activities were formulated that will serve to improve the quality of education in the Municipality of Pristina. Besides, indicators have been assigned for each objective, and the needed assumptions and risks identified that can affect the implementation of this Plan. In the end, the budget was calculated for the Education Development Plan, which indicates that the “Education Development Plan in the Municipality of Pristina 2018-2022,” foresees that for the coming five-year period a total budget of €28,053,445 will be needed for implementation of the foreseen measures, of which €18,988,445 are planned to be covered from the municipal budget of the Municipality of Pristina, whereas €9,065,000 are expected to be provided from various donors and/or central institutions of Kosovo.

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1. Introduction Municipality of Pristina is the largest municipality of Kosovo and, as the capital city, the administrative centre of the country. According to the Population Census of 2011, there were 198,897 inhabitants1 in the Municipality of Pristina. However, being the capital of Kosovo, Pristina hosts all governmental public and state institutions, public and private university centres, various cultural institutions, a large number of large businesses and companies, and so on. All these together, make for Pristina a place of living or commuting of a much larger number of people coming from various Kosovo municipalities. Based on this, one can conclude that development in any of the spheres of life in Pristina, are reflected nationally and serve as a model for other municipalities in Kosovo. Apart from the Mayor and deputy-mayor, the executive body of Pristina consists of 13 municipal departments: Department of Administration, Department of Health and Social Welfare, Department of Education, Department of Finance, Department of Property, Department of Culture, Youth and Sports, Department of Agriculture, Department of Capital Investments and Management of Contracts, Department of Public Services, Protection and Rescue, Department of Cadastre, Department of Inspection, and Department of Strategic Planning and Sustainable Development.2 One of the largest and most important departments is the Municipal Education Department (MED). MED and the Municipality of Pristina, according to their legal responsibilities and competencies, MEST administrative instructions, Municipality of Pristina Statute and regulations and strategic policies of the Mayor within its scope of activities, is responsible for management and coordination of public pre-school, primary and secondary education structures in the territory of the Municipality of Pristina. MED of the Municipality of Pristina manages around 70 education and training institutions (ETI), through which it provides educational services to 45, 00 children and students. MED manages over three thousand employees and spends around 45 % of the budget of the Municipality of Pristina. Municipality of Pristina was selected by the Project “Kosovo Education and Employment Network” (KEEN)3 for the development of the “Education Development Plan of the Municipality of Pristina 2018-2022.”4 For the realization of the Development Plan the Municipality of Pristina and the KEEN Project signed a Cooperation Agreement, through which both parties agreed on their respective tasks and responsibilities for the entire process of drafting of this Plan.

1 Kosovo Agency of Statistics – Kosovo Population Census 2011 (http://ask.rks-gov.net). 2 Official web-site of the Municipality of Pristina: https://kk.rks-gov.net/prishtina/Municipality/Departments/Administrates.aspx. 3 KEEN Project is implemented by the Kosova Education Centre (KEC), in cooperation with partner organizations, and is funded by the European Union Office in Kosovo. 4 Initially, the intention was for the Development Plan to cover the period 2017 – 2021. However, during the planning process it was estimated that it would not be possible to include the financial costs for its implementation in the fiscal year of 2017; this because the budget procedures do not allow significant changes and budget reviews, which usually take place mid-year. As a result, it was decided for the Development Plan to cover the five-year period 2018 – 2022, that allows the Municipality sufficient time for adequate budget planning and allocations for the entire period.

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2. Methodology The process of drafting of the “Education Development Plan of the Municipality of Pristina 2018-2022” was a long and comprehensive process. Overall, the Plan was drafted as per suggestions, ideas, and inputs of the various representatives of the Municipality of Pristina, who were appointed by the Municipality, such as: MED officers and managers, representatives of education institutions, and representatives of other interest groups engaged in the field of education in the Municipality of Pristina. In line with its commitments from the Cooperation Agreement with the Municipality of Pristina for the implementation of this planning process, the KEEN Project took on to organize all required planning workshops and engaged two consultants to provide support and expertise during the process of drafting of the “Education Development Plan of the Municipality of Pristina 2018-2022”, who processed and finalized suggestions, ideas and inputs by municipal representatives and finalized the document of this Plan. The process of drafting the “Education Development Plan of the Municipality of Pristina 2018-2022” from the beginning to its final approval by the Municipal Assembly, went through a number of phases, which involved a number of various activities. These phases are briefly outlined below: Phase 1: Preparation During this phase the KEEN Project contacted Municipality of Pristina and signed a Memorandum of Cooperation with the Mayor of Pristina; the Municipality of Pristina assigned persons to the Working Group for drafting of the Plan; KEEN Project identified and engaged consultants who later facilitated the process and drafted the Plan; coordination meetings were held between members of the Working Group and consultants to schedule the planning activities and workshops. Phase 2: Setting the intervention fields The KEEN Project organized on 28 March 2017 a joint workshop with working groups for drafting of the municipal action plans for various municipalities. In this workshop, participants were informed in details about the process of drafting of the local action plans and identified intervention fields that would be addressed during the planning process. The Working Group of the Municipality of Pristina discussed and agreed on the fields that would be at the focus of this Education Development Plan. Phase 3: Situation analysis and collection of data To analyse the situation in the intervention fields included in this Plan, a one-day workshop was organized on 2 May 2017 in Pristina, moderated by consultants and with participation by the members of the Working Group. This workshop used input from participants and the SWOT analysis approach to identify strengths, weaknesses, opportunities, and risks for each of the identified intervention fields of this Plan. Besides, this phase served to collect data and official statistics provided by the MED officers. Phase 4: Setting a vision, mission, objectives and measures A two-day workshop was organized in Pristina on May 29 and June 30 to agree a vision, a mission and principles on which to build the planning process. In the same workshop, participants and consultants identified the main challenges, key strategic objectives and the respective expected outcomes for each intervention field. In the end, participants - members of the Working Group agreed on a number of measures for each expected outcome and described the same in more detail. In the end of this workshop, participants identified

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indicators for each objective, and analysed the assumptions and potential risks that could affect implementation of the Education Development Plan. Phase 5: Costing of activities and implementation plan To cost the activities and to draft the plan of implementation of the foreseen measures and activities, a one-day workshop was organized on 7 July 2017 in Pristina. The workshop was facilitated by consultants to calculate the budget needed for the five-year period of the Plan. The costs were divided in categories depending on the source of financing, and a more detailed implementation plan was drafted for the entire five year period, ascribing respective institutions and persons responsible for their implementation. Phase 6: Drafting of the Education development Plan

Based on documents written during the planning process, the Education Development Plan was drafted, which took the final shape after it was reviewed by the Planning Group of the MED.

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3. Situation analysis The Working Group for drafting of the “Education Development Plan of the Municipality of Pristina 2018-2022”, identified five main fields of the education sector to address during the planning process:

1. Institutional management and quality assurance 2. Implementation of the curriculum 3. Educational technology and means of instruction 4. Inclusion in pre-school education 5. Safe and friendly school environment

To analyse the situation in these fields, the SWOT analysis planning instrument was used, which allowed to identify strengths, weaknesses, opportunities and risks for each of the intervention fields included in this Education Development Plan. Apart from data obtained from the SWOT analysis, other data and official statistics were collected at the municipal and central level sources. Below the results of the situation analysis are briefly outlined about the situation in education in the Municipality of Pristina for each of the five intervention fields of the Development Plan. 3.1. General data about the education in Pristina5 Based on the budget for 2017, out of the total budget of the Municipality of Pristina of € 62,023.630, 39.82 % was dedicated to the education sector, namely € 24,700.208, distributed by categories as presented in the table below:

Source Wages salaries

Goods / services

Communal services

Subsidies and transfers

Capital investment

Total

Government grants

18086803 1423405 620000 - - 20130208

Own income

- 1200000 - 210000 3160000 4570000

Total 18086803 2623405 620000 210000 3160000 24700208

There are 70 education and training institutions in all levels of pre-university education, catering for 45,438 children and students. More detailed data about these institutions are presented in the table below.

Education and training institutions of the pre-university level in the Municipality of Pristina

Institutions by level Number of institutions

Number of students/children M F GJ

Public pre-school institutions 8 854 765 1619 Community-based pre-school institutions 6 209 197 406 Public-private partnership pre-school institutions 1 65 66 131 Primary and lower secondary public schools 42 16765 16156 32921 Public upper-secondary schools – gymnasia 6 2289 3070 5359 Upper secondary vocational schools 7 2805 2197 5002

Total 70 22987 22451 45438

Most of the schools in the Municipality of Pristina operate in two shifts, but at the same time there are a number of schools that work in single shifts.

5 All data and statistics in this section are based on official data made available by the MED of the Municipality of Pristina for the 2016/2017 school year; these data were collected and sued in May 2017.

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It is important to point out that within some of the LSS-s there are satellite schools operating in separate locations. Consequently, the number of school facilities at the primary and lower secondary schools is higher than 42 (please find more detailed information in Annex 2 of this document) with 22 satellite schools operating in more remote rural areas of the Municipality of Pristina. In these schools there is combined instruction6 taking place with 31 male and 29 female students in primary schools. It is worth pointing out that there is a vocational upper-secondary school in Pristina (Shtjefën Gjeçovi) that is not managed by the MED but by the respective agency responsible for vocational education. Apart from the above-mentioned ETI-s, there are around 40 private pre-school institutions operating in Pristina catering for a total of 1702 children, 7 private institutions of primary and lower secondary institutions (grades 1-9) and nine private upper-secondary institutions (grades 10-12) licensed by the Ministry of Education catering with a total of 2316 students. There are 18 employees in the Municipal Department of Education of Pristina, including the Municipal Director. At the same, there are 3170 persons employed in public education institutions of all levels of pre-university education in the Municipality of Pristina. Data of employees by level of education, gender and type of functions are presented in the table below:

Number of staff in education and training institutions of the pre-university education in the Municipality of Pristina

Level of institution Gender Function Total staff Teachers Administrative

staff Support staff

Pre-school institutions

M 27 3 29 59 F 188 15 52 255 T 215 18 81 314

Primary and lower secondary schools

M 365 49 203 617 F 1267 63 94 1424 T 1632 112 297 2041

Upper-secondary schools

M 250 23 103 376 F 393 16 30 439 T 643 39 133 815

Total staff M 642 75 335 1052 F 1848 94 176 2118 T 2490 169 511 3170

Based on MED data, only three teachers working in Pristina do not meet the qualification requirements for their teaching positions. In public education institutions in Pristina, there are employed 14 psychologists covering 27 primary and lower secondary schools (PLSS), and two pedagogues operating in eight pre-school institutions and in one PLSS. 3.2. Institutional management and quality assurance All education institutions in the Municipality of Pristina have their school development plans (SDP) grafted for a three-year period, which are reviewed every six months. School Councils are also established and functional in all schools in Pristina.

6 Combined instruction: due to small number of student in primary level in a school, students learn in combined grades. So, pupils of grade one, three and five may happen to learn together in the same room as are those of grades 2 and 4.

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Six public schools in Pristina operate in one shift providing all-day instruction to their students, whereas in six schools digital class-books are applied. Only in three vocational secondary schools there are officially appointed quality coordinators, whereas in several schools there are teachers assigned to this role, but still awaiting formal appointment. Budget-wise, similar to other municipalities, the Municipality of Pristina too went through significant challenges. In 2017 the Municipality could not afford to allocate more than € 5000 for teacher professional development. As a result, the Municipality could not take over its legal responsibility to cater in this field, whereas training implemented through MEST funds did not fully match with the needs of the teachers and schools in the field of capacity building as a result of centralized planning away from schools. In the field of education management and quality assurance in the Municipality of Pristina in the recent years the focus of authorities was on fighting politicization of education and making sure full observation of legal provisions. Apart from this, MED worked in ensuring full transparency in the process of staff recruitment and student enrolment in those education institutions (such as pre-school institutions and upper-secondary schools) that were on high demand for registration. Tis was managed by development and strict application of efficient and transparent recruitment procedures and tools. Next, every recruitment and student registration process was accompanied by full inclusion of the community, parents, and independent external expertise. This has had an impact in restoring parents’ and community trust in the public education services, in empowering parents’ role, and in improving functioning of the school governing bodies.

The Municipality was also active in making sure there is qualified staff recruited to work in schools and pre-school institutions in the Municipality of Pristina, including for deficit profiles. As a result needs of schools for qualified staff for mathematics, English language, and information technology and so on are almost fully met in school of Pristina.

Another segment addressed in the recent years was to introduce and strengthen a new collaborative culture in all levels, both between institutions (MEST, school inspectorate, schools and crèches) and between parents, teachers and community. As a result, there has been an improved communication within and between these entities and more accountability in them. Increased transparency, information, regular reporting and a more supportive approach toward schools have been critical in this regard.

Within its legal responsibilities, MED was engaged in organizing and supporting numerous training programmes targeting teachers / educators and management of education institutions. This was preceded by a carefully designed and planned awareness raising campaign on the need for continued professional development. Following are plans for improvement of functioning of the professional departments and mid-management structures in schools. Most of the training programmes are organized in the field of school management and leadership, literacy, numeracy and subject methodologies. The MED supported initiatives with an impact in school based professional development that were based on teachers’ demands and needs for professional development. This has reduced participation of teachers in training events based solely on the judgement and preferences of school and municipal management, and increased importance of individual teacher development plans. Another significant achievement in the recent years in the field of system management was the increase of enrolment in the pre-primary class to the level of 76% of the children of respective age in the Municipality of Pristina.

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Main challenges:

Lack of professional capacity at the MED and institutional level.

Lack of accountability in schools. Lack of quality assurance mechanisms. Lack of sufficient budget for exercising

MED responsibilities. Operation of satellite schools and small

rural schools. Non-aplication of new approaches and

teaching strategies gained in TPD programmes.

The MED Pristina decided to increase quality and participation in education also by applying the full day schooling (working in one shift) wherever this was possible in school in Pristina. In 2016 the day school was piloted in six schools of the Municipality of Pristina. In support of the pilot schools, MED assigned an external coordinator for day schooling. They mainly supported teachers in planning and implementation of the planned additional learning activities with students, provided capacity building and training opportunities, organized school based collaborative learning events within the schools and with teachers from other schools. Initial feedback from schools show that day schooling has helped improve performance and in increasing student interest in this kind of educational provision. Among the problems identified during the first year of the pilot were that some of the teachers were dissatisfied with longer working hours compared to their colleagues from other schools, lack of sufficient support in means of instruction, lack of cooperation and active approach on the part of parents and so on. National development plans in the education sector were seen as an opportunity by the participants in this planning effort. The National Development Strategy 2016-20217, puts development of human capital as its number one priority. This approach has a positive impact for any initiative in the field of education, including when coming from local level institutions. The Kosovo Education Strategic Plan (KESP) 2017 – 20218 was seen as yet another opportunity, since it provides an enabling framework and roadmap for planning of education at the local level. This Plan allows for better planning of concrete measures that would provide synergy between initiatives coming from different levels of education structures in the country. There are several initiatives coming from central education authorities that were seen as opportunities for the development of education in the municipal level. They include start of implementation of the assessment of school performance, school based professional development (instead of the current seminar type teacher training), design and implementation of the career counselling system, and so on. The planning group assessed that there is a need to improve quality of teaching and learning in schools. The deficient quality of teaching and learning was proven among other things by the scores of Kosovo students in the PISA test 2015. Analysis of the situation showed that there are several factors that brought to this situation: lack of adequate planning and preparation for classes by teachers, inability to apply new methods acquired in various training programmes, resistance by a number of teachers to actively engage in implementation of the new curriculum, teachers sticking to their current comfort zones and routines, lack of a system of accountability in the education system in general, etc. Apart from these, statistics made available by MED show a trend of decreasing student attendance in instruction accompanied by a lower interest to attend schooling (also because school has lost its attraction since technological development is taking place out of school), and so on.

7 http://www.kryeministri-ks.net/repository/docs/Strategjia_Kombetare_per_Zhvillim_2016-2021_Shqip.pdf 8 http://www.kryeministri-ks.net/repository/docs/PLANI_STRATEGJIK_I_ARSIMIT_NE_KOSOVE.pdf

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Another field in need for substantial intervention is also the sub-sector of vocational education. Progress has been made in this field, but numerous issues have also been marked that need to be addressed by this Education Development Plan. In this regard, there is a lack of mechanisms for coordination of student practical work at the municipal level, lack of engaging students in practical work, lack of workshops, equipment and tools (despite some progress made), lack of school autonomy for generation of own income and utilization of funds earned through practical work, and so on. On the other hand, collision of competencies by different level of governance, the overall political situation in the capital, lack of budget, poor organization of the curricular reform and lack of sufficient staff at the MED were seen as other factors affecting underperformance of the education system in the Municipality. At the institutional level, the following challenges were identified: poor performance of satellite schools and in small rural schools (primarily due to lack of competence of knowledge, monitoring and accountability), lack of implementation of the performance assessment in schools, lack of mentoring/monitoring staff and lack of professional services in schools. This situation in the field of management and quality assurance present significant challenges facing the further development of education and educational planning in the Municipality of Pristina. 3.3. Implementation of the curriculum The working group and the extended planning group have identified the implementation of the new curriculum as one of the most important intervention fields to be addressed by the strategic planning process. This for the following two reasons: on one side, the implementation so far, both in pilot schools and in those where preparations for its roll out have started, have been coupled with numerous difficulties and oversights that have resulted in a level of distrust among the agents who will be implementing the new curriculum. On the other hand, and despite difficulties, pilot schools have shown a new quality of work and collaboration both between teachers and students. The new curriculum has been piloted in two primary and lower secondary schools and in five upper secondary schools. According to data made available by the MED Pristina, in seven schools who piloted the new curriculum from 2013 till 2016, almost all (400) teachers have been trained for implementation of the new curriculum. In 2017 alone, on the other hand, 856 teachers from all schools in the Municipality have been trained for the implementation of the new curriculum in grades 0, 1, 5, 6 and 0 during 2017/2018 school year. So far, 40 trainers for the new curriculum have been trained in the Municipality of Pristina. Higher mobilization of all entities, accompanied by a more collaborative culture between teachers, together with activation of professional departments and school based professional development appear to be among the successes of the piloting of the new curriculum. The new curriculum has also opened numerous opportunities for the education in Pristina. The roll out of implementation of the new curriculum in the 2017-18 school year is expected to bring about a new and more dynamic context for the entire system and education agents in the municipality. The new curriculum will also bring new targeted training, organized by the central level, in new approaches and elements of the new curriculum, such as student competencies, key learning outcomes, global learning, formative evaluation, collaboration within curricular areas, and so on. It is also expected that the schools textbooks will be viewed in a new light, as support elements serving to facilitate developing student

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competencies and not as replacement of state curricula, which has been the case so far in Kosovo schools.

Implementation of the new curriculum may be accompanied and affected by the same weaknesses that accompanies the implementation of the existing curriculum. This primarily due to poor quality of textbooks (in particular in vocational education), lack of technology and school infrastructure for collaborative learning, as well as lack of quality training. Participants agreed that the first steps in roll out of the new curriculum were not so promising. They found that there is lack of transparency in preparations, superficial teacher training, trainers are not well prepared to explain and train teachers for an important and complex process, lack of high quality training materials for the new curriculum, and so on. Implementation of the new curriculum appears to be yet another challenge for the schools at all three

levels, in particular in urban schools that are commonly overpopulated with students. 3.4. Educational technology and means of instruction

Most of the schools (around 95%) in the Municipality of Pristina have access to internet, with only three schools lacking internet access.9 All schools in Pristina are supplied with computers and most of them (with the exception of three schools) have workshops and laboratories (of biology, chemistry, physics, etc.). Most of the vocational schools are supplied with vocational workshops, whereas some of them lack the same: the secondary medical

school lacks the dentistry lab, the technical schools lacks the construction lab, and so on. In total, 23 education institutions of all three levels of pre-university education are supplied with school libraries. Only two schools utilize eLearning platforms (PLSS “Faik Konica” and PLSS “Model”). 33 schools in Pristina have sports gyms, with 24 of them also being supplied with the needed sports requisites. Whereas progress has been made to ensure sufficient and attractive space and in providing various laboratories and

workshops (in particular of ICT and sciences), there is still a lot to do in planning and managing processes for creation, supply and application of educational technology for improving teaching. Without adequate use of educational technology there cannot be authentic and relevant learning, neither active student participation project based learning and 9 PLSS “Azemi e Salihu”, PLSS “Fan Noli”, PLSS “Dëshmorët e 1921”.

Main challenges: Lack of alignment / cooperation between

stakeholders: MEST-MED-KPI-Inspectorate-Schools.

Lack of accountability and responsibility of the stakeholders towards implementation of the new curriculum.

Reserved attitude of teachers towards novelties of the KCF and Core Curricula, due to uncertainties regarding new strategies and approaches.

Lack of school based training for professional development and and quality implementation of the curriculum.

Lack of infrastructure, means of instruction, and school textbooks aligned to subject curricula, for implementation of the new curriculum.

Main challenges: Lack of sufficient ICT equipment in

schools. Teachers unprepared for creation and

cerative use of resources and technologies in the process of instruction.

Insufficient budget allocated for educational technology packs.

Lack of digital learning applications. Lack of workshops and labs.

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so on. To make up for relative lack of educational technology, teachers make use of improvised resources, cooperating with parents, involving students in providing learning materials, and so on. Apparently, only through a systematic approach to this issue can make the difference for a necessary and substantial change of the situation. Better use of educational technology, according to participants, includes digitalization of schools, organization of eLearning, adaptation of the school to increased student demands for quick information and attractive teaching. All these can help the creation of a friendlier learning environment and improved implementation of the curricula. Advanced application of these opportunities faces numerous risks and challenges, such as: insufficient budget, inadequate infrastructure for optimum use of new technologies and so on. It is these risks and challenges that are addressed by the strategies of this Education Development Plan in the Municipality of Pristina. 3.5. Inclusion in pre-school education According to data made available by MED and statistics provided by the Kosovo Statistics Agency, there are 1575 children age 0-5 included in public and community based pre-school institutions, which around 9.40 % of the total number of children of this age in the Municipality of Pristina (this figure does not include children in pre-primary classes) and children attending pre-school education in private pre-school institutions in the Municipality of Pristina. The pre-primary level in the Municipality of Pristina caters for 2778 children or 79.25% of children in the respective age-group attending this class both in schools and in pre-school institutions. This figure does not include the children attending this class in private institutions of education in the Municipality of Pristina. Pre-school education in Kosovo, including /Pristina, suffers from critical problems, such as very low inclusion of children and lack of quality of services. The mere fact that there are only 10 % of children of the respective age-group are included in public pre-school institutions suffices to make this level of education a priority area of intervention by the municipal institutions. The Kosovo Education Strategic Plan in Kosovo (KESP) 2017 - 2021 addresses the issue of inclusion in pre-school education in its first strategic objective. One of the reasons for this low level of inclusion, according to the participants in the planning process, is the inability to hire an additional number of educators in pre-school institutions in the Municipality of Pristina. During the last three years, according to MED statistics, the intake capacity of pre-school institutions increased by 50 %. Three new kindergartens were constructed; two community based kindergartens were established; there were initiatives for opening of kindergartens in cooperation with private partners; alternative educational programmes were designed and implemented to generate income for pre-school education. Besides, parents and businesses were provided the opportunity to participate in operations of the existing pre-school

Main challenges: Lack of infrastructure and materials for

realization of education activities in pre-school education (construction of ne PSI, expansion of existing PSI-s, etc).

Insufficient funds for increasing participation and quality in pre-school education for children of age 2-5.

Lack of training programmes in pre-school education.

Lack of application of new pedagogic methodologies in pre-school education: Montessori, Reggio Emilia, Step-byStep, etc.

Lack of professional services, such as: pedagogues, psychologists, support educators, nutricionists, etc.

Non-application of educational standards in pre-school institutions.

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institutions (PSI). Special attention was paid to ensuring fairness and transparency in the process of staff recruitment and registration of children in pre-school institutions. MED Pristina also supported training projects for application of modern methodologies in PSI-s and for networking between institutions and educators in the field of professional development and exchange of experience. Despite significant achievements, numerous difficulties continued to persist in the PSE in Pristina. Apart from those mentioned above, there was lack of professional services (psychologists and pedagogues in kindergartens), lack of facilities and adequate working conditions in kindergartens and crèches, as well as lack of sufficient pedagogic programmes and training events in PSE. 3.6. Safe and friendly environment in schools In the Municipality of Pristina, there are five pre-school institutions, 23 primary and lower secondary schools, and seven upper-secondary schools in need for urgent renovation. Apart from the “Dëshmorët e 1921” school in Balaj village, all schools in the Municipality of Pristina are fenced, whereas 25 primary, lower secondary and upper-secondary schools are supplied with security cameras. Based on reports from last year submitted to MED, 100 cases of violence against students

were reported, together with over 100 cases of violence between students, 20 cases of use of narcotics, and 10 cases of students carrying weapons in schools. Efforts have been made in the Municipality of Pristina to create a positive learning environment. Infrastructure investments helped in this regard, together with municipal bylaws regulating school management and human relations in schools, teacher training activities in the field of human rights and in new student centred approaches. A critical step in this regard has been the opening and making fully functional of new schools, such as “Model school”, build by the Municipality with the co-funding from USAID and World Bank and “Green school” build by World

Bank. These schools have served as a model in the country and abroad not only for their physical infrastructure, but also regarding new relations between the management, teacher, and students. Quality of communication and freedom of expression for students have been increased both during the process of instruction and out of it. Classes have gained a new physiognomy of a warm, dynamic, and colourful environment. These successes, however, do not characterise the entire school system in Pristina. There are still unsafe, cold, unfriendly areas, and frequent disputes between all factors in the process of instruction. Pristina, in a way, shows elements of most modern European schools, but also significant deficiencies in the field of infrastructure and human relations, in particular in rural and satellite schools. The school remains relatively closed and lacking transparency towards community, showing also lack of competence for treating incidents involving students; there is still physical and psychological violence against students, but also against teachers, and so on. Not all schools

Main challenges:

Presence of physical and psychological violence in schools and around them.

Conservative approach of schools towards new trends in education and in society.

Identification and response to needs by schools and teachers.

Poor infrastructure of schools and surrounding areas (traffic, lighting, inadequate businesses in the vicinity, etc).

Lack of professional training of teachers and educators.

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have psychologists, pedagogues, librarians and other professional services that would have a positive impact in bringing about a genuine educational environment in schools. At the same time, there is lack of cooperation between local and central school authorities and between low-enforcement agencies. Lack of funds for providing 24 hour physical security for schools, inability to supply ample means of instruction and lack of attractive internal learning areas make the school environment in Pristina schools still unsafe and not friendly enough.

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4. Strategies for development of education in the Municipality of Pristina Members of the planning group agreed on the following vision and mission statements for the education sector in the Municipality of Pristina for the forthcoming five-year period: Vision: Education in the Municipality of Pristina is seen as a model education in Kosovo and in the region providing quality educational services for children and youth. Schools in Pristina are a robust innovative mechanisms providing a safe, friendly and technologically advanced learning environment that mobilizes students, teachers, management, parents, businesses, and community for the development of competences of every student in line with the most advanced trends of knowledge and values. Mission: Educational institutions in the Municipality of Pristina are committed to provide quality educational services and life-long learning skills in an attractive, safe and friendly environment for all children and youth. Education in Pristina provides competencies for the labour market, for life and further education, as well as equal opportunities and social mobility for children coming from all social groups and ranks of the citizens of Pristina. Values of the education in the Municipality of Pristina: The education system in the Municipality of Pristina cares for personal dignity, diversity, well-being and success of children. Other important values are commitment, love for our profession and responsibility towards educators in our Municipality. Principles:

Principle of openness, transparency, and flexibility. Principle of monitoring, follow-up measures and institutional performance

assessment. Principle of equality and equal treatment of all.

To accomplish the vision set out above, objectives have been determined for each of the intervention fields: Strategic objectives:

SO 1. Develop human and institutional capacity for sustainable quality assurance in the education of the Municipality of Pristina.

SO 2: Implement the new curriculum in a planned and systematic way with inclusion of all relevant stakeholders.

SO 3: Ensure the needed educational technology that allows for optimum conditions and processes for teachers and effective learning for students.

SO 4: Improve inclusion and quality of pre-school education services in the Municipality of Pristina.

SO 5: Create a safe, friendly and inclusive school in the Municipality of Pristina in which every student enjoys optimum conditions for personal development.

To achieve these strategic objectives 23 expected outcomes have been agreed, which show the commitment and determination of the education authorities in the Municipality of Pristina to advance education in the municipality. In the meantime, 69 measures have been designed and hundreds of activities to break down and accomplish the expected outcomes. Below are briefly outlined these measures and activities for the development of the education system in the Municipality of Pristina in the upcoming five years.

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INSTITUTIONAL MANAGEMENT AND QUALITY ASSURANCE

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5. Institutional management and quality assurance Strategic objective 1. Develop human and institutional capacity for sustainable quality assurance in education of the Municipality of Pristina Education in Pristina, as elsewhere in Kosovo, is going through an important and very complex phase of educational developments, including challenges of implementation of the new curriculum and difficulties of the administration to adapt for the implementation of the responsibilities transferred within the process of decentralization of education in Kosovo (in particular related to pre-school education and teacher professional development). Even without such intensive developments, education is already a complex system which involves interaction of numerous factors (teachers, parents, means of instruction, school facilities, and so on) that require additional mobilization for efficient coordination and management. The working group of education authorities in the Municipality of Pristina have agreed to address problems of management and quality assurance within a single intervention field. Even though uncommon as an approach in addressing education issues, this arrangement in addressing problems of management and quality resulted as an adequate approach allowing for sustainable solutions for both aspects. Within the quality assurance aspect, this intervention field provides also measures for teacher professional development, as one of the main responsibilities of the municipality in the education sector. The key problem identified in the field of management and quality assurance in education in Pristina was the lack of competent and quality human resources for quality and efficient management of education in the Municipality of Pristina and of the process of instruction in classrooms. Expected outcomes To address the identified challenges, municipal officers, school principals and teachers involved in the planning process, formulated a range of expected outcomes, reflecting their commitments for change that would serve for overcoming the identified challenges and problems. This intervention field maintains its focus on aspects of human resources, such as municipal staff and teachers, but it also pays due attention to providing institutional solutions and mechanisms for efficient management and quality assurance. An important segment addressed through a number of measures and strategies is the sustainable financing of education. At the same time, personal and institutional accountability and responsibility is addressed through respective measures, including quality and efficiency of operation of small rural and satellite schools. Outcomes:

There is sufficient and qualified at the level of MED and educational institutions. Mechanisms are implemented that ensure accountability and responsibility in

education in the Municipality of Pristina. Mechanisms are in place and implemented for quality assurance. There are sustainable procedures in place for financing of education in the

Municipality of Pristina. Efficient functioning has been made possible of satellite school and small rural

schools. Teachers implement learning strategies and skills gained in teacher professional

development programmes.

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Description of measures Following is a description of foreseen measures and activities that will serve to realize respective expected outcomes and for overcoming challenges on the way to improvement of education in the Municipality of Pristina in the field of management and quality assurance.

Outcome 1.1. There is sufficient and qualified staff at the level of MED and in education institutions. Measure 1.1.1. Needs assessment and recruitment of qualified staff for MED and educational institutions. Initially, an assessment of needs will be carried out regarding qualifications and competencies of the actual staff working in MED and educational institutions compared to the institutional mission and to trends in the education sector in Kosovo. The report will also include the staff professional development needs, needs for requalification and / or for new recruitments in order to best meet the institutional functions and mission. Based on the results of the report, MED will draft and approve criteria for recruitment of staff in institutions of education that will ensure transparency, merit-based employment and equal right to employment. Apart from these, the report will serve to organize training/requalification programmes and transparent procedures for staff recruitment. The newly recruited staff will be offered induction training and other programmes depending on the needs of every specific job/position. Measure 1.1.2. Internal MED staff migration and transfers of teachers from one school to another. Transfers take place based on teachers’ requests for transfer from one school to another based on personal needs or according to changes of the situation in educational institutions in the Municipality of Pristina depending on: demographic trends, measures for increasing efficiency of small rural schools and satellite schools, needs to provide professional support with quality staff to underperforming schools and so on. Measure 1.1.3. Transferring teachers from one school to another as a result of curricular changes. As a result of curricular changes and new education policies, a number of teachers may not have a full number of working hours. For this reason, information will be collected from schools to manage the situation through migration and various other measures for efficient use of human resources. A number of these teachers will serve as assistant – teachers to support special needs students. Based on demands, MED may engage more full-time or part-time teachers for this purpose. Prior to starting work as assistant teachers for special needs students, these teachers will be trained for work with SNE children. Measure 1.1.4. Functional review of the Municipal Education Department Municipality of Pristina / Municipal Education Department will organize a functional review of the MED to assess the extent to which the current organization of the MED serves to accomplish the mission of MED in line with the effective legal framework (the Law on Pre-University Education and the Law on Education in the Municipalities of the Republic of Kosovo). This review will focus in particular on the monitoring, supervising and supporting roles of the MED and to find out the opportunities for further decentralization of leadership and management functions of education in the Municipality of Pristina.

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Outcome 1.2. Implement mechanisms that ensure responsibility and accountability in education in the Municipality of Pristina. Measure 1.2.1. Establish a professional team at the level of MED for coordination, monitoring and evaluation of school performance. As part of the process of evaluation of school performance, MED establishes a team that supports supervision, control and continuous support in achieving the goals set in School Development Plans and requirements of the effective legislation. Apart from establishing the Team, MED organized training of the members of the Municipal Team for Coordination of the process of school performance evaluation. Measure 1.2.2. Establish teams at the level of educational institutions for the process of internal evaluation. Schools, MED and MEST work together to build institutional capacity for coordination and management of the internal and external school performance evaluation process. Apart from establishing school coordination teams, MED drafts and implements capacity building programmes for these teams. Measure 1.2.3. Support schools for improvement of performance based on results of the external evaluation The Municipal Team for school performance evaluation reviews school performance reports for all schools. The Team recommends to MED measures for improvement of the situation. In cases of delays in the process of school performance evaluation at the national level, the Municipal Team may engage in piloting school performance evaluation in the Municipality of Pristina. Measures of the MED regarding the school performance evaluation are organized as: support measures (capacity building, professional support) and as administrative measures (awards and penalizations). Outcome 1.3. Quality assurance mechanisms are in place and functional. Measure 1.3.1. Establish a collegium of school directors. This collegium will serve to facilitate cooperation between school directors by organizing regular meetings in which to address issues of improving quality, school based teacher development, exchange of good practices, networking, management professional development, and so on. Measure 1.3.2. Appoint a quality assurance coordinator at the municipal and school level. Based on the National Curriculum Framework and KESP, the MED will make sure that there is a person responsible for quality assurance at the municipal level and in every educational institution who will support municipal and school management in respective issues. In some cases, one quality coordinator may be recruited to cover two or three schools. Measure 1.3.3. Monitoring and mentoring and empowering professional departments (sections). Quality coordinator and respective MED officers for given levels of education will engage in monitoring, mentoring and supporting subject and grade professional departments at the school level. Measure 1.3.4. Empowering professional departments. MED, in cooperation with MEST, donors and school managements work in building capacity of professional departments as a mid-management structure in schools. This process will include assessment of situation and needs, drafting of a capacity building plan, its implementation and evaluation of the plan implementation and its impact.

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Measure 1.3.5. Establish the Industrial Council for Vocational Education in the Municipality of Pristina to increase cooperation between schools and businesses in the municipality The Industrial Council for Vocational Education is established to achieve the following objectives: profilization of schools, development of VET curricula in secondary vocational schools of Pristina, organization of practical work and internships, implementation of joint projects of mutual interest, and so on. The Industrial Council consists of business representatives and school directors aiming at exchange of information on: trends in the the labour market; community development objectives; providing feedback on demand of the labour market, and so on. During the preparations, all business organizations will be contacted, together with other public institutions relevant for the vocational education and training and for development of school curricula and student competencies. To provide conditions for more effective performance, an office will be made available for documentation and for Council activities, and a Council Secretariat will be set up consisting of respective MED officers.

Measure 1.3.6. Sign new agreemtns with businesses for implementation of internship and practical work MED and the Industrial Council of Vocational Education work together to negotiate closing of agreemnts for student internships or practical work in businesses. Agreements are drafted based on the MEST administrative instruction that sets out conditions and criteria for agreements. MED supports implementation of such agreements. Measure 1.3.7. Support work of class-masters All class-masters are supported in their work by relieving them of part of their teaching duties (1-2 classes a week). Apart from this, they are supported by giving them advantage in professional development events, in supplying them with equipment, participation in excursions, participation in international exchange programmes, and so on. Outcome 1.4. Sustainable procedures for financing of education are applied in the Municipality of Pristina. Measure 1.4.1. Improvement of budget planning. Starting from the municipal budget, municipal government grants, and donor support, MED engages in meaningful annual planning of activities and their costs for development of education. For a more coherent and systematic approach, in March of every year MED organizes a Joint Annual Review for the education sector. Representatives of businesses, NGO-s, schools, development partners, parents and central education authorities are invited to the Review. In this event, participants engage in reviewing the annual implementation of activities and the budget if the Education Development Plan in the previous year and in detailed planning of activities and budget for the forthcoming year. This workshop is practices every year. Measure 1.4.2. Ensure adequate budgeting for achievement of strategic objectives of the Education Development Plan. Joint Annual Review is used to mobilize and to consolidate all potential funds for financing of education in the Municipality of Pristina. This budget includes the municipal grant and funds from the national budget, municipal own funds, internal and external donations, projects, community contributions, public-private partnerships, community based initiatives, and so on. Based on this MED drafts respective plans and scenarios for financing of education in the Municipality of Pristina.

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Measure 1.4.3. Provide incentives for distinguished educational leaders and teachers based on their performance. Starting from concrete efforts and results in improving school performance, MED will stimulate school management and teaching staff by using various incentives, including material incentives and opportunities for continued professional development. Measure 1.4.4. Organize study visits to other countries for MED officers, school directors and teachers. The Municipality will allocate funds to realize study visits that will allow participants to witness and later apply good practices in education management from other countries. Managers, quality coordinators, and teachers are selected to participate in these visits based on their performance. The visits are realized in countries of the region, in particular in the Republic of Albania, to exchange visits between education authorities, institutions and teaching staff. The purpose of the vists is for participants to keep in touch with the changes and educational innovations in other more developed countries, but also to enable a higher degree of integration of education in Albanian language in the region. Participants are selected from among staff who have shown commitment, good performance and outstanding results in their work. Outcome 1.5. Small rural schools and satellite schools operate efficiently. Measure 1.5.1. Evaluate the situation regarding the functioning of satellite schools and small rural schools. Initially MED will coordinate evaluation of the functioning of schools in the Municipality of Pristina looking into correlation of school size and their quality of management / performance. Based on findings from the research a green book will be drafted with possible alternatives for discussion. These alternatives will be given to discussion with the community and other stakeholders in respective areas. Based on discussions, MED will decide on the best alternatives and arrangements regarding satellite and small urban schools. The Plan should serve to definitely eliminate combined classes as an unacceptable mode of instruction in the 21st Century Kosovo. Measure 1.5.2. Drafting and implementation of a plan for consolidation of schools. After the situation analysis and discussions, MED will draft a plan outlining measures for implementation of the best alternative; the MED will first inform community on its decisions and arrangements for consolidation of schools. The Plan will also include measures to provide transportation, transfer of teachers, and options for best way of using school buildings that may lose their students, strategies for integration of children in new schools, adaptation of children who previously attended instruction in combined classes, and so on. and so on. Schools that may remain empty as a result of this strategy, may be used by the village / community, as recreational centres, health clinics, or for summer camps for all other schools in the Municipality. Outcome 1.6. Teachers are committed to implement skills gained in professional development programmes. Measure 1.6.1. Draft policies and regulations on teacher professional development. Municipality of Pristina – MED will draft and approve regulations for (i) implementation of MEST policies covering school based professional development and (ii) implementation of new approaches in the process of instruction. MED will also draft and approve regulations for supporting implementation of school based professional development. Support measures include providing expertise for training events and financial support for participants in professional development events.

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Measure 1.6.2. Draft a plan on professional development of teaching and administrative staff. The plan for professional development of teachers is designed based on individual teacher plans for professional development and on the Catalogue of Training Programmes Accredited by MEST. Based on identified needs, MED produces a priority list of training programmes and teachers, as well as schools, training venues and funds needed for implementation. Special attention will be paid to training of class-masters, in particular in the field of career counselling, communication with students and peers, drafting of individual development plans, organization of meetings, and so on.

Measure 1.6.3. Implement the Professional Development Plan. MED will set the criteria / requirements for professional development of teachers in the Municipality of Pristina, including: qualification of trainers, profiles of training providers, organization arrangements, venues, costs, material support and so on. Then MED identifies the programmes and professional development providers. Then a schedule of training accredited by MEST is drafted, which needs to be also aligned to the working hours of the teachers benefiting from the training. The professional development plan will contain joint TPD activities with other teachers from the region (Albania, Macedonia, Montenegro).

Measure 1.6.4. Monitoring of professional development programmes. MED will organize drafting of a monitoring framework for professional development. The framework is based on school development plans, but also on individual teachers’ professional development plans. After drafting of the regulation, regular monitoring is implemented, with evaluation of the PD programmes in the Municipality of Pristina. Every evaluation also includes recommendations for improvement of the professional development programmes. Measure 1.6.5. Create and update the database for teacher professional development (TPD). MED Pristina, in cooperation with MEST, creates and updates a database for TPD. The database serves, among other things, for more even distribution of professional development services among the teachers. The database includes all training events approved by MED / MEST, including seminars, schools based training, action research and so on. One of the MED officers is assigned the responsibility to create and maintain the database. This officer will draft and submit regular periodic reports to MED.


IMPLEMENTATION OF THE NEW CURRICULUM

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6. Implementation of the curriculum Objective 2: The new curriculum is implemented in a planned and systematic manner The new competence based Kosovo Curriculum Framework (2011) has brought about e significant novelties in the pre-university education in Kosovo. Parallel with apparent advantages, such as learner centeredness and global learning, compared to the previous content based curriculum, the new curriculum has brought also immense challenges for teachers, parents and the education leadership. These challenges came primarily as a result of its implementation in the first years after its approval, as well as because of lack of information and inadequate inclusion of educators and local authorities in the design and implementation process. So far, the new curriculum has been piloted in seven schools in the Municipality of Pristina with mixed results and effects at the outset. The piloting of the new curriculum, as well as its roll-out planned for the school year 2017/18 has raised issues and opinions, often contradicting, at the school level (community included). Expected outcomes For these reasons, MED of Pristina, just as other municipalities, is bracing up for serious efforts to implement the new curriculum, focusing primarily in improving communication with central authorities and schools, but also in providing more support for teachers in facing the forthcoming challenges related to its implementation. This approach is reflected in the expected outcomes presented below: Outcomes:

There is improved cooperation between all stakeholders relevant for the implementation of the curriculum.

Teachers are well informed, committed and open for implementation of the new curricula and changes brought about by the new curriculum.

Respective infrastructure, means of instruction and school textbooks are in place that are aligned to the demands of the new curriculum.

To realize these results, the Municipality of Pristina foresees creating coordination bodies, quality coordinators, putting in place a regular reporting process, organization of information events, training of teachers and administrative staff, ensuring support for schools and teachers, and so on. Outcome 2.1. There is improved cooperation between all stakeholders relevant for the implementation of the curriculum.

MEST, MED, KPI, schools, NGO-s, all engage in cooperation to implement the new curriculum. Schools report directly to MED on successes and weaknesses of implementation the curriculum. MED requires quality coordinators and external experts to evaluate the process of implementation, building on monitoring of activities. Based on results of the monitoring, an intervention plan is drafted to assign responsibilities of every institution and officer for an adequate implementation of the new curricula. Measure 2.1.1. Establish a municipal body for coordination and facilitation of the implementation of curricula. This team will comprise of the main stakeholders for the implementation of the curriculum with a mandate to support schools and teachers in the implementation of the curriculum. The coordinating body is appointed by the MED Director and holds regular periodic meetings to review and evaluate the process of curriculum implementation. MED / Municipality of

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Pristina allocates funds for operations of the coordinating body in support of measures for facilitation of the curriculum implementation. Measure 2.1.2. Organize joint workshops for overcoming challenges to implementation of the new curriculum. In these workshops, challenges, needs, and demands will be looked into which lead to better support for schools in the process of implementation of the new curriculum. The main purpose of the workshops is to review the process of implementation of the KCF. An important segment of the workshop will be the reports coming from school quality coordinators regarding the results of monitoring of the curriculum implementation process. Measure 2.1.3. Implementation of the Plan for overcoming challenges / difficulties / obstacles. Concrete tasks are assigned together with responsibilities, themes, programmes, resources, and inputs for implementation of the periodic plan of action in support of the curriculum implementation. The training programme is also implemented based on identified needs. Measure 2.1.4. Implement monitoring of the curriculum implementation. The coordinating body organizes drafting of the monitoring framework. Municipal and school quality coordinators implement the monitoring plan under supervision and with support for the municipal coordinating body for the implementation of KCF. Measure 2.1.5. Analysis, planning, and drafting of curricula for VET profiles A market analysis will be carried out referring to best international practices, studies by other organizations will be reviewed, and interviews and focus group discussions will be organized with business organizations in Pristina. The discussion on new curricula is carried out in a workshop dedicated to VET curricula organized by the Industrial Council of the Municipality of Pristina. The MED decision on new profiles takes in consideration recommendations of this discussion. Outcome 2.2. Teachers are well informed, dedicated and open to implement the changes brought by the new curriculum. Measure 2.2.1. Organize meetings and workshops for exchange experiences for implementation of curricula Organize regular monthly workshops with qualified trainers in every school for mutual information and for overcoming uncertainties related to implementation of the new curriculum. Using meetings and various workshops involving all relevant stakeholders, exchange of information and best practices will take place to facilitate overcoming challenges in the implementation process. Measure 2.2.2. Create mechanisms for motivation of teachers to implement new curricula. This measure will serve to identify challenges and needs for supporting teachers, both with educational technology and professional development for better implementation of the curricula. Measure 2.2.3. Teacher and student training on standardised testing (external testing, Matura, PISA, and so on) MED, in coordination with MEST, NGO and various donors, organizes training programmes with teachers in the field of standardised testing of students. Training programmes will be hands-on and concrete covering the filed of student testing. At the same time, information meetings are organized with parents and students on these forms of student assessment. MED

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will cooperate with MEST and schools for drafting and distribution of information materials for these tests. Outcome 2.3. Respective infrastructure, means of instruction and school textbooks are in place that are aligned to the demands of the new curriculum. Measure 2.3.1. Assess the overall state of the infrastructure. A team is established to assess needs for material support based on requirements of the new curriculum. Shortages are analysed and plans will be drafted to supply the needed materials. These plans will include measures to create an environment that meets the requirements of the new curriculum, such as: teaching and learning resources, corners of collaborative learning, conditions for developing global learning in shared labs for curricular areas for sciences, communication, arts, and so on. Measure 2.3.2. Provide funds for improvement of infrastructure for new curricula. The focus will be on equipment and materials needed for quality teaching and learning in classes and grades implementing the new curriculum. Potential resources within the community are analysed in cooperation with schools, NGO-s and other partners. Budget planning is done based on priorities (see above measure 1.4.1. on Joint Annual Review).


EDUCATIONAL TECHNOLOGY AND MEANS OF INSTRUCTION

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7. Educational technology and means of instruction Objective 3: Supply the needed educational technology that provide optimum working conditions for teachers and conditions for effective learning for students. Means of instruction and educational technology may be among the key problems of the education system today. This because whenever referring to educational technology in Kosovo we think primarily about various ICT equipment such as computers, printers and projectors. Awe-inspiring technological development of the recent decades have made for the school to lose the lead it had over its community as the most advanced institution regarding technology and knowledge. Similar to schools, teachers are often lagging behind their students regarding skills for using new technologies. Schools are lagging behind technologically also because of the lack of funds available for this purpose in Kosovo municipalities. As a result, schools are facing immense challenges and difficulties in keeping up with technological trends. Expected outcomes Narrow understanding of educational technology alleviates the focus from the creative use of this technology for the purpose of improving quality of instruction and learning. In this context, Municipality of Pristina is set to view educational technology as a more comprehensive concept that comprises technological equipment, instructional materials and their application for increasing creativity of organizing the process of instruction. At the same time, the Municipality intends to supply schools with larger quantities of adequate technology to keep up with the development of knowledge. This emphasis is reflected in the expected outcomes identified by the participants: Outcomes:

Schools are supplied with ICT equipment; Schools are supplied with and apply educational technology and online/digital

resources; All schools, including vocational schools, are supplied with workshops / laboratories

and expendable materials for practical work; All schools are supplied with laboratories/workshops and with expendable materials; Capacity is developed for use and maintenance of educational technology; A significant funds have been secured by donors, businesses, and community and

more budget is available for educational technology and ICT in schools. Outcome 3.1. Schools have been supplied with ICT equipment. Measure 3.1.1. Asses needs and supply schools with ICT equipment. Initially a team will be set up to assess the situation in schools regarding ICT equipment and a list of needs and priorities will be drafted. The team will carry out procedures to select a provider who will supply schools with ICT equipment. Based on needs and the list of priorities the equipment is distributed to schools. An expert team will assist schools and responsible persons in them to make best use of the ICT equipment. Measure 3.1.2. Contract a company to arrange for maintenance of ICT equipment in schools. The company selected by the Municipality through an open tender takes care to assemble the ICT equipment, make it operational and arrange for its maintenance. The company build school capacity (teachers and students organized in Student Support Technician Clubs.

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Outcome 3.2. Schools are supplied with educational technology and use online and digital resources. Measure 3.2.1. Set up a team for identification of needs for educational technology. MED sets up a team to visit all schools to assess the situation with educational technology and to identify school needs for it. The team will interview teachers and management to see the needs of schools to realize effective implementation of instruction. The team will also study recent trends with the use of educational technology at home and abroad, including educational technologies that have proven most efficient and produced best results in organization of instruction. The team may also engage in study visits to countries in the region and in Europe. Besides, they will also engage in contacting foreign partner institutions of our schools. In the end the team will draft a list of criteria for supply and using of educational technology in the schools of the Municipality of Pristina. Measure 3.2.2. Define basic and specialised packs of educational technology. The packs are defined based on identified priorities and needs of levels of education (0, 1, 2, 3), type of schooling (general - vocational), curricular area (science, arts, mathematics, etc.), profile (depending on the vocational school profile). Packs of educational technology are procured and they are distributed to schools and pre-school institutions. Measure 3.2.3. “School Me” and other online learning platforms. MED organizes a process for assessment and identification of the best online and offline learning platforms. MED decides to pilot more than one such platform to obtain best information on their effectiveness in the process of teaching and learning. Based on the pilot results, MED decides to roll out application of the best platform to 10 schools. Before using any platform the students and parents are informed and teaching staff in schools is trained for its best utilization. Depending on results of the use of various platforms in the ten schools, they are rolled out to all schools in the municipality also in cooperation with partners, donors, parents, MEST and others. Measure 3.2.4. Digitalization of class-books and pedagogic documentation. Nowadays, digitalization has become a necessary feature of educational services and functions at all levels and processes of education. Digitalization of class-books and of pedagogic documentation helps better communication between school, students and parents, but also with authorities and community. Recent improvements of the EMIS system have made these efforts even more feasible, Therefore, when implementing digitalization of services, MED will pay due attention to their compatibility with the EMIS. Outcome 3.3. All school, including vocational schools, are supplied with laboratories / workshops and consumable materials for practical work. Measure 3.3.1. Identify needs of the schools for laboratories and workshops. MED establishes a team for the concept, approach, and the assessment of the needs for laboratories and workshops in general and vocational schools of Pristina. A study is organized regarding respective trends in countries with advanced education systems to analyse and determine the concept, the approach and advantages for supply of laboratories / workshops to schools. Next, criteria, standards and manuals will be drafted (for utilization, maintenance, and safety), and guides for laboratories and workshops. In the end, the plan for supply of schools with laboratories and workshops will be developed. The same procedure is applied for supplying schools with consumable materials for practical work.

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Measure 3.3.2. Allocate funds and publish a tender for supply of schools with laboratories and workshops. MED and respective municipal bodies allocate funds to meet identified needs. After drafting of the procurement plan a call is advertised for supply of schools with laboratories and workshops. At the same time, a call is advertised for expendable materials. Supply and distribution of materials will be done based on the plan for supplying schools with laboratories and workshops and consumable materials. Outcome 3.4. Capacity has been built for use and maintenance of educational technology. Measure 3.4.1. Identify teachers’ needs for training in the field of new technologies. A team will be set up for assessment of teachers’ training needs in the field of educational technology and other equipment. Based on results of the assessment a list of training needs is drafted that is shared with the professional team that will be established to train teachers in the field of educational technology. Measure 3.4.2. Drafting of the action plan. MED creates a team to draft the action plan for training of teachers based on the needs assessment. The Plan is approved by MED before it starts to be implemented in schools. Measure 3.4.3. Implement the training of teachers. The professional team established by MED organizes groups of teachers based on their needs and fields of interest. The team applies a systematic approach to ensure that every teacher in the municipality / schools is included in at least one training event that responds to their needs, training programmes available and the budget allocated for the purpose. The training programme includes also the more comprehensive concept of educational technology (involving not only equipment and materials, but also creative approaches to their creation and use). Measure 3.4.4. Student support technician clubs. As part of the school based professional development, two teachers are identified per school who are skilled in use of ICT, who will engage in maintaining educational technology equipment and in supporting technologically less skilled teachers in using new equipment and in applying new approaches in creating teaching materials. Priority is given to processes of instruction and to creation of teaching resources based on available materials. These teachers will also organize student support technician clubs. For this purpose they are supported by the MED and other institutions. Technician clubs take care of the designing and publishing school web pages, as well as for maintaining and updating them with new information about school activities. Measure 3.4.5. Training of teachers for use and maintenance of laboratories and workshops Supplying companies of laboratories and workshops will train respective staff on technical and technological aspects of the supplied equipment, whereas together with MED, they will engage in professional training of teachers to use the laboratories and workshops. On the other hand, MED and school management organize teacher training for safe use of equipment and expendable materials and inform teachers and students with respective materials (manuals, guidebooks) for efficient and safe use of labs and workshops.

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Outcome 3.5. Donations and contributions are secured from donors, businesses, and community to provide for educational technology in schools. Measure 3.5.1. Identification of organizations, businesses and community who are interested to contribute to schools. Organize information days for donors and organizations supporting education in the Municipality of Pristina. Donor organizations are informed about the Education Development Plan and measures foreseen in it. Besides, various organizations and businesses are identified who are interested to contribute to education by providing funds that eventually serve for development of student competencies. Measure 3.5.2. Set up mechanisms in schools to maintain continuous communication with donors. MED coordinates setting up of a focal point for cooperation and liaison at the MED and their counterparts in schools. They will maintain contact with donors, partners, and community to provide them with information regarding educational trends in the municipality and in schools. They will organize various events with community, partners, parents, donors aiming to better information and communication.

INCLUSION IN PRE-SCHOOL EDUCATION


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8. Inclusion in pre-school education Objective 4: Improve inclusion and quality of pre-school education in the Municipality of Pristina Pre-school education is the “Achilles’ heel” of the Kosovo education system and Pristina is not an exception. Despite having doubled the number of children in public pre-school institutions and the presence of a considerable number of private institutions, the level of inclusion (of less than 10 %) remains in extremely low levels, in particular when compared to other countries in the region, whereas it does not make any sense to compare with OECD or EU averages. Numerous challenges of this level of education include financial, infrastructure aspects, as well as quality of services in pre-school institutions. Expected outcomes A positive aspect of this level of education remains the inclusion of around 75 %10 in pre-primary education of children age of five. This level of inclusion appears to have been achieved as a result of increased awareness among the community on the importance of inclusion of children in the preparatory class; another important reason for this success could also be the fact that this class is implemented in schools. Both these moments could be used to increase not only inclusion, but quality of provision in pre-school institutions, too. Measures to overcome the difficult situation in the sector need to be part of a more systematic effort that includes addressing the lack of funds, infrastructure, space, staff, and so on. Outcomes:

There is sufficient infrastructure capacity that allow to increase by twofold the number of children included in pre-school education.

There are ample funds for improvement and expansion of pre-school education services.

Continues training is organized for professional development of educators and administrative staff in PSI-s.

Pre-school institutions provide health-care and psycho-pedagogic services integrated in pre-school education.

Pre-school institutions implement fully the standards of pre-school education. Outcome 4.1. There is sufficient infrastructure capacity that allow to increase by twofold the number of children included in pre-school education. Measure 4.1.1. Develop and implement an investment programme in pre-school education infrastructure in Pristina. MED establishes a working group to develop a programme of measures for improvement of infrastructure in pre-school education in Pristina. The programme will be developed based on a previous assessment of the situation in PSI-s. The working group will comprise of MED experts, external experts, NGO representatives, and representatives of the Municipal Assembly. The programme will assess the situation, identify the needs and will recommend measures needed to increase infrastructure capacity.

Measure 4.1.2. Implementation of measures of the programme for construction, renovation and improvement of the PSE infrastructure. Measures of the programme will be implemented by building new PSI-s, expanding the existing ones and renovating and improving infrastructure and working conditions in PSE in

10 Source: Data from Kosovo Statistics Agency and MED.

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Pristina. To implement the programme various forms and sources of funding will be taken in consideration. The municipality aims to at least double the capacity of PSE in Pristina. Outcome 4.2. Sufficient funds have been provided for improvement and expansion of the PSE services. Measure 4.2.1. Increase types of services and generate income in pre-school education. MED will establish a working group with MED and external experts to study good international practices and opportunities for diversifying services provided by PSI-s in Pristina. The group will study literature, participate in study visits, consult with management in existing PSI-s and with the community before coming up with recommendations. Additional services could include extended paid day-care, additional services over the weekend, mobile advisory services, mobile babysitting services, etc. Measure 4.2.2. Drafting of regulation on collection of contributions and donations from parents and community. A working group is set up for drafting of the regulation based on the Law on Pre-school Education that allows PSI-s to collect donations and contributions from the community. To avoid possible abuses, the regulation is first piloted in several schools before it is approved. Measure 4.2.3. Develop partnerships to increase inclusion and to ensure external contributions. MED will cooperate with larger businesses and institutions (in particular those employing more women workers) to assist them in setting up crèches and kindergartens within their organizations, businesses, companies, etc. Through a memorandum of understanding, MED-s, NGO-s, donors, private and public organizations, parents/staff and others contribute to creating conditions to set up PSI-s for children within the given entity. Outcome 4.3. Continuous training is organized for professional development of educators and administrative staff in PSI-s. Measure 4.3.1. Assessment of needs and demands for professional development of educators and administrative staff. MED officers, in cooperation with PSI directors review requests and needs of the staff for professional development and draft a programme and an annual plan for staff development. Measure 4.3.2. Implementation of training programmes in pre-school education. MED reviews the list of training programmes requested by the PSI staff and assesses the programmes offered by NGO-s, donors, and from MEST. MED coordinates implementation of training in line with the staff needs, engages in monitoring of the implemented programmes, and evaluates their impact. Measure 4.3.3. Staff is trained to implement NCF and CC in pre-school education. Each pre-school institution in Pristina opts for one pedagogic approach in pre-school education that will continue to be provided as typical approach of that institution. MED Pristina, in cooperation with NGO-s and donors (KEC, Save the Children, UNICEF, etc.) support institutions in implementing the selected approach. Outcome 4.4. Pre-school institutions in Pristina provide functional psycho-pedagogic and health care services.

Measure 4.4.1. Provision of professional services in PSI-s according to standards. Health care, pedagogic and psychological services will be offered in each pre-school institution based on the number of children and needs identified by the PSI. One such professional may cater for more than one institution. Beyond the pre-school institutions, these

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professionals may provide community mobile services in the neighbourhood where the PSI is operating. Measure 4.4.2. Professional services design integrated work plans. All members of health care, pedagogic and psychological services provide programmes that are based on requests of the PSI-s and that meet the needs of the children.

Outcome 4.5. Pre-school institutions implement standards of pre-school education. Measure 4.5.1. Setting up of a municipal team for monitoring, supervision, and control of implementation of PSE standards. This team (education officers, officers of sanitary inspection, etc.) is not engaged only in control and supervision, but also as advisors and supporters. The municipal team includes professionals and experts. The municipal team carries out systematic controls of implementation of standards and issues recommendations to enhance implementation of standards. Measure 4.5.2. Municipal team designs improvement plans. The team designs an improvement plan, which identifies problems from the inspection and recommends actions that need to be taken, whereas individual PSI-s draft their own improvement plans based on the municipal plan, always aiming at improving performance and meeting the standards.


SAFE AND FRIENDLY ENVIRONMENT IN SCHOOLS

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9. A safe and friendly school environment Objective 5: Accomplish a safe, friendly and inclusive school in the Municipality of Pristina in which each student benefits from optimum conditions for personal growth More recent approaches to teaching and learning attach priority attention to a friendly and attractive environment that enables collaborative learning. According to these approaches an enabling environment and the process of learning turn to be as important as student scores and their performance in instruction. On the other hand, as important as they may be, learning environment does imply only the school infrastructure and the physical learning environment. In this case, a friendly atmosphere gains in importance, together with the quality of teacher student communication, free and active student participation in the process of instruction, student collaboration, and so on. All these are essential for effective and sustainable learning. Failure to tackle these aspects results in not very attractive and friendly environment. For illustration, prolonged inattention to violence may significantly and negatively affect not only performance of directly affected students, but also that of all other students in the long term. Expected outcomes To realize strategic objectives in this intervention field, the Municipal Education Department of Pristina has opted for a number of expected outcomes that include addressing of violence, creating friendly and personalised spaces, training of teachers for effective class management and development of capacity of school management. Outcomes:

In schools of Pristina violence is successfully and systematically mitigated with active participation of relevant stakeholders;

Schools in Pristina are open to families, community and to new social and educational trends;

All schools in Pristina meet a minimum standard of a friendly environment that allows for effective student learning;

School management and teachers are fully aware and committed to provide optimum conditions for unhindered student learning.

For each of these outcomes a number of measures have been foreseen – all serving to achieve the set strategic objective: Outcome 5.1. In schools of Pristina violence is fought successfully and systematically with active participation of all relevant stakeholders. Measure 5.1.1. Training of teachers to avoid use of physical violence against students. MED and MEST, in cooperation with donors and relevant partners, will develop training programmes for teachers and school management, specifically addressing management of cases and incidents in schools. These programmes aim at training teachers to avoid physical disciplining and to resort to pedagogic instruments instead which are acceptable for disciplining of students. These events will also contain the component of training of teacher facilitators, who will organize training for their colleagues in respective schools. Each teacher will benefit from at least one such training and from follow up activities during the implementation period of this Plan. Measure 5.1.2. Banning school violence Municipal regulation on primary, lower secondary, upper secondary education will specifically provide for rules and penalties according to the level of violation of the teachers’ code of conduct. The regulation will contain clear penalties to be applied against teachers

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who exercise any form of violence or breach of child rights in schools. Measures should range from oral warning, through written warning and up to suspension and dismissal from the process of instruction. Outcome 5.2. Schools in Pristina are open to families, community and most recent trends in education and in society. Measure 5.2.1. Organize information and consultation meetings with parents and community. Meetings with parents will be organized at the school and municipal level, in full coordination and cooperation with every parent in the beginning of the year. The meeting agenda should be decided together with parents and should address issues and needs that will be discussed in regular meetings with parents. Reports from meetings with parents need to be noted in meeting minutes by the class-master. The minutes from the previous meeting should be discussed at the outset of the next meeting. Measure 5.2.2. Regular individual meetings with parents. Individual meetings with parents need to have a schedule and discussion items, including students’ health and psychophysical situation, students’ special educational needs and so on, outlined specifically in respective templates. This form is attached to the personal file of each student by class, grade and level. The above forms (Measure 5.2.1.) are used also in the individual meetings and communications with parents. Measure 5.2.3. Regular meetings with the community. Regular periodic meetings with community representatives, which aim to identify issues and problems that are preoccupying the community. During and after these meetings, the school together with the community should design concrete plans to address the identified issues and to mobilize other institutions for this purpose. Schools will organize open days, days for presentation of their curricula, subjects and courses, marking of school days, open days for visits by professionals to deliver presentations to students, and so on. Measure 5.2.4. Active engagement of parents in curricular activities. The Municipality will draft an instruction for engaging parents in curricular activities. Schools will engage parents regularly in implementation of these activities. Measure 5.2.5. Engagement of parents in extra-curricular activities. MED will draft and approve an instruction on engagement of parents and of the community in extra-curricular activities. Schools will engage parents in various extra-curricular activities including their planning and implementation. Thus, they can assist planning and implementation of excursions, open days and school events, organization of school clubs (technical, artistic, science, etc.). Measure 5.2.6. Parents engage in creating a healthy and safe school environment. Schools organize regular information and consultation activities with parents aiming to create a safe school environment. These meetings address themes that deal with children’s safety in schools, the surrounding area and their safety in the home-school route. Apart from this, other aspects are reviewed such as teachers’ attitude, used teaching methodologies, the potential of parents’ input for improving quality of instruction and student active participation and so on. Measure 5.2.7. MED pays special attention to the needs of students with special needs and to talented students. MED, in cooperation with NGO-s and donors, supports programmes that assis students with special needs and talented students. For this purpose, MED will allocate funds to support projects in support of these children.

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Measure 5.2.8. Provide better support to the work of the municipal team (MAT) for assessment of educational needs of the children. In order to provide the needed support for the team, an analysis will be initially carried out on the potential for support; next experiences of other municipalities will be analysed about the ways they have provided support to these teams. Based on these analyses, a list of potential forms of support will be drafted, including honoraria for the team members based on their performance, number of meetings and responsibility within the team. Based on this, the budget will be provided from the line of goods and services (special services contracts). Outcome 5.3. All schools in Pristina meet a minimum standard of friendly environment that allows for effective learning. Measure 5.3.1. Affirmative infrastructure for effective learning. MED and schools, in cooperation with community (including police and inspection) engage in treating infrastructure in and around the school aiming to increase security and appropriateness of school for learning activities. Apart from this, risks are discussed that may come from persons engaged in activities involving illegal substances and similar activities. These meetings also discuss cases of cyber-crime that could risk student safety and well-being. Measure 5.3.2. Safety index. MED drafts a regulation and a guide on school safety index which includes criteria, procedures, and improvement measures. The purpose of this index is to systematically assess all aspects of school safety and security, to assess the situation and to foresee measures that would lead to improvement of the level of student safety and well-being. Measure 5.3.3. Identification of violence via anonymous questionnaires. MED and the Team for prevention of violence in schools drafts an anonymous questionnaire and administers them at least twice a year in a number of schools in the Municipality of Pristina with the purpose of identifying cases of school violence. Research data are used for analysis, for organization of conferences and for drafting of plans for fighting school violence. Measure 5.3.4. Construction of new school facilities and renovation and extension of the existing ones As part of the measures for providing physical space for instruction, MED will continue to assess the needs for new schools, annexes, sport halls, as well as requests for renovation and improvement of the learning environment. The Municipality of Pristina has planned the following funds from own income for the further improvement of the school infrastructure:

Year Foreseen funds 2018 1.480.000,oo € 2019 2.000.000,oo € 2020 2.550.000,oo € 2021 3.000.000,oo € 2022 3.500.000,oo € Total 12.530.000,00 €

On the other hand, during 2017, the Municipality of Pristina signed an agreement with the World Bank for construction of five school facilities in the territory of the Municipality during the period covered by this Education Development Plan. In average, it is expected that the funds available will reach the amount of around 1.5 million euro a year.

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During the Joint Annual Reviews, the Municipality of Pristina – MED will carry an assessment of the needs and will set the priorities in the field of school infrastructure. On this occasion, all stakeholders, including MEST and donors, will be in position to find out first-hand on the needs in the sector and to state their level of financial support for education in Pristina. This will allow for adequate planning for the next year. This will create an investment cycle in the school infrastructure. Outcome 5.4. School management and teachers are aware and dedicated to provide optimum working conditions and a safe environment for unhindered student learning. Measure 5.4.1. MED drafts a regulation in friendly environment for effective learning. MED organizes a team to draft a regulation on the learning environment. This team comprises of MED officers, external experts, NGO-s, parents, members of the community and others. Before approval, the regulation is piloted in two or three schools. After the assessment of the pilot and the needed amendments, the regulation is approved by the municipal assembly. Measure 5.4.2. Organize awareness raising meetings with educators on the need to bring about optimum working and learning conditions in schools. MED engages engineers, interior designers, software engineers, psychologists, sociologists, and experts of other fields to advise and to train the school management on the topic of creating attractive learning conditions in schools. At least two workshops are organized for all senior and mid-managers of schools in Pristina with the purpose of mutual information and for the best implementation of the criteria for a friendly learning environment. Measure 5.4.3. Organization of meetings with security authorities. MED and schools engage continuously during the school year in meetings with law enforcement agencies, such as Kosovo police, Kosovo Security Force, KFOR. Minimum one such meeting is held during the school year.

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10. Risk analysis While drafting the Education Development Plan of the Municipality of Pristina, risks were analysed, namely external factors out of control of the MED and school management that could negatively affect the successful implementation of the Plan. Assumptions were discussed and formulated during the drafting of measures and activities of this Plan. Risks were structured based on the intervention fields and their likelihood was analysed together with the level of their impact on the implementation of the foreseen measures. In the end, various strategies were briefly discussed that would serve for risk prevention or mitigation or for managing any unforeseen situations. Below are given main risks by intervention fields and strategies for their prevention or mitigation. Management and quality assurance Main assumptions to ensure achievement of the strategic objective in this field are the following:

All involved stakeholders are committed to ensure quality education management and services in the Municipality of Pristina.

School directors are the key drivers of quality and depoliticised education processes. Municipal leadership and MEST provide the needed funds for development of

education in the Municipality of Pristina. Community shown commitment to support education in the Municipality of Pristina.

Risks that can jeopardise achievement of the objective

Likelihood 1- Low

2- Average 3- High

Impact 1- Low

2- Average 3- High

Prevention measures

Lack of coordination between authorities (central and local) and education institutions

3- High 3- High Improved mobilization and cooperation between institutions.

Lack of financial means –budget 3- High 3- High Improve planning to increase efficiency in using financial means.

Wrong approach to planning and development projects

3- High

2- Average

Develop capacity for drafting and planning of projects.

Unsolved property issues 3- High 3- High Expedite proceedings related to property issues.

Politicization of school management

2- Average 3 – High Decrease dependence of school directors from education authorities of all levels.

Implementation of the curriculum The main assumptions for achievement of the above-mentioned objective are the following:

All education stakeholders understand and attach priority importance to the new curriculum and are dedicated to its implementation.

Authorities provide quality development and training programmes targeting specifically quality implementation of the new curriculum.

All teachers are engaged and committed to the implementation of the new curriculum.

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Likelihood 1- Low

2- Average 3- High

Impact 1- Low

2- Average 3- High

Prevention measures

Lack of cooperation between stakeholders involved in implementing NQF and core curricula (CC)

2- Average

3- High

Mobilization and sensitization (MEST, MED, KPI and schools) of all stakeholders in increasing awareness on the need to cooperate for implementation of NQF and CC.

Lack of accountability and responsibility in implementation of the NQF and CC

3- High

3- High

Ensure inclusion, respect of deadlines, and build capacity, support reporting and transparency.

Lack of motivation and commitment on the part of teachers and school management to implement the NQF and CC

3- High

3- High

Provide professional support and motivate teachers by promoting good practices and exchange of experiences

Lack of practical application of the knowledge and skills gained in training programmes

2- Average

3- High

Monitoring and mentoring. Before implementation of any programme, the list of follow-up activities will be required together with means for application of new skills.

Lack of infrastructure investments, and inadequate use of means of instruction

2- Average

2- Average

Development of guidelines and training of staff before supplying new technologies.

Educational technology The main assumptions to ensure achievement of the strategic objective for this field re the following:

Central and municipal authorities are committed to provide adequate educational technology to schools of the Municipality of Pristina;

Teachers are open to creative use of educational technology in teaching; Teachers have the needed equipment at their to carry out quality teaching; There is the needed budget available for purchase of the needed equipment and

technologies. Risks that can jeopardise

achievement of the objective Likelihood

1- Low 2- Average

3- High

Impact 1- Low

2- Average 3- High

Prevention measures

Insufficient municipal budget to support schools with ICT

2- Average 3- High Timely planning by schools on their needs for technology to allow for the Municipality to allocate the needed budget.

Permanent resistance to receive training in application of new technologies

2- Average 3- High Application of technologies in teaching becomes key element in teacher performance assessment.

Inadequate use of internet by students

3- High 3- High Impose limitations and rules in use of internet.

Pre-school education Main assumptions to ensure achievement of the objective in this field are the following:

Municipal leadership, businesses and community are aware of the importance of PSE for the early child development and for their further schooling;

Government and municipal leadership allocated the needed funds for increasing (by 100 %) the number of children in PSE;

Businesses are interested and committed to assist their staff in improving childcare for their children;

MEST has concrete plans and readiness to support the Municipality to enhance its services in PSE in the Municipality of Pristina.

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Likelihood 1- Low

2- Average 3- High

Impact 1- Low

2- Average 3- High

Prevention measures

Lack of interest of community and central authorities in PSE

2- Average 3- High MED organizes an active information process on development priorities of education in the Municipality of Pristina.

Lack of support by businesses and donors

2- Average 2- Average MED organizes the Joint Annual Review and other information events with stakeholders.

Chronic lack of budget and support from central authorities

3- High 3- High MED organizes round tables and regular meetings with authorities for increasing awareness and mobilizing resources.

Friendly school environment The main assumptions to ensure achievement of the objective in this field are the following:

MED and school management are committed to seriously address cases of school violence.

There is commitment in MEST, municipal bodies and in schools to create a friendly and an attractive environment.


Likelihood 1- Low

2- Average 3- High

Impact 1- Low

2- Average 3- High

Prevention measures

Schools not reporting cases of violence

2- Average 3- High MED requires schools to regularly and promptly report on cases of violence and ties this to performance assessment of the school management.

Poor cooperation between schools and community

2- Average 3- High Memoranda of understanding between community and school management.

Lack of readiness on the part of MEST to open new working places for pedagogues and psychologists

3- High 3- High Transfer of responsibility to schools to decide on their needs for professional staff.

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11. Budget Education Development Plan in the Municipality of Pristina 2018-2022, foresees that for the coming five-year period a total budget of €28,053,445 will be needed for implementation of the foreseen measures, of which €18,988,445 are planned to be covered from the municipal budget of the Municipality of Pristina, whereas €9,065,000 are expected to be provided from various donors and/or central institutions of Kosovo. Below is given a brief outline of the budget for the five years of the Plan, structured by field of intervention, year of spending and source of financing (expressed in Euros).

Field Source of financing

Year Total 2018 2019 2020 2021 2022

1. Institutional management and quality assurance

Municipal budget

245,000 329,700 378,800 372,900 399,900 1,726,300

Donors and/or central institutions

0 0 0 0 0 0

Total 245,000 329,700 378,800 372,900 399,900 1,726,300 2. Implementation of the curriculum

Municipal budget

11,700 59,000 58,700 60,500 57,500 247,400


0 0 0 0 0 0

Total 11,700 59,000 58,700 60,500 57,500 247,400 3. Educational technology and means of instruction

Municipal budget

401,500 427,500 427,000 424,500 424,500 2,105,000


0 0 0 0 0 0

Total 401,500 427,500 427,000 424,500 424,500 2,105,000 4. Inclusion in pre-school education

Municipal budget

417,000 415,000 410,500 409,500 409,500 2,061,500


310,000 300,000 305,000 300,000 300,000 1,515,000

Total 727,000 715,000 715,500 709,500 709,500 3,576,500 5. Safe and friendly school environment

Municipal budget

1,607,800 2,127,300

2,592,300 3,132,300

3,633,300

13,088,000


1,510,000 1,510,000

1,510,000 1,510,000

1,510,000

7,550,000

Total 3,117,800 3,632,300

4,102,300 4,642,300

5,143,300

20,638,000

Budget for all fields

Municipal budget

2,438,245 3,358,500

3,867,300

4,399,700

4,924,700

18,988,445


1,820,000 1,810,000

1,815,000 1,810,000

1,810,000

9,065,000

Total 4,258,245

5,168,500

5,682,300 6,209,700

6,734,700

28,053,445

Measures foreseen in this Plan are all of development and investment character, which means that they do not include operational costs (salaries, maintenance of facilities, communal services, heating, and so on). Funds foreseen for the new Plan, partially include maintenance of facilities, within the capital investment to be covered from municipal own income

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dedicated for school infrastructure during the planned period (totalling 12,530,000 euro). As in every development plan after the war, the main spending here is foreseen for capital investment in infrastructure. However, there is a more balanced proportion between capital investments and development programmes in this Plan. This because, apart from providing better conditions for pre-school education infrastructure (of 3.5 million Euro), another 20 million euro are foreseen for infrastructure to ensure a friendly learning environment. Even here, investment funds will not be used only for construction of new schools, but also for renovation, extension of existing space, construction of sports halls, creation of more attractive internal spaces, and so on. Unlike other previous education plans in Kosovo, a siginificant portion of investment goes to educational technology (including means of instruction, workshops, ICT and laboratories) in the amount of around € 1.7 million and for creating a more friendly environment for students and better working conditions for teachers (around € 0.65 million). Other expenses are planned for management and quality assurance (around € 1.5 million) and for implementation of the new curriculum (around € 0.2 million). As can be seen above, the Plan foresees that in the five coming years, the Municipality of Pristina will need to allocate about € 4 million a year for its implementation. Considering funds available to the MED for goods and services (in the amount of € 2.6 million a year), and around € 2 million a year for school infrastructure, such an objective does not appear as unattainable. Even though these funds are still insufficient for the development of education in the Municipality of Pristina (in particular knowing the fact that around one million Euros from the goods and services are spent for the children’s meals in schools), they still present a sound basis for planning spending in education during the five years of implementation of this Plan. Another important source of financing for supporting education activities in schools of Pristina are donors and central authorities. Part (around 20%) of spending of this Plan is expected to be covered from the funds of the MEST and donors. To the above-mentioned funds available from municipal own income, around € 1.5 million are expected to be made available as part of implementation of the agreement with the World Bank dedicated to school infrastructure – resulting in a more optimistic overall situation for education in the Municipality of Pristina. Organization of the Joint Annual Review and a more active dialogue with central authorities (MEST), may result in providing at least part of the funds planned from this source. For instance, on the issue of teacher professional development, Municipality of Pristina can negotiate with the MEST Division for Teacher Training aiming to cover at least a number of measures in this field from the MEST funds. The main part of activities for the implementation of this Plan will continue being funded from the Municipal good and services, but at the same time, the Plan creates a context for a new and more meaningful interaction and communication between the MED, partners and central authorities.

57

12. Communication strategy All activities of the strategy of communication for this Plan will be coordinated by the Core Planning Group set up at the outset of this process. Periodically, the Core Group will request support from various government or non-government partners to engage in activities to monitor or review implementation of this Plan. Besides, an MED officer will be directly in monitoring implementation and in informing authorities, partners and the public opinion on the same. The Core Group will regularly collect data and information for annual reporting to the Municipal Assembly regarding status of implementation of the Plan. Municipal Education Department of the Municipality of Pristina developed a participative process for drafting of the Education Development Plan of the Municipality of Pristina. After approval of the Plan, MED will publish the Plan on the Municipal web-page for information and receiving feedback from community non-governmental organizations and educators in Pristina. After the public discussion and incorporation of potential comments, MED will submit the document for discussion and approval by the Municipal Assembly of Pristina. After the approval by the Municipal Assembly, MED will design and print information materials for stakeholders in the field of education, including parents, NGO-s, and businesses. For this purpose, leaflets and information brochures will be designed, and the Plan will be published on the web-page. Materials on the web-page will be published in Albanian, English, and community languages for a better outreach to community and stakeholders. Besides, information meetings will be organized in schools to mobilize teachers and school management to implement measures foreseen by the Plan. Then, an information event will be organized with government entities and businesses, respectively. Besides for mutual information this event will serve for sharing responsibilities and assigning tasks for implementation of the Plan within their interest and potential. Every July, MED will coordinate a review of the implementation of the measures of the Plan and drafting of an annual implementation plan. All relevant stakeholders will be participating to the workshop for review and annual planning in the education sector in the Municipality. These review workshops will serve also to mobilise partners for a fuller implementation of the Plan. In particular, during the implementation review process attention will be paid to measures dealing with underrepresented groups (children with special educational needs, minority communities, girls and so on). In 2020, MED will organize a mid-term review of the implementation of the Plan. In this case, a workshop will be organized with broad participation, including donors, partners, community, central educational authorities and those from n=the neighbouring municipalities. This process will involve both a review of the implementation and a review of the foreseen measures in the approved Plan. This will allow for an updating of the measures to the changed context of the education sector in Pristina and wider. This event will serve also for the mobilization additional funds for financing of the implementation of new measures coming as a result of the review process, from the process of European integrations and from the improved economic situation in Kosovo. Apart from these forms of information and communication, other means of (electronic and printed) communication will be used with the purpose of better information of the

58

public opinion about the process of implementation, including challenges and successes, of this Plan.

59

Annex 1: Performance assessment framework Management and quality assurance

Indicator Baseline Target 2019

Target 2022

Means of verification

Number of MED officers 18 24

Payroll of the MED staff

Number of quality coordinators in the Municipality of Pristina

2 53 53 List of MED and MEST

Municipal budget for education 25 million 28 mil. Budget / balance sheets Number of schools in remote rural areas

21 16 List of schools in MED

Number of training events per staff member

0.9 2.3 List of certificates issued to teachers

Teacher performance assessment

School

TPA files and reports

Number of psychologists and pedagogues

14+2 pedagogues 35 MED list

Number of accredited programmes by the national qualifications authority

All List of accredited programmes

Number of students per class 32 24 List of students per class

Number of agreements with businesses

List of agreements with businesses, Career counselling centre

Implementation of curriculum



Number of information meetings on the new curriculum organized at the level of the Municipality of Pristina

0 At least 15 Meeting minutes submitted to MED

Number of teachers trained in training programmes dedicated to implementation of the new curriculum

1256 All Number of certified teachers

Regular reports by quality coordinators regarding implementation of the new curriculum

0 Three reports a year from each

school

Reports submitted to MED

Number of training programmes on the new curriculum organized at the municipal level

5 programmes 10 programmes (including

methodology)

MEST accredited programmes

Number of trainers engaged to implement the training

40 80 Number of certified trainers

Percentage of increase of investment in means of instruction serving to implement the new curriculum

Educational technology Indicator Baseline Target

2022 Means of verification

Number of school packs per school No. of ICT equipment per school/municipality Number of ICT equipment per student in Municipality of Pristina

Number of laboratories Number of workshops Number of software applications in active use Number of digital equipment per school Number of technician clubs per school Number of student licenses for use of digital applications

60

Pre-school education



Number of children in PSI in the Municipality of Pristina

1575

Level of inclusion (percentage of children in PSE compared to population)

9.40%

Number of public PSI 8 Number of non-public PSI 1 Number of community based PSI 6 Number professional in PSI-s in Pristina 1 Percentage of PSI-s providing professional services

Percentage of PSI-s providing all professional services

Percentage of funds/donations and contributions of parents/community to PSI-s

Number of signed memoranda Number training programmes organized for PSE

Drafted regulation on collection of funds/donations

Friendly environment



Number of incidents – violence by teachers against students

Number of incidents – physical violence of students against students

Number of incidents – physical violence of other persons against students

Number students hurt en route to school and back home (commuting for schooling purposes);

Number meetings with parents in schools of Municipality of Pristina

Number of corners and rooms for attractive learning

Number of incidents related to distribution and abuse of illegal substances

Number of school working in one shift (full day)

Number of training on friendly environment

Number of security cameras in educational institutions

Number of psychologists and pedagogues in schools

Number of meetings and sessions of psychologists with students

Number of teachers certified to use applications

Amount of donations for ICT in schools Number of school annual report on use of application and equipment

Number of electronic school web-pages Number of schools with digital class-books 3 All

61

Support of initiatives by teachers, students, community in the field of quality assurance

62

Ann

ex 2

: Im

plem

enta

tion

plan

and

bud

get

Inst

itutio

nal m

anag

emen

t and

qua

lity

assu

ranc

e

Obj

ectiv

e 1: D

evel

op h

uman

and

inst

itutio

nal c

apac

ity fo

r su

stai

nabl

e qu

ality

ass

uran

ce in

edu

catio

n of

the

Mun

icip

ality

of P

rist

ina

Out

com

e 1.

1: T

here

is su

ffici

ent a

nd q

ualif

ied

staf

f at t

he le

vel o

f MED

and

in e

duca

tion

inst

itutio

ns.

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.1

.1:

Nee

ds

asse

ssm

ent a

nd

recr

uitm

ent o

f qu

alifi

ed st

aff

for M

ED a

nd

educ

atio

nal

insti

tutio

ns

2018

-202

0 M

ED

Scho

ol a

nd

PSI

M

unic

ipal

bu

dget

Estim

ate:

10

days

Tr

aini

ng 1

6 da

ys

MED

: 8 d

ays

12 o

ffice

rs b

y 3

days

a

year

Re

view

of t

he

empl

oym

ent c

riter

ia

1500

Eur

o

3000

19

500

3870

0 45

000

7200

0 17

8200

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

19

500

3870

0 45

000

7200

0 17

8200

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.1

.2:

Inte

rnal

MED

sta

ff m

igra

tion

and

trans

fers

of

teac

hers

from

on

e sc

hool

to

anot

her,

base

d on

teac

hers

’ ne

eds/p

ossib

ility

M

ED

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n Su

ppor

t in

stitu

tion/

or

gani

zatio

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

63

n

Mea

sure

1.1

.3:

Tran

sfer

ring

teac

hers

from

on

e sc

hool

to

anot

her a

s a

resu

lt of

cu

rricu

lar

chan

ges.

M

unic

ipal

bu

dget

Non

-cos

t 0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.1

.4.

Func

tiona

l re

view

of M

ED

2018

-201

9 M

unic

ipal

ity

of P

ristin

a

NG

O/

Don

rs

Mun

icip

al

budg

et

Don

ors

3500

Eur

20

00

1500

0

0 0

3500

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

2000

15

00

0 0

0 35

00

Out

com

e 1.

2: M

echa

nism

s are

impl

emen

ted

that

ens

ure

resp

onsib

ility

and

acc

ount

abili

ty in

educ

atio

n in

the M

unic

ipal

ity o

f Pri

stin

a.

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.2

.1:

- Esta

blish

a

prof

essio

nal t

eam

at

the

leve

l of M

ED

for c

oord

inat

ion,

m

onito

ring

and

eval

uatio

n of

sc

hool

per

form

ance

M

unic

ipal

bu

dget

Trai

ning

(3 d

ays)

Co

mm

unic

atio

n (

Exte

rnal

exp

ertis

e

(10

days

–15

00 E

uro

- yea

r)

0 25

00

1900

19

00

1900

82

00

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

64

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 25

00

1900

19

00

1900

82

00

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.2

.2:

Esta

blish

team

s at

the

leve

l of

educ

atio

nal

insti

tutio

ns fo

r co

ordi

natio

n an

d m

anag

emen

t of t

he

inte

rnal

and

ex

tern

al sc

hool

pe

rform

ance

ev

alua

tion

proc

ess

Mun

icip

al

budg

et

Two

days

of t

rain

ing

for 3

60 m

embe

rs

0 72

00

7200

0

0 14

400

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 72

00

7200

0

0 14

400

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.2

.3:

Supp

ort s

choo

ls fo

r im

prov

emen

t of

perfo

rman

ce b

ased

on

resu

lts o

f the

ex

tern

al e

valu

atio

n

2020

-202

2 M

ED

Scho

ols

Mun

icip

al

budg

et

A tr

aini

ng a

ccor

ding

to

teac

hers

’ nee

ds

2500

X 2

0 X

2 d

ays

0 0

3500

0 35

000

3500

0 10

5000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

3500

0 35

000

3500

0 10

5000

Out

com

e 1.

3: P

rofe

ssio

nal m

echa

nism

s are

in p

lace

for q

ualit

y as

sura

nce

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

65

Mea

sure 1.3.1:

- Esta

blish

a c

olle

gium

of

scho

ol d

irect

ors t

o fu

nctio

n as

a q

ualit

y as

sura

nce

entit

y

Mun

icip

al

budg

et

M

eetin

g co

sts

3000

50

00

5000

50

00

5000

23

000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

50

00

5000

50

00

5000

23

000

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure 1.3.2:

App

oint

a q

ualit

y as

sura

nce

coor

dina

tor a

t th

e m

unic

ipal

and

scho

ol

leve

l

Mun

icip

al

budg

et

40 n

orm

s in

scho

ols

+ 1

QA

coo

rdin

ator

M

ED

1800

00

1800

00

1800

00

1800

00

1800

00

9000

00

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1800

00

1800

00

1800

00

1800

00

1800

00

9000

00

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure 1.3.3:

Supe

rvisi

on/ m

ento

ring

of p

rofe

ssio

nal

depa

rtmen

ts

2018

-202

2 Q

C –

MED

Q

C - S

choo

l M

ED

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f R

espo

nsib

le

Supp

ort

Sour

ce o

f D

escr

iptio

n of

cos

ts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

66

impl

emen

tati

on

inst

itutio

n in

stitu

tion/

or

gani

zatio

n

finan

cing

20

18

2019

20

20

2021

20

22

Tota

l

Mea

sure

1.3

.4:

Empo

wer

ing

of

prof

essio

nal d

epar

tmen

ts

2018

-201

9 M

ED

MES

T

Mun

icip

al

budg

et

4 tra

inin

g da

ys p

er

activ

ity

2000

0 10

000

1000

0 50

00

5000

50

000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

2000

0 10

000

1000

0 50

00

5000

50

000

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.3

.5.

Esta

blish

ing

Indu

stria

l Co

unci

l

2018

M

ED

Mun

icip

ality

of

Pris

htin

a

MED

N

/A

0 0

0 0

0 0

Mea

sure

1.3

.6.

Sign

ing

MoU

’s fo

r pr

actic

al w

ork

2018

-202

2 Sc

hool

s M

ED

MED

N

A

0 0

0 0

0 0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

O

utco

me

1.4:

Sus

tain

able

pro

cedu

res f

or fi

nanc

ing

of e

duca

tion

are

appl

ied

in th

e M

unic

ipal

ity o

f Pris

tina

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.4

.1:

Impr

ovem

ent o

f bud

get

plan

ning

(with

in

volv

emen

t of a

ll sta

keho

lder

s)

Mun

icip

al

budg

et

Join

t ann

ual r

evie

w

3000

30

00

3000

30

00

3000

15

000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

67

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

30

00

3000

30

00

3000

15

000

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.4

.2:

- Ens

ure

adeq

uate

bu

dget

ing

for

achi

evem

ent o

f stra

tegi

c ob

ject

ives

of t

he P

lan

2018

-202

2 M

ED

ZF

DF

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.4

.3:

- Pro

vide

ince

ntiv

es fo

r di

sting

uish

ed

educ

atio

nal l

eade

rs

(MED

, sch

ools)

and

te

ache

rs b

ased

on

thei

r pe

rform

ance

...

2018

-202

2 M

ED

MES

T

M

unic

ipal

bu

dget

One

act

ivity

a y

ear

(trai

ning

and

stud

y vi

sits)

6

grou

ps X

150

0 Eu

ro

9000

90

00

9000

90

00

9000

45

000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

9000

90

00

9000

90

00

9000

45

000

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.4

.4:

- Org

aniz

e stu

dy v

isits

to

M

unic

ipal

bu

dget

Se

e ab

ove

in 1

.4.3

. 0

0 0

0 0

0

68

othe

r cou

ntrie

s for

MED

of

ficer

s, sc

hool

dire

ctor

s an

d te

ache

rs to

kee

p up

w

ith c

hang

es a

nd

inno

vatio

ns in

dev

elop

ed

coun

tries

.

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

O

utco

me 1

.5: S

mal

l rur

al sc

hool

s and

sate

llite

scho

ols o

pera

te e

ffici

ently

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.5

.1:

- Eva

luat

e th

e sit

uatio

n re

gard

ing

the

func

tioni

ng

of sa

telli

te sc

hool

s and

sm

all r

ural

scho

ols

2018

M

ED

Scho

ol

Mun

icip

al

budg

et

Mix

ed te

am (M

ED –

ex

tern

al e

xper

tise

15

00

0 0

0 0

1500

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1500

0

0 0

0 15

00

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.5

.2:

Dra

ft an

d im

plem

ent a

pl

an fo

r con

solid

atio

n of

sc

hool

s

2018

M

ED

Scho

ol

M

unic

ipal

bu

dget

A p

lann

ing

wor

ksho

p (5

00 E

uro)

Tr

ansp

ort (

10 M

ini-

van

X 1

0 L

X 2

00

days

)

2050

0 20

000

2000

0 20

000

2000

0 10

0500

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

2050

0 20

000

2000

0 20

000

2000

0 10

0500

Out

com

e 1.

6: T

each

ers a

re su

ppor

ted

by M

ED a

nd a

t the

sam

e tim

e the

y ar

e com

mitt

ed to

impl

emen

t ski

lls g

aine

d in

pro

fess

iona

l dev

elop

men

t pro

gram

mes

.

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tio

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

69

n

Mea

sure

1.6

.1:

- Dra

ft po

licie

s and

re

gula

tions

on

teac

her

prof

essio

nal

deve

lopm

ent.

2019

M

ED

Mun

icip

al

budg

et

A jo

int c

onfe

renc

e (2

000

Euro

) 0

2000

0

0 0

2000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 20

00

0 0

0 20

00

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.6

.2.

- Dra

ft a

plan

on

prof

essio

nal

deve

lopm

ent o

f tea

chin

g an

d ad

min

istra

tive

staff.

2019

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.6

.3:

Impl

emen

t the

Pr

ofes

siona

l D

evel

opm

ent P

lan.

2019

M

ED

M

unic

ipal

bu

dget

40 %

of t

each

ers;

thre

e tra

inin

g da

ys

each

yea

r – a

n an

nual

th

emat

ic c

onfe

renc

e

3000

Eur

o

3000

63

000

6300

0 63

000

6300

0 25

5000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

63

000

6300

0 63

000

6300

0 25

5000

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

70

Mea

sure

1.6

.4:

Mon

itorin

g of

pr

ofes

siona

l de

velo

pmen

t pr

ogra

mm

es

M

ED

Mun

icip

al

budg

et

500

Euro

a m

onth

for

inde

pend

ent

mon

itorin

g an

d re

porti

ng

0 60

00

6000

60

00

6000

24

000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 60

00

6000

60

00

6000

24

000

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

1.6

.5:

- Cre

ate

and

upda

te th

e da

taba

se fo

r tea

cher

pr

ofes

siona

l de

velo

pmen

t (TP

D)

Mun

icip

al

budg

et

Estim

ate

500

0 10

00

0 0

0 10

00

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 10

00

0 0

0 10

00

Y

ear:

20

18

2019

20

20

2021

20

22

Tota

l

Tota

l bud

get p

er o

bjec

tive/

field

from

Mun

icip

al b

udge

t (in

eur

o):

2450

00

3297

00

3788

00

3729

00

3999

00

1,72

6,30 0

Tota

l bud

get p

er o

bjec

tive/

field

from

Don

ors a

nd/o

r ce

ntra

l ins

titut

ions

(in

euro

): 0

0 0

0 0

0 To

tal b

udge

t per

obj

ectiv

e/fie

ld in

Eur

o (fr

om a

ll so

urce

s of f

inan

cing

): 24

5000

32

9700

37

8800

37

2900

39

9900

1,

726,

30 0

71

Impl

emen

tatio

n of

the

curr

icul

um

Obj

ectiv

e 2:

The

new

cur

ricu

lum

is im

plem

ente

d in

a p

lann

ed a

nd sy

stem

atic

man

ner

with

invo

lvem

ent o

f all

stak

ehol

ders

Out

com

e 2.

1: T

here

is im

prov

ed co

oper

atio

n be

twee

n al

l sta

keho

lder

s rel

evan

t for

the

impl

emen

tatio

n of

the

curr

icul

um.

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.1

.1.

Esta

blish

a m

unic

ipal

bo

dy fo

r coo

rdin

atio

n an

d fa

cilit

atio

n of

effo

rts

for i

mpl

emen

tatio

n of

th

e ne

w c

urric

ulum

.

2018

M

ED

M

unic

ipal

bu

dget

Regu

lar c

oord

inat

ion

mee

tings

50

0 50

0 50

0 50

0 50

0 50

0 25

00

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

500

500

500

500

500

2500

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.1

.2:

Org

aniz

e jo

int

wor

ksho

ps w

ith re

leva

nt

stake

hold

ers f

or

over

com

ing

chal

leng

es

to im

plem

enta

tion

of th

e ne

w c

urric

ulum

2018

M

ED

MES

T

Mun

icip

al

budg

et

Trai

ners

and

oth

er

expe

nses

12

00

0 12

00

0 0

2400

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1200

0

1200

0

0 24

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.1

.3:

Impl

emen

tatio

n of

the

plan

for o

verc

omin

g ch

alle

nges

/ di

fficu

lties

/ ob

stacl

es

Mun

icip

al

budg

et

Estim

ate

30

00

0 30

00

3000

30

00

3000

12

000

Don

ors

and/

or

Cent

ral

N/A

0

0 0

0 0

0

72

insti

tutio

ns

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 30

00

3000

30

00

3000

12

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.1

.4:

- Im

plem

ent m

onito

ring

of th

e cu

rricu

lum

im

plem

enta

tion

2018

-202

2

Mun

icip

al

budg

et

Dra

ft th

e m

onito

ring

fram

ewor

k 50

0 Eu

ro

500

0 0

0 0

500

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Mea

sure

2.1

.5.

Dra

fting

of V

ET

curri

cula

2018

- 20

22

Shko

llat

DK

A

DK

A

Kry

erja

e a

naliz

ës

0 15

00

0 15

00

0 30

00

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

500

1500

0

1500

0

3500

Out

com

e 2.

2: T

each

ers a

re w

ell i

nfor

med

, ded

icat

ed a

nd o

pen

to im

plem

ent t

he c

hang

es b

roug

ht b

y th

e ne

w c

urri

culu

m.

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.2

.1:

- Org

aniz

e m

eetin

gs a

nd

wor

ksho

ps fo

r exc

hang

e of

exp

erie

nces

and

goo

d pr

actic

es fo

r im

plem

enta

tion

of

curri

cula

with

in

volv

emen

t of r

elev

ant

stake

hold

ers

M

unic

ipal

bu

dget

One

wor

ksho

p a

year

fo

r exc

hang

e of

ex

perie

nce

(200

pa

rtici

pant

s)

One

wor

ksho

p 40

00€

0 40

00

4000

40

00

4000

16

000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 40

00

4000

40

00

4000

16

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.2

.2:

Crea

te m

echa

nism

s 20

18-2

022

MED

Sc

hool

s M

unic

ipal

bu

dget

V

ario

us fo

rms

3000

30

00

3000

30

00

3000

15

000

73

supp

ortin

g an

d m

otiv

atin

g te

ache

rs to

im

plem

ent n

ew c

urric

ula

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

30

00

3000

30

00

3000

15

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Maa

sure

2.2

.3.

Trai

ning

and

info

rmat

ion

of te

ache

rs a

nd st

uden

ts on

stan

dard

ised

asse

ssm

ent

2018

-202

2 M

ED

MES

T N

GO

D

onor

s

MED

M

EST

Don

ors

5 w

orks

hops

a y

ear

Dra

fting

, prin

ting

and

diss

emin

atio

n of

m

ater

ials

5000

70

00

7000

70

00

7000

33

000

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

5000

70

00

7000

70

00

7000

33

000

O

utco

me

2.3:

Res

pect

ive

infr

astr

uctu

re, m

eans

of i

nstr

uctio

n an

d sc

hool

text

book

s are

in p

lace

that

are

alig

ned

to th

e dem

ands

of t

he n

ew cu

rric

ulum

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.3

.1:

- Ass

ess t

he o

vera

ll sta

te

of th

e in

frastr

uctu

re.

2018

M

ED

Scho

ols

Mun

icip

al

budg

et

Dec

idin

g a

mod

el a

nd

com

parin

g sit

uatio

n 15

00 E

uro

15

00

0 0

1500

0

3000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1500

0

0 15

00

0 30

00

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

2.3

.2:

Prov

ide

fund

s for

im

prov

emen

t of

M

unic

ipal

bu

dget

Estim

ate

1600

00 E

Fo

r fou

r yea

rs

0 40

000

4000

0 40

000

4000

0 16

0000

74

infra

struc

ture

for n

ew

curri

cula

in li

ne w

ith

requ

irem

ents

for o

ptim

um

impl

emen

tatio

n of

the

new

cu

rricu

lum

. Fun

ds a

re u

sed

to

supp

ly te

ache

rs in

cla

sses

and

gr

ades

impl

emen

ting

the

new

cu

rricu

lum

.

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 40

000

4000

0 40

000

4000

0 16

0000

Yea

r:

2018

20

19

2020

20

21

2022

To

tal

Tota

l bud

get p

er o

bjec

tive/

field

from

Mun

icip

al b

udge

t (in

eur

o):

1170

0 59

000

5870

0 60

500

5750

0 24

7400

Tota

l bud

get p

er o

bjec

tive/

field

from

Don

ors a

nd/o

r ce

ntra

l ins

titut

ions

(in

euro

): 0

0 0

0 0

0 To

tal b

udge

t per

obj

ectiv

e/fie

ld in

Eur

o (fr

om a

ll so

urce

s of f

inan

cing

): 11

700

5900

0 58

700

6050

0 57

500

2474

00

75

Educ

atio

nal t

echn

olog

y an

d m

eans

of i

nstr

uctio

n

Obj

ectiv

e 3: S

uppl

y th

e ne

eded

edu

catio

nal t

echn

olog

y th

at p

rovi

de o

ptim

um w

orki

ng c

ondi

tions

for t

each

ers a

nd fo

r effe

ctiv

e le

arni

ng fo

r stu

dent

s.

Out

com

e 3.

1: S

choo

ls ha

ve b

een

supp

lied

with

ICT

equi

pmen

t

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.1

.1:

Ass

es n

eeds

and

supp

ly

scho

ols w

ith IC

T eq

uipm

ent.

Janu

ary

– A

pril

2018

M

ED

Scho

ols

Mun

icip

al

budg

et

Set c

riter

ia

Ass

ess s

ituat

ion

15

00 E

uro

15

00

0 15

00

0 0

3000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1500

0

1500

0

0 30

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.1

.2:

Tend

er a

nd c

ontra

ct a

pr

ovid

ers o

f ICT

eq

uipm

ent

May

– Ju

ly

2018

M

ED

Proc

urem

ent

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.1

.3:

Supp

ly o

f sch

ools

with

IC

T eq

uipm

ent

Mun

icip

al

budg

et

Estim

ate

50

000

€ a

year

50

000

5000

0 50

000

5000

0 50

000

2500

00

Don

orst

Cent

ral

N/A

0

0 0

0 0

0

76

insti

tutio

ns

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

5000

0 50

000

5000

0 50

000

5000

0 25

0000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.1

.4:

Ass

embl

e an

d m

ake

ICT

equi

pmen

t ope

ratio

nal

Mun

icip

al

budg

et

Supp

ort s

tude

nt

tech

nici

an c

lubs

50

clu

bs X

300

Eur

o a

year

0 15

000

1500

0 15

000

1500

0 60

000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 15

000

1500

0 15

000

1500

0 60

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.1

.5

Cont

ract

a c

ompa

ny fo

r m

aint

enan

ce o

f ICT

eq

uipm

ent i

n sc

hool

s

Mun

icip

al

budg

et

Estim

ate

5000

a y

ear

5000

50

00

5000

50

00

5000

25

000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

5000

50

00

5000

50

00

5000

25

000

Out

com

e 3.

2: S

choo

ls ar

e eq

uipp

ed w

ith ed

ucat

iona

l tec

hnol

ogy

and

mak

e use

of o

nlin

e an

d di

gita

l res

ourc

es

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.2

.1:

Set u

p a

team

for

iden

tific

atio

n of

nee

ds o

f sc

hool

s for

edu

catio

nal

tech

nolo

gy.

Janu

ary

– M

arch

201

8

MED

ETI

N/A

Mun

icip

al

budg

et

N/A

15

00

0 0

0 0

1500

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

77

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1500

0

0 0

0 15

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.2

.2:

The

team

rese

arch

es

mos

t rec

ent t

rend

s in

the

use

of e

duca

tiona

l te

chno

logy

at h

ome

and

abro

ad.

Mar

ch-J

une

2018

MED

ETI

N/A

Mun

icip

al

budg

et

Estim

ate

1500

Eur

o 0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

ent

atio

n R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.2

.3:

Esta

blish

bas

ic a

nd

spec

ialis

ed p

acks

of

educ

atio

nal t

echn

olog

y ac

cord

ing

to p

riorit

y by

leve

l of

edu

catio

n (0

, 1, 2

, and

3),

type

of e

duca

tion

(voc

atio

nal

– ge

nera

l), c

urric

ulum

are

a (s

cien

ce, a

rts, m

athe

mat

ics,)

, an

d pr

ofile

(dep

endi

ng o

n th

e vo

catio

nal s

choo

l pro

file)

. - P

acks

of e

duca

tiona

l te

chno

logy

are

pro

cure

d an

d th

ey a

re d

istrib

uted

to sc

hool

s an

d pr

e-sc

hool

insti

tutio

ns.

2018

–

2022

M

ED

N/A

Mun

icip

al

budg

et

Educ

atio

n te

chno

logy

pa

cks p

er sc

hool

=

3500

Eur

o a

year

(55

scho

ols)

1925

00

1925

00

1925

00

1925

00

1925

00

9625

00

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1925

00

1925

00

1925

00

1925

00

1925

00

9625

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

78

Mea

sure

3.2

.4:

“Sch

ool M

e” a

nd o

ther

on

line

lear

ning

pla

tform

s (2

018

– pi

lotin

g)

M

unic

ipal

bu

dget

10

Euro

per

stud

ent

Estim

ate

12

000

2500

0 25

000

2500

0 25

000

1120

00

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1200

0 25

000

2500

0 25

000

2500

0 11

2000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.2

.5:

Dig

italiz

atio

n of

cla

ss-

book

s and

ped

agog

ic

docu

men

tatio

n.

2019

-202

2 M

ED

NG

O

Mun

icip

al

budg

et

App

licat

ion

and

popu

latio

n of

dat

a

Estim

ate

5000

Eur

o 0

5000

30

00

2000

20

00

1200

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 50

00

3000

20

00

2000

12

000

Out

com

e 3.3

: All

scho

ol a

re su

pplie

d w

ith la

bora

tori

es /

wor

ksho

ps a

nd e

xpen

dabl

e mat

eria

ls

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.3

.1:

Iden

tify

need

s of s

choo

ls fo

r lab

orat

orie

s and

w

orks

hops

and

co

nsum

able

mat

eria

ls fo

r a

year

2018

-202

2 M

ED

Scho

ols

Impl

emen

ting

orga

niza

tion

Mun

icip

al

budg

et

Set c

riter

ia

Do

the

estim

ate

15

00

0 0

0 0

1500

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1500

0

0 0

0 15

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

79

Mea

sure

3.3

.2:

Dev

elop

lists

of n

eeds

fo

r eve

ry sc

hool

for

labo

rato

ries a

nd

wor

ksho

ps a

nd

cons

umab

le m

ater

ials

for

a ye

ar.

2018

-202

2 M

ED

Scho

ols

Mun

icip

al

budg

et

N

/A

0 0

0 0

0 0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.3

.3:

Allo

cate

fund

s and

pu

blish

a te

nder

for

supp

ly o

f sch

ools

with

la

bora

torie

s and

w

orks

hops

and

co

nsum

able

mat

eria

ls.

2019

-202

2 M

ED

Scho

ols

Mun

icip

al

budg

et

Estim

ate

of a

lloca

ted

fund

s 10

0000

10

0000

10

0000

10

0000

10

0000

50

0000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1000

00

1000

00

1000

00

1000

00

1000

00

5000

00

Out

com

e 3.4

: Cap

acity

has

bee

n bu

ilt fo

r use

and

mai

nten

ance

of e

duca

tiona

l tec

hnol

ogy

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.4

.1: I

dent

ify

teac

hers

’ tra

inin

g ne

eds

in th

e fie

ld o

f ed

ucat

iona

l tec

hnol

ogie

s

June

–

Sept

embe

r 20

18

MED

Sc

hool

s N

GO

Ex

perti

se

Mun

icip

al

budg

et

1500

15

00

0 0

0 0

1500

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1500

0

0 0

0 15

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n Su

ppor

t in

stitu

tion/

or

gani

zatio

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

80

n

Mea

sure

3.4

.2:

Dra

ft th

e ac

tion

plan

Se

ptem

ber –

O

ctob

er 2

018

MED

Sc

hool

s N

GO

Ex

perti

se

Mun

icip

al

budg

et

1000

10

00

0 0

0 0

1000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1000

0

0 0

0 10

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.4

.3: T

rain

ing

of te

ache

rs

Ever

y ye

ar

MED

M

EST

M

unic

ipal

bu

dget

A th

ree-

day

train

ing

1

teac

her =

60

euro

50

0 tra

ined

in a

yea

r 30

000

3000

0 30

000

3000

0 30

000

1500

00

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

0 30

000

3000

0 30

000

3000

0 15

0000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.4

.4:

Stud

ent t

echn

icia

n su

ppor

t clu

bs

Ever

y ye

ar

MED

N

/A

Mun

icip

al

budg

et

See

3.1.

4. a

bove

0

0 0

0 0

0

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.4

.5.

Trai

ning

of t

each

ers f

or

2019

-202

2 M

ED

Scho

ols

Supp

liers

M

unic

ipal

bu

dget

Es

timat

e

2000

€ a

yea

r 20

00

2000

20

00

2000

20

00

1000

0

81

use

and

mai

nten

ance

of

labo

rato

ries a

nd

wor

ksho

ps

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

2000

20

00

2000

20

00

2000

10

000

O

utco

me 3

.5: D

onat

ions

and

cont

ribu

tions

are

secu

red

from

don

ors,

busin

esse

s, an

d co

mm

unity

to p

rovi

de fo

r edu

catio

nal t

echn

olog

y in

scho

ols

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.5

.1:

Iden

tific

atio

n of

or

gani

zatio

ns, b

usin

esse

s an

d co

mm

unity

who

are

in

tere

sted

to c

ontri

bute

to

scho

ols.

Ever

y ye

ar

MED

ETI

N/A

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

3.5

.2:

Set u

p m

echa

nism

s in

scho

ols t

o m

aint

ain

cont

inuo

us

com

mun

icat

ion

with

do

nors

.

Ever

y ye

ar

MED

ETI

N/A

Mun

icip

al

budg

et

Coop

erat

ion

offic

es

Estim

ate

3000

€

3000

30

00

3000

30

00

3000

15

000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

30

00

3000

30

00

3000

15

000

Y

ear:

20

18

2019

20

20

2021

20

22

Tota

l To

tal b

udge

t per

obj

ectiv

e/fie

ld fr

om M

unic

ipal

bud

get (

in e

uro)

: 40

1500

42

7500

42

7000

42

4500

42

4500

21

0500

0 To

tal b

udge

t per

obj

ectiv

e/fie

ld fr

om D

onor

s and

/or

cent

ral i

nstit

utio

ns (i

n eu

ro):

0 0

0 0

0 0

82

Tota

l bud

get p

er o

bjec

tive/

field

in E

uro

(from

all

sour

ces o

f fin

anci

ng):

4015

00

4275

00

4270

00

4245

00

4245

00

2105

000

83

Incl

usio

n in

pre

-sch

ool e

duca

tion

Obj

ectiv

e 4: I

mpr

ove

incl

usio

n an

d qu

ality

of p

re-s

choo

l edu

catio

n in

the M

unic

ipal

ity o

f Pri

stin

a

Out

com

e 4.

1: T

here

is su

ffici

ent i

nfra

stru

ctur

e ca

paci

ty th

at a

llow

to in

crea

se b

y tw

ofol

d th

e nu

mbe

r of

child

ren

incl

uded

in p

re-s

choo

l edu

catio

n

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.1

.1:

Dev

elop

and

impl

emen

t an

inve

stmen

t pr

ogra

mm

e in

pre

-sch

ool

educ

atio

n in

frastr

uctu

re

in P

ristin

a

2018

M

ED

PSI-s

Mun

icip

al

budg

et

2000

20

00

0 0

0 0

2000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

5000

50

00

0 0

0 0

5000

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

7000

0

0 0

0 70

00

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.1

.2:

Impl

emen

tatio

n of

m

easu

res o

f the

pr

ogra

mm

e fo

r co

nstru

ctio

n, re

nova

tion

and

impr

ovem

ent o

f the

PS

E in

frastr

uctu

re.

Mun

icip

al

budg

et

2000

0000

Ca

pita

l inv

estm

ent

4000

00

4000

00

4000

00

4000

00

4000

00

2000

000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

1500

000

3000

00

3000

00

3000

00

3000

00

3000

00

1500

000

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

7000

00

7000

00

7000

00

7000

00

7000

00

3500

000

O

utco

me

4.2:

The

re a

re a

mpl

e fu

nds f

or im

prov

emen

t and

exp

ansio

n of

pre

-sch

ool e

duca

tion

serv

ices

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.2

.1:

Incr

ease

type

s of

serv

ices

and

gen

erat

e 20

18-2

022

MED

M

EST

NG

O

Don

ors

Mun

icip

al

budg

et

Estim

ate

35

00

3500

0

0 0

7000

84

inco

me

in p

re-s

choo

l ed

ucat

ion.

Don

ors

and/

or

Cent

ral

insti

tutio

ns

Estim

ate

5000

0

5000

0

0 10

000

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

8500

35

00

5000

0

0 17

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.2

.2:

Dra

fting

of r

egul

atio

n on

co

llect

ion

of

cont

ribut

ions

and

do

natio

ns fr

om p

aren

ts an

d co

mm

unity

.

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.2

.3

Dev

elop

par

tner

ship

s to

incr

ease

incl

usio

n an

d to

en

sure

ext

erna

l co

ntrib

utio

ns

2018

-202

2 M

ED

IP

Mun

icip

al

budg

et

Info

rmat

ion

and

coop

erat

ion

mee

tings

Es

timat

e: 2

500

a ye

ar

2500

25

00

2500

25

00

2500

12

500

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

2500

25

00

2500

25

00

2500

12

500

85

Out

com

e 4.3

: Con

tinuo

us tr

aini

ng is

org

aniz

ed fo

r pro

fess

iona

l dev

elop

men

t of e

duca

tors

and

adm

inist

rativ

e st

aff i

n PS

I-s

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.3

.1:

Ass

essm

ent o

f nee

ds a

nd

dem

ands

for p

rofe

ssio

nal

deve

lopm

ent o

f ed

ucat

ors a

nd

adm

inist

rativ

e sta

ff.

2018

M

ED

IP

NG

O

(KEC

)

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.3

.2:

Impl

emen

tatio

n of

tra

inin

g pr

ogra

mm

es in

pr

e-sc

hool

edu

catio

n.

2019

-202

2 M

ED

NG

O

MES

T

Mun

icip

al

budg

et

100

educ

ator

s in

two

wor

ksho

ps o

f thr

ee

days

12

000

Euro

3000

30

00

2000

20

00

2000

12

000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

30

00

2000

20

00

2000

12

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.3

.3:

Staf

f is t

rain

ed to

im

plem

ent N

CF a

nd C

C in

pre

-sch

ool e

duca

tion.

2018

-202

0 M

ED

NG

O

Don

ors

Mun

icip

al

budg

et

3000

10

00

1000

10

00

0 0

3000

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

86

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1000

10

00

1000

0

0 30

00

O

utco

me 4

.4: P

re-s

choo

l ins

titut

ions

pro

vide

hea

lth-c

are a

nd p

sych

o-pe

dago

gic

serv

ices

inte

grat

ed in

pre

-sch

ool e

duca

tion.

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.4

.1

Prov

ision

of p

rofe

ssio

nal

serv

ices

in P

SI-s

ac

cord

ing

to st

anda

rds.

2018

-202

2 M

ED

NG

O

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.4

.2:

Prof

essio

nal s

ervi

ces

desig

n in

tegr

ated

wor

k pl

ans.

2018

-202

2 M

ED

NG

O

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

O

utco

me

4.5:

Pre

-sch

ool i

nstit

utio

ns im

plem

ent f

ully

the

stan

dard

s of p

re-s

choo

l edu

catio

n.

Mea

sure

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.5

.1:

Setti

ng u

p of

a m

unic

ipal

team

for

MED

N

GO

M

unic

ipal

bu

dget

10

000

2000

20

00

2000

20

00

2000

10

000

87

mon

itorin

g, su

perv

ision

, and

con

trol o

f im

plem

enta

tion

of P

SE st

anda

rds.

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

2000

20

00

2000

20

00

2000

10

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.5

.2:

Mun

icip

al te

am d

esig

ns

impr

ovem

ent p

lans

.

2018

-202

2 M

ED

NG

O

Mun

icip

al

budg

et

1500

0 30

00

3000

30

00

3000

30

00

1500

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

30

00

3000

30

00

3000

15

000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

4.5

.3.

Prov

ide

supp

ort f

or

impr

ovem

ent o

f im

plem

enta

tion

of P

SE

stand

ards

2018

-202

2 M

ED

NG

O

Mun

icip

al

budg

et

Non

-cos

t 0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Y

ear:

20

18

2019

20

20

2021

20

22

Tota

l

Tota

l bud

get p

er o

bjec

tive/

field

from

Mun

icip

al b

udge

t (in

eur

o):

4170

00

4150

00

4105

00

4095

00

4095

00

2061

500

Tota

l bud

get p

er o

bjec

tive/

field

from

Don

ors a

nd/o

r ce

ntra

l ins

titut

ions

(in

euro

): 31

0000

30

0000

30

5000

30

0000

30

0000

15

1500

0 To

tal b

udge

t per

obj

ectiv

e/fie

ld in

Eur

o (fr

om a

ll so

urce

s of f

inan

cing

): 72

7000

71

5000

71

5500

70

9500

70

9500

35

7650

0

88

A sa

fe a

nd fr

iend

ly sc

hool

envi

ronm

ent

Obj

ectiv

e 5:

Acc

ompl

ish a

safe

, fri

endl

y an

d in

clus

ive s

choo

l in

the

Mun

icip

ality

of P

rist

ina

in w

hich

eac

h st

uden

t ben

efits

from

opt

imum

cond

ition

s for

per

sona

l gro

wth

O

utco

me

5.1:

In sc

hool

s of P

rist

ina

viol

ence

is su

cces

sful

ly a

nd sy

stem

atic

ally

miti

gate

d w

ith a

ctiv

e pa

rtic

ipat

ion

of r

elev

ant s

take

hold

ers;

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.1

.1:

- Tra

inin

g of

teac

hers

to

avoi

d us

e of

phy

sical

vi

olen

ce a

gain

st stu

dent

s

Ever

y ye

ar

MED

M

EST

D

onor

s

Mun

icip

al

budg

et

1 tw

o-da

y tra

inin

g

40 E

uro

/ day

for o

ne

teac

her

500

teac

hers

trai

ned

a ye

ar

1000

0 10

000

1000

0 10

000

1000

0 50

000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

1000

0 10

000

1000

0 10

000

1000

0 50

000

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

2000

0 20

000

2000

0 20

000

2000

0 10

0000

Mea

sure

Ti

me o

f im

plem

enta

tion

R

espo

nsib

le

inst

itutio

n

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Bu

dget

by

year

and

tota

l bud

get (

in E

uro)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.1

.2:

Clea

r san

ctio

ns a

gain

st te

ache

rs w

ho e

xerc

ise

any

form

of v

iole

nce

and

viol

atio

n of

chi

ld ri

ghts

in sc

hool

s

Regu

larly

ev

ery

year

MED

ETI

MES

T

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

O

utco

me 5

.2: S

choo

ls in

Pri

stin

a ar

e ope

n to

fam

ilies

, com

mun

ity a

nd m

ost r

ecen

t tre

nds i

n ed

ucat

ion

and

in so

ciet

y.

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.2

.1:

Org

aniz

e in

form

atio

n an

d co

nsul

tatio

n m

eetin

gs w

ith p

aren

ts

Regu

larly

M

ED

ET

I N

/A

M

unic

ipal

bu

dget

N/A

0

0 0

0 0

0

89

and

com

mun

ity.

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.2

.2:

Regu

lar i

ndiv

idua

l m

eetin

gs w

ith p

aren

ts

Regu

lar

activ

ity

MED

ETI-s

N

/A

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.2

.3:

Regu

lar m

eetin

gs w

ith

com

mun

ity

Regu

larly

M

ED

ET

I N

/A

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.2

.4:

Act

ive

enga

gem

ent o

f pa

rent

s in

Regu

larly

M

ED

ET

I N

/A

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

90

impl

emen

tatio

n of

cu

rricu

la

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.2

.5.

Enga

gem

ent o

f par

ents

in e

xtra

-cur

ricul

ar

activ

ities

Regu

larly

M

ED

ET

I N

/A

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

0 0

0 0

0 0

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.2

.6.

Pare

nts e

ngag

e in

cr

eatin

g a

safe

scho

ol

envi

ronm

ent

Regu

larly

M

ED

ET

I N

/A

Mun

icip

al

budg

et

N/A

0

0 0

0 0

0

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Mea

sure

5.2

.7.

MED

will

supp

ort S

NE

stude

nts a

nd ta

lent

ed

stude

nts.

Regu

larly

M

ED

EI

Don

ors

MED

D

onor

s

Fund

s allo

cate

d an

nual

ly fo

r thi

s pu

rpos

e

5000

50

00

1000

0 10

000

1000

0 40

000

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

5000

50

00

1000

0 10

000

1000

0 40

000

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

91

Mea

sure

5.2

.8.

Supp

ort o

pera

tion

of

the

Mun

icip

al

Ass

essm

ent T

eam

Regl

arly

M

ED

Scho

ols

Scho

ols

Rem

uner

atio

n pe

r m

eetin

g /

perfo

rman

ce

3000

30

00

3000

40

00

4000

17

000

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

3000

30

00

3000

40

00

4000

17

000

O

utco

me 5

.3: A

ll sc

hool

s in

Prist

ina

mee

t a m

inim

um st

anda

rd o

f fri

endl

y en

viro

nmen

t tha

t allo

ws f

or e

ffect

ive

lear

ning

Mea

sure

Ti

me o

f im

plem

enta

tion

Res

pons

ible

in

stitu

tion

Supp

ort

inst

itutio

n/

orga

niza

tion

Sour

ce o

f fin

anci

ng

Des

crip

tion

of c

osts

Budg

et b

y ye

ar a

nd to

tal b

udge

t (in

Eur

o)

2018

20

19

2020

20

21

2022

To

tal

Mea

sure

5.3

.1:

Infra

struc

ture

that

pr

omot

es e

ffect

ive

lear

ning

Ever

y ye

ar

MED

N

/A

Mun

icip

al

budg

et

Inte

rior a

nd e

xter

ior

inte

rven

tions

–

estim

ate

10

0000

10

0000

10

0000

10

0000

10

0000

50

0000

Don

ors

and/

or

Cent

ral

insti

tutio

ns

N/A

0

0 0

0 0

0

Tota

l bud

get f

or m

easu

re (i

n Eu

ro):

1000

00

1000

00

1000

00

1000

00

1000

00

5000

00

Mea

sure

Ti

me o

f im

plem

enta

tion

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5.3

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inde

x

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larly

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impl

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tal

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tings

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94

Annex 3: Participants in the planning process 1. Arbërie Nagavci, MED Prishtinë 2. Ardiana Ismaili, MED Prishtinë 3. Azem Jaha, Gjimnazi “Xhevdet Doda” 4. Bardha Kelmendi, Gjimnazi “Xhevdet Doda” 5. Bekë Mulaj, ShMU “Abdyl Frashëri” 6. Dafina Berisha, Gjimnazi “Xhevdet Doda” 7. Donika Xhemajli, ShFMU “Faik Konica” 8. Fatos Osmani, MED Prishtinë 9. Indira Huruglica Zenelaj, I.P. “Gëzimi Ynë“ 10. Isa Avdiu, MED Prishtinë 11. Jusuf Thaci 12. Labinot Salihu, MED Prishtinë 13. Linda Spahiu, Departamenti i Urbanizmit, Prishtinë 14. Liridon Maliqi, ShFMU “Model” 15. Liridona Preniqi, MED Prishtinë 16. Maliqe Mulolli, ShFMU “Dardania” 17. Mimoza Sylejmani, Departamenti i Urbanizmit, Prishtinë 18. Remzije Krasniqi, QSE SOS Kopshti 19. Rinor Qehaja, Instituti EDGUARD 20. Xhavit Rexhaj 21. Zana Zeqiri 22. Zeqirja Zylfiu, Gjimnazi “Sami Frashëri” 23. Kushtrim Bajrami

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