Educational Reform Processes in the Republic of Kosovo
History teachers in post-war Kosovo face the challenge of engaging with professional development,
being aware of global developments in history teaching and its contribution to building a democratic
society, and welcoming cooperation with all relevant institutions and particularly with colleagues at
home and abroad. Meeting these challenges will enable teachers to become sensitive to the impact of
conflict on society and guide them in determining what students should be taught, how history is to be
interpreted, which textbooks should be used, and the outcomes history teaching should be intended to
achieve if it is to cultivate an awareness of history in young people and create global citizens. Crucial
factors in history teaching today include innovative methodologies and history textbooks, which act as
bases or orientation for the lessons of every history teacher in the Republic of Kosovo.
Selection Procedures for School Textbooks in the Republic Of Kosovo
In today’s Kosovo, the publication of textbooks continues to be governed by law no.02/L – 67, based on
UNMIK Regulation no.2001/9 of 15 May 2001 (UNMIK is the UN Mission for Kosovo). The law is
approved by the parliament of the Republic of Kosovo on 29 June 2006. It stipulates that
school
textbooks
should
fulfil
educational,
scientific,
pedagogical,
psychological,
didactical/methodological, ethical, linguistic, artistic and technical requirements in compliance with the
standards and objectives given in educational syllabi. Textbooks may not contain propaganda against
Kosovo, material promoting the violation of human rights or of principles gender equality, or material
that
promotes hatred on grounds of religion, politics or nationality. The law likewise determines that
textbooks are to be edited by specialists in the relevant school subject, who are to be elected via
competitions announced by the country’s Ministry of Education and Science (MASHT), and order
requests from publishing /printing houses . Procedures for the compilation and editing of textbooks are
supervised by experts from MASHT. Critical evaluation of the writing in textbooks is done by reviewers.
The process of textbook selection begins with the announcement by MASHT of a competitive procedure
within which all registered publishing houses have the right to apply to receive the commission for a
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particular textbook. Publishing houses apply anonymously, without giving the names of the textbook’s
authors. Anonymised manuscripts are submitted to at least 3 reviewers selected by MASHT. Reviewers
are tasked with verifying the criteria established by MASHT, including compliance of the textbook’s
content with the aims, objectives and standards of curricula, the implementation of new learning and
teaching methodologies, compliance of the textbook’s content with illustrations with appropriate
didactic material, the provision of materials for independent and creative work, and adaptation of
language to the age of the students for whom the textbook is written. The independent r
eviewers are required to submit written evaluation of manuscripts to MASHT within 30 days of receipt
of the manuscript; MASHT approves all textbook manuscript positively evaluated by reviewers. This said,
the
law does not prohibit teachers from using additional or alternative sources in the interests of achieving
the objectives of the curriculum and the learning objectives of students.
The Law on Pre-University Education in the Republic Of Kosovo
The law for pre-university education, in the country, law no. 04/L – 032 of 29 August 2011 is based on
article 65 (1) of the constitution of the Republic of Kosovo. The law stipulates that pre university
education is organised according to ISCED (International Standard Classification of Education) levels and
in compliance with the main phases of Kosovo’s national curriculum framework ( EU Key Competences
LLL 2009).
Pre-university education in the Republic of Kosovo is organized in stages of first five, then four, then a
further three years. One- to two-year post-secondary education leading to vocational qualifications are
also provided, usually for those from 18 years of age and up. For adults, lifelong learning educational
programmes can be provided at levels 3 and 4 of ISCED. Compulsory (primary and lower secondary)
education is free and municipalities are responsible for school infrastructure. The legislation states that
pre-university education is the joint responsibility of parents, educational institutions, municipalities and
government according to the relevant functions and responsibilities established by this law. Some of the
aims of the law are:
2.4. developing students’ respect for their parents and teachers, for the cultural identity and values of
his [or her] community, for the values of the Republic of Kosovo and for the country of [his or her] origin
and respect for diversity.
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2.5. preparation of students for a responsible life in the spirit of understanding, peace, tolerance, gender
equality and friendship with all communities in the Republic of Kosovo and beyond. In the
implementation of their functions and responsibilities within this law and other applicable laws, the
ministry, municipalities and educational institutions or enabling institutions should respect and advance
the rights of communities [and] cultivate knowledge of the culture, history and language of all
communities.
In order to ensure the quality of the materials which are used in educational institutions, the ministry
approves textbooks and other teaching materials in accordance with the advice issued by AKKSV (the
Kosovo Agency for Curricula, Standards and Evaluation) and the regulations on procurement,
compilation, rewriting and publishing which are determined by normative act. Only materials which
have been approved by the Ministry of Education can be used in public institutions. Governing councils
of educational institutions select, from the list of ministry-approved materials, textbooks and other
teaching materials, in accordance with teachers’ proposals, for use in the institutions. Textbooks
approved by governing councils at primary and lower secondary level are free. The same procedure
applies for all ethnic communities who lives in Republic of Kosovo.
The Role and Function of the Curriculum Framework in the Republic Of Kosovo
KKK (Kosovo’s curriculum framework), approved on 22 October 2010, applies to all pre-university
education systems in the Republic of Kosovo. It contains a set of documents and measures established
for curriculum implementation. These documents are divided into two main components:
1. A conceptual component, which is the framework itself;
2. An
operational
component,
consisting
of
accompanying
documents
enabling
the
implementation of KKK at all levels of the educational system and clearly defining expectations
of students, teachers and schools.
The Curriculum Framework document regulates the entire pre-university educational system in the
Republic of Kosovo. It determines:
-
The aims of pre-university education: the cultivation of personal and national identity, the
cultivation of an awareness of the Kosovar state and its cultural relevance, the promotion of
general cultural and civil values, the development of responsibility towards oneself, others,
society and the environment, the cultivation of life and work skills in a range of civil and cultural
contests, the development of entrepreneurship, and the usage of technology and training for
lifelong learning.
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-
The key competencies listed in the curriculum are: effective communication, thinking skills,
learning competencies, competencies in negotiating living and working environments, personal
and citizenship skills. All these competencies have related outcomes which are set in accordance
with students’ age and educational level; the development of these competencies is the
responsibility of all curricular fields.
-
The main principles guiding the process of the compilation and implementation of KKK are:
comprehensiveness, the development of competencies, integrative and coherent teaching and
learning, autonomy and flexibility in educational levels, and responsibility and accountability.
-
The areas of the curriculum are: Languages and Communication, Arts, Mathematics, Nature and
Science, Society and Environment, Health and Welfare, and Life and Work. History as a school
subject is learned within the Society and Environment area, as an integrated subject together
with geography and civic education.
Society and Environment
In the Society and Environment area of the curriculum, students are to develop knowledge, skills,
attitudes and expectations which are necessary for living in a democratic society and which are intended
to augment their understanding of the world, people, their values, and social processes in time, places
and different circumstances. Students are also intended to develop their understanding of their own and
the wider environment, thus enabling them to take part in society, to contribute in an active and critical
manner to the local, national and global community, and to engage with social and environmental
issues.
Materials and resources
A wide range of teaching resources are used in Society and Environment, including textbooks, activity
and exercise books, workbooks, brochures, atlases, globes, encyclopaedias, research studies and
analyses, and study visits to venues of social, cultural and natural importance. All materials and
resources used are intended to serve to achieve the objectives established by the UN and to promote
the development of student competencies. Teachers can use and create records, magazines,
newspapers, specialised literature or manuals in cooperation with students, and this work can serve as
teaching materials and resources.
I am of the view that textbooks in Kosovo should be updated with new methodologies which enable and
challenge students to develop critical thinking skills by asking questions. Students are inspired to ask
questions and conduct research when there is wide variety of sources for independent and individual
thinking available to them.
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Sources:
1. http://www.see-educoop.net/education_in/pdf/RA2006_45_ALA02_L67.pdf
2. http://gzk.rks-gov.net/ActDetail.aspx?ActID=2428
3. http://www.masht-gov.net/advCms/documents/Korniza_e_kurrikules11.pdf
4. http://www.eu.eduswap-ks.org/Guidebooks_and_KCC/KCC_Lower_Secondary-Albanian.pdf
Donika Xhemajli
28/11/2014
History teacher, LSS “Faik Konica” secondary school
Member of the History Teachers' Association of Kosovo
Prishtinë, Kosovë
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