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(Joint Programmes)
Kosovo-IBP   Education in Kosovo: Inter-culturalism and the Bologna Process*
Showing only one 'Project Purpose'
Narrative (Work Plan)
12/06/2008 - 11/12/2011
JP Completed  
Coordinating DG:
Education, Culture and Heritage, Youth and Sport
1 550 000
    Intervention Logic Performance Indicators Sources of Verification Assumptions
    Overall Objectives To support education system reform in UNMIK/Kosovo conducive to inter-cultural awareness and understanding.


    Project Purpose 1      2008/DG4/JP/1763   Education in UNMIK/Kosovo : Inter-culturalism and the Bologna Process 1 550 000 
    (113 Activities) Narrative
    To support education reforms in UNMIK/Kosovo conducive to intercultural awareness and understanding and to the integration of UNMIK/Kosovo into European co-operation, by strengthening multicultural understanding among all communities in UNMIK/Kosovo through targeted initiatives to reform the education system and by implementing European standards and facilitate de facto integration of UNMIK/Kosovo into the Bologna process

    Progress as attested by regular reports and statements by stakeholders and external observers such as :

    - legislation and policy documents support reforms
    - CoE good practice introduced in schools
    - goals and standards of the Bologna Process implemented in higher education
    - International and national reports and statistics
    - Official gazette
    - Policy and strategy documents for education
    - Project reports
    - Bologna stock taking report
    Stable political situation :
    - political and societal will to give priority to education as a means of fostering dialogue and development and the promotion of multi-cultural understanding
    - dialogue between communities
    - full endorsement of the project’s objectives and active support and cooperation by all relevant stakeholders
    - co-ordination with other international organisations active in UNMIK/Kosovo

    UNMIK/Kosovo is granted some kind of formal status within the Bologna Process by 2009

    Expected Result 1.1 Legislation

    a. current state of the education system reviewed in order to ensure that the below-mentioned activities have the most impact.
    b. proposals to primary and secondary education legislation made to ensure compliance with good practice
    c. process of legislation’s amendment launched

    a. a report is produced by the CoE on the current legislation and the priorities for education reforms
    b. recommendations on an improved education legislation provided to UNMIK/Kosovo

    The participants list and reports from the seminars

    Official gazette

    Media reports of the evaluation exercise and legislative review.

    Project reports, lists of participants, minutes of meetings
    Political support by all decision makers on amendments to legislation.

    Political will to find compromises on and solutions to contentious issues and to solve problems through dialogue

    Agreement on priorities for reform and commitment to enact change
    Expected Result 1.2 EDC/HRE

    a. guidelines and recommendations on EDC/HRE curriculum development and reform produced.
    b. EDC/HRE materials translated(printed and on-line format) and used in decision making (initial and in-service teacher training)
    c. teacher trainers trained; new modules on EDC/HRE in the existing teacher training mechanisms developed
    d. the “Tool on Quality Assurance in EDC” accessible in the local languages. Information about piloting of the tool collected and analysed.
    e. the Democratic School Governance manual translated and disseminated. Awareness of headteachers and other educational staff raised on its implementation. Piloted in schools. New contextualised instruments developed.

    a. at least 20 events are organised
    b.EDC/HRE materials are widely available in the official local languages, both in printed and on-line format
    c. MEST disseminate EDC/HRE materials throughout UNMIK/Kosovo
    d. teachers and decision-makers are informed and/or trained on EDC/HRE, on its quality assurance and on the CoE guide on democratic school governance

    Media reports of the evaluation exercise and legislative review.

    Project reports, lists of participants, minutes of meetings

    Ministry distribution records to schools.

    CoE and ministry reports from the teacher training seminars.

    Training attendance register

    CoE and ministry reports on piloting guide in schools.

    Information about piloting of the tool is collected and analysed
    Will among teachers and school administrators to use democratic citizenship and human rights education as a teaching and school management method

    Encouragement from key actors in the broader society for teachers to do so

    Political will to solve problems through dialogue

    Expected Result 1.3 Teacher training for multiculturalism

    a. teacher trainers and teachers trained in the key competences for intercultural education and dialogue and mediation and peaceful resolution of conflicts as well as in appropriate methodology of teaching and training
    b. regional awareness of the fundamental role of intercultural education and appropriate methodology of teaching raised, including exchange of views on the role of education for the future; views on educational initiatives in the areas mentioned above exchanged
    c. cooperation, exchange of experiences and mutual support between teachers trainers and teachers put into operation

    a. at least 10 events are organised (2 seminars to set up the network of teachers and trainers, 5 training of trainer workshops; 5 series of teacher training workshops on the same key competences organised with the active involvement of the trainers previously trained and supported by the programme
    b. a network of teachers and teacher trainers is created
    c. functioning regular exchange of information between the teachers trained, discussion of experience, practice and developments in regular network meetings and via an online collaborative working platform
    d. about 300 teachers are trained on the specific topics in workshops organised with the active involvement of the trained trainers

    Project and meeting reports;
    Attendance register;
    Feedback from participants and stakeholders
    Evidence of on-line discussions of the Working Platform;
    Evidence of up dated information on-line
    Will among teachers to engage in multicultural dialogue and networking
    Encouragement from key actors in the broader society for teachers to do so
    Political will to solve problems through dialogue
    Expected Result 1.4 Roma, Ashkali and Egyptian (RAE)

    a. RAE and non-Roma teachers trained and prepared to work with multicultural classes.
    b. The Council of Europe’s teaching material adapted and used at local level

    a. about 100 teachers are prepared to work with multicultural classes
    b. the Council of Europe teaching material (the pedagogical fact sheets on Roma history and culture and the Roma school mediator Guide) are translated in Albanian and Serbian
    c. UNMIK/Kosovo Action Plan on the education of RAE is designed

    Project and meeting reports
    Feedback from participants and stakeholders
    -follow-up actions and preparation by trained teachers for the teaching of multi-culturalism in schools;
    -availability / publication of translated documents
    -availability / publication of the UNMIK/Kosovo Action Plan on Education of RAE
    Political will to value Roma as a minority culture with specific strengths and needs
    Acceptance of the need to address issues in a multicultural setting
    Expected Result 1.5 History teaching

    a. authors of history textbooks trained on the new approaches (based on COE standards in history teaching) to the drafting of textbooks and complementary material
    b. history teachers, inspectors and curricula developers trained to introduce multiperspectivity and active pedagogy
    c. in-service teacher training institutes supplied with the information on the use of new methods aimed at strengthening the reconciliation process

    a. 80 trainees and new methods are progressively introduced in class-room
    b. 30 potential local textbook-writers are trained
    c. process of drafting new textbooks or additional material has started
    d. CoE and MEST signed an MoU to facilitate the introduction and use of new history teaching methods and history teacher training programmes in the class rooms

    Reports from training seminars.
    Reports from the ministry on the use of teaching materials
    Feedback from schools
    -publication of new teaching materials
    The objective of these activities is not to produce new textbooks but to provide history textbooks authors with new competences
    -political will and commitment to follow the new approaches to history teaching;

    -commitment and interest by history teachers, historians, professionals working in this field and other stakeholders
    Expected Result 1.6 Language Policies

    a. Proposals for European curriculum standards in languages developed
    b. CoE language policy instruments made available in official local languages
    c. a Curriculum Framework for the teaching of Romani introduced and piloted

    a. CoE policy guidelines provided to the MEST and teaching professionals
    b. the “Guide for Language Policies in Europe” and studies available at MEST in the local official languages and actively disseminated
    c. Leaflet presenting the above-mentioned Guide are also produced and disseminated to the relevant public

    Reports of 2 study visits; feedback from partners; dissemination of guidelines
    Publication and dissemination of policy instruments and reports
    Report of the seminar, list of participants; feedback from participants
    Agreement for the revision of curriculum standards
    Policy support for the dissemination of instruments
    Political support for fostering the teaching of Romani
    Active involvement of concerned parties
    Expected Result 1.7 Reform of Higher Education in UNMIK/Kosovo

    a. qualifications framework is developed compatible with the overarching qualifications framework of the European Higher Education Area.
    b. National Information Centre on the recognition of qualifications established and integrated into the European Network of National Information Centres on academic recognition and mobility (ENIC Network)
    c. Recommendations on the further development of the UNMIK/Kosovo higher education system, with a focus on the diversity of institutions and provisions (public and private; general and specialized higher education) and the exercise of public responsibility for higher education

    a. at least 15 events organised
    b. a draft UNMIK/Kosovo higher education qualifications framework delivered to the UNMIK/Kosovo legislator
    c. the information centre staff have undergone initial training
    d. the ENIC Network includes the UNMIK/Kosovo information centre
    e. UNMIK/Kosovo ratifies or is otherwise associated with the Council of Europe/UNESCO (Lisbon) Recognition Convention;
    f. a set of recommendations on the further development of the Kosovo higher education system is presented to the UNMIK/Kosovo legislator

    Project and meeting reports
    Official decisions on working group as communicated through official channels (Official gazette, letters of appointment, letters from Ministry to international partners, as appropriate)

    Drafts of the qualifications framework and stakeholder statements on the drafts

    Official decision to establish the information centre

    Reports of training

    Reports of the ENIC Network

    CoE list of ratifications of ETS 165 (Treaty Office)

    Published draft recommendations and stakeholder statements on these
    Political will among public authorities, higher education institutions, students and staff to undertake substantial reform of higher education

    Willingness and ability of public authorities and higher education institutions to work together and to seek agreed solutions to reform issues

    Willingness and ability to identify and engage societal stakeholders for the elaboration of a qualifications framework and proposals for reform and development of the higher education system
    Expected Result 1.8 Steering Committee and project management

    a. project properly monitored; corrective actions taken ;
    b. results and outcomes validated and approved
    c. political issues addressed and solved
    d. results and outcomes of the project properly publicized

    a. 12 steering committee meetings organised
    b. 12 project progress reports produced for SC
    c. 1 inception report submitted to EC by mid November
    d. 4 interim narrative and financial reports submitted to EC
    e. 1 final narrative and financial report submitted to EC
    f. project leaflet anf other visibility material disseminated

    minutes of the SC meetings
    official reports addressed to EC
    FIMS and CEAD records
    project leaflet
    education newsletter

      * All reference to Kosovo, whether to the territory, institutions or population, in this text shall be understood in full compliance with United Nations Security Council Resolution 1244 and without prejudice to the status of Kosovo.  
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