Projects

ASSET

Project Description

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After School Support for Teens (ASSET)

  USAID’s “After School Support for Teens” Program (ASSET) is a new, 5 year, USAID program in Kosovo, managed by Kosova Education Centre (KEC) in partnership with FHI 360 and Crimson Capital Corp. ASSET’s main aim is to develop employability and entrepreneurial skills in Youth and a positive attitude to their future. ASSET’s slogan is:   “Preparing Kosovo Youth for 21st Century Life and Work.”   1: Establishing Career and Enterprise Hubs                                    ASSET will provide opportunities for Secondary School students to establish “Career and Enterprise Hubs in schools”. These hubs will include 21st Century “Makerspaces”.

A Makerspace is a collaborative workspace, where students can participate in practical creative projects aimed at developing entrepreneurial attitudes and employability competences. Young people use a variety of technology in practical creative projects, relating to science, technology, engineering, mathematics, art and music. They create solutions, design products, and explore their own creative interests, developing 21st Century skills and self-confidence.

makerspace
  2: Developing a Careers Education System   ASSET aims to assist the Ministry of Education to develop its careers education system for teens, including a “Virtual Careers Center”, an online careers portal open to all young people and their parents. ASSET aligns with Kosovo’s Curriculum Framework by supporting Competency 4: “Life and Work Skills”, which includes workforce readiness competencies, including:
  • Demonstrating entrepreneurial skills, planning knowledge for work, and rational use of time;
  • Presenting oneself in the best way and emphasizing one’s own capabilities;
  • Working independently and as a member of a team;
  • Organizing and leading learning and social activities; and
  • Mastering abilities for conflict management and risk assessment.
  3: Connecting Students with Employers and the Community   ASSET aims to identify businesses and entrepreneurs interested in engaging students in projects and internships. Its Community Youth Mapping activity will engage young people and adults in identifying community-based resources, needs, and opportunities. Youth mapping is action oriented as young people research their communities, speaking with community members, taking surveys, and inputting and reflecting on the data. Involving youth in these activities provides them with skills that allow them to become agents of change within their communities. ASSET’s “Adopt an Asset” activity aims to enable businesses inside and outside Kosovo to support individual students by providing work experience, careers advice, and mentorship.

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Implementation Period

07/06/2017
ongoing

Budget

Partners and Donors

USAID

FHI 360

Crimson Capital

Personnel

Keith Prenton

School Development Grants

Project Description

 

The Government of Kosovo has received a World Bank Credit to implement an Education Systems Improvement Project (ESIP) which aims at supporting the education sector reforms in Kosovo.

The School Development Grant is a sub-component of the ESIP project and is implemented from the Ministry of Education, Science and Technology (MEST) through Kosovo Education Center (KEC). ESIP’s subcomponent (SDG) is to strengthen the capacity of publicly financed schools to plan and manage resources, and promote citizen engagement through the participation of teachers, parents and communities in planning, implementing, and monitoring school activities. This subcomponent will continue building the capacity of school managers in planning, financial management, procurement, and monitoring, following the satisfactory experience of IDEP in which 207 schools benefited from the grants. Specifically, the objectives of the SDG subcomponent are:
  • strengthen the school development planning system;
  • support selected primary schools to prepare and implement up multiple-year school development plans (SDPs) and offer training on management, planning and self-evaluation; and
  • finance school development grants (SDGs) ranging between US$9,000 to US$15,000 equivalent to eligible schools (approximately EUR 8,500 – EUR 14,000) to eligible selection-based schools and 10,000 USD (approx. 9,300) for competitive-based schools.
Grant allocation would be based on criteria targeting schools in rural and remote areas with a higher proportion of socioeconomic disadvantaged groups. Eligible schools will be expected to prepare an SDP with strategies to enhance the quality of teaching and learning activities in their school, which would then serve as the basis to receive financing under the SDG scheme. 140 rural primary and lower-secondary schools (grades 0-9) that did not receive support under the previous Institutional Development for Education Project (IDEP) would be eligible to receive non-competitive grants under the selection-based method. Another 20 primary and lower-secondary rural and urban schools (grades 0-9) that did receive support under the IDEP would be eligible to submit proposals under a parallel competitive grants scheme. Pre-primary education or grade 0, if not an integral part of compulsory educational schools, are not eligible for any types of grants under this scheme. The SDGs would be linked, to the extent possible, with ongoing reform efforts, such as training of teachers to support teacher certification or student assessment results (both supported under ESIP’s Component 2). The work would be coordinated with the other development partner’s supported initiatives in this area. Competitive-based schools will not undergo any prior selection criteria as the selection-based schools. However, they need to be IDEP project beneficiaries, can be both rural and urban, primary or lower-secondary schools. Grants are awarded primarily on merit basis, i.e. the quality of their project-proposals.            

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Implementation Period

05/06/2017
ongoing

Budget

€ 277,671.80

Partners and Donors

The World Bank

Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT)

Personnel

Arlinda Bajgora

School Me

Project Description

The purpose of this project is to enable teachers to develop student’s skills of learning, defined in the Curriculum Framework of Kosovo through the use of digital platform SchoolMe as well as other online resources in the learning process. The main activities of the project are:
  • The selection of 15 schools from different municipalities of Kosovo in which School Me will be implemented
KEC in cooperation with the MEST will make the development of criteria for the selection of 15 schools that will pilot the project. Some of the criteria that will be considered during the selection of schools are their geographical distribution (schools from urban and rural areas in different towns of Kosovo), the size of the school (large and small), the possibilities of Internet access, the capability of principals and teachers to implement innovations in the learning process, willingness of MED for co-finance etc. After drafting the criteria, KEC will cooperate with MED to prepare a list of schools that will implement this project.
  • Establishment of school coordinators group for the project implementation
KEC will establish a group of 15 people, with one representative for each school, which will coordinate cooperation between KEC and the respective school during the project implementation. School coordinators group will meet regularly in KEC to discuss the progress of implementation of the project in their schools. Also the group will be responsible for creating a network of schools that implement SchoolMe project, as well as publicizing cases of successful project implementations in schools.
  • Preparation of the training manual for building school capacity in using the digital platform
KEC in cooperation with representatives of SchoolMe will prepare a training module for building the capacity of schools to use digital platforms as well as for the preparation of materials that will enrich it. The module will include various topics that will be presented during a 3-day training, which will be organized with representatives of participants in schools that are included in the project.
  • Building schools capacity in using the digital platform and its enrichment
KEC in cooperation with school directors will select 25 teachers for each school to participate in the 3-day training that will be organized within the project. The training will enable teachers to use the digital platform. Training will be organized on the basis of school in order to strengthen the cooperation between colleagues to implement the digital platform and its enrichment. Trained teachers will help other school teachers to use the digital platform during the learning process.
  • Schools’ membership in digital platform
KEC in cooperation with school directors will collect data of teachers and students in a database and hand it to the SchoolMe representatives to enable their connection to the digital platform. KEC will ensure that representatives of SchoolMe will create a membership in the School Me digital platform which will include all teachers and students from 15 schools.
  • Drafting the monitoring framework
The use of digital platform in the learning process is being implemented for the first time in Kosovo, so it is particularly important to ensure the monitoring of this process in order to transmit its implementation. For this reason the project will design a monitoring framework, which will include the monitoring methodology, instruments, monitoring periods, as well as the reporting format. Monitoring the use of digital platform in the learning process is of paramount importance, because it provides information on how it affects the creation of a friendly environment during the learning process, motivate students to learn, and to develop specific competencies of students.
  • Organizing the monitoring process of the participating schools
Based on the monitoring framework, KEC will organize monitoring of the participating schools. Each of the 15 schools will be monitored for 3 days in 4 semi-annual reports, in order to obtain a clear information regarding the use of digital platform during the learning process by teachers. Monitoring will be conducted based on the forms of monitoring.
  • Organize a study visit to Moldova
The use of digital platform is an innovation in the learning process in Kosovo, so it is best to benefit from the experiences of countries that have started to implement similar projects in their countries. A good case is Moldova, which has implemented a project funded by OSI to prepare the 29 laboratories for e-learning. A team of 5-6 experts composed of representatives of KEC, MEST, MED will stay 3-4 days in Moldova in order to benefit from the experience of this country in the use of e-learning laboratories in the learning process. Expected results of the project:
  • 15 school teachers of Kosovo will use the “School Me” digital platform in the learning process to develop the competencies of student learning that are part of the Kosovo Curriculum Framework.
  • Students from 15 schools of Kosovo will develop skills in using the digital platform in the process of learning and self-assessment of knowledge gained through online tests.
  • School teachers participating in the project will prepare online lessons to enrich the learning content digital platform to enable the implementation of the Kosovo Curriculum Framework in different learning areas.

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Implementation Period

22/03/2016
ongoing

Budget

$304,942

Partners and Donors

Fondacioni i Kosovës për Shoqëri të Hapur (KFOS)

Personnel

Melinda Mula

Basic Education Programme (BEP)

Project Description

The main objective of the project is improving the capacity of Kosovo’s schools to provide relevant skills for its students. Its overarching goal is to improve the Government of Kosovo’s institutional capacity in the education sector and improve the quality of primary education. Main results of the project are: Component 1 - Enhanced School Management Capacities in the Decentralized Environment by improving the management skills of school directors, school boards, and Municipal Education Departments (MEDs) in the areas of planning, school management and quality assurance. Didactic and Training Centers (DTCs) are established at the municipality level to facilitate the professional development of managers and teachers. Component 2 - Strengthen the Assessment of Learning Outcomes by improving capacities to develop and implement new school-based (internal) and potentially national (external) assessments tied to the new curricula at the local, municipal, and central levels. This will support the establishment of an effective and reliable assessment system of student learning outcomes thus increasing the quality of education at the primary level. Component 3 - Improved In-service Teacher Training by assisting MEST in providing in-service teacher training reform, which includes certification requirements; supporting the MEST new Teachers’ Licensing foundation and establishing a teachers’ program that provides continuous professional development. KEC is responsible for implementation of Component 3 and for provision of requested services under two other components. Some of the key services provided by KEC are:
  • Establish Didactic and Training Centres (DTCs) in each municipality.
  • Increase the capacity of school directors to effectively manage schools.
  • Develop an improved, realistic, and sustainable school management structure.
  • Increase the capacity of school boards, student councils, and parent associations to support schools.
  • Assist MEST to develop national standards for school-based assessment.
  • Provide in-service professional development for teachers and school directors in SBA and assessment ethics.
  • Provide professional development to selected educators in test construction and develop an item-bank.
  • Develop the capacity of the MEST Assessment Unit to meet its responsibilities.
  • Provide relevant instructional materials and equipment to DTCs and schools.
  • Implement a teacher development program aimed at developing relevant skills in students and supporting the new curriculum.
  • Increase the number of qualified trainers and training providers.
  • Increase opportunities for teachers to participate in peer-support, professional networks, organizations, and research.

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Implementation Period

01/09/2010
ongoing

Budget

€12,600,000

Partners and Donors

USAID

Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT)

Personnel

Reading and Writing for Critical Thinking (RWCT)

Project Description

The objectives of the project are: Implementation of various techniques and strategies of the RWCT programme to assist teachers in:
  • Creation of classes that initiate open and responsible interactions
  • Usage of teaching structure that will encourage critical thinking and independent learning
  • Usage of various techniques that will assist pupils in the process of gaining new knowledge
  • Serving as a resource of knowledge for other teachers
Main results: In 13 years of operation the Program has reached 6,700 educators who received certification for participation (Level 1), 274 were certified as RWCT Teachers (Level 2) and 62 as Trainers (Level 3). Funding for dissemination of training was raised from various sources including Ministry of Education, municipalities, development partners and own revenues. Also, it should be noted that a number of training programs developed by KEC use RWCT Program techniques for the purpose of their provision, whereas the Program itself is part of several courses taught at the University of Prishtina. Training Capacity • Development of training materials and guidebooks, • Training of trainers and provision of on-site support for certification purposes, • Networking of trainers , • Development of the Program Certification System, • Accreditation of the training program with MEST. Provision of training • Provision of school-based and non-school based training for primary and secondary teachers, • Provision of training for university teachers, • Classroom monitoring (1-2 classes for each trainee), • Certification of trainees.

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Implementation Period

01/10/2002
ongoing

Budget

€1,000,000

Partners and Donors

Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT)

The World Bank

Open Society Institute (OSI)

UNICEF

Personnel

Melinda Mula

Step by Step

Project Description

Step by Step is a learner centered program which promotes modern teaching approaches suitable for Early Childhood Development. The program aims to provide professional development opportunities for educators and teachers, to ensure easier access to new working methods in the classroom and in cooperation with families and with the community, in order to offer new information on education in early childhood and to enable them to exchange experiences with their colleagues both at home and abroad. In this program, children benefit from the new affirmative approach in the classroom, they are active, enjoy freedom of expression and their interests and wishes are fully respected. The Program was developed in 1994 by the Georgetown University in Washington DC with funding from the Open Society Institute. Today, it operates in 30 countries and is coordinated by the International Step-by-Step Association (ISSA) based in the Netherlands. KEC holds the copyright from ISSA for provision of the Program and dissemination of materials in Kosovo. The Program has nine different variations. It is offered to pre-school teachers working with children aged 0-3 in form of two modules – basic training and advanced training – each module encompassing 40 contact hours and classroom monitoring, and the same applies to teachers working with children aged 3-6 and grade 1 teachers. However, there is only one 40 contact hours module being offered to grade 2-4 teachers. Monitoring is an integral part of the Program and represents a necessary requirement for certification of teachers based on Program standards. The Program is awaiting accreditation from the Ministry of Education. Provision of training:
  • Training of teachers
  • Classroom monitoring and support
  • Networking of teachers
  • Development of training materials
Main results: The Step by Step Program has so far trained more than 2,500 educators of pre-school institutions, teachers of primary schools, principals, pedagogues in these institutions, university professors, students, etc. Most of the pre-school institutions are already included in the network of institutions applying the Step by Step methodology. Funding for dissemination of training was raised from various sources including Ministry of Education, municipalities, OSI, development partners and own revenues.

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Implementation Period

01/04/2002
ongoing

Budget

€1,500,000

Partners and Donors

The World Bank

UNICEF

Ministria e Arsimit, e Shkencës dhe e Teknologjisë (MASHT)

Open Society Institute (OSI)

Personnel

Hana Zylfiu-Haziri