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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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MUNICIPALITY OF PRISHTINA
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.
MUNICIPALITY OF PRISHTINA
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).
MUNICIPALITY OF PRISHTINA
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
MUNICIPALITY OF PRISHTINA
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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.
MUNICIPALITY OF PRISHTINA
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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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 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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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 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.
Risks that can jeopardise achievement of the objective
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
Donors and/or central institutions
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
Donors and/or central institutions
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
Donors and/or central institutions
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
Donors and/or central institutions
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
Donors and/or central institutions
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
56
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
Indicator Baseline Target 2022
Means of verification
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
Indicator Baseline Target 2022
Means of verification
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
Indicator Baseline Target 2022
Means of verification
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
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
.2:
Secu
rity
inde
x
Regu
larly
M
ED
ETI
NG
O
M
unic
ipal
bu
dget
Cons
ulta
nts /
ETI
Ass
essm
ent a
nd
impr
ovem
ent
5000
€ a
yea
r
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
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)
92
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
5.3
.3:
Iden
tific
atio
n of
vio
lenc
e us
ing
anon
ymou
s su
rvey
s
Regu
larly
M
ED
ET
I N
/A
Mun
icip
al
budg
et
App
licat
ion
/ M
ater
ials
€100
0 a
year
10
00
1000
10
00
1000
10
00
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):
1000
10
00
1000
10
00
1000
50
00
Mea
sure
5.3
.4:
Cons
truct
ion
of n
ew
scho
ol fa
cilit
ies,
reno
vatio
n an
d ex
tens
ion
of e
xisti
ng o
nes
Regu
larly
M
ED
MES
T
Don
ors
Mun
icip
al
budg
et
14
8000
0 20
0000
0 25
5000
0 30
0000
0 35
0000
0 12
5300
0 0
Don
ors
and/
or c
ntra
l in
stitu
tions
N
/A
1500
000
1500
000
1500
000
1500
000
1500
000
7500
000
Tota
l bud
get f
or th
is m
easu
re (i
n eu
ro)
2980
000
3500
000
4050
000
4500
000
5000
000
2003
000 0
O
utco
me
5.4:
Sch
ool m
anag
emen
t and
teac
hers
are
aw
are
and
dedi
cate
d to
pro
vide
opt
imum
wor
king
con
ditio
ns a
nd a
safe
env
ironm
ent f
or u
nhin
dere
d stu
dent
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
5.4
.1:
MED
dra
fts a
regu
latio
n fo
r frie
ndly
env
ironm
ent
and
effe
ctiv
e le
arni
ng
Regu
larly
M
ED
ET
I Ex
perti
se
Mun
icip
al
budg
et
500
500
0 0
0 0
500
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):
500
0 0
0 0
500
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
93
Mea
sure
5.4
.2:
Org
aniz
e aw
aren
ess
raisi
ng m
eetin
gs w
ith
educ
ator
s on
the
need
to
brin
g ab
out o
ptim
um
wor
king
and
lear
ning
co
nditi
ons i
n sc
hool
s.
Regu
larly
M
ED
ET
I N
/A
Mun
icip
al
budg
et
Act
iviti
es a
nd
wor
ksho
ps –
Es
timat
e 30
00
3000
30
00
3000
30
00
1500
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):
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
5.4
.3:
Org
aniz
atio
n of
mee
tings
w
ith se
curit
y au
thor
ities
. Re
gula
rly
MED
ET
I N
/A
Mun
icip
al
budg
et
Mee
tings
of t
he
coor
dina
ting
grou
p
300
300
300
300
300
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):
300
300
300
300
300
1500
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):
1607
800
2122
300
2592
300
3132
300
3633
300
1308
800 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
): 15
1000
0 15
1000
0 15
1000
0 15
1000
0 15
1000
0 75
5000
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
): 31
1780
0 36
3230
0 41
0230
0 46
4230
0 51
4330
0 20
6380
0 0
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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