Higher Education Policy in Kosovo – Its Reform Chances and Challenges

Abstract

In the twenty-first century, higher education has for the most part been seen by scholars and policymakers as the driving force behind democratic consolidation and economic prosperity. The good skills and knowledge formed through higher education are key factors in generating jobs and creating prosperity. In this sense, universities also play a central role in expanding political and social stability and promoting a democratic society. Furthermore, not only GDP but also student numbers, the level of human capital, university quality, capacity building and competitiveness, the so-called Global Education Index (GEI), are perceived as being some of the main indicators of wide-ranging development. Particularly in the post-conflict societies, higher education is a crucial component of social and political transformation, which can also lead to stable state institutions and peaceful conditions. As has been demonstrated in many cases, higher education helps to a considerable degree in providing competitive and qualitative employees to the marketplace. But the higher education system, the political situation and economic development are linked and interdependent. Basically the higher education institutions have three main and interrelated functions: the knowledge function, the marketplace function and the socio-political function. In the context of both globalisation and the transition of the university role, scientific research or the creation of knowledge and education in a broad sense lead toward a knowledgebased society and economy.Considering these facts and the demographic preconditions, tertiary-level education is perceived in Kosovo as an opportunity and as a key factor in increasing human capital, which on the one hand could enable economic development and on the other hand could enforce the democratization of Kosovo society.This research project seeks to understand how higher education functions in Kosovo, what the main challenges and obstacles are to making it more effective and effi- DER DONAURAUMJahrgang  -Heft /2

Chemistry Education in Kosovo: Issues, Challenges and Time for Action

“…Consistent information on the general education system in Kosovo before the war of 1999 is hard to find and is not the focus of the present paper. For more information regarding the education system in Kosovo before 1999, please refer to the work of Pupovci (2000), Bache and Tayor (2003), Baliqi (2010) and Bicaj and Berisha (2013).…”

Mental health, study skills, social support, and barriers to seeking psychological help among university students: a call for mental health support in higher education

“…Furthermore, such scientific evidence can be vital for improving the quality of education and furthering educational institutions' capacities to support their students' emotional wellbeing and mental health (27, 56). These findings are particularly relevant for countries that have suffered conflict, including Kosovo, where advancing educational quality and reformation continues to be among the main challenges (57)(58)(59).…”

Skills demand and suply in the European Union

“…The number of both public and private HEIs has increased in recent years, and there are now many more private than public HEIs, most of which are small with only a single unit. However, private HEIs suffer from a poor reputation for quality (GAP, 2008;Baliqi, 2010). Several depend on the input of part-time academic staff from the University of Prishtina (Baketa, 2013) and in order to meet accreditation requirements they offer fulltime positions to retired professors.…”

“…The capacity of staff to deliver modern study programmes is limited, as many professors do not have the qualifications needed to deliver their study programmes effectively. HEIs are trying to improve their curricula and quality assurance systems, but the quality of education remains a challenge (Baliqi, 2010;Baketa, 2013;Pupovci and Gashi, 2015;World Bank 2015;Kosovo Government, 2016). Completion rates are extremely low and the increasing number of graduates has not led to an increased supply of qualified workers.…”