New National Curriculum and the Impact in the Education Sector of Kosovo: Implications for Successful Implementation

Abstract

In August 2011, the Ministry of Education, Science and Technology (MEST) History of New Curriculum FrameworkIn 2001, post-conflict Kosovo developed its first national curriculum. It might be best described as subject focused and based upon learning objectives. The emphasis in this original curriculum design was on what teachers would do as they developed learning objectives for their students in each subject area. Curriculum resources necessary for the implementation of the 2001 curriculum were developed over the next six years. However, the 2001 curriculum was never totally implemented. It was after the declaration of independence in 2008 that the Minister of Education announced that MEST would develop and implement a new curriculum that would meet the needs of this new republic. A new curriculum framework was adopted by MEST in 2011 which focused on student competencies and learning outcomes. Currently, teachers mostly rely upon minimalist strategies of lecturing and assigning desk work to prepare students for final examinations. Teachers would have to revise their strategies. Instead of setting objectives for students to meet, they would create strategic learning activities that were designed to lead to students acquiring specific competencies. They would begin by imagining how learning activities would lead individuals to acquire different levels of competencies. These levels were organized in learning typologies, such as Bloom's Taxonomy, where children would demonstrate knowing, understanding, applying, analyzing, evaluating and synthesizing. Guided by the Typology, teachers would create an array of learning activities that engaged students in learning through group work, debates, project work, paper writing and designing. This change from setting objectives for students to planning how to engage students in learning would ripple throughout the entire sector. Implications for the System of Education in KosovoToday, the impact of the changes is spreading across all levels of the educational sector in Kosovo. Members of different institutions within the sector are gradually becoming aware of the significance that these changes will have upon them. These changes represent an opportunity for a traditional culture to become a more progressive modern culture characterized by tolerance of diversity and valuing individual achievement. In response to the Minister's decision to create a new national curriculum, MEST refocused its efforts in all its departments as implications for the curriculum change became clearer.The authors interpreted changes that were anticipated to be experienced at the different levels in the education sector against two major social science constructs: the perception of locus of control over the change (internal or

Quality of teaching in Kosovo’s higher education institutions: Viewpoints of institutional leaders and lecturers1

“…Journal publications and Scopus are influential in expanding previous research ana allowing scholarly reviews for improvement and considerations. Kosovo's higher education institutions delight in the significance of research and their contribution towards competencies [40]. Most people think a qualified professor is one with relevant degrees and scientific works.…”

“…They are innovative and add to the professors' credentials. There are some regulations and policies to develop the competencies and achieve the curriculum goals as they help the Kosovo government stay in control and monitor the progress [40]. Higher education institutions give the professors the platform to collaborate and research on various scientific works.…”