Shaping

the future of
VET schools
 Kosovar Youth Council

Shaping the future

of VET schools

September 2017
Contents
1. Introduction pg. 5
2. Project Approach pg. 6
3. Cooperation pg. 8
4. Challenges faced by
practical learning pg. 10
5. Recommendaitions pg. 13
1. Introduction
In 2010, following the publication of the
report "Stronger VET for better life" by
the European Commission on youth
unemployment in Europe and Vocation-
al Secondary Schools, it was stated that
an issue of education system is an
imbalanced labor market and cadres of
the VET schools.
Since 2010, the European Parliament,
the European Commission and the
Council of Europe, all three of these leg-
islative bodies in the European Union
have set missionary goals to enhance
the quality of Vocational Education and
Training throughout Europe.
Considering that one of the main objec-
tives of the Kosovar Youth Council (KYC)
is to increase the quality of education in
Kosovo, and that was done based on the
continuous work with the Ministry of
Education, Science and Technology
(MEST), the Parliamentary Education
Committee and the Student Council of
Kosovo (KNK), also from the concerns
that have been raised about the topic of
vocational education by students at reg-
ular meetings of the KNK, Roundtables,
Monitoring conducted over the years,
KYC in co-operation with Solidar Suisse
Kosovo started implementing the proj-
ect "Shaping the future of VET Schools "
in the municipality of Peja.
1 - http://www.cedefop.europa.eu/en/publications-and-resources/publications/3067
2 - https://www.kuvendikosoves.org/common/docs/ligjet/Ligji%20per%20arsimin%20dhe%20aftesimin%20profes
ional.pdf
3 - http://masht.rks-gov.net/uploads/2015/05/a-strategjia-e-pp-ne-kosove-2013-2020-shqip.pdf
Kosovo’s main priority is to develop the
quality of education in general, especial-
ly vocation education tending to regu-
late it under the drafting of educational
Laws and Development Strategies such
as the Law on Vocational Education and
Training, the Strategy for the improve-
ment of Professional Practice in Kosovo
2013-2020. Thus, KYC through this proj-
ect will have the opportunity to present
the challenges faced by vocational
schools, especially the practical learning
component. KYC has already begun the
research on the applicability of the
above-mentioned laws and strategies
regarding the maintenance of profes-
sional practice and business coopera-
tion and schools.
The project addresses areas such as:
Tourism, Information Technology, Food
Processing, Metal and Wood Processing.
These areas got the focus because of
their importance in the market and the
need for professional staff in the Munici-
pality of Peja, therefore their worthy pro-
motion is one of the key points in
strengthening the link between busi-
nesses and vocational high schools.
During the project implementation
period through planned activities, it is
expected to achieve a mutual coopera-
tion and engagement of young people
through professional schools to build
their careers and by advocating the
implementation of the school curricula.
2. Project Approach
Peja is one of the regions of Kosovo in
which KYC is committed to raise the
quality of education in vocational sec-
ondary schools due to the potential it
offers regarding the project objectives.
Therefore, the need for capacity building
in this place is essential.
Also, in the beginning, businesses that
are involved in the areas covered by the
project have been researched. Adequate
businesses or companies were notified
about the purpose of the project and the
need for their involvement in this project
during individual meetings with repre-
sentatives of these businesses organized
by KYC. Meetings were also held with
the directors of vocational schools.

KYC to reach its goals has held meetings
with Municipal Education Directorate
(MED), the Technical High School
"Shaban Spahija" and the High School of
Economics “Ali Hadri”, businesses in the
fields of: Metal Processing, Wood Pro-
cessing, Technology Information, Tour-
ism and Hotel and Food Processing;
roundtables were organized with all the
above-mentioned stakeholders who
have an impact on Vocational Educa-
tion. Meanwhile, a research will be
implemented to get known with the
Practical Learning situation through
methods such as interviews, forms and
Focus Groups with Teachers, Pupils and
Graduates of the aforementioned
schools.
After the end of the meetings, the
roundtables took the place by gathering
all the relevant and important stake-
holders who contributed to the best
understanding of the real situation of
vocational schools and businesses in
general.
KYC organized 4 roundtables under the
topic "Practical Learning and Profession-
al Practice of Students: The Challenges
and Needs of Collaboration between
Businesses and Schools" separated for
each of the already mentioned profes-
sional fields.

Through these methods and organized

activities, KYC is getting embedded with
the problems and challenges faced by
all stakeholders involved in these areas,
thus drawing the necessary information
on the basis of which recommendations
for improvement will be guided.
Addressing such recommendations will
enable Professional Practice to be
implemented as provided by law and to
prepare students for the structure of
their professional career.

In order to have fruitful discussions at

the foreseen tables, KYC has met with
businesses and students attending voca-
tional schools in the following areas:
food industry, information technology,
tourism and hotels, and recently metal
and wood processing.

6
Representatives of Businesses, Teachers,
Students and representatives of the Min-
istry of Education, Science and Technol-
ogy, the Municipal Directorate of Educa-
tion participated in these round tables.
Tables highlighted the recommenda-
tions that are highly needed to be
reviewed and which are listed below in
this document.

The activities carried out so far brought

another important conclusion that is the
genuine communication between busi-
nesses and schools. Therefore, an Online
Communication Platform will be estab-
lished to assist this process, which is
considered necessary by all stakeholder.

This online platform will be a WEB based

program through which companies
(businesses) will be able to open calls for
admission of high school interns, while
school students will be able to seek
practical work in their specifics. In addi-
tion to service as a communication
portal between practice providers and
intern seekers, the platform will also pro-
vide basic non-formal learning materi-
als, where also they can learn more on
how to write a CV, motivation letter,
business ideas for providing services of
practical work etc.

7
3. Cooperation
Considering that the cooperation
between the Vocational Schools and the
influential stakeholders in this field is
one of the key points for Professional
Practice to be developed properly, this
fact requires special attention.
Therefore, one of the answers to the
question "Why professional schools in
Kosovo do not have good quality?" can
be found in the poor cooperation
between the school and the competent
bodies, involving decision-making insti-
tutions, businesses, and parents.
Lack of communication has resulted in
the quality of vocational education; this
attitude came as a result of four round-
tables. During the discussions, all stake-
holders were in tune with the lack of
co-operation among all relevant bodies
such as MEST, MED and Businesses relat-
ed to vocational schools. This lack of
cooperation is one of the major prob-
lems facing vocational education and
training which leads to lower interest of
students in this field;
Local institutions (MED) convincingly
showed that they have the power to
establish agreements between busi-
nesses and schools but according to
them it can be facilitated and strength-
ened when central institutions such as
MEST with greater power understand
that businesses for each agreement with
vocational schools require favour, this
certainly for their personal interests.
Another issue discussed is the lack of
updated literature and the lack of text-
books in vocational schools. This prob-
lem is also reflected by stakeholders
such as businesses who see challenging
that students do not have basic knowl-
edge of communication skills. All of this
leads to dissatisfaction during their
internship there. This issue is most
noticeable in the field of tourism.
For the same issue students also show
that they do not have literature for cer-
tain subjects. If the opposite would
happen, businesses and schools would
benefit from each other which in return
the entire economy and society will ben-
efit too. According to students, vocation-
al schools need to adapt to businesses
and market needs as businesses possess
the power to hire young people and to
increase the capacity of the tourism
sector.
In a very bad situation regarding cooper-
ation between schools and businesses is
the department of Food Processing.
Food industry businesses in very large
numbers, meaning mega businesses,
have little interest in education and
vocational schools. The interest of busi-
nesses to support and contribute to
improving the situation is best shown in
their absence at the roundtable orga-
nized by KYC. Even though their atten-
dance has been confirmed during indi-
vidual meetings with representatives of
these businesses, the opposite took
place on the day of activity.
Lack of communication affects other
areas also, especially the field of Infor-
mation Technology. There are very few
businesses that operate in the Peja
region and for the few that are, schools,
students, parents, institutions have little
knowledge about. They are not aware of
the space that businesses are willing to
provide to Technical School "Shaban
Spahija", the department of information
technology, as opportunities for cooper-
ation between the two parties. New
computer languages are scarce because
technology is always in development,
and the opposite would happen if there
was proper communication and collabo-
ration. It is considered that this sector
has a permanent stagnation because of
the lack of promotion of the importance
and opportunities that it offers for the
development of the labour market.
8
On the other hand, if we compare the
direction of the metal and wood indus-
try with the aforementioned directions
and if we list them by conditions in all
aspects such as: literature, cooperation
with businesses and institutions, and
number of students then both depart-
ments are listed in end.

Although this course has almost the

most qualified teachers according to the
participants in the table, and also the
schools are equipped with cabinets that
enable the retention of professional
practice, the interest of the students is
very low. Even those few students who
attend classes in these areas have a very
low interest in learning progress
because they consider these professions
as work that does not require adequate
education.

9
4. Challenges faced by
practical learning
What makes vocational schools poor by
the number of the students attending it
and why they are considered as second-
ary options is the lack of professional
practice within schools. This segment is
recognized as one of the main criteria
that a vocational school must complete
to better train students in order for
them to build their professional career.
Throughout the period that has been
discussed with students, the anger and
thire concern in this regard have been
presented. Each of the directions faces
such challenges, for which issues busi-
nesses have also reacted, adding that
they can’t find the right people to work
in certain environments, as there are not
enough promotions of potential practic-
es that carry different professions.
Students who attend lessons in the pro-
file of tourism do the professional prac-
tice in hotels and restaurants with
which the school often builds coopera-
tion agreements. However, most of
them are dissatisfied with these practi-
cal hours as in many cases they do
different kind of work from the one that
they actually went for. Thus, they believe
that this kind of practice is not enough
for them to learn more about this profile
and to motivate to continue working in
this sector.
Students are often kept out of the cur-
riculum vocational practice schedule,
which is why they are dissatisfied and
filled with the feeling of exploitation.
Dissatisfaction continues to be annoying
for the fact that at the end of the prac-
tice in most cases the students are not
equipped with a certificate that demon-
strates their commitment to the partic-
ular business. Also, from the discussions
with students, it has been noted that
practical learning touches the gender
aspect, this because the gender segre-
gation is clearly interpreted; usually
females do the practice in the kitchen of
the hotel business while the males serve
as waiters. In addition, a very small
number of girls choose the profile of
tourism in vocational schools.
During the discussions at the round
tables it was often stated that many
vocational subjects that require teach-
ers that are qualified in a specific field
are taught by teachers belonging to the
similar field but who are not qualified.
This is one of the main concerns that
students have emphasized continuous-
ly.
Apart from the practice outside the
school, the students expressed their dis-
satisfaction for the lack of necessary
infrastructure in schools and most
importantly for the lack of relevant cabi-
nets. This issue was confirmed by the
institutions themselves as well, adding
that they do not have sufficient funds to
supply. As for the budget formula
according to them it does not represent
a fair separation between professional
schools and gymnasiums. The absence
of infrastructure and cabinets makes
professional practice poor and prevents
it from reaching the right level, it also
makes the credibility of the businesses
that accept students as intern to dimin-
ish even more. This is because the stu-
dents have not practically worked for
the profile they chose to follow, espe-
cially the ones that are likely to be able
to practice their profession in laborato-
ries or cabinets even within schools.
The disadvantage of the practice is the
absence of an instructor or supervisor at
the time when students conduct the
practice, which according to all the
stakeholders this follows with the loss of
students’ motivation to take these class-
es. This absence does not allow students
to have a clear flow of work through the
hours of professional practice, bearing
in mind that in such hours the presence
of professional person is very needful.
Therefore, students tend to skip these
10
classes to often.
A positive thing has been emphasized
regarding the mentorship during the
practice in the class, and that is that
teachers are very dedicated to their
work and carefully they mentor every
student while doing the practice.
In an even worse position is also the pro-
file of food industry which is part of the
economic school "Ali Hadri", although
the number of the students attending
lesson for this profile is higher, still the
conditions to attend learning classes
and professional practice are weak. On
the other hand, what keeps the motiva-
tion and the practice alive, is the readi-
ness of the students engage the practice
in businesses, even though these deals
have begun to lose its importance
because according to some businesses,
students often lose interest because the
practice hours do not match exactly
with the lessons or with the exact profile
in which they are registered.
However, in many cases, professional
practice remains an unknown terminol-
ogy for students. This is because of the
fact that professional practice is often
mixed with the category of visits to the
factory or other major businesses. These
visits last for up to 2 hours and students
are introduced only with the work pro-
cesses and not to the practical learning
on the job. These kinds of visits are
known by officials as a success and are
categorized into practical hours.
In this case, it is emphasized the pro-
nouncement of the director of the tech-
nician school, who asserts that the
school has no agreement with any busi-
ness, the practice takes place in those
weak cabinets. However, the only course
that provides good practical opportuni-
ties is that of metal processing since the
school possesses enough machinery for
students to practice in order to be ready
to open their businesses in the future.
11
This profile has the right preparations to
provide students with the experience
they need to open their own business,
despite this we face the first problem
that is the lack of interest of students to
be educated or enrolled in this profes-
sion. The school director said the fact
that there are many cases where stu-
dents are enrolled in these two direc-
tions in order to change the course
afterwards.
Even though it has the lowest number
of registered students, the students of
wood processing recently got a
request from some teachers to make
chairs for the children of a nursery.
Materials for this kind of practice,
were provided by the school without
the support of any institution.
Round tables among other topics came
up with the student safety topic
throughout professional practice as well.
Some of the course that are offered by
schools present a degree of danger and
require special safeguards to enable
them to do the practice with the ma-
chines that are dangerous and could
damage the student. Although this
topic got attention from all the stake-
holders, there was no serious discussion.
However, it was said that it is a issues
that should be discussed in particular
The unification of all the problems faced
not only by these profiles, but all voca-
tional schools in all regions of Kosovo
tell a lot about the awareness of Kosovo
society. Stereotypes created towards
vocational schools are almost concret-
ized in society. Vocational schools are
seen as a second option, because in
most cases students that could not get
in the gymnasium turn to the vocational
school option with uncertainty rather
than will. Such an approach is by no
means acceptable, especially when it
comes to highlighting that the future of
professional construction of students
and their preparation for the labor
market nowadays is universally seen as
one of the best forms for economic
development and increasing the
number of employees.

12
5. Recommendations
After reflecting all the issues and
needs of both businesses and school
officials, some recommendations that
were made are considered as neces-
sary to improve the situation and fulfill
the conditions each vocational school
should have.
• Require competent bodies (MEDs
and MESTs) to create infrastructural
conditions within schools (build labs
and cabinets) so that part of the practice
can be held in the school premises (for
subjects that offer such an opportunity).
• MED and MEST should assist in
the process of establishing Memoran-
dums / Agreements for Cooperation
between Schools and Businesses in
order to achieve the professional devel-
opment of professional practice in a
more professional manner and enabling
the students' training as required by the
labor market.
• Mentoring supervision in busi-
nesses where students engage in practi-
cal learning, as envisaged by the Law on
Vocational Education and Training, Arti-
cle 24, Section 1.4.
• Pupils who complete vocational
practice in businesses that have a coop-
eration agreement with the school at
the end of the academic year (after com-
pleting the hours specified in the voca-
tional practice plan) must be certified
with a certification document certifying
successful engagement in practice pro-
fessional.
• Teachers should be trained both
in practical and professioanl side as
envisaged by the Law on Vocational
Education and Training, Article 6.
13
• Considering that in the respective
schools the curriculum is not complied
with as defined by law, the discussion
tables were required to apply the Law
on Vocational Education and Training,
Article 11, point 6.3, which specifies in a
specific form that the program educa-
tion should consist of three parts, the
general theoretical part, professional
theoretical part and the modules of pro-
fessional practice.
• Implementation of the Law
required by the Government to create
facilities for businesses that take stu-
dents in practice, including the exemp-
tion or reduction of business tax. Law on
Vocational Education and Training, Arti-
cle 34, Point 3.
• The Ministry of Labor and Social
Welfare, the Ministry of Science and
Technology and the Ministry of Finance
should jointly develop a strategy for all
vocational schools. Also engage busi-
nesses in drafting a law / strategy for
VET and VET in order to achieve the
right balance between the labor market
and vocational education.
• Ensure that, through agreements
with schools, Professional Practice be
held also in non-governmental organi-
zations dealing with vocational guid-
ance.
• Establish an online platform
where all businesses have the opportu-
nity to disclose their needs to market
needs. Likewise, it is also possible for
students to use the same date-based to
disseminate their CVs regarding em-
ployment opportunities.
• Greater promotion of the impor-
tance of vocational schools and building
a positive image of the future offered by
Vocational Education. To conduct edu-
cational activities within Kosovo in order
to raise awareness of the importance of
vocational schools.
• The enrollment criteria in voca-
tional schools must be applied as pro-
vided by the Law on Vocational Educa-
tion and Training, Articles 8, 9 and 10.

• Have an employment test for

vocational school students and remove
the application of the national Matura
exam for vocational schools.

• Establish or increase the level of

cooperation between all vocational
schools in all regions of Kosovo in order
to exchange experiences between
schools.

• Review the curicula in specific

form, introduce new technological pro-
grams that belong to the IT direction. To
create an elective course based on the
development of knowledge on the
tracking as well as an elective course
aimed at enabling students in commu-
nication in the direction of Tourism and
Hotelier.

• The opening of innovative new

centers that support the capacity build-
ing of students and support schools for
the formation of students in the field of
IT.

• Implement the law on recogni-

tion of voluntary work.

• Career orientation has been pro-

moted since the early stage of the stu-
dent, starting from the elementary
school in order to list the profession
according to knowledge and skills of the
pupils.

14