Raporti Statistikor - Anglisht (Per WEB 29.01.2009)

Republika e Kosovës
Republika Kosova - Republic of Kosovo

Qeveria - Vlada - Government
Ministria e Arsimit, Shkencës dhe e Teknologjisë

Ministarstvo Obrazovanja, Nauke i Tehnologije
Ministri of Education, Science and Technology
Indicators and Statistical data in Education

2004/05, 05/06, 06/07
2008
PRE-UNIVERSITY EDUCATION
INDICATORS AND STATISTICAL
DATA SCHOOL YEARS:
2004/05, 2005/06 and 2006/07
2 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

D ATA S C H O O L Y E A R S : 2004/05, 2005/06 a n d 2006/07
I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n
D ATA S C H O O L Y E A R S : 2004/05, 2005/06 a n d 2006/07 3
Contents
INTRODUCTION...........................................................................................................................................5
The Emergency Phase ..................................................................................................................................................5
The Development Phase.............................................................................................................................................5
The Education, Management and Information System............................................................................6
The purpose of this statistical report.....................................................................................................................8
I. STUDENTS/CHILDREN.................................................................................................................................................9
II. EDUCATION PERSONNEL.........................................................................................................................................9
III. SCHOOLS/PREMISES..................................................................................................................................................9
I. STUDENTS...................................................................................................................................................10
1. Number of students, according to levels . ...................................................................................................10
2. Number of students, according to gender..................................................................................................13
3. Number of students, according to ethnicity...............................................................................................14
4. Number of students/children in special education ..............................................................................15
Attached Classes................................................................................................................................................................16
5. Students’ achievement..............................................................................................................................................17
Students’ achievement, according to grades...................................................................................................17
School year 2003/04........................................................................................................................................................17
School year 2004/05........................................................................................................................................................17
School year 2005/06........................................................................................................................................................18
The results of the student’s achievement at national ...............................................................................19
THE RESULTS OF THE MATURITY EXAM................................................................................................................20
6. Student drop-outs .....................................................................................................................................................20
5. Implementation of teaching plan ...................................................................................................................25
II. EDUCATION PERSONNEL......................................................................................................................29

1. Number of education personnel.......................................................................................................................29
2. The structure of the education personnel....................................................................................................31
3. Number of teachers, according to the levels of education................................................................32
4. Teachers’ qualification................................................................................................................................................33
III. SCHOOLS/BUILDINGS.........................................................................................................................35

INTRODUCTION
Pre-University education in post-war Kosovo has faced many challenges and as has been rather
dynamic when compared to general political, economic and social developments in Kosovo.
During 1999 – 2007 pre-university education went through two key developmental phases: the
emergency phase and the development phase.
The Emergency Phase

The emergency phase covers the period from the second half of 1999 until the end of 2002.
The primary goal of this phase was to reactivate Kosovo’s education system, which was mainly
characterised with coping with the reverberations of war and the reconstruction of school
infrastructure. Alongside the major efforts to accommodate all students in school buildings, ad-
ditional efforts were made to begin to prepare for fundamental reform of the education system
in Kosovo, in particular in drafting, approving and implementing laws and documents such as:
• Development of the New Curriculum Framework of Kosovo;

• Development and implementation of the New Structure of the
Education System of Kosovo 5-4-3/4;
• Development and approval of the Law on Primary and Secondary Education;
• Development of the Law on Higher Education;
• Preparation and implementation of a large number of administrative instructions,
regulations and other sub-legal acts; and
• Development of the Strategy for Development of Education of Kosovo 2002 – 2007.
The Development Phase

The development phase which covers the period from 2003 to date is characterised by the de-
velopment and reform of education.
In this phase the new education structure is being implemented at all levels of education.
Ongoing efforts are underway in order to implement education reform based on the dynamics
outlined in the Strategy for Development of Education of Kosovo 2002 – 2007. The curricula and
the training of teachers in general , vocational and non-formal education , is being implemented
based on contemporary programmatic reforms and with a new methodological approach.
Furthermore, a dynamic process of drafting and preparing new text books is in progress. The
Ministry of Education, Science and Technology has prepared the legal framework for this, namely
Administrative Instruction # 26/2003, which in large has helped the process. This Administrative
Instruction broke new ground since it eliminates the existing monopoly on publication in the
field of education; all publishing houses, that meet the criteria, have the possibility to compete
equally. The competition between publishing houses has created a positive contest and good
ground for ensuring quality textbooks. The publication of textbooks has closely followed devel-
opment of curricula. Therefore with the completion of the curricula cycle came the finalisation of
a series of school textbooks for all grades and levels of pre-university education.
Students achievement and evaluation of results from the National Test for the school years
2003/04, 2004 /05 and 2005/06 show a small increment of success despite the increasing de-

mand of the National Test. This shows our strategic orientation towards a new approach in the
development of reform in education. This approach is based on the standards of content and of
achievement which are comparable and in line with the European standards of education.
The legal infrastructure covers every educational activity. To date Kosovo Assembly has passed
the following laws:
• Law on Primary and Secondary Education (UNMIK Regulation

No. 2002/19 dated 31.10. 2002);
• Law on Higher Education (UNMIK Regulation No. 2003/14 dated 12.5. 2003);
• Law on Inspection of Education (UNMIK Regulation No. 2004/55 dated 17.12.2004);
• Law on Scientific Research Activity (UNMIK Regulation No. 2005/8 dated 23.2.2005);
• Law for Adult Education and Training (UNMIK Regulation No. 2005/43 dated 7.9.2005);
• Law on Preschool Education (UNMIK Regulation No. 2006/11 dated 6.3.2006);
• Law on Vocational Education and Training (UNMIK Regulation No. 2006/24 dated
25.4.2006); and
• Law on Publication of School Textbooks and Education Materials.
The Law on Final Examination and Maturity Exam is presently going through parliamentary pro-
cedure; the Parliament has already approved it and it is pending approval by the UN’s SRSG.
In addition to the laws mentioned above, over 350 Administrative Instructions were passed dur-
ing the development phase.
School infrastructure, equipment, and educational materials are improving gradually, but much
improvement is still needed.
Taking the above into consideration, it can be concluded that education in Kosovo is showing
good results, year after year, in every area.
The Education, Management and Information System

In order to properly organise the education sector in Kosovo, the World Bank has initiated and
supported the establishment of the Education Management and Information System (EMIS). Its
purpose is to gather, process, report, monitor, evaluate and distribute statistical data and rel-
evant education indicators. Since 2002 MEST has been managing EMIS and it is a field that needs
to be improved in the future.
Notwithstanding the gains in this area the educational system faces difficulties.
The difficulties that obstruct full and comprehensive functioning of the system are:
• Lack of accurate data due to the lack of a population census since 1981;
• Insufficient statistical data and indicators that are not always accurate;
• Underutilisation of EMIS to help monitor and evaluate the various aspects of education
whether in the planning processes, drafting of education policies or in decision-making
at various levels of education; and
• Lack of understanding of the importance of EMIS by those responsible for education at
all levels.

The World Bank has continued to support MEST’s efforts, particularly within the Planning Unit
that operates within MEST, in developing the Infogather program – a Program for EMIS. Unfor-
tunately a number of problems that appeared affected the full implementation of the program.
The difficulties that accompanied the development and implementation of this program were as
follows:
• Lack of interest for cooperation whithin MEST in helping to design a program which
ensures that good statistical data is necessary and very important for planning and
development of education policies;
• Insufficient cooperation between schools and municipal directorates with the central
authorities in implementing the program;
• Inaccurate data that was collected by school and municipal directorates did not corre-
spond to the reality in schools and therefore unused;
• Lack of the necessary equipment as well as outdated and poor maintenance
of information technology;
• Program developers in schools and at the municipal level are not trained adequately,
whether in use of technology or the professional aspect of developing and implement-
ing the program, in recording and processing of statistical data, or in defining education
indicators and drafting reports for all levels and areas of education;
• Lack of willingness among Serb community schools to cooperate with MEST in the suc-
cessful implementation of this program.
When the Infogather program was implemented (school year 2004/05), the statistical data was
entered and processed in an EXCEL program. Subsequently, data was received on CDs, on flash
memory sticks, via the Internet, or even in printed form.
The Ministry of Education, Science and Technology has continued its cooperation with UNICEF
to functionalise and advance EMIS with DevInfo software program. The DevInfo has helped to
gather, collect and process statistical data, and then extract, present and distribute education
indicators for the 2004 – 2007 period. DevInfo is an application that enables the storage, organi-
zation, presentation and distribution of data. DevInfo is used internationally for monitoring and
reporting Millennium Development Goals and it can be adopted according to the needs of the
users at national or local level. The program is easy to use and it has two modules: user module
(with an unlimited number of users) and administrative module, which enables design and main-
tenance of the database. DevInfo enables the easy creation of tables, charts or maps. DevInfo is
a desktop application and web enabling software . DevInfo does not replace existing databases
but rather consolidates existing data that can be distributed and understood more easily at dif-
ferent national and international levels.

The purpose of this statistical report
The purpose of this statistical report is to present statistical indicators and statistical data
gathered, systemised and processed by the DevInfo software program for the 2004/05; 2005/06
and 2006/07 school years. The nature of this report is descriptive and not analytical. As such it
represents the first step towards the creation of a database which will be consulted in the years
to come, thus enabling a thorough analysis. The obstacles faced at this time are that the data
gathered and the indicators drawn from these statistical data are not complete and accurate. For
example the fact that data on Serb community education is missing is not representative and
does not give a holistic picture. In spite of MEST’s great efforts to secure this data there was no
readiness for these schools or directorate to cooperate. Therefore in order to be inclusive and
representative of the Serb community the data gathered and processed by the officer of the
Communities Unit of MEST 1 for the school year 2002/03 2 are used.
This report was compiled from DevInfo program for 2004/05, 2005/06 and 2006/07 academic
years, as well as DevInfo CD, which includes statistical data for all levels of pre-university educa-
tion for the whole territory of Kosovo.
All indicators are presented in tables, chart and maps. The potential users of this report may
analyse and compare based on their needs and interests.
The importance of the DevInfo program lies in the fact that an electronic archive for statistical
data and indicators for three academic years was created and this can be used as a baseline to
follow the overall trends in Kosovan education and their comparison with trends in the region
and beyond. The database should be updated regularly with new data that will help develop-
ment of education policies and education planning.
1 Number of educational personnel;

2 Structure of education personnel;

The presentation of statistical data was done based on the vertical and horizontal structure of
the educational system in Kosovo and the education indicators were organised based on the
following categories:
Category
I. STUDENTS/CHILDREN
Indicators:
1. Number of students, according to levels;
2. Number of students, according to gender;
3. Number of students, according to ethnicity;
4. Number of students/children in special education;
5. Students’ achievement;
6. Student drop-outs; and
7. Implementation of the curricula and attendance of students.
Category
II. EDUCATION PERSONNEL
Indicators:
1. Number of educational personnel;
2. Structure of education personnel;
3. Number of teachers according to school years, levels of education and gender; and
4. Structure of teacher qualification.
Category
III. SCHOOLS/PREMISES
Indicators:
1. Number of schools, according to academic years;
2. Number of schools, according to languages of instruction;
3. Number of schools, with three or four shifts.

I. STUDENTS
1. Number of students, according to levels
The number of students has increased over the years – between 1,200 to 2,000 students. This lev-
el of increase represents a small percentage and is in compliance with the standards of countries
that have a positive population growth. The increase in the number of students by 1,180 or 0.27
% from the school year 2004/05 to the school year 2005/06 supports the assumption presented
above.
Students in the school years 2004/05, 2005/06 and 2006/07

439,445
421,635
422,819
2004/05 2005/06 2006/07
Chart 1. Increase of number of students over three school years
School year 2006/07 marked the finalisation of the implementation of the new education
structure 5-4-3/ 4. Grade 13 was introduced at the upper secondary education level – both in
the regular and in most vocational schools. Therefore the implementation of the new educa-
tional structure affected and produced an increase in the number of students in the 2006/07
school year as compared to the previous 2005/06school year; the increase was 3.93 %. Even if we
ignore the increase of students due to the introduction of grade 13, the increase of the number
of students presents a standard growth, i.e. a small increase in most municipalities in Kosovё/
Kosovo on one side, and a small decrease in the number of students in some municipalities such
as Deçan/Dečani, Dragash/Dragaš, Klinë/Klina, Leposaviq/Leposavić, Novobërdë/Novo Brdo,
Shtërpcë/Štrpce, Suharekё/Suva Reka.

Table 1. Number of students throughout the school years in municipalities and
at the national level
MUNICIPALITY 2004/05 2005/06 2006/07

Deçan/Dećani 10,367 10,078 10,249
Dragash/Dragaš 6,599 6,645 6,328
Ferizaj/Uroševac 6,287 6,426 6,870
Fushē Kosovë/Kosovo Polje 27,878 28,375 29,825
Gjakovë/Đakovica 25,105 25,146 25,643
Gjilan/Gnjilane 25,181 24,991 26,917
Gllogoc/Glogovac 15,292 15,413 15,683
Istog/Istok 9,730 10,170 10,454
Kaçanik/Kačanik 10,147 10,102 12,471
Kamenicë/K. Kamenica 8,012 8,137 8,300
Klinë/Klina 10,499 10,272 10,604
Leposaviq/Leposavić 18 19 18
Lipjan 13,448 14,022 14,769
Malishevë.Mališevo 19,045 16,817 17,283
Mitrovicë/Mitrovica 17,898 18,262 18,938
Novobërdë/Novo Brdo 358 334 313
Obiliq/Obilic 4,349 4,865 4,556
Pejë/Peć 22,275 22,413 23,586
Podujevë/Podujevo 21,729 21,743 22,724
PrishtinëPriština 44,310 45,959 47,621
Prizren 38,272 38,416 39,911
Rahovec/Orahovac 15,311 14,898 15,058
Skenderaj/Srbica 14,210 13,903 14,820
Suharekë/Suva Reka 17,069 16,877 17,069
Shtërpcë/Štrpce 766 811 830
Shtime/Štimlje 7,086 7,214 7,526
Viti/Vitina 12,919 13,016 13,211
Vushtrri/Vučtrn 17,219 17,235 17,614
Zubin Potok 206 204 192
Zveçan/Zvečan 54 56 62
TOTAL 421,639 422,819 439,445
In general, there is a nominal increase in the number of students at all levels and school years.
Nonetheless, in the last three years the biggest increase can be seen in upper secondary schools.
The statistical data will be presented for the school year 2006/07 in order to show the percent-
age rate of gymnasiums versus vocational schools.
In the 2006/07 school year the total number of students attending upper secondary education
was 88.691; 36.889 or 41.59 per cent attended general high-schools (gymnasiums), whereas
51.802 or 58.40 per cent attended vocational schools. This indicates that the difference between
gymnasiums and vocational schools is approximately 40 to 60 per cent (+/- 1 to 2 per cent).

Tabela 2.Number of student according to gender, grade and type of the professione school
Nxënësit ne shkollat profesionale 2006/07
gr. 10 gr. 11 gr. 12 gr. 13 Total

schools
school
Type
No.
m f t m f t m f t m f t m f t
Art
1 40 60 100 66 80 146 58 48 106 59 53 112 223 241 464

Agicuture
3 678 404 1,082 533 337 870 468 341 809 192 96 288 1,871 1,178 3,049
Economy
10 1,979 1,345 3,324 1,964 1,452 3,416 1,760 1,279 3,039 1,137 1,025 2,162 6,840 5,101 11,941
Medicine
7 372 1,020 1,392 527 1,047 1,574 387 1,078 1,465 151 526 677 1,437 3,671 5,108
Music
5 70 82 152 49 78 127 39 49 88 10 22 32 168 231 399

Techni-
20
cal
5,281 1,887 7,168 4,813 1,781 6,594 3,958 1,404 5,362 2,724 1,315 4,039 16,776 6,387 23,163
Theology
1 99 75 174 118 61 179 108 66 174 99 42 141 424 244 668

Trade
1 139 50 189 31 32 63 56 58 114 29 47 76 255 187 442

Mix
9 1,533 605 2,138 1,220 542 1,762 1,211 573 1,784 573 311 884 4,537 2,031 6,568
57 10,191 5,528 15,719 9,321 5,410 14,731 8,045 4,89612,941 4,974 3,437 8,411 32,53119,271 51,802


2. Number of students, according to gender
The gender structure at pre-school level and pre-primary education, primary education and
lower secondary is almost the same as the general structure of the population, which is approxi-
mately around 48 per cent female and 52 per cent male.
Table 3. Number of children, according to gender at national level – pre-school level

SCHOOL YEAR TOTAL STUDENTS FEMALE % MALE %
2004/2005 5,904 2,868 48.57 3,033 51.37
2005/2006 5,108 2,579 50.49 2,529 49.51
2006/2007 5,051 2,363 48.78 2,688 52.21
Table 4. Number of children, according to gender at national level – pre-primary education level
2004/2005 17,596 8,384 47.60 9,216 52.40
2005/2006 20,750 9,961 48.00 10,789 52.00
2006/2007 21,089 10,203 48.38 10,886 51.61
A specific characteristic at the pre-school / pre-primary education level, primary education level
and lower secondary is that there has been a small increase in female attendance in education;
unfortunately this positive development changes at upper secondary. During the three school
years the female attendance decreased and the gender ratio, at this level, shows a 14 per cent
gap, i.e. 43 per cent of the students are female and 57 per cent of students are male.
Table 5. Number of students, according to gender at national level

– Primary and lower secondary level
2004/2005 327,207 156,566 47.80 170,641 52.20
2005/2006 322,180 154,728 48.02 167,452 51.97
2006/2007 324,618 156,210 48.12 168,404 51.87
Table 6. Number of students, according to gender on national level – upper secondary level
2004/2005 60,760 30,820 44.20 38,940 55.80
2005/2006 74,781 32,202 43.00 42,579 57.00
2006/2007 88,691 38,581 43.50 50,110 56.50

At this time it is not possible to provide information about gender according to ethnicity due to
the lack of data, however it is important to make efforts in order to secure and process such data
in the future.
3. Number of students, according to ethnicity

The fluctuation of the number of students according to ethnicity – with the exception of data for
the Serb minority, which are not accurate – is not significant. The availabledata shows a symbolic
increase of the number of students from the Turkish, Ashkali and Egyptian and Croat communi-
ties. On the other hand, there has been a decrease in the attendance of Bosnian students/chil-
dren, particularly when looking and comparing the 2004/05 and 2006/07 school years. There is
also fluctuation within the Gorani community.
Table 7. Number of students, according to ethnicity at national level

Përk. etnike 2004/2005 % 2005 /2006 % 2006/2007 %
Shqiptarë 408,360 96.85 409,257 96.79 425,999 96.94
Turq 2,951 0.69 3,009 0.71 3,053 0.69
Boshnjakë 5,234 1.24 4,291 1.01 4,504 1.02
Goranë 713 0.16 1,658 0.39 1,265 0.28
Ashkali 2,366 0.56 2,794 0.66 2,899 0.65
Romë 1,068 0.25 649 0.15 548 0.12
Egjiptianë 897 0.21 1,084 0.25 1,086 0.24
Kroatë 40 0.009 75 0.01 70 0.015
Të tjerë 10 2 21
Total 421,639 422,819 439,445

4. Number of students/children in special education
Special education refers to the education of children who cannot keep up with their peers, chil-
dren who have different physical and mental impairments, children with learning difficulties, etc.
The education is organised in special schools/resource centres, attached classes within regular
schools as well as in regular classes. Special education in Kosovo carried out at special schools, in
attached classes and in regular classes. The geographic distribution of special schools in Kosovo
is not proportional when compared with the number of children with special needs throughout
different regions and municipalities. Special schools are located in only five municipal centres:
there are two such schools in Prizren and Mitrovicë/Mitrovica, whereas Prishtina/Priština, Peja/
Peć and Shtime/Štimlje have one each. Meanwhile, big municipal centres such as Gjilan/Gnjilane
and Ferizaj/Uroševac have no such schools.
The data related to special education seems contradictory when one looks at the last two school
years. In the 2005/06 school year, there was a decrease in the number of students/children by
56, or 5.95 per cent with special education needs when compared to the previous school year.
Meanwhile in the following school year, there was an increase of 4.63 per cent (41 students).
Table 8. Number of students in special schools, according to age groups and levels
AGE GROUP-SCHOOL GRADE 2004/2005 2005/2006 2006/2007
Age 3-4 21 10 7
Age 4-5 0 0 0
Age 5-6 30 14 14
I 183 101 88
II 178 138 101
III 154 172 120
IV 62 140 162
V 75 68 122
VI 51 63 62
VII 32 46 62
VIII 35 37 60
IX 42 37 38
X 36 22 23
XI 38 34 23
XII 3 2 43
TOTAL 940 884 925
The decrease in the enrolment of students in special schools, in particular at the lower and up-
per secondary levels is due to the lack of efforts among school directors to attract such stu-
dents to schools; the inadequate curricula for all children with special needs; the lack of interest
among their families; the introduction of attached classes, etc.

Attached Classes
Attached classes are classes organised within regular schools with a primary intention to incor-
porate or gradually transfer children with special needs (based on their achievement and perfor-
mance) to regular classes.
The first attached classes were opened during the 2002/03 school year, the first generation is
now in grade six. Teaching at attached classes is carried out at first and second levels of educa-
tion, i.e. primary and lower level secondary education.
Attached classes have been established in every school where there was interest and where the
basic conditions were met.
One of the objectives of the Pre-university Education Strategy 2007 – 2017 is to incorporate
all students with special needs within the educational system. As part of education reform in
Kosovo/Kosova the concept of all-inclusive education by opening temporary attached classes
within regular schools, while converting special school in resource centres, has been promoted.
Table 9. Number of students according to gender in attached classes

SCHOOL YEAR TOTAL FEMALE % MALE %
2004/2005 434 157 36.17 277 63.82
2005/2006 514 193 37.54 321 62.45
2006/2007 456 167 36.62 289 63.37
During the school year 2004/05, fifty attached classes were opened. This number increased to
66 during the 2005/06 school year; however, in 2006/07, there were four classes less (62). This
indicates that there is a decrease in the interest of these children, in particular female children.
If students in attached classes achieve the required level than they are transferred to regular
classes. The number of students who were transferred from attached classes to regular classes to
date is only symbolic since there is a lack of data to show these transfers.

5. Students’ achievement
In order to have a full, clear and objective picture of students’ achievements one needs to look at
the following:
• An individual evaluation with marks by the school teachers;
• An achievement test after the completion of lower secondary level, i.e. ninth grade; and
• A maturity test after the completion of upper secondary level, i.e. twelfth/thirteenth
grade.
In order to make a sound comparison we have used achievement indicators of students for the
2002/03 and 2003/04 school years.
Students’ achievement, according to grades
School year 2003/04

The overall positive success for the three levels of education was 93.81 per cent, while only 5.35
per cent had a negative success. This achievement varies according to levels. At the first and
second levels (grade 1 – 9) the success is greater than at the third level (grade 10-13). At the first
and second level 96 per cent of the students had a positive success and only 3.16 per cent had
a negative success. Meanwhile, at level three; 83.42 per cent of students had a positive success
and 16 per cent had a negative success.
School year 2004/05

In this school year, the students’ achievement varies at all levels particularly when one compares
the fall and spring semesters. Even though the students achievement in fall semester of the
academic years 2004/05 is 12 per cent lower as compared to students achievement in the fall
semester of the academic year 2003/04. The overall students achievement decreases for 20.39
per cent. This high scale of difference is of great concern. This points to a need to increase the
capacity of teachers in student assessment methods. This should be a key preoccupation, not
only of schools, municipal directorates, MEST but also of experts.

Students achivents 1-12
160000
144,821
140000
120000
100000 86,624
80000 78,180
60000
52,510
40000 20,668
20000
0
38% 20% 22% 14% 5.35%
Exellent Very good Good Satisfactory Unsatisfactory
Chart 2. Students’ achievement during the fall semester of the year 2004/2005 school-
Student’s achievements in the end of school year 2004/05

358823
93.18%
155209
40.32% 86181
78540 22.38%
20.39% 38812
10.07% 26244
6.81% 7411
Izveštaj o polu 1.88%
420
Exellent Very good Good Satisfac- Unsatis- Total Notassessed

tory factory achived
Chart 3. Student’s achievements in the end of school year 2004/05

The success is presented in general and includes all three levels of education.
School year 2005/06
Table10. The success of students in pre-university education, according to levels

GRADE 1-5 % 6-9 % 10-12 % TOTAL %
Positive score 156,995 91.18 99,715 66.85 26,627 36.90% 283,337 73.20
Negative score 15,175 8.81 43,040 30.14 45,516 63.09% 103,731 26.79
Total number
172,170 98.63 142,755 98.37 72,143 97.63% 387,068 98.35
marked
Total number not
2,385 1.36 2,356 1.62 1,750 2.36% 6,491 1.64
marked
Total 174,555 145,111 73,893 393,559

The results of the student’s achievement at national
test after completion of grade 9
The school year 2002/03

The overall achievement result in the national test for this school year was 53.08 per cent. The re-
sults in language and social sciences show high achievement of 56.08 per cent, whereas in math
and sciences the achievement results are lower at 50.09 per cent.

The general result in the achievement in the national test in this year is 54.04 per cent. In this
year also the results in language and social sciences is high at 56.03 per cent, while in math and
sciences, the results are lower at 52.05 per cent.

The general result of the students’ achievement test, as compared to previous years, is marked
by a drop and it is only 45.03 per cent. The results in language and social sciences are only 46.06
per cent, and in math and sciences 44.00 per cent. The difference between these two is smaller,
only 2.06 per cent

The general result of the students’ achievement test is 45.08 per cent. This year marks a turn
around in the results, i.e. in math and sciences the level of achievement is 43.55 per cent, where-
as in language and social sciences the level of achievement is 41.03 per cent

The general result of the students’ achievement test is 46.07 per cent. The difference in this year
goes in favour of language and social sciences where the score is 50.08 per cent, as compared to
42.07 per cent for math and natural sciences.
General students’ achievement at the National Test grade 9

54.04%
53.08%
45.03%
43.55% 42.07%
2002/03 2003/04 2004/05 2005/06 2006/07

Chart 4. Results of student’s achievement at national test, according to school years

The general results of the student’s achievement at the national test during the above-presented
years show a continued decrease as of the second testing year. The cause of this drop needs to
be investigated.
The result of the National Test in the school years 2002/03; 2003/04 and 2004/05 present the stu-
dents’ achievement that have finished ninth grade in public schools. Meanwhile, the result of the
National Test of students’ achievement for following two years (2005/06 and 2006/07) include
students from private schools, as well as the students that have completed compulsory educa-
tion, i.e. grade nine.
THE RESULTS OF THE MATURITY EXAM

The Maturity Exam was introduced for the first time in the 2005/2006school year.
The overall student achievement level in all gymnasiums was 46.03 per cent, broken down as
follows according to academic:
• language 49.05 per cent;

• social science 39.00 per cent;
• natural science 45.00 per cent;
• mathematics - informatics 51.07 per cent.
The school year 2006-07

The overall success in all gymnasiums was 46.7 %, outlined as follows:
• language 51.5 per cent;

• social science 44.7 per cent;
• natural science 51.3 per cent;
• mathematics - informatics 61.6 per cent;
• general education 56 per cent.
Meanwhile, for vocational students the Maturity Test was first introduced in the 2006/07 school
year and the total number of students who undertook the exam was 8,148;
of these 4,042 of students, or 49.6 per cent, had a positive result. There were 152 students that
participated in the exam in Turkish. From them 130 students, or 85.5 per cent, had positive
results. Likewise, there were 170 students that participated in the exam in Bosnian language 165
students, or 97.1 per cent, had a positive result.
6. Student drop-outs
The issue of student dropouts has been discussed and debated very often by governmental and
non-governmental organisations, whether national or international. In order to make a thor-
ough analysis of the phenomenon of school dropouts one needs to follow the same cohort of
students at all levels and also take into account repeating students as well as students that finish
the school year.
This report takes into consideration two approaches while looking at the dropout phenomena:

a) The trend in attendance during the first three years of school at the three education levels:
Level I: grades 1 – 3;
Level II: grades 7 – 9; and
Level III: grades 10 – 12.
b) The trend in attendance within one school year, i.e. the number of students that have regis-
tered at the beginning of the school year and the number of students that have been present at
the end of that same school year.
a)Nga trendi i vijueshmërisë së nxënësve brenda tri viteve shkollore në tri nivelet:
Table 11. Attendance of students, by school years and by school levels

SCHOOL GRADE 1 GRADE 2 GRADE 3 GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADE 11 GRADE 12
YEAR
2005/06 34,012 32,818 25,144

2006/07 33,840 32,058 23,377
Attendance according to school grades

36,129
34,012 33,840
33,364 32,818 32,058 27,111
25,144
23,377
Grade.1 Grade.2 Grade.3 Grade.7 Grade.8 Grade.9 Grade.10 Grade.11 Grade.12
2004/05 2005/06 2006/07

Chart 5. Attendance, according to levels and school grades
At the primary level, the dropout rate is greater between the first grade and the second grade at
5.85 per cent, than between the second and the third grade; it is only 0.5 per cent of the number
of students registered in the first grade in the 2004/05 academic year, 93.67 per cent continued
their education at this level.

Table 12. Attendance of students by gender, according to school grades at primary education
Years
Grade. 1 Grade. 2 Grade. 3 %

T F M T F M T F M T F M

2004/05
36,129
17,109 19,020

2005/06

34,012 16,381 17,631

93.66% 94.64% 92.79%

2006/07
33,840 16,192 17,648

6.34% 5.36% 7.21%
At the lower secondary level (Grade 7-9) the dropout rate was only 1.63 per cent between grade
7 and grade 8. The dropout rate in the ninth grade increased by 2.31 per cent. The percentage of
students who registered in grade seven and continued their education at this level in the 04/05
school year was 96.09 per cent .
Table 13. Attendance of students according to school grades at lower

secondary level of education
Years
Grade. 7 Grade. 8 Grade. 9 %


2006/07 2005/06 2004/05

33,364
16,003 17,361

32,818 15,747 17,071

96.09% 96.38% 95.82%

32,058 15,423 16,635
3.91% 3.62% 4.18%
At upper secondary level the dropout rate between in grade ten and grade eleven was 7.25 per
cent; the dropout rate from grade eleven to grade twelve was 7.02 per cent. The percentage of
students that were registered in grade ten in the 2004/05 school year and continued through to
grade 12 was 86.2 per cent.

Table 14. Attendance of students by gender, according to school grades at upper secondary level
Years Grade. 10 Grade. 11 Grade. 12 %


2004/05

27,111
11,403 15,708

2005/06
25,144 11,002 14,142

86.23% 90.76% 82.94%

2006/07
23,377 10,349 13,028

13.77% 9.24% 17.06%
From the above one can see that the rate of student dropouts at grades 1-3 is 6.33 per cent,
among students at grades 7-9 is 3.9 per cent, while students attending grades 10-12 is 13.77
per cent. This data is cause for concern, especially at the higher levels of education. The student
dropout rate at primary education and lower secondary is also of great concern. If we analyse
this from the gender perspective the school drop out rate among male students is higher at the
first level (grades 1-5) and the third level (grades 10-12), whereas at the second level (grades 6-9)
the dropout rate for both genders is almost equal.
b) Student attendance at school level within one school year
Another way of presenting the data for student dropout rate is by looking at the information and
data at each level within one school year. This helps us compare the dropout rate from year to
year; and it also gives us the opportunity to follow the fluctuation trends much better.
In the 2002/03 school year the student dropout rate from schools, at primary level and lower
secondary level (grades 1 – 9), was 1.63 per cent. The gender ratio at this level was 1.70 per cent
for male students and 1.63 per cent for female students. At upper secondary level (grades 10
– 12) the school dropout rate reaches 2.00 per cent. The gender ratio at this level was 2.56 per
cent for male students and 2.00 for female students.
In the school year 2003/04 the school dropout rate among students at primary level and lower
secondary level (grades 1 – 9) is 1.61 per cent. The gander ratio at this level is 1.44 per cent for
male students and 1.79 per cent for female student. At upper secondary level (grades 10 – 12)
the dropout rate is 3.56 per cent. The dropout gender ratio at this level is 4.17 per cent male
students and 2.81 per cent female students.
In the 2004/05 school years the school dropout rate for students at primary and lower second-
ary levels was 1.71 per cent. The dropout gender ratio at this level was 1.40 per cent for male
students and 1.30 per cent for female students. At the upper secondary level the dropout rate
reached 2.07 per cent. The gender ratio at this level was 2.56 per cent for male students and 1.46
per cent for female students.
In the 2005/06 school year school dropout rate of students at primary and lower secondary

levels was 1 per cent. The dropout gender ratio at this level was 0.8 per cent for male and 1.1 per
cent for female students. At the upper secondary level the dropout rate reached 2.4 per cent.
The dropout gender ratio at this level was 2.9 per cent for male students and 1.8 per cent for
female students.
Student dropout rates by school years

4
3.5
2.5
1.5
0.5
0
2002/03 2003/04 2004/05 2005/06
Grade 1 - 9 Grade 10 - 12
Chart 6. Student dropout rates from school by school years

5. Implementation of teaching plan
The 2003/04 and 2004/05 school years

In order to have a somewhat clearer picture of the trends in education and the relation between
lesson plans and attendance, specifically the non-attendance, the data for the two above-men-
tioned school years are presented below. These years were selected as the indicators represent
an average fluctuation of the issues.
Compliance with teaching plan and attendance of students during

the 2003/04 school year
96.03%
6,495,496
3.96%
57.46%
42.53%
2,751,704
Lessons held.
Lessons planned
Unjustified
Lessons missed
Justified
Absences
Chart 7. Compliance with teaching plans and attendance at the first term of the 2004/2005 school year )

Compliance with teaching plans and attendance of students in
the first half of the 2004/05 school year
95.61%
12,716,542
4.38%
59.16%
40.83%
4,176,685
Lessons planned
Lessons held
Lesson missed
Absences
Unjustified
Justified
Chart 8. Compliance with teaching plans and attendance during the 2003/2004 school year
According to the statistical data provided by the regional offices for the first term of the 2004/05
school year, 96.03 per cent of the teaching hours were held, whereas 3.96 per cent of the teach-
ing hours were not held, which is relatively a good result for the implementation of the teach-
ing plans. When one compares this with the general percentage of implementation of teaching
plans in the first term of the previous school year when 95.61 per cent of teaching hours were
held and 4.38 per cent of the teaching hours were not held, it is obvious that there was a posi-
tive increase in the implementation of the teaching plans. Nevertheless, the fact that 25,767 of
teaching hours were not held in the first half of the school year 2004/05 is quite high. It is the
responsibility of the management and professional structures at all levels of pre-university edu-
cation to explore the causes of the large number of missed teaching hours.

97.6% 96% 93.2%
grade.1 - 5 grade.6 - 9 grade.10 - 12

Lessons held Lessons missed
Chart 9. Number of classes held and missed(2005/06)

The implementation of the teaching plans and attendance in classes are two basic components
for achieving the standards of content and achievement as outlined in the curricula for specific
levels. The implementation of the teaching plans and attendance for the 2005/06 academic years
is presented below.
• Classes
Table 15 shows that the number of classes held at the three levels of education was 96.3 per
cent; the number of classes missed was 3.7 per cent. It is evident that the percentage of classes
missed rises according to grades and levels: 2.4 per cent in grades 1- 5 , 4 per cent in grades 6 - 9
and 6.8 per cent in grades 10 – 12 – a bigger increase in the number of missed classes.
Education level
Total
No. Desripition grade. 1- 5 grade . 6-9 grade. 10-12
% Nr. % Nr. % Nr. %
1 Classes held 12,756,381 96.3 6,297,600 97.6 4,391,818 96.0 2,066,963 93.2
Missed
2 485,990 3.7 151,949 2.4 182,531 4.0 151,510 6.8
classes
Total 13,242,371 100.0 6,449,549 100.0 4,574,349 100.0 2,218,473 100.0
Tabela 15. Number of held and missed classes
6) Student absenteeism
Because of the lack of accurate data on student absenteeism for the selected school years, the
only data presented below is for the 2005/06 school year.
In the first term of the 2005/06 school year the percentage of justifiable student’s absenteeism
as compared to unjustifiable absenteeism was 56.3 per cent to 43.7 per cent.
Based on reports for this school year it can be noted that in grades 1-5 there were 65.5 per cent

of justifiable absences and 35.5 per cent of unjustifiable absences. In grades 6-9 there were 57.8
per cent of justifiable absences and 42.2 per cent of unjustifiable absences. In the upper second-
ary level, grades 10-12 from the total number of absences 48.1 per cent were justifiable absences
and 51.9 per cent were unjustifiable absences. This shows that, at upper secondary education
level (grades 10-12), there is a considerable increase of unjustifiable absences as compared to
the first and second levels.
57.8%
51.9%
42.2%
48.1%
65.5%
35.5%
grade 1 - 5 grade 6 - 9 grade 10 - 12
Justifiable Unjustifiable

Chart 10. Absenteeism for school year 2005/06 in percentage

II. EDUCATION PERSONNEL
1. Number of education personnel
Table 16. Number of personnel, according to municipalities and school years
MUNICIPALITY 2004/05 2005/06 2006/07
Deçan/Dećani 712 675 639
Dragash/Dragaš 574 525 500
Ferizaj/Uroševac 1,643 1,646 1,646
Fushē Kosovë/Kosovo Polje 398 389 401
Gjakovë/Đakovica 1,677 1,489 1,487
Gjilan/Gnjilane 1,576 1,481 1,592
Gllogoc/Glogovac 1,056 928 964
Istog/Istok 613 634 642
Kaçanik/Kačanik 710 658 676
Kamenicë/K. Kamenica 696 645 671
Klinë/Klina 664 639 625
Leposaviq/Leposavić 10 9 9
Lipjan 903 907 932
Malishevë.Mališevo 932 951 993
Mitrovicë/Mitrovica 1,246 1,237 1,257
Novobërdë/Novo Brdo 36 37 37
Obiliq/Obilic 363 316 339
Pejë/Peć 1,801 1,590 1,602
Podujevë/Podujevo 1,362 1,346 1,384
PrishtinëPriština 2,973 3,002 3,148
Prizren 2,472 2,375 2,423
Rahovec/Orahovac 902 959 921
Skenderaj/Srbica 86 84 86
Suharekë/Suva Reka 503 473 469
Shtërpcë/Štrpce 981 884 869
Shtime/Štimlje 1,190 1,028 983
Viti/Vitina 778 748 785
Vushtrri/Vučtrn 1,106 1,034 1,066
Zubin Potok 21 19 20
Zveçan/Zvečan 18 17 18
Total 28,002 26,725 27,184

Academic personnel for academic years 2004/05, 2005/06, 2006/07
28,002
27,184
26,725
2004/05 2005/06 2006/07
Chart 11. Education personnel, according to school years
In the 2004/05 school year the number of education personnel (teachers, administration person-
nel and maintenance staff ) was higher than in the two following years, i.e. 2005/06 and 2006/07,
since the numbers included a large number of school personnel offering instruction in the Serb
language.
The increase of the education personnel in 2006/07 academic year by 459 persons (school per-
sonnel) was in harmony with the increase in the number of new schools as well as the greater
number of students from one year to another. Table 15 shows that the number of teachers
increased, while the number of administration and maintenance personnel decreased from year
to year.

2. The structure of the education personnel
Table 17. The structure of the education personnel, according to municipalities and school years
Administration Maintenance
Teachers Personnel Personnel
2004 2005 2006 2004 2005 2006 2004 2005 2006
MUNICIPALITY /05 /06 /07 /05 /06 /07 /05 /06 /07
Deçan/Dećani 565 559 521 37 31 33 85 85 85
Dragash/Dragaš 461 430 413 25 23 22 78 72 65
Ferizaj/Uroševac 316 314 321 20 22 22 50 53 58
Fushē Kosovë/Kosovo Polje 1,334 1,378 1,397 64 69 70 188 199 179
Gjakovë/Đakovica 1,331 1,213 1,214 88 73 73 216 203 200
Gjilan/Gnjilane 1,302 1,263 1,364 52 51 54 173 167 174
Gllogoc/Glogovac 729 721 755 103 60 63 275 147 146
Istog/Istok 474 499 507 29 29 28 90 106 107
Kaçanik/Kačanik 578 548 582 28 27 24 84 83 70
Kamenicë/K. Kamenica 537 515 538 32 30 29 101 100 104
Klinë/Klina 531 528 515 34 33 32 81 78 78
Leposaviq/Leposavić 8 6 6 0 1 1 2 2 2
Lipjan 704 726 753 37 41 39 133 140 140
Malishevë.Mališevo 807 795 838 76 36 35 165 120 120
Mitrovicë/Mitrovica 952 972 1,005 65 63 64 163 179 165
Novobërdë/Novo Brdo 25 26 26 4 4 4 7 7 7
Obiliq/Obilic 302 265 285 14 14 15 39 37 39
Pejë/Peć 1,247 1,244 1,263 89 71 72 356 232 223
Podujevë/Podujevo 1,077 1,117 1,149 76 64 70 157 165 165
Prishtinë/Priština 2,217 2,361 2,465 114 144 149 481 484 520
Prizren 1,933 1,902 1,956 110 104 105 288 288 279
Rahovec/Orahovac 760 816 778 34 37 39 94 106 104
Skenderaj/Srbica 69 68 69 3 4 5 11 12 12
Suharekë/Suva Reka 391 384 385 15 12 12 79 73 68
Shtërpcë/Štrpce 768 716 701 46 42 42 137 126 126
Shtime/Štimlje 962 865 823 59 51 50 142 112 110
Viti/Vitina 639 631 667 41 38 40 78 79 78
Vushtrri 852 811 840 50 51 55 175 172 171
Z. Potok 14 14 13 2 2 2 5 3 5
Zveçan 11 11 12 2 1 1 5 5 5
Gjithsej 21,896 21,698 22,161 1,349 1,228 1,250 3,938 3,635 3,605

3. Number of teachers, according to the levels of education
Table 18. Number of teachers, according to school years and gender.
Pre-school and primary education level
Viti shkollor Gjithsej Femra Përqindja Meshkuj Përqindja
2004/2005 527 527 100% 0 0%
2005/2006 494 493 99.80% 1 0.20%
2006/2007 505 504 99.90% 1 0.10%

Primary and lower secondary level
2004/2005 17,009 6,694 39.36% 10,355 60.88%
2005/2006 16,999 6,876 40% 10,123 60%
2006/2007 16,994 7,029 41.36% 9,965 58.64%

Upper secondary level
2004/2005 5,126 1,342 25.18% 3,784 73.81%
2005/2006 4,205 1,223 29.08% 2,982 70.92%
2006/2007 4,662 1,413 30.30% 3,249 69.70%
As shown in the tables above, in the 2004/05 school year the number of teachers in all three
levels was greater than in the following year (2005/06). There was also an increase in the num-
ber of teachers in the next year (2006/07). There are two reasons that explain the increase in the
number of teachers in the 2004/05 school year:
1. This was the year when the education reform was introduced. The implementation saw the en-
rolment of children age six and seven in first grade, which impacted on the number of teachers.
2. That year, efforts were made by the educational institutions, in particular MEST, to increase
student enrolment in grade ten. The number of students at the upper secondary level moved
from 65 per cent to 92 per cent that year, which also meant an increase in the number of teach-
ers.
The participation of women in education is very heterogeneous. While at pre-school level the
female involvement is almost 100 per cent, in primary level the gender ratio is somewhat bal-
anced. At the lower secondary and upper secondary levels the percentage of females employed
in education gradually drops. Nonetheless, there has been a small increase in the percentage of
female teachers every year at the above-mentioned levels of education.

4. Teachers’ qualification
2004/2005
The level of qualification among teachers at pre-university level is not satisfactory.
At pre-school level 82.39 per cent of teachers are qualified, while 17.6 per cent are under quali-
fied.
At primary and lower secondary levels, teachers are slightly more qualified. From the total num-
ber of teachers 83.22 per cent are qualified, whereas 16.77 are under qualified.
The lowest percentage of qualified teachers is at the upper secondary level where only 75.94 per
cent of teachers are qualified and 24.05 per cent are under qualified. The increase in the number
of under qualified teachers is due to the lack of experts in the following subjects: mathemat-
ics, music, art and English –particularly at vocational schools. Perhaps one reason to explain
this phenomenon could be the introduction of some 80 new curricula for different profiles for
vocational school, as part of the education reform, and this has made it difficult to find qualified
teachers.
Qualification of teachers, pre-school level

250
220
200
150
130
100 79
47
50
25
12
11 10
0
BA in
another
field
Total
Pedegogical
Total
Student
Secondary
Secondary
BA degree
school
school
college
Qualified Underqualified
Chart 12. Teacher’s qualification. Pre-school level

Qualification of teachers, 1-9
Kvalifikcija nastavnika 1-9
16,000
14,343
14,343
16000
14343
13,329
14,000 14000
12,000 12000
9507
10,000 10000
8,000 8000
6,000 6000
4,000 4000
2,394 2394 2,890
2890
2,144 2144 1329 1,561
1561
2,000 2000 298
298
0
0
Visa p.sk.
Srednja sk.
StudentStudenti
Neodg. faku
Ukupno
Ukupno
Red.škola
Required BAFakultet
BA degree
Pedagogical
Total
Secondary
Total
Secondary
college
school
Kvalifikovanih
school Nekvalifikovanih
Chart 13. Teachers qualifications. Primary and lower secondary level
Teacher qualification (grades10-12)
3,249
3,078
1,029
607
142 422
30
BA in a Other de- Other BA Total Associate University Total

respective gree degree degree student
field (MA, PhD)
Chart 14. Qualification structure of teachers. Upper secondary level

III. SCHOOLS/BUILDINGS
1. Number of schools according to school years
2.Number of school according to language of instruction
3.Number of school with three or four shifts
1. Number of schools, according to school years

Unlike the 2004/05 school year, in 2005/06 the number of public educational institutions rose by
18 while in the 2006/07 school year, this number was much lower – only eight. Nonetheless, the
situation improved with the opening of private educational institutions.
Although one should not disregard the achievements in construction, reconstruction and reno-
vation of school buildings, school space continues to be the biggest problem, whether capacity-
wise, i.e. square meters per student, or quality-wise, i.e. equipment.
Creating a minimum space of two square meters per student and teaching in shifts will be a big
challenge for some time. This was also argued in the Strategy for the Development of Pre-univer-
sity Education 2007 – 2017 which requested that education become the government’s priority as
well as the priority of the society in general.

Table 21. Number of schools and satellite schools, according to municipalities and school years
2004-05 2005-06 2006-07
Municipality Schools Satellite Schools Satellite Schools Satellite
(main school (main schools) school units (main schools) school units
schools) units
Deçan/Dećani 20 6 20 5 20 6
Dragash/Dragaš 13 23 13 22 13 23
Ferizaj/Uroševac 11 7 9 10 9 9
Fushē Kosovë/Kosovo Polje 30 21 37 13 37 14
Gjakovë/Đakovica 42 17 45 19 45 19
Gjilan/Gnjilane 28 24 29 26 29 26
Gllogoc/Glogovac 25 10 28 7 28 7
Istog/Istok 17 16 15 20 16 19
Kaçanik/Kačanik 17 22 19 20 19 20
Kamenicë/K. Kamenica 16 22 17 22 17 14
Klinë/Klina 16 11 18 11 18 11
Leposaviq/Leposavić 1 0 1 0 1 0
Lipjan 19 30 23 31 24 30
Malishevë.Mališevo 24 17 29 13 29 11
Mitrovicë/Mitrovica 33 14 34 12 34 11
Novobërdë/Novo Brdo 2 3 2 3 2 3
Obiliq/Obilic 7 11 7 6 7 12
Pejë/Peć 35 18 35 18 35 17
Podujevë/Podujevo 35 33 36 29 36 30
PrishtinëPriština 53 23 59 26 60 26
Prizren 48 37 50 37 50 33
Rahovec/Orahovac 20 14 24 12 24 16
Skenderaj/Srbica 3 6 4 4 4 4
Suharekë/Suva Reka 9 12 9 12 9 12
Shtërpcë/Štrpce 22 21 22 22 22 20
Shtime/Štimlje 23 13 25 14 25 19
Viti/Vitina 17 22 17 15 18 20
Vushtrri/Vučtrn 23 20 26 24 26 25
Zubin Potok 1 0 1 0 1 0
Zveçan/Zvečan 1 1 1 1 1 1
Total 611 474 655 454 659 458

2. Number of schools, according to language of instruction
2004/05 2005/06 2006/07
Albanian
Albanian
Albanian
Croatian
Croatian
Croatian
Bosnian
Bosnian
Bosnian
Turkish
Turkish
Turkish
Gorani
Gorani
Gorani
Mixed
Mixed
Mixed
Total
Total
Total
Municipality
Deçan/Dećani 26 0 0 0 0 0 26 23 0 0 0 0 2 25 26 0 0 0 0 0 26
Dragash/Dragaš 19 0 0 16 0 1 36 19 0 0 15 0 1 35 18 0 0 16 0 2 36
Ferizaj/Uroševac 18 0 0 0 0 0 18 19 0 0 0 0 0 19 18 0 0 0 0 0 18
Fushē Kosovë/Kosovo Polje 51 0 0 0 0 0 51 50 0 0 0 0 0 50 50 0 0 0 0 1 51
Gjakovë/Đakovica 59 0 0 0 0 0 59 64 0 0 0 0 0 64 64 0 0 0 0 0 64
Gjilan/Gnjilane 52 0 0 0 0 0 52 55 0 0 0 0 0 55 52 0 0 0 0 3 55
Gllogoc/Glogovac 35 0 0 0 0 0 35 35 0 0 0 0 0 35 35 0 0 0 0 0 35
Istog/Istok 33 0 0 0 0 0 33 32 0 0 0 0 3 35 33 0 0 0 0 2 35
Kaçanik/Kačanik 39 0 0 0 0 0 39 39 0 0 0 0 0 39 39 0 0 0 0 0 39
Kamenicë/K. Kamenica 38 0 0 0 0 0 38 39 0 0 0 0 0 39 31 0 0 0 0 0 31
Klinë/Klina 27 0 0 0 0 0 27 29 0 0 0 0 0 29 29 0 0 0 0 0 29
Leposaviq/Leposavić 1 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 1
Lipjan 48 0 0 0 0 1 49 53 0 0 0 1 0 54 53 0 0 0 0 1 54
Malishevë.Mališevo 41 0 0 0 0 0 41 42 0 0 0 0 0 42 40 0 0 0 0 0 40
Mitrovicë/Mitrovica 44 0 0 0 0 4 48 43 0 0 0 0 3 46 42 0 0 0 0 3 45
Novobërdë/Novo Brdo 5 0 0 0 0 0 5 5 0 0 0 0 0 5 5 0 0 0 0 0 5
Obiliq/Obilic 18 0 0 0 0 0 18 13 0 0 0 0 0 13 19 0 0 0 0 0 19
Pejë/Peć 53 0 0 0 0 0 53 42 0 0 0 0 11 53 39 0 0 0 0 13 52
Podujevë/Podujevo 68 0 0 0 0 0 68 65 0 0 0 0 0 65 66 0 0 0 0 0 66
PrishtinëPriština 82 0 0 0 0 0 82 81 0 0 0 0 5 86 82 0 0 0 0 5 87
Prizren 56 0 11 0 0 18 85 55 1 8 8 0 15 87 53 1 12 0 0 17 83
Rahovec/Orahovac 34 0 0 0 0 0 34 36 0 0 0 0 0 36 40 0 0 0 0 0 40
Skenderaj/Srbica 9 0 0 0 0 0 9 8 0 0 0 0 0 8 8 0 0 0 0 0 8
Suharekë/Suva Reka 21 0 0 0 0 0 21 21 0 0 0 0 0 21 21 0 0 0 0 0 21
Shtërpcë/Štrpce 43 0 0 0 0 0 43 44 0 0 0 0 0 44 42 0 0 0 0 0 42
Shtime/Štimlje 36 0 0 0 0 0 36 39 0 0 0 0 0 39 44 0 0 0 0 0 44
Viti/Vitina 39 0 0 0 0 0 39 32 0 0 0 0 0 32 38 0 0 0 0 0 38
Vushtrri/Vučtrn 43 0 0 0 0 0 43 50 0 0 0 0 0 50 51 0 0 0 0 0 51
Zubin Potok 1 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 1
Zveçan/Zvečan 2 0 0 0 0 0 2 2 0 0 0 0 0 2 2 0 0 0 0 0 2
Total 1,041 0 11 16 0 24 1,092 1,037 1 8 23 1 40 1,110 1,042 1 12 16 0 47 1,118
Table 22. Number of schools, according to language of instruction

Number of schools with two of three shifts
Because of the lack of space school in Kosovo takes place in two shifts. However in primary and
lower secondary, 6.8 per cent of schools and 7.93 per cent respectfully, classes are conducted
in three or four shifts. The table below shows that this phenomenon is more prevalent in urban
areas – in Prishtinë, Prizren, Mitrovicë and Vushtrri municipalities.
Table 23. Number of schools, according to municipalities that operate in three or four shifts
Number of schools Number of schools
Nr. Municipality that operate in three shifts that operate in four shifts
1. Dragash/Dragaš 1
2. Ferizaj/Uroševac 4 1
3 Fushë Kosovë/Kosovo Polje 1 1
4. Gllogoc/Glogovac 4
5. Gjakovë/Đjakovica 3
6. Gjilan/Gnjilane 4 2
7. Istog/Istok 2
8. Kaçanik/Kačanik 3
9. Kamenicë/Kamenica 2
10. Mitrovicë/Mitrovica 9
11. Obiliq/Obilic 1
12. Pejë/Peć 1
13. Prishtinë/Priština 11 1
14. Prizren 10
15. Podujevë/Podujevo 3 1
16. Rahovec/Orahovac 1
17. Skenderaj/Srbica 1
18. Viti/Vitina 1
19. Vushtrri/Vućitrn 6 2
Total 68 8
Three shifts
7.93% Four shifts
Two shifts
6.80%
85.30%

Definition of Indicators
Indicator Definition
Number of children according to their ethnicity in

Children according to ethnicity in certain academic year who enrolled in pre-primary
1
pre-primary education education at the beginning of the school year. Pre-
primary education covers children 5-6 years old.
Number of children according to their ethnicity in

Children according to ethnicity in certain academic year who enrolled in pre-school
2
pre-school education education. Pre-school education covers children up
to 6 years old.
Number of children in certain academic year who

Number of children in pre-primary
3 enrolled in pre-primary education. Pre-primary edu-
education
cation covers children of 5-6 years old.
Number of children in certain academic year who en-

Number of children in pre-school
4 rolled in pre-school education. Pre-school education
education
covers children from 6 months to 6 years old.
Number of children in certain academic year who en-

Number of children in pre-school
5 rolled in pre-school education. Pre-school education
institutions
covers children from 6 months to 6 years old.
Number of children in certain academic year who

Number of children of pre-primary
6 enrolled in pre-primary education. Pre-primary edu-
age
cation covers children of 5-6 years old.
Enrolled children of different age-groups (6 months

Number of children according to
–1; 1–2; 2–3; 3-–4; 4–5; 5–6 years old) in pre-school
7 age groups in pre-school educa-
institutions. Pre-school institution covers children up
tion
to 6-years-old.
Number of groups or organized pre-primary classes

Number of groups in pre-primary
8 within the primary school. Pre-primary education
education
covers children of 5–6 years old.
Number of groups or classes according to age-

Number of groups in pre-school groups (aforementioned), organized in pre-school
9
education institutions. Pre-school education covers children up
to 6-years-old.

Pre-school institutions could be defined as institu-
tions, respectively the premises that are built in a
particular way to offer pre-primary education that
10 Number of pre-school institutions cover the education needs, i.e. develop the needs
of children until their enrolment in primary school.
These institutions offer full-time, part-time and
extended-time services even during the night.
Number of teachers who are engaged in teaching in

Number of teachers in high school
11 high school education. The level of higher education
education
cover grades 10–12 respectively 13.
Number of teachers engaged in teaching in primary

Number of teacher in primary and and secondary education. Level of primary educa-
12
secondary school tion covers grades 1–5. Secondary education covers
grades 6–7. Both levels are mandatory.
Number of students enrolled in school where pri-

Number of students in primary
13 mary level classes are conducted. Primary education
education
level cover grades 1–5.
Number of students enrolled in schools where sec-

Number of students in secondary
14 ondary level classes are conducted. Level of second-
education
ary education cover grades 6–9.
Number of students enrolled in special education, in

special schools and attached classes. Special Educa-
tion refers to specific education for students who
lag behind or students who are impaired in senses,
Number of students in special
15 physical impairment, have difficulties in learning,
education
with social and/or emotional disorders, who have
difficulties in communicating and therefore is carried
out in special schools / resource centres and in main-
stream schools as attached classes. .
Number of students per class- Number of students in organized classrooms in

16 rooms in secondary and higher schools in secondary and higher education. Higher
education education cover grades 10–12 respectively 13.
Number of students per class- Number of students in organized classrooms in

17 rooms in primary - secondary schools in primary and secondary education. Primary
education education level cover grades 6–9.
Number of students that are Number of students enrolled in grade 10 compared

18 enrolled in grade 10 who drop-out to the number of students enrolled grade 12 (ex-
before grade12. cluding repetitious students) two years later

Number of students enrolled Number of students enrolled in grade 6 compared
19 in grade 6 who drop-out before to the number of students that enrolled grade 8
grade 8 (excluding repeating students) two years later
Number of students enrolled in Number of students (enrolled in grade 1 compared

20 grade 1 who drop-out before third to the number of students who enrolled in grade 3
grade after two years.
Number of students according to gender who en-

Number of students according to rolled in higher education in a certain academic year.
21
gender in higher school Higher education covers grades 10–12 respectively
13.

Number of students according
rolled in primary and secondary education. Primary
22 to gender in primary-secondary
education cover grades 1–5. Secondary education
education
cover grades 6–9. Both levels are mandatory.
Number of students according to grades, levels

Number of students according to
23 and type of impairment, included in regular special
age-groups in special education
schools and attached classes.
Number of students according to grades who en-

Number of students according to rolled in higher education in a certain academic year.
24
grades in higher education Higher education covers grades 10–12 respectively
13.

Number of students in classrooms in higher educa-
25 grades in primary and secondary
tion. Level of higher education cover grades 1–9.
education

rolled in higher education in a certain academic year.
26 grade and gender in higher educa-
Higher education covers grades 10–12 respectively
tion
13.
Number of students according to gender who

enrolled in primary and secondary education in
27 grades and gender in primary and
a certain academic year. Higher education covers
secondary education
grades 1– 9 )
Number of students according to gender in class-

28 rooms and grades of higher education. Higher edu-
ethnicity in higher education
cation level cover grades 10–12 respectively 13.
Number of students according to Number of students according to ethnicity in pri-

29 ethnicity in primary - secondary mary and secondary education. Primary and second-
education ary education cover grades 1–9.

Number of students who enrolled Number of students enrolled in grade10 (exclud-
30 grade 9 but drop-out before grade ing repeating students) compared to the number of
10. students who enrolled grade 9 a year earlier.
Number of classrooms in higher education level.

Number of classrooms in second-
31 Higher education level covers grades 10–12 respec-
ary education
tively 13.
Number of classrooms in primary - Number of classrooms according to grades in pri-

32
secondary education mary and secondary education.
Number of classrooms (according to grades) in

Number of classrooms in special
33 special education and attached classes of regular
education
schools
Special Education refers to specific education of stu-

dents who have difficulties or impairment in senses,
physical impairments, difficulties in learning, social
34 Number of special schools
and/or emotional disorders and disorders in commu-
nication and is carried out in special school/resource
centres and in regular schools as attached classes.
Number of schools in which grade 1–9 classes are

Number of primary - secondary
35 conducted. The school may be organized in one
schools
premise (main) and in several - satellite schools.
Number of students according to Number of children who enrolled in certain academ-

36 gender in primary and secondary ic year in secondary education. Level of secondary
education education cover grades 6–9.
Percentage of children of an age-group compared to

Percentage of children according the total number of children in pre-school education.
37
to age-groups Pre-school education covers children from age 6
months to 6-years-old.
Percentage of children who enrolled in certain

Percentage of children in pre- academic year in pre-primary education. Pre-primary
38
primary education education covers children from age 5- to 6-years-
old.
Percentage of children who enrolled in pre-school

Percentage of children in pre-
39 education. Pre-school education covers children
school education
from 6 months to 6-years- old.
Percentage of students who en- Student's ratio who enrolled in grade 12 (exclud-
40 rolled in grade 10 and make it to ing repeating students) and the number of students
the grade 12 enrolled in the grade 10 two years ago.

Percentage of students who Student's ratio who enrolled in grade 8 (excluding
41 enrolled in grade 6 and make it on repeating students) and the number of enrolled
grade 8 students in grade 6 two years earlier.
Percentage of students who

Student's ratio enrolled in grade 1 and the number of
42 enrolled in grade and make it to
students enrolled in the grade 3 two years earlier.
grade 3
Student's gender ratio compared to the total number

Percentage of students according of students enrolled in higher education schools.
43
to gender in higher education Higher education cover grades 10–12 respectively
13.
Student's ratio according to ethnicity compared

Percentage of students according to the total number of students enrolled in higher
44
to ethnicity in higher education education schools. Higher education schools cover
grades 10–12 respectively 13.
Percentage of students according Students ratio according to ethnicity compared to

45 to ethnicity in primary and second- the total number of students enrolled in primary -
ary education secondary education schools.
Percentage of students enrolled in

grade 10 compared with the num- Student's ratio enrolled in grade 10 and the number
46
ber of students enrolled in grade 9 of students enrolled in grade 9 one year earlier.
of the previous year
Gender ratio of teachers compared with the total

Gender percentage of teachers in number of teachers teaching primary and secondary
47
primary - secondary education schools. Primary and secondary education covers
grades 1–9.
Gender ratio of teachers compared with the total

Gender percentage of teachers in number of teachers teaching pre-school education.
48
pre-school institutions Pre-school education covers children from 6 months
to 6-years-old.
Administrative staff engaged to organize education

Administrative staff in higher
49 process in higher education. Higher education level
education
covers grades 10–12 respectively 13.
Administrative staff working in the education pro-

Administrative staff in primary -
50 cess in primary-lower secondary education. Primary-
secondary education
lower secondary education level cover grades 1–9.
Support staff working in the education process in

51 Support staff in higher education
higher education
Support staff in primary - second- Support staff working in the education process in
52
ary education primary - secondary education

Administrative staff in pre-school Administrative staff working in the education pro-
53
institutions cess in pre-school institutions
Support staff in pre-school institu- Support staff working in the education process in
54
tions pre-school institutions
The staff (education, administration and support)

working in the education process in a school. School
55 Higher education staff
staff is comprised of: Teachers, Administrative and
Support staff.

Primary - secondary education working in the education process in a school. School
56
staff staff is comprised of: Teachers, Administrative and
Support staff.

57 Special education staff working to organize and conduct classes in special
schools

58 Pre-school institution staff engaged to organize and
conduct classes in preschools institutions
Child ratio compared to teachers in pre-school edu-

Child/Teacher ratio in pre-school
59 cation. Pre-school education covers children from 6
education
months to 6-years-old.
Student's ratio compared with teachers in higher

Student/Teacher ratio in higher
60 education. Level of higher education covers grades
education
10–12 respectively 13.
Student's ratio compared with teachers in primary -

Student/Teacher ratio in primary -
61 secondary education. Primary - secondary education
secondary education
covers grades 1–9.
Number of girls compared to boys in higher educa-

62 Girl/Boy ratio in higher education tion. Higher education covers grades 10–12 respec-
tively 13.
Number of girls compared to boys in primary educa-

63 Girl/Boy ratio in primary education
tion. Primary education level cover grades 1–5.
Number of girl's compared to boys in primary - sec-

Girl/Boy ratio in primary - second-
64 ondary education. Primary - secondary education
ary education
level cover grades 1–9.
Girl/Boy ratio in secondary educa- Number of girls compared to boys in secondary edu-
65
tion cation. Secondary education level covers grades 6–9.

Number of girls compared with the number of boys
Girl/Boy ratio in pre-primary edu-
66 in pre-primary education. Pre-primary education
cation
covers children 5-to 6-years old.
Number of schools in which grade 10–12 respec-

tively 13 classes are conducted. The school may
67 Higher education schools
be organized in a premise (main) and also in other
premises (satellite buildings)
Number of schools according to teaching languages

in which grade 10–12, respectively 13 classes are
Secondary education schools ac-
68 conducted. The school may be organized in one
cording to teaching languages
premise (main) and other premises - satellite build-
ings.
Number of schools according to teaching languages

Primary - secondary schools ac- in which grade 1–9 classes are conducted. The school
69
cording to teaching languages may be organized in one premise (main) and other
premises - satellite buildings.

Key findings:
The issues raised in this report will hopefully lead to the improvement and enhancement of edu-
cation in the respective areas. Likewise, it is believed that these data will support the monitoring
and evaluation of the implementation of the Strategy for Pre-university Education 2007 – 2017
and other strategies in the future as well as contribute to the planning process in the future.
The key findings of this report underline the following issues of concern that need to be urgent-
ly addressed in Kosovo’s education system:
• Low enrolment of children in preschool education

• Low enrolment of children with special needs in education
• High student drop out rate, especially in the upper secondary
• Low level of student achievement
• Increasing student absenteeism
More specifically, regarding the EMIS, it is recommended that the presented data be used and
analysed and that the following measures be taken:
• Update EMIS with new, important data which would better represent the situation in
education, such as data on students that repeat a school year, students that complete
the school year, etc.
• Analyse the causes of non attendance of students;
• Work at increasing the test scores of students;
• Draft an administrative instruction to regulate the collection of education statistical
data;
• Review educational indicators, especially those dealing with European benchmarks 3 ;
• Utilize the statistical data, indicators and education reports by all levels of education;
• Improve school infrastructure and equipment with adequate technology in order to en-
able the collection and distribution of data;
• Develop personnel’s’ capacity to collect, organise, distribute and analyse statistical data
at central, municipal and school level;
• Enhance the technical support and cooperation between EMIS and Municipal Education
Departments.
3 By the year 2010 reduce by 20 per cent the number of student age 15 who can not read properly; by the year 2010 the level of students
dropping out of mandatory education should not be higher than 10 per cent; by 2010 at least 85 per cent of 22-year-olds should have com-
pleted upper secondary education.


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Republika e Kosovës

Republika Kosova - Republic of Kosovo

Ministria e Arsimit, Shkencës dhe e Teknologjisë

Indicators and Statistical data in Education

2 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

II. EDUCATION PERSONNEL......................................................................................................................29

4 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

The Emergency Phase

• Development of the New Curriculum Framework of Kosovo;

The Development Phase

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

• Law on Primary and Secondary Education (UNMIK Regulation

The Education, Management and Information System

6 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

1 Number of educational personnel;

8 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

Students in the school years 2004/05, 2005/06 and 2006/07

2004/05 2005/06 2006/07

Chart 1. Increase of number of students over three school years

10 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

MUNICIPALITY 2004/05 2005/06 2006/07

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

gr. 10 gr. 11 gr. 12 gr. 13 Total

1 40 60 100 66 80 146 58 48 106 59 53 112 223 241 464

5 70 82 152 49 78 127 39 49 88 10 22 32 168 231 399

1 99 75 174 118 61 179 108 66 174 99 42 141 424 244 668

1 139 50 189 31 32 63 56 58 114 29 47 76 255 187 442

12 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

Table 3. Number of children, according to gender at national level – pre-school level

Table 5. Number of students, according to gender at national level

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

3. Number of students, according to ethnicity

Table 7. Number of students, according to ethnicity at national level

14 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

AGE GROUP-SCHOOL GRADE 2004/2005 2005/2006 2006/2007

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

Table 9. Number of students according to gender in attached classes

16 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

Students’ achievement, according to grades

School year 2003/04

School year 2004/05

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

Student’s achievements in the end of school year 2004/05

Exellent Very good Good Satisfac- Unsatis- Total Notassessed

School year 2005/06

Table10. The success of students in pre-university education, according to levels

18 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

The school year 2002/03

The school year 2003/04

The school year 2004/05

The school year 2005/06

The school year 2006/07

General students’ achievement at the National Test grade 9

2002/03 2003/04 2004/05 2005/06 2006/07

I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

THE RESULTS OF THE MATURITY EXAM

• language 49.05 per cent;

The school year 2006-07

• language 51.5 per cent;

20 I n d i c ato r s a n d S tat i s t i c a l d ata i n E d u c at i o n

Table 11. Attendance of students, by school years and by school levels