Professional Documents
Culture Documents
2008
PRE-UNIVERSITY EDUCATION
INDICATORS AND STATISTICAL
DATA SCHOOL YEARS:
2004/05, 2005/06 and 2006/07
III. SCHOOLS/BUILDINGS.........................................................................................................................35
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.
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.
• 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• Lack of the necessary equipment as well as outdated and poor maintenance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.
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.
421,635
422,819
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.
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).
school
Type
No.
m f t m f t m f t m f t m f t
Art
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
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
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
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 4. Number of children, according to gender at national level – pre-primary education level
SCHOOL YEAR TOTAL STUDENTS FEMALE % MALE %
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 6. Number of students, according to gender on national level – upper secondary level
SCHOOL YEAR TOTAL STUDENTS FEMALE % MALE %
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
Table 8. Number of students in special schools, according to age groups and levels
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.
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.
In order to make a sound comparison we have used achievement indicators of students for the
2002/03 and 2003/04 school years.
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-
155209
40.32% 86181
78540 22.38%
20.39% 38812
10.07% 26244
6.81% 7411
Izveštaj o polu 1.88%
420
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:
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:
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.
2004/05
36,129
17,109 19,020
2005/06
34,012 16,381 17,631
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 .
33,364
16,003 17,361
32,818 15,747 17,071
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.
27,111
11,403 15,708
2005/06
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.
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
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
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 )
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.
Education level
Total
No. Desripition grade. 1- 5 grade . 6-9 grade. 10-12
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
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
57.8%
51.9%
42.2%
48.1%
65.5%
35.5%
Justifiable Unjustifiable
Chart 10. Absenteeism for school year 2005/06 in percentage
28,002
27,184
26,725
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.
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
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.
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
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
Qualified Underqualified
3,249
3,078
1,029
607
142 422
30
Qualified Underqualified
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 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%
Indicator Definition
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.
Support staff in primary - second- Support staff working in the education process in
52
ary education primary - secondary education
Support staff in pre-school institu- Support staff working in the education process in
54
tions pre-school institutions
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.
The key findings of this report underline the following issues of concern that need to be urgent-
ly addressed in Kosovo’s education system:
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.