EU-SWAP FOR EDUCATION - EU EDUCATION SWAp Project

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo1. EXECUTIVE SUMMARYThis Inception Report reflects activities carried out by the EU Project team (meetings, workshops,desk review of documents, laws and policies) and sets out the detailed work plan for attainingthe project results specified in the Terms of Reference (ToR) for the EU‐funded Project (under IPA2008): EU‐SWAP FOR EDUCATION, Support to the implementation of the education sector‐wideapproach in Kosovo.The overall objective of the project is to ‘support the Kosovo 1 Government in improving thequality and efficiency of the provision of education and training services, notably pre‐universityeducation, in a lifelong learning and employability perspective, in line with the agreed uponsector‐wide approach (SWAp) for education, and in accordance with EU standards’ (ToR).The ToR specify that the assistance will be split into three components:• ‘Strengthen and build capacity within the Ministry of Education Science and Technology(MEST) to manage the education sector, with the coordinated support of donor partners, andto effectively forecast the financing of the education sector as well as to monitor theprogress of implementation of the education sector strategies (Component 1).’• ‘Update and further elaborate an agreed upon draft National Curriculum Frameworkincluding capacity building and training of curriculum developers and other relevantstakeholders required for effective roll‐out and implementation of the new curriculum. Thesupport is to include measures to promote minority inclusion in education throughcurriculum development. (Component 2).’• ‘Updating and further elaborating an agreed upon Teacher Competency Profile and updatingthe teacher training catalogue as well as strengthening capacities for teacher training policydevelopment and teacher training provision inside Kosovo in order to promote qualityimprovements in primary and secondary education in Kosovo (Component 3).’As this report is in response to the original ToR and the current situation in the education sector,it should be read in conjunction with the ToR. Proposed deviations from the ToR which aredeemed necessary to reflect the situation and to increase the impact of the project, have beenclearly identified in Section 4, Detailed Plan of Operations.BeneficiariesThe key beneficiaries of the EU Education SWAp are the Ministry of Education, Science, andTechnology (MEST), Municipal Education Departments (MEDs) and Kosovo schools. The mainbeneficiary Ministry is MEST and its technical units but links will be made to other line Ministries,especially the Ministry of Finance and Economy.Target groupsThe ToR indicate a broad range of target groups, including: Parliament (the EducationParliamentary Committee); relevant Ministries and Departments: the Ministry of Finance andEconomy and the Agency for the Coordination of Development and European Integration; keyunits of MEST, including those in charge of strategic planning, financial management, human1 As defined by the UNSCR 12441

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoresource and teacher management, teacher training, curriculum development functions; theState Councils for Curricula, Textbooks and Assessment (CCTA) and Teacher Licensing (SCTL);Directorates of Education in the Municipalities; school directors; teachers and teacher unions;teacher education service providers; parents; local authorities and Local Community Officers;employers; other interest groups, in particular those representing disadvantaged and sociallyexcluded persons (non‐majority communities, including Roma, Ashkali and Egyptian (RAE)); Serbcommunity members; children with special education needs; and last, but certainly not least, thestudents themselves.Update to backgroundIn the brief inception period there has been evidence of volatility in the system relating to weakcapacity and turnover in MEST, ongoing activities and turnover in other relevant donor projects,policy changes, and political issues. Furthermore, the areas of the education sector in which theEU Project will function are supported by a large number of other donor‐supported projects. Forthe purposes of this Inception Report, activities, actions and inputs (human and financial) havebeen stated with considerable precision. However, while the need for this is understood, fromthe perspective of eventual monitoring of implementation, this approach implies a level ofpredictability which is to some extent unrealistic. There is, therefore, a likelihood thatadjustments will be required from time to time to take account of changes in this environment.Approach and work planComponent 1 results and activities are specified taking account of changed circumstances andthe inputs of other projects. A feasibility study commissioned by the Swedish InternationalDevelopment Agency (Sida) to explore and develop sector wide approach (SWAp) possibilities inthe education sector led to the implementation (from July 2009) of a Sida supported Project,Capacity Building and Education Reform Programme 2009‐2010 (CBERP) which specified anumber of key objectives and outputs necessary for the establishment of a SWAp.The EU Project ToR specify results and activities which are supportive of a sector wide approach,as per the Project’s sub‐title, ‘Support to the implementation of the education sector‐wideapproach in Kosovo’ as a vital means to improve the efficiency and effective delivery of educationservices and to enhance the quality of education. However, the fulfilment of the ToR in itselfwould not fully achieve or institutionalise a SWAp. The EU Project will therefore carry outactivities additional to those specified in the ToR and devote appropriate levels of human andfinancial support to them. These mainly relate to the establishment of several key structuralarrangements, discussed and agreed with key MEST officials, namely,• a SWAp Steering Committee which will oversee the work of developing and managingthe SWAp• a SWAp Task Force, the role of which will be to do the work required to develop strategicand activity plans for the whole of the sector on a three year and annual basis, whichhave been fully costed and aligned with the government’s Medium Term Expenditureframework• a SWAp Stakeholder Forum, widely representative of government ministries andagencies, Municipalities, donor partners and relevant international agencies in Kosovo,non‐majority communities, NGOs and civil society, unions and the private sector• a small SWAp Secretariat, within MEST, which will act as the core driver of the SWApbuilding process on a day‐to‐day basis;• a Joint Annual Review meeting held by MEST and its donor partners with representativesfrom other relevant ministries, agencies, municipalities, non‐majority groups, key NGOs,unions and the private sector, which will review progress of the education sector2

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovodevelopment programme against agreed work plans and indicators, review and addressrelevant issues and set targets for the next period• an Annual Budget Planning Workshop, the purpose of which will be to share and reviewWork Plans, Budget and Procurement Plans for the next year, in the context of anapproved budget and the medium‐term plans for the next three years, in order to inputinto the MTEF (down to project level details and including all sources of funding.The EU project will provide technical and logistical support to all of these elements.There are striking parallels between CBERP and the EU project’s Component 1, which have nowbeen fully taken account of in order to avoid duplication and overlap and to optimise the impactwhich can result from complementary work between the two projects. The extent and nature ofthis overlap, the differences and the complementary areas, and the steps to be taken toharmonise both are described fully in Section 4 of this Report. In particular, the EU project isscheduled to continue until late 2012, well beyond the timescale of CBERP (its end date isforeseen for June 2010 or possibly autumn 2010). The EU Project will therefore work closely withCBERP until it ends and then take responsibility for support to the introduction and managementof the SWAp.Two other main donors, the World Bank and GTZ, have projects which are operating in thedomain of Component 1. As detailed in the main body of this report, these have been fully takeninto consideration in planning the activities, in order to achieve harmonised inputs and avoidduplication and confusion.Components 2 (Curriculum Development) and 3 (Teacher Development) of the Project are interlinked:successful implementation of the new National Curriculum Framework (NCF) depends notonly on effective syllabus development but also to a very large extent on effective teachertraining and retraining. The changes to teaching methodology required by a modern curriculumsuch as the NCF provide a strong and compelling impetus for reform of the whole teachertraining, licensing, accreditation and appraisal system.The three main donors, apart from the EU, in terms of actively supporting curriculum andteacher development, are the World Bank (WB), UNICEF and GTZ. The $10m World Bank (WB)Institutional Development for Education Project (IDEP) includes within its Priority Area 2 (buildinginstitutions and management capacity to promote quality improvements in primary andsecondary education) sub‐components on teacher professional development, curriculum andassessment/examinations as well as on an Education Management Information System (EMIS).The EU Project is already working closely with the WB team since the IDEP activities are closelylinked with the EU Project’s ToR in relation to teacher licensing, the accreditation of teachertraining programmes, the curriculum development process and capacity building within MEST,including the two State Councils for curriculum and teacher development. The Project willtherefore coordinate its activities with those of IDEP to avoid duplication and liaise with IDEPinternational and local experts during their inputs.UNICEF has supported the development of the NCF through a technical team led by aUNESCO/IBE consultant working with a team of MEST technical staff and local experts (seeActivities 2.2‐2.4 below). The EU Project’s focus will be on supporting the consultation anddissemination process but with a greater focus on the actual implementation process, startingwith subject syllabus development.3

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThe objective of GTZ’ s Capacity Development for the Basic Education Sector in Kosovo project(January 2010‐December 2012) overall objective is to improve the quality of basic education, toprovide access to further education and/or provide relevant life skills. In the first phase, theproject’s objective is to improve basic education in selected municipalities (some shared withIDEP) in accordance with standards and procedures to be developed and agreed upon at nationallevel. The target groups are Grade 1‐9 students and children and youths who have left schoolearly (‘dropouts’) and want access to further education or are forced to find suitable work. TheProject team will meet GTZ during January 2010 to discuss its Operational Plan And possibleoverlaps with the EU Education SWAp ToR.The EU Project team will also liaise with ongoing IPA projects which have links to theimplementation of the NCF: the ongoing EU KOSVET V and EU KOSVET VI projects (VET subsectorand the development of the National Qualifications Framework (NQF)), the IPA2007funded EU/CoE project entitled Interculturalism and the Bologna Process (on subjectdevelopment and the training of existing and potential writers of teaching and learningmaterials, including teachers), the Tempus Master Study Programmes in Education project (InitialTeacher Training), as well as with the forthcoming ICT Pilot project which starts in February 2010(ICT teacher training, electronic teaching and learning materials, communication network).The two main purposes of Component 2 are to ‘update and further elaborate’ a fully inclusivedraft NCF and to support the capacity building and training of curriculum developers and othersat national and local level to ensure its effective implementation. The EU Project team’s focuswill be two‐fold: to provide support for MEST and UNICEF during the consultation anddissemination process; to support effective and phased implementation of the new frameworkto include development of subject syllabuses, (the EU Project will give more emphasis to thisactivity). Both the consultation process and implementation will be in line with the principlesoutlined in the Strategy for Development of Pre‐university Education in Kosovo 2007‐2017.The State Council for Curriculum, Textbooks and Assessment (SCCTA) was established before theProject started so the focus will not be on assisting MEST to set it up but rather on support andcapacity building. The EU Project team has discussed and agreed in principle with SCCTA theareas for which it can provide support, in terms of long and short‐term technical expertise, inrelation to the objectives outlined in the ToR. These areas include• Supporting the NCF public consultation and dissemination process.• Developing a training manual for subject syllabus developers• Developing a training manual for teachers who will implement the new curriculum• Training of teachers and writers in the development of new learning resources.• Review of the assessment implications of the NCF• Establishing a task force to monitor NCF implementation• Developing a list of courses/thematic areas that relate to the optional part of the curriculum• Establishing a task force to monitor NCF implementation and coordinate donor inputs.• Developing an effective quality assurance system at national, municipal and school level.The main purposes of Component 3 are to update and elaborate the Teacher CompetencyProfile, update the teacher training catalogue, as well as strengthen the capacity for policydevelopment and teacher training provision to promote quality improvements in primary andsecondary education within a national teacher training and teacher licensing framework. TheProject team notes that further support aimed at sustaining a comprehensive system of inserviceand school director teacher training is anticipated through IPA 2009. The aim of the IPA2009 Education project on Teacher Training is to ‘strengthen and improve the quality of4

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoeducation through the development of a sustainable system of comprehensive in‐service teachertraining as well as the training of school directors to improve management capacity at local andschool level’. The Project will coordinate its activities with this IPA 2009 project as more detailsemerge on its intended timing and content. It is expected that it will begin in approximately themiddle of 2011, by which time the recurrent and future needs of the teacher education systemwill be more apparent.The EU Project team has already agreed with SCTL in principle the areas in which the Project cansupport it, in terms of long and short‐term technical expertise and training activities, andmeeting the objectives outlined in the ToR. These areas are:• Supporting the development of the teacher standards and credit system (in collaborationwith World Bank IDEP)• Assisting MEST to develop the INSETT Teacher Training ‘Catalogue’ (in line with the newcurriculum framework)• Piloting a teacher performance appraisal system in collaboration with World Bank IDEP(portfolios, self‐evaluation, peer evaluation, student achievement, and so on)• Training school directors and municipal education directorate staff in lesson observation,mentoring and training needs analysis (as part of school development planning)• Assisting MEST to coordinate Initial Teacher Training and INSETT provision (in relation to thenew curriculum framework).As indicated above, IDEP (WB) has already made substantial interventions in the areas coveredby the ToR for Component 3, specifically in terms of teacher licensing, teacher performanceassessment procedures and the accreditation of training providers. The EU Project will give afocus on the Teacher Training Catalogue and ensure that it fully reflects the implications of thenew NCF for teacher training and classroom practice. It will also contribute to the developmentof SCTL’s and MEST’s Teacher Training Unit’s (TTU) capacity to develop and manage a sustainablesystem of comprehensive in‐service teacher training, taking into account any plannedinterventions by World Bank IDEP and GTZ. The EU Project will also support capacity building ofHigher Education Institutions working in the field of in‐service teacher training and thedevelopment of a coordinated system for teacher training provision and performance monitoringin Kosovo.5

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo2. UPDATE ON BACKGROUNDEducation has remained a priority for the Government of Kosovo during the 18 months since the ToRwas first drafted for the EU Education SWAp Project. Financing of goods and services has almostdoubled between 2007 and 2009, capital investments have more than tripled, and teacher salarieshave been increased by between 20 and 40 per cent during the same period. As a result of improvedgovernment support it has been possible to provide students in compulsory education with freetextbooks for the first time after a very long period when this didn’t happen; 74 schools have beenbuilt (65) or refurbished (9) (approximately 10 per cent of the total number of school buildings) from2007 to 2009; two studies were carried out 2 to assess, and recommend ways of reducing, drop‐outrates and a strategic plan was developed for the integration of Roma, Ashkali and Egyptian (RAE)communities 3 . The process of teacher licensing has begun through the State Council for TeacherLicensing (SCTL), and by issuing the first licences to teachers; Matura and other national externalexaminations were organised, giving a clearer picture of sector performance, etc. This prioritizationof education has also meant that the last 18 months have brought about significant changes andcreated a very dynamic situation in the education sector in Kosovo, which are also reflected in theplanning and implementation of this project. Some of these changes, which will need to be takeninto consideration to ensure more successful project implementation and more sustainable impact ofproject interventions, are briefly presented below.The legislative frameworkKosovo authorities are involved in an intensive process of development of the legislative frameworkfor Kosovo, in line with the recent political developments: implementation of President Ahtisaari’sComprehensive Plan for the political status of Kosovo and the resulting Declaration of Independenceof February 2008. Thus, apart from the Constitution of Kosovo (as defined by the UNSCR 1244 ofJune 1999) adopted in April 2008, numerous new laws are being drafted and adopted in line with thedynamics and provisions of the Comprehensive Plan, but also reflecting the new realities on theground. Thus, for example, the Law on Education in Municipalities (2008) has brought aboutsignificant changes in the structure and competences of education authorities in Kosovo. Theserecent changes will be reflected in the implementation of this project, and the capacity buildingcomponent in particular, in that it establishes municipalities as key implementation partners,together with central authorities.Similarly, the Law on the National Qualifications Framework (2008), and the Law on the Matura Exam(2008) have been passed, whereas laws on Pre‐University Education and the Law on HigherEducation are currently being reviewed and amended with the support of the World Bank and otherinternational partners. The new draft Law on Pre‐University Education is expected to be approved bythe Assembly at the end of June 2010 and is currently at the consultation stage (in which the EUproject will participate). The revised Law on Higher Education is due for approval by the end of July2010. All these laws or their updates will have implications for the EU Project which will need to betaken account of as they arise.Other laws that will further influence developments in the education sector are in the final stages ofapproval by the Kosovo Assembly: for example the draft law on Public Administration and the draftLaw on the Civil Service, which are expected to allow for more flexible salary policies and2 RIINVEST Institute, Non – Formal Education in Kosovo: Survey and Analysis of the drop‐outs from compulsory and uppersecondary education in Kosovo, a study commissioned for MEST by German Agency for Technical Cooperation (GTZ),Prishtina, January 2009 (unpublished); Saqipi B., Dvorski M., Mikisko I., Kokollari B., Report on Student Dropout in KosovaSchools: Study Issues, Factors Influencing it and Recommendations3 Strategic Plan for Integration of RAE Communities in Education, 2007‐2017, MEST6

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoadministrative procedures and will bring about changes which will improve teachers’ social status byclassifying them under ‘professional services’, instead of the civil service, as they have been untilnow.National Curriculum FrameworkAnother significant process during this period has been the development and review of the newNational Curriculum Framework (NCF), which is expected to be finalised during January 2010. Thenew NCF will introduce several significant changes to the education system: competence‐based andintegrated learning and the introduction of learning areas and cross‐cutting themes being among themain innovations. These changes will influence the curriculum development and teacherdevelopment components of the project. Thus, on one hand, there will be more focused curriculumdevelopment teams structured according to the six learning areas 4 , but at the same time, this is anew and ambitious approach, which will be very challenging to develop and implement.BeneficiariesThe key beneficiaries of the EU Education SWAp are MEST, Municipal Education Departments (MEDs)and Kosovo schools. MEST, according to Article 3 (a‐l) of the Law on Education in Municipalities(2008), remains responsible for ‘developing and promoting a non‐discriminatory system ofeducation, non‐formal and lifelong learning, inclusive policies for integration of persons withdisabilities in the system of education, a comprehensive system of certification for all teachers inKosovo, and participation of parents and community in education activities and other forms ofschool‐community partnerships at the local level’.The Law on Education in Municipalities (2008) means a significant devolution of competences ineducation from central to municipal authorities, including some responsibilities for the in‐servicetraining of teachers. Thus, Municipal Education Directorates (MEDs) are now responsible for issuessuch as the hiring of teachers and school directors, paying teachers’ and ancillary staff salaries,infrastructure and school maintenance, training of teaching and administrative staff, monitoring ofschools, etc 5 . This calls for all three project components to focus on supporting municipal educationauthorities, including capacity building, teacher training and also curriculum implementation support.Kosovo schools have also benefited from the devolution of powers from central to municipalityauthorities. The World Bank (WB), through the Institutional Development for Education Project(IDEP) will support 13 municipality directorates and schools to develop their management capacitiesso that they can carry out their new roles, which involve more financial and management autonomy.The EU Education SWAp will coordinate its activities with IDEP, and with GTZ (who will be workingwith three IDEP municipalities and a fourth municipality on school director training), and otheragencies in supporting school boards, school management, and teaching staff in these and othermunicipalities to help implement the new legal framework.Institutional mechanismsSeveral key institutions identified in the original ToR for this project, such as the State Council forTeacher Licensing (SCTL), and the State Council for Curricula Textbooks and Assessment (SCCTA) arefunctioning, have action plans and several activities are already underway. Thus, with technicalassistance from UNICEF, SCCTA is leading the process of review and development of the NationalCurriculum Framework (NCF). The project is expected to provide technical assistance in support ofthe process of development and implementation of the NCF and support to SCCTA, or other anycentral agency involved in steering the process of curriculum development (see Section4, Component2).4 Literacy, numeracy, social sciences, natural sciences, physical education and health, and skills.5 Law on Education in Municipalities, Article 5 a‐m7

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThe State Council for Teacher Licensing (SCTL) has been operational for one year and is engaged inpolicy review and development in the field of teacher training. This Council will also receive supportfrom the EU Project in terms of capacity building, drafting policies related to pre‐ and in‐serviceteacher training (PRESETT and INSETT), teacher licensing and performance assessment, credittransfer, accreditation of in‐service providers and training courses.MEST is currently being restructured, recommendations having been made by the Functional Reviewof Institutional Design of Ministries (FRIDOM) project, based on a common structure across a numberof ministries. A draft proposal for a new structure is with MEST, along with another proposalsubmitted by an international consultant, but no decision has as yet been made on this. It isanticipated that the new structure will be implemented in the first quarter of 2010, concurrently witha move to a newly constructed building. This will have a significant bearing on the work of the projectand will need to be fully taken into account in each of the three components in order to align ourproject support to whatever structures are finally implemented. It is hoped that moving the currentlyseparate MEST technical units into the same building with the rest of MEST will also have a positiveimpact on planning and coordination.DecentralisationProbably the most important development within the new political environment and legalframework is the process of decentralisation, which is also provided for in the Law on Education inthe Municipalities. The process of decentralisation includes devolving competences to the schoollevel, allowing them to plan and manage their own finances. This is yet another very importantaspect that requires support and, for example, the training of municipal education directorates andschool directors in school development planning and training needs assessment so that thesesignificant changes at the system level reach their final destination: the classroom and the pupil.Donor coordinationEuropean integration is the main priority of the government and there are several intersecting andmutually reinforcing mechanisms relating to integration and donor coordination. Together with theMedium‐Term Expenditure Framework (MTEF) and government plans, the European PartnershipAction Plan (EPAP) provides the overarching guidance for the government, including its lineministries. The process includes Stabilisation Tracking Mechanisms, High Level Meetings between theEuropean Commission Liaison Office (ECLO) and government, and a Ministry of Economy and Finance(MEF) working group on the financial implications of EPAP.In 2008 the Government established the Agency for Coordination of Development and EuropeanIntegration (ACDEI). The Agency functions within the Office of the Prime Minister and is responsiblefor coordination of Government’s activities for European integration and donor assistance with aview of facilitating economic, social and other reforms, as well as capacity building to supportKosovo’s Development and EU Integration processes. The Agency functions as the secretariat to aHigh Level Forum, composed of both Government of Kosovo and Development Partners. It alsoserves as a contact point by facilitating the negotiations of bilateral agreements between lineministries and different donors 6 . There seems to be a good system and processes in place within theAgency for coordination of development, including an officer with specific responsibility for theeducation sector. The Agency is engaged in the close coordination of activities with the DonorCoordination units in MEST.6 Taken from ACDEI web page on January 7, 2010; http://www.acdeiks.org/?id=47&mid=44&mid=44&PHPSESSID=ff59d118c59a1558ee1d03e24145a21f8

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoMEST has a Department for Development Coordination and Europe which consists of three divisions:Brain Gain Program, European Integrations, and Donations. The Department is involved incoordination of all international support in the field of education and in promoting Europeanintegration processes in education. Being organised at a department level this unit has easy accessand cooperation with other line and functional departments. Unfortunately, the department lacksstaff (currently only one member remains after the Head of Department resigned at the end of 2009)and the needed expertise. The MEST has advertised the position of department head. However,there is a strong impression that there will still be difficulties regarding donor coordination in MESTfor the foreseeable future. This may negatively affect the implementation of all project components,and in particular the implementation of the SWAp component activities. For this reason, there is aneed to work closely with MEST technical units in implementing the teacher development andcurriculum development components and to strengthen the Project Steering Committee and the roleof the permanent secretary or whoever is asked to oversee donor coordination.The Project team will be involved in active cooperation with the ACDEI in promoting the sector‐wideapproach, both externally and within MEST. Part of the Project’s efforts will be focused on providingsupport to the building of the current and future capacities of the MEST Donor CoordinationDepartment. Related activities will include study tours, support for the organisation of annual reviewmeetings, on‐the‐job training, regional networking and exchanges, and so on (see activities underComponent 1 below).ChallengesThe Kosovo education system faces numerous obstacles and challenges and the implications for thebudget of the NCF and the new law are significant. Statistical data shows that drop‐out rates remainrelatively high, the pre‐primary grade, once compulsory, is expected to bring an additional 20,000children into the system; compulsory upper‐secondary education will be an additional challenge interms of the supply of teaching and learning materials and school space (only seven secondaryschools have been built in Kosovo since the 1999 conflict in Kosovo). Schools are not yet providing ahigh‐quality learning experience, teachers are struggling with a lack of teaching and learningresources and with a lack of laboratories and specialised teaching rooms; modern teachingmethodologies are still a long away from being properly implemented in the education system;recently devolved responsibilities are not reflected in the structure of municipal educationdirectorates; the NCF will require the training and retraining of teachers for successfulimplementation. Bearing in mind the substantial needs of the sector, MEST and local educationauthorities will need to undertake intensive planning and prioritisation to achieve maximum impactwithin the existing level of funding. This is yet another area, to be supported in Component 1, wherethe Project will need to work with the local authorities to build planning and implementationcapacities in a sector‐wide perspective.Sector Wide Approach (SWAp)In this context, application of a sector‐wide approach, following an holistic approach to education(covering the broad spectrum of education from preschool to VET sector) and in accordance with alife long learning perspective, appears to be essential. In 2008 MEST and Sida commissioned aFeasibility Study on the Adoption of a Sector Wide Approach in the Kosovo education sector. Afteranalyzing policies and practices in the sector, the Swedish Institute of Public Administration (SIPU)international team developed a Roadmap for Improved Education Sector Performance and AidEffectiveness (2008), which has been recognised as one of the key guiding documents for the furtherdevelopment of education in Kosovo. The Roadmap, amongst other things, foresees thedevelopment of a sector strategic plan, better donor coordination, better planning and utilisation oftechnical assistance, building of capacities in planning and finances and so on.9

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIn June 2008 at the final seminar organised by MEST and SIDA to present the Roadmap, donorpartners were invited to provide commitment to support the Roadmap implementation. The ECLOand World Bank were among the first donor partners to respond and make a commitment during theseminar to support the follow‐up process.SIDA commitment to follow‐up has come in the form of a SIDA Project Capacity Building andEducation Reform Programme 2009‐2010 (CBERP) commencing July 2009 which specified a numberof key objectives and outputs necessary for the establishment of a SWAp. There are striking parallelsbetween CBERP and the EU project, especially in Component 1, which have been fully taken accountof in revision of the activities in the latter, in order to avoid duplication and overlap, and to optimisethe impact which can result from complementary work between the two projects. The relationshipbetween the two projects is specified in detail in Section 4, Detailed Plan of Operations.CoordinationBearing in mind the wide range of activities started in all sub‐sectors of education and the numerousdevelopment partners supporting various segments of the education system, cooperation with theMEST Planning Unit and coordination with other donors is one of key tasks for this project. The donormapping analysis in the Roadmap and recent contacts with development/donor partners (including aCBERP/EU SWAp Project joint workshop held on 24 November 2009) shows the immense potentialfor linking and maximising the various interventions. There are significant overlaps between currentinterventions and/or support by the World Bank, UNICEF, CBERP, GTZ support for general education,and the EU SWAp Project, to mention a few examples.Therefore, this inception report is based on the ToR, but also on a careful assessment of the currentsituation and the changes that have occurred in the last 18 months, in order to provide for themaximum impact of all partners in the process. The project has already developed good workingrelationships with a number of donors working in the sector and expects to form strong partnerships,to facilitate coordination, share information and arrive at a clear understanding and overview ofdonors’ respective interventions. There is a strong need to support both central and local authorities,but also various institutions from state councils to schools in fulfilling their mission to provide thebest possible services for the children and youth of this country.Inception period meetingsAnnex B7 lists the various meetings held during the inception period and the conclusions derivedfrom those meetings are included in the detailed component discussion in Section 4 below and formthe basis for the sub‐activities which have been developed to address sector‐wide and sub‐sectorissues. Annex B8 has a specific list of issues related to Components 2 and 3.10

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo3. PROJECT SYNOPSIS3.1. Overall objective (ToR)The overall objective of this project is ‘to support the Kosovo Government in improving the qualityand efficiency of the provision of education and training services, notably pre‐university education, ina lifelong learning and employability perspective, in line with the agreed upon sector‐wide approach(SWAp) for education, and in accordance with EU standards.’3.2 Project purposes (ToR)‘To provide support to the Ministry of Education Science and Technology (MEST) through targetedtechnical assistance with the aim to:Strengthen and build capacity within MEST to manage the education sector, with the coordinatedsupport of donor partners, and to effectively forecast the financing of the education sector as well asto monitor the progress of implementation of the education sector strategies (Component 1).Update and further elaborate an agreed upon draft National Curriculum Framework includingcapacity building and training of curriculum developers and other relevant stakeholders required foreffective roll‐out and implementation of the new curriculum. The support is to include measures topromote minority inclusion in education through curriculum development. (Component 2).Updating and further elaborating an agreed upon Teacher Competency Profile and updating theteacher training catalogue as well as strengthening capacities for teacher training policydevelopment and teacher training provision inside Kosovo in order to promote quality improvementsin primary and secondary education in Kosovo (Component 3).3.3. Planned results (ToR)The results for each component are detailed in the ToR and addressed in this report in Section 4below. The specific project outputs/key deliverables by component are summarised as follows:Component 1• Cross departmental working group established• Education strategies in time bound actions, milestones and monitoring arrangements includingregular and systematic progress reporting• Overarching structure for the SWAp, including SWAp Task Force, SWAp Secretariat, SWApStakeholder Forum, established and maintained• Joint Annual Reviews prepared, initiated and supported• Requirement for Financial planning software tool reviewed, tool designed and utilised• Organization and implementation of Annual Budget Planning Workshops supported• Planning tools designed for central and municipal use• Training provided for MEST and MEDs in use of planning tools• Capacity requirements of MEST and MED staff reviewed• Common understanding secured within MEST at Central and Municipal levels on building SWApand steps required to achieve it• Need for development of monitoring and evaluation tools to complement EMIS reviewed• Monitoring and Evaluation tools developed11

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo• Capacities of selected MEST units at central and municipal levels developed, as required;• SWAp web page designed and set up• Peer learning and exchange activities with peer institutions in the region and EU member statesensured• Tools for improved donor coordination elaborated and proposed• Donor‐supported Projects’ Technical Coordination group established and supported• Donor focal point supported.Component 2• Revised NCF submitted to MEST which is fully inclusive of all students and addresses the needsof non‐majority communities 7• Public consultation process on the draft NCF and curriculum revision completed• Steering and subject groups appointed and trained• Subject syllabus development guidelines produced• MEST’s capacity to manage the implementation of the NCF is developed. Quality assuranceguidance is developed for the implementation process• Phased implementation of the NCF, beginning with a number of ‘lead’ schools• Monitoring and evaluation system in place and implementation feedback received.• A system of quality assurance for the curriculum development process.Component 3• Teacher Competency profile agreed with all stakeholders• Teacher credit system adopted by MEST• Teacher training catalogue ready for printing and distribution• MEST’s capacity to manage In‐service Teacher Training (INSETT) within a national teachertraining framework developed• Links made between HE ITT institutions and INSETT providers• Manual of INSETT provider/programme standards and procedures ready for approval• Coordinated system for teacher training provisions and performance monitoring in place (thenational teacher training framework).3.4. BeneficiariesThe key beneficiaries of the EU Education SWAp are MEST, Municipal Education Departments (MEDs)and Kosovo schools. MEST, according to Article 3 (a‐l) of the Law on Education in Municipalities(2008), remains responsible for ‘developing and promoting a non‐discriminatory system ofeducation, non‐formal and lifelong learning, inclusive policies for integration of persons withdisabilities in the system of education, a comprehensive system of certification for all teachers inKosovo, and participation of parents and community in education activities and other forms ofschool‐community partnerships at the local level’.Municipal Education Departments (MED) are responsible for issues such as hiring of teachers andschool directors, paying teachers’ and staff salaries, infrastructure and school maintenance, trainingof teaching and administrative staff, monitoring of schools at all pre‐university levels. In addition,municipalities with non‐majority communities are entitled to additional rights in education includingorganisation of higher education institutions and teacher education institutions (as is the case withthe municipality of Mitrovica North).7 UNICEF has begun the process of developing the National Curriculum Framework, working with UNESCO/IBE.The EU Project will support the process of implementation, starting with subject syllabus development.12

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo3.5 Mainstreaming of cross cutting issuesAs indicated in the ToR, the Ahtisaari proposal allows for self‐government in Serb majoritymunicipalities (Section 1.3); in addition the ToR highlight the particularly disadvantaged RAEcommunities, children and persons with disabilities in terms of access to the education system(Section 1.4 and Section 4.1.3). The EU Project (Section 8.2, Special Requirements), as a whole will beused as a means of raising awareness about, and promoting relevant cross‐cutting issues andinclusion in its broadest sense, including all issues related to gender and social equity, non‐majoritycommunities, as well as children with special educational needs (including the gifted) and those withspecific physical disabilities. The dimension of equal access to quality education will be integrated atall levels of the project and will be a joint responsibility of the consortium and MEST. This will havethe effect of contributing to the establishment of a suitable foundation for the mainstreaming ofcross‐cutting issues, especially gender and social equity issues, in the future. The project will followthe gender guidelines in the Gender Toolkit published on the EuropeAid website, but will also takeinto account the gender mainstreaming strategy developed by UNDP.Cross cutting issuesLocal authorities and development partners must integrate into their work a number of system‐wideissues: gender and social equity issues, inclusion (in its broadest sense, not exclusively special needseducation), child rights, minority communities, and so on. As has already been widely acknowledged(including by the Millennium Development Goals), education is a fundamental right of all childrenand that has to be taken very seriously in order to provide equal access to quality education and toprovide learning opportunities which allow all students to develop to their maximum potential.UNICEF is working with MEST to develop education indicators in line with those of UNESCO and thesewill be reviewed and utilised ensure that Kosovo is meeting, or approaching, international andEuropean performance standards.InclusionThe issue of inclusion is still seen as an issue of participation and special needs education in Kosovo.However, UNICEF (primarily through the Child Friendly Schools initiative), the Kosovo EducationCenter (KEC) with its projects such as Social Justice, and also MEST, and with the Finnish Support tothe Development of the Education in Kosovo project (FSDEK) have done a great deal to promote aninclusive philosophy and approach through both educational policies and practices. Individuallearning plans, learner‐centred instruction, differentiated learning, learning to respect diversity,intercultural and multicultural education and so on, are becoming more common in the educationsector, but will need further support and development in the context of the new NCF.The EU Education SWAp Project has an important role to play in strengthening inclusion in all threecomponents through:• the process of curriculum development• SCCTA and SCTL policies• support and capacity building at municipal and school level.As part of the inclusion agenda, the project can play an important role in helping to develop socialcohesion, respect of human rights, and the mainstreaming of gender issues in all its activities and inthe curriculum and teacher development process.13

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoExpected activities and results for inclusive educationThe Project will:• Appoint a long term non‐key expert in inclusion and gender issues who would firstly developa baseline study/analysis to reflect previous and ongoing developments, including the EUToolkit and the UNDP gender mainstreaming strategy, and then provide general support andexpertise for the beneficiaries and all project activities.• Include representatives of ethnic minorities, NGOs representing children with SpecialEducational Needs and persons with disabilities and other key stakeholders in the maindecision‐making bodies of the project (see SWAp Task Force, Section 4.1, Activity 1.1.1).• Re‐establish a forum on the key education quality and access issues (non‐majoritycommunity issues, gender and social equity, special needs education, mother tongueeducation, children’s rights and so on) with other donors/projects/agencies active in thesector, for example CoE, ICO, OSCE, ECMI, UNDP, UNICEF, SCF, NGOs, plus relevant MESTtechnical units. (CoE set up such a group in 2009 but it has not met since June last year).• Liaise with individual donors/agencies/projects as necessary on specific component‐relatedactivities (for example the Serbian curriculum – see Section 4.1).• Access existing donor/agency municipality networks (for example OSCE) to support aninclusive approach to the implementation of the NCF.• Liaise with existing NGOs active in non‐majority communities, involve them in theimplementation of the NCF and strengthen their capacity for advocacy work through trainingworkshops in collaboration with other donors/agencies active in the sector, for exampleECMI (see Section 4.1).• Establish links with Municipality Community Offices and involve them in the NCFimplementation process.• Provide support to MEST in the development of a Serbian language curriculum.14

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo4 DETAILED PLAN OF OPERATIONS4.1. Overall plan of operationsCOMPONENT 1IntroductionThe purpose of this component is to ‘strengthen and build capacity within MEST to manage theeducation sector, with the coordinated support of donor partners, and to effectively forecast thefinancing of the education sector as well as to monitor the progress of implementation of theeducation sector strategies’. The emphasis given in the project through its sub‐title Support to theimplementation of the education sector‐wide approach in Kosovo signals the requirement for astrong focus on this aim throughout the project, but especially in Component 1.A feasibility study commissioned by Sida to explore and develop SWAp education sector possibilitiesresulted in an excellent output: the Kosovo Roadmap for Improved Education Sector Performanceand Aid Effectiveness (July 2008). In turn this led to the formulation and eventual implementation(commencing in July 2009) of a the Sida Capacity Building and Education Reform Programme 2009‐2010 (CBERP), which specified a number of key objectives and outputs necessary for theestablishment of a SWAp.As stated in the ToR for the EU project, ‘The first component of this project is a contribution to theimplementation of the following five roadmaps: Improved strategic planning and base‐line data(Roadmap 1); Building a comprehensive capacity development plan and improved technicalassistance utilisation (Roadmap 2); Improved sector budget and financing of prioritised needs(Roadmap 3); Improved donor coordination and policy dialogue (Roadmap 5); Improving sectorperformance through results based management system (Roadmap 6).’ The Project will draw heavilyon this Roadmap for guidance on the content, sequencing and timing of staged development of theSWAp. The project will pursue an holistic approach in accordance with the life long learningperspective to education and recognising the broad range of education levels (eg from preschool toVET to higher education).There are parallels between the EU project and CBERP in Component 1, which have been fully takenaccount of in revision of the activities in the former, in order to avoid duplication and overlap and tooptimise the impact which can result from complementary work between the two projects. Bothprojects aim to support capacity building and education reform. There are several overlappingcomponents but also areas where there are no overlaps. The areas of correspondence and potentialoverlap between this project, CBERP and other key donors were identified as set out in Annex B1.The main corresponding elements of the EU Project and CBERP are shown below.Corresponding Areas in ToR of EU Project Component 1 and CBERPEU ProjectAssist MEST, both at Central and Municipalitylevels, in developing a costed and time‐boundaction plan to be used as an operational toolassociated to the education sector strategiesCBERP‐Prepare with MEST a draft comprehensive sectorstrategy‐Prepare a unified, overall education strategybased upon the two existing strategies‐Draft together with the Ministry’s PlanningDirector a draft Implementation Plan for the15

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoReview the need for development of financialplanning tools, to be used for policy making andmonitoring of progress in the education sectorElaborate and propose tools to donor partners forimproved donor coordinationReview the need for development of monitoringand evaluation tools to be used for policy making,donor coordination and monitoring of progress inthe education sectorAssist MEST in reviewing the capacities needed byMEST staff in order to carry out the MEST actionplan, including recommendations for key areas tobe strengthened and modalities for this capacitybuilding/strengthening.Develop capacities of MEST units (at central andmunicipal levels) as deemed necessaryDevelop strategic planning tools, monitoring anevaluation tools to be used by MEST for policymaking, donor coordination and monitoringprogress in the education sectorTrain the relevant units of the central level ofMEST, including the donor coordination unitworking in cooperation with the ACDEI, and thedirectorates of education in the Municipalities, onthe use of the above tools.period 2010‐2015.‐Establish guidelines and formats for sectorbudgeting including domestic ceilings andscenario levels‐Prepare planning and costing guidelines for2010‐2012 sector budget‐Draft guidelines and formats for sector budgeting2010‐2012‐Map out donors’ and NGOs’ presentcontributions to the sector and their plans forfuture contributions‐Propose reporting structures and formatsbetween the government and donors for theeducation sector budget‐Present a disbursement plan between thegovernment and donors‐Make recommendations on the collection ofbaseline data within the education sector andhow to implement EMIS making the plan anintegral part of a result based managementsystem‐Propose and discuss with MEST result basededucation indicators‐Draft proposal on MEST’s capacity building andeffective utilization of manpower‐Draft report on capacity gap analysis of MEST‐Draft report of an incentive system for key sectorpersonnel‐Draft Terms of Reference for a long termCapacity Building AdvisorDistinct Areas between EU Project Component 1 and CBERPEU ProjectCBERPSupport MEST to establish a cross departmentalworking group assigned with the task to designand steer the work of the implementation ofComponent 1Ensure a common understanding within MEST (atCentral and Municipal levels) about the objectiveof building the sector‐wide approach in educationand the steps required to achieve it16

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoAn emphasis on work at both central andMunicipality levelsEnsure peer learning and exchange activities withpeer institutions in the region/EU member states,as deemed necessary, with special attention tothe accession agenda.‐Assist MEST in establishing a development planand Budget for 2009/2010 based on theministry’s development priorities‐Propose sector budget for 2009/2010‐Study the payroll system and procedures andsuggest improvements‐Study procurement processes and suggestimprovements‐Assist MEST to establish a Joint Annual Reviewbetween the Ministry, donors and relevant NGOsbased on the Ministry’s Development Plan‐Prepare a proposal for how MEST shall handlefuture issues of capacity building andmanagement of technical assistanceDoes not engage significantly with MunicipalitiesIt will be seen that even in areas where there is no actual overlap there is nonetheless a clearcorrespondence between the two in such elements.The title of the EU project is ‘EU SWAp for Education’, with a subsidiary title of ‘Support to theimplementation of the sector‐wide approach to education in Kosovo’. While this title indicates theoverall outcome, not all the activities and results necessary for its achievement are identified in theToR. In this Inception Report, other essential elements, namely SWAp Task Force, SWAp Secretariat,SWAp Stakeholder Forum, Joint Annual Review Meeting, and Annual Budget Planning Workshop,have been identified and added. The title of the Sida supported project (CBERP) is ‘Capacity Buildingand Education Reform Programme in Kosovo (2001‐2010)’. While CBERP stops short of identifying aSWAp as its desired outcome, many of the elements associated with a SWAp are present.Although the EU Project ToR do not specify it, it is proposed that there be established an Annual JointBudget Planning Workshop (see Activity 1.2.3 below) which will strengthen aspects of MEST’sbudgetary processes, the latter also being an objective of CBERP. In addition, the EU project ToR donot specify a Joint Annual Review (JAR), but this is considered an essential feature of a SWAP, so italso has been included as an activity in this IR (Activity 1.1.4). CBERP is committed to support MESTto establish a JAR so it will be essential for the EU project to maintain support for this over itslifetime, until late 2012 (i.e. beyond the CBERP, due to end in summer/autumn 2010) in order tostrengthen sustainability.In order to optimise synergy between the two projects and mitigate potentially negative effects ofoverlap and duplication, the EU Project therefore intends to utilise the guidance provided in theRoadmap from its outset, and to continue on beyond the life of the CBERP. In order to strengthenthe EU Project’s impact there should be full cooperation with CBERP, and both project teams arecommitted to the fullest possible cooperation and shared working. We propose that it is importantto undertake joint activities where possible, including contributing jointly to workshops, seminars,training, among other things. During the inception phase the two project teams have already havebegun to so. This included contributions by the Project team, together with CBERP, to planning anddelivery of a half‐day donor seminar organised by the donor focal point, SIDA, together with the17

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoECLO, to raise awareness about the SWAp rationale, structures and process among donors (AnnexB2). The EU Project organised a follow‐on workshop on the same day, structured around its ToR totake account of CBERP and other donor projects’ contributions to the objectives of each component.The intention is to collaborate fully with CBERP (and other relevant projects) while it exists and thento take forward significant elements of the work CBERP has started, after it has been terminated.This will also enable the Project to focus more strongly on other results and activities which CBERP isnot foreseen to deliver. The EU Project ToR is quite specific in some aspects of the implementation ofa SWAp, but the team’s view is that some other elements require greater emphasis and we intend todevote resources to them. These include support to the SWAp Task Force, the SWAp Secretariat, theSWAp Stakeholders’ Forum, the Annual Budget Planning Workshop. Activities related to each ofthese are identified below.Other donors are also committed to capacity building in relevant components of the SWAp: generalinstitutional development, monitoring and evaluation (GTZ), data gathering and management for theEMIS (World Bank), identification of indicators (UNICEF). The EU Project will fully take intoconsideration these other relevant projects, and strengthen coordination and collaboration, forexample through the establishment of the Donor‐supported Projects’ Technical Coordination Group(see Activity 1.6.3. below).Crucial components for the implementation of a SWAp are a strong commitment to strategic andactivity planning and financial planning, budgeting and control. These require high levels ofcompetence to carry out the range of analytic and management activities, necessary to achieve astrong and viable SWAp.In MEST, competence in general planning and financial planning and management, two key functionsfor the SWAp, are particularly weak 8 and our project will therefore concentrate resources on theseareas in order to build and strengthen the essential capacity. Insufficient attention is paid to thenecessity of strong planning and budgeting, and of management generally. For example, the MediumTerm Expenditure Framework (MTEF) 2010‐2012 does not emphasise the importance of strongmanagement and administration. It does however identify a requirement for capacity building inrelation to the ‘establishment and functionality of state councils….for oversight, monitoring andevaluation, law enforcement and adoption of recommendations’ and for inspectors.Component resultsResult 1.1 The education strategies are translated into time bound actions (annual plans and midtermaction plans), milestones and monitoring arrangements including regular and systematicprogress reporting.Activity 1.1.1. Support the MEST to establish a cross departmental working group assigned with thetask to design and steer the work of the implementation of Component 1.The Project proposes that the cross‐departmental working group required by the EU Project ToR beknown as the SWAp Task Force.It needs to be large enough to be representative of key elements of MEST and other relevantMinistries, but small enough to be able to work efficiently as a committee and able to meet regularlyand quite frequently, at least monthly in the early stages. The chairperson will need to be a verysenior official from within MEST, who has the authority and ability to lead the process, with the help8 The ECLO Staff Working document of the 2008 Progress report notes that the consistency and reliability ofpolicies outlined in the MTEF are fragile, as illustrated by the revised budget approved in the mid‐year review in2008 which deviated substantially from the MTEF.18

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoof technical assistance. It would be appropriate for the Permanent Secretary (PS) to chair, as he willhave the necessary authority, delegated by the Minister, to direct the process. It will report to theMinister of education and the SWAp Steering Committee (see Activity 1.1.3 below).The Task Force will:• Identify a set of clear priorities for education and develop a draft strategic plan for the sectorderived from the relevant Laws and government policies, including the Law on Pre‐Universityeducation, the Law on Higher Education and The Law on Public Administration. Policies andLaws relating to such matters as minority group and inclusions will also inform the planningprocess• organise itself into sub‐groups for some of this work and co‐opt other participants in order toconduct the necessary detailed work on sub‐sectoral elements, which in turn will feed intothe overall plan• commission a costing exercise which will establish the cost of the overall package ofmeasures identified in the plan, comparing the overall cost with the known budget envelop,taking into consideration government, donor and other funding as far as is possible‐this maywell indicate a financing gap between what is available and what is required to fund the plan• revisit and adjust the draft plan to prioritise the sub‐sectoral elements to narrow or close thefinancing gap‐some of this may be achieved by modifying the targets in the plan either inscale or/and in timescale; this process may go through several iterations to achieve thenecessary balanced relationship between plan and budget• once the draft overall plan has been agreed by government, develop a draft annual workplan and budget• present the draft plans to the SWAP Steering Committee and through it to MEST and aconference of representatives of government, donor partners and other key stakeholders atthe first annual joint Annual Review.Much of this process has been clearly described and explained in the Kosovo Roadmap for ImprovedEducation Sector Performance and Aid Effectiveness (July 2008)’.Membership of the SWAp Task Force should include the heads of key departments within MEST. Theactual membership will be the subject of deliberation and decision in the implementation phase, butthese could be, for example, officials directing cross‐cutting and oversight departments, especiallystrategic planning, financial management, human resource and teacher management, teachertraining and curriculum development functions. There should also be representation of key subsectors,such as primary and secondary, tertiary, technical and vocational, and higher education. Itwill also be necessary to secure the involvement at a high level of the Ministry of Economy andFinance, as it is essential for that Ministry both to understand fully the financial implications of theSWAp and also to inform the Task Force on all the necessary financial dimensions to be considered,and participate significantly in the decisions made by the Task Force. In recognition of the key roleundertaken by Municipalities, the latter should be represented by at least two members, one ofwhich should be from a large urban municipality and the other from a small rural one. In order tocomply with GoK’s commitment to engage non‐majority groups, it is proposed that a representativeof non‐majority groups, to be identified in consultation with MEST and ICO, should be a member ofthe Task Force. Donor Partners will also be represented by one of their number, as agreed by thedonor group. It is suggested that this be the agency currently elected to be the focal point, Sida.1.1.1 Sub‐activities 1.1. Write ToR for the departmental working group for Component 11.2. Work with MEST on task force membership1.3. Organise and participate in regular monthly meetings of the task force19

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoHuman ResourcesBudget1.4. Support implementation and dissemination of TF decisions and results60 KE daysActivity 1.1.2. Assist the MEST, both at Central and Municipality levels, in developing a costed andtime‐bound action plan to be used as an operational tool associated to the education sectorstrategies.1.1.2.a. The EU Project will work with MEST, and other Ministries as appropriate, agencies, donorsand other key stakeholders in the development of a sector‐wide approach to education. This willdeepen understanding of the SWAp, identify, and in collaboration with other projects, build thenecessary capacity to manage all aspects of the SWAp. The approach to this element of the ToR isfurther elaborated in Annex B3 (Main Considerations in Establishment of the Education SWAp inKosovo). Each of the following Activities 1.1.3, 1.1.4, 1.2.3 (below), will strongly contribute to thedevelopment of the SWAp. The EU Project will build on and complement the work of other relevantprojects. Thus, it being the case that CBERP is providing the necessary assistance to MEST inproduction of a sector strategy and a draft implementation plan, the EU project will not duplicatethose activities. However, it is proposed that after termination of the CBERP, the EU Project will takeover responsibility to provide ongoing support to the SWAp. (CBERP has undertaken and commencedassistance to MEST in the preparation of a draft comprehensive sector strategy, encompassing aunified, overall education strategy based upon the two existing strategies (Pre‐University and HigherEducation]. It will also draft, together with the MEST, a draft Implementation Plan for the period2010‐2015. CBERP has assisted the Ministry to establish a cross departmental working group toprepare these strategies and plans.) The EU Project will provide an expert on European issues andintegration and on some cross cutting issues to the strategic planning process.1.1.2 a Sub‐activities 2.1. Participate in sector strategy planning workshops2.2. Provide expertise (EU integration and cross cutting issues) to thestrategic planning processHuman Resources 20 KE days; 15 international and 30 local NKE days.Budget /1.1.2.b. The Project will prioritise support to municipalities to fulfil their roles and functions inrelation to the SWAp, especially with respect to the identification of needs, financial planning andmanagement, and resource and activity planning. The Project will organise three workshops: ineducation planning, monitoring, and review of activities (participants will be education officers from20 municipalities during 2010 and 2011). The municipalities will be selected on the basis of size,urban/rural character, socio‐economic status, ethnic composition, and so on. The main purpose ofthis support is to ensure coherence between development of education planning at central andmunicipal level. The workshops will be followed up and supplemented by coaching and mentoring.These activities will also serve to increase planning and management capacities of the municipalities.MEST planning staff will also participate in these workshops. Special attention will be paid to crosscutting issues, in particular to gender, communities and inclusive education.Here again the Project will collaborate to the fullest extent possible with existing and new projects. Inparticular the Project will liaise closely and collaborate with the WB IDEP and GTZ projects, whichboth specify relevant support to the municipalities in related aspects. In particular, WB will providetraining in financial management for 13 municipalities (in 2010) and all in 2011. The EU project will20

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovomainly include those municipalities that are not covered by the WB‐GTZ intervention and will mainlyfocus on the planning and monitoring functions, not so much in financial management. GTZ hasidentified the design and piloting of demand‐oriented management training programmes through inservicetraining, both for school directors and municipal education directorates. The EU Project willalso seek full cooperation and synergy with any other related project activities.1.1.2.b Sub‐activitiesHuman ResourcesBudget2.1. Together with MEST, select the municipalities to participate in thetraining programme2.2. Design, translate and print training materials2.3. Organise an education planning workshop with 20 municipalities (MEDs)for 20102.4. Organise a workshop for designing of a monitoring plan andmechanisms in 20 municipalities2.5. Organise an annual review workshop for 20 municipalities2.6. Design, translate (into Albanian and Serbian languages), print anddistribute planning and monitoring guidelines for municipalities.10 KE days and 10 international and 20 local NKE days.Activity 1.1.3. Establishing the mechanisms of a SWAp.Proposed deviation from the ToRThe EU Education SWAp Project will assist the government to establish and operate an overarchingstructure and mechanism for the SWAp. This will consist of:a) SWAp Steering Committeeb) SWAp Task Forcec) SWAp Secretariatd) SWAp Stakeholder Forume) Joint Annual Review Meeting andf) Annual Budget Planning Workshop(see Annexes B3, B4 and B5).a) SWAp Steering Committee The Education SWAp will be overseen by a high level group, chaired bythe Minister or his nominee (who must be a very senior adviser or MEST official). Membership will bethe Minister of Education, Minister of MEF or his nominee, senior representative of the Ministry ofLocal Government, Permanent Secretary of MEST, Directors responsible for planning, administration,pre‐university and higher education, plus a representative of the Municipalities, together with arepresentative of the donor partners. The function of the SWAp Steering Committee will be tooverseeing and steer the development and implementation of the SWAp. It will be the over‐archingdecision making body for the SWAp, receiving reports from the SWAP Task Force, the Stakeholders’Forum, Annual Budget Planning Workshop and Joint Annual Review Meetings.b) SWAp Task Force See Activity 1.1.1 aboveb) SWAp Secretariat will be formed from within MEST to carry forward the day to day business of theSWAp. This should be led by a senior officer of MEST, preferably the Director of Planning, Director ofAdministration, or similar appointed under the new MEST organogram, who will work very closelywith the Chair of the TF. Two or three other officers will assist, including one from the financial21

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoplanning and budgeting department (also to be established in the new structure). The main functionsof the SWAp Secretariat will be to:i) facilitate the work of the SWAp Task Force, including preparation of all agendas, reports andminutes required for TF meetingsii) carry out actions as required by the SWAp TF to coordinate implementation of the SWAp across allthe relevant Departments and units of MEST and its agenciesiii) liaise with Municipalities, other ministries and agencies as required to promote and advance theimplementation of the SWAp. It will be very important for the Secretariat to avoid a situation whereit would usurp the responsibility of departments, units, agencies and municipalities.c) SWAp Stakeholder Forum will be formed and convened once per year. This will be a forumbroadly representative of MEST, other relevant Ministries, agencies, and units, Parliamentarians,donor partners, civil society, including NGOs and non‐majority organisations, trade unions, privatesector organisations. The main purpose and function of the Forum will be to respond to MEST’sstrategic plan. It should be convened when the first draft is ready for consultation, and then again onan annual basis to review changes to the plan. The SWAp Stakeholder Forum will thus have theopportunity to debate the proposed plan and recommend changes and improvements to it.d) Joint Annual Review Meeting. The rationale and arrangements for the JAR are outlined in the nextsection, under Activity 1.1.4.e) Annual Budget Planning Workshop (ABPW) The rationale and arrangements for the JAR areoutlined under Activity 1.2.3, below.In line with other elements of Component 1, the EU project, particularly the Team Leader, togetherwith an international and a local expert, will support the establishment and operation of the SWApTask Force, the SWAp Secretariat, the SWAP Stakeholder Forum, the Joint Annual Review meetingand the Annual Budget Planning Workshop and other relevant committees, fora and units. This willbe done by organizing two three‐day events, over the three years of the life of the EU project, witharound 70 participants each. The JAR will take place in Autumn each year and the ABPW Spring, thelatter to feed into the MTEF budget cycle.1.1.3 Sub‐activities 3.1. Draft terms of reference for the SWAp Task Force, Secretariat,Stakeholder Forum, Joint Annual Review Meeting and the Annual BudgetPlanning Workshop3.2. Work with MEST regarding membership of the SWAp TF, Secretariatand Stakeholder Forum,3.3. Support the work of the TF, Secretariat and Forum and the organisingof the JAR and Annual Budget Planning Workshop3.4. Translate and publish relevant documents related to SWAp process.Human Resources 120 key expert days and 90 local non‐key expert daysBudgetActivity 1.1.4. Support the establishment and operation of a Joint Annual Review.Proposed deviation from the ToRa) Purpose of the Joint Annual Review Meeting (JAR)22

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThe Joint Annual Review will be the major event in the annual calendar of the SWAp. A decision onits length, detailed agenda and other practical matters will be agreed by the SWAp Task Force. (seeIndicative Purpose and Rationale for Joint Annual Review Meeting at Annex B4).Briefly, the remit of the JAR is as follows:• the key opportunity for a review of sector performance in the previous year• activity and financial reports are tabled for discussion and comment, mainly relating to thelevel of achievement as set against previously agreed annual plan and indicators• achievements are celebrated• account is taken of problems, bottlenecks, under‐performance and recommendations madeto solve these, including through studies, pilots and research activities• plans for the following year are presented and approved• plans are presented for capacity building and technical assistance.The JAR is reported in the form of an agreed short account of the event, accompanied with annexescontaining the reports which were tabled.b) Attendance at the Joint Annual ReviewParticipants in the JAR will include:• Senior politicians and officials of MEST, MEF and other key ministries and relevant agencies• Municipality Education Department representatives• Education Donor partners’ representatives, both local and headquarters• Representatives of international agencies present in Kosovo• Non‐majority organisations’ representatives• Representatives of the main education NGOs, both local and international, active in thesector• Representatives of teacher union(s), parents and the private sector.The Team Leader of the EU project, assisted by international and local experts, will support theintroduction, preparation and conduct of the JAR meetings. This will include provision of advice,guidance and relevant inputs to the preparation, implementation and reporting of the JAR (and theother major event in the SWAp calendar, the Annual Budget Planning Workshop). This will includeassistance in the preparation of ToR, agendas and reports. The EU Project will also advocate for wideengagement in the JAR, including representation of municipalities, donor partners, elements of civilsociety, in addition to NGOs and the private sector, as listed above. In addition to the technicalassistance necessary to fulfil the aims of the JAR, the Project will contribute financial assistance tomobilise the structural and organisational elements of the SWAp, as identified above.CBERP will also assist MEST to establish the JAR. The Team Leader of the EU project, assisted byinternational and local experts, will also support the introduction, preparation and conduct of thefive day JAR in cooperation with CBERP and will continue to support it after the CBERP has ended,throughout the time period of this project, as indicated above.1.1.4 Sub‐activities 4.1. Participate in activities of the CBERP supported JAR (2010)4.2. Review and draft ToR for the EU Project supported JAR (2011‐2012)4.3. Support organization of (two) JAR workshops (2011‐2012)4.4. Translate and print relevant JAR related documentsHuman Resources 50 key expert daysBudget23

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoResult 1.2 A financial planning software tool for use by MEST is ensured in order that it maymanage and forecast the national education budget based on a consolidated sector strategy(including the VET Action Plan and Mapping Report). The tool should allow strategic planning andpolicy planning and to calculate the cost of various strategic options and future investment.Activity 1.2.1. Review the need for a tailor‐made financial planning tool, to be used for policymaking and monitoring of progress in the education sector.This Activity is linked to that which follows, as it is confined to a review of the need for a tailor madefinancial planning tool, whereas the following activity, 1.2.2, will develop the tool and provide therequisite capacity building necessary for its sustainable operation. The review will explore existingand emerging arrangements and initiatives for financial budgeting and management.The EU project will therefore take full account of the work by MEST (assisted by CBERP), to establisha Budget for 2009/2010 and related guidelines and formats for sector budgeting including domesticceilings and scenario levels. CBERP is also committed to propose a sector budget for 2009/2010, andto prepare planning and costing guidelines for the 2010‐2012 sector budget. The EU Project willcooperate closely with the World Bank financed IDEP in relation to its development and introductionof school level financial planning.The project will also cooperate fully with, and utilise the expertise and inputs of, the new EU project,the Public Investment Programme (PIP), with whom there is already a strong link, and the EU ProjectTeam Leader has spoken about the education SWAp at the first PIP workshop for the fourmunicipalities in the PIP pilot. 9 Over time, the PIP project has the potential to impact strongly on theSWAp in the education sector. PIP will operate over the next three years (i.e. the same period as thisproject), with the aim of ‘Improving the Quality of Public Investments in Kosovo and preparing theground for EU funds’. PIP works with municipalities with a heavy emphasis on the capital budget, butalso with attention to the recurrent budget. It is envisaged that this will therefore operate as anexternal incentive from within government for the MEST to develop robust financial systems as anessential dimension of its own SWAp.The EU Project will engage one international and one local expert to assess the situation in financialplanning in order to come up with a proposal for a financial planning tool that will best meet theneeds and capacities of MEST.1.2.1 Sub‐activities 1.1. Recruit experts to assess the need for a tailor made financialplanning tool for MEST and education sector in Kosovo1.2. Support needs assessment for the financial planning tool1.3. Translate the needs assessmentHuman Resources10 non‐key international and 10 non‐key local expert daysBudget /Activity 1.2.2. Design and implementation of a financial planning tool.This Activity will be undertaken in several main stages as outlined belowa) Design of a financial management tool9 Peja, Podujeva, Shterpce, Skenderaj24

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoNo financial planning tool exists for the above purpose exists in MEST, therefore as required by itsToR, the EU project will engage the services of two short‐term financial/economic experts, oneinternational and one local, to design and build a financial/economic planning model of theeducation sector. The EU project will ensure regular and systematic consultation andcommunication with the Ministry of Finance, the ACDEI, and the EU PIP project in the developmentof this tool. Additional design details are indicated at Annex B6.b) Capacity building for sustainable use of the financial management toolIn order to ensure that the necessary capacity is built within MEST to achieve the development anduse of the financial modelling tool, it is proposed that a minimum of two suitable MEST staffmembers are identified to assist and work with the short term international financial/economicexpert (to be engaged under Component 1.2.1 above). These two ‘modellers’ would then assumeresponsibility for the maintenance and updating of the model once it is complete.c) Working group for information gathering for the financial management tool and best locationfor its implementationIn order to facilitate the gathering of necessary information and for deciding on the necessary inputsand assumptions on which the model would be based, it is proposed that a working group would beestablished from the relevant departments within MEST, and personnel from representativemunicipalities, the Ministry of Finance and ACDEI (and in consultation with the EU PIP project) tosupport the building of the model. In addition, responsibility for the model will be placed withinMEST in the department best placed (after the restructuring process is completed) to lead on thetasks of planning, financial planning and budgeting to ensure that the decision makers within theMEST are aware of its existence and that it is used as part of the planning and budgeting process.Additional capacity building will be provided under Activity 1.5.5., below.1.2.2 Sub‐activities 2.1. Develop ToR for design of tailor made financial planning tool2.2. Identify and recruit experts to design the financial planning tool2.3. Develop training materials and organise a workshop to train centraland local experts / officers in utilization of financial planning tool2.4. Translate and print guidelines for utilization of financial planning andmanagement tools.2.5. Coaching and mentoring of MEST staff in using financial planning tools2.6. Monitor and evaluate functioning of the financial planning toolHuman Resources 60 international non ‐key and 70 local non‐key expert daysBudgetActivity 1.2.3 Support the organisation and implementation of an Annual Budget PlanningWorkshop.Proposed deviation from the ToRThe project will strongly encourage MEST to initiate an Annual Budget Planning Workshop (ABPW),as an essential element of the annual Planning and budgeting cycle, timed to articulate with MEF’srequirements for budget information (February‐March annually). Due to the timing of thecommencement of the Implementation phase of the EU project, it is envisaged that the first fullABPW will not take place until February/March 2011. Indicative ToR, including objectives, tasks andoutputs, are provided at Annex B ‐ Draft Indicative Terms of Reference for Annual Budget PlanningWorkshop. The main elements are to:• Review Progress in the Education Sector for the previous year against plans25

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo• Share and Review Work Plans, Budget and Procurement Plans for the current year. This willbe in the context of the approved budget and the medium‐term plans for the next threeyears, in order to input into the MTEF (down to project level details and including all sourcesof funding)• MEST Accounts and Audit Report on MEST Expenditure in the previous year• Review Capacity Building needs and Technical Assistance Plans.If that is agreed the Project will provide assistance, similar to that to be provided to the Joint AnnualReview (see above under Activity 1.1.4). In particular, the EU Project will provide international andlocal technical assistance to each of the Annual Budget workshops during the timescale of itsoperation.It is stressed here that although the EU Project ToR have not identified the need for a BudgetPlanning workshop, the Project considers it to be a vital element in the management of the SWAp.1.2.3 Sub‐activities 3.1. Develop ToR for the Annual Budget Planning Workshops (ABPW)3.2. Work with MEST to prepare the ABPW3.3. Organise the ABPW (2011, 2012)3.4. Translate, publish and disseminate relevant materials;Human Resources 30 international NK and 30 local NK expertsBudgetResult 1.3 Planning tools are designed and introducedActivity 1.3.1. Assist the MEST to design and introduce planning tools necessary for the efficientand effective planning of the multi‐annual and annual sector plans.This Activity will be aligned with Activity 1.5.2. At present planning is very weak in MEST. It is notgiven prominence through, for example, the existence of a department or directorate for planning.No staff have a qualification or training in planning. The key tools necessary for national sectorplanning, such as projection techniques, forecasting, simulation model building and use, creationand consideration of scenarios, logical framework, monitoring framework, process flow analysis,SWOT and PEST analysis 10 are not utilised. Instead, only a very modest exercise is conducted in whichdepartments are asked to provide information about their requirements, which are in turn collatedand forwarded to MEF. Mechanisms for prioritisation are either non‐existence or are opaque.The Project will engage international and local experts to review existing planning arrangements, andto introduce and design more effective tools for effective and efficient planning, including but notconfined to those listed above. Apart from developing the planning tools that will be used by MESTand by municipalities, the EU project will organise two training events for utilization of planning toolsby education authorities and more on‐the‐job training for planning officers of MEST andmunicipalities. Relevant materials and guidelines will be translated, printed and distributed torespective beneficiaries.1.3.1 Sub‐activities 1.1. Design ToR for the experts to carry out review of planning tools and todesign a planning tool1.2. Identify experts to assess needs and to design planning tools1.3. Provide logistical support for the process of needs assessment anddevelopment of planning tools1.4. Organise on the job training for planning officers of MEST / selected10 SWOT‐Strengths, Weaknesses, Opportunities and Threats; PEST – Political, Economic, Social, Technological26

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoHuman ResourcesBudgetmunicipalities;1.5. Design and print relevant monitoring guidelines20 international and 30 local non‐key expert days for designResult 1.4 Key staff members of various departments/units of the Ministry and the MunicipalEducation Directorates are trained and able to use these management tools to support planning,effective organisation and decision making and to support Donor coordination.Activity 1.4.1 Assist the MEST in reviewing the capacities needed by MEST staff in order to carry outthe MEST action plan, including recommendations for key areas to be strengthened and modalitiesfor this capacity building/strengthening.This Activity is aligned closely to Activity 1.5.2. The EU project will conduct a needs analysis of thecapacities required by MEST and municipality level staff to play a full part in the implementation ofthe Education SWAp. It will also make recommendations for areas to be strengthened and modalitiesfor this strengthening. Our initial outline proposals for the related capacity building are set out inActivity 1.5.3 below.The ToR for CBERP do not specify any engagement with Municipalities, but do require the drafting ofa proposal on the Ministry’s capacity building and effective utilization of manpower; a report oncapacity gap analysis of the Ministry; a report of an incentive system for key sector personnel; and todraft Terms of Reference for a long term Capacity Building Advisor. The EU Project will thereforesupplement the work of the CBERP.1.4.1 Sub‐activities 1.1. Review needs for capacity building of the MEST staff for implementation ofits action plans1.2. Review needs for building of capacities to perform their new competencesin the field of education according to the new law1.3. Translate and present findings and recommendations of reviews1.4. Develop a plan for building MEST and municipal education departments’capacities.Human Resources 20 international and 20 local non‐key expert daysBudgetResult 1.5. The MEST capacity in planning, implementation, monitoring and evaluation arestrengthened as required to deliver implementation of the education sector action plan(developed through the support of component 1, point 1.1 abovementioned). The monitoring andevaluation efforts include the development and establishment of baseline data and indicators forthe education sector.Activity 1.5.1. Ensure a common understanding within the MEST (at Central and Municipal levels)about the objective of building the sector‐wide approach in education and the steps required toachieve it.The Project will ensure a common understanding within MEST, other ministries, municipalities andother related agencies, about the objective of building the sector‐wide approach in education andthe steps required to achieve it. The project will hold a conference early in the implementationphase to promote the SWAp and to introduce the sector‐wide strategy and action plan to MEST27

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoofficials, other related ministries, Municipality Education Departments and key stakeholdersincluding donor partners, the community and the private sector. Other means of publicity anddissemination of information, including a project website, will be used to reach the widest possibleaudience.Clearly this is a central activity for this project. Over the life of the EU Project, its expert team willwork with MEST, other appropriate Ministries, Municipalities and projects, together with theAssociation of Kosovo Municipalities, in order to build a common understanding. Inputs will include:• an Education SWAp Conference• one‐to‐one and small group meetings• regional workshops• leaflets and other written material, designed for politicians, MEST and other ministries,Municipalities, other key stakeholders and for the wider education community asappropriate• relevant contributions to MEST’s website.The Project intends to assist MEST in the production of a SWAp guidance booklet, in the threeofficial languages, on the main features of a sector‐wide approach, why it is considered essential forthe sector and how it can be achieved. The EU Project Team Leader will provide a number of theseinputs and activities as part of his ongoing responsibility, and will utilise other long‐ and short‐termexpertise as necessary, in the context of their specific terms of reference (for example, the latter willinclude the proposed financial expert and the planning expert).If requested to do so, the Team Leader will provide guidance to other sectors which are consideringthe introduction of a SWAp, such as in the Ministry of Health 11 and the Ministry of PublicAdministration, to the extent possible, taken into consideration main project responsibilities.1.5.1 Sub‐activities 1.1. Organise a survey to assess level of understanding of MEST and theMEDs about sector‐wide approaches on information about SWAp at theoutset of the EU Project among key authorities and stakeholders;1.2. Organise a Conference about SWAp in Prishtina (as part of JAR event)1.3. Organise information events regionally (groups of municipalities) onsector‐wide approaches1.4. Design and maintain the EU Project web page1.5. Design, translate, and disseminate SWAp promotion materials1.6. Organise consultations about SWAp with relevant authorities andstakeholders1.7. Organise an information event about SWAp with civil society and nongovernmentproviders of education services1.8. Organise a survey about SWAp in 2011 to assess the impact of thisactivity.Human Resources 30 key expert days; 20 international and 40 local non‐key expert days;Budget11 The Project has made contact with the team conducting the EU Project ‐ Sector‐wide Approach in Health:feasibility and mapping.28

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoActivity 1.5.2.Train selected key staff at central and municipal levels in the use of the planning toolsdesigned under Activity I.4.1. (above).This will be done in conjunction with Activity 1.5.3 and 1.5.4. (below). International and localplanning experts will design and deliver a training programme in the use of the planning toolsdesigned or modified (as indicated under Activity 1.4.1) to increase effective and efficient planning atcentral and municipal levels. This training will complement and as fully as possible be integrated intothe other training to be provided under Activity 1.5.5 below.1.5.2 Sub‐activities 2.1. Draft ToR for experts to develop training programme in use of planningtools for MEST / municipal education authorities2.2. Engage experts to organise and deliver training2.3. Organise a training workshop with MEST staff in use of planning tools2.4. Organise a training workshop with education staff in municipalities inthe use of planning tools2.5. Organise monitoring of performance in planning of trained MEST andmunicipal staffHuman Resources 50 international and 60 local non‐key expert daysBudgetActivity 1.5.3. Review the need for development of monitoring and evaluation tools to be used forpolicy making, donor coordination and monitoring of progress in the education sector.The EU Project will engage in improvement of monitoring and evaluation tools including logicalframework, monitoring framework, and identification of key indicators within project constraints.In addition, the institution of the Joint Annual Review and the Annual Budget Planning workshopwill provide a central platform for monitoring and evaluation. The Project will review and assess theexisting and future provision of monitoring and evaluation tools for these purposes by MEST andother agencies. With regard to donor coordination, the project will review the need for additionalrefinements in the light of activities under Activity 1.4.1 above.International and local experts will review monitoring and evaluation tools and their use in the firstyear and third year of the project to assess progress.Other projects are also engaged in the improvement of monitoring and evaluation tools.• CBERP will make recommendations on the collection of baseline data and how toimplement the Education Management Information System (EMIS), making the plan anintegral part of a result‐based management system. It will also propose and discuss withMEST result‐based education indicators.• UNICEF is assisting MEST in the identification and adoption of Indicators• IDEP is working to improve the EMIS 12 .If successful, taken together, the EU project and these other projects will result in an improved EMIS,and adoption of indicators against which sector progress will be measured, feeding into the EUProject‐supported Joint Annual Review meeting process.1.5.3 Sub‐activities 3.1. Assess the ME tools utilized by MEST and municipal educationauthorities12 World Bank has requested the Project to provide capacity building to the MEST Directorate of Pre‐universityEducation for this purpose.29

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo3.2. Draft ToR for experts to develop ME tools for MEST / municipaleducation authorities3.3. Engage experts to develop needed ME tools3.4. Pilot first draft of ME tools3.5. Evaluate the pilot, modify, translate and distribute developed toolsHuman Resources 25 international and 30 local non‐key expert days;Budget /Activity 1.5.4. Identify appropriate monitoring and evaluation tools and train selected central andmunicipal staff in their use.A training needs analysis will be conducted to ascertain what inputs are required. This will payattention to the instruments already in use. The international and local experts will design anddeliver training in monitoring and evaluation to a selected group of central and municipality staff,which may include representatives of the inspectorate. The training in monitoring and evaluation willbe delivered in one workshop for central authorities and two workshops for officers of municipalauthorities.1.5.4 Sub‐activities 4.1. Identify and engage experts to carry out a training needs analysis in thefield of monitoring and evaluation4.2. Design a training program in ME4.3. Organise a workshop with central education authorities in ME4.4. Organise one workshop with municipal authorities in ME4.5. Organise follow up activities ‐ monitoring of trained staff performancein ME.Human Resources 20 international and 30 non‐key expert daysBudgetActivity 1.5.5. Develop capacities of the MEST units (at central and municipal levels) as deemednecessary.This activity required by the ToR links closely with Activities 1.4.1, 1.5.2., 1.5.3., and 1.5.4., above.As identified above under other component activities, the project will particularly focus on capacitybuilding in the two key functions of planning and finance, at Central 13 and Municipal level. However,this activity as stated in the ToR is very open‐ended and, therefore, the project will take a moregeneral approach, developing capacities to the extent possible within its available resources. It isunderstood that GTZ envisages taking a prominent role in institutional development, and the EUProject is therefore already liaising with GTZ to advocate that it take a major lead in genericinstitutional development at central and municipal levels, with the EU project focusing more sharplyon planning and finance.The main steps to be taken are:a) Needs Analysis: In order to ensure more informed capacity building, a comprehensive needsassessment of the training needs in planning and finance at both central and municipal level will becarried out by the EU project team, which will also take into account other similar exercisesimplemented by other agencies. In particular, the EU Project will follow up and build on the currentcapacity needs analysis carried out by the CBERP.13 The CBERP are carrying out a capacity building needs analysis and training for the MEST for 2010. After theCBERP project period, the EU Project will take on these activities for years 2011 and 2012.30

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovob) MEST capacity building: The building of capacity across MEST and municipalities to input into thefinancial model and to use the model in planning and budgeting across the education sector will alsocontribute to this component. The output from the model will be complementary to and compatiblewith the MEF system and should be fed into the MEF prescribed procedures, i.e. the PIP and therecurrent budgeting procedures. The Short‐term Financial Expert will engage with MEST, andmunicipalities where applicable, to improve the quality of the education submissions made to MEF inthe annual planning and budget cycle. The expert will also provide training and support to the donorcoordination unit working in cooperation with ACDEI, and to donors and their project implementingagents as appropriate. The EU project will seek to identify and use a certified and standardizedtraining programme involving skills testing and seeking to ensure compliance with the NationalQualifications Framework. Consultation with the EU KOSVET V (NQA‐NQF support) project will beundertaken.c) Development of training programme: A tailor‐made training programme will be designed, basedon the above‐mentioned needs analysis. The training programme will:• be implemented through a combined series of workshops, monitoring and coachingactivities• have mixed participation in the training events so that central and municipal authorities builda more comprehensive and common understanding of issues at different levels of the system• ensure a coherent process• ensure sustainability through use of practical assignments between and after the twotraining and one final event workshop, preferably by implementing a certified andstandardized training programme.d) Participants: There will be participative planning of the first workshop including the Project team,beneficiaries and one international and one local TA. Participants (two from MEST and one from eachof 35 municipalities (37 participants in all) will prepare beforehand for active participation in theevent.e) Training events: In total four workshops will be organised. The first two workshops will offer skillsat a basic level. Participants will get clear practical assignments between the two workshops in orderto apply skills gained. The local expert will monitor and coach participants during this period. Thelocal expert will also use this period for a better preparation of the second event. The internationalexpert will provide backstopping support during this phase.The next two workshops will offer skills and address issues at a higher standard. After the secondworkshops, there will be a second round of assignments, monitoring, coaching and evaluation.Certification: At the end of this period, there will be third event in which results of the practical workwill be presented. Participants will be certified for quality completion of their tasks / standards.Follow up: Monitoring and performance evaluation will be carried out in MEST and municipalitiesin order to ensure sustainability of the training programme.1.5.5 Sub‐activities 5.1. Draft ToR for carrying out a training needs assessment and for designingtraining programme5.2. Assess training needs in planning, finance and management in MEST andmunicipalities5.3. Develop training programme5.4. Implement two workshops5.5. Organise follow‐up activities to training programme (staff performance31

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoHuman ResourcesBudgetevaluation);5.6. Certify participants (accredited certificates);5.7. Evaluate the training programme20 key expert days; 40 international and 60 local non‐key expert daysActivity 1.5.6. Design and establish a web page devoted to the wider aspects of the SWAp,including the structures and functions of the Task Force, Secretariat, review mechanisms andevents, linked to the Education Sector Development Programme.An international and/or local expert in web design will be engaged to produce this page, inconjunction with the similar work planned for Component 3.1.5.6 Sub‐activities 6.1. Develop ToR for the web page6.2. Engage experts for designing of web page6.3. Purchase domain for the web page;6.4. Appoint the editorial board and policies;6.5. Organise maintenance of the web page;6.6. Train staff in feeding and maintaining of web page;6.7. Update the web page on a monthly basis;Human Resources 30 non‐key local expert daysBudgetActivity 1.5.7. Ensure peer learning and exchange activities with peer institutions in the region/EUmember states, as deemed necessary, with special attention to the accession agenda.1.5.7.a. Networking: The project will identify opportunities to share experience across the regionand beyond, relevant to sector programming and planning, especially in a SWAp context. It willprovide financial assistance for a small number of regional visits by key senior MEST and municipalityofficials to participate in carefully targeted regional fora which clearly relate to the objectives ofSWAp development, especially sector‐wide planning, financial planning, monitoring and evaluation.When possible it will also seek to source technical assistance from states in the region with relevantexperience of sector wide planning and management. It will also contribute to the development ofweb‐based information sharing.1.5.7a Sub‐activitiesHuman ResourcesBudget7.1. Organise (1 – 2) visits in the region7.2. Support participation of MEST / Municipality staff in (1 – 2) regionalplanning / management events;10 key expert days1.5.7.b. Study visit: In relation to Component 1, the project will organise and lead one study visit,early in the life of the project (mid‐2010), which will be designed to combine attention to mattersrelated to SWAp development and management in the education sector with a concentration on theEU accession agenda. This will comprise 12 participants in a mixed group of MEST and municipalitysenior staff, carefully selected according to agreed criteria, with ToR to including strategic, financial,resource and activity planning, together with close attention to relevant EU instruments. The studyvisit will be undertaken in the Republic of Ireland and Northern Ireland (seeing a variety of practice;Northern Ireland is very similar in size, with some similar issues to that of Kosovo, for example,recently implemented and developing devolved government structures, central governmentministries and local implementing bodies (all within a larger EU member state); the Republic of32

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIreland is a relatively small EU member state which has a mature education system in place butwhich faces challenges relating to financing the education and other sectors. The Republic of Irelandis also notable for the beneficial effects which membership brought to it. Participants in the studyvisit will also engage in various tasks (during the visit) moderated by the organisers that will serve toincrease the impact of the visit. Follow up activities related to the visit and the respective workplaceswill be organised after the visit. There will also be follow up activity through maintaining contactsand cooperation with institutions in the host countries.1.5.7b Sub‐activitiesHuman ResourcesBudget7.1. Plan the visit7.2. Work with MEST and municipalities in preparing the visit7.3. Organise the visit7.4. Organise follow up activities;7.5. Evaluate the visit.10 key expert days; 10 non‐key expert days;Result 1.6 The donor coordination by MEST is strengthened and donor partner support is incompliance with the overall strategy and objectives of the MEST.Activity 1.6.1. Elaborate and propose tools to donor partners for improved donor coordination.In discussions between ECLO and Sida, it was established that donor coordination at line ministrylevel is led by MEST, supported by Sida as the agreed focal point. However, ECLO has the lead role onwider issues of donor cooperation and all donors have agreed to operate through an aidmanagement platform, ‘Gateway’, over the next three years. This will constitute one model, acommon format, which should incorporate sector data into the wider one. This Gateway platformwill be introduced soon in other ministries and MEST can be included in the pilot. The EU Projectproposes to seek inclusion of the education sector in the pilot, in the spirit of the SWAp, with itsemphasis on donor coordination and the inclusion of all relevant information on project activitiesand finance captured in the government budget. ACDEI has a role as an ‘honest broker’, ensuringtransparency. In addition to the ACDEI Office in the Office of the Prime Minister, with a designatedofficer for donor coordination in the education sector, MEST is one of only a small number ofministries with a Directorate for Donor Coordination, signalling the sector’s importance.CBERP proposes to map donors’ and NGOs’ present contributions to the sector and their plans forfuture contributions. It will also propose reporting structures and formats between the governmentand donors for the education sector budget and present a disbursement plan between thegovernment and donors. CBERP is also required to prepare a proposal for how MEST will handlefuture issues of capacity building and management of technical assistance. A draft Code of Conductfor donors to the education sector has been prepared with MEST for consultation with the donorsbut this has yet to be presented.The EU Project will provide international and local technical assistance to provide advice, supportand mentoring to MEST staff and development of a range of tools and mechanisms to improveprocesses and effectiveness of donor coordination. It is anticipated that such tools will be closelyaligned with the requirements of the Gateway platform.Activity 1.6.2 Facilitate and participate in coordination between donors.33

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThe EU Project Team Leader will provide support to the Donor Focal Point, contributing to donorcoordination, in such areas as capacity development on the SWAp donor mapping and other relevantaspects. The EU Project’s Key Experts will network among all relevant government, donor andagency‐initiated activities and plans relevant to the education sector, to support the fullest possibleawareness and synergy between developmental activities. Through coaching and mentoring theProject Team Leader will build capacity of the MEST donor coordination unit. The Project has reachedagreement that an EU Project desk be located in the MEST building to ensure a close day‐to‐dayworking relationship with senior officers, including the donor coordinator. In addition, the PTL willengage in regular meetings with the DC unit and the Donor Focal Point.Activity 1.6.3 Establish and support a Donor‐supported Projects’ Technical Coordination Group.Proposed deviation from the ToRAs already noted, several projects, including the World Bank IDEP, GTZ, UNICEF and CBERP haveoverlapping objectives and activities. There is a risk that these will be confusing, and result induplication and inefficiency unless carefully controlled and managed. The EU Project proposes theestablishment of a Donor‐supported Projects’ Technical Coordination Group, which will function atan operational level. This means that the core membership of the group should be the technical staff,accompanied by their Task Managers, of the projects, who are planning workshops and other events.The main purposes of this group will be, to the fullest extent possible, to:• ensure the highest level of synergy, collaboration and complementary working in activities• make good use of combined resources and joint activities• avoid duplication and contradictory assistance among the relevant projects, and• avoid clashes in dates and overlap.In the first instance, meetings will be held monthly in order to ensure its purposes are achieved andwill report to the full donor coordination meetings. The EU Education SWAp Project Team Leaderwill provide technical and logistical assistance to this Donor‐supported Projects’ TechnicalCoordination Group. All these activities will be carried out in full coordination with and activeparticipation by the ACDEI representatives.34

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoCOMPONENTS 2 AND 3Components 2 and 3 are inter‐linked: successful implementation of the new National CurriculumFramework (NCF) depends not only on effective subject syllabus developmentand the developmentof the key competencies through the curriculum learning areas but also to a very large extent oneffective teacher training and retraining. The changes to teaching methodology required by amodern curriculum such as the NCF provide a strong and compelling impetus for reform of the wholeteacher training, licensing, accreditation and appraisal system.The EU Project team will liaise with the ongoing EU IPA projects which have links to theimplementation of the NCF: the ongoing KOSVET V and VI projects (VET sub‐sector and thedevelopment of the National Qualifications Framework (NQF)), the IPA2007 EU/COE EducationProject Interculturalism and the Bologna Process Project (on subject development and writertraining), the Tempus Master Study Programmes in Education project (Initial Teacher Training), aswell as with the forthcoming IPA2008 ICT Education Pilot project which starts in February 2010 (ICTteacher training, electronic teaching and learning materials, communication network).The three main donors active in the sector, in terms of curriculum and teacher development arethe World Bank (WB), UNICEF and GTZ. The WB, through IDEP, supported the organization of theconsultation workshop on the new framework on November 18 and 19 2009 and its internationalconsultant has provided written proposals to MEST on the phasing‐in of the NCF and thedevelopment of new subject curricula. In addition, the consultant submitted a proposal to MEST onthe establishment of the Curriculum and Standards Agency and an overview of the challenges andissues related to NCF implementation.IDEP has also provided technical assistance to MEST and the State Council for Teacher Licensing(SCTL) in further developing the framework for teacher licensing and teacher professionaldevelopment set out in Administrative Instruction (AI) 16/2008. MEST has approved proposals onteacher performance assessment and the requirements for teacher professional development.However, the teacher licensing process has proved to be more complicated and ambitious than thesystem could cope with: there is no proper information management system to help MEST and themunicipalities track teacher progress/status under the licensing system and no reliable data on thenumber of teachers in each subject area, for example, which makes precise forward planning verydifficult. The development of a database for teacher licensing remains crucial, possibly integratedwithin the EMIS system, which is still not in place.Proposals on teacher performance assessment and teacher professional development are to beapproved in the form of AI by the Minister of Education. The international consultant on teacherprofessional development’s final January 2010 input is focused on developing the procedures andcriteria for accreditation of training programmes, leading to an AI. The international consultant forteacher performance assessment is also scheduled to make an input in the first quarter of 2010 towork with the SCTL on the development of assessment tools and instruments as well as planning thepiloting phase of the teacher performance assessment system.The EU Project will liaise with MEST and IDEP counterparts concerning the establishment of thenew Curriculum Agency and its implications for NCF implementation and the respective inputs fromeach project (see Component 2 activities below), and on the support it is providing for SCTL andteacher licensing (see Component 3 activities below).35

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIDEP’s International Consultant on Assessment made recommendations on the Grade 5 assessmentin July 2009 and the MEST Assessment Unit is developing an the assessment framework fordiscussion during the consultant’s next visit (planned for February 2010). IDEP is also planning tofund a study visit for the MEST Assessment Unit to a suitable EU member country. The EU projectteam will liaise with IDEP counterparts on assessment and assessment training issues arising fromthe implementation of the NCF, particularly in relation to pre‐service and in‐service teacher trainingprogrammes and support for teacher assessment and school director training.UNICEF has supported the development of the NCF through a technical team led by a UNESCO/IBEconsultant working with a team of MEST technical staff and local experts (see Activities 2.2‐2.4below). The EU Project’s focus will be on supporting the consultation and dissemination process butwith a greater focus on the actual implementation process, starting with subject syllabusdevelopment.The overall objective of GTZ’s Capacity Development for the Basic Education Sector in Kosovo project(January 2010‐December 2012) is to improve the quality of basic education, to provide access tofurther education and/or provide relevant life skills. In the first phase, the project’s objective is toimprove basic education in selected municipalities (some shared with IDEP) in accordance withstandards and procedures to be developed and agreed upon at national level. The target groups areGrade 1‐9 students and children and youths who have left school early (‘dropouts’) and want accessto further education or are forced to find suitable work.The components (in summary) include:• consultancy and capacity building support for MEST, specifically in relation to SCTL andinstitutions active in implementing standards and procedures and assessment of students; astudy tour to Germany was organised in December 2009• capacity development of the in‐service training/continuing professional development ofteachers and school directors by designing and piloting demand‐oriented trainingprogrammes, (mainly in mathematics and science for teachers), establishment of proceduresfor performance analysis, planning, allocation and quality assurance (in close coordinationwith IDEP); capacity development of a coordinating body for teacher training; developmentof rules for procurement of training services; initiation of competition among private trainingproviders; concept and capacity development for implementing further qualificationprogrammes for under‐qualified teachers• non‐formal education and complementary measures to address early school leavers, in linewith MEST’s 2007‐2017 Pre‐University Education Strategy by establishing complementarynon‐formal education structures at municipal level, and capacity development of theeducation directorates of selected municipalities as the coordinating bodies for theimplementation of these measures.The EU Project team participated in a meeting at GTZ in the second half of January 2010 to discusstheir proposed Plan of Operations and potential overlaps with the EU Education SWAp ToR forComponent 3 in particular and support to MEST and SCTL (see below). The EU Project team will alsoliaise with both IDEP and GTZ counterparts, in terms of the municipalities and schools they will beworking with, to avoid unproductive duplication.36

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoComponent 2 Curriculum DevelopmentThe two main purposes of Component 2 are (1) to ‘update and further elaborate’ a fully inclusivedraft NCF and (2) to support the capacity building and training of curriculum developers and othersat national and local level to ensure its effective implementation.The intended component results are:• 2.1 A revised National Curriculum Framework is ready for official adoption. The NationalCurriculum Framework should be fully discussed, understood and agreed by the keystakeholders, including representatives of ethnic minorities, and various interest groups ineducation, at both the national and local levels, and should be in line with good practicesin EU‐member states.• 2.2 A steering group of curriculum development specialists of the MEST Curriculum unit,the Council for Curricula of Kosovo/Council for Curricula, Textbooks and Assessment (CCTA)and tertiary education institutions have acquired additional skills and hands‐on experienceneeded to revise the National Curriculum Framework and to lead the various subjectgroups responsible for curriculum development to include specific measures to addressminority inclusion in education.Activity 2.1. Take stock of the existing first‐generation curricula, textbooks, policies and assessmentinstruments.The Project team reviewed the existing curricula, textbooks, policies and assessment arrangementsthrough a number of stakeholder and donor/project meetings and an analysis of policy and otherdocumentation (see Annexes B7 and B8), as well as the first draft of the NCF produced by theUNICEF/UNESCO technical team in November 2009. Specifically, the Project team met with membersof the two State Councils for Teacher Licensing and Curriculum and with MEST technical units(curriculum, teacher training, textbooks, VET, as well as with Division Heads responsible forcommunity and gender issues, assessment, inspection, pre‐university education planning,administration and programmes and quality assurance.NCF implementation issuesA number of key issues were identified during this process, which relate to the implementation ofthe NCF, which are detailed in Annex B9. In summary, the key issues for effective implementation ofthe NCF are:• a new and fully inclusive curriculum development culture, which is sustainable and providescontinuity between education stages• a highly effective awareness raising and dissemination campaign• new subject syllabuses• teacher and director training/retraining.• a new style of teaching and learning materials (including writer training)• new or revised assessment procedures , at municipal and school level• effective planning at municipal and school level.These issues will be addressed during the NCF implementation process and discussed on an ongoingbasis in regular meetings with MEST technical unit staff (CDU and so on) and with the SCCTA and atad hoc task force meetings.37

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo2.1. Sub‐activities 1.1 Carry out desk research on the curriculum development process 1999‐20091.2 Organise and participate in meetings with stakeholders to collectinformation about the curriculum process1.3 Participate in events related to curriculum development1.4 Provide key recommendations (including written reports) from theinformation gathering process to inform the curriculum development processHuman resources 20 key expert daysBudget /Activity 2.2. Organise and support the process of revision and redrafting of the National CurriculumFramework in view of its finalization.Proposed deviation from the ToRPrior to mobilisation of the EU Project team, UNICEF had already begun the process of developing anew NCF through a Technical Team comprising UNESCO and other international consultants, localexperts and MEST staff members. However, the EU Project Key Experts have participated in NCF taskforce meetings, both about the content of the NCF document and the consultation andimplementation process (including the NCF summary document/leaflet that will be used at publicconsultation meetings) and has proposed the continuation of the task force in some form to monitorthe consultation and implementation process. In that case the EU Project key experts will provideongoing support to this body.The EU Project team also participated in the NCF workshop organised by MEST in November 2009with the support of UNICEF. The focus was on the draft framework developed by theUNICEF/UNESCO/International Bureau of Education (IBE) technical team, as a result of which asecond draft will be produced by the middle of January 2010 for public consultation (also facilitatedby UNICEF) to be held in late January/early February 2010. During the workshop the EU Project teamhighlighted the implications of the NCF in terms of implementation and discussed and agreed withIDEP and MEST counterparts a possible schedule for the phased implementation of the newframework, which was subsequently accepted by the Minister (see Annex B10).The EU project team’s focus will therefore be two‐fold:1) to provide support for MEST and UNICEF during the consultation and disseminationprocess;2) to support effective and phased implementation of the new curriculum framework (the EUproject will give more emphasis to this activity). Both the consultation process andimplementation of the NCF will be in line with the principles outlined in the Strategy forDevelopment of Pre‐university Education in Kosovo 2007‐2017 (see Section 3).The EU Project will also liaise with the EU KOSVET V Project on the development of the NationalQualifications Framework (NQF) and its alignment with the NCF and the European QualificationsFramework (EQF). The NCF should reflect the structure of the NQF once it is agreed and should showthe alignment with the EQF so that the status of all qualifications and compulsory education stages isclear.The implementation of the NCF represents a major challenge for schools. It is based on bestinternational and European practice but is very ambitious; thus it has to be carefully prepared andintroduced gradually. Although the original 2001 Curriculum framework and related standards were38

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovointended to promote a more integrated approach to teaching and learning, the curriculum at schoollevel is still mainly subject based, as is secondary‐level teacher training and teachers rely heavily onthe textbook.A phased implementation approach for the new NCF was discussed during and after the November2009 workshop with the Minister’s policy adviser (a World Bank expert) and an outline agreed withthe Minister (Annex B10). This provides for the gradual introduction of the new methodology inselected ‘lead’ schools. It also provides an opportunity to assess exactly how the NCF will work inpractice and highlight issues affecting classroom delivery.The EU project will work with and provide support to the MEST’s Curriculum Development Unit(CDU) and the State Council for Curriculum, Textbooks and Assessment (SCCTA) and any successor oralternative agency. The Minister plans to establish a Curriculum, Standards and Assessment Agency(KCSA) in the first quarter of 2010) which will replace the existing State Council (SCCTA) and theMEST Technical Unit (CDU). It is expected that this Agency will (a) decide on the format for thesubject curricula; (b) set up four Curriculum Stage Steering Groups (CSSGs); (c) set up Subject AreaCurriculum Groups (SACGs) and (d) recruit/second Development Officers (DOs) for each CSSG andSCCG. The SCGs would work under the direction of the appropriate CSSG to develop the curriculumfor the subject concerned at the relevant stage, taking into account: the nature and character of thesubject concerned; the need to maintain congruence with the NCF and to maintain coherence acrossall subjects at a particular stage; the need to maintain appropriate progression for individual studentsthrough the different stages of education.An indicative SCG structure would be: Chair (a school director drawn from a discipline other than thediscipline which is the focus of the work of the Group); five practising teachers from the subjectarea concerned; an academic from the field concerned; a teacher trainer and a practitioner from thefield concerned, (for example: in science it might be the manager of an engineering company; inliterature it might be a writer or a dramatist; in a foreign language it might be a national of thatcountry resident in Kosovo; in history it might be a journalist and so on). Each group would besupported by DO, or DOs, provided by KCSA. The DOs provide the curriculum development expertise,supported and guided by KCSA, and would present papers and curriculum drafts to the Group forcomment.The SCG might be expected to meet eight to ten times in total, spread out over a 9 to 12 monthperiod. Once the national curriculum element is approved, the same SCG could be used as a point ofreference in the development, within KCSA, of the appropriate support materials. Close liaison withother MEST organizations (SCTL, NQA) would be maintained, and representatives of these bodiesinvited to attend Group meetings as appropriate.The EU Project team will work with and support these steering groups and subject groups at allstages of the process, to contextualize the NCF and the curriculum reform process to meet thespecific needs of Kosovo students, teachers and schools. The NCF needs to build on the existingframework and to reflect lessons learned from previous international projects and similardevelopments in EU‐member states. It will be equally important to involve teachers, teachereducation service providers, parents, municipalities, all minority groups and groups representingchildren and students with special needs in the NCF development process.Inclusive education: work to support inclusion of discriminated and minority groupsThe EU Project has received an informal request from MEST and ICO to provide international andlocal technical expertise to support the work of the Independent Commission in bringing theSerbian curriculum in line with the new NCF, including teaching and learning materials. This has39

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovobeen referred to ECLO and approved; implementation details will be discussed with MEST and ICOduring January 2010.The EU Project will re‐establish a forum on the key education quality and access issues with otherdonors/projects/agencies active in the sector, for example CoE (Interculturalism and the BolognaProcess, an IPA 2007 Project EU/COE joint management project), ICO, OSCE, ECMI, UNDP, UNICEF,SCF, NGOs, plus relevant MEST technical units (CoE set up such a group in 2009 but it has not metsince June last year).The EU Project will also liaise with existing NGOs active in non‐majority communities, involve themin the implementation of the NCF and strengthen their capacity for advocacy work through trainingworkshops in collaboration with other donors/agencies active in the sector, for example ECMI (seeSection 4.1).2.2. Sub‐activities 2.1 Support the work of the SCCTA and MEST Technical Team in finalising theNCF2.2 Research best regional and international practice in respect of curriculumdevelopment to support the NCF development process2.3 Help MEST establish a task force to monitor NCF implementation, especiallyin the initial stages, and coordinate donor inputs.2.4 Subject to ECLO approval, draft ToR and identify international and/or localexperts to support the work of the Independent Commission for the Review ofTeaching and Learning Materials in the Serbian Language in relation to the NCFHuman resources 30 key expert days and 10 non‐key expert daysBudget /Activity 2.3. Set up a public discussion process on the NCF to include outreach to local levels andminority representatives.Proposed deviation from the ToRRather than setting up the public discussion process, the Project team’s focus will actually be threefold:1) to liaise and coordinate with UNICEF and MEST on the NCF consultation process atregional/local municipal levels and to ensure the inclusion of minority and disadvantagedgroups in the consultation process2) to participate in, and provide expert support to, the MEST NCF Task Force meetings3) to contribute to the finalisation of the NCF short version/leaflet, which will be used duringthe consultation process.Public consultation should be focused at the local (municipality and school) level, aiming above all todevelop teachers’ ownership of the new NCF, but should also include all relevant stakeholders:teacher training providers, parents and students, municipality education directorates, employers,representatives of all non‐majority groups, as well as groups representing children and students withspecial needs. The Project team will participate in the process and monitor and evaluate its impact.2.3. Sub‐activities 3.1 Participate and provide expert support to in MEST NCF Task Forcemeetings on the dissemination and public discussions of the NCF andcontribute to the finalisation of the NCF short version/leaflet3.2 Organise (in collaboration with CoE and ECMI) an event to include nonmajoritycommunities in the NCF consultation process3.3 Participate in the public discussion process40

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoHuman resourcesBudget3.4 Draw up ToR for and appoint a local expert to monitor and evaluate thepublic discussion process, including consultation events and media coverageand make further recommendations and provide advice on NCF dissemination10 key experts days and 20 non‐key local expert days;Activity 2.4. Develop guidelines for the design and implementation of new curricula based on theNCF and, thereafter, its application.The current draft of the new NCF envisages a process of subject syllabus development which willreflect the NCF’s broad learning areas and cross‐cutting key‐competencies and issues (such as humanrights and education for democratic citizenship; gender equality; intercultural education; educationfor sustainable development). The NCF proposes a common template and sees the syllabuses (andthe NCF) as the key guidance for teachers and the authors of teaching and learning materialsresources, as well as for assessment specialists.This activity will include training a team of syllabus development officers and development teams foreach NCF learning area following the process described under Activity 2.1 above. This will involveelaborating the syllabus development template and developing guidance ‘handbooks’, incollaboration with UNICEF and other donors who plan to support particular subjects (such as theBritish Council; GTZ; CoE; among others). The EU Project will provide support for these keystage/subject groups/subject curricula through international and local technical assistance.This group of EU Project experts will also provide expertise for MEST’s Curriculum Development Unit(CDU) and the State Council for Curriculum, Textbooks and Assessment (SCCTA) in the continuousimprovement and monitoring and evaluation of the NCF and guidance to assist schools inimplementing the NCF at school level, including the optional component.The EU Project will work with MEST, through the NCF Task Force, CDU and SCCTA, to establish thesubjects which will be given priority (linked to the plan to phase in the NCF in Grades 1, 6 and 10),how the compulsory pre‐primary year will be dealt with and the number and location of ‘lead’schools which will be used.2.4. Sub‐activities 4.1 Develop ToR, identify and appoint international and local experts todevelop syllabus guidelines and train local experts4.2 Elaborate the NCF syllabus template, develop guidelines and provideexpertise for the development of subject syllabuses as required4.3 Translate and print guidelines and templates4.4 Develop a training programme and manual for syllabus developers4.5 Organise two workshops to train experts in using the guideline4.6 Develop a training manual for teachers who will implement the newcurriculum4.7 Organise at least two workshops to train (MEST and municipal) officers inmonitoring the implementation of the new syllabuses (in didactic centres orKEC facilities) accompanied by coaching and mentoring activities;4.8 Organise follow‐up monitoring activities for the trained officers andsyllabus developers4.9 Organise evaluation of the training programme.Human resources 10 key expert days, 30 non‐key international and 50 local non‐key expert daysBudget41

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoResult 2.2. A steering group of curriculum development specialists of the MEST Curriculum unit,the Council for Curricula of Kosovo/Council for Curricula, Textbooks and Assessment (CCTA) andtertiary education institutions have acquired additional skills and hands‐on experience needed torevise the National Curriculum Framework and to lead the various subject groups responsible forcurriculum development to include specific measures to address minority inclusion in education.Activity 2.5. Help the MEST establish, and provide support to the Council for Curricula ofKosova/Council for Curricula, Textbooks and Assessment (SCCTA) as required.Activity 2.6. Develop and implement a capacity development program (including institutional,organizational, and human capacities) of the MEST Curriculum Unit, members of the Council forCurricula and other key actors as appropriate.Proposed deviation from the ToRThe SCCTA was established before the EU Project started so the focus will be on support and capacitybuilding. These two activities are therefore closely linked and the sub‐activities detailed below coverthem both. (See also Activity 2.2 and the description of the plan to introduce a new CurriculumAgency.) The EU Project has discussed with SCCTA how it can provide support, in terms of long andshort‐term technical expertise, in meeting the objectives outlined in the ToR.Areas of possible support include the following (subject to further discussion between the EU Projectand SCCTA and an ongoing review of immediate and longer‐term priorities, in coordination withother donors active in the sector as appropriate):• Supporting the NCF public consultation and dissemination process (in coordination withUNICEF). (See Activity 2.3 Above)• Developing a training manual for syllabus developers, which focuses on defining the learningoutcomes per level and per learning area (or subject area in some cases) as they relate to thekey competencies defined in the Framework and addresses the needs of non‐majoritycommunities (See Activity 2.4 above).• Implementing the NCF on a phased basis, including elaboration of syllabus developmenttemplates for subjects and learning areas (in collaboration with GTZ, British Council andCouncil of Europe); establishment and training (as required) of key stage steering groups andsubject syllabus development groups. (See Activity 2.4 above).• Developing a training manual for teachers who will implement the new curriculum/the sameor modified training manual could be used for school directors and developers of learningresources (textbooks etc.) focusing initially on Grades 1, 6 and 10. (See Activity 2.4 above).• Training of teachers and writers for a new generation of teaching and learning materials (incollaboration with GTZ, the Council of Europe and the British Council). (See Activities 2.5/6below).• Training writers and teachers in the development of new learning resources for use for bothteachers and students, especially for the first piloting phase. (See Activities 2.5/6 below).• Review of the assessment implications of the NCF (in collaboration with World Bank) andproviding support for new assessment instruments and training in assessment for classroomteachers and school directors. (See Activities 2.5/6 below).• Establishing a task force to monitor NCF implementation, especially in the initial stages, andcoordinate donor inputs. (See Activity 2.2 above).• Developing a list of courses/thematic areas that relate to the optional part of the curriculum(See Activities 2.5/6 below).• Provide training to schools with respect to the school autonomy, which does not only involvecurriculum choice but also new management structures and more financial autonomy (SeeActivities 2.5/6 below).42

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo• Developing an effective quality assurance system at national, municipal and school level.(See Activity 2.7 below).The SCCTA will finalise their request for support in January 2010 and submit a formal letter to ECLO.MEST has developed textbook standards with the help of a Swiss institution and the EU Project willevaluate these, both in terms of relevance to the NCF and specifically in relation to the avoidance ofgender and ethnic stereotyping.2.5. and 2.6.Sub‐activitiesHuman resourcesBudget6.1. Draft ToR for and appoint international and local non‐key experts for crosscuttingissues to act as resource persons for the curriculum development process6.2. Draft Tor for and appoint international and local non‐key experts to reviewthe assessment implications of the NCF (in collaboration with World Bank IDEPexperts) and make recommendations for support and training in assessment forclassroom teachers and school directors.6.3. Draft ToR for and appoint international and local non‐key experts in thetraining of writers, textbook standards and the development of teaching andlearning materials6.3.1. Conduct ToT workshops on the development of teaching and learningmaterials6.4. Evaluate MEST textbook standards in relation to the NCF and avoidance ofgender and ethnic minority stereotyping. Draft a monitoring checklist if requiredand provide advice, guidance and recommendations to MEST.6.4.1. Organise at least two workshops for the training of writers of teaching andlearning materials6.4.2. Monitor and support and provide coaching and mentoring to materialsdevelopers6.4.3. Monitor and support trained trainers in development of teaching andlearning materials6.4.4. Organise (jointly with MEST) at least three workshops in development ofteaching materials; moderated by trained trainers (2011 and 2012);6.4.5. Translate and print training materials for the development of teachingmaterials6.5. Support MEST in developing the list of and guidelines for optional schoolbasedmodules6.5.1. Assist MEST/SCCTA to develop guidelines and manuals for school‐basedmodules6.5.2. Train schools (two workshops each year organised jointly with MEST indidactic centres) in selecting, and managing the implementation of, schoolbasedmodules in the context of increasing school autonomy6.5.3. Assist MEST/SCCTA to monitor and support the implementation of schoolbasedmodules70 key expert days; 120 non‐key international and 120 non‐key local daysActivity 2.7. Assist the MEST to establish a group of local education mentors/advisors/facilitatorsto secure a system of quality assurance in the curriculum development process specifically, and inthe education system more generally.The EU Project team will work with MEST (SCCTA and CDU) and MEDs and schools, as well as withother donors active in the sector (in particular GTZ) to establish an effective and sustainable qualityassurance system, at national, municipal and school level, taking onto account the role of the existing43

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoregional inspectorate. The aim will be to build the capacity of MEDs and directors and schoolmanagement teams to monitor and evaluate the implementation of the curriculum framework,linking it to their planning cycle and needs, in terms of training and resources.The Project proposes to organise a short study visit to Scotland for both curriculum and teacherdevelopment ‘facilitators’ to maximise synergy between components in the context of NCFimplementation and to help develop a team of resource persons/mentors/facilitators for the NCF.Scotland is suggested because of its size and its expertise in curriculum and teacher development(including head teachers), including assessment.2.7. Sub‐activities 7.1. Organise a study tour to Scotland for (10) relevant officers, experts,educators to experience and exchange good practices in the field of curriculumdevelopment and teacher training7.2. Draft ToR for and appoint international and local experts to help MESTdesign, develop and implement a training programme to develop capacity inquality assurance7.2.1. Develop, translate, print and distribute training materials to participants7.2.2. Organise training workshops in five regional centres with participantsfrom all levels of education involved in quality assurance of the system7.2.3. Organise follow‐up activities for participants to carry out in theirorganisations/institutions7.2.4. Monitor and evaluate the programmeHuman resources 50 Key expert days; 60 international and 100 local non‐key expert days;Budget44

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoComponent 3 Teacher DevelopmentThe main purposes of Component 3 are to update and elaborate the Teacher Competency Profile,update the teacher training catalogue, as well as strengthen the capacity for policy development andteacher training provision to promote quality improvements in primary and secondary educationwithin a national teacher training and teacher licensing framework. The Project team notes thatfurther support aimed at sustaining a comprehensive system of in‐service and school directorteacher training is anticipated through IPA 2009. The aim of the project is to ‘strengthen and improvethe quality of education through the development of a sustainable system of comprehensive inserviceteacher training as well as the training of school directors to improve management capacityat local and school level’. The Project will coordinate its activities with that programme as moredetails emerge on its intended timing and content. It is expected that it will begin in approximatelythe middle of 2011, by which time the recurrent and future needs of the teacher education systemwill be more apparent.As indicated above, IDEP (WB) has already made substantial interventions in the areas covered bythe ToR for this Component, specifically in terms of teacher licensing, teacher performanceassessment procedures and the accreditation of training providers. The EU Project will thereforefocus on the Teacher Training Catalogue (see Activity 3.6 below) and ensure that it fully reflects theimplications of the new NCF for teacher training and classroom practice.IDEP is also supporting the further development of the MEST EMIS Department’s software andcomputers were supplied to MEDs in 2009. The EU Project will maintain contact with IDEP to assessthe potential impact of this intervention on the collection and analysis of disaggregated data atschool management level in relation to school development planning, gender mainstreaming andinclusion.The EU Project will also take account of the current Tempus IV project at the University of Prishtina,which ends in December 2010. This is intended to provide a basis for replanning PRESETTprogrammes through Master Study Programmes in Education. Similarly, the EU Project will liaise withCoE counterparts in terms of their interventions in higher education institutions and the preparationand training of non‐majority community teachers.The EU Project will also work closely with Faculty of Education and Pedagogical Institute (KPI) staffmembers in relation to the implementation of the NCF and their respective current and future roles.USAID’s report Assessment of Basic education/Pre‐university Education in Kosovo (July 2009) foundthat the University of Prishtina ‘might be better served by a Faculty of Education that unitesinstruction for teachers at all levels, from pre‐school to upper secondary. Pre‐school and Primaryteachers may focus most of their degree preparation within the Faculty of Education, while uppersecondary teachers would complete an academic degree from the appropriate academic faculty, plusadditional course work in general education and methodology and classroom practice. The numberof courses in general education should be increased, and the number of practice hours should matchthose required for primary level teachers. Courses in integrated instruction and teaching across thecurriculum would be of use to teachers in the pre‐service and professional development (in‐service)programs alike.’The working group set up by the Minster of Education in 2008 to make recommendations onrestructuring the KPI felt that it should ‘focus on supporting [the] education system in general andschools in particular to improve the performance. In course of time, the institution will build its45

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovocapacity for research, but at this stage it has to have the role of facilitator of the qualityimprovement.’ The working group suggested various roles: counselling and coaching for schools andteachers; needs analysis on INSETT and developing a catalogue of training opportunities; curriculumdevelopment and standards and assessment. In addition the group noted the need for a separateVET body to provide similar services to that sub‐sector. A number of these roles have now beensubsumed by the two State Councils and the KPI’s role and future is uncertain. The EU Project’s rolewill be to follow up these recommendations and establish whether KPI has a role to play inimplementing the NCF.The intended results of this component are:(a) The Teacher Competency Profile is revised and accepted by key stakeholders and in line withbest practice in EU‐member states.(b) A credit system similar to the ECTS for recognition of professional development of teachers iselaborated and approved.(c) The teacher training catalogue is revised in line with the Teacher Competency Profile, creditsystem and teacher licensing system.(d) MEST capacity to manage the in‐service training of teachers is developed to ensure efficientand systematic management of in‐service training of teachers.(e) Capacities of HE institutions strengthened to build sustainable partnerships with other trainingproviders.(f) A manual of standards and procedures for accreditation of in‐service teacher training.(g) A coordinated system for teacher training provision and performance monitoring in Kosovo is inplace.Activity 3.1. Take stock of the existing teacher key competencies, teacher training catalogue,teacher training programmes and providers (national/international, public/private) available inKosovo and of good examples in EU‐member states.The EU Project team reviewed the existing teacher training structure during the inception phasethrough a number of stakeholder and donor/project meetings and an analysis of policy and otherdocumentation (Annexes B7 and B8), as well as the implications of the new draft NCF for pre‐ and inserviceteacher training.A number of key issues were identified during the inception phase, which are detailed in Annex B9. Insummary these are:• the number of untrained teachers• the need to train teachers in a philosophy of inclusive education which is not limited tospecial needs education• the need to train school directors and teachers in the use of the optional part of thecurriculum• the need for database to record past and future training.• the need to learn from and adapt successful in‐service training models from previousprojects and use established networks and training facilities (for example the didactic centresset up by the Kosovo Education Centre ‐ see Annex B11).These issues will be addressed during the NCF implementation process and discussed on an ongoingbasis in regular meetings with MEST technical unit staff (TTU and so on) and with the SCTL, WB IDEPcounterparts and at ad hoc NCF task force meetings.46

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo3.1. Sub‐activities 1.1 Arrange exchange meetings with education authorities, agencies, schools,and other stakeholders1.2 Carry out desk research on available legislation, reports, and good practiceregionally and internationally1.3 Participate in events (workshops, seminars, conferences) in the field ofteacher development1.4 Map teacher development practices and policies (resulting in a reportproduced for internal use).Human resources 20 key expert daysBudget /This ‘stock taking’ will continue throughout the life of the Project through an ongoing routine ofregular meetings with all relevant stakeholders to update and review progress and information onthe sector.Activity 3.2. Organise a broad consultation on the new Teacher Competency Profile needed inKosovo.Activity 3.3. Revise the existing Teacher Competency Profile according to the outcomes of theconsultation and provide support to MEST for the finalization of the draft in view of its officialadoption.Activity 3.4. Develop a credit system similar to the European Credit Transfer System (ECTS) for thepurpose of recognition of professional development of teachers.Proposed deviation from the ToRWorld Bank experts (IDEP), working with SCTL, have already done a substantial amount of work onthe development of the Teacher Competency Profile (TCP) which defines the general competenciesof teachers, in addition to specific competencies to promote child‐centred teaching and learning.They have also supported the development of a system for the recognition of teacher development,to validate the courses taken by individual teachers to achieve and upgrade licensed status.Administrative Instructions, awaiting the Minister’s signature, foresee 150 contact hours in approvedtraining during a period of five years. For the training to count towards the requirement of 150 hoursit will need to be accredited by the SCTL. The instructions allow for other training to take placeoutside of the licensing arrangements. The EU Project team has met regularly with IDEP internationaland local experts and MEST TTU to get updates on progress on these activities and ensure this worktakes into consideration professional development and recognition of professional developmentwithin a European context/perspective. The EU Project’s focus will be particularly on ensuring thatthe Teacher Training Catalogue (see Activity 3.6 below) reflects these developments and theimplications of the new NCF for teacher training and classroom practice.3.2., 3.3. and 3.4.Sub‐activities2.1. Contribute to and support the current processes of consultation on theTCP in liaison with IDEP and MEST TTU counterparts through workshops andworking groups as required2.2. Support the implementation of the TCP (dissemination of information,workshops with teacher education institutions, for example the University ofPrishtina and University in Mitrovica, and so on)2.3. Monitor implementation of the TCP and support its review and redrafting(in 2011)2.4. Ensure that the Transfer System aligns easily with teacher careerdevelopment requirements and assist in the design (in collaboration with SCTLand IDEP) of a programme for its implementation2.5. Monitor implementation of the in‐service credit system (2011)47

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoHuman resourcesBudget30 key expert days; 30 non‐key international and 40 local expert daysActivity 3.5. Revise the teacher training catalogue taking into account the Teacher CompetencyProfile and the credit system.Proposed deviation from the ToRThe Catalogue has yet to be developed and World Bank (though IDEP) is assisting SCTL in developingaccreditation criteria and procedures (see Activity 3.12). The Catalogue will also include vocationalteacher training courses and providers; courses for school directors and for non‐majoritycommunity teachers. The EU Project team will liaise with MEST and all relevant stakeholders,including the Faculty of Education and Pedagogical Institute, NGO training providers, Teacher’sUnion, World Bank IDEP experts, GTZ (regarding vocation education programmes), SCTL and theMEST TTU and VET Unit to determine the best strategy for designing, producing and distributing acatalogue of accredited in‐service programmes, including its funding.3.5. Sub‐activities 5.1 Draft ToR for, and appoint local and international non‐key experts toassist MEST to develop the teacher training catalogue in consultation withthe stakeholders indicated above5.2 Develop a costed plan for the design, publication and dissemination ofthe catalogue, including a process for updating it5.3 Assist MEST to collect entries for the Catalogue based on establishedcriteria related to the Teacher Competency Profile and credit system5.4 Assist MEST to finalise the Catalogue, its publication and distribution5.5 Organise seven regional workshops in didactic centres to present theCatalogue to school directors, teachers and municipality authorities5.6 Establish a monitoring and evaluation process to assess theeffectiveness of the Catalogue and a process for its updatingHuman resources 20 KE days, 40 non‐key international and 60 non‐key local expert daysBudgetActivity 3.6. Train and provide support to the Teacher Training Review Board of the MEST.It is expected that the functions of the Board will be taken over by the State Council for TeacherLicensing (SCTL). The EU Project has discussed with SCCTL support, in terms of long and short‐termtechnical expertise, in meeting the objectives outlined in these ToR.Possible areas of support include the following (subject to further discussion between MEST, SCTLand the EU Project and coordination with WB IDEP activities) us as to immediate and longer‐termpriorities):• Teacher standards and credit system (in collaboration with World Bank IDEP)• Revisions to the MEST INSETT Teacher Training Catalogue (in line with the new curriculumframework)• Piloting a teacher performance appraisal system in collaboration with World Bank IDEP(portfolios, self‐evaluation, peer evaluation, student achievement, and so on)• Training of school directors and municipal education directorate staff in lesson observation,mentoring and training needs analysis (as part of school development planning)• Coordination of Initial Teacher Training and INSETT provision (in relation to the newcurriculum framework).48

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThe SCTL will finalise their request for support in January 2010 and submit a formal letter to ECLO.This component will therefore contribute to the development of SCTL’s and MEST’s Teacher TrainingUnit’s (TTU) capacity to develop and manage a sustainable system of comprehensive in‐serviceteacher training, taking into account any planned interventions by World Bank IDEP and GTZ. Seealso Activity 3.8 below.3.6. Sub‐activities 6.1. Assess SCTL and MEST TTU needs for support6.2. Draft ToR for and appoint one local and one international non‐key expertsto meet the needs of the SCTL and MEST TTU (based on an annual action plan)for policy development and implementation6.3. Conduct two training workshops on the development of a sustainableINSETT system on the implementation of the NCF6.4. Update SCTL and TTU needs for support beginning of every year (2010,2011, 2012)6.5. Organize training, coaching and mentoring workshops (2 each year) basedon identified needsHuman resources 90 key expert days; 120 international and 120 local non‐key expert days;BudgetActivity 3.7. Set up a web‐page on in‐service training under the portal of MEST.The EU Project will support MEST in further developing its website to contribute to the process ofawareness raising and dissemination of key developments in teacher training and curriculumdevelopment. This work will be linked to the web‐page development for Component 1 (Activity 1.5.6)and development of a project website, using local short‐term expertise.3.7. Sub‐activities 7.1. Draft ToR for and appoint a non‐key local expert to design the in‐serviceweb page (the same expert as for Activity 1.5.6)7.2. Design the web page7.3. Train MEST staff to maintain and update the web pageHuman resources 10 KE and 10 local non‐key expert daysBudgetActivity 3.8. Develop and implement a capacity development program (including institutional,organizational, and human capacities) of the MEST Teacher Training Unit and other key actors asappropriate.Activity 3.9. Organise training workshops and seminars as required according to MEST capacitybuilding needs and the needs of key stakeholders.A training programme will be developed based on a needs assessment and priority areas identified inconsultation with SCTL (see Activity 3.6 above) for training. The training programme will target SCTLmembers, MEST TTU, municipal education officers, inspectors, school directors, and so on.The EU Project and SCTL have already identified the coordination of INSETT provision in themunicipalities in relation to NCF and the training of school directors and municipal educationdirectorate staff in lesson observation, mentoring and training needs analysis (as part of schooldevelopment planning) as key areas for support and these also relate closely to the effectiveimplementation of the NCF, to increasing school autonomy and the importance of schooldevelopment planning.The Project will work with municipalities not included in the WB and GTZ project: approximately20 municipalities with approximately 40 potential trainees.49

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThese two activities are also linked to Activity 3.6.3.8. and 3.9.Sub‐activitiesHumanresourcesBudget8.1. Draft ToR for and appoint international and local non‐key experts to assessthe training needs of the teacher development agencies and institutions andmake recommendations8.2. Develop and pilot a training programme for the training of school directorsand municipal education directorate staff in lesson observation, mentoring andtraining needs analysis (as part of school development planning)8.3. Implement training events (1 tailor made workshops each year);8.4. Conduct one tailor made workshop a year for a selected number of schooldirectors;8.4. On the job monitoring and support for a selected number of officers andinstitutions.40 key expert days; 40 international and 80 local non‐key expert days;Activity 3.10. Ensure peer learning and exchange activities with peer teacher training institutions inthe region/EU member states, as deemed necessary (exchange of experiences through study visitsand conferences).The EU Project team understands the importance of aligning the teacher training system with bestpractice in EU member states and internationally. This will mean supporting exchange or study visitsand (attendance at international or national) conferences, facilitating networking, and drawing onexisting institution contacts within the sector in coordination with other donors, projects and theirtechnical experts. The Project proposes to organise an international event in the field of teacherdevelopment in Kosovo and a study visit to Scotland (see Activity 2.7 above).3.10.Sub‐activitiesHuman resourcesBudget10.1. Organise a study visit in 2010 (to Scotland; see 2.7. above)10.2. Support participation of local experts and officials in two regional teacherdevelopment events every year10.3. Organise an international event on TD in Kosovo in 2011 (jointly withIDEP).10.4. EU Project team supports relevant MEST and municipality staffparticipation in one European event in teacher development every year toupdate information on best practice which can be applied to the sector10 Key expert days and 10 non‐key international expert daysActivity 3.11. Provide technical expertise to in‐service teacher training institutions including theFaculty of Education of the University of Pristina.There is a need to improve the qualifications of teachers, through in‐service and pre‐serviceprofessional development and to further build the capacity and course programmes provided bythe University of Prishtina Faculty of Education. There was no tradition of specialized teachertraining at the university before 2002. Most of the faculties offer three‐year degrees, which meansthat upper secondary level teachers may lack in‐depth subject area knowledge, as well as knowledgeof modern methodology. More needs to be done to integrate the upper secondary and primaryprogrammes, equalising the number of practice hours, and providing additional courses in teaching50

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovomethods, education psychology, multi‐ and intercultural education, special needs education,classroom management etc.3.11. Sub‐activities 11.1 Identify non‐key international and local experts to assist Key Expert 2 toadvise HE teacher education institutions on improvements to their pre‐serviceand in‐service programmes in line with the requirements of the NCF and theBologna process.11.2 Design a training programme to support the teacher education institutions11.3 Implement the programme – review of study programs and establishment/ improvement of existing in‐service programs (two workshops with variousfaculties of the UP and UM).11.4 Monitor the implementation of improved programmes11.5 Provide support to in‐service teacher training program of the Faculty ofEducation (consolidation of the program) – one workshop and consultancy;Human resources 20 key expert days; 40 international and 60 local non‐key expert days;BudgetActivity 3.12. Elaborate a manual outlining the standards and procedures for accreditation of inserviceteacher training providers and programmes ready for approval. (This activity links toActivities 3.2‐3.5 above )Activity 3.13. Examine needs for developing a programme of systematic quality monitoring ofteacher training and assessment of teachers' performance once trained, and develop appropriaterecommendations in this regard.These activities are to some extent the sum of the preceding activities. Capacity building in the areaof teacher assessment and evaluation needs to be delivered at municipal and school level and shouldbe part of an overall training programme for school directors/management teams and directorates.The EU Project and SCTL have already identified the piloting of a teacher performance appraisalsystem (in collaboration with World Bank IDEP and GTZ) as a key activity which will support themonitoring of teacher performance and ultimately the effective implementation of the NCF.In cooperation with MEST, the SCTL and TTU, World Bank IDEP, GTZ and other stakeholders the EUProject team will work on developing a framework for quality assurance of in‐service training. Part ofthis work will be the accreditation criteria and procedures, but it is also important to empowermunicipalities and schools to carry out continuous monitoring of in‐service programming, includingany school‐based training.The IDEP international consultant for teacher professional development will, during his nextscheduled input in January 2010, assist SCTL to develop the procedures and criteria for accreditationof training providers and programmes, which will result in an Administrative Instruction onProcedures and Criteria for Accreditation, as well as planning the piloting phase of the teacherperformance assessment system. The EU Project will liaise with IDEP and SCTL counterparts tofurther develop the details and timing of the EU Project’s intervention.3.13.Sub‐activities13.1 Identify and appoint one local and one international non‐key expert to assistMEST and IDEP in a manual with standards and procedures of INSETT and todevelop and implement a ToT training program for schools and municipalities inteacher monitoring and assessment;13.2. Develop training materials13.3. Implement the training programme: two workshops with assignments inbetween51

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoHumanresourcesBudget13.4. Certify 20 trainers13.5. Organise training activities in 7 regions ‐ in every region (in didactic centres)each year13.6. Pilot the performance appraisal system by trained officers13.7. Organise external monitoring and evaluation of the pilot programme.30 key expert 2 days; 33 international and 50 local non‐key expert days52

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo4.2 Plan of operations for the next periodSince the ToR state that the first interim progress report is due three months after the inceptionphase, the ‘next period’ of operations is assumed to be January‐March 2010. A significant amount ofwork has been done during the inception phase, as indicated in Section 4.1 above. What follows is anindicative summary of expected key activities by component for the next project t period. This issupported by the Plan of Operations in Annex 3.Component 1The main activities anticipated for Component 1 are as follows and will be carried out primarily inliaison with MEST, CBERP, Sida as donor focal point, World Bank and GTZ:• Establish the SWAp Task Force• Establish the SWAp Secretariat• Support the preparation, organisation and conduct of the first Annual Budget PlanningWorkshop• Select, obtain approval for and mobilise international and national experts for relevantactivities• Commence the design of the financial planning modelling tool with the involvement of twosuitable MEST staff• Commence needs analysis of capacity needs in municipalities, including but not limited toMEDs• Investigate the new Gateway arrangements for donor coordination and seek MEST’sinvolvement in the pilot phase. Support MEST and ACDEI in the process• Establish and inaugurate the Donor‐supported Projects’ Technical Coordination Group• Provide support to the donor focal point for the education sector• Initiate review of the need for development of monitoring and evaluation tools• Network with relevant ministries and other agencies, including MEF, MLGA, MunicipalitiesAssociation, Teachers’ Union• Prepare for international study visit.Component 2The main activities anticipated for Component 2 are as follows and will be carried out in liaison withMEST and UNICEF in particular:• Begin the process of developing a capacity building programme with MEST CD Unit andSCCTA• Support the NCF consultation and dissemination process• Elaborate the syllabus development template for NCF implementation• Establish NCF steering and subject groups with MEST and SCCTA• Organise and deliver training for the steering and subject groups• Begin the process of developing a quality assurance system and the identification of relatedtraining and human resource needs• Draft a Gender and Ethnic Minority Action Plan• Analyse the MEST website and draft proposals for its improvement (in conjunction withproject website development planning)• Select and get approval for international and national experts in curriculum development,teaching and learning materials development, assessment, gender equity/ethnic minorities ,website developer (national only); project website and publicity materials.53

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoComponent 3The main activities anticipated for Component 3 are as follows and will be carried out in liaison withMEST, World Bank and GTZ in particular:• Begin the process of developing a capacity building programme with MEST TT Unit and SCTL• Update the teacher licensing system including the Teacher Competency Profile and credittransfer arrangements (with World Bank)• Draft an outline plan for the development, production and distribution of the TeacherTraining Catalogue, reflecting the Profile and credit transfer system• Draft an outline for the manual on the accreditation of INSETT training providers and courses(with World Bank)• Begin an assessment of the capacity building needs of INSETT institutions, including theFaculty of Education• Begin collecting and collating possible networking, exchange and possible study visitopportunities for INSETT/ITT institutions, including international conferences• Select and get approval for international and national experts in teacherdevelopment/performance.54

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo5. IMPLEMENTATION ARRANGEMENTSThe EU Project will have a number of fora and task groups to assist with strategic planning and theimplementation and monitoring of component activities (see also Section 4 above where specificcomponent activities are linked to these bodies).Project Steering CommitteeThe Project Steering Committee (PSC) will provide strategic advice at its quarterly meetings and willbe responsible for the overall coordination, direction and oversight of the project in accordance withthe ToR. The Project team proposes that the Steering Committee will be chaired by the MESTPermanent Secretary (who has given his consent in principle, subject to the Minister’s approval) andinclude the following members: MEST Director of Pre‐University Education; MEST Director ofAdministration; representatives from the Ministry of Economy and Finance; the Ministry of Labour;the Association of Municipalities; University of Pristina; ACDEI; ETF; ECLO Task Manager; EducationDonor Focal Point (currently Sida).The Committee’s function will be to review the progress made by the team quarterly as evidenced bythe Quarterly Report and advise on any outstanding issues or risks. The Steering Committee may alsoprovide general direction or seek emphasis on a particular topic for the next quarter. As stated in theToR, all Steering Committee decisions will have to be approved by the ECLO.Component 1 and EU Project‐wide working groups and task forces/groupsCBERP has assisted the Ministry to establish a cross departmental working group to prepare sectorstrategies and plans. The EU Project will not duplicate those activities; instead the Project will workwith MEST, and other Ministries as appropriate, agencies, donors and other key stakeholders in thedevelopment of a sector‐wide approach to education which will complement the work of CBERP andothers.The EU Project’s ToR requires the establishment of a cross‐departmental working group. The Projectproposes that this be known as the SWAp Task Force, having the role of governing board, overseeingand steering the development and implementation of the SWAp. Membership should include theheads of key departments within MEST, including, for example, officials directing cross‐cutting andoversight departments, especially strategic planning, financial management, human resource andteacher management, teacher training and curriculum development functions. There should also berepresentation of key sub‐sectors, such as primary and secondary, tertiary, technical and vocational,and higher education as well as of non‐majority communities so that a fully inclusive approach ismaintained across the SWAp. It will also be essential to secure the involvement at a high level of theMinistry of Economy and Finance, so that it fully understands the financial implications of the SWApand also to inform the Task Force on all the necessary financial dimensions to be considered, andparticipate significantly in the decisions made by the Task Force.CBERP will also assist MEST to establish a Joint Annual Review (JAR) by the Ministry, donors andrelevant NGOs, based on the Ministry’s Development Plan. The Team Leader of the EU Project,assisted by international and national experts, will also support the introduction, preparation andconduct of this JAR and will continue to support it after the CBERP has ended, throughout the timeperiod of this project.55

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThe EU Project proposes to establish a Donor‐supported Projects’ Technical Coordination Group, tobe chaired by the MEST Director of Donor Coordination. In addition to the Director of DonorCoordination, the Head of the SWAp Secretariat at MEST and a representative of the donor focalpoint (currently Sida) the membership will consist of the Task Managers and the implementing teamleaders of the main donor‐supported projects in the field of education. The main purpose of thisgroup will be to ensure the highest possible level of synergy, collaboration and complementaryworking, and avoidance of duplication among the relevant projects. Meetings will initially be heldmonthly in order to ensure that planning for joint working and practical arrangements for workshopsetc are smoothly managed. The EU Education SWAp Project Team Leader will provide technical andlogistical assistance to this group.Component 2 and 3 working groups and task forcesIn accordance with the ToR the EU Project will support the work of the two State Councils forCurriculum and Teacher Development or any successor bodies MEST may appoint. The Projectteam does not propose to set up any additional bodies which duplicate the work of these Councils. Interms of curriculum development, the EU Project team has already participated in the work onMEST’s Technical Team/Task Force for the NCF and in the donor TASK Force working on aspects onNCF consultation and dissemination. The EU Project will recommend that the Task force continues insome capacity to monitor all aspects of the effective implementation of the NCF as it is phased in andto manage relevant donor inputs (in collaboration with the Technical Coordination Group – the TaskForce will work at a level of greater detail).Education access forumThe EU Project also proposes to re‐establish a forum on the key education quality and accessissues (non‐majority community issues, special needs education, gender and social equity, children’srights, mother tongue education and so on) with other donors/projects/agencies active in the sector,for example CoE, ICO, OSCE, ECMI, UNDP, UNICEF, SCF, NGOs, plus relevant MEST technical units.Meetings and meeting recordsAt an informal level, the EU Project team will continue to meet regularly with other donors andagencies active in the sector (including future inputs) and with MEST technical unit staff in particular.Meeting records will be kept and follow‐up actions identified.Practical arrangementsThe project was officially started on 20 October 2009 with a meeting between the Team Leader andimplementing partners in the KEC premises, followed by a meeting on the next day with the ECLOofficers, in which initial agreement and common understanding was reached on generaldevelopments and relations during the project implementation. Between October 20 and beginningof December 2009, the following main activities were carried out to create effective workingconditions for the project team:• Premises were rented, painted and furniture purchased and delivered• Equipment sufficient for eight people was purchased and installed• Office staff were hired and contracts signed• Induction training was carried out with office staff on administration and finance• Internet, server, telephone lines, wiring, heating, etc. were installed to meet project needs.The Project will organise support for municipalities in 5‐6 groups, based mainly in the existingDidactic Centres and in other suitable locations such as KEC.56

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoThere will be a flexible approach to project design to take account of changes in other donor‐fundedactivities and in the education and wider environment. If necessary the resources allocated to thethree components will be reviewed and changed and resources transferred from one to another ifrequired and with the approval of ECLO.Coordination and partnershipsOn 29 October 2009, the Project Team Leader and Ms. Sophie Beaumont (ECLO) met with Minister ofEducation, Dr. Enver Hoxhaj. Apart from exchanging views on project goals and activities ascompared to needs in the sector, in this meeting it was also agreed to have Mr. Blerim Saqipi(Teacher Training) and Mr. Armend Tahirsylaj (Curriculum Development) as MEST contact points forrespective project components. At another meeting in MEST it was agreed that Mr. SkenderXhakaliu, Director of Administration Department, would act as contact point for the capacity buildingcomponent.On 2 December 2009 a meeting was held with the MEST Permanent Secretary, Mr. Adem Sallauka, inorder to present the project to him and to finalize preparations for a project steering committee(PSC).During the project inception phase over 40 meetings were held with central and local educationauthorities, development partners, NGOs, experts and educators in various towns of Kosovo. Thesemeetings were used to gain a clearer picture of the needs in the three areas, to identify changes thathad taken place in the last one year and a half, and to find out about what the other donors weredoing in order to ensure synergy of efforts instead of duplication. See Annex B7.One of the key events in this regard was the donor coordination workshop at Swedish Sida premiseson November 24 2009, in which MEST and all relevant donors in the sector participated. This hasalready been described in Section 4.1. This exercise helped clarify the picture of interventions, gapsin institutional and human resources capacities in the sector, and changes that have taken place inthe last two years. Inputs from this workshop have been of immense help in developing the inceptionreport and operational plan for the project, but it also served to point out the importance of the EUEducation SWAp’s coordinating role in sector‐wide efforts in education.57

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo6 MONITORING AND EVALUATION6.1 DEFINITION OF INDICATORSCross‐cutting issues indicatorsThe Sida Roadmap (Annex IV: ‘The Education Landscape’) postulates that the reason that gender,human rights and ethnic‐related issues are not included explicitly in education strategies may be atleast partly to do with the ineffective use of EMIS and therefore the lack of disaggregated data atschool, municipality and national level. The role of EMIS and data collection is dealt with underComponent 1 above.Languages indicators• All training and guidance materials produced by the project will be in the official languages ofKosovo and English.Inclusion indicators• The Project will take into account the draft recommendations of the Education WorkingGroup of the Consultative Council for Communities of August 2009, the issue raised in theRoadmap (Annex IV).• The Project will work with UNICEF and MEST to ensure that, as far as possible, teachers,teacher training providers, parents, local authorities and employers from all minority groupsas well as groups representing children and students with special needs (children andstudents with disabilities) are involved in the NCF development and consultation process andin activities related to teacher development. As the Roadmap points out, inclusion ofchildren with special needs is ‘well covered’ but the participation of vulnerable groups isinadequate.• Capacity development and implementation activities will include representatives of otherinterest groups, in particular those from disadvantaged and minorities (including Roma,Ashkali and Egyptian) communities and children/persons with disabilities.• The key decision making bodies set up by the EU Project will include representatives ofethnic minorities, representatives from Special Educational Needs and disabilityorganisations.• Any teaching and learning materials, including training materials, produced with the EUProject’s support will be free of all forms of bias in text and illustrations.• Data produced by the project should be disaggregated by minority, as well as gender(including workshop participants etc.).• School Director and MED training should include the collection and analysis of disaggregateddata as a planning tool.Gender equity indicators• The Sida Roadmap contains a useful general checklist for ‘education planning at nationallevel’ in Annex VI and the Project will take this into account in its activities.• The Project proposes to develop a consolidated Gender and Ethnic Minorities Action Plan(GMAP) for the sector during the first project period, based on available data and studiescompleted by other donor sand projects.58

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo• Working and other groups set up by the Project or with its support should have an equalrepresentation of men and women.• Any teaching and learning materials, including training materials, produced with the Project’ssupport will be free of all forms of bias in text and illustrations.• Data produced by the project should be disaggregated by gender (including workshopparticipants, etc.).The following are specific indicators for the three Project components and their outputs/deliverables.Component 1: general measurement indicatorsThe general measurement indicators for this component in the ToR are as follows:• Detailed implementation plan for the education strategies produced and endorsed by MESTand local level stakeholders• Communication systems developed are systematically utilised by MEST Donor Unit workingdirectly together with, and in coordination with, the ACDEI and all Donor Partners active inthe field of education.The specific project outputs/key deliverables are as follows:• Cross departmental working group established• Education strategies in time bound actions, milestones and monitoring arrangements includingregular and systematic progress reporting• Overarching structure for the SWAp, including SWAP Task Force, Secretariat, etc, established andmaintained• Joint Annual Reviews prepared, initiated and supported• Requirement for Financial planning software tool reviewed and tool designed• Organization and implementation of Annual Budget Planning Workshops supported• Planning tools designed for central and municipal use• Training provided in use of planning tools• Capacity requirements of MEST and MED staff reviewed• Tools for improved donor coordination elaborated and proposed• Donor‐supported Projects’ Technical Coordination group established and supported• Donor focal point supported• Common understanding secured within MEST at Central and Municipal levels on building SWApand steps required to achieve it.• Need for development of monitoring and evaluation tools to complement EMIS reviewed• Monitoring and Evaluation tools developed• Capacities of selected MEST units at central and municipal levels developed, as deemednecessary• SWAp web page designed and set up• Peer learning and exchange activities with peer institutions in the region/EU member statesensured.Component 2: general measurement indicatorsThe general measurement indicators for this component in the ToR are as follows:• a broad consultation process on the National Curriculum Framework has been undertaken atlocal level involving each Municipality across Kosovo prior to its adoption and concretefeedback, both oral and written feedback, has been received from local and municipalrepresentatives on the draft NCF59

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo• representatives of ethnic minorities, representatives from Special Educational Needs anddisability organisations are included and are participating together with educational experts andkey stakeholders in the key decision making bodies of the project• at least 10 training sessions in curriculum development have been undertaken in accordancewith the needs of the curriculum development groups with the needs of the curriculumdevelopment groups.The specific project outputs/key deliverables are as follows:• Revised NCF submitted to MEST by UNICEF• Public consultation process completed• Steering and subject groups appointed and trained• Syllabus development guidelines produced and development of subject curriculum as required• Quality assurance guidance developed and implementation process and team• Phased implementation begun through a number of ‘lead’ schools• Monitoring and evaluation system in place and implementation feedback received• Support for MEST CDU and SCCTA agreed and capacity building programme developed andimplemented.Component 3: general measurement indicatorsThe general measurement indicators for this component in the ToR are as follows:• Teacher Training Catalogue is adopted and put to use by MEST and the majority of Schools inKosovo are aware of the new Teacher Training Catalogue and are actively using it for theselection of teacher trainings.• In‐service teacher trainings are running systematically in accordance with the frameworksand systems developed, the national teacher training framework and the framework of thenew teachers licensing and credit system which recognises the professional development ofteachers, standards and procedures developed for accreditation of teachers.The specific project outputs/key deliverables are as follows:• Teacher Competency profile agreed with all stakeholders• Teacher credit system adopted by MEST• Teacher training catalogue ready for printing and distribution• Links made between HE ITT institutions and INSETT providers• Manual of INSETT provider/programme standards and procedures ready for approval• Coordinated system for teacher training provisions and performance monitoring in place (thenational teacher training framework)• Support for MEST TTU and SCTL agreed and capacity building programme developed andimplemented.6.2 MANAGEMENT OF THE PROJECTThe active participants in the Project’s management will be the ECLO Programme Manager, MsSophie Beaumont, the Beneficiary (MEST) and Technology), the Project Director for the Contractor,Cambridge Education, Ms Felicity Binns and the Team Leader, Mr Eric Woods. It is expected that theECLO Task Manager will oversee overall performance of the Project and generally ensure that it ismoving towards the results expected.The Project Steering Committee (PSC) will meet at least every three months and will be responsiblefor the overall coordination, direction and oversight of the project in accordance with the ToR. The60

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoProject team proposes that the Steering Committee will be chaired by the MEST PermanentSecretary (who has given his consent in principle, subject to the Minister’s approval) and include thefollowing members: MEST Director of Pre‐University Education; MEST Director of Administration;representatives from the Ministry of Economy and Finance; the Ministry of Labour; the Association ofMunicipalities; University of Pristina; ACDEI; ETF; ECLO Task Manager; Education Donor Focal Point(currently Sida).The Committee’s function will be to review the progress made by the team quarterly as evidenced bythe Quarterly Report and advise on any outstanding issues or risks. The Steering Committee may alsoprovide general direction or seek emphasis on a particular topic for the subsequent quarter. Asstated in the ToR, all Steering Committee decisions will have to be approved by the ECLO.Day‐to‐day management of the project team will be the responsibility of the Team Leader. As far aspossible regular weekly meetings will be held to review progress, address any issues affecting projectprogress and discuss future planning.6.3 RECRUITING LONG‐ AND SHORT‐TERM CONSULTANTSThe Project team anticipates proposing and recruiting non‐key experts in the following areas (someof which can be combined):• Public Financial Management, budget management and financial planning• Strategic planning• Curriculum development and maintenance• Teacher development and accreditation• School management training and development planning• School‐based assessment• Teaching and Learning Materials Development and evaluation• Capacity building training in education planning, curriculum implementation (for MESTand Municipality Education Departments, NGOs)• Non‐majority community education (including mother tongue education)• Gender and social equity (including disaggregated data collection and analysis)• Education of children with special educational needs (including gifted children).Recruitment and mobilisation of appropriate non‐key experts will be a priority for the projectmanagement team following approval of the Inception Report. The process for recruiting non ‐ keyexperts will be transparent and will be based on the following predefined criteria:• qualifications• language skills• years of experience• relevant technical knowledge• communication skills.The Project’s Technical Proposal includes a pool of suitable non‐key experts, but the recruitmentprocess will be extended involving other experts from the consortium’s network and databases. AllCVs for non‐key experts, together with the rationale and ToR for their assignment, will be submittedto ECLO for approval prior to deployment. MEST is required to countersign all Administrative Orderrequests so need to be kept informed of non‐key expert deployment plans.The proposed recruitment methodology includes the following basic steps:61

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovoa) The specific need for the expert(s) is identified based on the ToR profiles and in consultation withECLO and MEST;b) ToR for each post are prepared. This document outlines the roles and responsibilities of theexpert and his/her qualifications as well as the general and specific experiences sought (criteria);c) Initial screening of the experts based on the defined criteria is carried out (newspaperadvertisements and online recruitment tools may also be used if required);d) Candidates are identified and the appropriateness of each CV is evaluated. They are then eitherrejected or added to the short list of candidates;e) If a candidate has an appropriate CV but is not known to the consortium personally, referenceswill be checked and at least a telephone interview held;f) A short list of candidates is drawn up;g) During this process, ECLO will be kept fully informed of progress.h) The selected expert is proposed to ECLO;i) Once approved the expert is contracted, briefed, given ToR mobilised.This system will be set up immediately after the receiving the approval of the Inception Report sothat the Project can identify well‐qualified, high‐quality candidates when required.6.4 ReportingIn addition to the reporting requirements detailed in the ToR (Section 7) monthly reports will be alsosubmitted to the ECLO Task manager, starting from the end of January 2010, based on the templatesupplied.Following the Inception Report, Interim Progress reports (starting with the period January‐March2010) will be provided on a quarterly basis. The project team will report on project activities andresults and progress towards the achievement of objectives. Project progress will also be an agendaitem in each Steering Committee Meeting. Any deviation from the original plan of operations and anyissues affecting implementation will be discussed in order to mitigate the risks.Administrative Order Requests for Short Term Expert inputs and Incidental Expenditure, approved bythe Team Leader and MEST, will be provided to the ECLO at least three weeks in advance and,wherever possible, requests will be grouped in batches of six requests and submitted at the start ofthe month prior to the month that the expert or incidental expenditure is required.62

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo7. UPDATE ON ASSUMPTIONS AND RISKS7.1 AssumptionsThe key assumption in the ToR is that ‘MEST and the donor partners continue to demonstratewillingness to modernise the education sector according to a comprehensive sector developmentstrategy. In particular, the Kosovo authorities fully commit to implement the activities envisaged insupport of education’.The development of an ambitious new NCF and the drafting of a number of new laws and regulationsrelated to the sector (see Section 2 above) indicates a continuing commitment by MEST toimprovements in quality and delivery of education.Evidence from the Project’s participation in the SWAp workshop jointly organised with SIDA duringthe inception phase indicated that donors not only welcomed the opportunity to share informationon their respective interventions but also recognised the need for a co‐ordinated approach to thesector‐wide approach, based on strategic priorities, the avoidance of wasteful duplication of effortsand the maximisation of the impact of inputs where they are complementary.In addition to these assumptions in the ToR, it is assumed that:• MEST, the municipalities and the Kosovo government in general are fully committed to theintroduction of a sector‐wide approach to the education sector which places them ‘in thedriving seat’.• Senior MEST personnel are available to make inputs into the project and are willing tobenefit from the capacity building interventions• Effective working relations are established with the State Councils• A proper process of public consultation is carried out on the NCF involving all communitiesand minorities• There is full ownership of the NCF at national, municipal and school level• MEST technical units have the capacity to assist with NCF implementation• The PSC provides strategic support to the Project.7.2 Risks and flexibilityThe ToR identify a number of risks, some of which are highly significant, and some additional risks areidentified below. Risk mitigation strategies are indicated below against each risk.63

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoRisksLack of social and politicalstability in Kosovo.The 2009 local elections resultin changes of leadership in thegoverning bodies withconsequences for the reformpriorities and for the ownershipof the programmes.Increased responsibility ofmunicipalities after the fullfledgeddecentralisation plan isnot backed with additionalfinancial or human resources.Resistance to co‐operation fromthe different ethnic minoritygroups at local and regionalgovernment levels.Weak governance andadministrative capacity ofinstitutions (includingexperience with financialmanagement andprocurement procedures, andknowledge of EU/ internationalguidelines)The NCF proves to be tooambitious to implementeffectively and is resisted byteachersLikelihoodL/M/HImpactL/M/HRisk Mitigation MeasureM H Encouragement and continuous supportby ECLO and other EU institutions, activein Kosovo, helps to underpin theeconomicand social stability. Work on improvingdonor co‐ordination will further enhancethese efforts.M H Maintain focus on capacity building atmiddle management level. Selectmembers of steering committees andworking groups who will be able tocreate momentum for change across awide stakeholder group which cansurvive political changes.H M Work closely with EU‐PIP and MEDs toensure that Education SWAp is factoredinto MTEF and budget planning processand linked into decentralisationplanning.H M Effective communication andconsultation processes in place toensure an inclusive dialogue with keydisadvantaged or marginalised groups.Involve these group in NCF consultationand implementation processH H Work closely with FRIDOM, PIP andother teams to identify areas forcomplementary support forimplementation and capacitybuilding on areas which supporthorizontal operations in MEST.M H Ensure effective consultation anddissemination; organise a phasedimplementation process; train teachersin the new methodology64

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo8 PLANNING TO ENSURE SUSTAINABILITYThe risk of project outcomes not being sustained beyond the end of the project period is wellunderstood. An emphasis on sustainability is the most important principle underpinning the Projectteam’s approach. The strategy for sustainability has several elements: at its heart is an understandingthat the team are not the decision makers, nor implementers, but rather facilitators, providingcapacity building support to MEST and the other bodies with legally defined duties in respect ofeducation reform.8.1 Policy supportThe Project team will play an active role in identifying issues and proposing solutions, in supportinglocal institutions (MEST, the two State Councils, Municipality Education Directorates etc.) in aligningpre‐university education system to European norms and standards. However, this will always be inclose partnership with MEST and relevant bodies.In all development work with MEST and other bodies, the Project will remain aware that capacitybuilding is as important as the completion of specific technical outputs. In other words, a successfuloutcome is one in which not only is the output technically sound and appropriate but is fullyunderstood and accepted by those who will be responsible for its implementation and management.In this way a ‘critical mass’ of knowledgeable actors will be created, militating against the threat tosustainability that could result from concentrating capacity building and ownership generally amongtoo few individuals. This is particularly true for the sustainability of the sector‐wide approach itself.Sustainability also depends on identifying development solutions that as far as possible provide forcontinuity with previous developments and achieve the appropriate balance between technicalexcellence and cost‐effectiveness.8.2 Appropriate technologyThe project will build on CBERP activities and outputs in order to contribute to SWAp development.The project will also contribute, through the development of a financial modelling tool and bycontinuing to provide capacity building throughout the life of the project, beyond the time whenCBERP has come to an end. An important dimension of sustainability will be provided through thesynergies which are emerging from other quarters, notably enhanced budget planning andmonitoring systems in MEST (supported by PIP, etc), Civil Service Reform legislation, restructuringacross a large number of ministries (supported by FRIDOM project). The role played by the EuropeanCommission Liaison Office (ECLO) through the various tools at its disposal under the Stabilisation andAssociation Process (such as regular reporting and a European Partnership Agreement) is crucial inencouraging the Government of Kosovo to adopt and maintain best practice.The ToR require the project to develop a web‐page dedicated to in‐service teacher training on theMEST website (Component 3, Activity 3.7) and the Project proposes to develop its own website, onwhich can be posted training materials and key project documents, which can continue to beaccessed after the end of the project period at minimal cost.The Project will liaise with MEST and other donors on establishing an effective EMIS system andtraining schools directors and Municipality Education Directorates in collecting and analysingdisaggregated data, or the use of Excel spreadsheets as an interim measure so that data can be usedas part of the school development planning process.65

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIn terms of raising awareness about the NCF, the related public consultation process anddisseminating information, the Project will liaise with MEST and UNICEF to make full and imaginativeuse of all forms of technology, including mobile phone technology.8.3 Mainstreaming of Cross‐cutting IssuesSee also Sections 3.5 and 6. Capacity will be built in line with the representation of different groupsand communities found in each beneficiary organization. All project deliverables (handbooks,manuals, system updates, training) will be provided in English, Albanian and Serbian. The Project willensure that training can be provided in both Albanian and Serbian by ensuring that any group oftrainers used includes both Serbian and Albanian speakers. When developing and implementingactivities the team will consider the impact on different communities (including RAE) andgirls/women. By building this aspect into operational procedures, the consideration of cross‐cuttingaspects will be sustained, as long as the procedures are followed.8.4 Institutional and management capacityThe Project team’s approach will be focussed on putting senior Government officials and thepolitical leadership of MEST in the ‘driving seat’ and helping them to understand the incentives thatexist in making good use of their systems and owning the overall education reform process.Preparing a strategic Education SWAp, the management systems to implement it and monitoringexecution will not happen unless it is a product of a process that is owned by those who have a directstake in it. Mentoring and coaching will also be focused at middle management level within MESTand municipalities to encourage greater responsibility and ownership.Our approach to capacity building is based on international best practice in professionaldevelopment and training: all training activities will be derived from a careful and thoroughidentification of needs. We will, for example, conduct a training needs analysis with MEST,Municipalities, SCCTA, SCTL and other bodies involved in the education sector to develop detailedtraining objectives. For the successful implementation of the SWAp approach and reform of preuniversityeducation, it will be essential to ensure the participation of, and partnership with MESTand all stakeholders (minorities, municipalities, schools, NGOs, parents, labour market, teachereducation providers, higher education institutions, other interest groups, in particular thoserepresented disadvantaged and socially excluded persons etc.). Where specific skills are required,e.g., in the use and maintenance of a financial modelling tool, the project will seek to ensure thatthose concerned develop and internalise the necessary skills and competences, including through theprovision of longitudinal support to the ‘modellers’ throughout the life of the project.8.5 Economic and financial analysisThe Project outputs will not require any additional significant recurrent budget costs to sustain thembeyond the timeframe of the project. The greatest cost to the beneficiary institutions will be theprovision of continued training to ensure sustainability of the concepts and techniques learnedduring the project. This ongoing cost can be set against capacity developed and sustained withinexisting institutions and formally passed on to future generations of staff.66

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoREQUIRED ANNEXES67

ANNEX A1 LOGICAL FRAMEWORKEuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification AssumptionsOverallObjectiveTo support the Kosovo Government in Improving the Quality and Efficiency ofthe Provision of Education and Training Services, notably pre‐universityeducation, in a lifelong learning and employability perspective, in line withthe agreed upon sector wide approach (SWAp) for education, and inaccordance with EU standardsImproved performance of the educationsectorExternal and internal assessmentresultsPolitical and economic stability ofthe country;Kosovo public institutions remaincommitted to education reform;PurposeStrengthen and build capacity within MEST at central and municipal levels to;manage the education sector, with the coordinated support of donorpartners; effectively forecast the financing of the education sector; monitorthe progress of implementation of education sector strategiesUpdate and further elaboration of an agreed upon draft National CurriculumFramework including capacity building and training of curriculumdevelopment and other relevant stakeholders required for effective roll‐outand implementation of the new curriculum. The support is to includemeasures to promote minority inclusion in education through curriculumdevelopmentUpdate and further elaboration of an agreed Teacher Competency Profileand update the teacher training catalogue as well as strengthening capacitiesfor teacher training policy development and teacher training provision insideKosovo in order to promote quality improvements in primary and secondaryeducation in KosovoStrategic PlanAction Plan for SWApSWAp Task ForceM&E SystemsFinancial Management SystemFully inclusive National CurriculumFramework implementedConsultation Strategy carried out byIDEPAccreditation Process approved by SCTLand MinisterImproved education delivery in schoolsAction PlanMTEF Annual ReportsJoint Annual Review and Annualbudget Workshop reportsMonitoring ReportsNCF and supporting documentationTeacher Training Catalogue andsupporting accreditationguidance/manual of proceduresInspection and monitoring reportsSuccessful implementation of allthe related projects in Kosovo, onwhich this project should build;Effective donor coordination forall actions related to this project;Key players of the GoK are willingto devote time to capacitybuilding actionsDonors are willing to commitfunds to a SWAp typeprogrammeIntervention Logic Objectively Verifiable Indicators Sources of Verification AssumptionsCCIs Languages Project reports and training materialsmade available in three languagesReports and training materialsInclusionGender equityMinority and disadvantaged groupsincluding children with special needsparticipate in project activities and arerepresented on decision–making bodiesEqual representation of men and womenin workshops, on project decision makingbodies; gender checklist for materialsdevelopmentParticipant lists; evaluation reports;meeting minutes and reports;teaching and learning materialreflect all communitiesParticipant lists; meeting minutes;workshop evaluation reports;teaching and learning materials haveno gender bias1

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification Assumptions1. The education strategies are translated into time bound actions(annual plans and mid‐term action plans), milestones and monitoringarrangements including regular and systematic progress reporting.Annual costed plans published andreported against at Joint Annual Reviewmeetings (JARs)PlansJoint Annual Review meeting reportsGovernment of Kosovo,especially MEST, backed up byMFE, is committed to the SWAprationale and processResults2. Financial planning software tool for use by MEST is ensured in orderthat it may manage and forecast the national education budget basedon a consolidated sector strategy (including the VET Action Plan andMapping Report). The tool should allow strategic planning and policyplanning and to calculate the cost of various strategic options andfuture investment.Financial estimates and plans, includingscenarios, made available to AnnualBudget Planning Workshop (ABPW)Reports of ABPWMEST identifies appropriate staffto train in management of thefinancial tool and ensures theirongoing engagement3. Key staff members of various departments/units of the Ministry andthe Municipal Education Directorates are trained and able to usethese management tools to support planning, effective organisationand decision making and to support Donor coordination.Staff at central and municipal levelscompetently utilise Financial planningtool to produce financial estimates basedon prioritised actions.Financial estimates and plansMEST and municipalities committo using the various tools4. The donor coordination by MEST is strengthened and donor partnersupport is in compliance with the overall strategy and objectives ofthe MEST.Joint meetings held at least quarterlybetween MEST and donor partners,attended by representative of ACDEI,chaired by MEST Director of DonorCoordinationMeeting minutesMEST and donors accepts thevalue of well coordinatedinterventions5. The MEST capacity in planning, implementation, monitoring andevaluation are strengthened as required to deliver implementation ofthe education sector action plan. The monitoring and evaluationefforts include the development and establishment of baseline dataand indicators for the education sector.Coherent plans andmonitoring/evaluation reports producedthrough routine use of various planning,monitoring and evaluation toolProgress of sector plan evaluated againstthe agreed indicators annual work planand budget at successive JAR meetings.IndicatorsReports of JAREMISMEST values and promotesstrong management of physicaland financial planning,monitoring and evaluation6. A revised National Curriculum Framework is ready for officialadoption. The National Curriculum Framework should be fullydiscussed, understood and agreed by the key stakeholders, includingrepresentatives of ethnic minorities, and various interest groups ineducation, at both the national and local levels, and should be in linewith good practices in EU‐member states.Revised NCF completedSummary leaflet for public consultationdevelopedFully inclusive public consultation carriedoutFramework document in 3 languagesShort version (leaflet) in 3 languagesMonitoring reports on consultationexerciseConsultation exercise is agenuine discussion andconsultation with all stakeholders7. A steering group of curriculum development specialists of the MESTCurriculum unit, the Council for Curricula of Kosovo / Council forCurricula, Textbooks and Assessment (CCTA) and tertiary educationCurriculum development andmaintenance strategyIncreased coordination of curriculumSyllabus development guidanceInclusive subject syllabusesNew teaching and learning materialsSufficient capacity is availablewithin MEST and otherinstitutions available for this2

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification Assumptionsinstitutions have acquired additional skills and hands‐on experienceneeded to revise the National Curriculum Framework and to lead thevarious subject groups responsible for curriculum development toinclude specific measures to address minority inclusion in education.development process within MESTincluding for non‐majoritycommunitiesexercise8. The Teacher Competency Profile, required for assessment of teachers,is revised and accepted by the key stakeholders and various interestgroups in education (at the national and local levels) and in line withgood practices in EU‐member states.Consultation exercise completedFinalised TCP documentMEST Administrative Instruction (AI)9. A credit system for the purpose of recognition of professionaldevelopment of teachers is elaborated and ready for official approval.Credit system proposal completedFinal document and guidanceMEST AICOMPONENT 1. Capacity Development with MEST at Central and Municipal LevelsActivities1.1 Support MEST to establish a cross‐departmental working group assignedto design and steer the work for the implementation of the component 1.• Cross Departmental WorkingGroup/Task Force Established withAction Plan for taking forwardEducation SWAp agenda. Donorcoordination by MEST isstrengthened and donor partnersupport is in compliance with theoverall strategy and objectives of theMEST.Working Group OperatingProcedures;Minutes of Meetings1.2 Assist MEST, both at central and municipal levels, in developing a costedand time bound action plan to be used as an operational tool associated tothe education sector strategies.• A costed and detailed Action Planfor the Education Sector Strategiesproduced and endorsed by MESTand local level stakeholders. TheAction Plan for the Education SectorStrategies includes time boundactions (annual plans and mid‐termaction plans), milestones andmonitoring arrangements includingregular and systematic progressreporting.Copies of Action Plan;Minutes of Meetings, including JointAnnual Reviews and Annual BudgetWorkshops;Reports1.3 Ensure a common understanding within MEST about the objective ofbuilding the sector‐wide approach in education and the steps required toachieve it.• Conference to promote the SWApapproach and to introduce thesector‐wide strategy and action planConference Materials;Information and CommunicationStrategy3

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification Assumptionsto MEST officials, other key lineMinistries and stakeholders includingdonor community1.4 Develop capacities of MEST units (at central and municipal levels) asdeemed necessary. Assist MEST in reviewing the capacities needed by MESTstaff in order to carry out the MEST action plan, including recommendationson key areas to be strengthened and modalities for this capacitybuilding/strengthening• Capacity building review report anddevelopment plan linked torequirements of SWAp action plan• Information and capacity buildingworkshops and eventsCapacity Building Plan;Training and Information Materials;Operating Procedures1.5 Review the need for development of financial planning tools, monitoringand evaluation tools to be used by MEST for policy making, donorcoordination and monitoring of progress in the education sector.1.6 Elaborate and propose tool(s) to donor partners for improved donorcoordination. Develop strategic planning tools, monitoring and evaluationtools to be used by the MEST for policy making, donor coordination andmonitoring progress in the education sector.• Management systems review reportand terms of reference forimplementation of planning andmonitoring tools (fully integratedwith approaches used in MFE andACDEI.• A financial planning software tool foruse by MEST is ensured in order thatit may manage and forecast thenational education budget based on aconsolidated sector strategy(including the VET Action Plan andMapping Report). The tool shouldallow strategic planning and policyplanning and to calculate the cost ofvarious strategic options and futureinvestment.Management Systems Report;Monitoring and EvaluationFrameworkM&E Procedures;Code of Conduct for Donors;Operations manual for trackingsystem of donor engagement in theeducation sector1.7 Train the relevant units of the central level of the MEST, including thedonor coordination unit working in cooperation with the ACDEI, and thedirectorates of education in municipalities, on the use of these abovementioned tools.• Key staff members of variousdepartments/units of the Ministryand the Municipal EducationDirectorates are trained and able touse these management tools tosupport planning, effectiveorganisation and decision making andto support Donor coordination. TheTraining materials;Evaluation of training.4

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification AssumptionsMEST capacity in planning,implementation, monitoring andevaluation are strengthened asrequired to deliver implementationof the education sector action plan.1.8 Ensure peer learning and exchange activities with peer institutions inthe region/EU member states, as deemed necessary, with special attentionto the EU accession agenda.• Study tour programme• Workshops and Information EventsWorkshop and study tours supportmaterials;Evaluation of study tours.COMPONENT 2. Curriculum DevelopmentActivities2.1 Assist MEST with the establishment of, and provide support to the StateCouncil for the Kosovo Curricula (SCKC).• Steering group of curriculumdevelopment experts of Kosovooperational since April 2009 will besupported through stages of theprocess, to contextualize the NCFand the curriculum reform processto the needs of Kosovo.Representatives of ethnic minorities,representatives from SpecialEducational Needs are included andare participating together witheducational experts and keystakeholders in the key decisionmaking bodies of the project.Minutes of Meetings;Presentations on NCF;Policy Papers2.2 Take stock of the existing first‐generation curricula, textbooks, policiesand assessment instruments.• Report on stock taking exercise forexisting curricula and resource baseincluding initial gap assessment fornew curriculaReport and Recommendations2.3 Develop and implement a capacity development program (includinginstitutional, organizational, and human capacities) of the MEST CurriculumUnit, members of the Council for Curricula and other key actors asappropriate.• Members of Steering Group andMEST Curriculum unit and othershave acquired additional skills andhands‐on experience needed torevise the National CurriculumFrameworkCapacity Building StrategyTraining Materials5

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification Assumptions2.4 Set up a public discussion process on the NCF to include outreach tolocal levels and minority representative.• Consultation process to involveteachers, teacher education serviceproviders, parents, local authoritiesand employers from all minoritygroups as well as groups representingchildren and students with specialneeds in the NCF developmentprocess.Information and CommunicationStrategyReports on Consultation Exercise2.5 Organise and support the process of revision and redrafting of theNational Curriculum Framework in view of its finalization.2.6 Develop guidelines for the design and implementation of new curriculabased on the NCF and, thereafter, its application.• National Curriculum Framework(NCF) which sets out the stages andcore subjects pre‐universityeducation.• NCF setting out he subjects taught;the knowledge, skills andunderstanding required in eachsubject; standards or attainmenttargets in each subject; how a child'sprogress is assessed and reported.Updated NCF PapersGuidelines and Training Materialsfor NCF2.7 Assist the MEST to establish a group of local educationmentors/advisors/facilitators to secure a system of quality assurance in thecurriculum development process specifically, and in the education systemmore generally.• At least 10 training sessions incurriculum development.Training MaterialsCOMPONENT 3. Teacher Training DevelopmentActivities3.1 Take stock of the existing teacher key competencies, teacher trainingcatalogue, teacher training programmes and providers (national/international, public/private) available in Kosovo and of good examples inEU‐member states.• Report on stock taking exercise forexisting teacher competence profilesand gap assessment for new teachercompetence profile.Report and Recommendations3.2 Organise a broad consultation on the new Teacher Competency Profileneeded in Kosovo.• A Steering group of teacher trainingexperts of Kosovo will be set up towork with the Consultant in all stagesof the process, to contextualize theTCP. It is equally important to involveMinutes of Steering Group MeetingsAction Plan6

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification Assumptionsteachers, teacher education serviceproviders, parents, local authoritiesand employers from all minoritygroups and groups representingstudents with special needs/studentswith disabilities in the TCPdevelopment process. Consultationscampaign organised and deliverednationwide.3.3 Revise the existing Teacher Competency Profile according to theoutcomes of the consultation and provide support to MEST for thefinalization of the draft in view of its official adoption.• Revision, update and furtherdevelopment of the TeacherCompetency Profile (TCP) whichdefines the general competencies ofteachers in addition to specificcompetencies to promote childcentredteaching and learning.Update TCF ProfileGuidelines on Implementation3.4 Develop a credit system similar to the European Credit Transfer System(ECTS) for the purpose of recognition of professional development ofteachers.3.5 Develop and implement a capacity development program (includinginstitutional, organizational, and human capacities) of the MEST TeacherTraining Unit and other key actors as appropriate. Train and provide supportto the National Teacher Licensing Council of the MEST. Work with MEST toset up a web‐page on in‐service training under the portal of MEST. Organisetraining workshops and seminars as required according to MEST capacitybuilding needs and the needs of key stakeholders.• Report and recommendations onaccreditation of prior learning andcredit system for the recognition ofteacher development, to validate thecourses taken by individual teachersto upgrade their qualifications• Report and recommendations oncapacity building strategy to workwith MEST Teacher Training Unit toimplement new TCP• In Service Training Portal• Training workshops and materials forcapacity buildingReport and RecommendationsAssessment ScheduleReport and RecommendationsTraining PortalTraining Materials3.6 Revise the teacher training catalogue taking into account the TeacherCompetency Profile and the credit system.• Teacher Training Catalogue andSupport Materials for new TCP.Catalogue7

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoIntervention Logic Objectively Verifiable Indicators Sources of Verification Assumptions3.7 Put in place appropriate systems to support roll out of new TeacherTraining Programme. Ensure peer learning and exchange activities with peerteacher training institutions in the region/EU member states, as deemednecessary (exchange of experiences through study visits and conferences).Provide technical expertise to in‐service teacher training institutionsincluding the Faculty of Education of the University of Pristina. Elaborate amanual outlining the standards and procedures for accreditation of in‐serviceteacher training providers and programmes ready for approval.3.8 Examine needs for developing a programme of systematic qualitymonitoring of teacher training and assessment of teachers' performanceonce trained, and develop appropriate recommendations in this regard.• Proposals for a new system forlicensing and career advancement ofteachers or improvements of existingsystem• Study visits to explore comparativeEU models for Teacher Training• Trainer Training programme workingwith teacher training institutions• Manuals and procedures forimplementation of new TeacherCompetency Profile• Report and recommendations onimplementation of systems forquality assurance and ongoingmonitoring on teachers performanceReport and RecommendationsStudy Visit ProgrammesManuals and ProceduresReport and Recommendations8

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX A2 OVERALL PLAN OF OPERATIONS (INDICATIVE)ActNoActivity descriptionIndicative 2010 2011 2012KE NK NKtiming Months Quarters Quarters Quarters Days INT LOCJ F M 2 3 4 1 2 3 4 1 2 3 4DAYS DAYSTotal expert days available 1150 888 1318COMPONENT 1 KE 1 NKI NKL1.1. Result 1.1 The education strategies aretranslated into time bound actions1.1.1 Support MEST to establish a crossdepartmental working group1.1.2. Assist the MEST, in developing a costed andtime‐bound action plan and build capacityof municipalities for identification of needs,financial planning, and resource and activityplanning1.1.3. Support MEST to establish and maintain anoverarching structure for the SWAp,including SWAP Task Force, Secretariat, etc1.1.4. Prepare, initiate and support Joint AnnualReviews1.2. Result 1.2 A financial planning softwaretool for use by MEST is ensured1.2.1. Review the need for and design a tailormadefinancial planning tool1.2.2. Design and implementation of a financialplanning tool1.2.3. Support organization and implementationof the Annual Budget Planning Workshops1.3. Result 1.3 Planning tools are designed andutilised1.3.1. Planning tools designed and introduced forcentral and municipal useJan 2010 60Jan – Sep2010Feb 2010‐Nov 2012April 2010‐September2012Jan‐Mar2010Feb‐Jul2010Feb – Mar2010/11/12February2010‐March201230 25 50120 905010 1060 7030 3020 309

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo1.4. Result 1.4 Key staff members of MEST andMEDs are trained to use managementtools1.4.1. Assist the MEST / MED‐s in reviewing thecapacities needed by MEST staff1.5. Result 1.5 MEST capacity in planning,implementation, monitoring andevaluation are strengthened1.5.1. Ensure a common understanding within theMEST (at Central and Municipal levels) onbuilding SWAp in education and stepsrequired to achieve it.1.5.2 Train selected key staff at central andmunicipal levels in the use of planning tools1.5.3. Review the need for development ofmonitoring and evaluation tools tocomplement EMIS1.5.4 Develop Monitoring and evaluation toolsand train selected staff in their use1.5.5. Develop capacities of the MEST units (atcentral and municipal levels) as deemednecessaryJan‐Mar2010Jan 2010Jun 2012April‐Dec.2010Jan‐Febeach yearMarch2010‐March2012Mar 2010Sep 20111.5.6. Design and set up SWAp web page April‐June20101.5.7. Ensure peer learning and exchange April‐Juneactivities with peer institutions in the 2010region/EU member states1.6. Result 1.5 Donor coordination by MEST isstrengthened and in compliance withsector strategy and objectives of the MEST.1.6.1. Elaborate and propose tools to donorpartners for improved donor coordinationMar. 2010‐Dec. 20111.6.2 Facilitate and participate in coordination Jan 2010Jun 201220 2030 20 4050 6025 3020 3020 40 603020 1020 404010

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovobetween donors1.6.3. Establish and support a donor supportedprojects technical coordination groupCOMPONENT 22.1 Result 2.1 Revised NCF ready for adoption2.1. Take stock of the existing first‐generationcurricula, textbooks, policies andassessment instruments2.2. Organise and support the process ofrevision and redrafting of the NCF2.3. Set up a public discussion process on theNCF to include outreach to local levels andminorities2.4. Develop guidelines for the design andimplementation of new curricula based onthe NCFResult 2.2 MEST CD Specialists have skillsto revise NCF2.5.2.6.Help the MEST establish, and providesupport to the SCCTA in implementing NCFand in designing and implementing acapacity development program2.7. Assist the MEST to establish a group of localeducation mentors/advisors/facilitators tosecure a system of quality assuranceJan 2010Jun 2012Nov‐Dec2009Jan‐Jul2010Feb‐Apr2010Jan‐Feb2010Jan 2010‐Jul 2012Jun 2010‐Jun 2011Total expert days for Component 1 430 345 590KE 2 NKI NKL‐ 20 0 06030 1010 0 2010 30 5070 120 12050 60 100Total expert days for Component 2 180 220 290COMPONENT 3 KE2 NKI NKLResult 3.1 Teacher Competency Profilerevised and accepted3.1. Take stock of existing teacher keycompetencies, teacher training catalogue,Nov‐Dec2009‐ 20 0 011

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovotraining programmes and providers3.2. Organise a broad consultation on the new Jan‐Jun10 0 0Teacher Competency Profile20103.3. Revise the existing Teacher Competency Mar‐Jun10 0 0Profile2010Result 3.2 Credit system ready for approval3.4. Develop a credit system for INSETT Jan‐Jun10 30 402010Result 3.3. Teacher Training Cataloguerevised3.5. Revise the teacher training catalogue Mar 2010‐20 40 60Dec 2011Result 3.4 MEST capacity developed3.6. Train and provide support to the TTRB Jan 2010‐90 120 120(SCTL)July 20123.7. Set up a web‐page on in‐service training 2010 10 103.8.3.9.Develop and implement a capacitydevelopment programJan 2010‐July 201230 20 40Organise training workshops and seminarsas required according to MEST needs and ofkey stakeholdersResult 3.5 HE INSETT capacitystrengthened3.10 Ensure peer learning and exchangeactivities with peer teacher traininginstitutions3.11 Provide technical expertise to in‐serviceteacher training institutionsResult 3.6 INSETT Accreditation manualelaborated3.12 Assist to elaborate a manual foraccreditation of in‐service teacher trainingproviders and programmesResult 3.7 Coordinated TT and teachermonitoring system in placeMar 2010‐Jul 2012Jan 2010‐Jul 2012Jan 2010‐Jul 2012Jan 2010‐Dec 201010 20 4010 10 020 40 6010 10 2012

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo3.13 Examine needs and implement aprogramme of systematic monitoring ofteacher training and teacher performanceJan 2010‐Dec 201030 33 48Total expert days Component 3 280 320 440Total expert days for Components 1, 2, 3 890 888 1318Team Leader role 80Preparation of ToR, briefing, debriefing80consultants, report writing, editing, etcNetworking 50Administration 50Total 1150 888 131813

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX A3 PLAN OF OPERATIONS FOR THE NEXT PROJECT PERIOD (INDICATIVE)ActNoActivity descriptionCOMPONENT 11.1. Support MEST to establish a crossdepartmental working group1.2. Assist the MEST, both at Central andMunicipality levels, in developing a costedand time‐bound action planIndicativetiming1.3. Establish the SWAp Task Force Jan‐Feb1.4. Establish the SWAp Secretariat Jan‐Feb1.5. Support the preparation, organisation and Jan – Marconduct of the first Annual Budget PlanningWorkshop1.6. Select, obtain approval for and mobilise Janinternational and national experts forrelevant activities1.7. Commence the review and design of the Feb‐ Marfinancial planning modelling tool with theinvolvement of two suitable MEST staff1.8. Commence the review and design ofappropriate tools for planning1.9. Commence needs analysis of capacity Feb‐Marrequirements in municipalities, including butnot limited to MEDs1.10. Investigate the new Gateway arrangements Janfor donor coordination and seek MEST’sinvolvement in the pilot phase. SupportMEST and ACDEI in the process1.11. Establish and inaugurate the DonorsupportedJan – FebProjects’ TechnicalCoordinationMonths / 1 st QUARTER / 2010January February March1 2 3 4 1 2 3 4 1 2 3 414

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoGroup1.12. Provide support to the donor focal point for Feb‐Marthe education sector1.13 Initiate review of the need for development Feb‐Marof monitoring and evaluation tools1.14. Network with relevant ministries and other Jan‐Febagencies, including MEF, MLGA,Municipalities Association, Teachers’ Union1.15 Prepare for international study visit. MarchCOMPONENT 22.1. Begin the process of developing a capacity Jan‐Febbuilding programme with MEST CD Unit andSCCTA2.2. Support the NCF consultation and Jan‐Febdissemination process2.3. Elaborate the syllabus development Febtemplate for NCF implementation2.4. Establish NCF steering and subject groups Febwith MEST and SCCTA2.5. Organise and deliver training for the Marsteering and subject groups2.6. Begin the process of developing a quality Feb‐Marassurance system and the identification ofrelated training and human resource needs2.7. Draft a Gender and Ethnic Minority Plan Jan‐Feb2.8. Analyse the MEST website and draft Marproposals for its improvement (inconjunction with project websitedevelopment planning)2.9. Select and get approval for international andnational experts in curriculum development,Jan‐Febteaching and learning materialsdevelopment, assessment, genderequity/ethnic minorities , website developer15

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo(national only); project website and publicitymaterials.COMPONENT 33.1. Begin the process of developing a capacitybuilding programme with MEST TT Unit andSCTL3.2. Update the teacher licensing systemincluding the Teacher Competency Profileand credit transfer arrangements (withWorld Bank)3.3. Draft an outline plan for the development,production and distribution of the TeacherTraining Catalogue, reflecting the Profile andcredit transfer system3.4. Draft an outline for the manual on theaccreditation of INSETT training providersand courses (with World Bank)3.5. Begin an assessment of the capacity buildingneeds of INSETT institutions, including theFaculty of Education3.6. Begin collecting and collating possiblenetworking, exchange and possible studyvisit opportunities for INSETT/ITTinstitutions, including internationalconferences3.7. Select and get approval for international andnational experts in teacherdevelopment/performance.Jan‐Feb ‐Feb‐MarJan‐FebFebJan‐MarFeb‐MarJan‐ Feb16

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX A4 OVERALL RESULT PERFORMANCE PLANResults Measurement indicators Target date Constraints and assumptionsComponent 1Detailed implementation plan foreducation strategiesMar 2010 CBERP will make progress.• Cross departmental working groupestablished• Education strategies in time bound actions,milestones and monitoring arrangementsincluding regular and systematic progressreporting• Overarching structure for the SWAp,including SWAP Task Force, Secretariat, etc,established and maintainedSep 2010Established byFeb 2010 andmaintained forlife of projectCBERP and EU Education SWAp project willcollaborate successfullyMEST, other ministries and municipalitieswill welcome the opportunity to engageactively in this process• Joint Annual Reviews prepared, initiated andsupported• Requirement for Financial planning softwaretool reviewed and tool designed• Training provided on use of financialplanning tool• Organization and implementation of AnnualBudget Planning Workshops supported• Planning tools designed for central andmunicipal use• Training provided in use of planning tools• Capacity requirements of MEST and MEDstaff reviewed; needs analysis• Common understanding secured withinSep of each year ,2010, 2011, 2012Mar 2010Dec 2010Feb‐Mar 2010,2011, 2012Mar 2010Sep 2010, Mar2011, Mar 2012Mar 2010Jan 2010 ongoingMEST, etc have positive ownership andactively engageSuitable MEST staff identifiedAppropriate MEST and municipal staffengage in trainingMEST and other senior officers value andown the processAppropriate officers in MEST andmunicipalities available for training17

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoCommunication systemsdeveloped and utilised by MESTDonor UnitComponent 2Minorities and SEN organisationsparticipate in project decisionmakingCD development group trainingworkshopsMEST at Central and Municipal levels onbuilding SWAp and steps required to achieveit.• Need for development of monitoring andevaluation tools to complement EMISreviewed• Monitoring and Evaluation tools developed• Capacities of selected MEST units at centraland municipal levels developed, as deemednecessary• SWAp web page designed and set up• Peer learning and exchange activities withpeer institutions in the region/EU memberstates ensured.• Tools for improved donor coordinationelaborated and proposed• Donor‐supported Projects’ TechnicalCoordination group established andsupported• Donor focal point supported• Minority and disadvantaged groupsparticipate in project activities and decisionmaking process• Steering and subject groups appointed andtrained• Support for MEST CDU and SCCTA agreedand capacity building programme developedand implemented.Component 3TT Catalogue adopted and in use • Teacher Competency Profile agreed with allstakeholders• Teacher credit system adopted by MEST• Teacher training catalogue developed, readyfor printing and distributionJan‐Feb each yearSep 2010Sep 2011Jun 2010Jun 2010Mar 2010Jan 2010ThroughoutJan.2010‐July2012Jan‐Mar 2010Jan. 2010‐July2012Jan.‐June 2010Jan.‐June 2010Mar. 2010‐Dec.2011Strong ownership and leadership of theprocess in MESTDonors will want to cooperate activelyProject can easily access and involve thesegroupsMEST staff available for training;Funding source identified.18

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoCoordinated INSETT trainingsystem• Support for MEST TTU and SCTL agreed andcapacity building programme developed andimplemented.• Links made between HE ITT institutions andINSETT providers• Manual of INSETT providers, programmestandards and procedures ready for approval• Coordinated system for teacher trainingprovisions and performance monitoring inplace (the national teacher trainingframework).Jan 2010‐July2012Jan. 2010‐July2012Dec. 2010July 2012MEST staff available for trainingInstitutions are willing to collaborate19

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoADDITIONAL ANNEXESB1 DONOR MATRIX (FROM SWAP WORKSHOP ON 24 NOVEMBER 2009)EU Education SWAp ToR EU Specific Activities Sida CBERP WB IDEP GTZ‐Support the MEST to establish a crossdepartmental working group assignedwith the task to design and steer thework of the implementation ofComponent 1The education strategies aretranslated into time boundactions (annualplans and mid‐term actionplans), milestones andmonitoring arrangementsincluding regular andsystematic progress reporting.A financial planning softwaretool for use by MEST isensured in order that it maymanage and forecast thenational education budgetbased on a consolidatedsector strategy (including theVET Action Plan and MappingReport). The tool should allowstrategic planning and policyplanning and to calculate thecost of various strategicoptions and futureinvestment.Key staff members of variousdepartments/units of the‐Assist the MEST, both at Central andMunicipality levels, in developing acosted and time‐bound action plan tobe used as an operational toolassociated to the education sectorstrategies‐Review the need for development offinancial planning tools, to be used forpolicy making and monitoring ofprogress in the education sector‐Assist the MEST in reviewing thecapacities needed by MEST staff in‐Prepare with the Ministry a draftcomprehensive sector strategy‐Prepare a unified, overall educationstrategy based upon the two existingstrategies‐Draft together with the Ministry’sPlanning Director a draft ImplementationPlan for the period 2010‐2015.‐Assist the Ministry in establishing adevelopment plan and Budget for2009/2010 based on the ministry’sdevelopment priorities‐Establish guidelines and formats for sectorbudgeting including domestic ceilings andscenario levels‐Propose sector budget for 2009/2010Prepare planning and costing guidelines for2010‐2012 sector budget‐Study the payroll system and proceduresand suggest improvements‐Study procurement processes and suggestimprovements‐Draft guidelines and formats for sectorbudgeting 2010‐2012.‐Draft proposal on the Ministry’s capacitybuilding and effective utilization ofStrengtheningorganisation andfinancing in theeducation systemReforming financialmechanisms inmunicipalities andschools; introducingformula funding.School and MDevelopment GrantsMunicipalities andschools trained inCapacity Building forsector monitoring and20

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoMinistry and the MunicipalEducation Directorates aretrained and able to use thesemanagement tools to supportplanning, effectiveorganisation and decisionmaking and to support Donorcoordination.The donor coordination byMEST is strengthened anddonor partner support is incompliance with the overallstrategy and objectives of theMEST.The MEST capacity inplanning, implementation,monitoring and evaluation arestrengthened as required todeliver implementation of theeducation sector action plan(developed through thesupport of component 1, point1.1 abovementioned). Theorder to carry out the MEST actionplan, including recommendations forkey areas to be strengthened andmodalities for this capacitybuilding/strengthening‐Elaborate and propose tools to donorpartners for improved donorcoordination‐Ensure a common understandingwithin the MEST (at Central andMunicipal levels) about the objective ofbuilding the sector‐wide approach ineducation and the steps required toachieve it‐Review the need for development ofmonitoring and evaluation tools to beused for policy making, donormanpower‐Draft report on capacity gap analysis ofthe Ministry‐Draft report of an incentive system for keysector personnel‐Draft Terms of Reference for a long termCapacity Building Advisor‐Map out donors’ and NGO’s presentcontributions to the sector and their plansfor future contributions‐Propose reporting structures and formatsbetween the government and donors forthe education sector budget‐Present a disbursement plan between thegovernment and donors‐Assist the ministry to establish a JointAnnual Review between the Ministry,donors and relevant NGOs based on theMinistry’s Development Plan‐Prepare a proposal for how the Ministryshall handle future issues of capacitybuilding and management of technicalassistance(Note the Roadmap mentions developing a‘Memo of understanding’)‐Make recommendations on the collectionof baseline data within the educationsector and how to implement EMIS makingthe plan an integral part of a result basedmanagement system‐Propose and discuss with the Ministryresult based education indicatorsfinancial management(10 Ms in 2010; all Msin 2011)Provision of “HelpDesk”EMISquality managementSupport to realisingthe concept of schoolautonomyCapacity developmentof a coordinating bodyfor managementtraining;“Help Desk”Establishment ofbinding proceduresfor needs assessment,planning, allocationand quality assuranceof managementtraining measuresDesign and piloting of21

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovomonitoring and evaluationefforts include thedevelopment andestablishment of baseline dataand indicators for theeducation sector.coordination and monitoring ofprogress in the education sector‐Develop capacities of the MEST units(at central and municipal levels) asdeemed necessary‐Develop strategic planning tools,monitoring an evaluation tools to beused by the MEST for policy making,donor coordination and monitoringprogress in the education sector‐Train the relevant units of the centrallevel of the MEST, including the donorcoordination unit working incooperation with the ACDEI, and thedirectorates of education in theMunicipalities, on the use of the abovetools.‐Ensure peer learning and exchangeactivities with peer institutions in theregion/EU member states, as deemednecessary, with special attention to theaccession agenda.demand‐orientedmanagement trainingprograms (in‐servicetraining for schooldirectors and MEDs.Capacity developmentof a coordinating bodyfor managementtrainingEU SWAp: terms of reference and donor interventions Component 2 Curriculum DevelopmentEU Education SWAp ToR EU Specific Activities WB UNICEF GTZ CoE British Council Other2.1 National CurriculumFramework (NCF) readyfor adoption.Interculturalismand BolognaProcess• Take stock of theexisting first‐generationcurricula, textbooks,policies and assessmentInstruments• Support the process ofrevision and redraftingof the NCF• Set up an NCF publicdiscussion process toPolicy adviserto MinisterCommenting ondraft NCFDraft NCF andworkshop.Revised draft1209; support toconsultation anddissemination22

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo2.2 MEST curriculumspecialists have the skillsand experienceto revise NCF, leadsubject groups andaddress minorityinclusion issues.include municipal andminority representatives• Develop guidelines forthe design andimplementation of newcurricula based on theNCF• Help MEST establish,and provide support tothe Council for Curricula,Textbooks andAssessment (CCTA) asrequired• Develop and implementa capacity developmentprogram (institutional,organizational, human)for MEST CurriculumUnit, Council forCurricula and other keyactors as appropriate• Assist MEST to establisha group of localeducationmentors/advisors/facilitators to develop asystem of qualityassurance for thecurriculum developmentprocess specifically, andthe education system asa whole.IDEP schoolautonomy;assessmentconsultantSyllabustemplate;handbook fordevelopers andteachersMaths andscience teachertraining;director training(in WB pilotmunicipalities)Support to CDspecialist andwriters;languages;history; EDC;minorities;inclusion/accessto qualityeducationEnglish syllabus(analysis done)23

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoEU SWAp: terms of reference and donor interventions Component 3 Teacher DevelopmentEU Education SWAp ToR EU Specific Activities WB UNICEF GTZ CoE British Council Other(a) Teacher CompetencyProfile (TCP) forassessment of teachers,revised and accepted bykey stakeholders (atnational and local level).• Take stock of existingteacher key competencies,TT catalogue, programmes,providers and goodexamples from EU memberstatesIDEP Teacherlicensingconsultant• Organise a broadconsultation on the newTeacher Competency Profile(TCP)• Revise the existing TCPbased on the consultationand support MEST infinalizing the draft forofficial adoption(b) Credit system forprofessionaldevelopment of teachersready for officialapproval.(c) TT catalogue revisedto include training for allTCP components, basedon agreed credit systemand teacher licensingsystemd) MEST capacity tomanage INSETT developed;institutional tools, nationalteacher trainingframework, to ensureefficient and systematicmanagement.• Develop a credit systemsimilar to the EuropeanCredit Transfer System(ECTS) for the recognitionof professionaldevelopment of teachers• Revise the teacher trainingcatalogue taking intoaccount the TCP and creditsystem• Train and provide support tothe Teacher Training ReviewBoard of the MEST• Set up a web‐page on INSETTon the MEST website• Develop and implement acapacity developmentIDEPconsultantIDEP TT formulticulturalism24

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo(e) Capacity of HE ITTinstitutions strengthened tobuild sustainablepartnerships with otherproviders.(f) Manual of standards andprocedures foraccreditation of INSETTproviders and programmes.(g) Coordinated system forTT provision andperformance monitoring inplace.program (institutional,organizational, and human)capacities) for the MESTTeacher Training Unit andother key actors asappropriate.• Organise training workshopsand seminars as requiredaccording to MEST capacitybuilding needs and the needsof key stakeholders.• Ensure peer learning andexchange activities with peerteacher training institutions inthe region/EU member states,as deemed necessary(exchange of experiencesthrough study visits andconferences).• Provide technical expertise toINSETT institutions includingthe Faculty of Education of theUniversity of Pristina• Elaborate a manual ofstandards and procedures foraccreditation of INSETTproviders and programmes• Examine need for developing aprogramme of systematicquality monitoring of TT andassessment of teachers'performance once trained, anddevelop appropriaterecommendationsIDEPconsultant25

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo26

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoB2 SWAP WORKSHOP 24 NOVEMBER 2009Seminar on SWAp in the Education SectorSida and the EC Liaison Office is organizing a seminar on SWAp in the Education Sector. The seminar is directedtowards the MEST, the donors in the education sector, and other stakeholders in the sector. The aim of theseminar is twofold:a) Awareness raising and discussions with donors in the education sector on SWAp, and theimplications of the SWAp for support to and donor modalities in relation to the education sector inKosovo.b) The afternoon is an opportunity for the MEST, education actors and stakeholders to exchangeinformation on their activities in the 3 respective fields of work (capacity building in education,curriculum development and teacher training) and to consider how the EU project should work incomplementarity with these on‐going activities to promote effective and relevant outcomes and toassure complementarity with other relevant projects.The EU project is in its inception phase and the input of MEST, donors and other key stakeholders isimportant to ensure that this EU Project can fully take account of all relevant stakeholdercontributions to these sectors in its planning, work programme and inception report. In this wayunnecessary duplication will be avoided and opportunities for complementary activities planned.Time: Tuesday, November 24 th 200909:00‐15:30Venue: Embassy of Sweden, Office in Prishtina, St. Perandori Justinian No. 19, Prishtina27

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoPROGRAMME09:00 – 09:30 Introduction, aim of the Seminar, round‐table presentation of the donors(facilitated by Sida)09:30 – 09:45 COFFEE09:45 – 10:30 Presentation of the SWAp approach (Finn Hedvall and Eric Woods)‐ General aspects of SWAp (15')‐ SWAp approach in Education, examples from other countries (15')‐ Discussions and comments from the donor group (15')10:30‐11:00 Presentation SWAP in Kosovo (Finn Hedvall & Eric Woods)- Structure of SWAp- Progress of project ‘Capacity Building & Education Reform Project(CBERP) in support of MEST, including development of educationsector plan, timetable etc.- Brief introduction of EU IPA 2008 Education project ‘Support to theimplementation of the sector‐wide approach in Kosovo’ and aboutaims and objectives for afternoon workshop (by project Team LeaderEric Woods)11:00‐11:05 Presentation of questions for Group Discussions (Lovisa Ericson)11:05‐11:30 Group discussions on 3 questions1) Given that there's a SWAP what is the implication for your support toKosovo?2) What should be the next steps(s) to implement the SWAP3) What are the issues that need to be resolved?11:30‐12:00 Plenary and sharing of information (Lovisa Ericson, Finn Hedvall, EricWoods)12.00‐13.00 LUNCH13:00‐14:30 Discussion Workshops on the EU IPA08 project, “Support to the implementationof the sector‐wide approach in Kosovo”.Participants will be invited to work in three parallel working groups, one for eachcomponent of the EU project:1. Capacity Building of MEST at Central and Municipal levels in relation toSWAP development;2. Curriculum Development (National Curriculum Framework & SubjectCurriculum);3. Teacher Training development14:30‐15:30 Plenary session on key conclusions from the workshopsand how the points made should feed into the inception report and work plan ofthe EU project.28

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B3 MAIN CONSIDERATIONS IN THE ESTABLISHMENT OF THE EDUCATION SWAP IN KOSOVOComponent 1 of the project will focus on supporting MEST to set up the institutional framework which willallow progress to be made on the further elaboration of the SWAp, revisiting, in close coordination with theSIDA funded CBERP, the existing sectoral strategies for education and making sure that they are broughttogether in an action plan and implementation strategy. This will require interventions to develop the capacityof MEST to lead the SWAp process working with other members of a cross‐departmental working group and tobring the development partners together behind a coherent strategy with clear outputs, outcomes andperformance indicators. Building an appreciation of, and a body of support for, the SWAp approach willrequire careful work in terms of an information and communication strategy.The Project ToR requires the establishment of a cross‐departmental working group. We propose that this beknown as the SWAp Task Force, as it will have a crucial role to play in the oversight and management of theSWAp development process. Its membership will need to be carefully considered in order to identify the keypersonnel who should form the working group. This Task Force needs to be large enough to be representativeof key elements of MEST, but small enough to be able to work efficiently as a committee and able to metregularly and quite frequently, at least in the early stages. The Chairperson will need to be a senior officialfrom within MEST who has the authority and ability to lead the process, with the help of technical assistance.It may be appropriate for the Permanent Secretary (PS) to Chair, as he will have the appropriate authority,delegated by the Minister, to direct the process. Also, engagement of this very senior official as Chair willsignal strongly to MEST as a whole, to other Ministries, to other key stakeholders and the donor communitythe commitment and seriousness of the commitment by MEST to the SWAp. It will also have the benefit ofengaging the PS very closely in the work to the extent that he will become very knowledgeable and skilled inthe SWAp process, thus gradually will be able to ‘own’ the process and take responsibility for guiding others init. It will also be helpful for another senior figure, such as the Director of Administration to work closely withthe PS in overseeing the day to day functions of the Task Force.Membership of the Task Force should include the heads of key departments within MEST. The actualmembership will be the subject of deliberation and decision in the implementation phase, but these could be,for example, officials directing cross‐cutting and oversight departments, especially strategic planning, financialmanagement, human resource and teacher management, teacher training and curriculum developmentfunctions. There should also be representation of key sub‐sectors, such as primary and secondary, tertiary,technical and vocational, and higher education. It will also be essential to secure the involvement at a highlevel of the Ministry of Economy and Finance, as it is essential for that Ministry both to understand fully thefinancial implications of the SWAp and also to inform the Task Force on all the necessary financial dimensionsto be considered, and participate significantly in the decisions made by the Task Force.Membership of the Task Force will of course require committed engagement in its work by the officialschosen, who will also be continuing to carry out their day to day responsibilities. In the process of takingforward the work of the Task Force, there will be an in‐built capacity building effect, as members deal with themany important issues which will arise. The actual act of discussing these issues and elements, and makingdecisions about their management and delivery, will itself strengthen understanding and build confidenceamong these key officials in their leadership of the SWAp. In addition to the incidental development ofcapacity through the process of engagement in ongoing business of the Task Force, formal, structured capacitybuilding will be provided. An initial role for the Task Force will be to consider, develop and agree terms ofreference for its work, including a timetable, assisted by the Project Team Leader and other technicalassistance.Since the focus of Component 1 is on the development of capacity of MEST and the municipalities to have asingle sector wide approach to cover education including Pre‐University Education, Higher Education and VET,a number of key elements need to be present in this working group: sectoral technical expertise from therelevant education groups, capacity to incorporate the financial plans into the MTEF and mainstream budgetprocess and links to the development partners through aid co‐ordination mechanisms. As a minimum thefollowing key organisations would be required including MEST, Agency for Coordination of Development andEuropean Integration (ACDEI) and Ministry of Economy and Finance (MEF). These key members wouldessentially constitute the core of the SWAp Task Force; it may be necessary also to involved Ministry of Local29

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoGovernment Administration (MLGA) in terms of the future requirement to gather and monitor financial andmonitoring information at municipality levels.The Project Team Leader will take the lead in initiating the formation of the Task Force and will ensure that theproject office provides secretarial support in terms of preparation of the agenda, working closely with MEST,and following up on specific actions and decisions.In addition to this main grouping the project will provide assistance to MEST to initiate a broader SWApStakeholder Forum, which will engage representatives of other interest groups such as SCTL, SCKC, donors,NGOs, Unions, the private sector, to inform and communicate information on progress of the SWAp processand to provide an opportunity for them to express their views.MEST has already done considerable work in preparing a number of key strategic documents that feed into theSWAp process. The Education sector is a key priority in MTEF and is essential that the financial investmentimplications are given due consideration. These two elements are key building blocks for making futureprogress on SWAp, developing and implementing plans within a policy and a fiscal framework. Also, MEST hasbeen the subject of recent functional (organisational) review as part of the FRIDOM project and a number ofstrategic recommendations have been in terms of improving organisational effectiveness and efficiency. Also,CBERP is providing technical assistance to MEST to develop a comprehensive Education Strategy and theImplementation Plan for the period 2010‐2015 which needs to be translated to annual plans.The challenge under this component of the project is to work with MEST and other key sectors in theGovernment of Kosovo, as well as with donors to further flesh out implementation action plans and togenerate the momentum which will ensure continued progress.The initial stages of the preparation of a time‐bound costed plan will include a period during which several keysub‐sectoral working groups, under the direction of the Task Force and supported mainly by CBERP, will beformed and will work to identify the linkages between the relevant government policies and the sub‐sectorsconcerned. It will be absolutely essential to ensure that the work emanating from the other main componentsof this project (curriculum development and teacher training, and development, including in‐service training)are fully integrated into the development of the education sector plan. Indeed, it will be just as important toensure that other developments, not least those currently supported by donors and other agencies, are fullyincorporated into the plan. Consideration will therefore need to be given to the inclusion and possiblereconfiguration of ongoing projects within the SWAp. In line with the ethos and principle of a SWAp, it isessential to ensure that no known inputs or activities are left outside the parameters of this emergentgovernment‐owned sector plan. It is likely that there will be a requirement for an iterative approach to beadopted at this stage, as the proposed plans may need to be adapted so that overall the inputs and activitiesare fundable within the known financing envelope. The first, second or further versions of the overall plan mayneed to be adapted progressively until a stage is reached when it is possible to fund the plan as a whole. If it isseen that the initial plan cannot be funded by known financial provision, then it will have to be revisited andscaled back to such an extent as to be capable of being financed.Representatives of the main minority groups will be involved, as will parents associations. Workshops forcentral and municipal level officials and representatives of all the other key stakeholders will be held at eachstage to share information, seek guidance and opinion, and refine objectives in line with feasibility of plans,both from technical and financial perspectives.A key element in the annual cycle of preparation and review of the SWAp will be the Joint Annual Review (seeseparate annex for Indicative TOR), which the project envisages will take place annually in September. This willbe accompanied by the specification of the first year’s Annual Work Plan and Budget (AWPB), to take placeannually in February/March in which a more detailed action plan is set out for this shorter time period. ThisAWPB will also be the subject to the approval of key stakeholders.In terms of improving the action planning process linked to the existing strategic plans, The Task Force will actto remove the obstacles which may exist to creating a time bound, fully costed action plan. The strategicdevelopment plans, together with the medium‐term expenditure framework (MTEF) are the core documentsaround which a sector wide approach (SWAp) can be constructed. This also implies that donors need to move30

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovofrom continuing to support a series of fragmented project‐based interventions which are not necessaryconducive to a more strategic SWAp approach.In terms of the institutional framework which is put in place to support the elaboration of action plans for theimplementation of the Education SWAp, it will be important to factor into the process due consideration of therole which MLGA and the municipalities themselves have as part of the implementation, much of which takesplace at a decentralised level.It is clear from previous strategic interventions in Kosovo that success can only be achieved by developing acommon understanding and consensus across and between the different stakeholders. In order to help sharethe knowledge of and build an understanding for the SWAp the project will assist in the development of aspecific Communication and Information Strategy. The team will work with the MEST team and other keycontact points in MEF, ACDEI and MLGA to agree on a standard message in relation to Education SWAp. Aspart of the communication strategy the team will support MEST in delivering a series of information eventsand seminars to promote the core concept. The project will also organise a series of targeted events to keepthe development partners informed on the progress which is being made in addressing outstanding issues indeveloping the SWAp systems and procedures. This will require a series of workshops on the various elementsof the SWAp, at both central and municipal level. At each level there will be common features but there willalso be a requirement to tailor the programmes to concentrate more fully on assisting participants tounderstand fully their roles and responsibilities in relation to the SWAp, in accordance with the level at whichthey are working and the functions they exist to carry out. The programme for this activity will be designed soas to have a series of events and activities at each level (central and municipal).In terms of the specific capacity building requirements for MEST there are clearly a number of strategicchanges which the organisation is going to need to make in order to be better placed to manage the furtherdevelopment and implementation of the Education SWAp. In addition there needs to be some capacitybuilding support provided to MEF and ACDEI and possibly other stakeholders, especially those at municipallevels to ensure they are able to understand and operate the SWAp systems effectively. Although our effortswill be mostly focusedTo enable this activity to be undertaken, it will be necessary to conduct a needs analysis in order to identify allknown needs of the various sections and Departments within the MEST system, including central agencies andmunicipal authorities (and also relevant needs of other ministries, such as MEF, which will have to play acomplementary part in the SWAp). It will also be sensible to include a review of the needs of representativesof other stakeholders, such as civil society, trade unions and ethnic groups etc. All of these need to be includedin relevant capacity development in order that they may be enabled to play their respective roles. Whilegovernment will be in the ‘driving seat’ in drawing up and implementation of the SWAp‐based KosovoEducation Sector Development Programme, nevertheless the SWAp should not be seen as solely itsprerogative. For it to function well it is essential that all other key stakeholders are able to play their partsfully, and therefore they too have to have access to the necessary capacity development. The needs analysiswill identify the various needs of each subset of participants and actors and this in turn will lead to thedevelopment of a coherent capacity development plan which will specify the provision of a series of capacitydevelopment activities and experiences. It will be carefully planned and managed to avoid overlap andduplication, which are inherent risks with a large scale approach to capacity development. These activities andexperiences will be planned and implemented on a sequenced manner to enable the participants to engage inthe overall process of SWAp development while at the same time growing their level of understanding andexpertise relevant to the challenges of delivering their components of the SWAp. Some of these activities maytake the form of formal courses, workshops and seminars, while many will be conducted in informal settings,including through mentoring and coaching work carried out by the project’s team within MEST.31

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B4 INDICATIVE PURPOSE AND RATIONALE FOR JOINT ANNUAL REVIEW MEETINGNB: for the purposes of this outline, it has been assumed that the SWAp programme will be called the KosovoEducation Sector Development Programme (KESDP) and there will be a Joint Annual Review and an AnnualBudget Workshop. Other terminology and arrangements may be adopted in due course. In practice the actualToR would be agreed by the KESDP Task Force.Kosovo Education Sector Development Programme (KESDP)The purpose of the Joint Annual Review (JAR) is toi) Jointly review and assess the progress of KESDP towards its stated goals on an annual basisii) Receive reports on achievement of planned goals for the previous years, as measured againstagreed indicators/success criteriaiii) Receive and consider a financial report for the previous yeariv) Celebrate successes in the programmev) Take account of problems and deficiencies which have emerged, consider their causes and makerecommendations for their solutionvi) Receive and consider a report on donor coordinationvii) Receive briefings on changed and new elements of the programme which have occurred as aresult of recommendations and resolutions of previous reviews, or other factorsviii) Receive, consider and endorse as appropriate major proposals for changes to the educationsystem which are within the remit of KESDP.In order for the JAR to review progress and assess the extent to which KESDP is proving successful, it isnecessary to have available in advance consolidated reports which summarise:i) Analysis of progress (inputs and activities as per the agreed annual work plan for the year since the previousJAR.ii) Actions taken in response to the recommendations of the previous JAR and Annual Budget workshop.iii) Analysis of progress against agreed Indicators with respect to the main purposes of the programme,including, for example,• analysis of enrolment, retention and completion at primary and secondary school level, by districts,disaggregated by gender; and similar analyses at other levels• improvements in the quality of education at primary and secondary, and at other levels, as indicated by1. measurement of the academic achievements of students against performance internationally(e.g. in PISA);2. examination results;3. consolidated quality assurance reports, including both self reported (by School Directors) andexternal QA (by municipalities and the Inspectorate;4. Other measures of quality outcome adopted from time to time and also fed into the analysis.iv) Results of research, studies and pilots conducted since the previous JAR which were designed to explore orsolve challenging, novel or problematic elements of the programme, and which need to be considered in orderto have a bearing on decision making about the way forwardv) Financial reports, including both expenditure reports and a report on DP funding.These reports will be of most value to the JAR if they are made available sufficiently in advance of the JAR, inorder to enable the participants to absorb their contents. Oral presentations can then be confined to briefintroductions, thus freeing up valuable time for discussions on the findings. In some other countries, technicalassistance is employed to assist in the preparation of the required documentation.In order to optimise engagement in the JAR by all the representatives of the various partners, it isrecommended that the agenda should be organised to provide a blend of plenary and group sessions, thusaffording more opportunity for active participation.32

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B5 ANNUAL JOINT BUDGET WORKSHOPDRAFT INDICATIVE TERMS OF REFERENCENote: These draft indicative terms of reference are set in the context of the Education Sector Wide Approach(SWAp), which lays very considerable emphasis on the need for well organised and regular planning, budgetingand review cycle, set within the Medium term expenditure Framework (MTEF) and Government of Kosovo’sbudget cycle. This Annual Joint Budget Workshop will complement the other major milestone in the calendarof the education sector‐wide approach, namely the Joint Annual Review, to be held in September.For the purposes of drafting these indicative TOR, the title for the sector wide education programme has beenidentified as Kosovo Education Sector Development Programme (KESDP), but it will be for the SWAP SteeringCommittee and MEST to decide what the actual title will be in due course. No dates have been provided, but itwould be possible to conduct a phase 0 pilot of the exercise in 2010. The intention would be that in the yearsbeyond 2010 all the necessary activities and structures would be in place to enable a full, meaningful, ‘live’budget planning exercise to be conducted in line with these terms of reference.KOSOVO EDUCATION SECTOR DEVELOPMENT PROGRAMME (KESDP)ANNUAL JOINT BUDGET WORKSHOP 20xxIn accordance with the KESDP Terms of Reference, a joint review of the proposed work‐plan and draft budgetfor 20xx, and the consolidated accounts and audit report on MEST expenditures in the last year has to becarried out in February/March 20xx.The Kosovo Education Sector Development Programme (KESDP) Annual Budget Workshop will be held on [xxto yy March, 20xx at [location to be determined].The participants will include representatives from:‐a) The Ministries of Education, Science and Technology; Youth Sport and Culture, Local GovernmentAdministration, Planning Unit, Office of the Prime Minister, State Council Teacher Licensing, StateCouncil Curriculum, Textbooks and Assessment, Gender Office, Office for Public Private Partnerships,large municipalities, the Association of Municipalitiesb) Donors, NGOs and other key stakeholders committed to support KESDP.The workshop will be set within the context of the Medium Term Expenditure Framework and the KosovoEducation Sector Development Programme (KESDP).Objectives of the Annual Joint Budget WorkshopIn accordance with the objectives and plans of the KESDP, the objectives of the Annual Budget Workshop willbe to:‐i. Review KESDP Progress for the previous year against plansii.iii.iv.Share and Review Work Plans, Budget and Procurement Plans for the next year. This will be in thecontext of the approved budget and the medium‐term plans for the next three years, in order to inputinto the MTEF (down to project level details and including all sources of funding)MEST Accounts and Audit Report on MEST Expenditure in the previous yearReview Capacity Building needs and Technical Assistance Plans.TASKSThe Ministry of Education, Science and Technology will:‐1. Present a report of KESDP Progress since the Joint Budget Review of the Education Sector of [20xx],including challenges and issues affecting programme implementation33

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo2. Present draft work, procurement and monitoring plans for current and the next financial year for allprogrammes and sub‐programmes3. Provide copies of [20xx] work plans for current and the next financial year for all programmes andsub‐programmes4. Provide the latest Audited Financial Statements, Auditors Report and Audit opinion5. Present a revised Kosovo Education Sector Plan and KESDP re‐costing for the next three years6. Present Financial Requirements and Gap Analysis for [20xx], taking account of the Kosovoconsolidated Budget (KCB), ‘own source revenues’ and donor funding7. Monitoring and Evaluation Reports.EXPECTED OUTPUTS1. Agreed Meeting Report2. Approved outline Work plans for the next three years and a detailed work plan for the next year3. Draft budget4. Indicative donor support for [20xx] and future years.34

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoB6 DESIGN AND USE OF THE FINANCIAL MODELLING TOOLBackgroundPublic expenditure in the education sector in Kosovo is forecast to total approximately €170 million 14 in 2010.This includes €38m of capital expenditure which represents 10% of the total capital expenditure budget for2010 (municipality and central government capital budgets). In addition the €132 of recurring expenditurewhich is budgeted for the education sector in 2010 represents 18% of the combined municipality and centralrecurrent budgets. Given the absolute size and large percentages of the total public budget which theseamounts represent it is imperative that the education sector has the tools and resources needed to effectivelyplan and manage both its capital and recurrent expenditure. It is also important to note that these figures donot include expenditure in the education sector from non public sources (i.e. donor funding). Failure to includedonor funding capital expenditure runs the risk that resultant recurrent expenditure is not budgeted for andthat capital assets funded from donor assistance are not commissioned due to lack of necessary funding.Planning and budgeting procedures are provided by the Ministry of Economy and Finance and should be usedacross government in developing medium term financial plans and the annual budget. Procedures also existfor monitoring and reporting execution of the budget and plan. Adherence to the prescribed procedures isweak and the quality of the planning and budgeting submissions from MEST and municipalities can besignificantly improved.In light of the above levels of expenditure and failure to capture sector wide educational expenditure,Component 1 is of particular importance if an education SWAp is to be effective in Kosovo. Specifically, theresults to be achieved in Component 1: MEST’s Capacity Development at Central and Municipal Levels, part(b), state that “A financial planning software tool for use by MEST is ensured in order that it may manage andforecast the national education budget based on a consolidated sector strategy (including the VET Action Planand Mapping Report). The tool should allow strategic planning and policy planning and to calculate the cost ofvarious strategic options and future investment”. It is proposed that the Project would engage the services of ashort term financial/economic expert for a total of 100 days, supported by a national expert, to design andbuild a financial/economic planning model of the education sector. The model would be used to plan requiredcapital and resultant operating (recurring) expenditure required in the education sector over a ten yearplanning horizon. The model would be robust enough to enable the testing of alternative financial scenariosand would capture all funding sources including central, municipality and other (i.e. donor and ‘own source’).The output from the financial model would be in a format which is compatible with the data required by thePublic Investment Programme (PIP) and the model used by the Ministry of Economy and Finance inpreparation of the annual central capital budget (including required cost benefit analysis and annual capitaland recurring cost analysis) and the Budget Development Management System (BDMS) used in the budgetingof recurrent expenditure. It is assumed that the model would be updated annually to reflect changes in policy,demographic, funding, financial and economic assumptions.Component 1 part (c) states that “Key staff members of various departments/units of the Ministry and theMunicipal Education Directorates are trained and able to use these management tools to support planning,effective organization and decision making and to support Donor coordination”. In order to ensure that thenecessary capacity is built within MEST to effect this requirement, it is proposed that a minimum of twosuitable MEST staff members are identified to assist and work with the short term internationalfinancial/economic expert mentioned in the paragraph above, in the building of the financial model. These two‘modelers’ would then assume responsibility for the maintenance and updating of the model once it iscomplete.In order to facilitate the gathering of necessary information and for deciding on the necessary inputs andassumptions on which the model would be based, it is proposed that a working group would be establishedfrom the relevant departments within the MEST, and personnel from representative municipalities, to support14 This includes the funds budgeted through the Kosovo Central Budget on an annual basis. In addition to thisthe Ministry of Education and University of Pristina collect revenues (‘own source revenues’) which are notspecifically budgeted through the annual budget process. The own source revenues in 2008 for MEST were€9.6 million (source: Audit Report on the Financial Statements of the MEST for year ended on 31 st December2008, published July 2009 by the Office of the Auditor General).35

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovothe building of the model. In addition responsibility for the model would be placed with the departmentsresponsible for planning and budgeting within the MEST to ensure that the decision makers within the MESTare aware of its existence and that it is used as part of the planning and budgeting process.The building of capacity across the MEST to input into the model and to use the model in planning andbudgeting across the education sector will also contribute to Component 1 part (e) where it is stated that “TheMEST capacity in planning, implementation, monitoring and evaluation are strengthened as required to deliverimplementation of the education sector action plan (developed through the support of component 1, point 1.1abovementioned). The monitoring and evaluation efforts include the development and establishment ofbaseline data and indicators for the education sector”. The output from the model should be fed into the MEFprescribed procedures, i.e. the PIP and the recurrent budgeting procedures. The Short Term Financial Expertswould work with MEST, and municipalities where applicable, to improve the quality of the educationsubmissions made to MEF in the annual planning and budget cycle.36

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoB7 MEETINGS AND VISITS OCTOBER 2009 ‐ 11 JANUARY 2010OCTOBER 2009DATE MEETING20 Sophie Beaumont, ECLO Task Manager20 Aferdita Spahiu, UNICEF21 Tzako Pantaleev, KOSVET V21 Emir Adzovic, Council of Europe21 Ms. Flora Kelmendi, Human Development Sector22 EU SWAp and Sida CBERP:ECLO: Head of Operations;Sophie BeaumontSida: Anders Öhrström, Head of Development Cooperation;Mike Wort, Team Leader CBERPLovisa Ericson, Programme Officer, education focal point; Kykmete Barjrami, ProgrammeOfficer;MEST: Kapilan Halimi, Head of Donor Coordination22 Sophie Beaumont, ECLO Task Manager23 Armend Tahirsylaj, MEST29 Martin Gibson, Team Leader, KOSVET VI30 Adnan Dragaj, Political Adviser, Minsiter’s CabinetNOVEMBER 2009DATE MEETING10 Tzako Pantaleev, Team Leader, Eila Heikkila, KE2, NQF Expert, KOSVET V10 Sophie Beaumont, ECLO Task Manager11 Armend Tahirsylaj, MESTMs Lu Ecclestone, Governance Adviser, DFID12 Armend Tahirsylaj, MEST13 EU PIP Project team: David Janofsky, Team Leader; Sally Houstoun; James Corcoran13 Sophie Beaumont, ECLO, Blerim Saqipi, World Bank consultant/SCTL memberAntigone Mustafa, Patrick Collins, Basic Education Division, Washington, USAID16 Sophie Beaumont, Angeliki Votsoglou ECLO and EU PIP Project team17 Minister and donors (ECLO, UNICEF, WB, GTZ)Azem Azemi, Planning Office, MEST18 Flora Kryeziu, Vertical Reviews Coordinator, FRIDOM Project, Ministry of PublicAdministration18‐19 National Curriculum Framework ConferenceCameron Harrison, World Bank consultant; Dakmara Georgescu, UNESCO IBE, NCF TechnicalTeam; Carmel Gallagher, consultant, NCF Technical Team; Felissa Tibbitts, NCF TechnicalTeamIsmajl Kurteshi, Director MEDChristophe Pradier, Community Rights Adviser, ICOMirëvete Aziri and Berta Hamza, GTZJohann‐Peter Porten, Project Manager, Majlinda Bajrakatari, Deputy Project Manager,Swisscontact20 Istog MunicipalitySami Ferati, Head Education DivisionSedji Blakaj, Officer for pre‐university educationAgin Haxhiu, Head, MEDBajram Curri Primary SchoolPeja MunicipalityAli Berisha, MayorIlir Kelmendi, Head of MEDMusa Krasniqi, Upper Secondary Schools37

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo23 Emir Adzovic, Council of EuropeRamush Lekaj, Curriculum Unit, MESTArif Demolli, Textbook Unit, MESTIgbale Cahaj, Teacher Training Unit, MESTArjeta Emra, Director, British CouncilVolbona Fetiu‐Mjeku, VET Unit, MESTSazan Ibrahimi, Executive Director, Association of Kosovo Municipalities24 EU SWAp/Sida SWap workshopSachiko Kataoka, Education Economist, World BankBernadette Farrell, Senior Adviser on Higher Education, OSCELena Stamm, Basic Education Project, GTZBukrije Kameri, VET Division, GTZMaria Kankunnen, Junior Adviser, Finnish Embassy25 Mirevete Aziri and Lena Stamm, GTZLibri Shkollor Publishers26 Aferdita Spahiu, UNICEFRobert Watt, Head of Office, DFIDDennis Farrington, World Bank consultant, Sophie Beaumont, ECLO30 World Bank IDEP Team: Flora Kelmendi, Edita Alo, Blerim SaqipiDECEMBER 2009DATE MEETING1 Sade Osmani, Ms. Säde Osmani, Senior Advisor the University of Jyväskylä , Finland1 Hiroyuki Ide, Naoki Umemiya and Faton Preteni, JICA2 Professor Dr Sabri Tahiri, Chairperson, SCCTA2 Adem Sallauka, Permanent Secretary, MEST3 Armend Tahirsylaj, MEST4 Arben Salihu, ACDEI (EW/DR)9‐11 MEST International ConferenceAli Shabani, President, Teacher’s Union10 Birgit Thomann, GTZ15 Kelley Thompson ECMI15 Christophe Pradier, Ronald Hoogiemstra ICO and Kelley Thompson16 Horst Seel, Lena Stamm, GTZ16 Maurice Paulussen and Daniele Rumolo OSCE16 MEST Alush Istogu16 MEST Agim Berdynaj16 MEST Defrim Gashi Inspectorate16 MEST REO Mustafa Kadriu Assessment17 MEST Minister re NCF with UNICEF, WB, GTZ, ECLO17 Lida Kita and Borhene Chakroun17 ECLO Sophie BeaumontLida Kita and Borhene Chakroun18 UNICEF Aferdita Spahiu; Kozeta and Armend Tahirsylaj18 MEST Enesa Kadic Communities and Gender21 MEST NCF Task Force: UNICEF; WB27 MEST NCF Task Force: UNICEF; WBMEETINGS RECORD JANUARY 2010DATE MEETING5 Armend Tahirsylaj, MEST6 Juliana Ollbashi‐Berisha, UNDP7 Christophe Pradier, ICO9 MEST NCF Task Force11 MEST NCF Task ForceMartin Gibson, KOSVET VI13 Pasi Ikonen, Blerim Saqipi, IDEP38

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B8 LIST OF DOCUMENTS CONSULTEDCIDA (2003) CIDA Primer of Program‐based Approaches, CIDA, OttawaECLO, Kosovo (2009) EU‐PIP: EU support to improving the quality of Public Investments in Kosovoand preparing the ground for EU Funds. Project reference Number, EuropeAid/127844/D/SER/KOS.ECLO, Kosovo (2009) “NATIONAL QUALIFICATIONS FRAMEWORK AND NATIONAL QUALIFICATIONSAUTHORITY POLICY AND IMPLEMENTATION HANDBOOK.” Kosvet III, February 2009.European Centre for Minority Issues (April 2009) Education for Minority Communities:Municipal Staff Capacity and Knowledge Gaps, PrishtinaEuropean Centre for Minority Issues (April 2009) Education for Minority Communities:The Role of Community NGOs in Municipalities, PrishtinaEuropean Commission (2003) Guidelines for European Commission Support to Sector Programmes.Version 1European Commission (2007) Annual Report 2007 on the European Community’s DevelopmentPolicy and the Implementation of External Assistance in 2006. {SEC(2007) 840}European Commission (2007) Proposal for a EU Code of Conduct on Division of labour inDevelopment Policy {COM(2007) 72 final} {SEC(2007) 249}Foster, M (2000) New Approaches to Development Cooperation. What can we learn from experiencewith implementing Sector Wide Approaches? DFID Working Paper No. 140. ODI, LondonFTI (2009) FTI Country Level Process Guide. FTI Washington.GoK (2009) Audit Report on the Financial Statements of the Ministry of Education, Science andTechnology for the year ended on 31 December 2008. No. doc. 21.4.1‐2008‐08. Auditor General,Prishtina.Government of Kosovo (2008) Law on Education in the Municipalities of the Republic of Kosovo,2008Government of Kosovo (2008) Law on National Qualifications, 2008.Index for Inclusion (2004) Centre for Studies on Inclusive Education, Bristol, UKMinistry of Economy and Finance (2008) Medium‐Term Expenditure Framework 2009‐2011.Ministry of Education, Albania (2006)Main reforms of the Education System for the period 2006‐2010/Powerpoint , Mr Genc Pollo, Minister; Annual Reform Program Conference Tirana, AlbaniaMinistry of Education, Science and Technology, Kosovo (2007) “Strategy for Development of Pre‐University Education in Kosovo 2007‐2017.” MEST, April 2007. http://www.mashtov.net/advCms/documents/Strategy_for_Development_of_pre‐niversity_education_in_Kosovo.pdf.39

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoMinistry of Education, Science and Technology, Kosovo (2007) “Strategy for Integration of Roma,Ashkali and Egyptian Communities in Kosovo 2007‐2017 (Education Component).” MEST, November2007. http://www.masht‐gov.net/advCms/documents/Strategy_English_07017.pdf.Ministry of Education, Science and Technology, Kosovo (2008). Indicators and Statistical Data inEducation, 2004/5‐12006/7, PrishtinaMinistry of Public Administration (2009) Functional review of the Ministry of Education, Science andTechnology, FRIDOM Project Powerpoint presentation by Peter Maderly and Flora Kryeziu, June2009.Netherlands Ministry of Foreign Affairs (2003)Local Solutions to Global Challenges: Towards EffectivePartnership in Basic Education, The Hague.OECD (2009) Managing Aid: Practices of DAC Member Countries. Implementing the Aid EffectivenessAgenda.Packer, S. (2006) Joint monitoring review missions in the education sector: Background paperprepared for the Education for All Global Monitoring Report 2007Strong foundations: early childhood care and education. UNESCO, Paris.Peffers, J, E Reid, F Stylianidou, P Walsh, and M Young (2005). The National Curriculum in Kosova ‐areview of its first steps. Institute of Education, University of London, July 22, 2005.Ratcliffe, M and Macrae, M. (1999) Sector Wide Approaches to Education – A Strategic Analysis ‐Education Research. DFID Working Paper No. 32, 1999 London.Riddell, A. (2007) Education Sector‐Wide Approaches (SWAps) Background, Guide and Lessons.Education Policies and Strategies 12, UNESCO. Paris.Riddell, A. (2007) The New Modalities of Aid to Education: the view from some developmentagencies’ headquarters. Background paper prepared for the Education for All Global MonitoringReport 2008 Education for All by 2015: will we make it? UNESCO, Paris.SIPU International (2008) Roadmap for the Education Sector ‐ Sector Wide Approach. Prishtina:MEST, 2008SIPU Inception Report (2009), Capacity Building and Education Reform Programme (CBERP) inKosovo 2009‐2010.UNDP Kosovo (2008) Gender Mainstreaming StrategyUNESCO IEEP (2005) Handbook for Decentralised Education Planning ‐ Implementing National EFAPlans. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education, 2005UNESCO (2005) Education Resource Projections in the Context of Sector Wide Development PlanningEducation Policies and Strategies 10. UNESCO, Paris.Volker, H., and Baser, H (2005) TA Pooling: Tools and Lessons Learned. A brief review of recentexperiences. DFID Health Resource Centre, London.40

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoWoods, E. (March 2009) Preliminary Paper on Education Policy and Planning Working Paper 1: Mid‐Term Evaluation of the EFA Fast Track Initiative. FTI, Washington.World Bank (2007) Institutional Development for education Project Appraisal Document. WorldBank, Washington.41

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B9 KEY ISSUES (COMPONENTS 2 AND 3)Component 2The Project team reviewed the existing curricula, textbooks, policies and assessment arrangementsthrough a number of stakeholder and donor/project meetings and an analysis of policy and otherdocumentation, as well as the new draft NCF produced by the UNICEF/UNESCO technical team inNovember. A number of key issues were identified during the inception phase:• The 2009 NCF seeks to create a new curriculum culture in Kosovo, combining the valuablelocal experience from the 2001 NCF with international trends in curriculum reform.• In order to promote a new curriculum culture, the NCF has to be supported by new subjectcurricula for the new compulsory pre‐primary year (Grade 0) and Grades 1‐12; new teachingand learning materials and other teaching aids; teachers trained in modern teaching andlearning methodologies and to orient their teaching to the learning areas, the aims andobjectives, skills and competencies and cross‐cutting themes which are emphasized in theNCF. Implementation has also to go together with the introduction of a new system ofassessment and evaluation.• The NCF needs to promote continuity between education stages (i.e. early childhoodeducation and higher education) and integrate vocational education.• Although more than 50 per cent of students are in vocational education the NCF gives verylittle coverage to VET and the strategic framework for lifelong learning (ETF Country Plan,2009).• The NCF will require a highly effective dissemination process (including consultation and allavailable forms of publicity) and must include ethnic minorities; students and their parentsshould also be specifically targeted.• The NCF will require a (more) effective monitoring and evaluation system at national andmunicipality/school level, so that classroom experience can be fed back into the system andimprovements can be made on an ongoing basis.• The NCF will require support at municipal and school level as part of the school autonomyprocess and will include director and school council training, linked to the identification ontraining needs as part of the school development planning process.• The draft NCF doesn’t currently fully address the rights of minorities in terms of mothertongue education or explicitly promote communities and their rights as a cross‐curricularissue for intercultural education (OSCE, Kosovo Non‐majority Communities, April 2009) –though the second draft of the NCF may carry this forward.• Inclusiveness is still regarded as being mainly about the inclusion of children with physicaldisabilities and learning difficulties, and access (for example girls and Roma Ashkali andEgyptian children), not as a new approach and philosophy for the education system.• MEST policy is to provide textbooks to all children in Grades 1‐9, effectively selectstextbooks for the schools, and there are not necessarily enough books for all students.• The new NCF is acknowledged to be ambitious and ‘cutting edge’ (NCF Workshop 18‐19November 2009):‣ It will be challenging for both trained and untrained teachers used to receiving thecurriculum through a textbook‣ It will require a different approach to, and training in, formative and summativeassessment methods, including at Matura level (especially for VET students)‣ It will be challenging for writers and the current textbook evaluation system; it implies adifferent kind of teaching and learning materials, different ways of presenting42

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoComponent 3information and the development of teacher guides (this also has significant costimplications for MEST).The project team reviewed the existing teacher training structure through a number of stakeholderand donor/project meetings and an analysis of policy and other documentation, as well asconsidering the implications of the new draft NCF for pre‐ and in‐service teacher training. A numberof key issues were identified during the inception phase:• Out of about 25,000 practising teachers, approximately half have only two or three‐yeardegrees from former Higher Pedagogical Schools.• MEST 2006‐7 statistics show that at primary and lower secondary levels 83% of teachers arequalified, while only 75% of upper secondary level teachers are qualified (MEST, 2008).• New standards require a four‐year B.A. degree, so teachers trained under the old systemrequire additional training: the aim is to provide this additional training to teachers aged 50‐55 and under by 2015.• Inclusiveness is still seen mainly as inclusion of children with impairments and learningdifficulties, not as a new approach and philosophy of education.• Teachers and schools are allowed 20% school based curriculum that they themselves maydevelop. They will need training in school‐based curriculum development, and differentiatedinstruction.• A number of excellent models exist for in‐service training, including programmes such asthe primary‐level Step‐by‐Step programme and the secondary‐level Reading and Writing forCritical Thinking programme (RWCT), the Canadian (CIDA) KDEP course in Student CenteredLearning, Inclusive Education through Save the Children and UNICEF etc. Although theseprograms were not accredited and, in some cases, the donors have left the country, mosthave had an impact on teaching and have been accepted by MEST. Some of them providemodels for sustainable in‐service training programmes for the future.• There is a clear need to develop a database to record past and future in‐service trainingcourses, and award credits to teachers who participated in them as part of their continuedlicensing and professional status.43

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B10 NCF PHASED IMPLEMENTATION TIMETABLEFirst cycleSecond cycleGrade 2009‐ Sep: 2010 Sep: 2011 Sep:2012 Sep:2013 Sep:2014 Sep:2015Aug:20101 Ph0: Ph1:Lead Ph2:Rollout2prep. schoolsPh0: prep. Ph1:Lead Ph2:RolloutERschools3 Ph0: prep. Ph1:Lead Ph2:RolloutVschoolsI4 Ph0: prep. Ph1:Lead Ph2:RolloutEschools5 Ph0: prep. Ph1:Lead Ph2:RolloutschoolsW6 Ph0:prep.Ph1:LeadschoolsPh2:Rollout7 Ph0: prep. Ph1:LeadschoolsPh2:Rollout8 Ph0: prep. Ph1:LeadschoolsPh2:Rollout9 Ph0: prep. Ph1:LeadschoolsPh2:Rollout10 Ph0:prep.Ph1:LeadschoolsPh2:Rollout11 Ph0: prep. Ph1:LeadschoolsPh2:Rollout12 Ph0: prep. Ph1:LeadschoolsPh2:RolloutB12 SCCTA SUPPORT LETTTER (DRAFT PENDING SIGNATURE)Development of Assessment and Certification, teacher training (Beginning Ph0) QA and School Autonomy (Ph1)44

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B11 DIDACTIC CENTRESThese Centres were established in 2001‐2002 by the Kosovo Education Centre supported by theSwiss Government. Five such Centres were established in regional centres of Kosovo (Peja, Ferizaj,Gjilan, Mitrovica, Prizren and Prishtina) with KEC premises serving as a Didactic Centre for Prishtinaregion. Each Centre served for teacher training events of several municipalities providing a trainingroom, teaching resources, a small library, internet access and several computers to be used forresearch, preparation of classes, etc. A coordinator and a d/coordinator were employed in everycentre to provide support for teachers and logistical assistance for organizations offering trainings inthe premises of the didactic centres. In 2005, the centres were handed over to local educationauthorities in the respective municipalities to be used for the same purposes of the public sectorteachers. The handover agreement guaranteed salaries for the staff, but the level of office supplies,servicing of equipment and renewal of library funds stagnated due to extremely limited funding ofmunicipal education departments.Thus, these centres are now serving as public institutions and part of municipal educationdepartments in six municipalities. They can be used for teacher development events with thepermission issued by municipal education directors. Their utilization for the purposes of the EUSWAp project would be mutually beneficial since it would provide some more resources for theCentres and good premises and conditions for training and other events for the SWAp project. Inorder for this to take place a Memorandum of Understanding or other agreement would be neededbetween the municipalities and the EU SWAp project. This would allow for the EU SWAP part ofagreement to be met from incidentals for organization of events (in the form of teaching resourcesand office supplies), which would relieve municipalities from part of their expenses. For comparison,a training facility in one of the hotel resources in Kosovo costs between 100 – 600 € a day. Anyagreement with Didactic centres would not cost more than 500 € for all events in a period of sixmonths. Part of this agreement and a key requirement for best use of these centres is planningahead so that the schedule between SWAP activities does not collide with that of the didacticcentres.Having in mind their geographic distribution, utilization of Didactic Centres saves funds also in travelexpenses for trainees and trainers. Therefore, for various training events (apart from internationalconferences, retreats, and seminars requiring simultaneous translation), didactic centres offer thebest alternative.45

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoANNEX B 12: DRAFT COMMUNICATION STRATEGY1. ObjectivesOverall communication objectivesThe main objectives of the EU Education SWAp Project’s communications with the Projectbeneficiaries and target groups are the following:a) To provide information on the role of the EU in improving education in Kosovob) To increase awareness among education authorities, stakeholders and school managements ofa sector‐wide approach in education and its advantages for improved sector performance andc) To receive feedback about the relevance and impact of project activities in education subsectors.2. Target groupsThrough its three components: capacity building, curriculum development and teacherdevelopment, the EU Education SWAp Project targets all education authorities and institutions. Thiscommunication strategy, therefore, is designed to inform all segments of the education sector,including teachers, students, community, non‐majority communities, authorities and stakeholders.Specific objectives for each target group:Inform central and local authorities and other key stakeholders in education about sector‐widepolicies and practicesincrease awareness among the education institutions on the sector‐wide approachIncrease awareness among educators about changes to the curriculum and teacher training policiescommunicate about the project’s role re curriculum and teacher dev elopement and in securingbetter opportunities for minority groups and the excludedTo the extent possible, inform students about their role and the changes in the system affectingtheir school life.3. Communication ActivitiesMain activities:The communication strategy of the EU Education SWAp Project will be to have a two‐way flow ofinformation: its aim is to inform and increase awareness, but also to receive feedback from thetarget population about the impact of Project activities.The Project will communicate with its beneficiaries in two ways:Direct communication: The project will engage in several activities to increase and steercommunication with the target population and the wider public. These will include a project leaflet,the creation and maintenance of a website and a six‐monthly newsletter, various promotional items(such as pens, stickers, banners for conferences, brochures, bookmarks. and so on); organisation ofand participation in conferences, seminars, workshops, and so on.Indirect communication: will take place during Project activities. A large number of activities areplanned which will include numerous participants who will also have an opportunity to learn aboutProject activities. Other events, such as conferences, joint annual review events, and curriculumdevelopment workshops, will be reported in the media and indirectly increase projectcommunication and visibility.Note: all communication and publicity materials, promotional items and the website will follow EUvisibility guidelines and will be subject to approval by ECLO based on an Administrative Orderrequest.46

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo4. Results and activitiesResult 1The project provides sufficient and timely information about the role of the EU and the EU EducationSWAp Project in improving education in Kosovo and in disseminating information about EU valuesand principles to the target population and the general public:Activity 1.1. Design and maintain a website and publish a periodic (three monthly) interactivenewsletter about project activities and other relevant events;Activity 1.2. Design a project logo and include on promotional items;Activity 1.3. Design and print a banner for the Project to use at all project events;Activity 1.4. Produce various promotional items with the project name and logo;Activity 1.5. Draft press releases for each activity, publish on the website and distribute to media;Activity 1.6. Invite media to major events organized by the Project;Activity 1.7. Develop a mailing list with contacts of main stakeholders, including media and otherdonors, to facilitate distribution of information.Result 2There is increased awareness about the sector‐wide approach in education within relevantauthorities, institutions, and stakeholders (see Project Activity 1.6.1.)Activities:Organise a baseline survey of key authorities and stakeholders about the level of awareness on theSWAp at the beginning of the EU Education SWAp Project;Organise a conference in Prishtina to increase awareness about the SWApOrganise information events regionally (with groups of municipalities) on the sector‐wide approach;Design and maintain the EU Education SWAp Project website and link it to the MEST and ECLOwebsites;Design, translate, and disseminate EU Education SWAp Project promotional materialsOrganise semi‐structured interviews with relevant authorities and stakeholders to shareinformation on Project related issues;Organise an annual information event about the SWAp with civil society and non‐governmentproviders of education services;1.8. Organise a survey about SWAp in 2011 (and compare it with the findings of the baseline survey)to assess the impact of SWAp related activities and information about SWAp.5. Communication toolsConsidering the wide use of internet by the Kosovo population in general and by the targetpopulation, in particular, the Project web page will be one of the key means of communicationthroughout the project period. A well designed, rich, and interactive web page, supplemented by anewsletter, will allow for easy access to the target population and public.Various events will be organizedLeaflets, brochures, fliers, bookmarks, pencilsEvaluation forms for eventsInterviews will be organized with key stakeholders6. Provisions for feedback (when applicable)A series of measures will be taken to get feedback from beneficiaries and participants in Projectevents and activities:There will be a Project newsletter in which readers will be able to write to the Project and a memberof the Project’s staff will be assigned to respond to these (articles from readers, schools and so onwill be considered for publication);47

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in KosovoEvery Project activity/event will have an exit evaluation form for participants, evaluating not onlytrainers but also impact and quality of the activity and its organisation;The office manager will once a year develop a questionnaire and distribute it to main beneficiaries tofind out about the level of their information about project activities and SWAp related issues;7. Human Resources (see communications plan)Members of the management team responsible for communication activities:The Project Team Leader and Key Expert 2 will work closely with the Task Manager to coordinatecommunication and visibility activities.The office manager will coordinate and implement technical aspects of communication (includingwebsite, media briefings, banners, evaluation forms).Some activities will be outsourced (like web page, questionnaires, and surveys).48

EuropeAid/127858/D/SER/KOS Support to the implementation of the education sector-wide approach in Kosovo8. Communications plan and budgetActivities When Responsibleperson / daysResult 11.1 Design and maintain a website and publish a newsletter March 2010 Office Manager1.2 Design a project logo March 2010 OM1.3 Design and print a banner for the Project to use at all project March 2010 OMevents1.4 Produce various promotional items with the project name and Continuous OMlogo1.5 Draft press releases for each activity Continuous OM1.6 Develop a mailing list with contacts of main stakeholders, Jan 2010 and OA / Translatorincluding media and other donorscontinuousResult 21 Organise a baseline survey of key authorities and stakeholders April 2010 PTL/OM (5 e/d)about the level of awareness on the SWAp at the beginning ofthe EU Project2 Organise a central event about SWAp in Prishtina October 2010 PTL/OM (10 e/d)3 Organise (5) information events regionally (municipalities) on Mar.– Oct. 2010 PTL/OM (10 e/d)SWAp4 Design and maintain the EU Education Project website See 1.1. above /5 Design, translate, and disseminate EU Education SWAp Projectpromotional materialsContinuous (see1.4. above)PTL / OM (20e/d)6 Organise semi‐structured interviews with relevant authorities andstakeholders to share information on Project related issues;April 2010,2011, 2012PTL / OM (10e/d)7 Organise an annual information event about SWAp with civil May 2010, PTL / OM (5 e/d)society and non‐government providers of education services 2011, 20128 Organise a survey about SWAp in 2012 to assess the impact of June 2012 OM (10 days)SWAp9 Total cost:Budget49