Kosovo non-majority communities within the primary and ... - OSCE

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only secondary education diplomas due to lack of candidates with university degrees. 36While regular professional development training recommended by the Serbian Ministry ofEducation is provided in Serbia, most teachers cannot afford to participate, especially whenthere is a tuition fee and transport and accommodation are not reimbursed. The fact that mosthigh school graduates are able to enrol at higher education institutions outside of Kosovo isconsidered as an indicator of teaching quality. Kosovo Bosniaks in Mitrovicë/Mitrovica areconcerned about the preservation of their cultural and religious identity under the Serbiancurriculum and demand enhanced training and sensitivity of teachers and school managementto the specificities of their culture. Kosovo Bosniak and Gorani students wishing to becometeachers can pursue tertiary education in Pejë/Peć and Prizren, where the local branches ofPrishtinë/Priština University offer faculty courses in Bosnian.There are only a few teachers of Romani language in Serbian curriculum schools in northernMitrovica/Mitrovicë, Ugljare/Uglar (Fushë Kosovë/Kosovo Polje), Janjevë/Janjevo(Lipjan/Lipljan), Gjilan/Gnjilane and Kamenicë/Kamenica. No training specific to theirlanguage and subject of teaching is available. The fact that most Roma students inGjilan/Gnjilane region only complete primary education (in either Serbian or Albanian) ordrop out of school before completing their education is an obstacle towards the training ofqualified Roma teachers. Roma students who wish to attain tertiary degrees often cannotafford it or rely on scholarships, and frequently enrol at Serbia or the former YugoslavRepublic of Macedonia universities for reasons of linguistic proficiency. Furthermore,employed Roma teachers do not benefit from many in-service training opportunities, as suchtrainings are not provided in Kosovo in Romani language, and it is extremely difficult forthem to attend the trainings in Romani language provided by the Serbian Ministry ofEducation.Kosovo-curriculum schoolsIn 2008, Kosovo Albanian parents in Zvečan/Zveçan and Leposavić/Leposaviq complainedabout the quality of the education and teachers’ outdated pedagogical techniques at theKosovo curriculum school of Boletin/Boljetin. These students have generally lowerperformance and often drop out of education when attending secondary schools in southernMitrovicë/Mitrovica. While municipal authorities north of the Ibër/Ibar river do not supporteducation under the Kosovo curriculum, the Ministry of Education failed to providepedagogical training for Albanian language teachers in Kosovo curriculum schools innorthern Kosovo. In 2008, a Kosovo Education Centre’s training funded by the OSCEbrought visible improvement of pedagogical techniques and educational standards.In Gjilan/Gnjilane region, municipal authorities and school managers often mention the lackof qualified mother tongue teachers and the low number of non-majority community studentsas reasons for the absence of education in non-official languages. 37 However, the lack ofqualified mother tongue teachers is a major obstacle to high quality education even inmunicipalities where the education in non-official languages is provided.Kosovo curriculum schools in Mitrovicë/Mitrovica have an insufficient number of Bosnianmother tongue teachers. Lessons in Bosnian are also provided by Kosovo Albanian teachersproficient in this language. Classes are organised even if the number of students is below the36 In the Serbian curriculum school of Janjevo/Janjevë, 18 out of 20 teachers have secondary educationdiplomas.37 Ferizaj/Uroševac, Novobërdë/Novo Brdo, Štrpce/Shtërpcë and Viti/Vitina do not provide education or weeklyclasses in a non-official language. Roma students attend the Serbian curriculum in all municipalities with theexception of Ferizaj/Uroševac and few students in Kamenicë/Kamenica.9
minimum required. 38 Shortage of qualified teachers creates a serious need for training andimprovement of education skills in all languages. In the Pejë/Peć Kosovo curriculumsecondary school of economics, 80 out of 1,600 students are Kosovo Bosniaks. There are 13qualified Kosovo Bosniak teachers, none of whom teach community-specific “national”subjects as these are not their field of expertise. This contributes to lack of communityspecific“national” subject education. In Prizren, Kosovo Bosniak, Ashkali and Egyptianteachers participate in a training supported by the Ministry of Education. Training isgenerally conducted in Albanian (and in some cases in Bosnian).,In the first case,interpretation is provided but teachers are dissatisfied with its quality.Training sessions for Kosovo Turk teachers are sponsored by the Ministry of Education andby the Turkish government and offered in Albanian with simultaneous interpretation.Teachers stress that the training would improve if it were to be delivered directly in Turkish.Approximately 90 per cent of the Kosovo Turk teachers in Prizren have an adequateacademic background and qualifications, while in Gjilan/Gnjilane, they are not enough tocover all grades, classes and subjects. Hence, there are teachers teaching more than onesubject – although they are not qualified to do so – or teachers who do not have the necessaryqualifications to teach at all. Students wishing to become teachers in Turkish language enrolat the faculties of education in Prizren, Turkish philology in Prishtinë/Priština, or in Turkey.Kosovo Turk teachers in Mitrovicë/Mitrovica region provide education in the Albanianlanguage.In Obiliq/Obilić, the temporary community shelter school in Plementinë/Plementina providesthe Kosovo curriculum in Albanian for Ashkali, Egyptian and Roma children. The threeAshkali and one Roma school teachers do not possess the required professionalqualifications, and neither the Ministry of Education nor the municipality have ensured theiraccess to professional training. In the Shtime/Štimlje schools, there are approximately 150Ashkali pupils but only one Ashkali teacher.In both Kosovo and Serbian educational systems, school management positions are mainlykept by representatives of the respective majority community. Roma, Ashkali and Egyptiansare under-represented within teachers and not represented at the level of school management.The Kosovo Bosniak and Kosovo Turk communities lack sufficient managementrepresentation within mixed language schools, 39 but do have school management positionswhere education is conducted in non-official languages. 40 Kosovo Croat and KosovoAlbanian directors appointed by the municipality co-exist with a Serbian-curriculum KosovoSerb director in the same school in Janjevë/Janjevo. 4138Article 2 of the Ministry of Education Administrative Instruction No. 16/2002 on Defining theTeacher/Student Ratio, provides that primary and secondary education classes have a minimum of 21students. This policy is lowered to 15 students per teacher for education in non-majority languages.39 In Prizren town, only one of the six primary schools providing education also in Turkish (Motrat Qirijazi) hasa Kosovo Turk deputy director. None of Prizren’s four secondary schools providing education in Turkish hasa Kosovo Turk manager. In the Zllapek/Zlopek (Pejë/Peć) school, most students and teachers are KosovoBosniaks, the co-ordinator is Kosovo Albanian. Kosovo Bosniak teachers of the primary schoolsPrapaqan/Prapaćane (Deçan/Dečane) and Dobrushë/Dobruša (Istog/Istok) are dissatisfied with their lack ofrepresentation.40In the mono-ethnic Bosnian language schools of the Župa/Zhupë valley (Prizren) and inVitomiricë/Vitomirica (Pejë/Peć) teachers and principals belong to the Kosovo Bosniak community.Directors of the primary and secondary schools in Mamuşa/Mamushë/Mamuša are Kosovo Turk. Althoughappointed by the municipality, directors of the schools in Restelica/Restelicë, Brod/Brod and Rapča/Rapqë(Dragash/Dragaš), where all or most of the student attend Serbian-curriculum education are all from therespective villages and are familiar with the community’s identity.41 The school has three different names: “Vladimir Nazor”; ”Janjevo”; and ”Shtefan Gjeqovi.”.10
Page 5: educational integration of Roma, As
Page 8 and 9: lessons in the Serbian language res
Page 10: etween regions and schools, and con
Page 15 and 16: If education in the chosen official
Page 17 and 18: ensure the educational integration
Page 19 and 20: growing number of Kosovo Albanian a
Page 21 and 22: among all of them. 75 It also provi
Page 23 and 24: Respondents have different opinions
Page 25 and 26: to learn about identities of other
Page 27 and 28: As the Montreal Seminar on Intercul
Page 29 and 30: 7. ANNEX 1. Respondents interviewed
Page 31: Brestovik/Brestovik (Pejë/Peć); I

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