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Life in Kosovo discusses primary and higher education (Duplicate)

25 06 2009  This Life in Kosovo show revealed the findings of BIRN’s year-long project monitoring primary schools and high schools.

Some of the major problems identified by the monitors in the report included a low level of knowledge among students, a lack of adequate books, overcrowded classes, violence in schools, the use of narcotics in schools and private lessons organised by teachers for their students.

Fatmire Tërdevci, project manager, presented the report on elementary and high schools and its findings. Following this presentation, a panel discussion on the weaknesses of the educational system, moderated by BIRN Kosovo Director Jeta Xharra, discussed these findings and recommendations.

The discussion panel consisted of:

Nehat Mustafa, adviser to the Minister of Education
Jonuz Salihaj, education expert
Melinda Mula, senior program development officer from Kosovo Educational Centre
Avdullah Alija, director of the department for higher education in the Ministry of Education
Adnan Dragaj, adviser to the Minister of Education
Jehona Lushaku, assistant professor at University of Prishtina
Enver Hasani, rector of the University of Prishtina
Fatmire Tërdevci, project manager
Isa Gacaferi, monitor in Peja region
Valdrin Beka, monitor in Ferizaj region 
Krenare Maloku, researcher and BIRN Kosovo program manager
Faton Ademi, monitor in regions of Mitrovica, Vushtrri and Skenderaj 
Jusuf Thaçi, BIRN education monitor and author of the report on the University of Prishtina.

According to the findings of this report, the low level of knowledge among students is one of the major concerns in the education system. A television report prepared by Fatmire Tërdevci revealed how one high school graduate could not read a full sentence. The report also revealed a low level of knowledge among teachers too, which impacted on student learning.

Commenting on this, Nehat Mustafa, adviser to the Minister of Education, said that the ministry is concerned about the situation; however, he added that it would have been better to compare the current situation with the previous one, implying that the current situation is far better than how this government found the state of education.

“The case of that girl is very concerning. We are informed of other similar cases too, however it is impossible for the ministry to be present in every class of every school in Kosovo,” said Mustafa.

Another key problem identified by the report was a lack of text books for high schools and professional schools. Elementary schools, however, had too many text books, which were often inadequate for teaching levels as well as the age of students.

The discussion also focused on the implications of overcrowded classes, where in extreme cases the number of students in a class went as high as 45 or 47. This meant that because of the lack of space, schools had to work in two, three or four shifts, and because of this, lesson lasted only 30 minutes.

A television report showed how a headmaster had to adapt a room within the school into a make-shift safe to keep the attendance records and school reports after a string of thefts. According to the report, violence in schools can be placed into three categories: violence among students, teachers using violence on their students, and violence towards students by a third party from outside of the school – in most cases young troublemakers.

“It is the directing body of the school which should be blamed for this,” said Jounz Salihaj, education expert, adding that a good school headmaster needs to be a good manager too, so he can keep good records of each student.

Regarding drugs in schools, the report expressed concern that there was a widespread phenomenon of drug usage among high school and elementary school students. According to interviews conducted for monitoring purposes, the much-coveted Sami Frashëri high school in Prishtina came out as the one of the most severely affected by this negative phenomenon. Marijuana use, it is suggested, is regarded as normal.

According to panelists, maths, physics, chemistry and English language teachers tend to organise private lessons in school premises or in their own houses. This causes inequality between students because students who attend private lessons are favoured when it comes to assessments.  To illustrate this, a television report, with BIRN journalist Jeta Abazi, was broadcast, including interviews with students and teachers who organise private lessons for their students.