Kosovo Human Development Report 2010 - UNDP Kosovo - United ...

Kosova Education Centre (KEC) was
involved in training over 15000 local
teachers between 2000 and 2008 in
various innovative, interactive and
inclusive teaching methodologies,
techniques and approaches with
Reading and Writing for Critical Thinking
(RWCT), Step by Step, Social Justice,
and Education for Children’s Rights
taking central role both by quantity
(programmes last between 5 and 15
training days) and quality (usually the
interest for these courses exceeds the
offer). During this period, over 130 local
trainers have been trained in inclusive
and related approaches.
Mapping Policies and Practices
for the Preparation of Teachers
for Inclusive Education in
Contexts of Social and Cultural
Diversity Country Report for
Kosovo, 2009
oped by MEST in consultation with
key stakeholders, including representatives
of socially excluded
groups themselves. Since implementation
is a difficult and often
secondary process in Kosovo, the
international community should
reframe its efforts towards ensuring
that existing legislation for
inclusive education can be operationalized
in the real world.
• Tailor budget allocations towards
strategies to promote the included:
inclusion-sensitive budgeting is
fundamental to the process of social
inclusion in education. Strategies
to encourage inclusion require
special and sustainable allocations,
delivered on time from central authorities
and executed by municipal
authorities. For example, the MEST
could consider allocating more
funds for transportation to address
the needs of rural communities.
When secondary school education
becomes obligatory it will be very
difficult for rural students to fulfil this
requirement as travel to the nearest
city is time-consuming and costly.
115 If these and other options to
promote inclusion are given a reliable
funding source, Kosovo could
make visible inroads to overcome
barriers to inclusion - particularly
logistical barriers for children ready
to attend - in a relatively short
space of time.
• Strengthen the evidence base for
social inclusion, including through
the next census: the weak evidence
base for education policies
in general, and particularly for the
impact of exclusion on education,
undermines the strength of future
policy options. A number of opportunities
to strengthen the evidence
base may be forthcoming,
including the planned census. In
addition, ministries responsible
for the implementation of programmes
supporting social inclusion
may develop and implement
targeted surveys to obtain disaggregated
data on specific socially
excluded groups. For example, for
persons and children with disabilities
a survey could be conducted
to estimate the number of those
whose needs are met, not met or
partially met, broken down by demographic
profile, level of income,
education level, level of disability
and ethnicity. There is also a need
to conduct research to identify
gaps in services provided to some
marginalized groups that may not
be addressed through nationwide
sector-specific tools. At the same
time, systematic training should
be provided for public servants to
better the use of available data in
policy development, budgeting,
implementation and monitoring.
ACCESS TO EDUCATION AND EXCLUSION
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