Appendix 1
Appendix 1a. Kosovo youth advocacy statement February 21, 2010 We, the Kosovo youth representatives of non-governmental organizations, student councils and the diverse communities of Kosovo have gathered to call on our leaders to improve the quality of education. As researchers for and partners to UNICEF’s investigation of adolescent and youth perspectives on the impact of fragility on education quality in Kosovo, we offer our insights on the current state of education and our recommendations on what is needed to improve education quality throughout Kosovo. We believe we are the present and the future of our country. We are the people who plan to stay, live and work in Kosovo. We are the ones who are working for the brighter future of Kosovo, regardless of our nationality or religious or political views. Considering the large number of young people in Kosovo, the leaders of Kosovo have a responsibility to ensure the fulfilment of MDG Number Two, which aims for universal primary education and youth and adult literacy. Leaders of Kosovo should also ensure stronger and ongoing support for secondary and tertiary education, which would also contribute to the achievement of the remaining MDGs.
Education quality in Kosovo faces many ongoing challenges The economic status facing many young people during the transitional period of the last 10 years has directly affected the quality of education we can receive. Many young people find themselves forced to leave school in order to survive economically. This may particularly affect marginalized youth, such as those from the Roma and Egyptian and/or rural communities. Our curriculum continues to be prepared by so-called experts without consulting students at all. Therefore teachers do not have the necessary guidance or awareness of student needs to prepare us to pass our national exams. Many teachers need additional training in their subject matter so that they can more adequately prepare us for our future careers. Furthermore, students do not receive adequate career counselling, or professional and practical learning opportunities at school. Class sizes are also too large – it is scandalous when a teacher has 45 students and only 40 minutes to give each of them the attention they deserve. Corruption and nepotism also negatively affect our education and relationships with our educators. If a student has enough money, family or mutual relationships with university professors, or can express the same political view as their teacher, they are rewarded with higher marks, even if the student knows nothing about the course subject. This is a fact that must be changed! Our school infrastructure is often poor and problematic. We often find schools without enough chairs and desks; where the school has not been properly cleaned or protected from materials dangerous to our health. There are communities where one can find two large modern schools in close proximity to one another, yet in other communities there is no school building at all, or it is old and decrepit. Everyone has the right to learn in good conditions, where they also have enough space to be involved in sports and other activities that engage them positively outside of class. Currently, there are too few constructive extra-curricular activities in which students can become involved; this can contribute to students being drawn into unhealthy behaviours. Students also have a right to access education free of discrimination, but there are many youth that continue to face inequity in the school system because of their background or opinions. This inequality at school must end!
Demand for Education Innovation: Adolescent and youth perspectives on education quality in the CEECIS Region
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