ETEA: Test results P ISA last bell for Kosovo institutions

According to this organisation, Kosovo has seen visible and disturbing declines compared to the results, as well as the weak, of 2018.

In science, Kosovo has a decline of 8 points, while in math and reading, Kosovo has scored 11 points.

Developed “Education represents the key factor for society's welfare and progress, but Kosovo continues to have an extremely weak education system, among the poorest of the 80 countries participating in the test P. ISA. Concretically, Kosovo is listed along with states such as the Dominican Republic, Cambodia, Uzbekistan and the like, being so with the most underdeveloped educational system by all Balkan region states”, the media communiqué said.

The ETEA organisation has further said that among the main causes that classify Kosovo's educational system at this level is memorizing teaching and mechanical learning that massizes the phenomenon of functional illiteracy.

This given has been verified since 2015, when Kosovo was first included in the P test. ISA. But, since then, relevant institutions ignored the results in question by not objectively analyzing the situation and drafting the support policies that address the cause of poor results. The only concrete step in relation to test P The ISA from Kosovo's relevant institutions was undertaken money and during 2018 by organising harmful “student-preparation campaigns for PISA 2018”. Furthermore, the 2022-2026 Strategic Education Plan focuses on professional education and the digitalisation of education, treating completely in surface stages the lack of basic skills and skills of students/at times”.

“The digitalisation of education and strengthening of professional education are extremely important, but the difficulties in reading make it impossible for students/to reach the desired outcome in any field or direction. Reference to test results P The ISA, in PSAK 2022-2026, is highlighted only at the introduction of the document that <x1-Brent is the low reading achievement, as reading, understanding and proper interpretation of what you read are the basis for achievement in other areas”. But this major problem in this important document closes by as many”.

Further in response, it is said that <x0 against irresponsible and irresponsible institutions, 80% of Kosovars/Kosovo's teachers do not consider themselves responsible for Kosovo's poor results in the PISA test. Within the Organization's Research Report E TEA, “Education Accounting for the quality of pre-university education in Kosovo”, published in 2021, educators/required if they feel responsibility for the state of education in Kosovo based on the results of the test P ISA and only 20% considered them/o responsible for Kosovo education situation based on test results PISA”

ETEA has called on Kosovo's governing education institutions to urgently create working groups with field experts and connoisseurs to do deep tests on test results P ISA in 2018 and 2022 and on the basis of these tests issue recommendations based on models of developed states that have reflected on the results of the test P ISA in the past.

“Including in test P The ISA is important, not only to see where we stand beside other countries, but to provide scientific information on the problems and shortcomings of education and therefore to work on addressing them. This was not done in 2015, nor was it in 2018. Therefore, ETEA calls on the Ministry of Education, Science, Technology and innovation ( MASTTI, as the institution with key responsibility for education in Kosovo, to mobilise all relevant capacities and to deal with the data, with the results released from the test with seriousness P ISA turning proposed solutions into policy at the country's top level”.

“in this frame, ETEA urges all parents and caretakers/legals not to be enough and/or be deceived by the success, grades and diplomas with which their children are equipped. It is very important that, in addition to formal education, work on a daily basis in child education, including sending and engaging in non-form education activities and programmes. This should be the safeguard clause for the future of children until institutions treat the education system with the proper seriousness of”, the response concludes.