KMF: Results of Achieving Test show lack of progress in the quality of pre-university education in Kosovo

The students' average achievement this year of only 48.35%, confirms that even after several years of effort, the education system has failed to score sustainable improvement.

According to the KMSF results show that the last two years have failed to exceed the 50% level, reflecting regress on students' results (2022: 50.75%; 2023: 52.1%; 2024: 52.1%; 2025: 48.8%; 2026: 48.35%). The results show that students average less than half of the test's demands, raising serious concerns about acquiring knowledge and prior competencies with educational curriculums. This situation clearly presents the need for a deepening analysis of factors affecting the quality of education, as well as of taking action and measures based on evidence to improve students' results.

The results also present no significant differences between municipalities, schools, and different categories of students. These inequalities show the need for more targeted policies that address the specific needs of schools and students who have lower performance.

Pre-university education in Kosovo is facing numerous challenges and problems that negatively affect the quality of education. According to the KPMF Monitoring Report “Rating Card”, the work of public educational institutions in Kosovo has been estimated at 2.5 on a scale from 1 to 5, reflecting major shortcomings in the functioning and delivery of quality education. Also, Kosovo's results in the Programme for International Students Rating (PISA) have ranked the country among countries with low performance, indicating the need for deep and sustainable reforms in the education system.

In addition to low quality of education, public schools in Kosovo face other challenges, including school violence and insufficient level of inclusion. Public schools still do not meet the concept of friendly school for children, due to not always safe and supportive environments, inadequate infrastructure, lack of professional medical and psychological personnel, as well as insufficient co-operation with parents.

To improve the quality of pre-university education in Kosovo, deep, stable and long-term reforms based on adequate analysis and reviews are needed, accompanied by sufficient investments in the education system.

These reforms should include investments in the establishment of education quality through: reviewing teaching and curriculum plans; evaluation of teaching performance; support and continued professional development of teachers; reviewing textbooks to adapt students' level and age; realisation of the entire working learning in a well-planned way; networking of schools; establishing autonomy from political influences; raising accountability at all levels of educational system; strengthening monitoring, inspection and obtaining mechanisms; managing quality and co-operation with digital parenting; education applications that provide effective teaching and teaching tools for better learning and teaching; and teaching skills; and teaching skills. /Periscope/