Realizimi i planit zhvillimor të shkollës në shkollat fillore dhe të mesme të ulëta në disa komuna

Abstract

The quality of teaching and learning can be increased in school institutions if the latter carefully design the Development Plan, and achieve the foreseen priorities according to the timeframes set out in the plan. To verify this, we carried out a research which is based on literature analysis as well as on the empirical research. The aim of the research is to find out whether primary and lower-secondary schools in Kosovo are able to achieve the foreseen projects by the School Development Plan. The research also aims to highlight the reasons why some schools fail to fully achieve the specific priorities, and which are the means of overcoming these challenges. The research is based on quantitative and qualitative approach. Through questionnaires we got schools principals, School Board chairmen, and Municipal Education Directorate officials’ opinions so to understand how the School Development Plans were implemented, and what the achievements and opportunities were. Our study sample included 29 primary and lower-secondary public schools’ principals, 20 School Board chairmen, and 12 MED officials. To process the data we used document analysis methodology, descriptive analysis method, and statistical method - through which we extracted the research results in percentage. The research results show that schools have designed Development Plans, but their implementation in practice leaves much to be desired. This due to the fact that the means for achieving the foreseen objectives, the implementation time, and the responsibilities are not properly planned. Besides, they do not correspond to the allocation of the budget by the Municipalities. They are not aligned with municipal education plans. There is no ongoing review of plans, and schools do not make analyses in order to prioritize their needs and requirements. Therefore, we can conclude that schools face great challenges during the implementation of the Development Plan. In addition, they fail to fully achieve the priorities, which would contribute to the improvement of teaching and learning quality.