Projects

Short Description:

Overall goal

The main aim of the project is to enhance the inclusion of non-majority communities and groups/men and women with fewer opportunities in Kosovo through quality education and social cohesion. Building on the successes and achievements of EDI-1 (2013-2016) and EDI-2 (2016-2019), the third phase will aim to capitalise on the strong foundations created by placing institutionalisation and advocacy at the heart of the consortium’s efforts. Most significantly, the project will aim to achieve the legal registration of a minimum four learning centers in four target localities of FushëKosovë/Kosovo Polje, Janjevë/o, Plemetin/a and Shtime/Stimlje and the sustainable handover of a minimum of two Learning Centres to local authorities and actors.

Expected results

1) Existing Learning Centres and Sports programs are enhanced and implemented, increasing quality education and social cohesion in four target localities (FushëKosovë/Kosovo Polje, Janjevë/o, Plemetin/a and Shtime/Stimlje);

2) Capacity development for teachers, learning centre staff and volunteers to ensure they are qualified, dedicated and motivated to provide inclusive and quality education;

3) The official registration of four Learning Centres in four target locations and handover of two Learning Centres to Kosovo institutions making them financially sustainable and active beyond the end of the project.

Target group / Beneficiaries

In total, there will be 1,510 direct beneficiaries and all beneficiaries’ groups have at least 40% girls/women:

- 1,100 children in need of academic support will attend daily learning programs and regular socio-sport activities aimed at better learning outcomes, a more inclusive childhood experience and eliminating the segregation that they experience in their lives.

- 110 children with disabilities or learning difficulties will benefit from learning opportunities.

- 315 adults will benefit from literacy and numeracy classes, medical awareness raising and bursaries.

- 110 youth volunteers (aged 15-24) will benefit from capacity development and work experience opportunities enabling them to become active change makers in their community.

Activities

Activities include:

*) Revising and aligning of curricula with the Ministry of Education, Science and Technoloy (MEST) curriculum

*) Educational support and inclusive sports activities for children

*) Literacy and numeracy classes, health education especially for mothers and other women

*) Support and guide teachers to start educational activities of the consortium's and Montessori curricula

*) Advocacy for the inclusion of children with disabilities in the activities of the learning centres

*) Design of a training program for school teachers working with children in the afterschool programs.

*) Train youth volunteers for inclusive regular sports activities;

*) Advocacy for the inclusion of the Learning Centres in the municipal annual budget planning.

Context

Society and institutions in Kosovo, even two decades after the conflict, are struggling to build a sustainable platform for development and inclusion of marginalized groups. Social and economic exclusion of minority communities still prevail in Kosovo.

The biggest challenges facing Roma, Ashkali and Egyptian communities living in FushëKosovë/ Kosovo Polje, Janjevë/o, Plemetin/a, and Shtime/Stimlje (but also in Kosovo more generally), are education, employment, health, social housing and a poor socio-economic situation. Education is a vital prerequisite for combating poverty, empowering women and girls, protecting children from hazardous and exploitative labor and sexual exploitation, promoting human rights and democracy, protecting the environment, and influencing population growth. Out of 6,627 Roma, Ashkali and Egyptian respondents to the Multiple Indicator Cluster Survey (2013-2014), approximately 80% had not finished primary school. This group represents the beneficiaries of the bursary program. Among those who did not finish primary school, approximately 50% of the same age group did not attend primary school at all. Furthermore, 73% of young women from the Roma, Ashkali and Egyptian communities are literate and 54% of those stated that primary school was their highest level of education. About one in ten children from these communities do not transition from primary to lower secondary.