Abstract
The education system in Kosovo is in the phase of implementing the curricular reforms which aim at changing the teaching and learning approach. The new curriculum is a necessary innovation in pre-university education system and it has already started to be implemented in all schools in Kosovo, faces many difficulties, especially in achieving learning outcomes in some curricular areas. This research aims at analyzing the obstacles and challenges in achieving results in the Languages and Communication area and to recommend appropriate ways to facilitate its implementation. The representative group consists 75 teachers who work in five primary schools in Kosovo while the data is collected through a questionnaire for teachers. The research findings show that most teachers have sufficient knowledge and have positive attitude towards new curriculum. Challenges arising from this process are: insufficient knowledge of the new curriculum, inadequate cooperation among the teachers, lack of ICT and supporting materials in schools, difficulties in planning the learning results, and non-regular monitoring of teachers, textbook compliance with the principles and requirements of the new curriculum The development of competences and the improvement of results in this area can be achieved through changing educational policies as well as monitoring and accountability of teachers.
Highlights
Reforms in education have existed since the existence of schools (Tyack & Cuban, 1995)
In the question "Competency-based Teaching, are they Prepares Students for the Challenges of the 21st Century", the results show that most teachers have stated that competency-based teaching, which is the basis of the new curriculum, prepares students for new challenges but it is worth noting that a small number of teachers disagree with this opinion
The collected data conclude that language and communication teaching is undergoing changes in line with the requirements arising from the new curriculum, setting the basis for raising quality and equality in service delivery for all students and linking the education system
Summary
Reforms in education have existed since the existence of schools (Tyack & Cuban, 1995). With the change of political systems and governments, it is always aimed at implementing initiatives that are in line with their political ideology; often these changes are not based on reliable scientific research and are not based on the context and state that schools meet the conditions for planned reformation. The need for improvement of education in Kosovo has been studied and discussed extensively by both local researchers as well as by international experts. One of these education experts, Davis (1999), says that there is a need for significant improvements in education, teaching should be more active and reflective, and the culture of research in education should be created.
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