Armend Muja, Training Needs Assessment: Kosovo Education 2016

Training Needs Assessment: A Baseline Survey
of Kosovo Education System
Armend MUJA
1
A Project funded by SIDA/ADA/GIZ and implemented by CPM
Consulting/ECORYS/VIAA
Prishtina, 2016
Abstract: The objective of the capacity gaps report is twofold: firstly, it intends
to gather baseline information to assess the understanding of MEST officials
and their capacities form a baseline against which it will be possible to measure
improvement; secondly, it assesses training needs to identify the awareness,
knowledge gaps and training needs of MEST officials. The exercise helps the
project to craft a customized training programme and package of technical
assistance. The baseline survey was conducted from 01-31 October 2015. The
questionnaire addressed several components: 1) Process Management, (2)
People Management, (3) Financial Management, (4) Ethics, (5) Strategic
thinking and innovation, (6) Stakeholder communication and engagement, (7)
Soft skills in foreign language communication and information technology and
(8) Staff competencies. The survey was designed in a self-completion format,
using both close-ended and open-ended questions. SPSS Statistical Package
was used in processing the survey responses
Keywords: Training Needs Assessment, MEST, M

1. Introduction
Capacity is defined as a process through which individuals and organization
responsible for educational planning and management are able to develop, maintain
and apply various capacities to achieve educational targets in a sustainable way.
Capacity assessments are based on various models – though UNESCO Education
Institute has adopted a more of a consensus approach that tackles capacity issues in a
three dimensional framework: capacity needs at institutional level (enabling
environment), capacity assessment at organizational level and capacity assessment at
individual level. While other capacity gaps report are underway to assess the capacity
issues at institutional and organizational level (Policy gaps, Financial Management
Gaps, HR System Gaps, MED Gaps), the purpose of this capacity assessment report is
to analyze and summarize individual capacity gaps.
Having clarified the focus of the assessment, there are another two points to be
addressed: (1) Capacity for what policy domains?..and (2) capacity for performing
what functions? A typical menu of policy issues for which an education ministry
requires planning and implementation capacity according to the analytical framework
of UNESCO Education Institute are: (i) strategic policy planning, (ii) governance and
management, (iii) planning and managing human resources, (iv) planning and
managing financial resources and (v) Information and communication technology.
The objective of the capacity gaps report is twofold: firstly, it intends to gather
baseline information to assess the understanding of MEST officials and their
capacities form a baseline against which it will be possible to measure improvement;
secondly, it assesses training needs to identify the awareness, knowledge gaps and
training needs of MEST officials. The exercise helps the project to craft a customized
training programme and package of technical assistance
2. Methodology
The baseline survey was conducted from 01-31 October 2015. The questionnaire
addressed several components: 1) Process Management, (2) People Management, (3)
Financial Management, (4) Ethics, (5) Strategic thinking and innovation, (6)
Stakeholder communication and engagement, (7) Soft skills in foreign language
communication and information technology and (8) Staff competencies. The survey
was designed in a self-completion format, using both close-ended and open-ended
questions.

3
Each responded was asked to answer a set of rank-ordered options from 1-5 scale-
where ‘1’ indicates the absence of knowledge/skills while ‘5’ indicates the highest
level of knowledge.
1 No knowledge/skills 1
2 Basic knowledge/skills 2
3 Need support 3
4 Independent 4
5 Trainer 5
Each respondent was asked to complete all questions regardless of their position. The
sample questionnaire was delivered to ----- officials. They were split into two
stratification categories: by institution and position. Respondents included both
MEST and Municipal Directorates Directors. Out of the total 48 questionnaire
samples, 17 were returned by MED Directors while the rest of 31 were from MEST.
In gender terms, 35 of the respondents were men while 13 were women. The staff
categories involved in the survey included: 17 MED Directors, 8 MEST Heads of
Department, 17 Heads of Division and 6 staff members.
SPSS Statistical Package was used in processing the survey responses. Survey
findings were complemented by discussions and semi-structured interviews with
MEST/MED officers and reviews of capacity development assessments by MEST or
development partners.
3. Key Findings
There are differences between respondents’ prioritization of training needs and those
that an outsider would expect them. Clearly, any capacity assessment needs to strike
a healthy balance between the demand and supply driven approaches in training
provision. Overall, this balanced approach would yield the following ordering of
training suggestions:
▪ Analyzing the existing situation - the planning work needs to be based on a
thorough analysis of the existing situation based on various disaggregated
data by gender, region, ethnic group, community etc and sources of
information.

▪ Monitoring and Evaluation – this function is needed to ensure that the
programme is being effective in meeting its objectives and to introduce
course corrections if they are off target.
▪ Formulating policies, strategies and programmes – the next step involves
translating the mandate into credible policies and programmes that are
informed by resource constraints and analysis
▪ Determining the budgetary processes – the programmes have to be
converted into budgetary processes, identifying both the sources of funds and
modalities for acquiring and disbursing them by various levels of authorities
▪ Engaging and communication with stakeholders – in order to be effective,
policy planning needs to be supported by a strong consensus among all the
key stakeholders in education – within the ministry but also outside as
unions, teachers, donors.
▪ Implementing the programmes – a critical function for the planning is to
identify the implementation process of policies and programmes, together
with targets and responsibilities including financial management function.
▪ Soft skills and competencies – Language skills, computer skills, time
management, motivation and initiative
The training needs assessment survey at MEST and MEDs revealed that respondents’
assessment was that they had no or basic soft skills (foreign languages and computer
skills) and needed support in enhancing their staff skills, strategic planning, human
resource management and financial management. They felt competent enough and
could perform independently in stakeholder engagement, process management and
ethics.

5
Assessment of training needs differs on the basis of which institutions is involved
(MEST or MED) and level of management (Heads of Departments, Heads of
Divisions and Officers). Heads of Departments indicated that they need support in
soft skills (computer and foreign languages), strategic planning, enhancing their staff
skills, stakeholder management, human resource and financial management. Heads of
Divisions indicated that they had basic knowledge and skills in foreign languages and
ICT while would need support in performing the functions of human resource
management, financial management and strategic planning. Officers indicated that
they had no or basic skills on financial management and human resource management
practices and would need support on a whole range of soft skills and strategic
planning. MED Directors most pressing need is enhancing their staff skills and
foreign language training and would need further support in strategic planning,
process management, financial and human resource management.
4. Strategic Thinking and Planning
At the sector-wide level, strategic policy planning is required for issues as follows:
setting overall education sector level priorities in relation to other national priorities,
setting targets for sub-sectors within the education sector envelope, ensuring
appropriate contribution to broader educational goals , integrating international
commitments and agreements into national educational strategies and goals (such as
EFA, MDG’s, OECD), liaising and dialoguing with other sub-sectors of education as
municipal education directorates of universities and achieving a harmonious
OVERVIEW
Depart
m
Divisi
ons Staff MED Total
1 Strategic Planning and Thinking 3.4 3.6 3.4 3 3.3
2 Process Management 4.4 4.2 4.2 3.8 4.1
3 Human Resource Management 3.9 3.4 2.9 3.7 3.5
4 Financial Management 3.9 3.5 2.2 3.8 3.3
5 Stakeholder Engagement 3.8 4 4.3 4 4
6 Computer skills 3 3.2 2.8 3.5 3.1
7 Language skills 2.2 2.6 3 2.5 2.5
8 Ethics 4.4 4.2 4.4 4.2 4.3
9 Staff skills 3.2 3.1 2.9 2.6 2.9

relationship with the broader stakeholders and development partners. At MEST level,
education officers are also required to design strategies, policies and monitor and
evaluate the outcomes of the implementation. The range of required knowledge, skills
and abilities for upper and mid-level management and officers to carry out their
function are: strategy and policy preparation involving analysis, research and use of
statistical information, the creation of management information systems (EMIS) and
use of data as indicators, development and use of indicators for monitoring and
evaluation, preparation of annual operational plans and programmes and initiating and
managing innovation.
1 Analysis 2.2
2 Policy making 2.3
3 Legal drafting 2.9
4 Drafting/reporting 3
5 Planning and management 3.1
6 M&E 3.1
7 Identifies synergies 3.6
8 Translates policy into activities 3.8
9 Multiple source judgment 3.8
10 Develops strategy based on vision 3.9
11 Encourages ideas 3.9
12 Office direction based on priorities 4
13 Adapts to emerging needs 4
Few of education officers have sound competence in this range of skills and even
fewer have had consistent access to training and mentoring in this policy domain. The
structural changes have left staff with limited experience in managing the cycle of
planning through to monitoring and evaluation. There is no structured analysis,
assessment and scenario planning neither at central nor at local level. Analysis of
available information is carried out in narrow circles. There is no reported use of
Education Simulation Model in strategic planning and target-setting – which as an
essential tool for education planning and the budget cycle. Over the years, gaps in
capacities and numbers of staff in the areas of planning and budgeting have been
supplemented by technical assistance support.
While, Kosovo Education Strategic Plan has been in place for a number of years,
there is no evidence of existing capacities to track the implementation and reporting
on progress (based on the indicators). Respondents of the Training Needs Assessment
survey indicated that they generally had no or basic knowledge in analysis, policy

7
making and legal drafting and reported that they needed support/training in
enhancing their drafting/reporting, planning and management, monitoring and
evaluation skills (see Figure 1 above). Further areas of support that were diagnosed in
the survey included techniques for identifying synergies, translating policies into
activities, ways of soliciting ideas from staff and stakeholders. Overall, they indicated
that they work is roughly based on strategic priorities and did not have any trouble to
adapt their plans to emerging needs.
There are no significant differences in respondents’ self-assessment of their strategic
planning and thinking skills when analyzed from a staff level perspective –
department heads, division directors, officers indicated that office direction is based
on strategic priorities and that the strategy is based on vision. However, all
respondents categories, with the exception of education officers, noted that they need
support in translating strategy/policy into activities. A significant percentage of those
surveyed departments, divisions and MEDs indicated that they had basic knowledge
or needed support in Analysis, M&E, Policy-making and drafting. Situation is more
difficult at MED than at MEST level (see Annex 1 for cross-tabulated data). Most

MED Directors were unaware of national strategic education documents and had
difficulty in understanding their share of responsibility in implementation.
The Planning, M&E, Policy Coordination as well as select department heads and
officers should be trained in Education Sector Planning ahead of the KESP review
process. The course should be delivered in five modules: (1) Education Planning
Context and Approaches, (2) Statistics for Educational Planning, (3) Education Sector
Diagnosis, (4) Policy Options and (5) Projections and Scenario Building. The course
should enable officers to understand projection techniques, to undertake projections
using simulation models, be aware of the various factors influencing such projections
and build quantitative scenarios. The project could also consider enhancing
computer-simulated planning by training officers in Education Simulation Models
(EPSSim, AnPro.etc).
5. Process Management
This domain sought to establish the availability and respondents assessment of
process management. Overall, respondents did not note any challenge but expressed
in favor of further support in integrating regulatory framework in policymaking and
managing staff work-life balance.
PROCESS MANAGEMENT Total
2 Guides projects/resources to avoid obstacles 4
3 Delegates appropriately to subordinates 4.2
4 Manages resources to maximize output 4.2
5 Realistic timelines and accountabilities 4.1
6 Structure and momentum for activities 4.1
7 Identifies resources and constraints 4.1
8 Manages workload through planning 3.9
9 Shifts priorities and work plans as required 3.8
10 Early warning and signals measures 4
11 Implements plan cycle 4.3
12 Integrates regulatory framework on policies 3.7
13 Manages staff work-life balance 3.9
15 Maintains composure under stress 4.1

9
11 Enhances operational efficiency 4
6. Planning and Managing Human Resources
Planning and managing human resources - In the policy domain of planning and
managing human resources the analytical framework defines several interventions:
recruitment, developing and retaining staff that are both skilled and motivated at
ministry level, defining the criteria for teacher training and development and defining
the criteria for educational professionals training and development. The human
resource management domain at MEST was characterized by a recent redesign of the
organogram and job classifications. There are have been reviews and documents on
job descriptions but many expressed doubts that it is sound and represents the
strategic priorities and operational plans of the Ministry.
HUMAN RESOURCE
MANAGEMENT Depart
Divisio
ns
Officer
s MED Total
1
Works one-on-one with
subordinates
4.1 3.8 3.8 3.5 3.8

2
Deals with ineffective
performance
3.5 3.2 2.5 3.7
3.2
3
Regular feedback,
acknowledges success
4.1 4.1 3.8 4 4
4
Coaches and offers
opportunities for growth
4 2.7 2.6 3.9 3.3
5 Secures mediation if needed 4.3 3.5 3.8 3.7 3.8
6
Balances the needs of
people and organization
4.1 3 2.6 3.7 3.3
7
Monitors/addresses
workplace wellbeing
4.1 3.6 3.3 4.1 3.8
8
Develops/supports career
plans and learning
4.2 3.2 2.5 3.8 3.4
9
Develops HR strategy for
office
3.3 3.4 2.1 3.7 3.1
10 Manages workload 4 3.5 2.5 3.2 3.3
11
Implements HR practices
and accountabilities
3.5 3.5 2.1 3.7 3.2
The HRM Office would need more skills and abilities on how to assess, plan and
prepare the organizational human resource needs. The Office needs to take a much
more strategic human resource function in order to include human resource planning,
staffing requirements, and incentives to retain staff, implement performance
management and link it to Ministry/departments strategic goals. The HR Office also
needs to take a more strategic view on human resource development (including the
skills and abilities to performance future capacity assessments) and closely cooperate
with Teacher Training Department if it wants a broader education sector human
resource development (teachers and educational professionals).
Overall, the Training Needs assessment survey found the need for planning and sound
human resource management as a key capacity gap. Most respondents consistently
ranked this policy domain as in need of support. There are significant differences
among respondents categories – Heads of Departments and MED Directors reporting
a better situation compared to Heads of Divisions and Officers. The former were
especially critical of the human resource management practices. Officers indicated
that they needed a system to deal for ineffective performance, coaching and
opportunities for growth, a more standardized approach in balancing the needs of
organization and people, more equitable distribution of career development
opportunities and more transparent and accountable HR practices.

11
Nearly 40% of the respondents indicated that they lacked or had only basic
knowledge in developing a HR strategy for the office/department and about 30% said
their understanding of HR practices was limited. About 32% of respondents indicated
that they were unsatisfied with career development and growth opportunities offered
at the workplace. The cross-tabulated responses point out that the level of knowledge
and satisfaction with the workplace and human resource practices is correlated with
the level or position - heads of departments consistently portray a brighter picture
compared to their peers at the lower end of workforce.
7. Planning and managing financial resources
The main issues to be addressed in this policy domain are : planning on the basis of
medium-term expenditure framework (MTEF), translating educational plans and
targets into budget allocations that take into account gender-responsive budgeting,
expenditure management, capacity to generate resources from international donors

and integrate them into planning using Sector-Wide Approach (SWAp), developing
resource allocation schemes for schools and ensuring accountability and efficiency
through auditing mechanisms.
The survey sought to establish the availability of financial management skills among
respondents. Regarding the skills to allocate and manage resources transparently all
respondents with varying degree of urgency indicated that they need further support -
with education officers clearly highlighting that they had only basic knowledge of the
practice.
While on the one hand the Heads of departments noted that they act on audit and
evaluation findings, education officer on the other hand indicated the contrary and
FINANCIAL
MANAGEMENT
Depart
m
Divisio
ns Officer MED Total
1
Manages resources
transparently
3.8 3.5 2.8 3.7
3.4
2
Supports operational
efficiency and value for
money
3.8 3.4 2.8 3.9
3.5
3
Monitors system for
financial
management/audit
3.8 3.4 2 3.9
3.3
4
Acts on audits and
evaluation findings
4 3.5 1.1 3.8
3.1

13
pointed out that this is an area where they had no knowledge and needed the greatest
level of support. Roughly 25-30% of those surveyed said they lacked the requisite
skills in monitoring the financial system, supporting value for money and improving
operational efficiency and improving the follow-up procedures to address auditors
findings and recommendations. Another 27% said they had little of no knowledge on
ways to improve financial management transparency and accountability. MED
Directors say that they support in performing the function of financial management.
8. Stakeholder Management
The stakeholder engagement relevant to MEST Strategies and Policy Management
process are essential to build consensus and support for the education agenda. There
is no evidence of a structured approach to stakeholder engagement and
communication - both internal and external. Appropriate stakeholder engagement and
communication approaches should be based on a prior Stakeholder Analysis to
determine their needs and priorities vis-a-vis Ministry strategies and policies. The
Analysis should take a more comprehensive scope to include both internal
stakeholders (staff, agencies) and external (development partners, teachers’ unions,
parents' councils, municipal education directorates, academia..).
Stakeholder analysis should precede the policy planning and formulation process. In
the early stages of policy formulation and planning, stakeholder analysis can help
gauge the likelihood of acceptance and sustainability of anticipated policy changes.
This could be a standard mechanism to buy support, buy support and ensure a greater
ownership in implementation. The process is currently limited to ad hoc information
sharing and few instances of formal communication (Donor meetings). A clear
stakeholder engagement plan should be part of an overall Communication Strategy of
MEST.
Internal stakeholders consulted as part of the survey indicated some challenges with
information sharing and follow-up measures after feedback. About 15% of those
interviewed said that they need support in performing the function of structured
information sharing. A similar percentage noted that they needed support in
translating stakeholder feedback into follow-up measures. Generally, Heads of
Departments and Heads of Divisions generally indicated that they need support in
Stakeholder Engagement and Communication compared to officers and MED
Directors that said they were able to do it independently.

STAKEHOLDER ENGAGEMENT/COMM.
Depa
rtm
Divisi
ons
Offi
cer
M
ED
T
otal
1 Shares information 3.6 4 4.5 4 4
2 Persuades people to support initiatives 3.8 3.8 4.3 4 4
3 Negotiates compromises
3.7 3.5 4.3 3.
8
3.
8
4 Audience-based communication
3.6 3.9 4.3 4.
1
4
5 Stakeholder communication
3.8 4.4 4.5 4.
3
4.
2
6 Respects stakeholder views
3.7 4.3 4.3 4.
2
4.
1
7 Follows through on feedback 3.8 4 4 4 4
8 Solicits inputs
3.6 4.1 4.6 4 4.
1
9 Communicates vision and work plan
3.8 3.9 3.6 3.
9
3.
8
1
0 Exchanges ideas
3.7 3.8 4 4.
1
4
1
1 Promotes team building
3.8 3.8 4.6 3.
8
4
Capacity gaps in Stakeholder Engagement and Communication could be tackled by
providing technical assistance and training to the MEST Information Office. The
former needs to be empowered not only to perform simple information sharing but
also strategic communication, internal and external communication, stakeholder
analysis and engagement. While webpage is an important communication vehicle as
is TV, the capacity gaps expressed by the Information Office (Website training) could
be augmented by a training on contemporary communication techniques for public
institutions (e.g social media, audience-based communication etc).

15
9. ICT / Other Soft Skills
This section describes respondents’ self-assessment of computer, language and other
soft skills. Those surveyed noted an overall satisfactory level of skills on operating
basic Microsoft applications but few were able to describe other programs. On
average 12% of respondents indicated that they had basic knowledge or needed
further support in operating Microsoft Word, Excel and PowerPoint.

Respondents said that they faced difficulties with foreign languages. About 54% of
those surveyed said they had no or basic knowledge of English language and another
13% said they needed further training support. Majority of respondents indicated that
they were independent/advanced users of Serbian language but some 17% said they
did not have any or only basic knowledge. Only 5-6% were able to say that they
knew another foreign language.

17
The survey also sought to establish the availability and assessment of other soft skills.
About 30% said they would need support in project and time management and some
15% said the same about workload management. Of those surveyed, nearly 20%
noted that there were ethical challenges among staff members. Staff motivation was
highlighted as a critical issue by a significant percentage and some 15% said they
need further support on that. There were no major self-assessment issues with
initiative and innovation, though a small percentage said they need further support.

10. Appendix
Annex 1. Strategic Planning and Thinking (cross-tabs)
STRATEGIC
THINKING/PLANNING
Depar
t.
Divisio
ns
Staf
f
ME
D
1
Develops strategy based on
vision
3.6 4.1 4.5 3.5
2
Translates vision/policy into
activities
3.6 3.5 4.5 3.8
3
Office direction based on
priorities
4.5 4.2 4 3.5
4 Planning and management 3.2 3.2 3.1 2.8
5 Policy making 2.5 2.8 1.8 2.1
6 Analysis 2.6 2.1 2.7 1.6
7 Multiple source judgment 3.8 3.9 4.1 3.4
8 Identifies synergies 3.6 3.7 3.8 3.4
9 Encourages ideas 3.7 3.5 4.5 3.8
1
0 Adapts to emerging needs
3.8 4.1 4.5 3.8
1
1 M&E
3.1 3.5 3.1 2.6
1
2 Drafting/reporting
3.3 3.3 2.8 2.8
1
3 Legal drafting
3.1 2.5 3.4 2.5

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