Implementation of the research recommendations from the Kosovo pedagogical institute for adult education in the policies and practices of this component
Adult education (AE) in Kosovo is a topic that is continuously addressed within the research activities of the Kosovo Pedagogical Institute (KPI). There are seven research reports published, either as separate publications or as part of the annual journal ‘Kërkime Pedagogjike’. Based on the findings, specific recommendations have been provided, referring to the role and responsibilities of stakeholders. The aim of the research was to identify whether the recommendations arising from the studies conducted by the KPI on AE have been considered for the advancement of AE policies and practices in Kosovo. A qualitative research approach was used for this study, based on the descriptive model, with analysis of policy documents, evidence of practices, and legislation on AE. The content was supplemented with narrative analysis –semi-structured individual interviews conducted with nine representatives of the responsible institutions. A Checklist, Content Analysis Protocol and Interview Protocol were use for data collection, analysis and interpretation. The collection, analysis and documentation of data was on the model presented by Philipp Mayring (2014). The results showed that there is both implementation and alignment of the recommendations from KPI studies on AE with policy priorities for advancing this component. However, a challenge remains the lack of explicit referencing to the findings and recommendations of the respective studies. Positive perceptions among key actors regarding the importance of KPI’s recommendations for the advancement of AE along with their concrete guidance on how these recommendations can be better and more successfully implemented in future AE policies and practices, represent an important and encouraging indicator for progress. There is still much to be done in building a culture and sense of responsibility for the demonstrated implementation of recommendations in policymaking and in improving AE practices. A research–practitioner partnership approach in studies could help align needs and enable more effective implementation of recommendations in the policies and practices related to this component.