the future workplacein the kosovo ict market 1

1THE FUTURE WORKPLACEIN THE KOSOVO ICT MARKET

WWW.MILLENNIUMKOSOVO.ORG/DIGDATA

WWW.THEFUTUREWORKPLACE.ORG

https://millenniumkosovo.org/digdata/

https://www.thefutureworkplace.org/en/home

THE FUTURE WORKPLACEIN THE KOSOVO ICT MARKET2

EXECUTIVE SUMMARY

PROBLEM STATEMENT

INTRODUCTION TO THE FUTURE WORKPLACE

METHODOLOGY Data provided by the Ministry of Education, Science, Technology and Innovation (MESTI)

Number of Tertiary Education Graduates in ICT Number of Secondary Education Graduates in ICT Graduated students per ICT department in each Tertiary Education Institution Graduated students per Skill Area (Tertiary and Secondary Education)

Data provided by the Ministry of Trade and Industry (MTI) Data provided by the Tax Administration of Kosovo (TAK) Data provided by the Local ICT Businesses

LIMITATIONS Lack of comprehensive data by the Ministry of Education, Science, Technology and Innovation (MESTI) Lack of Business Responses in the Skills Survey

FINDINGS AND ANALYSIS The ICT-educated Labor Force ICT Businesses in Kosovo ICT Labor Market - Demand of SkillsSkills (Mis)Match

CONCLUSION AND RECOMMENDATIONS Recommendations for Ministry of Education, Science, Technology and Innovation and other similar education institutions in Kosovo Recommendations for ICT Businesses in Kosovo Recommendations for Students interested in the ICT field

ANNEX 1

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Figure 1: Number of ICT Tertiary Education Graduates 2011-2015

Figure 2: Number of ICT Secondary Education Graduates 2015 - 2018

Figure 3: Graduated students per Skill Area - Tertiary Education Level

Figure 4: Graduated students per Skill Area - Secondary Education Level

Figure 5: Registered ICT Businesses in Kosovo from 2008 to 2018

Figure 6: Comparison of ICT Businesses in Different Municipalities by Activity (Pristina, Prizren and Gjilan

Figure 7: Annual earning of ICT Businesses in Kosovo

Figure 8: Number of Workers of ICT businesses in Kosovo divided by Annual Earnings

Figure 9: Programming Languages used by ICT businesses in Kosovo

Figure 10: Database Technologies used by ICT Businesses in Kosovo

Figure 11: Web Framework Technologies used by ICT Businesses in Kosovo

Figure 12: Frontend Javascript Frameworks used by ICT Businesses in Kosovo

Figure 13: Web Frameworks used by ICT Businesses in Kosovo

Figure 14: Skills (Mis)match in the Kosovo ICT sector

LIST OF TABLES

Table 1: List of skills identified

Table 2: Selection of Businesses based on Activity Codes related to ICT

Table 3: Higher Level Education Institutions part of the Research Paper

Table 4: Secondary Education Institutions part of the Research Paper

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The main focus of this research paper ‘The Future Workplace in the Kosovo ICT Market’ is to understand the current state of the ICT market in Kosovo utilizing the data-driven digital tool ‘The Future Workplace’ (www.thefutureworkplace.org) which encompasses crucial data regarding the ICT education and ICT businesses in Kosovo. The ICT Market in Kosovo has been identified as an area of huge potential by Kosovo public institutions, researchers as well as international businesses. This is reflected by also the increase of the registered number of ICT businesses in Kosovo by 187% in the last 10 years.

While there has been widespread discussion of the potential of the ICT market in Kosovo, there is also a lack of reliable data to support such discussion. Hence, this has fundamentally affected the ability to analyze the ICT landscape in Kosovo.

In other words, the lack of data-driven decision-making whether that is within Kosovo education institutions, ICT businesses or during student’s decision which studies to pursue, has had a negative effect in the further development of the ICT landscape.

With this in mind, this research paper, which includes data collected from the Ministry of Education, Science, Technology and Innovation and from the Ministry of Trade and Industry in Kosovo, Tax Administration of Kosovo and ICT business in Kosovo, analyzes the ICT market in Kosovo through looking at trends in ICT high school and university graduates, ICT businesses composition, income and trends over the years, and skills mismatch in the ICT market in Kosovo. In other words, this research paper is wholly-based on data provided by The Future Workplace (www.thefutureworkplace.org) which feeds into the recommendations for the Kosovo education institutions, ICT businesses and students in Kosovo.

EXECUTIVE SUMMARY

http://www.thefutureworkplace.org




PROBLEM STATEMENT

The technological transformation that has encompassed the world within the past decades has given way to the birth of many ICT businesses whose main purpose is to deliver technology products and services that aid the day-to-day activities of businesses, offer customers cutting-edge service, and make the life of citizens easier, amongst others. Furthermore, the growth and development of large numbers of businesses that organize work digitally today has brought about major changes in the labor market, both internationally, and locally in Kosovo. This has led the whole society to move to a different turn that connects each of the professions with the application of technology today.

Nevertheless, such transformation has not been met with a timely and adequate measure by the supply in the labor market, namely, education institutions still do not provide an education which is adjusted to market demand, and students lack the necessary tools and methods to make an informed decision towards their potential

studies in ICT field. In other words, high schools and universities lack the data-driven approach required in creating an up-to-date learning which fosters the development of a labor force responding to business and institution requirements.

As a result, the ICT market faces various challenges. Firstly, there is a lack of skilled labor force to meet business requirements. This leads to businesses not working with full potential to deliver the products and services required by their customers. Secondly, the businesses do not experience planned growth as a result of a shortage of the necessary human resources. In addition, this leads to higher wages to be paid to individuals which possess such demanded skills, thus posing a financial constraint to the business. Thirdly, there is a lack of continuous flow between labor market supply and demand, resulting in the ICT potential to be unleashed.

Furthermore, for developing countries such as Kosovo, which is trying to address the problems, among others such as high unemployment, poor education system, to name a few, it is fundamentally important to identify sectors with comparative advantage to further develop such sector accompanied with data-driven decision-making.


INTRODUCTION TO THE FUTURE WORKPLACE

The technological revolution has been accompanied with profound changes to the ‘business as usual’ status quo. Jobs that were once completed by several individuals have been replaced by technology that does such work. Some business procedures that used to take days to complete are now digitized and require a different set of resources (human, financial, etc.) to be completed. As reported by BBC, it expected that around 20 million jobs in the manufacturing industry will be replaced by robots by 2030, where those workers will move towards jobs in construction, transport, office administration etc1. Such forecasted trends reflect the need for a transformed labor force. Based on this, the demand for lower skilled workers is declining since such jobs are constantly in the threat of automation technology, whereas the demand for higher-skilled workers is increasing.

Furthermore, as the European Commission reports, by 2020 there will be a shortage of 756,000 ICT professionals thus reflecting the skills gap in the sector.

1 Robots ‘to replace up to 20 million factory jobs’ by 2030. (2019). BBC. Retrieved from https://www.bbc.com/news/business-48760799

Also, as Milani reports for the World Economic Forum, about 130 million job roles will emerge by 2022 as a result of the ‘new division of labor between humans, machines and algorithms’2. Hence, there is a growing demand for skills such as programming, app development as well as other skills which are not easily replaced by technology such as creative thinking etc.

While such trends clearly point towards the transformed labor force, the education system is matching this change, but not at the rate the sector is developing. Beforehand, the traditional role of ICT has been that of a minor curricular subject, sometimes called informatics or computer literacy. Alternatively, it has been used as an instructional aid (i.e., computer-assisted instruction) to help students learn other subjects, such as mathematics or sciences. However in some countries, ICT is now at the center of education reform efforts that involve its use in coordination with changes in curriculum, teacher training, pedagogy, and assessment. Countries from Singapore (Ministry of Education, Singapore) to Chile (Ministerio de Educación, Republica de Chile) to the United States (U.S. Department of Education,) to Norway (Ministry of Education, Research, and Church Affairs,

2 Milano, M. (2019). The digital skills gap is widening fast. Here’s how to bridge it. World Economic Forum. Retrieved from https://www.weforum.org/agenda/2019/03/the-digital-skills-gap-is-widening-fast-heres-how-to-bridge-it/

https://www.bbc.com/news/business-48760799

https://www.weforum.org/agenda/2019/03/the-digital-skills-gap-is-widening-fast-heres-how-to-bridge-it/




Norway) have taken the position that the integration of ICT into classrooms and curricula can improve educational systems and prepare students for the technology creativity. Similarly, multinational organi-zations, such as the Organization for Economic Cooperation and Development (OECD) the European Commission, and the G8 nations have identified the need to prepare students for lifelong learning in the knowledge economy and they assign a central role to ICT in accomplishing this goal3.

These studies reveal that important changes are occurring in the use of ICT in schools and labor market around the world. ICT is coming to be at the core of preparing students for successful participation in the knowledge economy and learning society. Also, given their role in the current transformation of advanced economies, information and communication technologies (ICT) offer the promise of new business and employment opportunities along with higher productivity gains, but also make new demands on skills4.

3 Anyaegbunam, F. N. C. (2013, October). ICT and Educational Reform. Retrieved April 2020, from https://www.researchgate.net/publication/304940371_ICT_and_Educational_Reform 4 Kozma, R. (n.d.). National Policies that Connect ICT-Based Education Reform to Economic and Social Develop-ment. Retrieved April 2020, from https://www.researchgate.net/publication/239551890_National_Policies_that_Connect_ICT-Based_Educa-tion_Reform_to_Economic_and_Social_Development

Furthermore, the ICT landscape in Kosovo is growing as well. While 10 years ago ICT companies were almost non-existent, nowadays businesses which complete activities in relation to ICT have incurred an 187% increase in the past 10 years5. While the public institutional response to such potential has been weak, the Government of Kosovo has recognized the ICT sector as one of the top six priority areas. Furthermore, the ICT sector is among a few sectors which enjoy a positive trade balance6. Nevertheless, Kosovo is no exception to the widespread skills gap in the ICT sector both in the developing and developed world. The lack of staff with the adequate skills especially in IT and software development scar the development of the ICT sector in Kosovo7. Thus, leading to higher costs of labor due to short supply or due to the need for intensive training of the staff. While the education system is labelled outdated and in dire need for fundamental reforms. Thus, data-based decision-making is crucial to work towards such transformation in the field.

5 Platform: The Future Workplace, 2020. www.thefutureworkplace.org 6 Supporting Kosovo Growth: The role of the ICT sector. (2020). ECIKS. Retrieved from https://eciks.com/supporting-kosovo-growth-the-role-of-the-ict-sector/ 7 Hoti, Yllza, “Outsourcing in Kosovo: An analysis of Kosovo’s comparative advantage and the potential for growth” (2018). Thesis. Rochester Institute of Technolo-gy. Accessed from https://scholarworks.rit.edu/cgi/view-content.cgi?article=10971&context=theses.


https://eciks.com/supporting-kosovo-growth-the-role-of-the-ict-sector/

https://eciks.com/supporting-kosovo-growth-the-role-of-the-ict-sector/

https://scholarworks.rit.edu/cgi/viewcontent.cgi?article=10971&context=theses

https://scholarworks.rit.edu/cgi/viewcontent.cgi?article=10971&context=theses


The finding and Analysis of ‘The Future Workplace in the Kosovo ICT Market’ research paper is wholly-based on the platform ‘The Future Workplace’ developed by Open Data Kosovo in partnership with Kosovo Chamber of Commerce powered by Millenium Challenge Corporation and Millennium Foundation Kosovo.

The Future Workplace is a data-driven digital tool developed to declutter the ICT market in Kosovo, which has been built as part of the project. The Future Workplace provides an overall basis for understanding of the ICT market (supply and demand side), insights on how the education system should be modified to match the market demand, and a great pathway to explore the ICT human capacities in Kosovo.

Data included in the platform are: what ICT students are learning in high school and university, the number of ICT graduates, what activities are ICT businesses engaged in, how much do ICT businesses earn, what ICT skills are being demanded, and more. The Data represented in the platform have been provided by: Ministry of Education, Science, Technology and Innovation, Ministry of Trade and Industry, Tax Administration of Kosovo, and local ICT businesses.

Such data has been collected from April 2019 to November 2019 through consecutive meetings with the institutions where the aim of the platform was represented. Open Data Kosovo and Kosovo Chamber of Commerce signed an Memorandum of Understanding with the Ministry of Education, Science, Technology and Innovation, and the Ministry of Trade and Industry aimed to establish the collaboration between all of these parties in regards to ‘The Future Workplace’ Project.

The type of data, time span and other identifiers of the data provided by the institutions are as follows:

DATA PROVIDED BY THE MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND INNOVATION (MESTI)

The data provided by the MESTI was in regards to the number of students in high schools and universities in ICT programs, as well as in regards to the curricula of tertiary and secondary education graduates. The list of tertiary and secondary education graduates part of this research paper are in Annex 1.

METHODOLOGY


Specifically, the data provided by MESTI is as follows:

NUMBER OF TERTIARY EDUCATION GRADUATES IN ICT

The number of Tertiary Education Graduates in ICT is from the period 2011 to 2015 and is divided by gender. This shows the graduated students from ICT program tertiary education in Kosovo.

NUMBER OF SECONDARY EDUCATION GRADUATES IN ICT

The number of Secondary Education Graduates in ICT is from the period 2015 to 2018 and is divided by gender. This shows the graduated students from ICT programs at secondary level in Kosovo.

GRADUATED STUDENTS PER ICT DEPARTMENT IN EACH TERTIARY EDUCATION INSTITUTION

The number of graduate students per ICT department in each Tertiary

Area Skills

Programming Languages HTML, CSS, JavaScript, jQuery, PHP, C#, Java, Python, C++, C, Swift, Ruby, Objec-tive-C, Go, Perl, SQL, NoSQL;

Database Technologies MS SQL Server, mSQL/MySQL, SQL, Apache, Access, Orade, Mongo DB;

Web Framework Technologies Express, Django, Rails, Laravel, Spring, Flask, ReactJS, Symfony, CakePHP;

Frontend Javascript Framework Technologies Angular, React, Vue, Ember, Backbone;

Frontend Framework Technologies Bootstrap, Semantic-UI, Foundation, Ma-terialize, Pure, Skeleton, UlKit, Miligram, Sysy, Bulma, Material Ul;

Table 1: List of skills identified

Education Institution shows the number of graduates that MESTI provided; while it does not contain all the data about graduates in ICT programs in Kosovo, because the MESTI did not in itself have such data. More will be discussed in the Limitations section.

GRADUATED STUDENTS PER SKILL AREA (TERTIARY AND SECONDARY EDUCATION)

Open Data Kosovo in partnership with Kosovo Chamber of Commerce analyzed the curricula of ICT programs in universities in Kosovo, and also identified a list of skills within various areas of the ICT field. Such data was analyzed and compared to show how many students have a particular skill based on the curricula. The following areas were identified with the pertaining skills:


DATA PROVIDED BY THE MINISTRY OF TRADE AND INDUSTRY (MTI)

Data provided by the MTI, specifically from the Business Registration Agency of Kosovo, encompassed data in regards to

Specifically, the data provided by the Business Registration Agency of Kosovo are as follows:

■ Number of registered business with the above-mentioned codes from 2008 to 2018

■ Number of active, non-active and dissolved ICT businesses during 2018

■ Number of ICT businesses in each municipality divided between the activities that the businesses perform

ICT businesses in Kosovo. The selection of such businesses were done based on the activities that the businesses performed, namely, activities that are in regards to the ICT field. These activities were as follows:

Activity Code Activity Description

5821 Publishing of Computer Games

5829 Other Software Publishing

6110 Wired Telecommunications Activities

6120 Wireless Telecommunication Activities

6130 Satellite Telecommunications Activities

6190 Other Telecommunications Activities

6201 Computer Programming Activities

6202 Computer Consultancy Activities

6203 Computer Facilities Management Activities

6209 Other Information Technology and Computer Service activities

6311 Data Processing, Hosting and Related Activities

Table 2: Selection of Businesses based on Activity Codes related to ICT


DATA PROVIDED BY THE TAX ADMINISTRATION OF KOSOVO (TAK)

Open Data Kosovo in partnership with Kosovo Chamber of Commerce obtained data from the Tax Administration of Kosovo about the ICT businesses (with the activity code mentioned above). Specifically, the data provided by TAK are as follows:

■ Annual Earnings of ICT businesses divided by Municipalities within the following income categories: 0 - 50k; 50K-100K; 100k-250k; 250k-500k; 500k-1M; 1M<.

■ Number of workers in ICT businesses divided based on the amount of annual earnings of these businesses.

DATA PROVIDED BY THE LOCAL ICT BUSINESSES

Open Data Kosovo in partnership with Kosovo Chamber of Commerce have prepared a questionnaire, which we sent to ICT businesses in Kosovo. The selection of businesses was done using the Open Businesses platform (www.biznesetehapura.org) and through desk research. 91 businesses were selected and the questionnaire was sent to them. 17 of the businesses completed the questionnaire. 82.4% of the businesses stated that they offer services such as: Software/IT services; 76.5% of the businesses stated that they create software products; 11.8% of the companies stated that they offer services for hardware products. In terms of the questions of the survey, the businesses answered questions on what type of technologies they use for: programming languages, databases, web frameworks, Frontend Javascript frameworks, and Frontend frameworks.

NOTE: The data visualized and analyzed here is available for further analysis and download in www.thefutureworkplace.org platform.

http://www.biznesetehapura.org

http://www.biznesetehapura.org




The limitations for the ‘The Future Workplace in the Kosovo ICT Market’ research study are as follows:

LACK OF COMPREHENSIVE DATA BY THE MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND INNOVATION (MESTI)

A substantial part of the data portrayed in the The Future Workplace platform originates from data provided by MESTI. Nevertheless, such data does not completely reflect the ICT education sector in terms of number of graduates, curricula etc. To begin with, MESTI did not have the comprehensive data in this regard. This resulted in MESTI contacting the educational institutions (universities, high schools etc.) to provide such data, nevertheless, not all institutions provided that data. Thus, the platform does not contain all the data which it was planned to contain. In addition to these comprehensive data that MESTI did not have, they also lacked data for recent years, which we have requested, especially for high schools from 2015 to 2019 and for universities from 2018 to 2019.

LACK OF BUSINESS RESPONSES IN THE SKILLS SURVEY

A total of 91 ICT businesses were contacted to fill the survey which contained crucial questions in regards to the skills that were demanded by such businesses. The survey was very important since such answers would be used in the ‘Skills Mismatch’ section. Nevertheless, the 17 responses provided were used in the ‘Skills Mismatch’ area.

LIMITATIONS


FINDINGS AND ANALYSIS

THE ICT-EDUCATED LABOR FORCE

The growing demand of ICT services has posed the need for an ICT-educated labor force, however, universities and high schools in Kosovo have incurred different graduation rates in ICT programs, different from what is expected. As shown in Figure 1: Number of ICT Tertiary Education Graduates 2011-2015, there were decreases in 2012 and 2014 respectively in the number of ICT graduates, nevertheless in 2013 and 2015 there was an increase of ICT graduates. Specifically, the number of ICT graduates in 2012 was 610, and decreasing by 10.9% to 543 graduates. While the number of graduates increased by 39%, so to 755 from 543 in 2013, such an increase was not sustained, hence it decreased by 12.7%, to 659 in 2014.

Finally, in 2015 the number of ICT Tertiary Education Graduates increased to 908. Such increases and decreases point towards the lack of awareness of the potential of the ICT field, thus resulting in a lack of clear increase of ICT professionals. Consequently, businesses face shortages in the qualified labor force, thus incurring higher costs.

Figure 1: Number of ICT Tertiary Education Graduates 2011-2015

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Furthermore, as Figure 1: Number of ICT Tertiary Education Graduates 2011-2015, there is a continuous increase of female ICT Tertiary Education graduates. From 252 female ICT Tertiary Education

Graduates to 428 female ICT graduates in 2015, an increase of 69.84%. Such positive increase of women in the ICT education is a great indicator for the field of ICT to include more female professionals.

Moreover, in comparison to the increases and decreases in ICT graduates in the tertiary education level from 2011 to 2015, the number of ICT graduates in Secondary Education from 2015 to 2017 has incurred declines in the number of graduates,

except for a slight increase in 2018. Specifically, the number of ICT Secondary Education graduates in 2015 was 2437, which decreased to 1410, namely, a 42.14% decrease.

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Figure 2: Number of ICT Secondary Education Graduates 2015 - 2018

Figure 3: Graduated students per Skill Area - Tertiary Education Level


Based on the curricula provided of the tertiary education institutions and the skills that Open Data Kosovo in partnership with Kosovo Chamber of Commerce identified as necessary for an ICT workplace, were listed and visualized to describe how many students possessed such skills. As shown in Figure 3: Graduated students per Skill Area - Tertiary Education Level, a total of 839 students learned the programming language Java, followed by 809 students who learned HTML, and another 809 students who learned

Javascript. Based on this, the learning curriculum is focused towards front-end technologies. Whereas, another scenario takes place in regards to skills areas in the high school level. Based on the curricula of the secondary education institutions part of this research paper, the skills that the students have learned are as follows: a total of 5662 students learned skills in regards to computer networks i.e. LAN/MAN/WAN; followed by 3925 students who learned C++ programming language, and 3818 students who learned SQL.

This puts light onto how differently the curricula for the tertiary education level in comparison to the secondary education level is designed. In other words, the tertiary education level focuses on front-end technologies whereas the secondary education level focuses on computer networks, database technologies, and back-end technologies. Whether such skills are being demanded or not, is discussed in the section below.

ICT BUSINESSES IN KOSOVO

The ICT market in Kosovo is developing more and more every year. Over the last 10 years the number of ICT registered

businesses in Kosovo has increased significantly by 187%. Figure 5: Registered ICT Businesses in Kosovo from 2008 to 2018 clearly shows the increase in the number of these businesses. The largest increase was from 2013 to 2014 where the number of registered businesses has increased from 541 to 741 by 36.9%. Such an increase has continued over the years. Whereas a large increase has been recorded 2014 to 2015, where the number of ICT registered businesses from 741 has increased to 923 by 24.5%. During 2018, 1187 businesses were registered, of which 1174 are active bussinesses while 13 of them are extinguished.

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Figure 4: Graduated students per Skill Area - Secondary Education Level


The growth of ICT businesses has been going at an increasing rate, which reflects an adjustment of the market to respond to the growing demand of ICT-related products and services. As such, different companies cater to different products and/or services that are demanded. As shown in Figure 6: Comparison of ICT Businesses in Different Municipalities by Activity (Pristina, Prizren and Gjilan), businesses in different cities engage in different activities. To begin with, 8450 ICT businesses operate in Pristina, where the two main activities performed by 17% of the ICT businesses are Information Technology and Computer Services, and Data Processing: Hosting and Related Acitivites, followed by 16% of ICT businesses

which engage in Computer Consultancy Activities, and by 15 % of businesses which engage in Other Software Publishing. In comparison, to 794 of ICT businesses that operate in Prizren, 22% of the businesses engage in Wired Telecommunications activities, followed by 14% of businesses who engage in Information Technology and Computer Services and Data Processing: Hosting and Related Services. Furthermore, in Gjilan, 23% of the 495 ICT business that operate in that Municipality, engage in Wired Telecommunications Activities, followed by 16% of businesses which engage in Information Technology and Computer Services and 14% of businesses which engage in Data Processing: Hosting and Related Services.

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Figure 6: Comparison of ICT Businesses in Different Municipalities by Activity (Pristina, Prizren and Gjilan)

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This demonstrates a greater focus of ICT businesses in cities like Prizren and Gjilan to fields further away from programming such as Wired Telecommunications Activities, whereas Pristina is more focused on programming related activities. As such, there is a need for a different labor force in Pristina, in comparison to these other cities.

Furthermore, based on the data provided by the Tax Administration of Kosovo, 1410 ICT businesses in Kosovo have annual earnings of 500k to 1M, followed by 1221 businesses which have annual earnings of 250k to 500k, and by 810 businesses that have annual earnings of above 1M. This is shown in Figure 7: Annual earning of ICT Businesses in Kosovo.

Whereas, in regards to the number of workers per each annual earning category of ICT businesses, businesses which have annual earnings of more than 1M employ the greatest numbers of workers, followed

by the two following categories in the same order: 500k - 1M, and 250k - 500k; as shown in Figure 8: Number of Workers of ICT businesses in Kosovo divided by Annual Earnings.

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Figure 7: Annual earning of ICT Businesses in Kosovo

Figure 8: Number of Workers of ICT businesses in Kosovo divided by Annual Earnings


The survey completed by 17 ICT businesses in Kosovo provided great insight into what type of skills are demanded in the ICT workplace. To begin with, the programming languages, mostly utilized by ICT businesses are as follows: 76.5%

of ICT businesses use SQL, 70.6% if the ICT businesses use Javascript and PHP, followed by 64.7% of ICT businesses that use HTML and CSS; as shown in Figure 9: Programming Languages used by ICT businesses in Kosovo.

This shows also a match between ICT Tertiary Education level skills that students learn and what ICT businesses in Kosovo demand e.g. HTML, Javascript, SQL, are skills demanded and potentially supplied by businesses as well.

Whereas, in regards to database technologies that such companies use, 76.5% of businesses use mSQL/MySQL, followed by 52.9% of businesses that use SQL, and 41.7% that use Apache and MongoDB, as shown in Figure 6: Database Technologies used by ICT Businesses in Kosovo.

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Figure 9: Programming Languages used by ICT businesses in Kosovo

ICT LABOR MARKET - DEMAND OF SKILLS


Furthermore, in terms of technologies used for Web Frameworks Laravel (58.8% of businesses use this), ReactJS (47.1% of businesses use this), and Spring (35.5%

of businesses use this), represent the top three most used technologies, as shown in Figure 11: Web Framework Technologies used by ICT Businesses in Kosovo.

Whereas, in regards to Frontend Javascript Web Frameworks, Angular (64.7% of businesses use this), React (52.9% of businesses use this) and Vue (35.3% of businesses use this) represent the top three choices, as shown in Figure 12: Frontend Javascript Frameworks used by ICT Businesses in Kosovo. In addition,

in terms of Frontend Frameworks, Bootstraps was the most used technology by 82.4% of business, followed by Material UI (41.2% of businesses use this) and Semantic-UI (17.6% of businesses use this), as shown in Figure 13: Web Frameworks used by ICT Businesses in Kosovo.

0 5 10 15

SQL

Apache

Access

MS SQL Server

Oracle

mSQL/MySQL

4 (23.5%)

6 (35.3%)

1 (5.9%)

8 (47.1%)

MongoDB

13 (76.5%)

8 (47.1%)

9 (52.9%)

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Django

ReactJS

Symfony

Laravel

Reails

Flask

Spring

Ecpress

8 (47.1%)

1 (5.9%)

3 (17.6%)

2 (11.8%)

10 (58.8%)

6 (35.3%)

0 (0%)

4 (23.5%)

2 (11.8%)CakePHP

6 8

Figure 10: Database Technologies used by ICT Businesses in Kosovo

Figure 11: Web Framework Technologies used by ICT Businesses in Kosovo.


SKILLS (MIS)MATCH

The above-described and -analyzed findings served as a great basis to analyze the skills (mis)match section of this research paper. As shown in Figure

14: Skills (Mis)match in the Kosovo ICT sector, there are a lot of skills which are demanded but not supplied are at a desirable rate.

Sysy

Bulma

Miligram

UlKit

Material UI 7 (41.2%)

Skeleton

Pure

Materialize

Foundation

Semantic-UI

Bootstrap

14 (82.4%)

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3 (17.6%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

0 (0%)

1 (5.9%)

1 (5.9%)

2 (11.8%)

0.0 2.5 5.0 12.5

Vue

Ember

React

Angular

6 (35.3%)

11 (64.7%)

1 (5.9%)

Backbone

7.5 10.0

9 (52.9%)

1 (5.9%)

Figure 12: Frontend Javascript Frameworks used by ICT Businesses in Kosovo.

Figure 13: Web Frameworks used by ICT Businesses in Kosovo.


In terms of skills that are demanded but not supplied, the top five most demanded to least supplied skills are: PHP, Javascript, HTML, SQL, and CSS. Whereas, in terms of skills that are supplied but not demanded at the same rate, the skills most supplied

to least demanded skills are: LAN/MAN/WAN/, C++, and C.With this in mind, this serves as a great indicator on what types of skills are needed to be taught at education institutions to fill this market gap.

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40

60

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Css

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Figure 14: Skills (Mis)match in the Kosovo ICT sector


The ICT workplace in Kosovo is embracing the trends of the digitalization of the world as we know it. From the relatively non-existent ICT landscape, ICT businesses in Kosovo have incurred a 187% increase from 2008 to 2018. In 2018, 1187 ICT businesses were registered, of which 1174 are active bussinesses while 13 of them are extinguished. Based on The Future Workplace platform, ICT businesses in Prishtina are mostly focused on programming activities, in comparison to businesses in Gjilan and Prizren who are more focused on activities for wired telecommunications activities.

Nevertheless, such growth has been accompanied with many obstacles such as: lack of skilled labor force, lack of substantial business growth, amongst others. Such occurrences are also present in developed economies where forecasts show fundamental changes to the labor force. In other words, it is forecasted that many jobs will be replaced by robots, and other jobs will emerge as a result of this technological revolution. Nevertheless, the supply of the demanded professional does not match the demand. In this regard, many countries are reforming their respective education systems to match such changes.

Furthermore, while the demand for ICT professionals has increased, the number of ICT graduates, both at the secondary and tertiary education in Kosovo has not followed the same trajectory. At the Tertiary Education level from 2011 to 2015, the number of graduates has incurred both increases and decreases. Whereas at the secondary education level, from 2015 to 2017, the number of ICT graduates has decreased, with only a slight increase in 2018.

As the skills gap manifests in other ICT markets as well, the same goes for the ICT Market in Kosovo. Skills such as PHP, Javascript, HTML, SQL and CSS are highly demanded, but poorly supplied. Whereas skills such as LAN/MAN/WAN/, C++, and C are supplied, but not demanded.

CONCLUSION AND RECOMMENDATIONS


Based on the findings and analysis of this research paper, the following recommendations are directed to important stakeholders to the development of the ICT Sector in Kosovo:

RECOMMENDATIONS FOR MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND INNOVATION AND OTHER SIMILAR EDUCATION INSTITUTIONS IN KOSOVO

RECOMMENDATION 1: Adjust the learning curricula according to market demand

The findings show a major skills gap between what ICT businesses demand, and what the education institutions offer students to learn. This results in businesses facing shortages in qualified professionals, consequently incurring higher costs. As the findings show, skills such as PHP, Javascript, HTML, SQL and CSS are highly-demanded, but not supplied at the same rate. The inclusion of such skills in the curricula.

RECOMMENDATION 2: Encourage students to pursue studies in the ICT field

The data shows that there is not a continuous increase in the number of students pursuing studies in ICT at both

the secondary and tertiary education level. This may be in part due to the lack of awareness about the potential that this field holds. In this sense, MESTI and other relevant institutions should encourage students to pursue ICT studies using awareness campaigns, additional activities, study trips etc.

RECOMMENDATION 3: Analyze the activities the ICT businesses engage in in every Municipality and offer additional learning opportunities for students in that field

As the data shows, different cities focus on different activities, thus giving way for different products/services to be offered. This results in the demand of differently-prepared workforce. With this in mind, MESTI is recommended to analyze the ICT businesses in each Municipality and develop a program for youth in such cities to develop the skills needed by local businesses. Such action has the potential to encourage local employment and prevent the movement of the workforce to bigger cities.

RECOMMENDATIONS FOR ICT BUSINESSES IN KOSOVO

RECOMMENDATION 1: Provide professional development opportunities to your employees

While tackling the market skills gap may take time and substantial effort for the educational institutions, one chance to tackle this is to offer training and other development opportunities to your employees. This will tackle the skills gap and will ensure that the business has a qualified team.

RECOMMENDATIONS FOR STUDENTS INTERESTED IN THE ICT FIELD

RECOMMENDATION 1: Take a data-based approach when deciding which studies to pursue

The Future Workplace platform enables the student to analyze the degree to pursue in terms of the skills one will learn in comparison to the skills that are being demanded by businesses, a well as analyze the businesses which operate in their respective municipality, in order to choose the right path in line with the market demand. As such the usage of the The Future Workplace platform in this regard is highly-recommended.


Table 3 shows which education institutions at the higher education level and its data are part of this research paper:

Type of Institution Name of University Faculty Location

University University of Pristina Faculty of Mathematical and Natural Sciences

Pristina

University University of Pristina Faculty of Economics Pristina

University University of PristinaFaculty of Electrical and Computer Engineering

Pristina

University University of Pristina Faculty of Mechanical Engineering Pristina

University University of Pristina Faculty of Education Pristina

University University of Pristina Faculty of Applied Sciences Pristina

University University of MitrovicaFaculty of Mechanical and Computer Engineering

Mitrovica

University University of Mitrovica Faculty of Economics Mitrovica

University University of Prizren Faculty of Computer Sciences Prizren

College AAB College Pristina

College Dardania College Pristina

College Dukagjini College Peje

College Riinvest College Pristina

College UBT Pristina, Lipjan

College Vizioni per Arsim Ferizaj

College Universum Pristina

Table 3:Higher Level Education Institutions part of the Research Paper

ANNEX 1


Table 4 shows which secondary education institutions and its data are part of this research paper:

Type of Institution Name Location

Gymnasium Vëllezërit Frashëri Deçan

Technical High School Tafil Kasumaj Deçan

Gymnasium Hajdar Dushi Gjakovë

Gymnasium Asllan Berisha Gjakovë

Medical High School Hysni Zajmi Gjakovë

Economic High School Kadri Kusari Gjakovë

Technical High School Nexhmedin Nixha Gjakovë

Gymnasium Gjergj Kastriot Skënderbeu Gllogoc

Professional Technical High School Fehmi Lladrovci Gllogoc

Gymnasium Zenel Hajdini Gjilan

Technical High School Mehmet Isai Gjilan

Economic High School Marin Barleti Gjilan

Agribusiness and Technology High School Arbëria Gjilan

Medical High School Asllan Elezi Gjilan

Gymnasium Xhavit Ahmeti Gjilan

Gymnasium Ruzhdi Berisha Dragash

Gymnasium Haxhi Zeka Istog

Technical High School Mithat Frashëri Istog

Gymnasium Skenderbeu Kaçanik

Professional High School Feriz Guri dhe Vëllezërit Çaka Kaçanik

Gymnasium Luigj Gurakuqi Klinë

Technical High School Fehmi Agani Klinë

Gymnasium Hivzi Sulejmani Fushë Kosovë

Technical High School Minatori Fushë Kosovë

High School of Law Hoxhë Kadri Prishtina Fushë Kosovë

Gymnasium Ismail Qemali Kamenicë

Technical High School Andrea Durrsaku Kamenicë

Gymnasium Sejdi Kryeziu Kamenicë


Gymnasium Frang Bardhi South Mitrovica

Economic High School Hasan Prishtina South Mitrovica

Technical High School Arkitekt Sinani South Mitrovica

Music Sigh School Tefta Tashko South Mitrovica

Resource Centers for Learning and Counseling Nëna Terezë South

Mitrovica

Gymnasium Ulpiana Lipjan

Gymnasium SHML Mikste Lipjan

Economic High School Bostan Novobërdë

Gymnasium Ismail Dumoshi Obiliq

Gymnasium 17 Shkurti Obiliq

Gymnasium Xhelal Hajda Toni Rahovec

Gymnasium Ukshin Hoti Rahovec

Gymnasium 12 Maji Rahovec

Gymnasium Selajdin Mullaabazi-Mici Rahovec

Gymnasium Bedri Pejani Pejë

Economic High School Ali Hadri Pejë

Technical High School Shaban Spahija Pejë

High School of Applied Arts Odhise Paskali Pejë

Resource Centers for Learning and Counseling Xheladin Deda Pejë

Technical High School Fan S Noli Podujevë

Gymnasium Aleksandër Xhuvani Podujevë

Economic High School Isa Boletini Podujevë

Gymnasium Sami Frashëri Prishtinë

Gymnasium Xhevdet Doda Prishtinë

Philological Gymnasium Eqrem Çabej Prishtinë

Technical High School 28 Nëntori Prishtinë

High School of Economics and Law Hoxhë Kadri Prishtina Prishtinë

Hotel-Tourism High School 7 Shtatori Prishtinë

High School of Agriculture Abdyl Frashëri Prishtinë


Electronic High School Gjin Gazulli Prishtinë

Resource Center Përparimi Prishtinë

Technical High School 11 Marsi Prizren

Economic High School Ymer Prizreni Prizren

Gymnasium Gjon Buzuku Prizren

Gymnasium Remzi Ademaj Prizren

Resource Centers for Learning and counseling Nënë Tereza Prizren

Resource Centers for Learning and Counseling Lef Nosi Prizren

Gymnasium Hamëz Jashari Skënderaj

Technical High School Anton Çetta Skënderaj

Gymnasium Naim Frashëri Shtime

Professional High School Sh.M. Profesionale Shtime

Gymnasium Kongresi i Manastirit Shtërpcë

Gymnasium Jeta e re Suharekë

Technical High School Skender Luarasi Suharekë

Professional High School Abdyl Ramaj Suharekë

Gymnasium Kuvendi i Arbërit Ferizaj

Economic High School Faik Konica Ferizaj

Technical High School Pjetër Bogdani Ferizaj

Medical High School Elena Gjika Ferizaj

High School of Agriculture Zenel Hajdini Ferizaj

Gymnasium Kuvendi i Lezhës Viti

Professional High School Jonuz Zejnullahu Viti

Gymnasium Kongresi i Manastirit Viti

Technical High School Lutfi Musiqi Vushtrri

Professional High School Bahri Haxha Vushtrri

Gymnasium Eqrem Çabej Vushtrri

Professional High School Lasgush Poradeci Malishevë

Professional High School Abdyl Frashëri Malishevë

Gymnasium Dardania Hani i Elezit

Gymnasium Kuvendi i Junikut Junik

Table 4: Secondary Education Institutions part of the Research Paper

the future workplacein the kosovo ict market 1

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