Policy Engagement

A central pillar of the ValuED project is its strong commitment to policy engagement and structural reform. Recognising that sustainable educational change begins at the systemic level, the project works closely with the Ministry of Education, Science, Technology and Innovation (MESTI) to shape and implement national policies that embed values-based, democratic, and inclusive education into the fabric of Kosovo’s education system.

Through a participatory and evidence-based process, ValuED supports the development of new teacher education policies, national competence frameworks, and standards that guide how teachers are prepared, trained, and supported throughout their careers. These frameworks ensure that values such as equality, respect for diversity, and civic responsibility are not treated as abstract ideals but as measurable, actionable components of teacher education and school practice.

The project’s policy engagement extends beyond drafting documents—it builds mechanisms for continuous dialogue and collaboration between universities, government institutions, and civil society. Through consultative workshops, policy roundtables, and joint research, ValuED promotes shared ownership of reforms and strengthens institutional capacity to maintain and evolve them over time.

By bridging policy and practice, ValuED ensures that national education strategies are informed by classroom realities and that teachers, school leaders, and policymakers work together toward a shared goal: a values-driven, inclusive, and democratic education system that prepares students to thrive as active and responsible citizens.

The policy level work drives the system-level reform dimension of the ValuED Project. It translates the analytical findings from the project into national policies, frameworks, and roadmaps that embed value-based education, inclusion, and democratic citizenship into Kosovo’s teacher education system and school practices. The work is carried out in close cooperation with MESTI, public faculties of education, municipalities, and national stakeholders.

Development of the National Teacher Education Policy

ValuED focuses on designing a unified policy that aligns Kosovo’s teacher education system with European models of professionalism, values, and democratic competences. The consortium completed all analytical foundations — including situational analyses, benchmarking of European practices, and review of teacher standards — and supported MESTI in establishing a national Working Group for Teacher Education Reform.

Key achievements

Consolidation of evidence from project studies into policy directions.
National consultations with stakeholders
Drafting of the new Teacher Education Policy and Profile of Teacher Competences, aligned with EU frameworks and the RFCDC.
Integration of value-based education, inclusive pedagogy, ethical competence, and democratic citizenship into teacher professionalism.

The draft policy is currently under internal review at MESTI and is expected to enter the formal approval process in the upcoming phase.

National Framework and Roadmap for Inclusive Education

ValuED strengthens Kosovo’s system for inclusive and equitable education. MESTI established a national Working Group for Inclusive Education, which is developing two core documents:

1. National Framework for Inclusive Education

Defines system-level responsibilities, inter-institutional coordination, early identification and support structures, teacher roles, and school climate expectations.
It aligns with the CRPD, the Kosovo Curriculum Framework, and EU inclusion principles.

2. Roadmap for Inclusive School Development

Outlines a phased approach for schools to create inclusive classrooms, improve accessibility, strengthen teamwork, and build partnerships with families and communities.

Key achievements

Alignment of the Framework with findings from project studies and analyses and stakeholder consultations.
Definition of support mechanisms at national, municipal, and school levels.
Preparation of piloting steps in selected schools participating in school interventions.

The Framework and Roadmap will undergo public consultation before national piloting.

Reference Framework for Value-Based Teacher Standards

ValuED focuses on reforming teacher standards so they reflect values, ethics, inclusion, democratic citizenship, and reflective professionalism.

What the Framework includes

Core values and ethical principles for teachers.
Competences related to democracy, participation, human rights, and equity.
Inclusive pedagogical expectations, classroom management, and adaptation skills.
Professional dispositions such as collaboration, empathy, responsibility, and reflective practice.

Key achievements

Review of Kosovo’s teacher standards and accreditation indicators.
Benchmarking against EU teacher competence frameworks.
Drafting of a unified Value-Based Teacher Competence Framework to guide teacher education institutions, accreditation bodies, and CPD providers.

This Framework will provide the structural basis for the teacher education reforms.

Roadmap for Responsible Citizenship Competence in Schools

ValuED supports schools to strengthen democratic participation, dialogue, and civic engagement as everyday practices — not only as curriculum content.

What the Roadmap defines

Key competences for responsible citizenship drawn from the RFCDC and Kosovo Curriculum Framework.
The role of teachers in fostering dialogue, participation, co-decision-making, and student voice.
School-level mechanisms, such as student councils, participatory planning, peer support, and collaborative problem-solving.
Partnerships between schools, families, municipalities, and communities.

Key achievements

Establishment of the Working Group on Responsible Citizenship Competence.
Draft version of the Roadmap developed and reviewed internally with MESTI.
Alignment of this Roadmap with the Inclusive Education Roadmap for coherent national piloting.
Preparation of implementation tools for teachers and school teams under school interventions.

This ensures that schools become active democratic communities where values are lived, not only taught.

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