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The official launch of the ValuED Project, the first structural Erasmus+ initiative in Kosovo aimed at advancing value-based education through teacher development policy and practice reform.

The project’s goals and upcoming plans, including national policy development, reform of university teacher education programs, capacity-building for academic staff and schools, and pilot school interventions promoting democratic and inclusive school culture.

How ValuED is shaping teacher preparation, integrating values such as equality, inclusion, active citizenship, and non-discrimination across all levels of education.

Key interventions across policy, university programs, teacher training, and schools, with concrete targets such as reforming at least six programs, training over 300 teachers, and implementing democratic school practices in 20 pilot schools.

Highlights from FEduTalk, featuring international speakers from Universität Graz and LMU Munich discussing emotional competence, AI ethics in education, and inclusive school transformation.

ValuED partners’ contributions at KICER 2024, strengthening academic collaboration and promoting value-based education research and practice.

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How 2024 marked a major milestone for ValuED, with the completion of foundational national and comparative studies under Work Package 2 — setting the scientific basis for Kosovo’s value-based and inclusive education reforms.

European and national frameworks for value-based education, including analysis of EU treaties, the RFCDC, and comparisons with Germany, Austria, and Kosovo.

Findings from Kosovo’s academic staff needs assessment, highlighting the perspectives of professors and students who call for more practical training, collaboration platforms, and institutional support to integrate value-based education in university teaching.

The review of teacher education programs, showing strong theoretical foundations but limited links between values and pedagogical practice, and recommending integration of democratic, civic, and inclusion competencies into core modules.

Voices of teachers, school directors, and stakeholders, gathered through nationwide surveys and interviews with over 300 teachers, 50 principals, and key institutional actors, emphasizing the need for clearer guidance, continuous training, and stronger coordination across the system.

The national analysis of value-based and inclusive education, revealing progress at policy level but gaps in classroom implementation, especially around teacher competencies for managing diversity and creating democratic school climates.

• Highlights from the National Symposium (12 December 2024), where MASHTI, municipalities, universities, NGOs, and schools discussed the study findings and future steps, including training modules, school pilots, and the National Framework for Value-Based Education.

• Key conclusions and recommendations, such as building system-wide frameworks that link policy and practice, strengthening teacher professional development, improving school autonomy and infrastructure, and ensuring inter-institutional cooperation for sustainable democratic education.

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Major progress in drafting national policies for teacher education, including consultations with the Kosovo Accreditation Agency and MESTI on accreditation standards, inclusive education guidelines, and a new Framework for Responsible Citizenship Competence.

How ValuED’s Policy Development and Capacity-Building Groups co-designed the 2025–2026 action plans to embed equity, inclusion, and democratic citizenship across teacher preparation and professional development in Kosovo.

Launch of academic staff capacity-building, featuring workshops led by Universität Graz and UPZ on value-based education, curriculum redesign, innovative pedagogy, and strengthening teacher competencies for inclusion, ethics, and democratic culture.

The start of drafting Kosovo’s first-ever BA Program in Inclusive Education, a milestone in higher education reform that aims to prepare specialists in early intervention, assessment, inclusive pedagogy, and support for diverse learners.

Highlights from the National Working Group on Policy Development, where government, universities, NGOs, and school leaders discussed integrating democratic values, participation, respect, and human rights into teacher competencies and school practice.

A high-level study visit to Universität Graz, where Kosovo’s institutions explored Austria’s teacher professionalism, quality assurance, inclusive pedagogy, and socio-emotional learning—informing Kosovo’s new teacher education policy.

ValuED partners’ contributions at KICER 2025, including keynote presentations by Prof. Heike Wendt and Prof. Peter Zentel on sustainability education, value-based education in times of uncertainty, and global models of inclusion.

The December 2025 edition of the ValuED Newsletter presents the project’s latest activities and achievements in advancing value-based teacher education in Kosovo.

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 the workshops on constructive alignment, value-based education and education for democratic citizenship; the integration of mentoring and values into pedagogical practice; the EACEA monitoring visit; academic study visits to the University of Graz and LMU Munich; student activities promoting democracy in schools; the review and improvement of teacher-education programmes; cooperation with the Faculty Advisory Board; and the enrichment of the Faculty of Education Library with new academic and professional resources.

These activities demonstrate ValuED’s continued commitment to linking educational policy, university programmes, research and school practice in order to strengthen inclusive, democratic and ethically grounded teacher education.

“From Policy to Practice,” this edition highlights the progress achieved in strengthening value-based teacher education through policy reform, program development, international cooperation and institutional capacity-building in Kosovo. 

Key developments featured in the newsletter include:

🔹 The National Policy for Teacher Education and its implementation roadmap for 2026–2030
🔹 The integration of values, inclusion and constructive alignment into study programmes and pedagogical practice
🔹 Institutional approval of the new BA Programme in Inclusive Education
🔹 A joint course involving students from the University of Prishtina and the University of Graz
🔹 Strategic coordination among ValuED partners
🔹 The presentation of project results in national and international scientific forums
🔹 Investments in professional literature, digital resources and academic library services

These developments demonstrate the importance of connecting policy, teacher preparation, professional development and school practice within a coherent and sustainable reform process.