The visit also included school observations, allowing participants to see how these concepts are applied in real classroom settings and to reflect on effective models of teacher support.

Throughout the visit, the team explored how these valuable experiences can inform the improvement of practice handbooks, course structures, and the ongoing review of study programs. Particular emphasis was placed on strengthening the clear and sustainable integration of values within pedagogical practice courses.

These insights will directly support the enhancement of teacher preparation and contribute to building a stronger, more value-driven education system for future educators.

This study visit was organized as part of the capacity-building activities within the Value-based Education Project, co-funded by the Erasmus+ Programme of the European Union.

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We engaged in meaningful discussions with MESTI representatives, as key partners in our policy development work, and met with our academic staff and students to showcase progress in capacity building and school-based interventions. Our guests also met with our other EU co-funded project coordinators, from the Bewbu and DilanEdu-WB project to discuss synergies between FEdu implemented initiatives under EU funding.

The visit also included a stop at our EdTechLab, where visitors saw firsthand the digitalization of ValuED training materials developed through the cooperation with the Tkaedite project staff, also co-funded by the EU.

Grateful for the constructive exchange, guidance, and continued support for strengthening teacher education and value-based learning in Kosovo.

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It was inspiring to see how quickly they connected democratic values with everyday classroom practice—problem-solving, fairness, participation, and shared responsibility.

A big thank you to everyone who contributed, especially our students who brought the sessions to life with their ideas and energy.

This training is an important step toward the upcoming ValuED school intervention, where these concepts will move from workshop to real classrooms.

Proud of the work done, and excited for what comes next.

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Future teachers explored:

The foundations of peer support in democratic classrooms

Practical strategies for guiding inclusive and fair decision-making

Role-play activities based on the ValuED manual

Designing age-appropriate democratic activities for pupils

This training is part of the Value-based Education Project, co-funded by EU, preparing the ground for the upcoming school intervention phase, where students will put these ideas into practice in classrooms.

More reflections and updates coming as we move through the modules!

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This workshop is part of the Value-based Education Project, co-funded by the Erasmus+ Programme of the EU and it sets the foundation for the upcoming school intervention component—where students will design and implement small democratic actions in real classroom settings.

Through discussions, group work, and practical exercises, students explored what democracy looks like beyond theory: decision-making, fairness, participation, and shared responsibility in the classroom.

Watch video for a closer look at how the day unfolded.

More updates coming as the modules continue!

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The visit focuses on the design of the new Bachelor Program in Inclusive Education – the first of its kind in UP – and on the review of Master’s courses in Inclusive Education, aiming to strengthen the link between theory, practice, and research.

The team is engaging in meetings and professional exchanges with LMU professors specializing in inclusion and social participation in education, creating valuable opportunities for mutual learning, partnership building, and institutional capacity development.

This visit is organized as part of the capacity building activities within the Value-based Education Project, co-funded by the Erasmus+ Programme of the European Union.

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This year’s annual stakeholder workshop focused on the program review of Teacher Education Programs at the Faculty of Education, University of Prishtina — including the Bachelor programs in Primary Education and Early Childhood Education, as well as the Master programs in Subject Teaching and General Education.

The workshop gathered members of the Counselling Body of the Faculty of Education including MESTI and national level representatives, representatives of municipal directorates, school and local and international NGOs.

The discussions also addressed the review of pedagogical practice manuals, aiming to ensure stronger alignment between theory, practice, and the realities of schools and kindergartens.

Special attention was given to the new Bachelor Program on Inclusive Education, currently in development, which will further strengthen teacher preparation for inclusive and equitable learning environments.

Stakeholders were informed about the structure and content of the revised programs, and valuable feedback was collected from schools and practitioners to guide further improvement. Furthemore, they will provide written feedback and recommendations by January 15, which will serve as an important input for the next phase of program finalization.

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Together with our partners Ludwig-Maximilians-Universität München and Kosova Education Center – KEC, we are co-designing a Guideline for School Democratic Culture, featuring:

• A concept paper on principles of democratic culture in schools

• A practical tool to guide participatory school development planning

• Student-led direct intervention projects that promote student participation, voice, and contribution to school life

These collaborative efforts will strengthen inclusive, reflective, and value-driven learning environments in Kosovo’s schools.

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Together, we explored how to align:

• Intended Learning Outcomes → Learning Activities → Assessment,

• and developed practical tools that support student-centred teaching.

Our teacher educators collaborated in an interactive online studio — sharing ideas, working in breakout rooms, and applying the Constructive Alignment Matrix to their own courses.

This marks another step forward in strengthening quality teaching and learning at our Faculty and contributes directly to the ongoing revision of our teacher education program.

A warm thank you to all colleagues for your commitment and engaged participation!

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The workshop focused on mentoring student teachers during their school practice — emphasizing mentoring as a reflective, value-driven process that supports student teachers in developing professional, civic, and ethical competences.

Through discussions, case studies, and exchange of experiences, participants reflected on how value-based mentoring can strengthen both students’ professional growth and the overall quality of teaching practice.

This workshop highlights the importance of collaboration among practice professors, institutions, and student teachers as a key link in the ValuED Project’s mission to build an equitable, inclusive, and ethical education system in Kosovo.

Participants will continue working collaboratively on integrating VBE and EDC approaches into the pedagogical practice manuals and the review of related university courses. This step represents a concrete move toward embedding values, democracy, and professional reflection into the structure of teacher education reform in Kosovo.

The day marked another milestone in advancing the ValuED Project’s mission — connecting higher education, teacher policy, and school practice to build a more inclusive, ethical, and democratic education system.

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