Towards quality assurance and enhancement: the influence of the Bologna Process in Kosovo’s higher education

Towards the inclusion of students with special needs in higher education: Challenges and prospects in Kosovo

“…Kosovo gained its independence in 2008, and currently, its higher education functions under the Law on higher education no.04/37 (Official Gazette of the Republic of Kosova, 2011). Today, higher education in Kosovo is undergoing large-scale higher education reforms (Kaçaniku, 2017(Kaçaniku, , 2020 and has expanded with 9 public and 22 private universities.…”

“…The University of Prishtina "Hasan Prishtina" is the leading higher education institution in the country with the highest number of Faculties, academic staff and students (Kaçaniku, 2017(Kaçaniku, , 2020. There are currently 14 faculties within the University of Prishtina (Faculty of Philosophy; Faculty of Mathematical-Natural Sciences; Faculty of Philology; Faculty of Law; Faculty of Economics; Faculty of Civil Engineering, Faculty of Architecture; Faculty of Electrical and Computer Engineering; Faculty of Mechanical Engineering; Faculty of Medicine; Faculty of Arts; Faculty of Agriculture; Faculty of Sport Sciences and Faculty of Education).…”

“…Similar to other universities in the region, the University of Prishtina (hereafter UP) is in the process of transformation and continuous change. Faculties, curricula and other academic aspects are aligned with the Bologna Process (Kaçaniku, 2020). The reforms have also aimed at developing a learner-centred teaching and learning environment (Zabeli et al, 2018).…”

“…The study focused on three groups of stakeholders in order to provide a comprehensive analysis of the situation of students with special needs in higher education in Kosovo. The University of Prishtina was selected as the sample institution, considering that it was the first established University in Kosovo, has the largest number of students, staff and academic staff, and is a leading institution in the region (Kaçaniku, 2017(Kaçaniku, , 2020Shatri, 2010;Tahirsylaj, 2010). Also, the Faculty of Education was selected as a sample academic unit because its programs indicate promising grounds for inclusive education.…”

Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo

“…Since Kosovo is aiming to join European structures, discussions about teacher quality and raising teacher professionalism have become more relevant, triggering major reforms within teacher education (Kaçaniku, Gjelaj, & Saqipi, 2019;Saqipi, 2019Saqipi, , 2020). Programme reforms have followed Bologna Process objectives in order to ensure compatibility and comparability of degree structures by introducing ECTS and the three-cycle system as well as undergoing programme accreditation as a quality assurance mechanism (Kaçaniku, 2017(Kaçaniku, , 2020. Specific initiatives have aimed to improve the quality of teacher education programmes.…”