Improving learning among school students is a top priority for governments across the Western Balkans. Results from the OECD’s Programme for International Student Assessment (PISA) show that while average performance in reading, mathematics, and science is broadly in line with countries of similar income, it falls short of the ambitions governments and families hold for their children. Closing this gap will depend, above all, on the quality of teaching: teachers who actively engage their students and adapt their instruction to respond to different learning needs are essential in ensuring learners leave school with the knowledge and skills required to thrive.
In recent years, policymakers across the Western Balkans have taken important steps to help teachers and principals develop their practice. Like in many systems within the European Union and the OECD, reforms have emphasised pedagogies that promote inclusive education, alongside the effective use of digital technologies. However, a critical question remains: how are these efforts experienced by teachers and principals and to what extent are they translating into meaningful changes in the classroom?
This report addresses these questions, drawing on new evidence from the OECD’s Teaching and Learning International Survey (TALIS). In 2024, five Western Balkan education systems – Albania, Kosovo, Montenegro, North Macedonia and Serbia – participated in TALIS providing a unique opportunity to understand these education systems through the perspectives of those who work in them.
By presenting both regional and country-specific insights, the report shines light on the realities of the profession: how teachers teach, the support they receive and the challenges they face. It highlights areas of progress, identifies persistent gaps and points to practical policy directions. In doing so, it aims to inform ongoing efforts to strengthen teaching and learning across the Western Balkans and ensure that every student in the region receives a high-quality education.
The report was prepared by the OECD Secretariat’s Directorate for Education and Skills. Christa Rawkins and Zhasmin Avetisyan drafted the report with statistical support and research assistance from Julian Rojas. Elizabeth Fordham and Ruochen Li provided guidance and feedback at various stages of the report’s development. It was prepared under the responsibility of Paulo Santiago, Head of the Policy Advice and Implementation Division, and Andreas Schleicher, Director for Education and Skills with oversight from the TALIS Governing Board. Giles Boden-Tebbutt, Daiana Torres Lima and Eda Cabbar provided administrative support and oversaw the publication process.
The report was developed with the generous financial support of the European Commission. The authors thank colleagues in the Commission for their support, coordination and review throughout the drafting process. The report also benefitted from early discussions with regional and country-based experts from UNICEF who provided valuable insights into the policy context in each system. The authors thank Maida Pasic and Nora Shabani (UNICEF Europe and Central Asia Office); Mirlinda Bushati (UNICEF Albania); Kozeta Imami (UNICEF Kosovo); Maja Kovačević (UNICEF Montenegro); Vera Mitkovska (UNICEF North Macedonia); and Tanja Ranković, Vesna Kartal and Dejan Stankovic [consultant] (UNICEF Serbia).