Lifelong learning has become an important topic in research since the 1970s as it has been considered important for individual, cultural, and personal growth (Faure et al. 1972). OECD included lifelong learning into the human capital theory (Field, 2001) while the European Union placed lifelong learning as the core of human capital development leading to Europe become a knowledge based and competitive economy (2000). While research and organizations have argued for the importance of lifelong learning, it is still not clear to what degree higher education institutions are reflecting this construct in their curricula and study programs. Failure to develop lifelong learning competence can lead to teachers being unprepared to address learning needs in unexpected situations such as the Covid-19 pandemic, which could result in lack of inclusion and social cohesion in schools. This is even more important for developing countries such as Kosovo for which large scale assessment have documented large disparities across its education system. According to PISA and TIMSS, the achievement gap between different categories of students has widened between assessment years from 1 to 2 academic years. The inclusion and equity issues in the education system is expected to be deepened due to the Covid-19 pandemic. This research will bridge this existing gap by conducting research on the Kosovar teacher preparation programs, especially the curricula they follow. The analysis focuses on the content and topics taught to teachers with the goal of exploring to what degree higher education institutions are preparing pre-service teachers to be lifelong learners, a competence that became very important during the pandemic COVID-19. While it may still not be clear who has the ownership in making teachers lifelong learners, it is important to explore to what degree education institutions are providing pre-service teacher with skills and competences necessary to become lifelong learners. In conclusion, lifelong learning competencies among teachers impacts the degree of quality, equitability, and inclusion in the education system. Findings of the study is expected to create an impact on the curricula development which will better prepare future teachers to tackle unexpected challenges and improve the quality of elementary school education. Ultimately, the education quality in the higher education institutions will be improved and will be aligned with the European perspectives and approaches in the field of early childhood education.

Harvey A. et al. (1972) How Effective is Schooling? An Initial Review and Synthesis of Research Findings. Santa Monica, Calif: Rand Corp. European Commission (2000). A Memorandum on Lifelong Learning. Brussels. Field, J. (2001). Lifelong education. International Journal of Lifelong Education, 20 (1- 2), 3-15.