There are large gaps between the actual results of the students in Albania and Kosovo and even the average PISA results, let alone the top PISA results. Students from Kosovo and Albania are considered functionally illiterate. They are not taught to celebrate their cultural heritage and the memory is lost and their perceptions of the future are without hope. Many young people leave Kosovo and Albania, with high risk of loss of life, to be trafficked to countries where they think they will have a brighter future. They do not realise that even if they are successful in gaining refugee status in another country, they will not have an education that will allow them to be competitive in the labour market. Curricula problems are a misalignment between what students need to learn and what they are taught, are age inappropriate, and students are demotivated and see themselves as failures without hope for a future. Teacher training is not about addressing this problem, or empowering students with the conceptual frameworks and theoretical frameworks to solve their own problems to become self-reliant and resilient. Rather, educational institutions have a great disconnection with the education departments of the universities which misses opportunities to optimise students' learning. Many students have traumatic and post-traumatic problems, behaviour difficulties and have not developed attachment to their peers, families and communities drawing on Bowlby's Attachment Theory. School leaders selection is made according to the political investment in the election which is camouflaged with laws and instructions. In order to camouflage this, some criteria have been set by an international agency for school principals to follow, but this does more training on how to work as a teacher than how the head of the school should lead the staff and students in achieving high results. The appointment commissions are fully selected with political investment. Some universities started preparing leading teachers with postgraduate research degrees, but these are not recognised in the appointment of school leaders. The presentation reveals how following the two steps set out in this symposium abstract; PEACE and ABCDE builds community and empowers teachers, students and families with feedback-loops to policy makers and sightlines to change and hope for the future.

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