Voices from the field

Back From Syria to Reintegration: Supporting Violent Extremist Offenders in the Probation System in Albania

Tirana / Albania 4 May 2026

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Julinda Manja & Roland Sulika

In her dark clothing, Fatime* sits quietly, seemingly uninterested in any conversation, waits impatiently to meet her Probation Officer in Tirana. Every three months, she is required to report and discuss her progress with the probation authorities. She is one of the nine women who returned in October 2024 after years in Syria, where she was caught in a conflict far from her homeland, having survived unimaginable hardship. Now, as a mother, daughter, and convicted violent extremist offender (VEO), Fatime faces the daunting challenge of reintegration under the supervision of the Albanian Probation Service. Her return, along with eight other women, marks a milestone for Albania’s justice system. For years, women like her were seen only as victims, requiring psychological care and support instead of criminal justice intervention. However, with legal definitions now evolved and clarified, Fatime was sentenced to probation — a community sanction and measure, which includes also assistance aiming at the social inclusion of offender.

The decision to convict VEOs to probation regime is a progressive and humane approach to justice and community reintegration. Recognising that effective rehabilitation and reintegration require more than incarceration, Albanian authorities, with support from the European Union and Council of Europe, have pioneered developing proper tools and programmes to support the VEOs in their rehabilitation and effective reintegration.

Roland Sulika, probation officer from Mat, is among those who have participated in specialised capacity-building activities on managing and rehabilitating VEOs, in the framework of the EU and Council of Europe joint action “Enhancing co-operation in the Western Balkans in managing violent extremism in prisons and preventing further radicalisation after release”. He emphasises the significance of equipping probation staff with advanced tools for assessing potential signs of radicalisation and tailoring individual intervention programmes. Roland notes that these instruments are crucial in evaluating the unique needs and factors involved in each individual’s rehabilitation and integration. “One tool that stood out is the Individual Treatment Plan. It adds depth to our approach, ensuring interventions are not only reactive but also proactive and comprehensive,” he explains. For Roland, the training was transformative, enhancing both his technical knowledge and his professional confidence.

The trainer Julinda Manja, probation inspector from Tirana and one of the first officers to initiate the current training programme, underscores the importance of distinguishing between women VEOs in probation and those in prison settings. “Initially, this reintegration approach was connected only to the prison system, but we advocated for its development within the Probation Service, recognising the unique dynamics, especially for women returning from Syria,” she explains. With support from the Council of Europe, the Albanian Probation Service has developed and successfully piloted new tools tailored for this category of offenders. “Since the gradual introduction of these instruments, their openness and cooperation have grown remarkably. At first, there was scepticism and distance, but today, our communication with them is much easier,” admits Julinda.

Interventions are now expanding, focusing not only on the returned women but also on their families, who may be at risk. We learn that in some municipalities, such as Mat, a working group of diverse stakeholders, led by the local prefect, meets quarterly to review the management of VEOs, assess related risks, and address new cases. These sessions highlight a key lesson that effective reintegration relies on collaboration of various actors and the use of the right tools and methodologies adapted to the specifics of institutions.

While capacity-building activities continue, the Council of Europe’s tools and methodologies, adapted for Albanian probation, are ensuring a gradual and supported reintegration of VEO-s back into society. For, Fatime and others like her, this approach means being recognised not just as former offenders, but as individuals deserving dignity and assistance on their path back to community life.

*Name changed to protect identity of the subject .

This session of the website features inspiring narratives, human stories and success examples, that demonstrate positive change and improvement in the lives of individuals, local communities, and society as a whole.

Back When inclusion becomes part of everyday university life

Bojana BARLOVAC

Podgorica 27 March 2026

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When inclusion becomes part of everyday university life

When a student feels they truly belong, learning becomes more than lectures and exams; it becomes an opportunity to grow, contribute and thrive. At the University of Donja Gorica (UDG) in Montenegro, this idea is shaping how students with disabilities experience higher education, turning inclusion from a principle into everyday practice.

For Prof. Dr. Maja Drakić-Grgur, inclusive education is not an abstract concept but a defining feature of a modern university. “University is not only a place where knowledge is transferred, but also a community where values of openness, mutual respect and equal opportunities are developed,” she explains.

Through flexible teaching methods, individual mentoring and constant communication between professors and students, UDG has been working to ensure that academic life adapts to students, not the other way around. This approach is helping more young people with disabilities see higher education as a realistic and welcoming path.

“We are particularly pleased that an increasing number of young people with disabilities recognise UDG as a place where they can study on an equal footing with other students,” says Drakić-Grgur. Today, around 30 students with disabilities study at the university, including those with mobility difficulties, hearing or visual impairments, speech difficulties or dyslexia. Many choose practice-oriented fields such as graphic design, information systems and technologies, polytechnics and food technology.

Beyond access, the university focuses on support. Students with disabilities are exempt from tuition fees and receive additional academic and mentoring assistance. According to the professor, such measures help create a community where differences are recognized as a value rather than an obstacle.

In practice, she says, inclusion starts with understanding students’ different life circumstances. “In practice, inclusive education primarily means the willingness of the university to understand different life circumstances and needs of students and to enable their equal participation in academic life.”

This often means adapting teaching dynamics, offering additional consultations, proposing different learning strategies and allowing students to demonstrate knowledge in ways that match their abilities. But the benefits extend far beyond accessibility.

“When students learn in an environment that encourages mutual understanding and support, not only academic competences develop, but also important social values – responsibility, empathy and readiness for co-operation,” she notes.

Still, challenges remain. Drakić-Grgur emphasises that inclusion is not only about infrastructure or regulations but also about attitudes and everyday practices. “Sometimes the biggest barriers are those that are not immediately visible- the way we communicate in teaching, the expectations we place before students, or insufficient understanding of the different experiences students come from.”

A recent workshop at UDG on adapting learning and participation for students with special educational needs, organised within the joint Council of Europe and European Union programme "Horizontal Facility for the Western Balkans and Türkiye" and its action Quality education for all – Montenegro, provided an opportunity for universities to exchange practical experiences. For Drakić-Grgur, its greatest value was the honest dialogue it created.

“It was particularly valuable that the workshop was conceived as an open space for exchange of experiences, and not only as a series of formal presentations,” she says, adding that discussions encouraged participants “to think about inclusion through the prism of their own experience.”

Such exchanges, she believes, often provide more practical value than theory alone because they help identify both real challenges and solutions that already work.

Looking ahead, Drakić-Grgur believes inclusion must remain a lived commitment. “The most important thing is that inclusion does not remain only a declarative principle, but that it becomes part of everyday academic practice.”

At UDG, this includes extended exam time, alternative forms of assessment, teaching assistance and partnerships with organisations such as the Association of Youth with Disabilities of Montenegro. Through international projects, the university has also worked to improve accessible infrastructure, technical resources and flexible learning models.

Based on this experience, the professor is convinced that inclusion benefits everyone. “Inclusive education is not only a matter of social sensitivity, but also a matter of the quality of higher education. A university that is open to diversity becomes more creative, more innovative and closer to the real needs of society.”