FINAL REPORT WP1

UNIVERSITY OF ELBASAN “ALEKSANDER XHUVANI”

Prof.Dr.Skender TOPI

Assoc.Prof.Dr.Imelda SEJDINI,

Assoc.Prof.Dr.Valentina HAXHIYMERI,

Assoc.Prof.Dr.Bederiana SHYTI,

Dr.Merita HOXHA,

Msc.Eda ÇELA.

TEAVET PROJECT - DEVELOPING TEACHER COMPETENCIES FOR A COMPREHENSIVE VET SYSTEM IN ALBANIA

Project No: 586300-EPP-1-2017-1-ES-EPPKA2-CBHE-SP

This project has been funded with support from the European Commission

"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors,

and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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Executive summary

The aim of this report is to provide the lifelong learning needs of teachers for training, in

order to build a high quality Vocational Education and Training (VET) system for

teachers. Universities so can be the main providers of ongoing professional

development of teachers. This reports details the teacher training needs, regarding

competences, resources, incentives, etc. from the perspective of the pre-university

teachers, school leaders, trainees and from the university perspective, considering the

capacities and needs to be a provider of the professional development for teachers,

establishing a LLL center in the university. For the need analyses a questionnaire is

used in order to provide information from all the stakeholders group. The questionnaire

design is prepared in straight collaboration with our European partners from the

University of Krems, Austria and we applied it to a considered number of in-service

teachers, school directors and university staff. The needs analysis in each Region is

conducted by the partner universities teams.The following document presents the

analysis of these questionnaires as well as data from desk research.

1 Introduction

1.1 Short profile of the albanian universities

1.1.1 University of Elbasan "A. Xhuvani" profile

University of Elbasan “A. Xhuvani”, is a public institution of higher education in Albania,

located in the city of Elbasan. The focus of the University of Elbasan is the

development of the local region through the exposure of students to national and

international practices and experiences; i.e. the formation and the qualification of

leaders according to the example of Western European Universities, the possibility of

research and education results.

The history of University of Elbasan “A. Xhuvani” dates back to the year 1909, when

the first National Teachers’ Training High School (Normale) opened its doors. It trained

teachers for elementary schools, who were spread all over the areas where Albanians

lived. In 1971 it was transformed into the Higher Institute of Elbasan and in 1991 it got

university status. University of Elbasan is the birthplace of teacher training. Elbasan is

situated right in the middle of Albania and because of Normale School, it is considered

to be the cradle of education.

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“A. Xhuvani” University, is the university of tradition, science, and teacher training. At

the moment UNIEL numbers 10.960 students, 257 full-time academic staff, 132

supportive staff and 306 adjunct faculty professors and lecturers.

The academic and supportive staff are committed to provide a high quality educational

experience through teaching and research opportunities. The studies are organized in

three study cycles: Bachelor (three years) and Master (1-2 years). In some Faculties

we offer doctoral Studies.

The study programs have been designed in accordance with the “Bologna Declaration”.

The University of Elbasan has a commitment to providing the highest quality education

to our students so that they can become successful professionals in their chosen fields

and develop positive influences in their communities. The University also has a global

perspective with the full understanding that globalization is the reality of today. We

believe that education is one of the tools in Albania’s integration into the European

Union, and thus quality education will help equip our students with the required

expertise and know-how necessary for social and economic progress and development

now in a future Albania in Europe.

The academic programs of the University of Elbasan are characterized by effective

teaching methods that integrate student-centered learning and foster learner

autonomy. This is realized through the continuous professional development of

excellence in the classroom by the teaching staff, the use of contemporary technology

in the classroom, the involvement of students in the classroom and other learning

environments. To achieve this, visiting professors and lecturers from other Albanian

universities and from leading international universities from Europe are invited.

University of Elbasan emphasizes dynamic student-centered teaching methods in all

academic programs. Each class session is a combination of review, new material,

asking questions, completing homework tasks, research, course papers, presentations

by the students, etc., laying the stress on learner autonomy and interaction. Student-

centered teaching also means that the workload is evenly distributed throughout the

academic term. Some courses are focused on the practical implementation of all the

theory lectured at the University. This method has multiple benefits. Accountability and

assessment are required throughout the term, not just at the end. Although students

are obliged to attend classes and to learn throughout the entire term, it eases the

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pressure on students from the final examination, according to the traditional approach,

where the final exam basically determined one's grade.

Training through practice, is integrated into all academic programs. UNIEL emphasizes

on the balance between the acquisition of theory and its practical implementation in the

real world of education, business and industry. The University of Elbasan is interested

to creating partnerships that address regional and national problems and needs. Thus,

members of our staff are encouraged to be involved in the community services, and,

students are encouraged to be active citizens in their respective communities, as well.

University of Elbasan provides a wide platform for research and innovation in global

issues. The University believes that excellence in teaching at the university level

depends upon active engagement and research of the academic staff. Research

opportunities, include academic activities, such as involvement in professional and

scientific organizations, the collaboration of faculty staff with students, business,

government, other academic institutions, and community organizations (NGO-s).

The University of Elbasan is structured in that way as to give autonomy and freedom to

the development of the academic program, development of teaching methods and

scientific research as well. The Rectorate is responsible for the academic and research

development of the University and the development and consolidation of partnership

with other Universities and institutions of Higher Education both locally and abroad.

The University of Elbasan emphasis on core values, such as integrity, respect and

accepting responsibility for ones actions and theory as part of its program. All courses

require the student to demonstrate the use of advanced writing and speaking skills

through essays and presentations. Through group discussions and presentations,

students develop social and professional interaction skills, which is necessary for them

to attract prospective employers and to become successful in their future career. Upon

graduation, our students are skilled communicators, and very attractive to prospective

employers.

The University of Elbasan (UNIEL) has the following basic structure:

The University of Elbasan currently has five faculties: Faculty of Economy, Faculty of

Human Sciences, Faculty of Education Sciences, Faculty of Natural Sciences and

Faculty of Medical Technical Sciences, with many departments respectively. Different

Study programs are being offered at the present under the respective faculties;

Bachelor, Master and Doctoral Studies. There are 39 study programs for Bachelor

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Studies, 44 study programs for Master Studies and 2 study programs for Doctoral

Studies.

The Faculties are led by the Deans, who are elected by the academic staff and the

students of the respective Faculty. Each Faculty has several departments according to

the branches and the number of students. Each department is led by a Department

Chair (DPC), who is elected by the department members. The department is the basic

scientific unit of the university. Faculties are also repsonsible for certain key

administrative tasks, such as admission and enrolment, registration, keeping data for

the students’ achievements and graduation. Each faculty is reponsible for the

examinations and testing as one of the most important academic functions.

The Faculty of Human Sciences has five departaments and offers different study -

programms of the first level (Bachelor), of the second level (Master) and of the third

level (Doctoral studies)

The other four faculties have different departaments and offer different study -

programms of the first level (Bachelor) and of the second level (Master)

We have full time and part-time lecturers, among which are guest professors from other

universities in Albania and western universities. Adjunct lecturers are recruited and

contracted according to the rectruitment established criteria of the University. The

individual contracts are based on the Code of Labour of Albania.

The Faculties of UE are educational - scientific units of the higher educational system,

each of which contains scientific disciplines of a similar background.

The University Senate is the supreme authority in academic matters. It is an elected

body, elected by the academic staff (for the staff representavtives) and students (for

students representatives).

UNIEL and its structures work according to University statute.

The statute, by-laws, guidelines and the guide-book of the University contain the rules

and regulations of the University, according to which it functions. Each academic

program offers specific rules and regulations for examinations, for attending courses,

etc.

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The Statute of the University contains the regulations on the functioning and the

management of the University; drafted in accordance with the Law on Higher

Education.

UNIEL has joint projects and exchange programs like ERASMUS+ with different

universities in the world and is actively engaged in expanding further this positive

experience. UNIEL continuously engages efforts in expanding cooperation with other

Western Universities in order to improve in scientific research as one of its priorities.

UNIEL has benefited from other projects (TEMPUS, ERASMUS MUNDUS) in

developing specific study programs, building capacities, enhancing quality assurance

system, improving laboratories and technical support, etc., creating a new international

profile ready to afford future European Challenges in the education area.

1.1.2 University of Korça “Fan S. Noli” profile

The University Mission: “To create, to transmit, to develop and to protect knowledge

through its teaching, scientific research and other educational services it provides”

In its 46-year-experience as a public higher education institution, “Fan S. Noli”

University (UNIKO) has awarded specialists in education, economy, agriculture and

natural sciences. In the course of time the University has developed its teaching and

research profile, as well as human resources to become an important educational

institution that plays a crucial role in the social and economic context of the south-

eastern Albania.

UNIKO consists of four faculties, namely The Faculty of Education and Philology, The

Faculty of Agriculture, The Faculty of Economics and the Faculty of Natural and Human

Sciences. The faculties are organized in 14 departments and 3 educational-research

groups. Its studies consist of three cicles, fulfilling the criteria of the Bologna

Declaration, respectively, in 22 Bachelor programs (180 credits), 14 Professional

Master programs (90 credits), 4 Master of Science programs (120 credits) and 1

program of the third cycle/PhD. The overall number of students that are currently

studying in it is 4800.

The university counts 157 full-time academic staff and 81 administrative staff. They all

commit themselves to the increase of the teaching, learning and infrastructural services

this institution offers. They continously promote their academic research by

participating in home, national and international scientific activities and by publishing it

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in relevant journals. “Buletini”, an indexed publication of UNIKO, and its special

publications have enhanced the promotion of the qualitative research of the academic

staff since 1996.

The university is also partner in several national and international projects, whose main

focus has been not only the exchange of academic experience and mobility of staff and

students, but also the improvement of the quality of study programs and capacity

building of the teaching and learning infrastructure.

UNIKO is constanstly in search of means and ways to promote an adequate teaching,

learning and research context, suitable for the education of future citizens and

professionals that will facilitate their country’s efforts to share European values.

1.1.3 University of Gjitokastra “Eqrem Çabej”profile

University of Gjirokastra is the most important higher education institution situated in

the Southern part of Albania. It was opened by decision of the Council of Ministers,

November 1991, on basis of a High Pedagogical Institute, opened in 1971. This

university welcomes almost 4000 students in all its programs of study. It has 3

Faculties (Education and Social Sciences Faculty, Natural Science Faculty, Economic

Faculty) and 15 Departments

The University attracts students mainly from the Southern Region, but not limited only

to this area. In recent years, it accepts students from all over the country as well as

from other neighboring regions of Albania, such as Kosovo, Macedonia and Greece.

Our University welcomes the most contemporary ideas, progressive curricula for the

development of our society, professional ambitions and tangible pedagogical and

scientific work. At our University, different generations of teachers and university

lectures, different kinds of cultures and trends are met and they achieve perfection

through respecting the historical individualities, the present and future of each of them.

EÇUG presents interest in the exploration of the region and scientific research in all

fields, mainly in education, Albanology (linguistics), anthropology, interethnic,

intercultural and inter-religious relations, archaeology, ecology, and tourism. Recently

University is Accredited from Quality Assurance Agency (QAA) & Ministry of

Education, Sports and Youth (MoESY)

Our University comprises three faculties, respectively:

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The Faculty of Education and Social Sciences, the Faculty of Natural Sciences and

Economic Faculty. The University of Gjirokastra offers the following full time and part-

time study programs, which are based on the principles of Bologna Chart:

• 18 full time study programs, bachelor, (15 part time study programs, bachelor)

• 12 full time study programs, professional master’s program (9 part time study

programs, prof. master)

• 5 full time study programs, master of science

• 1 doctorate study

The mission of the university aims at the need for change, transformation and creation

of real capacities, which are valuable for the society.

• Being an important scientific, research and publishing center, a Continuing

Education Centre, as well as a Regional Development Centre.

Promoter of educational social, economical, cultural and touristic developments in the

region

1.1.4 University of Shkodra “Luigj Gurakuqi” profile

University of Shkodra is one of the most important institutions and the biggest centre of

education, scientific research and culture of Northern Albania. It was first established

as High Pedagogical Institute on 02.10.1957. The High Pedagogical Institute' status

changed into University of Shkodra, "Luigj Gurakuqi" by the Ministers' Council decree

Nr 124, on 28.05.1991.

Now the University of Shkodra “Luigj Gurakuqi” has 6 Faculties and 21 Departments.

• The Faculty of Economics

• The Faculty of Education Sciences

• The Faculty of Social Sciences

• The Faculty of Natural Sciences

• The Faculty of Foreign Languages

• The Faculty of Law

This University offers the following study programs in different fields of study:

• 26 Bachelor study programs;

• 16 Masters of Science;

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• 14 Professional Masters.

• 1 PhD in Albanian Studies

In total University of Shkodra “Luigj Gurakuqi” have about 8000 students who attend

their studies at the University of Shkodra.

There are also two Scientific Research Institutes are at Shkodra University:

• The Institute of Albanian Studies;

• Water research Institute of Shkodra Region

1.1.5 University of Durres "Aleksandër Moisiu" profile

University "Aleksandër Moisiu" Durres is a public institution of higher education system

created by the Decision of the Council of Ministers of the Republic of Albania, no. 801,

dated 20.12.2005 "On the opening of the University" Aleksander Moisiu "in Durres".

For the first time, the university opened its doors for students in 2006 when a thousand

of students from all over the country began their studies and in its fifth year there were

about 7000 students, whereas today, in its 10th year there are over 17,000 students

and over 280 lectures in its academic staff.

With the opening of "Aleksandër Moisiu" University, Albanian Government intended to

open not only a new institution in the country, but a different one that would bring the

best Western academic experiences. Its work philosophy is "student - centered",

meaning that everything that happens in the university such as teaching process,

services, activities and tools are available exclusively to the student. This was realized

by means of a dedicated and committed dynamic staff, an environment that enabled

continuous contacts with the Western academic world and through diverse

extracurricular activities.

Initially, "Aleksandër Moisiu" University had three main units, two faculties (the Faculty

of Economics and Administration and the Faculty of Education) and a Professional

High School, which institutionally resembles Community College in Western countries.

This unit provides diplomas of a specialized character, mainly of a technical nature,

with a minimum of two years of study and 120 credits according to the ECTS system.

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Nowadays, the university consists of 6 faculties such as: Faculty of Business, Faculty

of Education, Faculty of Information Technology, Faculty of Political and Juridical

Sciences, Faculty of Professional Studies, Faculty of Integrated Studies with Practice

(FASTIP).

UAMD has 50 Bachelor study Programs, 19 Master Degree Programs, 17 Master

Degree and 1 PhD (Doctorate)Program.

Mission of the University:"Aleksandër Moisiu" University, in Durres, throughout its

activity aims to continuously achieve the highest national and international academic

standards, and to support the educational aspirations and achievements of anyone

who wants to benefit from higher education.

In its mission the university aims to "foster and develop critical and analytical thinking

as well as the sense of responsibility and commitment to the human, community,

culture, events and various issues that disturb the individual and the community"

Internationalization of UAMD: Aleksandër Moisiu" University in Durres is focused on

the overall internationalization of the institution in every aspect of its research, such as

research, teaching, general modernization, staff and students’exchange.

Diplomas provided in Albanian and English, supplements and transcripts of diplomas

expressed in accordance with European and American system are tools used to

facilitate the professional and academic career of graduated students outside the

country.

International scientific conferences periodically organized by each institution's core unit

are also important events to give an international dimension to academic staff’s

scientific research

From 2011 UAMD has been a partner in different projets such as Tempus IV, Erasmus

Plus Capacity Building project, Europe for Citizens, etc. These projects have covered

areas and disciplines such as curriculum improvement, capacity building in the field of

higher education, audiovisual engineering, cultural heritage etc.

UAMD is also implementing some exchange agreements for staff and students within

the framework of Erasmus Plus Credi Mobility.

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1.1.6 Sports University of Tirana profile

The genesis of University of Sport of Tirana starts with the establishment of "The

Physical Culture Technicum” , in 1948. At that time, it started its activity and provided

classes and preparation for 52 students (18 of which girls) and was the first high school

that educated and prepared future PE teachers.

In 1960 with a Decision of Council of Ministers, No.394, dated 14/09/1960, it was

established the “Institute of Physical Culture” and a year later with the Decision of

Council of Ministers, this institute was named “Vojo Kushi’’, structured with a three-year

study period, that being equivalent with other HE institutions of the university system.

In 1971, with a Decision of Council of Ministers, it was renamed as the High Institute of

Physical Culture “Vojo Kushi”. In 1993, the Institute was reorganized into a 4 year study

period. On 25/05/2000, Decision of Council of Ministers No. 266 named institution the

Academy of Physical Education and Sports “Vojo Kushi” and it continued to educated

and graduate Teachers of Physical Education.

The Decision of Council of Ministers No.123, dated 17.02.2010 upgraded and named it

the University of Sports of Tirana (UST). Upon its creation there were consolidated the

respective faculties at this Institution of Higher Education and one of them is the

Faculty of Movement Sciences.

The set up and consolidation of the basic and research units has been a priority of the

Faculty of Movement Sciences (FMS) and it has achieved successfully the main

objectives and duties in the area of teaching and research, and the basis of this

success is the professional and qualitative activities carried out by the academic staff.

The Faculty of Movement Sciences is composed by three basic teaching units which

deal with the organisation of the technical- professional and medical subjects.

The basic units are as follows:

Department of movement sciences and education – in 2000-2009 the name of the

department was “Department of Professional Education Sciences” and was made up

by two sections: Section of Physical Education Sciences and Section of Social and

Human Sciences. The academic activity of this department is one of the most important

ones due to the vital importance of the subjects it organises and provides has on the

education of physical education teachers and sports specialists. The impact of this

department is also reflected in the variety of subjects and the huge teaching load of its

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academic staff. Now the department has 13 pedagogues, 10 of which have research

grades and academic titles.

The department of Sports Medicine – covers the organisation of medical subjects,

which study human activity in normal conditions and during Physical Activity. During

the period of 2000 – 2009this department was composed by three sections; Section of

Movement Sciences, Section of Physiology and Functional Evaluation and Section of

Clinical-experimental subjects and the heads of which were prominent specialists in the

area of medicine. At present, this department is made up by 7 pedagogues and 5 of

which hold academic and scientific grades and titles.

Department of Sports – organises the teaching and research process within the

subjects and areas of a sports character. From 1998 to 2008, this department had two

teaching units that in themselves included respective sections, namely the Department

of Individual Sports organised in two sections, section of athletics and section of

combat sports: whereas the Department of Sports Games was composed by the

section of basketball, volleyball and football. At present, 19 pedagogues, the most

prominent people in the area of sports, compose this department and 16 of whom hold

academic and scientific grades and titles.

The Faculty of Movement Sciences offers study programes at three levels, namely

“Bachelor” study program in Movement Sciences, Professional Master in “Teaching of

Physical and Health Education at Pre-University Education level”, Master of Science in

“Sports training”, as well as third cycle studies-PhD studies.

1.1.7 University of Vlora "Ismail Qemali" profile

University of Vlora "Ismail Qemali" (UV) was established in 1994 as a public higher

education institution, created in accordance with the Albanian laws and is located in

South-Eastern coastal city of Vlora, Albania. The University has the power to

participate in public service in the areas of higher education and scientific research,

and establishing cultural and scientific relationships with other academic institutions,

whether Albanians or other countries.

Internationalization as the highest stage of international relations among universities is

one of the priorities of our University. On article 4 point 5 of our University’s Statute is

accented a special emphasis in promoting and encouraging the international dimension

of studies, learning and scientific research.

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This is considered as one of university’s fundamental tasks in development of

international exchanges pedagogues and students, as well as the admission and

formation of foreign students.

Role

• Contemporary teaching according to all international standards, the Bologna

Declaration and

• the Albanian Qualification Framework;

• High quality of basic research, applied and academic work;

• High quality academic work in line with European ESCO standards of the

European

• Community;

• Effective and influential public and community services, comprehensive

programs for student development and the creation of future scientists.

Mission

• Contribute to the promotion and dissemination of scientific knowledge through

the provision of a wide range of teaching and research disciplines;

• Provide the necessary tools for a successful career for students, academic

staff, academic and administrative support;

• Provide a leading role in the local economy as well as in the cultural

development of the city of Vlora and beyond;

• To help meet the social, cultural and development needs of the country.

Currently UV has 4 faculties and 5 scientific research centres:

1. Faculty of Human Sciences

• Department of Law

• Department of Albanian Language and Literature

• Department of Education

• Department of Foreign Languages

2. Faculty of Economy

• Department of Business

• Department of Finance

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• Department of Economics

3. Faculty of Public Health

• Department of Nursing

• Department of Health Care

4. Faculty of Technical Sciences

• Department of Marine Engineering and Technology

• Department of Physics

• Department of Biology

• Department of Mathematics

• Department of Computer Science

• Department of Chemistry

5. Scientific Research Centres

• Scientific Research Center of the Faculty of Technical Sciences

• Scientific Research Center of Faculty of Economy

• Scientific Research Center of Faculty of Public Health

• Scientific Research Center of Albanology and Balkanism

• Vocational Training Center.

1.1.8 University College “Pavaresia Vlore” profile

University College "Pavarësia Vlorë" (hereafter is specified in short form "College" or

the acronym "UCPV") is a private institution of higher education, with academic and

scientific character. Located in the bay of Vlora, the University is easily accessible to

millions of people who come to visit Vlora every year as a tourist destination.

University College "Pavarësia Vlorë" is a legal person, independent and layman. It has

its own academic and administrative structure, approved by directing organs and the

ministry responsible for education, in accordance with the legislation in force.

The Statutes of University College "Pavarësia Vlorë” is the basic document of the

College activity. Statute approved by the Academic Senate, by a vote of 2/3 of the total

number of its members.

University College “Pavarësia Vlorë” operate based on Law no. 80/2015, "On Higher

Education and Scientific Research in Higher Education Institutions in the Republic of

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Albania" (hereafter is specified in short form "Law"), in other laws and bylaws, as well

as this Statute.

University College “Pavarësia Vlorë” is privat legal person, recognized by the Albanian

Civil and Commercial Legislation, registered in the National Registration Center, in

May, 29, 2009, with K96729202S NIPT.

Vocational College "Pavarësia Vlorë". With Order no. 586, dated 15.12.2016 of the

Minister of Education and Sports was approved College Statute (KUPV).

Today, the institution encompasses 11 active study programs with respective profiles in

both cycles, over five hundred students, 42 full-time academic staff, and 12 full-time

academic staff (7 external and 5 invited). The academic structure is organized into two

main units, and six basic units, as follows:

Main Unit:

1. Faculty of Economics and Social Sciences.

2. Faculty of Applied Sciences.

Basic Unit:

1. Department of Economy;

2. Department of Justice and Political Science;

3. Research Center of Human Sciences;

4. Department of Computer Engineering;

5. Department of Architecture;

6. Research Center of Applied Sciences.

We stress that two scientific research centers, as basic unit of faculties were

established with the structure of the academic year 2016 - 2017, Decision no. 20,

dated 15.08.2016 of the Academic Senate SHPALPV, and began functioning as

centers immediately after the adoption of the Statute, in accordance with the

requirements of LHE.

The forms of university studies are: Full time study and Studies with a prolonged time.

Studies programs of University College “Pavarësia Vlorë”, are organized in two

consecutive cycles: first cycle and second cycle, Bachelor Level and Master Level

degree.Our academic program is based under the Bologna Accord.

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UCPV offers accredited study programs organized in modules and evaluated in credits

based on the European Credits Transfer and Accumulation (ECTS). During an

academic year a student in a full time studies program takes an average of 60 credits.

Studies program of UCPV are compiled by departments, and proposed for approval to

the Academic Senate.

The Rectorate has the responsibility to announce publically all accredited programs

offered by UCPV, before the start of applications for admission.

The study programs of the first cycle and the second cycle are university studies

programs:

• study programs of the first cycle "Bachelor" (first level degree (FLD) in:

a) Law

b) Economy;

c) Political Science

d) Informatics Engineering;

e) Integrated Diploma of Second Level (IDSL) in Architecture.

• study programs of the second cycle "Master" (second level degree (SLD)) in:

a) Professional Master "Informatics Systems Applications in Public Administration"

b) Professional Master "Administration of Systems and Networks"

c) Professional Master "Programmer Specialist of the Software Sistems"

d) Scientific Master "Informatics Engineering"

e) Scientific Master "Economic Informatics"

f) Professional Master "Finance and Accounting of Firms"

g) Professional Master "Finance and Bank"

h) Master of Science "Public Finance and Public Administration"

i) Master of Science "Lawyer in the field of Public and Public International Law"

j) Master of Science "Law Specialist for Public Administration"

k) Professional Master "Law Specialist for Commercial Society"

l) Professional Master "Law Specialist for the Banking System"

m) Master of Science "Diplomacy and International Politics"

n) Scientific Master "European Studies"

The mission of University College “Pavarësia Vlorë” includes:

a) Providing higher education and creative activity in the field of law, economy,

political sciences, informatics, architecture; in field of administration, international

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relations and diplomacy, public relations, public and private law, accountability,

finance and banks, informatics engineering and informatics economy, data

programs, arts and tourism, environmental protection and development, etc.

Development and protection of knowledge through teaching, and activity academic,

performed home and abroad;

b) The formation of young researchers in theoretical evaluation areas of: justice,

economy, political science, computer engineering, architecture; physical education

and sports, electronics and electro-technical engineering, information technology,

ect

c) Deepening of professional and scientific training of high specialist in the field of:

administration, international relations and diplomacy, public relations and private of

public law, accounting, finance and banking, informatics engineering and

economic-informatics, data software,etc.;

d) Conducting scientific - research to develop applications and convey Innovation,

research in the areas of legal, economic, political, administrative, IT, engineering,

architectural, medical sports, etc.;

e) Offering the best opportunities to benefit from higher education and long life

learning;

f) Contributing in supportof the strategic priorities and interests of country

development.

In order to fulfill the mission of the College this statute, stimulates the principles of its

functioning, structure, leading bodies and authorities to the tire, organization of

teaching, scientific, financial and administrative procedures for admission and students

graduation, ways of recruiting academic and administrative staff with their rights and

obligations, as well as rights and obligations of students.

The institution promotes encouraging mechanisms for the promotion of academic staff,

which consists of participation in different projects or national and international

activities. It can be mentioned :

• Information dissemination for academic staff referred to calls for projects,

scholarships, scientific conferences, etc., communicated regularly by e-mail

from the Office of Human Resources, Public Relations and Services

(hereinafter HRPRSO) or publications on the official website KUPV website

(www.unipavaresia.edu.al)

• Information on the organization of training or information days organized by

institutions such as the promotion of projects: Project Enchase, etc.

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• Rectorate offers appropriate rooms and spaces for organizing training and

information sessions mentioned above, facilitating the massive participation of

staff in these initiatives.

• HEI has its scientific journal1 with ISSN where academic staff may publish

article according to specific study fields without a fee. This journal offers

scientific papers, which cover a wide range of disciplines, including: law,

economics, computing, architecture, etc. The journal has commenced with its

first number in 2013. All the published papers are anonymously double

reviewed by members of the editorial board.

• UCPV in cooperation with other HEIs, home and abroad, periodically organizes

scientific conferences with editorial board, Proceedings2 etc. During these

conferences, the academic staff has the possibility to present papers on the

respective study fields.(See: http://unipavaresia.edu.al/al/kerkimi-

shkencor/konferenca)

Institution basing on the Strategic Development Plan has clearly defined goals and

objectives upon which to successfully fulfill its mission. Some of the key strategic

objectives are regional impact and the development of partnerships and long-term

cooperation, which enhance the national and international value of HEI. Terms of

cooperation in the development and creation consist of benefits from strategic

collaborations, local, national and international partnerships, , with other universities,

businesses and nonprofit organizations, government institutions and civil society

organizations, which tend towards excellence and academic interest.

UCPV cooperates with various institutions regarding the engagement of students in

their activities, in terms of teaching practices, as well as different training. The

institution aims to create stable partnership relations, signing cooperation agreements

in different periods. Here we mention agreements with the Municipality of Vlora, the

Port Authority of Vlora, the Customs Directorate of Vlora, SII Vlora, FIB Bank National

Center EPICT, Judicial District of Vlora, European University of Tirana (UET), Studio

Private Architecture "ASI" etc3.

KUPV has formalized several cooperation agreements with other institutions of higher

education within and outside the country4. The main point of these collaborations are:

1 “Pavaresia Scientific Journal”- copy of number of October 2016 2 “Conference Proceedings Book”- Conference October 2016 3 Agreement with Architecture Private Studio "ASI" 4 Cooperation agreement with the University “La Sapienza” Rome Italy

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Exchanges of academic staff and / or administrative; exchanges of students from

different cycles of study for a semester of study or practice period; joint activities and

publications in scientific research; participation in seminars, conferences, events and

academic meetings, etc. We mention collaborations with Sapienza University,

European University of Tirana.The institution pursues a clear and coherent policy on

the programs offered, based on HENS. UCPV is doing the constant effort for

internationalization through Tempus and Erasmus Plus project to design new curricula

or improve existing curricula in support of his strategy for global competitiveness and

interinstitutional cohesion.

1.2 Regional context about the pre-university educational system

Pre-school education in Albania includes kindergartens and preparatory classes for

children 3-6 years old and it is not compulsory. According to national statistics, the

enrollment rate for pre-school education for the academic year 2016-2017 was

174,836.

Children over the age of 6 have the right to basic education, which consists of

elementary and lower secondary education. The structure for the moment is "5 + 4" for

basic education that includes 9 years of compulsory education, for students up to 16

years of age. For the academic year 2016-2017 there were 153,264.

All those who have not completed basic education and are over the age of 16 can

complete it in part-time schools.

As statistics from 2012-2017, according INSTAT5

2012-13 2013-14 2014-15 2015-16 2016-17 School / academic year

Enrolled in education 719,509 704,782 665,994 622,156 596,624 Total: In basic education: 198,897 195,720 188,371 179,564 174,836 In primary 191,940 181,354 175,037 163,935 153,264 In Lower secondary 154,425 151,937 140,042 130,380 127,114 In Upper secondary: 130,137 124,619 112,775 104,952 101,995 In High school 24,288 27,318 27,267 25,428 25,119 In Vocational 1,686 1,952 2,017 1,521 1,803 In Post secondary non tertiary

5 http://www.instat.gov.al/al/temat/tregu-i-pun%C3%ABs-dhe-arsimi/arsimi/#tab2

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Upon completion of compulsory education, students face two main opportunities in

terms of continuing their studies in tertiary education, high schools or vocational

education and training programs (VET). Since the academic year 2009-2010, VET has

been offered in three different levels of education. The two- year programs, which

constitute the first level, aim at providing students with the basic skills of semi-skilled

workers and ending with the provision of a basic vocational training certificate. The

one-year program at the further level aims to train technicians with a vocational training

certificate. Third level VET programs continue for another year and open the way for

higher education.

There are three levels of educational governance in Albania. The central level includes

the Parliament with its Education and Culture Commission, the Council of Ministers and

the Ministry of Education and Sports (which has its own institutions).

Regional / local level refers to counties and municipalities and includes administrative

bodies such as Regional Educational Directorates, Municipalities, Regional Councils

and their Education and Health Departments. Finally, at school level is governance

involving school directors alongside sub-directors, school boards, and the council of

teachers and parents.

Achievements - Since the collapse of the communist regime in Albania, the country

has been trying to keep enrollment rates in basic education close to that universal. In

2014, the pre-university education system, including pre-school education, served

approximately 585,945 students. This shows a drop in the number of students in pre-

university education from 700,000 students in 2007.

In January 2015, the Ministry of Education and Sports issued the Pre-University

Education Development Strategy 2014-2020 designed to benefit from national plan

support and to further reform, linking it closer to development comprehensive country

approach and integration strategies in the EU. According to this document, the

strategic objectives of the policy governing the Pre-University Education system are as

follows:

a. Increasing leadership, governance and resource management capacity.

b. Inclusive and quality learning.

c. Ensure quality performance according to the standards of EU countries.

d. Contemporary professional development and training for teachers and school

directors.

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Legal Frame - The education policy in Albania is based on the main principles of pan-

European social and economic recommendations, including those of the EU and the

EC, as well as of many bilateral and multilateral organizations. Moreover, although

Albania is not a member of the OECD, the PISA (International Student Assessment

Program), in which Albania has been participating since 2000, has become a key

reference point for education policy makers in Albania.

Albania has signed a number of international and European agreements and

recommendations, which directly or indirectly, have contributed to the country's

education sector, and together they created a national set of regulations for educational

reform in the country. Important agreements and contracts include the Bologna

Declaration (signed in 2003); EU Candidate Status (given in 2014); The Convention on

the Rights of Persons with Disabilities (ratified in 2013); which provide a nationwide

normative framework for educational reforms in Albania.

Instead, the Albanian government approved a number of key legal instruments that

have affected the education sector. Some of the most recent laws include:

• Law no. 78 (On the State Matura Exam as a compulsory test indicating

completion of high school and as a precondition for access to higher education),

adopted in 2006; "

• Law no. 69/2012 (On pre-university education system in the Republic of

Albania), adopted in 2012;

• Law no. 9970 (On Gender Equality in Society), adopted in 2008

While schools in Albania have made a very high progress in recent years, Albania

remains a country with outstanding results in terms of results.

Expand of ICT - Albania, efforts to create a student-centered curriculum to expand

ICT use and increase impartiality have set new expectations for teachers to create

more inclusive classes where students develop multiple skills and prepare to become

part of the democratic society and knowledge. As Albania continues to decentralize its

education system, school directors are expected to assume new responsibilities, reach

out to parents, and build strong links with the community.

The key policy issues for school teachers and school leaders identified in the APA

include the status of teaching profession, teacher and manager employment, initial

teacher training, state exams, practice programs leading to teacher certification,

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employment and appointment, continuous professional development, teacher

performance evaluation and the role of school leader.

As a result, the recommendations in this area follow a line of progression from initial

teacher training to their profession through various aspects of career certification and

advancement, and some towards promotion to the role of school leader. These are key

areas of reform where Albania can continue to improve the link between policy and

practice, particularly where national goals are set. Moreover, to ensure the success of

reforms, the government should encourage regular consultations, cooperation and

exchange of information between teachers, directors and other interested parties.

The teachers of Albania presently are varied in their qualifications and in their

experience of more interactive, student-centred pedagogies. There are teachers who

were trained prior to Albania becoming democratic, and teachers trained more recently

who may be quite comfortable with a constructivist approach, but who have been using

the previous, more teacher-centred curriculum that preceded this reform. The review

teams found that the present set of documents for lower secondary teachers in Albania

is overwhelming in its scope and detail and thus needs to be streamlined in a way that

classroom teachers can use it in their daily preparation and delivery of learning. While

there are some materials provided to guide teachers in curriculum implementation, a

too finely grained prescription of time and sequence is a potential barrier to the stated

objectives of enabling all pupils to learn mathematics, for example. The effective

differentiation of instruction at the classroom and individual pupil level requires that

teachers have the opportunity, time, and support to develop and use their professional

judgment for instructional purposes.

Pre-university education in the territory of Albania, is managed by the thirteen Regional

Directories of Education under the jurisdiction of the Ministry of Education, Sport and

Youth.

Regional Directories of Education comprise more branches, which constitute most of

the territories of Albania and offer services to all the pre-university institutions in the

regions, which provide primary, secondary and high school education.

The pre-university education has been in a process of reformation of its curricula under

the guidelines of the Development Strategy of the Pre-university Education 2014-2020,

whose main focus is in learning outcomes. The Strategy also reflects “consensus

between the academic community, education professionals, civil society and

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educational stakeholders, in the higher education offer to the teacher qualification, the

design of coherent systems for the professional development of the teacher in duty

and the improvement of the digital competence of the teachers- in- duty.6”

Professional training of the pre-university teachers in duty is managed by Guideline Nr.

26, dt.15.08.2014 of the Ministry of Education and Sport, in the form of institutional

professional training (offered by the employing institution), trainings, professional

networks, counselling and short/long-term module courses. The later are offered in 6

classes (3 in class and 3 outside the auditorium) - this is converted to 2 ECTS and the

legal framework urges teachers to earn at least 6 ECTS in a school year.

Universities aim to develop innovative programs and training services for teachers and

its objective is to design, implement and monitor a comprehensive lifelong learning

(LLL) Teacher Training System in all the country. According the “Development Strategy

of Pre-University Education 2014-2020” the vision is to create an Educational system

that focuses on students' needs and wishes, a system where the knowledge and

competencies learned in the field by students bring solutions to the vital problems and

improve the whole society. Albania is a developing country and wishes to become

member of European family. This is a long and competitive process which needs

structural changes in education system in order to ensure quality standards of

education performance comparable with EU countries. This quality assurance system

emphasizes the responsibility of key actors, including educational institutions and the

teachers themselves and requires also accountability by specialists, teachers and new

teacher-students to reach high standards.

Albania, in its attempt to become a member of the European Union, is aligning its

legislation with EU requirements in a number of areas including education. However,

except the need of modernizing legislation, the lack of capacities and services provided

in Professional Training are also significant problems. Development of new curricula,

use of innovative methods for building knowledge and competencies especially in IT

aspect will assist in regional development.

1.3 Current role of the university, if any, as LLL provider for pre-university

teachers

The ancient paradox of the Greek philosopher Socrates (As long as I live, so long do I

learn) seems not to have lost its meaning by preserving coherence, especially when it 6Strategy of the Pre-University Development 2014-2020, p.36. https://arsimi.gov.al/files/userfiles/apu/2016/FLETORJA-ZYRTA RE-STRATEGJIA-APU_2014_2020.pdf

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comes to how quickly our early knowledge becomes difficult to apply and the social

development puts us forward the challenge of learning again.Various factors of modern

society, such as demographic change, globalization, technological evolution, and the

different transitions of life and work, seem to have a significant impact on the

engagement of today's adults in the lifelong learning process. New career and

employment models, and above all, the interest in avoiding unemployment, have

increased the pressure on the adult population to get continuing education and

trainings.

This situation imposes on universities the responsibility to review their roles and to

create new forms of training to support ongoing and lifelong learning of current

students and former graduates and to provide solutions to the challenges they might

face in the employment market.

The concept of "lifelong learning" is a broadly accepted issue in the community of

higher education, as an important competence that each individual must develop and

master.

The role of universities as Lifelong Learning providers presents a system that offers

opportunities for individual development through sustainable learning strategies.

Universities today have all the opportunities (academic and administrative) to offer a

much better and professional assistance for the need of Pre-University Education.

It is crucial to evaluate the importance of the law on higher education 80/2015 which,

for the first time, makes Lifelong Learning part of it. Not only that, but the law also

makes a definition, expressly designating: "Lifelong learning is the attendance of

activities or curricula at different periods of life, with the aim of expanding knowledge,

so to enhance study and professional skills". Article 81 of the Law 80/2015 “ For higher

education and scientific research in the institutions of higher education in the Republic

of Albania” goes further, by making LLL part of study cycles and programs. Specifically,

the law provides that higher education institutions can offer Lifelong Learning education

as study programs.

These programs serve to supplement, deepen and extend knowledge and they can be

offered as qualification, retraining courses, summer schools or similar activities.

Continuing study programs help individuals increase their qualifications and their

professional skills.

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The structure of these programs, the duration and credits are determined

independently from each base unit in charge, in cooperation with line ministries, if they

have the competence according to the legal framework for regulated professions, and

then are made public by the main unit. This legal provision is in full accordance with the

principle of academic and organizational autonomy of universities.

At the end of the continuing study programs, higher education institutions issue the

relevant certificates, which are registered in accordance with this law. Higher education

institutions can also provide preparatory courses for the study programs they organize.

Universities offer human and infrastructure LLL sources; they have got experiences of

academic staff involved in the qualification of teachers-to-be and teachers-in-duty in

domains of the nursery and primary education, teachers of foreign languages, teachers

of natural sciences and secondary education of curricula design and planning, etc.

They offer bachelor, professional master and science master programmes in the above

domains and some of them are applying to extend their academic offer with 2-year

professional programmes following high education qualifications.

Some faculties involve alumni in the teachers-in-duty in activities organised by their

units. They were part of the actual curricula reformation and are also invited in round-

tables or symposiums that aim closer cooperation with the academic offer

stakeholders.

Some universities has established Centers of excellence or Centres for continuing

education in order to improve their academic offer. These Centers offer second cycle

study programs throughout teaching plans, curricula, qualification courses and

accredited training modules; enable professional training for individuals, institutions or

organizations interested in this field.

Challenges that universities faces in the implementation of LLL are:

1) How much the universities will be able to respond to the needs of the target

groups.

2) How to meet the needs of those currently not served,

3) The role and the support from the Government and the Ministry of Education

and Sports.

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1.4 Purpose of the needs analysis

No analyses of the needs for training can be complete without the discussion of the

context in which such training occurs. Numerous changes to the education system,

curricula or text alteration, technology development, contemporary methods

introduction, online sites and the widespread use of internet and new equipmentm,

have found the pre-university pedagogical staff unprepared as their knowledge and

skills gained during the school years or their experiences do not meet the fast swiftness

of new methods development. This has also led teachers to feel the need for further

and continuous training.

This needs analysis aims at collecting information about the learners and at defining

the target situation and environment of studying. The present situation analysis for the

purpose of identifying learners’ current skills and use; means analysis, i.e. information

about the environment where the course will run; target situation analysis and objective

needs analysis are some of the purposes of the needs analysis. Because there are so

many various perspectives in defining needs, assessment of the learners/needs

becomes a challenging task.

Through this report we will detail the teacher training needs( competences,

resources,incentives) both from the university perspective and from stakeholders

perspective (pre-university teachers, school leaders, teacher associations, among

others) and the capacities and needs of the university to be a provider of ongoing

profesional development for teachers.

The current need analysis is undertaken to make an analysis of the current state-of-

the-art for the qualification of the teachers-in-duty in domains of education,

digitalisation, curriculum design and all-inclusive education. It will help to understand

whether these local needs fit the ones presented by the National Report of the Need

Assessment for the Training of the pre-education Leaders and teachers and to provide

sound proof for the restructuring of the modules offered by some universities

It will also help to draw comparison lines between the actual needs of the teachers-in-

duty and the qualification they receive during their academic studies at university-

curriculum improvements with the focus of the job market needs.

The results of the needs analysis help us as teachers to identify the students’

prospective professional needs, the students’ needs in terms of professional skills and

the students’ deficiencies in the area of their skills.

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Only after analyzing the students’ needs and determining the objectives of the courses,

we can select a material that meets the needs of the students. Thus, needs analysis is

the foundation on which we can develop curriculum content, teaching materials and

methods that can lead to increasing the learners ’motivation and success.

2 Methodology

2.1 Stakeholder mapping (Target groups)

After consulting specialist of each institutions, involved in teachers training, several

meetings are held with the members of the Working groups to work out the approach to

the work and define the time-table activities and refine the data gathering from the

stakeholders. We decided to initiate a survey on the needs on which this report is

based, which is conducted in the context of the project TEAVET, with the objective to

define ways in which lifelong learning on pre-university education issues could be

stimulated effectively and to define the content of the training courses for teachers to

enhance teacher competences for a comprehensive VET system.

This survey will help us to: collect and provide information, to focus in particular issues

and to assist with the development of training courses based on learning needs of pre-

university teachers.

During last months we gathered all the information through the questionnaires applied

on our target groups from education system in Tirana region, Elbasan region, Durres

region, Korça region, Shkodra region, Gjirokastra region and Vlora region which are

composed of 2 sectors, the public and non-public one:

TARGET GROUP 1. Pre-university teacher, school leaders and teacher associations in

a sample of public and private pre-university education schools in Albania, such as:

general high schools, professional high schools, Social and cultural high schools,

Social and cultural joint high schools, Joint high schools, basic and secondary

education schools.

TARGET GROUP 2. University staff - 200 questionnaires were spread among

university staff, considering work experience in teachers training, subject of teaching,

qualification, etc.

The selection of the sample was random to the entire population of teachers in the pre-

university education service, including teachers and school leaders, as well as

members of the teacher association (if any). The sample was selected in such way as

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to make certain that the selection would represent the entire population. In the sample

analyses, some subsamples are considered, such as gender, age group, qualification,

etc.

Data analysis and the report writing took up the rest of foreseen time.

2.2 Desk research (to identify current studies, materials and data sources)/

document review

Identifying the needs for training of education employees in individual level, school

level or at the national level, is a necessary processes to create a clear view of the

fields and issues of special importance and their need to be trained.

Training needs and a lifelong learning platform may be different. This necessarily

relates to the institution level of activity, whether they are public or non-public, or their

location in urban or non-urban areas. What is important to be evidenced is the fact that

the need for training is not unheard of. Education Reform in Albania has been including

elementary, pre university and university education in Albania.

MOESY has a number of public institutions depending on their field of activity, assisting

the Ministry in conducting studies and drafting new policies.

One of them is The Institute of Education Development, IED known in Albania as IZHA.

This institution was created as a public institution, under the Ministry of Education

Sports and Youth, based on the Institute of Curricula and Training in March 2010, but

the origin of this institution, with the attributes of expertise, counseling and education

in education starts much earlier, since 1965. This year, the Institute of Studies and

Publications was established in Tirana, which mainly operated as the director of school

editions, initially with 5 and then with 10 specialists. In 1970, the Institute of

Pedagogical Studies was established as a separate institution, initially organized in 3

scientific sectors and then reorganized in 1983 in 7 scientific sectors.

The Institute of Pedagogical Studies functioned until 2003 and played an important role

in the development of education in Albania. In September 2003, the Institute of

Pedagogical Studies, with the aim of narrower institutionalization, was divided into two

new independent institutions: the Institute of the Standards and the Curricula and the

Training and Qualification Center for Education. Both of these new institutions jointly

carried out the duties of the Institute of Pedagogical Studies in two core areas of its

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activity, that of curriculum development and training - the qualification of educational

staff.

Due to the demand for better coordination between these educational activities and in

the framework of education reforms, in October 2007, Institute of the Standards and

the Curricula was set up, organized in two directorates: the Curriculum Development

Directorate and Standards and Training / Qualification Directorate. It provided a

valuable contribution to the education reforms of this period, such as the reform of the

high schools, the training and qualification reform, and the linkage and co-operation of

the institution with other analogue organizations abroad.

In March 2010, to expand its mission beyond curriculum and training issues in pre-

university education, and to better reflect the development goals of Albanian education

and to support education policies and reforms at all levels of education, the Institute of

Education Development, IED was established, organized in the departments and

sectors that best respond to new educational developments.

IED has already expanded its field of scientific activity. It functions on the basis of three

departments: the Department of Curricula, Standards and Qualifications; Department of

Teaching Didactics and Technologies in Education and Directorate of Educational

Policies Development.

IED mission is to provide the Ministry of Education and all educational institutions of all

levels of expertise and vocational guidance based on the results of research and study

practice and education practice. This institution tends to value such as:

Professionalism, the trend toward progress, Quality, Cooperation, Objectivity and

Accountability.

In the March 2016 IED conducted and published the “National Report to Identify Needs

for Training of School Leaders and Teachers in Pre-University Education”.

This report not only created a complete and clear picture of the necessity of the training

but also based on its outcomes, action plans should be drawn up for the improvement

and further development of the knowledge and skills of the educational workers.

The results are measured in the fields of:

• Planning

• Teaching to learn

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• Ethics and communication

• Professional development

According to this report, knowledge, skills that the teacher possesses, teacher

engagement and dedication, and the quality of school management are the most

important factors in achieving high student outcomes in the pre-university education

system. Quality planning and teaching, as well as the ability of teachers to motivate

and inspire all students to achieve their best, has a positive and lasting impact in their

future. For this reason, it is essential that teachers should not only have the appropriate

education and vocational training during their initial training, but should also have a

high standard of continued professional development at all levels.

As very important results of this report can be evidenced:

1) A high percentage of teachers possess satisfactory knowledge but with the

need for improvement.

2) Special attention should be given to professional education

3) Better performance of female teachers compared to males

4) The best performance was for pre-university teachers

The recommendations of this report should specify the following:

First, the implementation of curricular reform in the pre-university education system

requires improving the quality of learning so that students are able to solve the complex

problems of today's life, both at the personal and national level and globally. This new

concept of curriculum based on lifelong learning competences requires teachers who

are more and more creative, compelling, selective, collaborative, and accountable

learning materials. In this context, a special role takes the professional development of

teachers.

Secondly, in the "Teaching and Learning" field, the findings show that teachers and

managers need to significantly improve the quality of teaching and learning. It is

recommended that teachers complete trainings and study literature related to

competency-based methodology, integrated teaching and learning, questioning

techniques, and student assessment techniques. Assessment of learning (which

focuses mostly on student learning and performance), learning assessment and

student's file are recommended as important topics that teachers should invest in

during their professional development. Climate and classroom management are two

important issues in this area where there is a need for significant improvements. It is

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recommended to intensify the hours open for colleagues, in the framework of exchange

of positive experiences. It is recommended that teachers also be trained in teaching

and learning methods for students with special needs.

Third, artistic profile teachers in social-cultural schools have achieved lower scores.

Under these conditions, it is recommended that central institutions develop training

programs and modules specifically related to the general formation of these teachers,

according to the abovementioned issues.

Educational systems today are under constant pressure to adapt to the changing

needs of society and the economy. Decentralization of education systems has led to an

increase in the number and variety of partners with new roles and responsibilities.

Stakeholders are more than ever informed about the education and achievements of

students, while schools are encouraged to provide the best possible education and

meet the needs of students.

The role of higher education institutions in teacher preparation and development (initial

and ongoing) is important. Pre-university education in Albania is undergoing a period of

reform in the structure, content and organization of curricula and the professional

development of teachers in the service.

In the conditions when the reformed curriculum of pre-university education places

specific demands on teachers, it is necessary to ensure continuity between the stages

of teacher professional development and review the content and organization of

teacher education curriculum curricula by higher education institutions to form teachers

who are able to apply a new competency-based curriculum that meets students' needs

and interests, which is flexible and based on diverse sources of learning.

This is a policy not only national but also European. Initial Teacher Training and

Vocational Continuous Development are recognized as priority objectives in the ET

2020.

IED Report “The initial training of teachers in the Albanian higher education institutions”

has come to some very important results regarding the need of long life learning

platforms. Specifically:

1. The policies undertaken in the recent years in the higher education system

reformed the teacher education system through the "master" program, which is

conceived as a complete study program with European features and dimensions,

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distinguished by its broader content knowledge in science of education and

teaching, by the considerable amount of teaching practice, with a clear focus on

active research.

2. Despite the reform of teacher study programs in the faculty where teachers are

being prepared, the approximation of initial teacher education curricula has not

been achieved due to the different approaches chosen by the higher education

institutions. They are responsible for designing the teacher training curriculum in all

study cycles. In each of the higher education institutions, you can see lesson plans

for master studies for teachers that do not resemble much more each other,

including different subjects with different timing and weight in the study program.

3. Lesson plans make a schematic presentation of the subjects involved, the period

when they take place, their duration, the weight on the credits etc. Lesson plans do

not declare or convey the competencies and intended results for the teacher

students who complete this study program. A set of competencies would justify the

types of subjects involved and their diversity from one university to another.

4. Most of the professional or scientific master's degree programs in teaching

consider the largest percentage of subjects focusing on subject formation rather

than subjects of psycho-pedagogical form or professional practice (with an

average of 52.3%) versus psychological training -pedagogic (with an average of

37.7%) and professional practice (with an average of 9.9%).

5. In the subject programs that are held in different faculties preparing teachers, there

are no themes related to the use of ICT in teaching and learning in different

subjects. Information technology and its use in teaching and learning should be

seen as an important tool not only for presenting and searching information but

also as a functional tool for building concepts, skills and attitudes.

6. Higher education institutions that prepare teachers in the country, are not involved

in professional development activities or teacher training. While HEIs have the

capacity and resources to be providers and developers of effective professional

development programs.

As an inevitable recommendation it resulted that there must be no interruption, but

gradual passage and linkage between the Initial Teacher Training and Continuing

Professional Development, as this will ensure continuity that is very important for the

professional development of the teacher. Political actions should promote and provide

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the right resources to support different types of partnerships between teacher and

school establishment institutions.

For this reason, in January 2017, the Ministry of Education, Sports and Youth

published Guideline No. 1 dated 20.01.2017 for the functioning of the system of

continuous professional development of the education workers.

The purpose of vocational development and lifelong learning of the education staff

(directors, deputy directors and moderators) in the educational institutions of pre-

university education is the updating of knowledge and the development of their

competences in order to provide all pupils with qualitative education.

This guideline also defined the forms of professional development of the pre-university

teachers. They are:

• Internal professional development

• Training

• Professional Networks

• consultation

• Short term courses.

Agencies that can offer continued professional development can also be higher

education institutions.

In this case, they are provided with the relevant certificate for the programs they offer.

This certificate has a validity of 4 years.

2.3 Survey (questionnaires, how are the questionnaire developed, where are

the questionnaire applied)

The questionnaire used for data collection can be found as an attachment to this

report. It includes a section with personal information at the beginning in order to

understand better their approach according to the fields of study. In addition it has

alternative selections and open questions, mainly focused on the perceived learning

needs of teachers and their opinion on issues not included in the questionnaire.

The questionnaires were distributed to the sample of 20% of all the pre-universitary

schools of target districts and collected by using the existing networks of the schools

which accept teachers to be for professional practices. Another part of the

questionnaires is distributed among the academic staff, especially to the professors of

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pedagogy. The total of 743 questionnaires was collected between December 2017 and

January 2018, a considerable number from pre-university teachers in pre-university

schools (some of them are professional, social and cultural high schools) that

represent 20% of the total number of schools in most of Albania districts, and 143

members of universities staff.

They are mostly female, 68.6% and 31.4% are male.We have shown a lot of attention

to the criteria how we spread the questionnaires, considering to save right ratios

between male and female teachers in our schools according to the gender spread

number of teachers. According to national statistical data, we have more female

teachers than male in all districts schools. Years of work experiences in teaching and

the subject fields are also taken into consideration.

Work experince is graphically shown below:

Chart 1. Years of experience in the pre-university/university education

The analysis showed that the chosen sample uses more facebook and google and

fewer other networks. Most of them prefer to share their professional experiences in

these networks. The graphs below give a more detailed view.

- 35 -

Chart 2. Network use

The survey shows that the chosen sample uses technological devices and the most

useful ones are Laptop or Computer and smartphone according to the following table:

Chart 3. Experience Exchange

3 Preliminary considerations on the needs analysis

3.1 Staff involved in the needs analyses conduct

The needs analysis in Elbasani Region is conducted by the UNIEL TEAVET team

composed by: Assoc.Prof.Dr.Imelda Sejdini, Assoc.Prof.Dr.Valentina Haxhiymeri,

Assoc.Prof.Dr.Bederiana Shyti, Dr.Merita Hoxha, Msc.Eda Çela. The Rector of our

university Prof.Dr.Skender Topi, has supported this group with ideas and review for a

more qualitative result. In Korca Region, is conducted by Prof.Dr.Ali Jashari, Dr.Benita

Stavre, Msc.Ardian Çërrava and Msc.Olger Brame, with the assistence of UNIKO

Statistics and IT Offices and Quality Assurance Office. In the University of Vlora “Ismail

Qemali”, the needs analysis was conducted by a research team consisted of 3 people.

Withoutanswer

No

Yes

- 36 -

One key researcher who wrote the report and have the overall control of all process

and two researchers. Both researchers disseminated the questionnaires in schools

(also a snowbolling method was used) and assisted in report writing. Statistical

analysis was conducted by a research associate in collaboration with the coordinator of

UV in this Project. In Sports University of Tirana, the Faculty of “Movement Science”,

has created a special group to realise the Premliminary considerations of the needs

analizes. The Special Group included staff from all thedepartments, that are

responsible for Profesional Master in the second study cycle, which included Dr. and

Profesors. In the University of Durrës, data analysis was done by the working group

set up by the Faculty of Education for this project. This working group consists of 5

lecturess, among them the Rector of this university who has shown a great interest to

the project and has supported this group for a more qualitative work based on long

term ideas, the Dean of the Faculty of Education and 3 lecturers, two from different

departments and 1 from the Continuing Education Center. In the University of

Gjirokastra, the needs analyses is conducted by the Department of Education and

Teaching Methodologies at the Faculty of Education.

3.2 The consulted documents

The consulted documents are mainly:

Law 80/2015 on “Higher Education and Scientific Research on HEIs in the Republic of

Albania” and other laws for the education in Albania, Pre-University Education

Development Strategy (2014-2020) of MOESY, with the focus on improvement of the

teachers qualification process in a LLL perspective, The National Report of the Need

Assessment for the Training of the Pre-university Education Headmasters and

Teachers-in-duty, compiled by the Institute of the Education Development, and

approved by the MOESY, March 2016, Report on the Higher Education Institutions

Qualification of the Teachers-to-be, Institute of the Education Development, Ministry of

Education and Sport, October 2016, pre-unievrsity school curricula, guidelines and

other publications of MOESY, Analysis of educational policy Issues and

Recommendations published by UNESCO Educational Policy Section on April 2017

and the Statutes of universities, updated according to the requirements of the Law Nr.

80/2015 on “Higher Education and Scientific Research in HE Institutions in the

Republic of Albania”.

Some of the universities has also consulted their strategic development plans recently

published.

- 37 -

3.3 The followed guidelines

Our team followed the guidelines included in the: Manual of the Application of the New

Curriculum of Secondary Education, grades VI - IX. Assisting Material for Teachers and

Schoolmasters. Institute of Educational Development, Ministry of Education and Sport.

January 2017 and the Guidelines Nr. 26, 15.08.2014, of the Ministry of Education and

Sport on “The Professional Developement of the Educators”.

3.4 The content of the consulted documents and report

This consulted documents for this report contain results of needs analyses at national

level and suggestions on the application form of the training needs of teachers and

school headmasters.

According to the results of the survey conducted with 17613 school directors, vice

directors and pre-university teachers all over Albania, IED (Institute of Education

Development) has done an evaluation of training needs for teachers after the general

evaluation of teacher competences at national level. From this evaluation, it results that

only 25% of teachers in Albania have a very high level of knowledge and skills.

Chart 4. Level of teachers knowledge and skills at national level

The aim of the survey was to identify the training needs of teachers. The survey was

focused on general assessment of the teachers as well as on four important

categories: professional development, planning, teaching and learning, ethics and

communication. The results of the survey show that teachers need training in all these

categories and IED created a list of recommendations.

• Teaching and learning. In this category IED recommends that there are several

aspects in which training is Professional development. About professional

- 38 -

development the report identifies that it should focus not only on the teachers

professional development but also on school directors and vice directors. IED

suggests to focus on two important issues: 1) Inner professional development and

2) the creation of professional networks were teachers share experiences and

discuss teaching experiences and practices.

• Planning. Planning is considered a field in which the teachers need further training

according to the results of the survey. Through constant trainings and professional

networks teachers and school directors should improve the quality of curricula

planning especially competence based curricula.

• Teaching and learning needed: competence based curricula, integrated teaching,

questioning techniques, evaluating and assessing, classroom management,

teaching techniques for students with special needs etc.

• Ethics and communication. Training offered for this category should consist on

students’ motivation, managing conflicts, finding ways to encourage parents and

community to collaborate with schools, communication and ethics inside schools.

Table 1. Best results in %, in Elbasan Region survey

Elbasan District (in %)

Planning (in %)

Teaching and learning (in %)

Ethics and communication (in %)

Professional development (in %)

Elbasan 33.3 32.6 21.6 10.9 Peqin 27.9 26.8 19.1 9.5 Librazhd 25.8 22.4 18.2 8.5 Gramsh 25.4 22.5 14.4 6.2 112.4 104.3 73.3 35.1 Average 28.1 26.075 18.325 8.775 Source: IZHA (IED), 2016

This figures are almost the same all over Albania. The lowest results were achieved in the field

of vocational development, where the number of teachers assessed at Level 1 and Level 2

(teachers have indispensable or significant needs for improvement) reaches the figures of 35%.

This results mean that most of teachers in pre-universitary education, need training to develop

their skills and competences.

In order to better identify their specific needs, we applied the questionnaire for an in-depth

needs analysis on lifelong learning training of pre-university teachers, school leaders and

teacher associations, as well as university staff.

This report, presents detailed teacher training needs and the capacities and needs of

universities to be providers of ongoing profesional development for teachers.

- 39 -

4 Teachers’ training needs according to the survey

TARGET GROUP: Pre-university teachers, school leaders and teacher associations

4.1 Main teacher training needs in terms of competences required by the

labour market

ICT use in teaching and learning competences and skill need to be developed

From the survey we note that in schools of our region we have more teacher that use facebook,

and a small part of them use twitter. Most of them like to exchange professional experiences in

a social network. The mainly used computer devices are laptops/computers, smartphones and

tablets. In most of cases they use more than one device. Rarely they use LIM, smartboard and

videoprojectors.

Chart 5. Networks use in some of the regions

Software and aplications helping teachers and trainers for online learning in order to

find supporting materials for the teaching modules and other activities, in most of cases

are not known and are rarely used.

The most known and used applications are Google forms and Google classroom, other

software and aplications are rarely used for teaching. The results are shown in chart 6.

- 40 -

Chart 6. Personal knowledge and use of Software and aplications

Today, information technology has a multifaceted impact on teaching and learning, so

teachers need to improve the ICT use competences and skills. In the future, it can

completely change the teaching process, or it can change the ratio of factors that

determine the education process, such as: student, teaching subject, teaching

methodology, teacher and parents.

Schools have ICT equipment and accessible wireless and teacher receive technical

support with sufficient speed for ICT use at school in more than 50% of cases. They

mostly know how to utilize digital teaching materials in teaching but in most of cases it

is hard for them to find high-quality digital materials for the topics being taught. They

are familiar with the principles of using Creative Commons licences in most of cases.

Usually they find good ways to utilize ICT in various learning situations and in general

it is easy to make use of information and communications technology (ICT) according

to the curriculum.

Generally teachers know that they need to enhance my digital skills, but they are

unsure how and where to start. More tan 80% of them actively seek out best practices,

courses or other advice to improve their own digital pedagogies and wider digital

competences and 70% of the use the internet to update my knowledge or skills.

These results show that there is a good potential and need to improve the ICT use

competences and skills with little effort.

- 41 -

Most of teachers have participated in training courses and 60% of them have received

3 and more training sessions. These means that they are ready to be trained in order to

improve, but most of them think that the offer of courses for teachers in our country is

not sufficient. Some of them have information about training courses but they think that

this information must be more efficient.

Chart 7. Personal access to information about courses

84% of teachers like to learn about the lifelong learning initiatives and the

implementation in Europe.

52% of teachers think that a teacher training course should be part of other in-service

training course.

Chart 8. Course design

The most appropriate form of study results to be E-learning combined with face-to face

meetings in 55% of case and 28% of them think that Short intensive face-to face

course should be more appropriate.

- 42 -

Chart 9. The appropriate form of study

It is also important employing flexible, student-centered training methods to address

learning needs of diverse individuals, integrating pedagogical innovations in skills

development, developing networks for knowledge-sharing among teachers and

trainers, training according to good practice and in ways coherent with local contexts,

setting up close linkages between training and industry and designing gender-balanced

and inclusive programs

Updating competencies should be a goal of teachers and the education system itself.

The professional development of teachers first needs to be linked to the development

and updating of competencies in the use of ICT. Developing the digital skills of

teachers will encourage the use of these skills with students to go straight to digital

learning. There is another competence that is related to the development of

communication and expression not only in the mother tongue but also in a foreign

language. A good teacher needs a linguistic culture that is related to the new teaching

conditions, the confrontation with many language codes (multi-linguism) and many

different cultures. Knowing and using communication skills is at the center of the

effective teaching, therefore the development of these skills will be a strong point for a

successful teaching. Developing critical thinking on one hand and creativity on the

other hand are abilities that should be considered as evolutionary processes.

4.2 What is the main gap perceived by pre-university teachers between the

competences acquired at the university and required by the labour market?

Related to the gap perceived by pre-university teachers between the competences

acquired at the university and required by the labour market, a considerate number of

teachers mark more than one topic for their shortcomings, specially:

- 43 -

• 38,9% lack of possibilities to identify job demands

• 28.4% and lack of ability to match teacher ICT competencies with the tech-savvy of

the new generation of learners.

• 22.6% for “Lack of ability to match teacher ICT competencies with the tech- savvy

of the new generation of learners”

• 21.2% for “ Lack of approaches to developing cross-occupational compentencies”

• 29.55% for “ Lack of student career guidance and counseling”

Chart 10. The perceived gap

Among responders, only 30% agrees that it’s easy to make use of ICT according the

curriculum. As about main teacher needs in terms of competencies required by the pre-

university education system were reported: 1) employment of flexible, student-centred

training methods to address learning needs of diverse individuals, training according to

good practices and in way coherent with local context, development of networks for

knowledge sharing among teachers and trainers, training including both pedagogical

and technical competencies and integration of pedagogical innovations in skills

development.

The gap between the competencies obtained at the university and those in the labor

market is considered to be related to the few opportunities that persons who attended

universities have to combine theory with practice. The “pressure” from the University

- 44 -

grade (evaluation) damages the work group and students who want to become

teachers have difficulties in working in groups and cooperating with colleagues.

Another gap that has to do with the management skills is that students learn

theoretically and have little room to apply practically during the years of schooling.

Training them to work with students with different abilities is another gap.

4.3 What are the main resources needed by pre-university teachers for LLL?

Among listed resources in our questionnaire, the main resources needed from them

are: higher salaries ( 74.4 % ) and more spending in education” (68.7 % ). The results

are shown on chart 7.

Chart 11.Resources needed by pre-university teachers

More training for teachers/Teachers’ professional development; Physical infrastructure;

Student-teacher ratio; Extra-curricular activities are ranked according to shown

preferences.

4.4 What are (or would be) the main incentives for pre-university teachers to

enrol in Continuous Professional Development?

What is noticeable in the table below is that there is more compliance with teachers’

opinions. They share the same opinion in creating effective teaching and learning

environments, improving pupils’ knowledge, making effective learning practices, the

need for specific knowledge in everyday work and developing ICT skills in teachers,

formal need for a professional carieer, learning about practices around the world,

helping pupil develope better their competences and using better their learning time.

- 45 -

Chart 12. Reason to participate in a course

For teachers is most important what pupils/students are expected to be able to do at

the end of the module or program (66%).

Chart 13. Teachers focus

From the data set we can conclude that their need training :

• in “Both pedagogical and techinal components” (47.8 %)

• in “According to good practice and in ways coherent with local contexts”

(43.9%)

• in “Integrating entrepreneurship education into training” and “ Developing

networs for knowledge-sharing among teachers and trainers” (42.1%)

At last, we note note that 82% of them are filling well prepared by their studies for the

everyday work as a teacher, and 18% aren’t.

- 46 -

5 Teacher training needs perceived by the university:

TARGET GROUP: University staff

a. From the university perspective: the main teacher training needs in terms of competences required by the labour market are:

1. Training according to good practice and in ways coherent with local contexts

2. Employing flexible, student-centered training methods to address learning

needs of diverse individuals

3. Integrating pedagogical innovations in skills development

4. Developing networks for knowledge-sharing among teachers and trainers

5. Setting up close linkages between training and industry

From the academic staff’s point of view and teachers point of view, there is a need for

trainings according to good practice and in ways coherent with local contexts; to be

close to reality and adapt the theory to practices. It is necessary to provide trainings

which are in favour of student-centered methods to meet the needs of different

individuals, as well as the integration of pedagogic innovations in skills development.

Employing flexible, student-centered training methods to address learning needs of

diverse individuals is the second training need required, followed by integrating

pedagogical innovations in skills development, which is considered very important to

the teachers, but not so important for the academic staff, while the development of

knowledge exchange networks between teachers and trainers is considered equally

important for the two target groups

Then, especially the academic staff listed the development of knowledge exchange

network between teachers and trainers, the establishment of dialogue between social

partners, the establishment of links between training and industries and then the

integration of entrepreneurial education in training, development of balanced programs

and gender involvement.

b. What is the main gap between the competences acquired at the university by pre-university teachers and those required by the labour market?

Lack of application of relevant educational theory in practice during university studies,

lack of ability to match teacher ICT competencies with the tech-savvy of the new

generation of learners, lack of student career guidance and counseling, lack of

approaches to developing cross-occupational competencies, are considered the main

- 47 -

shotcomings that create the gap between the competences learned in the universities

and core competences required by the labor market by almost all the partner surveys.

c. What are the main resources needed by pre-university teachers for LLL?

All reported that higher salaries are the main resource needed by pre-university

teachers for LLL. Other issues mentioned were more spending on education, physical

infrastructure, more training for teachers, teachers professional’s development and

improvement of student-teacher ratio. Additionally, some mentioned the requirements

to enter the teaching profession. In order also to improve resources needed by pre-

university teachers for LLL of paramount significance is learning about LLL initiatives

and its implementation in Europe. Teacher training courses should be part of other in

service training courses and the most suitable forms are E-learning with face-to-face

meetings .

d. What are (or would be) the main incentives for pre-university teachers to enrol in LLL?

What is noticeable in the table below is that most of the academic staff share the same

opinion in improvement of self knowledge, in creating an effective teaching and

learning environments, to make school practice more efficient, developing ICT skills,

improving their professional career, learning about practices around the world,

improving self knowledge, for making curricula more attractive, for helping pupils

develop better their competences and to use better their learning time, and also

developing new and innovative solutions.

Chart 14. Reason to participate in a course

- 48 -

In the chart below you can notice that most of the needs for training are perceived

equally important by both stakeholders groups:

Chart 15. Motivation to participate in a course

They are ranked by priority: Effective Teaching and Learning Environments;

Improvement of self-knowledge; To make the school practice more efficient; Need for

the specific knowledge; To develop ICT teaching skills; Professional career

improvement and so on.

6 University as provider of LLL for teachers:

TARGET GROUP: People in charge or involved in the LLL centre in the university

a. What are the capacities of the university to be a provider of LLL for pre-university teachers?

According to Law no. 80/2015 "On Higher Education and Research in Higher

Education Institutions in the Republic of Albania", Article 1, letters b and c, respectively,

the mission of Higher Education is:

b) to form high-level specialists and prepare new scientists in coherence with

country development priorities, contributing to the growth of democracy

standards in the country;

- 49 -

c) to provide equal opportunities for individuals to benefit from higher education

and lifelong learning; etc.

Given this perspective, universities cannot be considered exclusively as the place

where appropriate, recognized and valued study programs are offered for the initial

training of senior specialists in various areas of public interest, including teaching, but

also where fragmented or over time knowledge, can be restructured, updated, and

reorganized in coherence with labor market requirements.

In accordance with the Bologna Declaration and in accordance with the Law 80/2015

on Higher Education, HEIs preparing teachers have built initial training programs in two

consecutive cycles. The first cycle is the cycle of Bachelor studies with 180 ECTS, and

are in the process of reforming the programs of the second cycle; Professional Master

with 60 ECTS and 120 ECTS, which enable teacher candidates to complete university

studies and continue the procedures for obtaining a license to enter teacher's

profession. At present, the only form of initial teacher preparation studies at HEIs is full-

time.

Based on Guideline No.1 of MES, dated 20.01.2017, no. 478 Prot., "On the

Functioning of Continuous Professional Development of Educational Employees",

Higher Education Institutions serve as training agencies in support of the continuous

professional development for in-service teachers. In this case, teachers of Higher

Education Institutions who work in the field of education, that have at least 5 years of

experience in the training program / module, have the right to be trainers of the

respective training program / module.

In this context, the Universities may become part of the system of in-service teacher

training, by applying, like any other agency, to the Training Accreditation Commission,

based on the announcement document from the MES. Legislation emphasizes that

teachers and school directors should get trained for at least 3 days per year and that

trainings should be conceptualized according to the "demand - offer" system, on the

basis of requests from educational institutions and offers from training agencies that

may be public or private. The purpose of the training programs / modules is to update

the knowledge and develop professional competences. The trainings are offered during

the periods of the year in which the teachers do not teach. It results that involving

universities as training agencies, is not a widespread practice, but we have all the

human resources (qualified professors) to provide good training for in-service teachers.

- 50 -

The study programs we offer are in process of restructuring to meet the requirements

of the new Law on HE. New ones on the teaching profile and professional qualification

of the educators are designed. Universities, this academic year are committed to

provide update knowledge on training modules by the most qualified academic staff.

The good infrastructure and library space to be used, in all the faculties and the long-

term collaboration and mutual commitment with the Regional Directories of Education

in the regions, will create us the possibility to promote the training modules, to collect a

database of in - service teachers and continuous update of the respective needs.

Some Universities has established Professional Development Units and have

incorporated LLL in the strategy and mission as an ongoing objective. Despite the well-

established and planned LLL policy/strategy has not come yet into action. There is a

lack of collaboration between PDU and different teacher associations as well as with

different international organizations. This collaboration is done spasmodically, with not

a clear strategy and sometimes in a very informal way (mainly with domestic

stakeholders). Support services for learners are not always present. So there is an

absence of a coordinated and comprehensive training program targeting pre-university

teachers.

Some Universities has established the Center for Continuing Education. The Center for

Continuing Education is a unique core unit in the academic structure which offers the

Master of Science study program in "Continuing Education" and provides teachers with

continuous well-defined modules trainings approved by KAPT as well as accompanied

by well-known certificates and with a valid time-limit. These trainings are not only

offered by the staff of the center, but in cooperation with the entire academic institution.

Also, some universities have IT study programes that prepare students for IT and

technology developments, through highly qualified academic staff who can be part of

the training so that to combine contemporary teaching methods and technological

developments.

b. What are the needs of the university to be a provider of LLL for pre-university teachers?

The difficulties faced by universities regarding the implementation of training programs

seem to be mainly related to the lack of institutional implementation strategies and

support funds in their function. Some of them lack a Center of Excellence in order to

complete the LLL cycle structure and knowledge provided by the University as an

institution of HE. We need an update of infrastructure in some faculties and further

- 51 -

enrichment of the library bookstore with new editions of book. Update of the academic

staff with ICT knowledge is another need and challenge for universities. In some

universities are created alumni structures and we need to gather feedback of the

alumni, create active professional networks in order to be in continuous relation with

the job market. We do research but un need more support for the research outcomes.

The Restructure of the university curricula with the aim to provide more baseline

qualification for teachers, is a national challenge we need to afford.

First of all we need to establish a new academic culture, in which LLL becomes an

integral part of the university and of the whole system till the phase that the university

becomes a LLL university. This will be achieved by putting LLL in a central place of

University development. This must be implemented step by step in order to create a

sustainable integration of the LLL for the future. The second step is to prepare the

university's capacity for future capacity building of specific LLL structures. We must

establish a good and transparent cooperation with local stakeholders (public and

private sector), international experts, civil society organizations as well as research and

educational institutions. One of the key issues/needs in implementing LLL policies is

the lack of financial support. Except this, labor market is not well studied during the

process of developing LLL courses. Thirdly, support services for learners must be

strengthed and better organized (career guidance system). Establishment of

mechanism to ensure the quality of these services is also significant. Collaboration,

networking and sharing information with other Higher Educational Institution in this field

must become better. Improvement of physical infrastructure and designing curricula

based on European practices is among key needs for the Universities. Universities

must utilize training materials and other capacity development tools developed during

its actions, and provide opportunity to adapt new information and continuous

information exchange with wide pool of experts and stakeholders in the region.

Universities need building LLL modern labs (a class of 15 to 20 seats where each seat

must be equipped by its own computer) as well as equipped with a basic training

resource for qualifying teachers of all levels and profiles. Labs should be equipped with

smart boards, the relevant programs, flipcharts, projectors, digital cameras, etc.

Modernising the library and connect it with online links in order to provide to the

teachers the most appropriate literature for training and LLL, is another important need

for universities.

- 52 -

7 SWOT (Strengths, Weaknesses, Opportunities and Threats Analysis)

7.1 Strengths as our competitive advantages

• Various study programmes on education in different study cycles offered mainly

by three Faculties in stright collaboration with each other: Faculty of Education,

Faculty of Natural Sciences, Faculty of Human Sciences. We also offer study

programmes in Economy and Tourism, and some of our ex - students of the

Faculty of Economy, teach at Profesional High Schools, subjects of economy

and tourism;

• Qualified and professional staff to offer training update/practical training

modules;

• Experience in teachers’ training and a long tradition in education;

• IT Department at some faculties;

• Desire of educational innovation;

• High number of students attracted and recruited by our universities;

• Graduating students in a timely manner and well prepared for success in varied

career paths ;

• Instructional approaches that promote critical thinking and the best curriculum;

• The pre-university curricula offers space for the introduction of the ITC in the

teaching process;

• Some of the members of the academic staff have taught for a certain period in

the EU;

• Experience gained by the participation in different Ceepus networks,

International Credit Mobilities, projects on the teaching and scientific research

makes possible a new point of view for these contemporary activities;

• Familiarization with the principles of using Creative Common licenses and the

actively seeking of best practices, courses or advices to improve digital

competencies is a very good base to start improving ICT knowledge and skills

of school teachers.

7.2 Weaknesses

• We do not offer advanced ICT software use in our curricula and not many

online platforms are recognized as professional teaching resources. Teachers

have very limited knowledge of teaching networks. (With the exception of

Google forms/ Google classroom), very few ICT tools are introduced in the

classroom);

- 53 -

• Lack of advanced ICT training of our staff to offer modules through the online

network;

• Lack of a full link between the baseline university qualification and the changing

trends of the job market requirements;

• Low level of students’ knowledge in the recruitment process;

• Lack of resources to better support around instructional ICT infrastructure and

to improve the software looking at long-term outcomes that reflect the impact;

• Lack of promoting students careers and poor identification of the current labor

market demands;

• Lack of preparation for licensure examinations;

• Inability to increase tuition further for educational development and research,

due to high competitivness between universities;

• Slow adaption to frequent change of educational policies;

• Lack of continuous training and specialization of academic staff with the latest

contemporary teaching and learning methods;

• Shortage of ICT infrastructure at the pre-university education;

• Lack of a formal structure/ accessible database to offer training modules from

which the teachers can select the ones they prefer. If there is one, it needs to

be improved;

• Lack of a full link between the baseline university qualification and the changing

trends of the job market requirements;

• Lack of modern labs;

• Lack of governmental support and allowance to provide trainings for the pre and

in service teachers;

7.3 Opportunities

• A diversity of study programs helps students selecting careers and capacities to

welcome a large number of students every year;

• The learning cycles in bachelor and master degrees, creates to the students the

opportunitie for successful completition of their studies;

• The organization of programs is such that allows students to complete their

studies and work at the same time;

• Students’ active practices offer the possibility of their presentation and a kind of

marketing in the labor market;

• Awareness of the pre-university teachers for the importance of the continuous

qualification, either because of formal requirements;

- 54 -

• Willingness to improve and update the teaching quality;

• ICT awareness and all possess ICT equipment;

• A good will for the use of social networking tools to improve learning;

• Academic staff aware of the use of the online platforms and their benefits to

teaching;

• Good communication with the pre-university regional directories and

institutions;

• Mobilities of staff in western Universities gaining new skills and knowledge;

• The law on Higher Education in Albania allows and in some cases requests to

the students to attend their training courses;

• Bilateral and multilateral agreements that the Universities have with other

European and American Universities;

• The organization of programs is such that allows students to complete their

studies and work at the same time;

• Students’ active practices offer the possibility of their presentation and a kind of

marketing in the labor market.

7.4 Threats

• Continuous change of educational policies and reforms in education;

• Students moving away for different reasons;

• Unfair competition between universities;

• Offering of similar programes which lead to the reduction of the number of

people interested in;

• Negative economic conditions to afford studying and training and students

unable or unwilling to pay the tuition;

• Shortage of IT professionally trained people that offer continuous assistance to

pre-university institutions;

• Lack of formal database of registered modules and respective workload and

recognition of the teaching needs;

• Abandoning of teaching profession as a low paid profession decreasing number

of those who will require trainings in education field;

• Irregular demographic process that bring decreasing of population and

consequently decresing of pupils who attends schools and teachers risk of

getting unemployed;

• The fees might not be in accordance to the economic level and might be high

for the students to afford, this might be considered as an obstacle for students;

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• Lack of E-learning courses and student-teacher ratio;

• Change of educational policies and unannounced reforms;

• Possibility of students moving away for different reasons;

• Similar trainings which lead to the reduction of the number of people involved.

8 Good practice examples and recommendations for the development of the training courses for a comprehensive VET system

8.1 Best practice examples (European sucessful models)

Adults in lifelong learning

The Council of the European Union (2009/C 119/02) agrees that:

1. In the period up to 2020, the primary goal of European cooperation should be to

support the further development of education and training systems in the Member

States which are aimed at ensuring:

(a) the personal, social and professional fulfilment of all citizens;

(b) sustainable economic prosperity and employability, whilst promoting

democratic values, social cohesion, active citizenship, and intercultural

dialogue.

European cooperation in education and training for the period up to 2020 should be

established in the context of a strategic framework spanning education and training

systems as a whole in a lifelong learning perspective. Indeed, lifelong learning should

be regarded as a fundamental principle underpinning the entire framework, which is

designed to cover learning in all contexts — whether formal, non-formal or informal —

and at all levels: from early childhood education and schools through to higher

education, vocational education and training and adult learning. Specifically, the

framework should address the following four strategic objectives:

1. Making lifelong learning and mobility a reality;

2. Improving the quality and efficiency of education and training;

3. Promoting equity, social cohesion and active citizenship;

4. Enhancing creativity and innovation, including entrepreneurship, at all levels of

education and training.

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One of the problems with education across Europe is the early leaving. This issue is

considered problematic on both personal and social level. According to CEDEFOP

(2017) it is estimated that early leavers, young people between 18-24 year-old with less

than upper-secondary qualification, have:

• low income levels

• high unemployment rates which grew markedly during the recent economic

crisis

• poor health outcomes, generating high costs to the state welfare systems

• high risk of social exclusion

Statistics show that in 2015, Europe counted 4.4 million early leavers. The severity of

this problem differs greatly among countries and regions. VET system and the

encouragement of lifelong learning, are considered to make a difference in this topic,

not only for students but also for adult learners. Data collected in 2017 show that there

is a growing number of adults involved in lifelong learning.

At this point it is important to highlight that the involvement of adults in lifelong learning

depends also on the education system.

For example, in Finland students get general education up to the age of 16 and then

they get trainings to develop specific skills, that is why the percentage of adults in

lifelong learning is higher. While in other countries such as Germany where vocational

training is offered already at secondary education level, the number of adults involved

in lifelong learning is lower.

Involving adults in learning is one of the European Commission objectives regarding

education (Monitor, 2017). Some of the objectives of EC are:

1. to reduce the early leavers from education and training below 10%

2. to reach 40% tertiary educational attainment among 30 to 34-year-olds

3. to reach 15% adult participation in learning

VET schools and VET system, formal, informal, non-formal learning as well as work-

based learning, which encourage lifelong learning, are considered as tools to achieve

these goals. Estonia reports that participation in lifelong learning has increased, VET

having an important role in this process. The share of adults in VET has more than

doubled since 2010/11 and reached about a third of the total VET population

(CEDEFOP, 2017).

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In 2012, the Communication from the European Commission to the European

Parliament (COM) 669 final, 'Rethinking Education estimates that about 73 million

people in Europe have a low level of education and participation in lifelong learning is

only 8.9%. VET system is considered as a very important factor in helping the former

group of people get specific training and education in order to develop the necessary

skills for employability. Unemployment is more common among persons with low and

mid-level qualifications, so this group of people is at high risk and Vet system is indeed

giving this opportunity to low educated adults in Europe. The statistics published by

CEDEFOP (2017) show that a great number of adults with low level of education are

involved in the lifelong learning process through VET system.

Supporting teachers and trainers

The report of the European Commission (2012) focuses even in teacher education and

training by stating that: “Teachers face rapidly changing demands which require a new

set of competences for teachers, teacher educators and education leaders and calls for

strong action to support new approaches to teaching and learning. The quality of

teaching is a critical issue in higher education as well”.

Good practices and examples related to supporting teachers and trainers come from

different European countries. They might have developed different strategies, but the

core of their practices is that involving teachers and trainers in lifelong learning is

fundamental.

Austria

In order to develop the necessary skills for work, teachers in Austria are encouraged to

become part of Continuing Education Training (CET) which programs in the VET

sectors are planned by the responsible ministry. The main fields of trainings offered

are: subject-specific academic theory, subject-specific didactics, general pedagogy

and personal development. There is also a more specific list of trainings offered, in

which among others can be distinguished:

• educational standards, implementation of competence orientation in the

classroom, and further development of evidence-based school and teaching

development

• e-learning, e-didactics, blended learning

• inclusive education and inclusive VET

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• courses to enhance teaching, diagnostic and support competence to encourage

individualization and differentiation as well as support the gifted and talented

students

• environmental topics, political and democracy education

There are about 1800 institutions in Austria which offer a wide range of CVET

programs to make the participants:

• deepen their knowledge

• develop competences and skills

• obtain qualifications for the participants in order to: get employed, improve

professional positions or to reintegrate (Tritscher-Archan, 2016)

Finland

According to a survey conducted in 2013, 80% of the teachers and other education

personnel participated actively in continuing professional education. This might be due

to the fact that in Finland teachers’ education and training is considered as

fundamental. In Finland teachers are highly valued and respected and the demands to

work as teachers, including in VET systems are high, but only one thirds of the

applicants are admitted (Finnish National Board of Education, 2016). Priority is given to

in-teachers’ work placement periods, which are considered as tools for developing

teachers’ competences and on-the-job learning, vocational skills demonstrations and

contacts with working life, among other things.

According to the vision of the VET quality strategy (2011-20) drawn up by the Ministry

of Education and Culture, vocational education and training supports learning and

development of competence in the workplace as well as alternating or combining

periods in work and education. The basis of the Finnish VET system can be considered

on-the-job learning and in 2010, the Finnish Education Evaluation Council evaluated

on-the-job learning. According to this evaluation, training has improved workplace

instructors’ competences with respect to instruction and assessment. Teachers are

encouraged to share experiences and tacit knowledge in order to develop training

competence in the workplace.

There are up to 370 different vocational qualifications available in Finland. In the future,

the number of qualifications will decrease, and qualification content will be broadened.

This supports designing individual study paths and enables more rapid responses to

the changing competence needs in work life.

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Spain

Another good example of VET system related to teacher training and continuing

education comes from Spain. A report about Spanish teacher training needs (2014)

showed that 97% of Spanish teachers felt prepared in the subjects that they teach, but

consider they needed further training on teaching methods, especially to work with

students with special education needs and increasingly multicultural or multilingual

differences. Over 50% of teachers responded they had moderate to high training needs

in such aspects as teaching special needs students, ICT skills for teaching and new

technologies at the workplace, followed by focus on individualized learning, teaching

transversal curricular skills and academic and professional guidance and counselling

for students. VET system offers Spanish teachers the opportunity to get trained in

these aspects. The data show that the declared benefits of Spanish teachers CVT are,

in this order: personal development (84%), improvement as a trainer (79%) and career

opportunities (42%).

Spain has a great number of institutions and projects that support teacher training and

education. Among others is EducaLAB; a project whose aim is to support teachers

based on knowledge and proximity, on data and analysis and on research,

experimentation and innovation.

Other European successful models

"Regional Support for Inclusive Education" is a joint EU regional project and EC, with a

two-year duration implemented in Albania, Bosnia and Herzegovina, Montenegro,

Macedonia and Kosovo. The aim is to strengthen social inclusion and cohesion in the

region, by promoting inclusive education and training. Within this project are built three

regional platforms that communicate, support and empower each other, for it enabling

reflection on the challenges and factors affecting education in Southeast Europe.

The project "Inclusive education of children with special educational needs in Albania",

funded by the Italian Ministry of Foreign Affairs and Save the Children Italian for 2014-

2017, is part of the Save the Children education program.

The result of the cooperation and support of the Federal Republic of Germany in

relation with the program of the bilingual Albanian-German section in some schools in

the country is the opening of the Albanian-German bilingual section. At the "Sami

Frasheri" gymnasium today work six classes (two each year), in which the German

language is taught. Subjects "Mathematics" and "Geography" are developed in

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German. The bilingual section started in school year 2008-2009 and has been

extended to high school years.

Likewise, in the city of Korça, as a result of the cooperation of the French Embassies

and Italian, we have two bilingual sections. In the "Raqi Qirinxhi" school the Albanian

section -French and the "Themistokli Gërmenji" school in Albanian - Italian. At the end

of studies the students are provided with a specimen of the respective languages,

which allows the registration on French or Italian universities just like Italian or French

students who finish the high school.

Singapore has a model for teachers’ training that contains 6 recommendations.

The first recommendation relates to values, skills and knowledge. Three values were

highlighted: the student at the center, the identity of the teacher and the service to the

profession and the community.

The second recommendation relates to the framework of teacher competences where

the emphasis is put on three dimensions: professional practice, management and

personal qualities.

The third recommendation puts emphasis on linking the theory to the practice that is

expected to become reality through the mentoring process, through the connection to

the training schools, through the applied research.

The fourth recommendation relates to the pedagogical repertoire.

The fifth recommendation is devoted to the evaluation framework for teaching and

learning in the 21st century.

The sixth recommendation is devoted to the professional development of teachers,

requiring all teachers to have a master degree in the teaching.

The government gives the teachers a set of monetary, social and medical bonuses.

8.2 Need for training and recommendations for the training content

According to IZHA survey, the results show that teachers need training in all these

categories: Professional development; Planning; Teaching and learning; Ethics and

communication.

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According to these core results, in our survey we find important the need and the

answers derived from the questionnaire were various but grouped under these three

categories:

1. Incorporating ICT in education (most of the teachers declared they needed

trainings related to ICT. Some of the participants claim they need general

trainings about using ICT in their classes, while others wanted to learn about

more specific ICT platforms or devices). They claim that both teachers and

students would benefit from ICT trainings for the use of ICT in classes. The

majority of the teachers have basic knowledge about ICT, but still they feel it is

not enough to meet the needs of the classroom.

2. Competence-based curricula development. Employing flexible, student-

centered training methods to address learning needs of diverse individuals is

seen as very important tool. Teacher fill the necessity to equip students with

both field and key competences that would prepare them for the knowledge

society.

3. Network use. Being able to exchange experiences and to learn from each other

through the social and professional networks.

4. The need to update the teaching techniques and methods. Most of teachers

want to learn techniques that would help them make classes effective and

enjoyable for the students, offering students centered classes.

Meanwhile, some teachers are interested in learning about the initiatives and

implementation of lifelong learning in Europe.

Some recomandations for the training content:

• Developing ICT competences in teaching;

• E-platforms use in teaching;

• Learning by doing in leading professional practices;

• Project management;

• Conflict resolution in classroom;

• School leadership and planning management;

• Citizenship and social identity;

• Professional communication ethics and behavior;

• Critical teaching and learning

• Professional practice management and the role of the mentor teachers

• The role of age and gender in learning processes.

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• Foreign language skills acquisition (teaching methods and learning strategies)

• Assessment and evaluation of a foreign language

• Natural sciences teaching and learning context

8.3 Format of the training and ways of organizing learning

Combination of e-larning with face-to-face modules results to be the most preferable

format of the training courses. Other formats which are better expected: face-to-face

short modules, training including both pedagogical and technical components and

developing networks for knowledge-sharing among teachers and trainers.

Each course should have ex-ante and ex-post questions in order to measure the

knowledge earned. After finishing each module participants could take a certificate with

credits. Learning environment must be interactive, personalized, comprehensive, to

encourage participants to make questions and discuss / share knowledge with other

participants, open to new ideas and to summarize key points of learning.

The training format can consists of four sections that should entirely be considered as

an integral part of the training.

• The structure describes the component elements of teacher training and shows

how they can be organized.

• Strategies and Skills, which describe what the trained teacher should know how

to do and how to do it professionally, thanks to his/her initial and ongoing

training.

• Knowledge and information acquisition, which describes what teachers in

formation should know and learn about teaching as a result of initial and

ongoing formation.

• The system of the values, which describes the values that teachers in education

should promote during and through the teaching process.

Formative training takes into account not only present activities but all those moments

that influence the development of competencies such as:

• present and distance formation;

• didactic experimentation and concrete research / action;

• networking;

• Individual and group development;

• documents and reports used at school;

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• projects

Some proposed methods to be used for training are:

Classroom or Instructor-Led Training

Instructor-led training remains one of the most popular training techniques for trainers.

There are many types including:

• Blackboard or whiteboard. This may be the most “old-fashioned” method, but it

can still be effective, especially if you invite trainees to write on the board or ask

for feedback that you write on the board.

• Overhead projector. This method is increasingly being replaced with

PowerPoint presentations, which are less manually demanding, but overheads

do allow you to write on them and customize presentations easily on the spot.

• Video portion. Lectures can be broken up with video portions that explain

sections of the training topic or that present case studies for discussion.

• PowerPoint® presentation. Presentation software is used to create customized

group training sessions that are led by an instructor. Training materials are

provided on CDROM and displayed on a large screen for any number of

trainees. Employees can also use the programs individually, which allows for

easy make-up sessions for employees who miss the group session. This

method is one of the most popular lecture methods and can be combined with

handouts and other interactive methods. [See page 37 for PowerPoint

presentation tips.]

• Storytelling. Stories can be used as examples of right and wrong ways to

perform skills with the outcome of each way described. This method is most

effective with debriefing questions, such as:

o How does this story relate to training?

o How did the main character’s choices make you feel?

o What assumptions did you make throughout the story? Were they

correct?

o What would you have done differently?

This technique makes communication easier since it is nonthreatening with no

one right answer. It is cost effective, especially if trainers have their own stories

to tell. Stories can also make sessions more personal if they involve people

trainees know. You can also find many training stories online.

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Interactive Methods

There are many ways that you can break up training sessions and keep trainees

attentive and involved, including:

• Quizzes. For long, complicated training, stop periodically to administer brief

quizzes on information presented to that point. You can also begin sessions

with a prequiz and let participants know there will also be a follow-up quiz.

Trainees will stay engaged in order to improve their prequiz scores on the final

quiz. Further motivate participants by offering awards to the highest scorers or

the most improved scores.

• Small group discussions. Break the participants down into small groups and

give them case studies or work situations to discuss or solve. This is a good

way for knowledgeable veteran employees to pass on their experience to newer

employees.

• Case studies. Adults tend to bring a problem-oriented way of thinking to

workplace training. Case studies are an excellent way to capitalize on this type

of adult learning. By analyzing real job-related situations, employees can learn

how to handle similar situations. They can also see how various elements of a

job work together to create problems as well as solutions.

• Active summaries. Create small groups and have them choose a leader. Ask

them to summarize the lecture’s major points and have each team leader

present the summaries to the class. Read aloud a prewritten summary and

compare this with participants’ impressions.

• Q & A sessions. Informal question-and-answer sessions are most effective

with small groups and for updating skills rather than teaching new skills. For

example, some changes in departmental procedure might easily be handled by

a short explanation by the supervisor, followed by a question-and-answer

period and a discussion period.

• Question cards. During the lecture, ask participants to write questions on the

subject matter. Collect them and conduct a quiz/review session.

• Role-playing. By assuming roles and acting out situations that might occur in

the workplace, employees learn how to handle various situations before they

face them on the job. Role-playing is an excellent training technique for many

interpersonal skills, such as customer service, interviewing, and supervising.

• Participant control. Create a subject menu of what will be covered. Ask

participants to review it and pick items they want to know more about. Call on a

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participant to identify his or her choice. Cover that topic and move on to the next

participant.

• Demonstrations. Whenever possible, bring tools or equipment that are part of

the training topic and demonstrate the steps being taught or the processes

being adopted.

• Other activities.

o Create a personal action plan

o Raise arguments to issues in the lecture

o Paraphrase important or complex points in the lecture

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Hands-On Training

Experiential, or hands-on, training, offers several more effective techniques for

teaching employees, including:

• Cross-training. This method allows employees to experience other jobs, which

not only enhances employee skills but also gives companies the benefit of

having employees who can perform more than one job. Cross-training also

gives employees a better appreciation of what co-workers do and how their own

jobs fit in with the work of others to achieve company goals.

• Demonstrations. Demonstrations are attention-grabbers. They are an

excellent way to teach employees to use new equipment or to teach the steps

in a new process. They are also effective in teaching safety skills. Combined

with the opportunity for questions and answers, this is a powerful, engaging

form of training.

• Coaching. The goal of job coaching is to improve an employee’s performance.

Coaching focuses on the individual needs of an employee and is generally less

formal than other kinds of training. There are usually no set training sessions. A

manager, supervisor, or veteran employee serves as the coach. He or she gets

together with the employee being coached when time allows and works with

this employee to:

o Answer questions

o Suggest more effective strategies

o Correct errors

o Guide toward goals

o Give support and encouragement

o Provide knowledgeable feedback

• Apprenticeships. Apprenticeships give employers the opportunity to shape

inexperienced workers to fit existing and future jobs. These programs give

young workers the opportunity to learn a trade or profession and earn a modest

income. Apprenticeship combines supervised training on the job with classroom

instruction in a formal, structured program that can last for a year or more.

• Drills. Drilling is a good way for employees to practice skills. Evacuation drills

are effective when training emergency preparedness, for example.

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Computer-Based Training (CBT)

Computer-based training is becoming increasingly prevalent as technology becomes

more widespread and easy to use. Though traditional forms of training are not likely to

be replaced completely by technological solutions, they will most likely be enhanced by

them. Human interaction will always remain a key component of workplace training.

Nonetheless, it is a good idea to look more closely at what training technologies have

to offer and how they might be used to supplement existing training programs or used

when developing new ones. Computer-based training formats vary from the simplest

text-only programs to highly sophisticated multimedia programs to virtual reality.

Consider the following types:

• Text-only. The simplest computer-based training programs offer self-paced

training in a text-only format. These programs are similar to print-based,

individualized training modules with the addition, in most cases, of interactive

features. While simple in format, these programs can be highly effective and

present complicated information and concepts in a comprehensible and easily

accessible way.

• CD-ROM. A wide variety of off-the-shelf training programs covering a broad

range of workplace topics are available on CD-ROM. Programs can also be

created by training consultants for the specific needs of the particular

organization or individual departments.

• Multimedia. These training materials are an advanced form of computer-based

training. They are much more sophisticated than the original text-only

programs. In addition to text, they provide stimulating graphics, audio,

animation, and/or video. Multimedia tends to be more provocative and

challenging and, therefore, more stimulating to the adult mind. Although costs

are higher than text-only software, the benefits in terms of employee learning

may well be worth it. Multimedia training materials are typically found in DVD

format.

• Virtual reality. Virtual reality is three-dimensional and interactive, immersing

the trainee in a learning experience. Most virtual reality training programs take

the form of simulation, which is a highly effective form of training. It is hands-on

experience without the risks of actual performance. Flight simulators, for

example, have been used successfully for years to train airline and military

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pilots in critical flying skills, as well as to prepare them for emergency situations

in a safe and forgiving environment.

Online or E-Learning

In addition to computer-based training, many companies with employees in a variety of

locations across the country are relying on other technologies to deliver training.

According to the ASTD “State of the Industry” report, companies are using a record

level of e-learning, and ASTD predicts that number will continue to rise. This method is

becoming more and more popular as access to the Web becomes more widely

available. Some examples include:

• Web-based training. This method puts computer-based training modules onto

the Web, which companies can then make available to their employees either

on the company’s intranet or on a section of the vendor’s website that is set up

for your company. There are many courses available on the Internet in many

different topic areas. These courses provide a hands-on, interactive way for

employees to work through training presentations that are similar to CD-ROM or

PowerPoint, on their own. Training materials are standardized because all

trainees will use the same program. Materials are also easy to update, so your

training is always in step with your industry. Web-based training programs are

also often linked with software (a learning management system, or LMS) that

makes trainees’ progress trackable, which makes recordkeeping very easy for

the training administrator.

• Tele- or videoconferencing. These methods allow the trainer to be in one

location and trainees to be scattered in several locations. Participants are

networked into the central location and can usually ask questions of the trainer

via the telephone or by a webchat feature. Lectures and demonstrations can be

effective using this method.

• Audioconferencing. This method is similar to videoconferencing but involves

audio only. Participants dial in at the scheduled meeting time and hear

speakers present their training. Question and answer sessions are frequently

held at the end of sessions in which participants can email questions or call in

and talk to a presenter.

• Web meetings, or webinars. This method contains audio and visual

components. Participants dial in to receive live audio training and also follow

visual material that appears on their computer screens. These presentations

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are similar to CD-ROM or PowerPoint presentations and sometimes offer

minimal online interactivity. Q & A sessions may also be held at the end of

sessions.

• Online colleges and universities. This method is also known as distance

learning, and many schools now offer certificates or degrees through online

programs that require only minimal on-campus residency.

• Collaborative document preparation. This method requires participants to be

linked on the same network. It can be used with coaches and trainees to teach

writing reports and technical documents.

• E-mail. You can use e-mail to promote or enhance training. Send reminders for

upcoming training. Solicit follow-up questions for trainers and/or managers.

Conduct training evaluations through e-mail forms.

9 Conclusions: requirements for developing and implementing a comprehensive VET system in Albania

There is plenty of room for improvement of LLL in Albania. Some of the most important

things are: 1) Definition of legal framework for LLL and its role in whole educational

system; 2) increase funding on education; 3) increase funding on LLL and vocational

training; 4) improve current infrastructure; 5) development of a coordination office/unit

at national level; 6) development of on-line platforms for sharing best practices; 7) re-

organization of curricula, based on labor market demands; 8) networking and sharing

information among higher educational institutions and 9) establishment of a career

guidance systems within LLL. To sum up, changing and adapting a LLL culture at

schools is of great importance.

The government of Albania has recently been engaged in the Pre-university

Educational Reform, which focuses on curricula based on competence and on the

professional qualification of the teachers-in-duty. To fully implement it in the system it is

necessary:

1. To render teachers-in-duty aware of the role of his/her commitment and

professional qualification. More creative, designer, teaching source selective,

cooperative and responsible teachers are a must for the application of the

reform.

2. To train teachers-in-duty to be able to address learning needs of their pupils

and to approach them with individually.

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3. To provide models and tools in order to change the traditional school context in

a competence-based and problem-solving approaches.

4. The training of the teachers-in-duty is a LLL process and it should be offered in

structure of formally planned modules, in appropriate accredited units and be

officially recognized in order to meet the qualification needs of the individual

teachers.

5. The units offered at the Universities should provide LLL platforms that are

continuously updated with EU experience and are also adapted to the Albanian

context of pre-university education.

6. Universities that will offer the trainings should collect continuous feedback form

Regional Directories of Education.

7. Training modules offered by the Universities should have common

foundamental objectives and contents and offer also specific modules which

reflect particular contextual needs, as reflected in 6.2 of the present report.

8. The training platforms should be offered in renovated ICT infrastructure and

updated literary sources.

9. Training courses should envisage modules related to one-onther and whose

knowledge is transferable in difference teaching contexts.

10. Training courses may be offered “on-line” or/and “face-to-face”.

11. Training courses should also include workload and assessment criteria

transferable in ECTS.

Universities are already contributing to the training system of teachers by means of the

degrees they offer, but in the teachers profession, it is essential that teachers should

not only have the appropriate education and professional training during their initial

formation, but should also have a high standard of continuing professional

development at all levels.

The results obtained from the survey show that most of teachers need continuous

training according to good practice and in ways coherent with local context, training

including both pedagogical and technical components, they need employing flexible,

student-centered training methods to address learning needs of diverse individuals and

they need to integrate pedagogical innovations in skills development.

They are mostly concerned about what the pupils/students are expected to be able to

do at the end of the module or program and thay need to improve their skills in order to

help students / pupils develop better their competences.

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At the school level, there should also be some work to create an environment which

facilitates the implementation of change. A component or work package should be

considered in the teacher professional development to promote effective leadership

and change management skills. This component could build on the idea of professional

learning communities presented above. The establishment of demonstration sites and

a change catalyst network in which additional support is provided for the modernization

teaching, and the documentation of changes, should also be considered.

Universities must establish centers of exellence in order to offer training courses

according to different needs for teachers competences development. Universities must

employ the best human resources in order to offer the best qualification and training for

teachers LLL. This will also help for building a stable and long-term national network of

teachers-in-duty, school headmasters, government and community stakeholders and

LLL instructors, in order to improve the VET system in Albania.

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