VET Policies and Practices for Social and · VET Education Policies and Practices for Social ......

VET Education Policies and Practices for Social Inclusion and Social Cohesion in Albania

Prof. Assoc. Dr. Merita Xhumari, Faculty of Social Sciences

PhD Candidate Sidita Dibra, Faculty of Economy

University of Tirana

Conference Turin, 18‐19 February 2013

Mapping VET Education Policies and Practices for Social Inclusion and Social Cohesion: the role of VET in promoting employment, equity, social cohesion and

active citizenship in Western Balkans, Turkey (WBT) and Israel

Public Vocational Schools &Vocational Training Centers



Albania: Methodology of the country case study – PAR

Location Advisory Boards

Focus group

Students questionnaire Teachers questionnaire

IDI

completed % of total

National 1 1 281 84 12

Tirana 1 1 120 15 30 10

Durres 1 1 124 10 37 10

Elbasan 1 1 37 20 17 10

Age composition



Albania: Methodology of the country case study – Statistical data

• Limited updated data availability on social inclusion and social cohesion. LSMS and LFS the latest 2011, but not yet data available. Lack of proper data in MoLSAEO.

•The CENSUS 2011 data are available. Based on that, INSTAT is revising the data on population. So, the indicators such as the ratio of students in VET as % of total population aged 15‐24 years old and others like that can be available latter on.

• MoES has created a database with information on VET: vet.gov.al with the data for 2012.

• NES statistics, as well as the social map provided by the schools are a good the reference point.

•Ministry of Justice has detailed data on juvenile delinquency for the last ten years period.

•Studies of other organization related with our topics such as Kultur Kontakt on PASSO, 2013.•GIZ has realised a Tracer Study of the graduates from VET, 2010.

• School Inventory and Conditions’ Survey ‐ Albania 2011, part of the Western Balkans Investment Framework‐EU Funded.



Albania: Policy process at national level for VET, social inclusion and social cohesion (RT1)

• Orienting VET for social inclusion and social cohesion is a key issue, as there is little cooperation between MoES and the MOLSAEO as well as with other stakeholders.

• Donors are playing the role as intermediates and enables VET policy design and implementation in VET school, ETF, EU‐IPA, KulturKontact Austria, Swisscontact, GIZ

• The strategy document 2013‐2020 is the first common document for approaching VET impact on socially excluded groups.

• No teaching staff skilled enough to teach people with special needs. (Tirana‐parent assist a blind student)

• NAVET is operating under the authority of MoES, and currently is responding only to their needs for preparing curricula for VE schools and not for VTC.



Albania: Policy process at national level for VET, social inclusion and social cohesion RT1

•Policy debate on VET to transform VE schools in multifunctional and flexible centers. •The multifunctional VE schools is not competing the VTC, but is complementary to it.

•National Council of VET – has remain a formal consultative body until now.

•In the new legislation for VET (2011) there is a simplicity view of partnerships, the trade unions are seen as a partner only for teachers’ wage negotiation.

• In the Governing Boards of the VET schools as the representatives of social partners is specified the member of the Chamber of Commerce.

•Apart from the FASTIP program, the participation of social partners in VET is weak.

•Civil society organizations are donor’s driven for assisting VET, UNDP Durres, Elbasan.



Albania: Findings from local level research in schools/localities ‐ Selection and tracking (RT2)

•In terms of access to VET system there are no barriers, although there is evident a gender gap in VET school (Durres), low results pupils and no equal geographical distribution.

•The VET schools are increasing their reputation with the support of District Council projects; Regional Education Departments through the awareness campaigns at the end of the compulsory education and the opened days organized in VET schools each May.

•The initial differences in result, associated with differences in socio‐economic background of VET students, are managed by extracurricular teaching in math since the beginning of school.

•There is no practiced anymore the division in profiles based on results, but on student’s choice.

•Vulnerable groups are supported with scholarships by their local government.

•All the others, in the case when they move from their own residence, so it can be seen as a good opportunity for poor families, who are not supported as group in risk *50 Euros‐no cash.

•Subsidiaries for food and accommodation are included in VET policy, even for special profiles such as: veterinary, forestry, construction, IT, since these are required in the labor market.

Parents employment/unemployment

Students questionnaire

Choice of VET school (RT 2)



Albania: Findings from local level research in schools/localities ‐ Drop‐out (RT3)

• In the second level (2+1+1) (2+2) should be selected all those with average of 8. But it is not applied as all of them have a lower average mark since the entrance (6). No drop‐out at all.

•As most of the VET students have scholarships, they may change their school, but not drop‐out of system.

•Tracking between schools help students to better adapt to their needs, but those who find difficulties in the general high school, have no chance to be transferred to the VET school, only if they decide in the first semester or should start from the beginning.

•Durres school is organizing extra teaching hours with math, based in a test done from the beginning for escaping the drop‐out of student. With interest Vienna school project.

• A second chance through part‐time VET for those above 17 years old, and no limits in acceptance regarding the number of students.

•Vulnerable groups are trained free of charge in principle, but there are discrimination between them. The argument was the trainees drop‐out if training is free of charge. (VTC Elbasan)

Happines with the school (RT 3)



Albania: Patterns of education, apprenticeship systems and social inclusion (RT4)

•The new VET structure open the opportunities that after Level I (2 academic years) as semi‐skilled workers they can enter in the labour market, but all are completing the four year studies

• VET combine vocational schooling with work experience, as in professional practice where thesocial insurance is paid by Government (2013) + a plan for the three first years of employment.

•The new professional state graduation exams structure enables the same coefficients for students coming from VET system to the competition for studies at public universities.

•Curricular differences and organisation of practices. Retained the distinction in the curriculum focused on specific skills. (Durresi)

•The integration of theory with practice during the learning process since the low secondary level, (7‐9 compulsory education) and career orientation subjects

• invitation of the businesses in part‐time teaching.

•Cooperation between VE schools and VTC. Case of Durresi, solar panels, and Elbasan ‐mechanic



Albania: Transition from education to work (RT5)

•Those graduated in VET have more chances to find employment comparing even with those with university degree. The students expectations verify this, too.

•Evaluation of the State Graduation Exams show in 2011, from 21,451 winners‐ 2,618 of them were from VET schools; so, 10 percent e students from VET follow public universities.

•The VET schools, in Tirana are collaborating with Raifeissen Bank, In Durres with auto‐services where 90 % of them usually are employed in the places of their internships or family business.

•Unlike Banking Management, in tourism schools such practices are not made either it was not suitable time for students, or because the domination of family business.(District Durres)

•VTC are cooperating with employers to train their employee before starting a new activity, so they have secured the job before training, and employer is paying fee.

Plans after finishing the school (RT 5)

Importance of doing well in school (RT 5)

help expected in finding a job from: (RT 5)



Albania: The role of VET in promoting social cohesion (RT6)

•The impact of VET in social inclusion and cohesion is referring to the response to all pupils as individuals by allocating resources to enhance equality of opportunity. The VET system in Albania is focused on the normal pupils and has no special focus on those with problems.

•The process of addressing their diversity of needs should be associated with the distribution of the VET system all over the territory, more than 80 percent of the student from their region.

•The national character of VET schools should be used for sharing the best experiences between regions and in networking for professional aims.

•Empowering the Vulnerable Local Communities UNDP project a good approach for using VET in promoting social cohesion in regional level.

•If illiteracy rate for the population 10 years and over is increased in 2.8 per cent, higher in females, 3.7 per cent, than in males, 1.7 per cent. Tirana followed by Durres had the lowest rate and the group age 15‐19 has 2,355 illiterate, or less than 1% of the pop. of group‐age 15‐19.

•Ministry of Justice shows the juvenile delinquency is increased from 411 in 2009 in 683 children in 2011, 91 % for criminal offenses, mostly with the elementary level of education.

Extracuricular activities (RT6)

Extracuricular activities (RT6)



Albania: Action proposals for schools and policy recommendations at national level

• MoES and MOLSAEO to coordinate their activities and involvement of the all actors in the implementation of decentralization process for better integrates the VET in the labor market.

• NAVET to better perform its duties: frame‐curricula, assessment and certification of students, and accreditation for VET providers, who are operating without standardized criteria.

• Development of a flexible VET system, with more choices, diversified curricula to reflect the new occupations in the service sectors, fishery‐Durres, and female oriented‐esthetics Tirana.

•The concept of multifunctional VET schools to be associated with a legal framework for a clear division of roles and responsibilities between regional structures of MOLSAEO and MoES.

• Guarantees the right to free of charge vocational training throughout the life for all.

•Professional text books, that quality assurance to be established and certificates to be given based on professional exams.

• Although investments from the private sector, there is no national program for in‐job training.



Albania: Action proposals for schools and policy recommendations at local level

•The district to play an active role in mobilization of all regional resources. Intervention in regional level, although such VET schools are designed to operate in national level.

•The proposal for a new regional structure for implementation the VET system, such as Child Protection right Committee, Roma Committee, (Durres, IPA on VET)

•Improving VET funding and investment in school infrastructure with regional projects.

•Local authorities to play the intermediate role in the new Governing Boards of VET schools.

•Local public agencies to promote career guidance in VET schools/centers in cooperation with all community actors.



Albania: Action proposals for schools and policy recommendations at donors level

•To assist in modernization of the VET system to meet the EU standards through building domestic capacities and empowering the vulnerable local communities.

• The pilot projects on VET schools to be extended allover the country, to create equal opportunities for all vulnerable groups.

• Offering twinning projects of the Albanian VET schools with foreign ones, Durres example.

•Assisting creation of the professional organizations.



Albania: Action proposals for schools and policy recommendations at NGOs level

•A wider and effective engagement of social partners and NGOs in filling the mission of VET for social integration of the vulnerable groups, integration of their efforts.

• Changes in individual and group perceptions, challenge traditional beliefs that a school is just an education institute and not an integral part of the community around it.

•The need to be developed the quality standards and professional associations for promoting the role of VET policy for combating social exclusion and social cohesion.

•The support of NGOs and vulnerable groups associations will find on the local authorities and business will have a positive impact on their social inclusion and in social cohesion.

TThank Youhank You!!

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