Recent Development in Albanian VET System Chisinau, July 2011 Ilia Paluka &Marsela Robo

LAW, “ For Some additions and amendments in the law no. 8872, dated “On Vocational Education and Training in the Republic of Albania", changed.  The draft law, is designed to improve the existing law, his adaptation to the situation and the future of education and vocational training (VET) and its harmonization with European standards and requirements.  Proposed Changes to the Law no. 8872, "On Education and Training in Albania", as amended, can be grouped as follows:  The new structure of the VET System;  The role of social partners in the development of VET;  Autonomy of schools and centers of VET.  Institutions and structures of VET policy

1. Changes related to the structure of the VET system.  The Vocational Education system in Albania offers long-term vocational education programs (2, 3 and 4 years). In academic year, a new structure with three levels of education was implemented for the first time. This structure is consistent with the International Standard Classification of Education (ISCED), the Albanian Qualifications Framework (AQF) and the European Qualifications Framework (EQF) This structure is consistent with the International Standard Classification of Education (ISCED), the Albanian Qualifications Framework (AQF) and the European Qualifications Framework (EQF) Basic Vocational Education programs, introduced in level I (ISCED 3C, Introduction to employment), are focused in 22 main qualifications, which last for two years. This platform is equivalent to Level II of EQF and AQF. At the end of the program students are awarded basic vocational training certificate (semi-skilled worker / assistant); once level I is completed, students may transfer to Level II of the VE or the labor market. Basic Vocational Education programs, introduced in level I (ISCED 3C, Introduction to employment), are focused in 22 main qualifications, which last for two years. This platform is equivalent to Level II of EQF and AQF. At the end of the program students are awarded basic vocational training certificate (semi-skilled worker / assistant); once level I is completed, students may transfer to Level II of the VE or the labor market. b) Level II of Vocational Education (ISCED 3C) programs are oriented in key profiles (within a given professional direction), with 1 year duration. It is equivalent to Level III in EQF and AQF. It awards a certificate of professional training and allows the transition to Level III of the VE or to the labor market. b) Level II of Vocational Education (ISCED 3C) programs are oriented in key profiles (within a given professional direction), with 1 year duration. It is equivalent to Level III in EQF and AQF. It awards a certificate of professional training and allows the transition to Level III of the VE or to the labor market. Level III: Technical Vocational Education / managerial level III (ISCED 3A) is oriented towards professional directions. There is one year duration (2+1+1) or 2 years (2+2) and it is equivalent to Level IV in EQF and AQF. At the end of this level, students are subject to the state matura exam and the professional practice exam. Once level III is completed, students may transfer to the labor market, pursue higher education or post-secondary vocational education. Level III: Technical Vocational Education / managerial level III (ISCED 3A) is oriented towards professional directions. There is one year duration (2+1+1) or 2 years (2+2) and it is equivalent to Level IV in EQF and AQF. At the end of this level, students are subject to the state matura exam and the professional practice exam. Once level III is completed, students may transfer to the labor market, pursue higher education or post-secondary vocational education. The post -secondary vocational education in Level IV (ISCED 4B), is offered as a special block program, oriented towards professional specialties. There is (1-2) years duration after completion of secondary education (general or vocational) and it is equivalent to Level V in EQF and AQF. The post -secondary vocational education in Level IV (ISCED 4B), is offered as a special block program, oriented towards professional specialties. There is (1-2) years duration after completion of secondary education (general or vocational) and it is equivalent to Level V in EQF and AQF.

2. Changes related to the role of social partners in the development of VET.  Social partnership is indispensable to a solid development of the VET- system. The draft - law highlights a variety of elements important to the institutionalization of social partnership in VET.  Inclusion of private companies in the development of VET has been limited, due to a lack of legal infrastructure for its institutionalization. Article 14 of the draft (which reflects changes to Article 18 of the existing law) defines the support of state associations and their involvement in the public system of VET. This article creates favorable ground for linking students of VET to internships in the private sector.  In the existing law, social partners do not enjoy the liberty in partaking during decision-making processes, concerning to the development of VET.  Article 24 of the draft law (which reflects changes to Article 26 of the existing law) regulates the competences of social partners in VET.  Furthermore, social partners can organize vocational training courses, according to specific needs of the areas they cover, in creating the professional capacities that also accommodate their staff needs.

3. Changes related to increased autonomy of schools and centers of VET.  A modernized VET system is multifunctional and flexible: it offers a variety of courses with different duration, for different categories of students, participants and clients.  Article 27 of the draft law (which reflects changes to Article 30 of the existing law) legitimizes the right of public institutions that offer / provide vocational education and training to carry out profitable market activities in fields that are related to the implementation of teaching programs and practices.

4. Changes related to institutions and structures of politic and implementation of development’s policies of VET. The VET reform is effective and based on a partnership model that engages in all its activities, different stakeholders (government, social partners, various communities, etc.).  The low proposes (Article 18) a greater participation of employers and employees to the National VET Council, bringing the total number of eight members, incorporating both public and private actors. The National VET Council is an advisory body and is supported by a technical secretariat. The Council of Ministers sets up the legal provisions as per the organization, operation and financing of the National VET Council and the technical secretariat. National VET Council recommends policies to line Ministries concerned on further improvement and development of the VET system.  Article 22 in the draft law defines the mission, tasks and the role of the National Agency of VET (NAVETA).  Article 6 of the draft indicates that the accreditation of institutions offering qualifications in VET in accordance with AQF levels will be carried out by NAVETA. The Ministry of Education and Science along with the Ministry of Labor set up standards, accreditation criteria and procedures related to the accreditation process.  Given the changes of the VET structure, referring to the three levels of education, the type and the format of the relevant certificates or diplomas have been revised. Article 10 and 11 of the draft law define key concepts regarding final assessment system related to certification.

IPA and ALBANIA Objectiv of Vocational Education Policy of the Sector Objectiv of Vocational Education Policy of the Sector  Main focus of the Albanian Government for VET System, in long term period is: 1. Improvement of Quality of VET Qualifications offered by VE Schools and VT Centres. Through this measure we intend to raise up the interest of the public for VET Qualification and to become more attractive 1. Improvement of Quality of VET Qualifications offered by VE Schools and VT Centres. Through this measure we intend to raise up the interest of the public for VET Qualification and to become more attractive 2. Diversification of VET offerings and providers like public and private VET schools and centres, with the aim to give more opportunities of qualification to young people and adults in the frame of LLL.. 2. Diversification of VET offerings and providers like public and private VET schools and centres, with the aim to give more opportunities of qualification to young people and adults in the frame of LLL.. 3. Enhance institutional capacities and increase their efficiency with the aim to be able to manage and develop their own qualifications and profiles in a quality based methods and added values, through close cooperation with Social Partners and interested group. 3. Enhance institutional capacities and increase their efficiency with the aim to be able to manage and develop their own qualifications and profiles in a quality based methods and added values, through close cooperation with Social Partners and interested group.

STRENGTHS  Functioning legal framework  Good coverage of network of employment services  New structure of Vocational Educational programmes is lunched supporting 4 levels of qualification.  Existence of incentives in programs in education and in Vocational Education in particular through scholarship etc  Effective social inclusion policies and social protection system  Some active employment programmes already in place  Relatively good cooperation between relevant institutions (implementing and horizontal institutions)

WEAKNESSES  Low level of activity and employment rates  Relative high unemployment rate and structural unemployment  High share of long term unemployed persons  Policies for youth (high fixed term employment, high unemployment share,..),  Gap between labour market/education  Weak capacity in labour market institutions  Not developed database/monitoring and evaluation system,  Weak structure to support adult education and LLL  Low level of participation in LLL  Not-updated and upgraded qualifications of teachers and instructors  Low quality assurance in education and training (despite some efforts already made),  Inadequate infrastructure in vet providers insufficient capacity to build on sustainability of projects financed by donors  Lack of incentives for vocational training courses

OPPORTUNITIES  Still generally young population  EU accession process  Foreseen investments in major projects, such as investments in tourism, public constructions, energy infrastructure, ect.  active donor community, with recent efforts of coordinated approach increased investments in human recourses governmental commitment for VET and employment policy  High percentage of young people in education and higher education