Abstract
The massification of the higher education; the form of organization of Albanian companies, where most of them are micro and small enterprises; as well as the necessity to compete in a market which is everyday becoming more globalized and where the new technologies everyday innovate products and services raise the requirement to also include in the university curricula, beyond the economic and engineering sciences, subjects closely associated with entrepreneurship, business start-up, managing a business during the first years and drafting of a simple growth and marketing plan (Drucker, 1985). The European Commission programs and directives, as well as the European experience about entrepreneurship education, will be elaborated in this study, aiming to confront them with the present situation of our universities and to represent the need to set up entrepreneurship chairs and business incubators in them. The entrepreneurship education requires the identifying of an instrument that would commit together universities, businesses and public institutions, so that the resulting output of the collaboration would be the innovation and the success of business enterprises in market, as well as diminishing unemployment rates and achieving economic growth for the country. DOI: 10.5901/jesr.2014.v4n6p69
Highlights
Albania signed in Berlin, in 2003, the Bologna Charter, which brought about a series of reforms in the higher education
The objective of this study is to show the necessity of entrepreneurship education in the higher education in Albania as a very important way to promote creativity, innovation dh self-employment, in the social and economic context where we live
This study aims to identify how our higher education forms the entrepreneurship mentality, how much self-confidence instills our higher education in the students, and whether they see entrepreneurship as a career possibility or a way to enter into the job market
Summary
Albania signed in Berlin, in 2003, the Bologna Charter, which brought about a series of reforms in the higher education. In the framework of the Charter, the higher education was reorganized in three levels: BA, MA (professional and scientific) and doctorate studies; the credit system of evaluating the duration of study was recognized; a quality system process was put in place. All these were done to assist the higher education market liberalization and to support the mobility of students and lecturers, within and outside the country. The number of students registered in the three levels of higher studies during 2011 alone is 134 877 (MES, 2012)
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