Abstract
The Albanian Strategy of Pre-University Education (2014–2020) stated the need to raise the competencies of in-service teachers in the non-university sector by asking Albanian universities to provide Vocational Education and Training (VET). The Erasmus+ project, entitled “Developing Teacher Competences for a Comprehensive VET System in Albania” (TEAVET, 2017–2020), contributed to the design and implementation of a VET system based on the previous literature of five dimensions: context, content, commitment, capacity and clients. The aim of this study was to assess the VET system for in-service teachers in Albania under these dimensions and identify key elements for sustainability. Through a mixed methods approach that merged quantitative and qualitative data (questionnaires and assessment reports), information was retrieved from the directors of lifelong learning (LLL) centres at eight Albanian universities, the Albanian Ministry of Education, Sports and Youth, in-service teachers (n = 1775, response rate 76%), teacher educators from universities (n = 44, response rate 82%) and an external expert. Results show that the VET system for in-service teachers in Albania accomplishes these five dimensions. The main elements for sustainability are that the VET system addresses specific Albanian educational priorities, the Ministry is highly committed and that universities have been empowered as LLL providers within their third mission strategy.
Highlights
One of the United Nations’ Sustainable Development Goals to be reached by 2030 is quality education, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all [1]
Vocational Education and Training (VET) system in Albania? and (2) what are the main elements for the sustainability of the VET system within the Albanian context?
Centres in Albanian universities and by MoESY and in the impact report prepared by an external expert, context fit is one of the most remarkable strengths of the TEAVET project proposal and its outcomes
Summary
One of the United Nations’ Sustainable Development Goals (or SDGs) to be reached by 2030 is quality education, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all [1]. Teachers need to commit to training, but the improvement of the quality of teaching requires institutional commitment, both on the part of the governments and on the part of international organisations [1,6,7]. In this sense, the European Commission through the New Skills Agenda for Europe [2] supports Member
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