Institutions, Level and Models of Training

The following institutions are responsible for teachers education in Albania:

• Ministry of Education and Sports identifies and adopts policies on higher education programmes related to teaching
• Higher Education institutions offer bachelor and Master degrees in teaching and PhD in pedagogy
• National Agency for Accreditation of Higher Education is responsible for accreditation of teachers programmes taught by higher education institutions

Teachers at pre-university education level in order to become a teacher of different cycles need to fulfill the following forms of initial education:

• Pre-school education teachers: First cycle bachelor programme on pre-school education (early childhood education and care).
• Basic education teachers: Second cycle "Professional Master" or "Master of Arts" that develops teachers of basic education.
• Lower secondary education teachers: Second cycle master studies equal to 120 credits that develop teachers of lower secondary education. 
• Upper secondary education teachers: Second cycle master studies equal to 120 credits that train/develop/prepare teachers of upper secondary education based on specific formation cycles. 

Assistant teachers of all education levels must complete master programmes that equal 120 credits in the area of "Special Pedagogy"

The profession of teachers can also be exercised by individuals that possess higher education first cycle diploma or second cycle one or double degree in areas similar to the respective area/subject in pre-university education and certified knowledge in psycho-pedadogical formation from higher education. Equivalent or similar degrees with the above mentioned are defined by respective guidance of Minister. 

The initial teacher education (ITE) is provided by public and private higher education institutions (HEIs).  Regarding public universities, the teaching faculties at Durrës, Elbasan, Gjirokastër, Korça, Shkodër and Vlora universities provide initial education for programmes that prepare elementary school teachers.  Lower secondary school teachers are trained at teaching faculties at Elbasan, Gjirokastër, Korça, Shkodër and Vlora universities. The preparation of upper secondary school teachers takes place at the University of Tirana, Gjirokastër, Korça and Shkodër. Teachers of physical education are prepared at the Sports University of Tirana. There are 13 private universities that offer 16 programmes in different levels of teachers’ education.

Study programs preparing teachers for pre-school and primary education are structured in two cycles: a) Bachelor study program which educates teachers for pre-school education; b) Professional Master study program which prepares teachers for primary education. Study programs preparing teachers for lower and upper secondary education are offered as Master study programs of the second cycle with 120 credits. In second cycle study programs for teachers 25% of total credits should correspond to general psycho-pedagogical education. Second cycle study programs nationwide, preparing teachers in the same field of study must have at least 80 % similar content of the total curriculum. These new legal provisions may help to increase the alignment of the ITE programmes with the new competence-based curriculum and improve teachers’ psycho - pedagogical preparation as well.

Curricula of initial teacher education have also undergone a reform, with the development of clear guidelines relating to the core curriculum and reduced number of subjects. They are now more focused on pedagogical and methodological aspects of all curricula, key skills, ICT, the English language, pre-university curricula, research and teaching practices in schools. In addition, the process of the compilation of the initial teacher education curriculum has also taken the labour market into consideration and it reflects the actual needs of the profession of teachers.

At current stage work is under way to unify programmes of initial teachers formation given by different higher education institutions  both public and private ones. Besides the respective certificates and diplomas of initial teacher formation, teachers must complete respective state exam and must also conduct 3 month of practice before being able to exercise their profession.).

National Standards for formation of teachers of pre-univeristy education are designed in 2020 and undergo constant revisions aiming to unify as much a possible 

Admission Requirements

The Law on Pre-university Education specifies that in order to teach in primary and secondary schools teachers must obtain a second cycle diploma of higher education  studies. In addition, as provided in the Law on the Regulated Professions with subordinate legal acts and amendments), a person who wishes to become a teacher must also fulfill criteria for practicing a regulated profession and thus to perform professional practice and to take the state examination. Therefore, primary and secondary school teachers have the right to teach upon successful completion of professional internship during their induction period and passing the state exam.

Following amendments in 2014 employment of teachers is done by teachers for Albania portal that is an online platform that serves to recruit and select teachers. The candidates for teachers are registered in the portal, participate in competition for respective positions and the platform does the ranking and selection of respective candidates. 

Curriculum, Level of Specialisation and Learning Outcomes

Curricula of teacher education faculties and departments have also undergone a reform, with the development of clear guidelines relating to the core curriculum and reduced number of subjects. They are now more focused on pedagogical and methodological aspects, key skills, ICT, the English language, research and teaching practices in schools. In addition, the process of the compilation of the teacher education curriculum has also taken the labour market into consideration and it reflects the actual needs of the profession of teachers.

Higher education institutions (i.e. faculty councils and academic senates) are responsible for teacher education curricula. There is no general document on teacher competencies or standards for initial teaching education ITE.  The profile of future teachers, their competences, curricula and mission, are described in the university documents submitted to the Agency for Accreditation and the Ministry when applying for permission to offer teacher education programmes.

The law on higher education predicts that in regard to teaching programmes offered by different higher education that apply to teaching states that at least 80% curricula for similar programmes in respective teaching related profiles shall be similar. However, there are still difficulties in regard to respecting of this criteria by higher education institutions.  Due to the current lack of unified national standards on teacher education, there are significant pedagogical differences between curricula offered by various universities. The number of university courses differs for each university as does the composition of the programme and organisation of the subjects during a semester. There are, however, some basic common components of teacher education curricula, such as pedagogical (professional) preparation, specialised subject preparation, school practice and the final exam or thesis. Pedagogical courses usually account for 35% of the total number of ECTS credits and  are better incorporated in  curricula for  secondary school teachers. The rest are ‘academic’ courses, generally focusing on one major subject.

Regarding practice currently, there are two models of teaching practice that are applied in Initial Training Education:

In-class observation and active professional practice. In the framework of observations, students are asked to attend and observe five classes per week. In terms of active practice, student teachers are asked to teach five hours per week. However, the proportion of time spent specifically on professional training and the number of credits for a teaching internship vary not only across different universities, but also between departments and faculties within the same university (e.g. from 10 ECTS in lower secondary education to 16 ECTS in primary education in the 2010/2011 academic year).

School practice is supervised by the university, which is responsible for assigning students to schools and cooperation with their principals to provide mentorship during students’ practice hours. Yet, the tutoring or mentoring system is underdeveloped and there are cases when university teachers responsible for this component of a programme have no experience in school teaching. Also, teachers who are appointed at school to assist practising student teachers often have no qualifications to fulfil this responsibility.

As further proposed by recent graduates from HEIs providing teacher education, this could be achieved by the triggering following development:

• providing support from mentoring teachers, who have extensive knowledge on different problems related to teaching;
• increasing the number school practice hours;
• introducing a practical module for class administration and evaluation of the competences; and,
• creating possibilities  for  meetings  devoted  to  peer-learning  and  exchange of experience.

Teacher Educators

Lecturers at teacher training faculties aren’t bound to have a scientific degree. Teacher staff is expected to progress in terms of acquiring scientific degree and develop as researchers and scientists in their discipline.

Qualifications, Evaluation and Certificates

The Law on Pre-university Education specifies that in order to teach in primary and secondary schools teachers must obtain a second cycle diploma of university studies. In addition, as provided in the Law on the Regulated Professions with subordinate legal acts and amendments), a person who wishes to become a teacher must also fulfill criteria for practice a regulated profession and thus to perform professional practice and to take the state examination. Therefore, primary and secondary school teachers have the right to teach upon successful completion of professional internship during their induction period and passing the state exam.

Teachers can also obtain qualifications in the course of their career. Based on their work experience and training (documented in professional portfolio) and successful passing of the examination for the respective qualification category, primary and secondary school teachers are eligible for three levels of qualification after 5, 10 and 20 years of teaching. They can be promoted to:

•  ‘Qualified teachers’ after at least 5 years of experience;
• ‘Specialised teachers’ after at least 10 years of practice (but min. 5 years after becoming ‘qualified teachers’);
• ‘Master teachers’ after at least 20 years of experience (but minimum 10 years after becoming ‘specialised teachers’).

Promotion is connected to pay increases (determined by the decision of the Council of Ministers) to help differentiate teacher salaries by professional merit. The criteria and procedures of qualification of teachers shall be set out by instruction of the Minister.

Teacher qualifications are managed and monitored by  Agency for Quality Assurance in Pre-university Education and Regional Education Directorates for Pre University Education and National Education Offices for Pre-University Education . 

Alternative Training Pathways

In-service teacher training is provided by public or private organisations training agencies with accredited training programmes, selected in open competition, which have sufficient capacities to achieve the objectives and provide the content anticipated by the training programmes. Training is also carried out by non-governmental service providers. The role of universities in in-service teacher training provision is limited in contrast to ITE, which is their dominant activity.

The main central bodies responsible for the continuous professional development of teachers is the Agency for Quality Assurance in Pre-university Education. 

At local/regional level, teacher training is organised and managed by the Education Offices, according to the annual plan of training and qualification activities. Training is also organised by schools in line with schools’ annual plan of activities in the domain of professional development according to subject departments.

As for the financing of in-service teacher training, it comes from the individual contribution of the educational employee, state budget, projects of local and foreign non-profit-making organisations, foundations, institutions, and other legal sources.