The Need for Learning

It’s us, if we want Albania to take the road towards civilizations, to attend classes and , faith and knowledge, your mind embraces.

Yes, then, when in sit, and leave behind violence, blood and feud, and with knowledge he sees to the future, then, Albania’s destiny will be bright again.

Father Gjergj Fishta

BOOK SERIES YLBER

Apart from being a Peace symbol, in the Christian faith, the roots of rainbow in the Holy Bible show the covenant that God set with the humanity and with all the creation: “Whenever I bring clouds over the earth and the rainbow appears in the clouds, I will remember my covenant between me and you and all living creatures of every kind” (Gen 9, 14- 15). This book series will be a lowly/meekness contribute in the bringing of Peace, first of all in our heart and after that around us, rooting our faith in friendship of God for us.

HUMAN SCIENCE

M. Lemonnier, The History of Church (2008) A. Spadaro, A poor church for the poor (2014)

STUDIMI I INSTITUCIONEVE ARSIMORE PARAUNIVERSITARE KATOLIKE NË SHQIPËRI: IMPAKTI, RËNDËSIA DHE VLERAT E SHTUARA

RAPORT STUDIMI

RAPORTNevoja eSTUDIMI Mësimit Na, po, n’daçimqisotshqiptaria, t’marrin hovin ka i drejtë qytetnimi Shkollat do t’ndjekim,Poesia ku nepet mësimi, Fenë e dijenqë n’mende bashkon. Ah, po, atëherë, kur n’shkollëzbutëshqiptari N’mni t’ketëmarrë ai gjakun e dhunën e me dije t’ketëkapë ai punën Shqipnisë fati do t’i çilettaman.

AtëGjergjFishta

Komisioni Kombetar i Edukimit Katolik Shqiptar

Dr. SkerdiZahaj Dr. Gerda Sula

STUDY OF PRE- EDUCATION INSTITUTIONS IN ALBANIA: IMPACT, IMPORTANCE AND ADDED VALUES

STUDY REPORT

Dr. Skerdi Zahaj Dr. Gerda Sula

Qendra Botuese Shoqata e Jezuitëve Tiranë, 2017 4

Worked by: “Step by Step Center” The project was supported by: Renovabis dhe Porticus. Project coordinator: MAs. Mirela Andreozzi Study researchers: “Catholic pre-university education institutions in Albania: Impact, Importance and added values”: Dr. Skerdi Zahaj Dr. Gerda Sula

The Step-by-Step Center on behalf of the National Commission of Albanian (KKEKSH) in Albania prepared this study report, under the project “Strengthening the Network of Catholic Educational Institutions (CEI) in Albania” supported by Renovabis and Porticus. The views and opinions expressed in this report do not necessarily represent the views of the National Commission for Catholic Education in Albania

IMPACT, IMPORTANCE AND ADDED VALUES (KKEKSH)

Tiranë, November 2017

ISBN 978-9928-4333-9-8 © 2017 Publishing house Jesuits Association Rruga Artan Lenja 39/A, Tirana-Albania [email protected]

Address:

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: Komisioni Kombëtar i Edukimit Katolik Shqiptar (KKEKSH) Rruga“Medar Shtylla”, 36/1, Tiranë, Shqipëri, Cel: 0675305100 email: [email protected] www.edukimikatolik.al 5

CONTENTS

FORWARD 6 PRE-INTRODUCTION 10 ACKNOWLEDGEMENTS 17 1. Introduction 20 CONTENTS 2. Catholic educational institutions in Albania 23 3. Impact of Catholic Institutions in Albania 27 4. Scope and objectives of the study 31 5. Methodology of the study 33 Multilevel Methodology: Triangulation of Data 34 5.1 Level 1: Archival Study 35 5.2 Level 2: Quantitative Study of Catholic Schools 36 5.2.1 Quantitative Study sample 36 5.2.2 Sample Framework 36 5.2.3 Sampling Procedures 37 5.2.4 Quantitative Study Measurements 38 Development of questionnaires 38 Preliminary testing and pilot questionnaire 39 5.2.5 Data Analysis 39 5.3 Level 3: Qualitative Study 39 5.3.1 Collection of data 40 5.3.2 Interview 40 5.3.3 Focus group 41 5.3.4 Analysis of the data 41 5.4 Ethics of the Study 41 5.5 Study limits 42 6. Archival Study on the Impact of Catholic Schools on Improving Child Life 43 6.1 Financial investment 44 6.2 Impact on child involvement, especially those from families in need 45 6.3 Improving infrastructure 47 6.4 Investing in Human Resources 49 7. Quantitative Study on the Quality of Education in Catholic educational institutions 51 7.1 Assessment of Catholic Educational Institutions by Students and Parents 52 7.2 Evaluation of Catholic Educational Institutions by Teachers 57 7.3 Evaluation of Catholic Educational Institutions by Students, Teachers and Parents 60 8. Qualitative study of the added value of Catholic educational institutions 69 8.1 A School Built on Values 70 8.2 Relationships that Transform the Lives of Children 72 8.3 The school is centered on the teacher- student - parent trinomial 72 8.4 An open school for all 73 9. Conclusions and Recommendations 75 6

FORWARD IMPACT, IMPORTANCE AND ADDED VALUES STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 7

THE FOUNDATION OF COMMITTMENT TO EDUCATION BY THE IN ALBANIA FORWARD

From the earliest times, the Catholic Church in Albania has fulfilled the educational task of acknowledging truth and expressing it in real love. Evidence for this is the many ecclesiastical institutions that historians have identified and that the Diocese of Shkodër-Pult Museum shown a special map. Even when freedom of expression of the Church was limited by political circumstances, the priests and laity engaged in education, did not cease their educational task and they continued to do so with true educational institutions, teaching in the most remote villages. Accepting the teachings of the in Albania, unfortunately delayed by events and developments in the atheistic dictatorship, only in recent years began to be a reality for the Albanian Church. Thus, as seen from the current study, since the early years of finding freedom of expression and belief, religious institutions have begun to adopt training programs and methodologies embodied in concrete situations in line with time. At present, we can say that many of the engaged laity may be proud of the education they have received which is comparable to any other. The spirit that has given birth to engagement in the education of all people involved in the field of education in these years is based entirely onthe Gravissimum Educationis Conciliar Document, through which the Counseling Fathers offered some basic directions which I would like to summarize briefly. In the aforementioned document, having determined the principle that education is a fundamental right for all people, it is described in the very nature of Christian education as a human being that reflects the evangelical values through which one qualifies his/her engagement in human society. Before dealing with formative typologies, the document presents the primary task the parents have in educating their children, addressing directly to the institutions that, on the basis of the principle of subsidiarity, should be in the hands of parents and families in this educational mission. 8

Only in the second phase, Gravissimum Educationis takes into account training agencies, such as a school that “shapes intellectual skills, develops judgment, establishes contact with cultural heritage acquired from previous generations, promotes understanding of values, prepares for professional life, creates a bond of friendship between students with different social characters and conditions, favoring mutual understanding “(GE 5). Again, the appeal to the institutions is strong, particularly with regard to fair subsidies to support families and respect for the freedom of choice for children’s education; as well as in guaranteeing the believers of every religion for a just and appropriate education that does not affect their faith. As far as the Catholic school is concerned, it is written in this document: “Like other schools, it follows the typical cultural schooling and human education of young people. But its most characteristic feature is to give life to a school community encompassed by the evangelical spirit of divine love and charity, to help teenagers grow in the development of their personality together as New Creatures that have been made by , and thus co-ordinate all human culture with a message of redemption so that the knowledge of the world, of life,

IMPACT, IMPORTANCE AND ADDED VALUES of man that the student gradually acquires, is illuminated by religion “(GE 8). The document reaffirms the right of the Church to freely establish andrun schools of any kind, a right already stated in many of the magisterial documents, it reminds us that the exercise of this right contributes greatly to the protection of freedom of conscience and the rights of parents, and at the same time in cultural progress “(GE 8).Thus it continues to call educators in the quality of their teaching, to close cooperation with parents in the field of education, reminding them that the task they have undertaken is that of a true evangelization. Regarding both the upper secondary schools and the University, the Council notes the importance of the above principles regarding the Christian education of students, as well as the opening of the Department of Theology to the Laity (GE 10). In addition, from the Faculty of Theology it requires a deepening of theological subjects that help in the progress of believers’ faith (GE 11). However, in conclusion, no less important is the call that the make in STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: favor of cooperation among Catholic schools of every level and rank, including , so that everyone’s efforts contribute to the good of all as well as in an authentic service of evangelical love for human society. (GE12) Thus, what the Catholic Church implies for education is: a look at the human 9

person as a whole, without losing sight of the spirit of evangelical values, so that, as the Council itself affirms in Gaudium et Spes at number 41, “Who follows Jesus Christ , the perfect man, becomes himself a man. “ This is also the wish that in opening these pages, I would like to address those who are actively engaged in the field of education in the Catholic Church in FORWARD Albania and all students of today and tomorrow who will approach our schools, as I congratulate and bless all those who contributed to the elaboration of this study now being published.

+ ANGELO MASSAFRA OFM Metropolitan of Shkodër-Pult President of the Bishops’ Conference of Albania Delegated to Catholic Schools President of the National Commission for Catholic Education in Albania 10

PRE-INTRODUCTION IMPACT, IMPORTANCE AND ADDED VALUES STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 11

CATHOLIC EDUCATION IN ALBANIA: HISTORY AND CURRENT CONTEXT

In these pages, Catholic education will be mentioned often, so it seems appropriate to explain this binomial in a few words. First we talk about Catholic education and not just for Catholic education. Education, as this term includes the whole person, is a process of help and care from adults to the youngest so that they thrive.

The cognitive aspect, often associated with the term education, is therefore one of PRE-INTRODUCTION the aspects of education which by its very nature is comprehensive and inclusive. We prefer to talk about education to center the person; teacher, parent and pupil because in this fruitful interaction the novelty of education is accomplished and written. We then talk about Catholic education, to give his vision, which is grounded in the Gospel of Jesus Christ. Catholic education considers and contributes to the overall growth of young people, opening them to the horizon of the highest spiritual values. It makes them more aware and sustainable for their role in improving society and contributing to the prosperity of their country. As Bosko said, “Good Christians and Honest Citizens,1” to underline that spiritual growth goes hand in hand, parallel with a conscious contribution to the good of society and in expressing solidarity for the needy.

Catholic education: pre-communist period. I feel an inevitable obligation to history to speak briefly of the historical aspect of Catholic education in our country. For centuries, the schools opened by the clergy or laymen formed in the ecclesiastical premises have consistently provided an indelible and essential contribution to the cultural, spiritual and patriotic growth of the people.2 They have also contributed to the preservation and delivery of native language, but also to the preservation of our rich traditions and folklore, devoting filial passion and professional objectivity to its documentation. In 1933, in Albania, statistics for closed schools, due to some legal changes (related to

1 From the very etymology of the word lat: citatorium, ie a summoned to make a contribution to the common good; not alone, but with others and others. 2 Hylli i Dritës, nr5-6, 1933, p. 234 12

funding sources, pedagogical staff, and the condition that the country at the), counts 17 Catholic schools with 2560 students and 6 non-Catholic schools closed with 784 students. The earliest evidence of this commitment to education that the Catholic Church in Albania has always shown is from Donat Kurti: “In the autumn of 1638 Italian Fr. Hiacinti da Sospitello OFM, with a great deal of courage, for the good of the country, fully assessed the elementary school in Pdhanë3” . This was the place where the locals came from, and threw them to the streets of Zadrima, and they waited with their mothers. The number of pupils rose to 25, it was not possible to acquire a dormitory. We know from the documents, that besides the priests there were also literary lessons that were held for sometime in the high school, without excluding the native tongue. It was such great progress that made the Turks terrified and 9 years later they were totally destroyed.“ Also one year after the foundation of the school in Pllana, in 1639, another school in Blinisht was opened by the of the Troshan Assembly, whose director was P. Karl Mirandulanus O.F.M. “Apparently, this is a . It was attended by more IMPACT, IMPORTANCE AND ADDED VALUES than fifty pupils and beside writing and reading, other subjects were taught. Also Latin for those who wanted to enter the church. Even the rulers were astonished at the progress in that school; but the enemies were outnumbered in 1640, the director of this school is in prison and suffering harsh punishments.4” I find it appropriate to take from the same study by Prof. Aljula Jubani, the reflection that follows to witness a conscious effort of the Church to contribute to the prosperity of the homeland. “In the following century, the teaching of the Albanian language and the opening of these schools by Catholic missionaries also had great impetus from Clement XI, of Albanian origin, so that in the Assembly of St. Peter Montorios opened a department for Albanian language “to make foreign missionaries ready to come closer to our country” and they are exactly who have also prepared grammar, dictionaries and translations of Albanian texts. STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA:

3 Father Donat Kurti supports this in the archive reference: Orbis seraphinus, PP. Marcellinus a Civetia et Theophilus Domenichelli O.F..M. De Miss. Fr. Minorum Tom. II C. II, n. 49 Quaracchi MCCCLXXXVI 4 Father Donat Kurti, idem, f. 238 13

Clearly, given the conditions of Albania in this period, the devoted work of these missionaries of religion and culture is of great importance.”5

Catholic education: communist regime period. The communist storm closed Catholic schools, but high ethics, spiritual values, basic culture and many other values contributed, not least, to the dark years of dictatorship in the country’s progress, and even more, giving us today vivid testimony of men and women, who shaped high values, had grace, but also PRE-INTRODUCTION courage to give their life to their Faith and for the Motherland, whom they never betrayed, gave them the courage to give life for freedom of thought and expression. Today their testimony gives us the true dimensions of the education factor, clearly demonstrates that education is the only “currency” that does not lose value over the years, and is even an investment that guarantees productivity.

Catholic education: post-communist regime period The reopening of the educational institutions established by the missionaries of the Catholic Church, mainly from the Western world, dates from 1992 to 1993. In those difficult conditions, where people’s needs were vital, the missionaries knew that even more vital than material things was education. In postcommunist Albania, the new path of a holistic education opens with difficulty. Founders (or re-founders) of primary schools; Benedictine Sisters, Jesus’ Fathers, the Salezian Sisters and Fathers, Josephine’s Sisters, the Sisters of Holy Prayer, and many others soon realized that school-centered education, which in European realities was a well-consolidated one, was a novelty and urgency for Albania.

Catholic education: An informal network in favor of comprehensive and inclusive education in the establishment of the “National Commission for Catholic Education in Albania” (KKEKSH) Different leaders of educational institutions felt the urgency of uniting forces for teacher formation. The generation of teachers at that time was scientifically

5 Prof Aljula Jubani in her presentation “Shkolla shqipe, një traditë arsimdashëse dhe atdhetare drejt mësonjëtores së parë Shqipe në Korçë” 2016 (Albanian school, an education-friendly and homeland tradition towards the first Albanian school) 14

prepared, but by the way of teaching, it reflected strongly the style of teaching (pupil-teacher) typical of the time of dictatorship. The establishment of the Catholic Education Commission since 1996 arises as a need to put together forces about the formation of pedagogical staff. So, soon, with the support of the Bishops’ Conference and its Education Delegate, Monsignor Massafra, there were exchange opportunities between the Universities and the best European pedagogical experiences such as LUMSA, , UPS, and our teachers. The commission that enabled these experiences and formations was headed at the outset by two dedicated missionaries Sister Vitalba Motolese (director of the Sacred Heart of Christ School, Shkodra) and Father Gaetano Brambilasca (director of the “Father Pjetër Mëshkalla” , Shkodra). Over the years, the Ministry of Education also initiates reforms to improve the quality of education. Educational institutions established by Catholic Church institutions are increasing and each year the levels of each lesson are accomplished. From 2011 onwards the pace of opening new institutions stopped but the Commission still informally, coordinates the reflection of schools regarding their identity, such as the Catholic School with a multi-religious population, in

IMPACT, IMPORTANCE AND ADDED VALUES a multifaceted context. The Commission continues to coordinate work on more practical issues such as VAT exemption, collecting opinions of school staff and the drafting of the law on pre-university education. In addition to awareness of the values that characterize us and the great desire to contribute not only to quality education of our schools but also to the quality education of an open interaction with state institutions, there is a need to exchange thoughts, to find the best ways together, to express in this area the mission of the Church as educator in its DNA.

Commission and its formalization. The Commission, working on the sustainability and enhancement of the quality of the activity of participating educational institutions, understands that the

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: moment has come to be more significant, but the right ways and impetus should be found. The encouragement we awaited came from Renovabis, a German organization who, knowing our close work and the reality of Albania, prompted us to create a technical instrument, the Secretariat, to support us in this almost 20 year journey. 15

Thus, from January 2016, the Commission began the project of strengthening the Catholic education network with the support of Mons. Massafra and of the . The Catholic Education Secretariat implements the directives of the Commission in the realization of its mission. During this two-year period, the work profiles within the secretariat were better outlined, strengthening support in the of teachers and every figure of school staff, legal, economic and representation support. Also during this period the Commission fulfilled the steps of its formalization and became a legal entity in May 24, 2017 with the sign KKEKSH. PRE-INTRODUCTION

Why this study? Since the drafting phase of the project in 2015, it became clear that the recognition, measurement and reflection on the work of our institutions was not sufficiently synthesized as a measure of the “picture” of the situation at the national level in an empirical way. We also felt the need for future activities to strengthen the network to rely on concrete data and indications from a more exhaustive study. With the launch of the project, the objective of measuring the level of needs of Catholic education was clarified to then devise a strategic plan for staffing, to respond to needs rising from objectives. This work was accomplished by the Commission and the Secretariat staff. By clarifying the objectives and in close cooperation with the Commission and Monsignor Massafra who were convinced by the value of this study, most of the time was spent on the search for Albanian experts to establish their point of view and draft plan. The Research staff has been supported throughout the process with the dedicated and competent work of the secretariat and the Commission, facilitating the data collection, the technical support of volunteers, monitoring, exchange of ideas and translation.

Expectations of KKEKSH on the study The study was attentively followed by all members of the Commission. As the first study, attention has been given to the current achievements but presented against the backdrop of the successes of the past 25 years since the opening of the first institutions. The researchers’ reports have been careful to encourage reality without fear of critique. The intention has been to describe our network’s 16

progress and what might be achieved in the future through a far-sighted strategy. It was the desire of the Commission with the support of the researchers to involve public schools in the study so that the recommendations would be even more significant. This was not done by the Ministry at this stage, but being the first study, we hope that in the future we will undertake other studies to make mutual enrichment more complete.

Study team The study team since the end of 2016 consists of: Dr. Skerdi Zahaj; Dr. Gerda Sula, researcher; by MAs.Mirela Andreozzi as coordinator; team of experts: Mr. Lorenc Gjurgjaj, Mr. Kristjan Ndoka, Mrs. Malvina Pergega, for data compilation and tracking field work; Field Collector Information Group and the National Coordinator for facilitating the entire process as well as contacts with schools and the Ministry. Each member offered his / her time, every week, every month and every time it was needed beyond the meetings to ensure that this research document was at the IMPACT, IMPORTANCE AND ADDED VALUES highest academic level and to respond to the guidelines set by concept, mission, goals and objectives of the project. The work was not small, the academic year deadlines were not always conducive to maintaining the rhythms that work required, but thanks to the commitment of all we managed achieve this.

Sister Teuta Buka National Coordinator of KKEKSH. STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 17

ACKNOWLEDGMENTS 18

I would like to express my gratitude, on behalf of the Commission (KKEKSH), to the following persons and groups, who have enabled this research project to be at such a high academic level and with such a degree of interpretation and analysis. Firstly, I thank the Educational Institutions, their heads and their staffwithout whom we could not accomplish the objectives of the study. Dr. Gerda Sula: Pedagogue at the University of Tirana, Faculty of Social Sciences, Department of Pedagogy and Psychology. I would like to thank Dr. Gerda Sula for her dedication and professionalism, she supported step by step since the beginning of the study’s realization and her valuable advice regarding the progress of the process until the full and successful completion of the study report. Dr. Skerdi Zahaj, a Pedagogue at the Department of Pedagogy and Psychology at Tirana University, who developed the study methodology and was charged with drafting surveillance tools and to identify and train the team of nationally collected interviewers. Dr. Zahaj in close cooperation with Dr. Gerda Sula and the Secretariat staff of KKEKSH analyzed the comprehensive data collected for each stage by compiling relevant reports and also compiled the summary report

IMPACT, IMPORTANCE AND ADDED VALUES of the study. I am grateful for the professional curiosity and courage in accepting this challenge and for the high academic level he has shown in accomplishing this task. MAs Mirela Dautaj Andreozzi for coordinating and facilitating the process at all stages of the study and in particular with the researchers, expert group and volunteers who developed a considerable part of the work in the field; for her open and professional co-operation with scholars, thus overcoming the unforeseen difficulties throughout the process, especially at the closing stage of the study report. Expert Group Mr. Lorenci Gjurgjaj, Mr. Kristian Ndoka, Ms. Malvina Pergega engaged in the different stages of study and study implementation, who have worked professionally and collaborated with full dedication. I also thank the volunteer students who professionally collected the initial STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: data and conducted different levels of individual and group interviews in all the educational institutions involved in the study. I thank Mrs. Morrell, who provided free of charge her expertise in revising the full English-language document. I also thank all the teachers, educators, pupils, students, pedagogues as their accountability, professionalism and goodness enabled the realization of 19

this study. A heartfelt thanks goes to our donor, Renovabis, and especially Ms. Monika Kleck, responsible for the projects with Albania for Renovabis, without the promotion and support of whom (and not just the economic one) the study would not have been fulfilled. Throughout the time of the project we have felt their trust and appreciation for the work we have done, often working with uncertain steps as we walked on unknown territory.

Special thanks go to the Albanian Bishops’ Conference and especially to our

President, Mrs. Angelo Massafra, who with far-sightedness, faith and wisdom ACKNOWLEDGMENTS has accepted the project, has encouraged us and created every possible relief by giving us all paternal and attentive confidence. I personally thank the members of the Leading Committee of the Commission, Sister Donata Montagnoli, Sister Ceccilia Refosco, Sister Laura Schiaroli, Father Michele Leovino, Sister Hana Kqira, Father Ronny Alessio, Prof. Paulina Hoti, for the enthusiasm, foresight and great attention they devoted to every step of the study.

A congratulation for us I hope this study opens our minds towards our education, that it encourages us to improve the quality of education to the extent that we fulfill our mission of service to man and the future with the conviction that education is one of the highest forms of expressing love for one another.

Sister Teuta Buka National Coordinator of KKEKSH. 20

1. INTRODUCTION IMPACT, IMPORTANCE AND ADDED VALUES STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 21

Albania is working towards full membership in the European Union and the Albanian Government is engaged in the development of quality education, following the recommendations of the education programs of the Council of . These recommendations aim that educational institutions along with teaching, provide , teach students about life skills and positively influence the development of the student’s personality. According to this philosophy, the school is not seen only as an , but also

as a social one, which shapes, develops and elevates the student during his/her INTRODUCTION development, with the major goal of forming citizens with the abilities to live in a democratic society. This means that the task of an educational institution is not only to provide quality teaching but also the psychological, social, spiritual and moral shaping of students, which is expressed in daily activities within the school and in the community, as well. CEI (Catholic Edutacion Institutions) in Albania have an important part in the development, shaping and education of children from pre- school education to . Since 1992, Catholic institutions have initiated educational activities with day care centers and vocational training courses. In 1993 in accordance with the mission of the Catholic Church, CEI opened the first schools. This year, Preca in Korca and the elementary and “Vincens Prendushi” in Durres were opened. Since the beginning of the educational activity, CEI aim to provide quality teaching, to teach life skills to students, to positively influence the development of their personality and to pay attention to their spiritual growth. For many years, the impact, significance and values of CEI have not been studied scientifically. As a result, the general public, state educational institutions and many local education leaders do not recognize the importance, impact and added value of Catholic 22

institutions in our country. To study the impact, importance and added value of CEI and to make them known to the general public, the Albanian National Catholic Education Commission (KKEKSH) conducted its first national study. Developing a study on the impact of Catholic institutions in Albania is a very difficult challenge. Any researcher who has aimed at measuring scientifically the impact of an educational activity faces a difficult mission. To measure scientifically the impact of an educational activity in the field of education, this task becomes even more difficult. Most data on educational activities in education are difficult to study empirically. Often educational

IMPACT, IMPORTANCE AND ADDED VALUES outcomes are accompanied by social and political changes, can be perceived differently by different stakeholders and the outcomes of educational activities are difficult to measure in a specific period of time. However, in spite of all the above-mentioned methodological difficulties, we as scholars undertook this challenge. This is the first published study report of this nature for CEI in Albania. This study report is based on empirical data collected by CEI, on data collected by educational managers at these institutions and at the relevant Regional Directories, from students of these institutions, teachers working in these schools and parents who educate their children at these institutions. All submitted results are new, they are not found in any other previously published reports. The results of this study can be used as a basis to compare the impact of CEI over the years for anyone who would be interested in measuring the impact and change of these educational institutions. This report will describe the impact of Catholic institutions over the years, describe the quality of Catholic institutions by focusing on the number of staff, STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: quality of teaching, structures and educational settings, and the added value of supporting the children in need, promoting optimism and hope. 23

2. CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA 24

The impact of CEI in Albania should be analyzed in the historical, geographical, regional and cultural perspective of Albania’s development. Following the fall of , many social and political changes occurred in Albania. Schmidt (1998) wrote that Albania is the poorest country in Europe since the fall of the communist regime. Many families lived in and found it very difficult to educate their children. At this time (1990-2004), migration and emigration levels were very high. According to institutional data, Albania has had two kinds of migration, external migration and internal migration. Based on national data (INSTAT, 2004), internal migration occurred in two different phases: during the first phase (1989- 1998) families moved from rural areas to central Albania and during the second phase (1998- 2004) families moved to the capital or the main cities. The external migration was also vigorous, as Kaser (200) stated that every family had

IMPACT, IMPORTANCE AND ADDED VALUES a member who lived abroad (Kaser, 2000). After the fall of the communist system, as a result of passing through a fragile democratic system, as well as high levels of migration and poverty, many family problems emerged and increased and affected the quality of children’s lives. Children faced many difficulties in attending school, in building new social relationships with peers, in adapting to the new social environment and the obstacle of developing an identity, including a religious one. The Church with its varied organisations has supported vulnerable families where in many cases one parent had emigrated for work. These difficulties were STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: more present in rural areas and small towns. For all these marginalized children in difficult psychosocial conditions, the Catholic Church helped them to have the opportunity of education as a basis for a better life and a better future. After the collapse of communism in Albania’s new socio-political reality, the new democratic laws allowed The Catholic Church to open new schools in different 25

regions of Albania in order to influence the education of the younger generation’s knowledge, ideas, skills, morals and hope. Since 1993, the Catholic Church reopened the first schools especially in regions with a high level of poverty and psychosocial problems, where access to quality education was limited. After the change of political systems, the main challenge of education in Albania was the introduction of a new education philosophy that would be able to detach from the dogmas of the previous political system, reflecting the values ​​and educational goals that serve the individual and society. Over recent decades, the education system in Albania has fought a constant need for change and transformation. The governments, one after the other, undertook steps and introduced reforms aimed at transforming the system in a way that could meet the standards of a contemporary, democratic and human rights-oriented education. Reforms undertaken by the Albanian Government addressed different levels and aspects of the education system. Starting from curriculum review, assessment, methods, vocational secondary education, social inclusion, human rights (Coalition for Child Education [ACCE], 2013), funding, autonomy and corruption in education (Karameta, 2010). These interventions, of course, resulted in corresponding improvements in different aspects of education in Albania, such as quality and access to education (Karameta, 2010). However, national and international reports are constantly pointing to significant problems encountered in the education system in Albania, starting from the centralization of education, corruption, inequality and social exclusion

(Byrne, 2014) to outdated practices, poor assessment and punishment of pupils / CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA students (Karaj, 2009). There are also reportedly low levels of financial support from the Government, inequalities in access to education, especially in rural areas, difficulties in accessing students living in poverty, lack of conditions for a contemporary education such as water, heating, problems with academic quality and repeated violations of ethics in education (Preçi, Zahaj et al., 2016). In conclusion, the Albanian public education system does not meet all the needs of its children. Data shows that the reforms undertaken so far have failed to fully address education, human rights and ethical issues in a comprehensive and sustainable way at all levels. As various analysis show, reforms in Albanian education often reflect efforts to adapt to the education strategies of other countries without approximating local social values and context. For this reason, they are not easily translated into practice and their impact appears to be superficial (Byrne, 2014). Under all these conditions, Catholic schools have played an important role in the Albanian education system by meeting the educational needs of many 26

children left aside and by building a quality educational infrastructure. For all these reasons, the study of the impact of the Catholic education system should be made through the lenses of the political, historical and psychosocial perspective of the changes that have occurred in Albanian society during this period of rapid transition. In addition, the influence of Catholic schools must be described in the relationship among the Church, schools, local government and the Ministry of Education. Also, the impact of Catholic schools should be described in the relationship between teachers, parents and students. In this study the influence, the impact, and the added value of Catholic institutions are described under the focus of these fundamental relationships. IMPACT, IMPORTANCE AND ADDED VALUES STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 27

3. IMPACT OF CATHOLIC INSTITUTIONS IN ALBANIA 28

The Catholic Church re-opened Catholic schools in Albania during 1992-1993. Since then, the number of schools, teachers, students and families attending schools supported by Catholic education has increased. Catholic schools have expanded not only in number, but also in their purpose and objectives. These schools focused not only on the education of children and young people, but also on the help to vulnerable children and families. They also served as a central factor to have a social impact on Albania’s villages, cities and regions. Now is the time to show the impact of Catholic education systems in Albania since the reopening of these institutions in 1993 to the present day. The table below (Table 1) shows the data regarding the number of , schools and pupils being educated in CEI, public education institutions and private educational institutions at a national level.

Institutions Catholic Public Private Number Pupils Number Pupils Number Pupils Pre-school education*6 30 2010 1773 76416 127 5032 14 4199 2482 342765 123 20643 IMPACT, IMPORTANCE AND ADDED VALUES Secondary education* 5 1361 381 115609 116 13911 Vocational education7 7 654 2489 0 0 TOTAL 56 8224 4636 537279 366 39586

Table 1: Catholic, public and private education institutions at national level

According to results in the table, it is noticed that the impact of Catholic institutions in the national level varies from 2% in pre-school, primary and high secondary education to 20% in vocational secondary education. The table shows that the number of Catholic pre-school institutions takes 1.6 % of Catholic institutions at the national level, while Catholic institutions on primary education and secondary education comprise less than 2% of institutions in the country. Likewise, regarding the number of children, approximately 8224 (2.3% of children

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: in the national level) are educated in Catholic institutions and only 1% of pupils attend primary and secondary education in Catholic institutions. The highest percentage of Catholic institutions in the country is in vocational secondary

6 Including three centres taking care of pre-school age. 7 Including two vocational high schools 29

education, where approximately 20% of pupils graduate in these institutions. Regarding the comparison of Catholic institutions with those of private education in the national level, their impact is even higher. The percentage of Catholic institutions varies from

4% in pre-school, 15% in primary, IMPACT OF CATHOLIC and 18% in secondary to 100% in professional education. INSTITUTIONS IN ALBANIA Official data from the Ministry of Education show there is no private school, which offers vocational secondary education. Regarding the number of pupils, about 9% attend Catholic secondary institutions, 17 % attend Catholic primary institutions and 27% attend Catholic pre-school institutions. Nevertheless, it is important to say that Catholic institutions do not cover the whole territory of the Republic of Albania. Catholic Education covers 10 regions of Albania, precisely Shkodra, Lezha, Tirana, Durrës, Elbasani, Fier, Berat, Korça, Vlora and Gjirokastra 30

The geographic scope of CEI is presented in the following map (Figure 1). Areas marked by green indicate those covered by CEI in Albania. These institutions are not organized according to the regions (districts) but according to the dioceses of the Catholic Church. The institutions are located in the Diocese of Shkodra, Tiranë-Durrës, the apostolic administration of southern Albania, Lezha and Rreshen. Table 2 shows the number of Catholic schools and pupils in all Dioceses compared to the number of pupils in public institutions. In these regions, Catholic institutions have a higher impact than in the national level. According to the data it is noticed that CEI cover the needs of 6.4% of children at pre-school level, 3% of the children in primary education, 4% of the students in secondary education and 13% of the students in vocational secondary education. The impact of Catholic institutions is specific to each region but what draws the attention is the very high impact on Shkodra district and the important impact on vocational secondary education in Rrëshen district.

Table 2: Catholic, public and private education institutions according to Diocese IMPACT, IMPORTANCE AND ADDED VALUES

*

*

South *

Rreshen STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA:

* In (*) are included the vocational courses 31

4. SCOPE AND OBJECTIVES OF THE STUDY 32

The purpose of this study is to measure the significance, impact and added value of Catholic institutions in Albania. This study aims to measure the impact that Catholic institutions have had since the opening to 2016, to study the quality of education at these institutions from all actors involved in the school, to analyze the added value of Catholic institutions and to outline their regional impact. The objectives of the current study are: 1. Measuring the impact of Catholic educational institutions since the opening to 2016; 2. Measuring the current impact of Catholic institutions in Albania, 3. Studying the quality of education at these institutions according to pupils, teachers and parents; 4. Studying the quality of teaching, curricula, teachers according to pupils, teachers and parent; 5. Describing the added value of Catholic institutions; 6. Describing successful educational practices in these institutions;

IMPACT, IMPORTANCE AND ADDED VALUES 7. Describing the educational practices that need improvement in Catholic institutions; STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 33

5. METHODOLOGY OF THE STUDY 34

To achieve the scope and objectives of the study, it was decided to use a mixed level methodology. This enables the triangulation of data and their study at several different levels. This methodology was seen as one of the most suitable, to analyze the scope and broad objectives and also for the study which aims to measure variables of the quality of education from different participants, as well as their measurement in the past and present.

Multilevel methodology: Triangulation of data One of the most widely used models of mixed methodologies is multilevel methodology that allows the triangulation of data (Tashakori & Teddlie, 1998). In this methodology, different (quantitative and qualitative) methods are used at different levels within the same system. The graphical presentation ofthis methodology is as follows (fig.2):

Level 1: Quantitative Study IMPACT, IMPORTANCE AND ADDED VALUES Level 2: Global Quantitative Study Interpretation

Level 3: Qualitative Study

Figure 2: Multilevel methodology: Triangulation of data

To study the impact, importance, and added value of Catholic institutions, various scientific methods were combined according to the multi-level model and according to the scope and objectives of the study. All of these methods are shown in Figure 3. An archival study was conducted in the first phase, a cross STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: sectional study in the second phase and a qualitative study with an ethnographic methodology in the third phase. 35

Level 1: Archival study

Level 2: Global Cross-sectional Study Interpretation

Level 3: Ethnographic Study

This methodology is very important because at the first level the general data METHODOLOGY OF THE STUDY METHODOLOGY OF THE STUDY of Catholic institutions have been analyzed and the past and current impact are measured. Then at the second level, we planned to compare Catholic institutions to the public institutions on the quality of education but this was not accomplished as the Ministry of Education and Sports denied access to these institutions. As a result, at the second level, the study was conducted only in Catholic institutions. At the third level, through ethnographic methodology, the impact of Catholic institutions on the relevant geographic area was explored. All findings of the study were integrated into the global conclusions of Catholic education in Albania.

5.1 Level 1: Archival Study To assess the impact of Catholic schools in Albania, all the methodological steps for a rigorous archival study were followed. For the purposes of this study, the heads of the institutions reviewed Archives of Catholic schools that preserve important material. 36

The study team reviewed all documents and archives containing important information about school infrastructure, school conditions, sports environment, libraries, books, syllabuses, students, families, children, training and human resources development. Data sources were obtained through an electronic platform from all directors of pre-school, primary and secondary education. Informed approval was obtained from the heads of institutions and the national secretariat of Catholic education in Albania. All ethical principles and standards were followed throughout the phases of this archival study. The data collected from the electronic platform was transferred to the excel package and then to the SPSS (Statistical Package for Social Sciences, 22). All data analysis related to descriptive and inferential statistics were performed in SPSS (version 22).

5.2 Level 2: Quantitative study of Catholic schools In the second stage of multilevel mix design a quantitative study was carried out. Each of the following sections explains in detail the steps and procedures followed for the development of quantitative study. IMPACT, IMPORTANCE AND ADDED VALUES

5.2.1 Quantitative Study Sample To achieve the scope of quantitative research it is important to select a representative sample of the study population. The population of the study is pupils, parents and teachers. The study covered all regions in Albania and was conducted in both urban and rural areas.

5.2.2 Sample framework The sample framework for this study was provided by the Catholic Education Secretariat and by Catholic schools across the country. Since it is very difficult to select a simple or systematic random sample, the procedure of stratified sampling followed. The main study units of the study were pupils in three different levels of the education system: primary (grades I-V), lower secondary (grades VI-IX) and secondary education (grades X-XII). STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: This sample selection procedure represents the entire population of students in the study. It has the advantage of minimizing the likelihood of sampling and ensures that certain segments of the student population are not over represented or under represented. The biggest advantage of casual sequential stratified sampling is that this procedure reduces the biased selection of students, teachers, and parents. 37

Table 3: Population and sample size for Catholic schools

Nr Study Population Level of Interval of Sample size group credibility credibility 1 Pupils 7785 95% 5% 366 2 Parents 15570 95% 5% 366 3 Teachers 400 95% 5% 200 IMPAKTI, RËNDËSIA DHE VLERAT E SHTUARA Total 23755 932 3 Mësues 400 95% 5% 200 Total 23755 932 Three different sampling frameworks: students, teachers and parents were implemented for quantitative data collection (numeric). All data is presented in Table 4.Për Also, mbledhjen this e waytë dhënave of samplingsasiore (numerike) is very u zbatuan effective tre korniza after të ndryshme studying kampionimi, all the nxënës, mësues dhe prindër. Të gjitha të dhënat paraqiten në tabelën 4. Gjithashtu, kjo mënyrë e actors involved in the school. The following figure shows how the study data are METHODOLOGY OF THE STUDY triangulated.përzgjedhjes së kampionit është shumë efektive pasi studion të gjithë aktorët e përfshirë në shkollë. Në figurën më poshtë paraqiten mënyra sesi janë trianguluar të dhënat e studimit.

PRINDËRPARENT NXËNËSPUPIL

TRIANGULATIONTRIANGULIMI I OFTË DHËNAVE STUDY TËDATA OF STUDIMITANCEC TË(KKEKSH) KKEKSH

TEACHER MËSUES

5.2.3 Sampling procedure 5.2.3 Proçedurat e kampionimit Research teamsNë çdo were rreth setku shtriheshinup in every shkollat district katolike where u ngritën Catholic ekipe kërkimore. schools Një are ekip located. kërkimor A research përbëhejteam consisted nga një supervizor of a supervisor dhe disa intervistu andes several mbështetur interviewers mbi kampionin basede kërkuar on në the çdo sample requiredqytet. Tëin eachgjithë town.mbikëqyrësit All dhesupervisors intervistuesit and u trajnuaninterviewers mbi metodologjinë were trained kërkimore, on research methodology, casual stratified sampling, interviewing, instruments, data kampionimin e shtresëzuar rastësor, proçesin e intervistimit, instrumentet, regjistrimin e të entry and interviewing ethics for children, parents and teachers. dhënave dhe etikën e intervistimit të fëmijëve, prindërve dhe mësuesve. Në fazën e parë, ekipet kërkimore identifikuan në mënyrë rastësore shkollat. Në fazën e dytë, ato identifikuan klasat në mënyrë rastësore. Në fazën e tretë, ata identifikuan në mënyrë rastësore 38

In the first phase, research teams randomly identified the schools. In the second phase, they identified the classes randomly. In the third phase, they randomly identified the students. In each class, they provided each student with a student questionnaire and each teacher with a teacher questionnaire. After this procedure, they gave each student a parent questionnaire to be filled in at home. The child was asked to bring the next completed questionnaire from one of the parents. This procedure made the triangulation of data among children, teachers and parents. This method enabled the comparison of the perceptions on Catholic schools and the quality of teaching by teachers, parents and students. Research teams followed this procedure until the required sample number was accomplished.

5.2.4 Quantitative study measurement In order to collect quantitative data, nine different questionnaires were developed to measure the impact of Catholic schools in Albania. Questionnaires were created for the three levels of education (primary, secondary and ) and for the three actors involved in the study (teachers, parents and students). All questionnaires are attached in the appendix section at the end of the report.

IMPACT, IMPORTANCE AND ADDED VALUES 1. Questionnaire for primary education students. 2. Questionnaire for lower secondary school students. 3. Questionnaire for upper secondary education students. 4. Questionnaire for primary education teachers. 5. Questionnaire for lower secondary education teachers. 6. Questionnaire for upper secondary education teachers. 7. Questionnaire for primary education parents. 8. Questionnaire for lower secondary education. 9. Questionnaire for upper secondary education parents.

Developing the questionnaires

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: A series of international documents, tests and questionnaires were reviewed to develop the questionnaires. All the tests used and the adjusted scales to collect the data were translated by a group of experts and then piloted in a group of students, parents and teachers. The first part of the questionnaire measures the demographic and personal variables such as age, years of work, average grade, 39

family data, education, etc. Then the questionnaire measures school involvement, school exhaustion, continuing of education, school motivation, etc. In the third part, the questionnaire measures the relationship with the school and the quality of teaching. In the fourth part, the questionnaire measures the quality of the curriculum and knowledge of the curriculum. In the fifth part, the questionnaire measures personal well-being and relationships with friends and community. All these variables are adapted to the population (students, teachers, parents) and the level of population education (primary, lower secondary, upper secondary).

Preliminary testing and questionnaire piloting Before using the questionnaire for data collection, the questionnaires were subjected to a preliminary pilot and pilot phase test with a smaller group of participants selected in the study. This methodical procedure is very important METHODOLOGY OF THE STUDY METHODOLOGY OF THE STUDY and was carried out in order to control the questionnaire, the quality of the variables and provide comments from all interviewees. As the questionnaire was to be completed by all respondents: pupils, teachers and parents, it was decided in advance that the questionnaire be tested using at least 5 questionnaires from each category. The purpose of this pilot procedure was to provide a set of guidelines on adding or deleting questions.

5.2.5 Data analysis All data was included in the Statistical Sampling of Social Sciences (SPSS, 22). Initially, data was checked for normal distribution and hegemony variance. After that, data was analyzed by describing frequencies, averages, lower and higher values, etc. Further, correlations were made according to Pearson and Anova’s test on comparison of averages.

5.3 Level 3: Qualitative study In the third stage a quality study was conducted with ethnographic methodology. The essence of qualitative study was the description of the geographical impact of Catholic educational institutions. In the qualitative study, skillful interviewers conducted face-to-face interviews with key people, teachers, students and parents. This process was led by the ethnographic approach.

40

5.3.1 Data collection Half-structured interviews and focus groups were conducted with each participant (key persons, teachers, parents, students). Study groups conducted 5 interviews in each region with key persons (15 interviews in total) and 3 focus groups in each region with teachers, parents and students (9 focus groups in total).

5.3.2 Interviews A written consent to participate in the study was provided by all participants. In addition, participants were made aware of their right to withdraw at any time during the interview, and were

IMPACT, IMPORTANCE AND ADDED VALUES guaranteed confidentiality of the interview. Participants were interviewed in a place of their choice, and interviews lasted from 40 to 75 minutes. All interviews were recorded in audio format and were transcribed. Before the interview, in order to guarantee confidentiality and anonymity, each participant agreed to have a pseudonym. Participants were given the opportunity to discuss any questions or concerns about the study itself or specific areas, listen to audio recording later in the presence of the interviewer, and to request a final copy of the transcript or study material. Participants were also provided with further information on resources or contact opportunities. The interview had three parts: the presentation and the general part, the main part focused on the quality of the CEI, questions about the importance of these educational institutions in the respective geographic area and closure of the interview. The interview was planned based on thematic areas. However, interviewers were flexible in how to conduct interviews with each participant. STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 41

5.3.3 Focus group Study groups developed special focus groups with students, teachers and parents. The groups consisted of 8-12 participants. CEI organized these groups but trained researchers conducted interviews with each of them. All group interviews were recorded in audio format and were transcribed. The group interview had three parts: the presentation and the general part, the main part focused on the quality of the CEI, questions about the importance of these educational institutions in the respective geographic area and the closure of the interview. The interview was planned based on thematic areas. However, interviewers were flexible in how to conduct interviews with each participant’s groups.

5.3.4 Data analysis

The QDA Weft program was used for qualitative data analysis in this study. METHODOLOGY OF THE STUDY Transcripts were read and analyzed by encoding each sentence, and whenever possible, through the conceptual themes of ethical topics. These were written either on a copy of the transcript or on a piece of paper, along with articles of interest, from the transcript. The analysis was conducted on each transcript of interviews and focus groups. Transcripts were read and recalled to support or challenge the emerging codes. After the code was defined, special classifications were created that explain and describe the impact and importance of Catholic institutions. The final phase of the analysis created the themes of qualitative data on the impact, importance and added value of Catholic institutions.

5.4 Study Ethics The study was based on Ethical Principles and Guidelines for the Protection of Human Subjects in Research, the Ethical Principles of Psychologists from the Code of Conduct of the American Association of Psychologists and the ethical principles of National Commission of Catholic Education in Albania (KKEKSH). Research teams respected the dignity, autonomy, equality and diversity of all the people involved in the research process. This study does not include any manipulation. 42

5.5 Study limitations This study has a number of limitations: 1. This is the first study and there is no previous study to compare results. 2. The Ministry of Education and Sports denied permission to conduct studies in similar public schools and comparison of results with public institutions is impossible. 3. The study data are not longitudinal. 4. Study measurements are used for the first time in Albania, as they are adapted from international instruments. IMPACT, IMPORTANCE AND ADDED VALUES STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 43

6. ARCHIVAL STUDY ON THE IMPACT OF CATHOLIC SCHOOLS IN IMPROVING THE LIVES OF CHILDREN 44

The mission and activity of Catholic institutions do not cover the whole territory of the Republic of Albania. Catholic Education covers 10 regions of Albania, precisely Shkodra, Lezha, Tirana, Durrës, Elbasani, Fier, Berat, Korça, Vlora and Gjirokastra. From an archive study, there are in total, only 17 kindergartens, 13 primary schools and 6 secondary schools. So, in the archival study, not all CEI are involved. The results of the archival study were focused on financial investments for each educational cycle. The number of children involved in Catholic schools, the improvement of infrastructure, and the investment on pedagogical and administrative staff for continuous professional development. Mission and activity in these areas has not only affected the lives of children, but also their families and the community.

CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA 6.1 Financial investment improvement of infrastructure, and the investment on pedagogical and administrative staff for Thecontinuous financial professional contribution development. to improving Mission and activityand enhancing in these areas the has quality not only affectedof education the inlives pre-school, of children, butlow also secondary their families and the upper community. secondary education is shared in the contribution to ongoing investments in respective schools since the 6.1 Financial investment establishment of Catholic schools in Albania and annual costs for each program. InThe the fina threencial educationcontribution tocycles, improving €745,894 and enhancing has been the quality invested of education from in1995 pre- school,to 2016, low of IMPACT, IMPORTANCE AND ADDED VALUES whichsecondary €128,900 and upper in secondarypre-school, education €426,610is shared in in primary the contribution and € to 190,383 ongoing investmentsin secondary in education.respective schoolsRegardingsince thefinancial establishment investments, of Catholic theschools table in Albabelownia anddid annualnot include costs for the initialeach program.investment In the tothree build education the infrastructurecycles, € 745,894 ofhas CEIbeen investedacross thefrom country. 1995 to 2016, This of is a hugewhich €investment 128,900 in presince-school, the € infrastructure426,610 in primary of andCEI € 190,383has risen in secondaryespecially education. in poor regionsRegarding and financial for children investments, in need the table in accordancebelow did not includewith the the initialmission investment and values to build of the the Catholicinfrastructure Church. of CEI across the country. This is a huge investment since the infrastructure of CEI has risen especially in poor regions and for children in need in accordance with the mission and values of the Catholic Church.

TableTable 3: 3: OngoingOngoing investments investments in each in education each education cycle cycle Ongoing investments in Opening 1995 2000 2005 2010 2015 2016 Total school (Euro) year

Pre-school education 92,244 3,750 3,890 15,766.7 13,250 128,900.7

Primary education 89,544.4 90,447.2 51,160.5 50,484.9 97,134.9 47,838.5 426,610.2

Secondary education 4,700.0 40,000.0 50,483.3 37,866.7 7,000.0 50,333.3 190,383.3 STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: Since the beginning of the project till 2016 the cost for maintaining schools reachedSince the an beginning amount of the of project €2,260,683.81. till 2016 the cost The for maintainingannual school schools costsreached includean amount their of progress,€ 2,260,683.81. investments The annual in school most costs vulnerable include their children, progress, enabling investments their in most education, vulnerable as children, enabling their education, as well as investments in school staff. well as investments in school staff.

Table 4: Annual cost of school per each education cycle

Annula school cost (Euro) Viti i Hapjes 1995 2000 2005 2010 2015 2016 Total

Pre-school education 119,746.2 389,005 68,853 105,033.5 108,381.7 81,318.4 872,337.8

Primary education 19,461.4 1,517.4 42,218 79,806.2 128,061.2 151,115.1 422,179.4

Secondary education 164,000 147,500 160,000 222,500 272,166.7 966,166.7

32

CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA

improvement of infrastructure, and the investment on pedagogical and administrative staff for continuous professional development. Mission and activity in these areas has not only affected the lives of children, but also their families and the community.

6.1 Financial investment

The financial contribution to improving and enhancing the quality of education in pre-school, low secondary and upper secondary education is shared in the contribution to ongoing investments in respective schools since the establishment of Catholic schools in Albania and annual costs for each program. In the three education cycles, € 745,894 has been invested from 1995 to 2016, of which € 128,900 in pre-school, € 426,610 in primary and € 190,383 in secondary education. Regarding financial investments, the table below did not include the initial investment to build the infrastructure of CEI across the country. This is a huge investment since the infrastructure of CEI has risen especially in poor regions and for children in need in accordance with the mission and values of the Catholic Church.

Table 3: Ongoing investments in each education cycle Ongoing investments in Opening 1995 2000 2005 2010 2015 2016 Total school (Euro) year

Pre-school education 92,244 3,750 3,890 15,766.7 13,250 128,900.7

Primary education 89,544.4 90,447.2 51,160.5 50,484.9 97,134.9 47,838.5 426,610.2

Secondary education 4,700.0 40,000.0 50,483.3 37,866.7 7,000.0 50,333.3 190,383.3

Since the beginning of the project till 2016 the cost for maintaining schools reached an amount of 45 € 2,260,683.81. The annual school costs include their progress, investments in most vulnerable children, enabling their education, as well as investments in school staff.

TableTable 4: Annual4: Annual cost of of school school per eachper educationeach education cycle cycle

AnnualAnnula schoolschool costcost (Euro) (Euro) OpeningViti i Hapjes year 1995 2000 2005 2010 2015 2016 Total

Pre-school education 119,746.2 389,005 68,853 105,033.5 108,381.7 81,318.4 872,337.8

Primary education 19,461.4 1,517.4 42,218 79,806.2 128,061.2 151,115.1 422,179.4

Secondary education 164,000 147,500 160,000 222,500 272,166.7 966,166.7

6.2 Impact from children inclusion, especially those coming from families in need 32 Archival records show that 34,020 students have been educated in Catholic schools. Since the beginning of the school opening to 2016 there has been an increase in the number of children who have chosen to attend education in Catholic schools. Figure 4 shows that interest in Catholic schools has increased especially over the last decade. In these 15 years of implementation, 7655 children in pre-school education were trained in these institutions, 18428 pupils in primary and 7937 students in secondary education. IMPROVING THE LIVES OF CHILDREN

5000 4496 4452 4500 4254 4000 3500 3000 2690 2500 2044 2083 2000 1642 1427 1383 1314 1251 1225 1500 1090 951 892 800 1000 629 480 411 406 ARCHIVAL STUDY ON THE IMPACT OF CATHOLIC SCHOOLS IN 500 100 0 Opening year 1995 2000 2005 2010 2015 2016

No. of children in pre-school education No. of children in primary education No. of children in secondary education

Figure 4: Number of children who attended Catholic schools over the years Figure 4: Number of children who attended Catholic schools over the years

Data over the years show that 16,212 students, who constitute 48% of the student population, are of Catholic faith. Table 5 shows that the doors of Catholic schools were45000 open to all children in Albania without any religious discrimination. 40000 35000 30000 25000 20000 15000 10000 5000 0 No. of books in No. of books in No. of books in No. of books in No. of books in No. of books in No. of books in the opening '95 2000 '05 '10 '15 '16 year

Pre-school Primary Secondary Total

Figure 6: Number of books in school libraries in each education cycle

IMPACT, IMPORTANCE AND ADDED VALUE

6.2 Impact from children inclusion, especially those coming from families in need

Archival records show that 34,020 students have been educated in Catholic schools. Since the beginning of the school opening to 2016 there has been an increase in the number of children who have chosen to attend education in Catholic schools. Figure 4 shows that interest in Catholic schools has increased especially over the last decade. In these 15 years of implementation, 7655 children in pre-school education were trained in these institutions, 18428 pupils in primary and 7937 students in secondary education.

Figure 4: Number of children who attended Catholic schools over the years

Data over the years show that 16,212 students, who constitute 48% of the student population, are of Catholic faith. Table 5 shows that the doors of Catholic schools were open to all children in Albania without any religious discrimination.

46

Table 5: Number of Catholic children in each education cycle over the years Table 5: Number of Catholic children in each education cycle over the years

Nr. of Catholic children Opening year 1995 2000 2005 2010 2015 2016 Total

Nr. of pre-school education children 629 65 545 697 650 607 1045 4238 CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA Nr. of primary education children 176 62 415 1003 2291 1976 2073 7996

Nr. of secondary education children 198 143 307 599 735 1023 973 3978 CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA Reaching the mostCATHOLIC vulnerable EDUCATIONAL children hasINSTIT beenUTIONS the INfocus ALBANIA of the mission of Reaching the most vulnerable children has been the focus of the mission of CEI. Inclusion of CEI.Nr. of secondary Inclusion education of childrenchildren with198 special143 needs,307 one-parent599 735 1023families,973 children3978 Nr. ofchildren secondary with education special childrenneeds, one-parent198 families, children143 with307 economic599 735difficulties1023and973those 3978 withwho economic are homeless difficultieshas been at the centerand those of attention who of areCatholic homeless education. has Since been the foundationat the center of attentionReachingof the first the schoolof most Catholic untilvulnerable 2016, education. 6164children vulnerable has Since been children thethe focus foundation and of their the familiesmission of thehaveof CEI firstbeen. Inclusion included school ofin until 2016,Reachingchildreneducation 6164 with vulnerablethein Catholicspecialmost vulnerable needs, schools. children one 416-childrenparent andare familieschildren theirhas been ,families withchildren the special focus with have needs, ofeconomic beenthe 799mission included adifficultiesre children of CEI inand .with educationInclusionthose one of in Catholicchildrenwhoparent, are home4856with schools. less arespecial haschildren been needs,416 withat are theone economic centerchildren-parent of familiesattentiondifficulties with, ofchildrenspecial andCatholic 93 withneeds,are education. homelesseconomic 799 Since childrenare difficulties the children foundation who andhave with those onewhoof returned parent,the are first hometo school school. 4856less until has are 2016,been children at6164 the vulnerable center with of economic attentionchildren andof difficultiesCatholic their families education. have and beenSince 93included the are foundation in homeless education in Catholic schools. 416 are children with special needs, 799 are children with one childrenofTable the 7:firstwho Number school have of untilvulnerable returned 2016, children 6164 to school. vulnerable and families, children from the and opening their yearfamilies to 2016 have been included in parent, 4856 are children with economic difficulties and 93 are homeless children who have education in Catholic schools. 416 are children with special needs, 799 are children with one Childrenreturned according to school. to vulnerable categoriest Pre-school education Primary education Secondary education Total parent, 4856 are children with economic difficulties and 93 are homeless children who have Nr. of children with special needs 201 199 16 416 TablereturnedTable 7: 7: Number Number to school. of of vulnerable vulnerable children children and families, and from families, the opening from year the to opening2016 year to 2016 Nr. of children with one parent 165 351 283 799 ChildrenTable according 7: Number to vulnerable of vulnerable categoricategories childrenest Pre- andschool families, education fromPrimary the opening education yearSecondary to 2016 education Total IMPACT, IMPORTANCE AND ADDED VALUES Nr. of families in economical difficulties 1807 2246 803 4856 Nr. of children with special needs 201 199 16 416 Children according to vulnerable categoriest Pre-school education Primary education Secondary education Total Nr. of homeless children 55 26 12 93 Nr. of children with one parent 165 351 283 799 Nr. of children with special needs 201 199 16 416 Nr. of families in economical difficulties 1807 2246 803 4856 Nr. ofAmong children the with major one parentinvestments of the 165education project is 351the support of families283 who have 799 Nr. of homeless children 55 26 12 93 Nr. ofchildren families in in Catholic economical schools. difficulties Since the beginning,1807 11,541 families2246 have been supported.803 4856

AmongNr. ofTable homeless the8: Number childremajor ofn supportedinvestments families of according55 the education to education project c26ycle of their is the children support12 of families 93 Among the major investments of the education project is the support of families who have who have children in Catholic schools.Pre-school Since thePrimary beginning, Secondary 11,541 families have Familieschildren supported in Catholic by the schools.project Since the beginning, 11,541 families have been supported. Total been supported. education education education Among the major investments of the education project is the support of families who have Nr.Table of families 8: Number supported of supported by the project families 2228according to education8434 cycle of their children879 11541 children in Catholic schools. Since the beginning, 11,541 families have been supported. Nr. of families on economical aid and their Pre-school Primary Secondary Families supported by the project 464 1002 465 Total1931 TablechildrenTable 8: in 8:Number the Number school of supported supported families familieseducation according according to educationeducation to education cycle of theireducation cycle children of their children Nr. of families supported by the project 2228Pre-school 8434Primary 879 Secondary 11541 Families supported by the project Total Nr. of families on economical aid and their education education education 6.3 Infrastructure improvement 464 1002 465 1931 children in the school Nr. of families supported by the project 2228 8434 879 11541 Also among the main investments has been the increase and improvement of the infrastructure for STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: Nr. of families on economical aid and their qualitative education. From data collected464 , results show that1002 from 1995 until465 2016 the expansion1931 children6.3 Infrastructure in the school improvement and upgrading of schools, the construction of sports grounds and playgrounds for children of all

Alsoages, among the building the main of investments spaces for haslaboratories been the increaseand libraries and improvementwas made possible. of the infrastructure It also enriches for libraries continuously for all education cycles. A similar result is also found for investments in 6.3qualitative Infrastructure education. improvement From data collected , results show that from 1995 until 2016 the expansion andpre -upgradingschool education. of schools, As itthe can construction be seen from of datasports presented grounds in andTable playgrounds 9, the average for children square metersof all Alsoages, amongthe building the main of spaces investments for laboratorieshas been theand increaselibraries andwas improvement made possible. of Itthe also infrastructure enriches for qualitativelibraries continuously education. for From all educationdata collected cycles., results A similar show result that isfrom also 1995 foun duntil for 2016investments the expansion in34

andpre- schoolupgrading education. of schools, As it can the be construction seen from data of sportspresented grounds in Table and 9 ,playgrounds the average squarefor children meters of all ages, the building of spaces for laboratories and libraries was made possible. It also enriches libraries continuously for all education cycles. A similar result is also found for investments34 in

pre-school education. As it can be seen from data presented in Table 9, the average square meters

34

47

6.3 Infrastructure improvement Also among the main investments has been the increase and improvement of the infrastructure for qualitative education. From data collected, results show that from 1995 until 2016 the expansion and upgrading of schools, the construction of sports grounds and playgrounds for children of all ages, the building of spaces for laboratories and libraries was made possible. It also enriches libraries continuously for all education cycles. A similar result is also found for investments in pre-school education. As it can be seen from data presented in Table 9, the average square meters of buildings haveIMPACT, increased IMPORTANCE for all kindergartens AND ADDED VALUE where the project is being built. The average numberIMPACT, ofIMPORTANCE classes has ANDranged ADDED from VALUE 3 to 4 for kindergartens of buildings have increased for all kindergartens where the project is being built. The average marking an expansion of their capacity during the last 5 years. ofnumber buildings of classes have hasincreased ranged forfrom all 3 kindergartensto 4 for kindergartens where the marking project an is expansion being built. of theirThe capacityaverage numberduring the of lastclasses 5 years. has ranged from 3 to 4 for kindergartens marking an expansion of their capacity during the last 5 years. TableTable 9: InvestmentInvestment in infrastructurein infrastructure of pre- schoolof pre-school education education TablePre-school 9: Investment education in infrastructureOpening of pre year-school1995 education2000 2005 2010 2015 2016 PreTotal-school surface education (m2) Opening2262.6 year 199571.8 20001080.6 20052391.1 20102391.1 20152246.2 20162270.4 IMPROVING THE LIVES OF CHILDREN TotalInternal surface surface (m2) (m2) 2262.6620.5 71.8323.7 1080.6623.6 2391.1594.6 23594.691.1 2246.2626 2270.44784 InternalKindergartens surface floors (m2) (nr. of floors) 620.51 323.71 623.61 594.61 594.61 6261 47841 KindergartensNr. of offices in floors the premises (nr. of floors) (nr.) 12 12 12 12 12 12 12 Nr. of officesclasses inin thethe premisespremises (nr.)(nr.) 23 23 23 23 24 24 24 Nr. of classes in the premises (nr.) 3 3 3 3 4 4 4 Investments in primary education were also visible, starting with an average of 8 classesInvestments in thein propeningimary education year and were twice also visible,as many starting in 2016. with anBoth average the ofgeneral 8 classes and in the internalInvestmentsopening surfaceyearin andprimary havetwice education progressively as many were in 2016.also increased visible, Both thestarting for general the with primary andan averagethe education,internal of 8 classessurface marking inhave the inopeningprogressively this cycle year increasedtheand increasetwice for as the ofmany primary student in 2016.education, capacity. Both markingthe general in this and cycle the theinternal increase surface of student have progressivelycapacity. increased for the primary education, marking in this cycle the increase of student capacity.

Table 10: Investment in infrastructure of primary education ARCHIVAL STUDY ON THE IMPACT OF CATHOLIC SCHOOLS IN Table 10: Investment in infrastructure of primary education TablePrimary 10: education Investment in infrastructureOpening of yearprimary1995 education2000 2005 2010 2015 2016 PrimaryTotal surface education (m2) Opening4570.4 year 19951759.1 20002761.3 20055395.4 20105467.1 20155561.4 201698116.2 TotalInternal surface surface (m2) (m2) 4570.41092.1 1759.1823.7 2761.31078.7 5395.4961.0 5467.1950.1 5561.4995.3 98116.217228.2 InternalSchool floors surface (nr. (m2) of floors) 1092.12 823.72 1078.73 9612 .0 950.13 995.33 17228.23 SchoolNr. of offices floors in(nr. the of premises floors) (nr.) 24 27 34 24 34 35 34 Nr. ofclasses offices in inthe the premises premises (nr.) (nr.) 48 714 412 412 414 515 415 Nr. classes in the premises (nr.) 8 14 12 12 14 15 15

SecondarySecondary education, education, following following primary education,primary iseducation, observed to haveis observed had the same to changehave withhad theSecondarytwice same the surfacechangeeducation, area with following and twice roughly primary the three surface education, times areamore is observed and the numberroughly to have of hadthreeclasses the times samesince change morethe school with the numbertwiceopening the til of surfacel 2016. classes area since and theroughly school three opening times more till the2016. number of classes since the school opening till 2016. 48 CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA

TableTable 11: Investment Investment in infrastructure in infrastructure of upper of secondary upper secondary education education Upper secondary education Opening year 1995 2000 2005 2010 2015 2016 Total5000 surface (m2) 4832 316.3 576.8 3958.2 4928.8 4689.4 6270.6 4496 4452 Internal4500 surface (m2) 926.5 230 353 858.8 1797.3 1831.142542620.8 School4000 floors (nr. of floors) 2 3 3 2 3 3 3 Nr.3500 of offices in the premises (nr.) 3 3 3 3 3 4 5 3000 Nr. of classes in the premises (nr.) 4 6 2690 5 6 8 11 14 2500 2044 2083 2000 1642 The enrichment of school libraries1427 is an investment 1383for students, teachers and 1314 1251 1225 The1500 enrichment of school libraries is an investment for students, teachers1090 and the community. the community.951 Data shows that the number of books in each educational cycle 892 800 Data1000 shows629 that the number of books in each educational cycle has continued to grow over the has continued411 to grow480 over406 the years, recording 156,078 book titles in all schools 500 whichyears, recording are part 156,078of the100 projectbook titl esin in 2016. all schools This whichis a major are part step of thein intellectualproject in 2016. property, This is a major0 step in intellectual property, with 57,853 books counted for the primary cycle, 24,818 books with 57,853Opening yearbooks 1995counted for2000 the primary2005 cycle,2010 24,818 books2015 for 2016primary educationfor primary andeducation 73,407and copies73,407 copiesfor upper for upper secondary secondary education. education. No. of children in pre-school education No. of children in primary education No. of children in secondary education Figure 6 shows the progress of enrichment of libraries as one of the results of the Catholic School Figure 6 shows the progress of enrichment of libraries as one of the results of the Education Project. CatholicFigure 4: School Number Education of children who Project. attended Catholic schools over the years

IMPACT, IMPORTANCE AND ADDED VALUES Number of books in school libraries in each education cycle 45000 40000 35000 30000 25000 20000 15000 10000 5000 0 No. of books in No. of books in No. of books in No. of books in No. of books in No. of books in No. of books in Figure 6: Numberthe opening of books'95 in school libraries2000 in each'05 education cycle'10 '15 '16 year

Pre-school Primary Secondary Total

FigureFigure 6: 6:Number Number of booksbooks in in school school libraries libraries in each in education each education cycle cycle

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA:

36

49

6.4 Investment in human resources

With theSTUDIMI growth Iof INSTITUCIONEVE the school and ARSIMOREthe number KATOLIKE of students NË overSHQIPËRI the years the number of staff in pre-primary, primary and secondary schools has increased. This Meinvestment rritjen e shkollës in human dhe numritresources të nxënësve is not onlyndër vitequantitative është rritur to edhe respond numri ito stafit increasing në të tre niveletnumber parashkollor, of students fillor but dhe it i ismesëm also iqualitative lartë. Ky investim in the në composition burimet njerëzore of teaching nuk është staff,vetëm sasiorincluding për t’iu socialpërgjigjur workers rritjes andsë numrit psychologists. të nxënësve Inpor orderështë edhe to preservecilësor në thepërbërjen quality e stafit of teaching the staff is constantly trained and qualified. mësimor, duke përfshirë punonjës socialë dhe psikologë. Për të ruajtur cilësinë e mësimdhënies

276 300 258 265 250

200 160 172 142 150 113 87 92 100 70 83 64 55 56 40 37 48 50 31 25 31 6 0 OpeningVitit i hapjes Year 1995 2000 2005 2010 2015 2016 IMPROVING THE LIVES OF CHILDREN ArsimiPre-school Parashkollor Education PrimaryArsimi 9 -Educationvjeçar ArsimiSecondary i Mesem Education i Larte stafiFigure është 7: trajnuar Number dhe of kualifikuar teachers overnë mënyrë the years të rregullt. in Catholic schools Figura 7: Numri i mësuesve ndër vite në shkollat katolike The graph shows academic staff numbers for each year (every 5 years) in the Grafiku tregon numrat e stafit akademik për vite të caktuara (çdo 5 vjet) në periudhën nga viti i period from the opening year to 2016. The largest increase in academic staff has hapjesoccurred deri në between 2016. Shtimi 2005-2010 më i madh where i stafit thereakademik is ka a significantndodhur midis viteveincrease 2005 - 2010in kuprimary ka njëeducation. rritje domethënëse Between në 2010 arsimin and 9- vjeçar.2015 thereMidis 2010is a significant dhe 2015 ka njëincrease rritje të in konsiderueshme academic staff të stafitin upper akademik secondary në arsimin education. e mesëm të lartë. TëData dhënat shows tregojnë that seCatholic mësuesit faithe besimit teachers katolik have kanë constituted përbërë pjesën the më bulk të madheof academic të stafit akademikstaff over ndër the vite. years. Megjithatë, However, rezultatet the eresults studimit of tregojnë the study gjithashtu also showse pranë that institucioneve CEI have ARCHIVAL STUDY ON THE IMPACT OF CATHOLIC SCHOOLS IN arsimoreemployed katolike and havekanë includedpunuar dhe other janë teacherspërfshirë ofedhe the mësues other tëfaiths besimeve that arete tjeraadapted që janë to the student-centered education philosophy. përshtatur me filozofinë e edukimit me në qendër nxënësin.

350 331 290 300 230 250 214 196 200 168 159 150 132 96 97 91 100 39 50 35 33

0 Vitit i hapjes 1995 2000 2005 2010 2015 2016

Mësues katolikë Mësues jo-katolikë

38

50

350 331 290 300

250 230 214 196 200 168 159 150 132 96 97 91 100 39 50 35 33

0 Opening year 1995 2000 2005 2010 2015 2016

Catholic teachers Non-catholic teachers Figure 8: Number of Catholic and non-Catholic teachers over the years Figure 8: Number of Catholic and non-Catholic teachers over the years

Archival study data indicate that since the beginning of their establishment, schools have been trying to ensure the presence of psychosocial staff in school. Twenty-seven psychologists and seven social workers were part of the Catholic IMPACT, IMPORTANCE AND ADDED VALUES school staff by 2015. Trained staff at school has progressively increased by ensuring the improvement of teaching quality. Investing in training makes it possible to actively involve the staff on the latest developments in the field of teaching, methodology, etc. CATHOLIC EDUCATIONAL INSTITUTIONS IN ALBANIA

TableTable 12:12: Number Number of trainedof trained staff overstaff the over years thein Catholicyears in schools Catholic schools

Nr. of trained staff Opening year 1995 2000 2005 2010 2015 2016

Pre-school education 21 1 22 36 41 40 97

Primary education 28 22 67 134 238 274 255

Upper secondary education 51 20 41 84 97 154 112

TableTable 13:13: Number Number of qualifiedof qualified staff over staff the yearsover the years STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA:

Nr. of qualified staff Opening year 1995 2000 2005 2010 2015 2016 Figure 9: Religious belief in CEI Pre-school education 16 1 12 24 35 37 71

Primary education 22 21 56 76 145 210 208

Upper secondary education 47 23 32 74 106 156 144

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7. QUANTITATIVE STUDY ON EDUCATION QUALITY OF CEI 52 350 331 290 300

250 230 7.1 Assessment of Catholic Educational Institutions by Students214 and Parents” 196 200 This section presents the assessment of168 CEI by pupils educated at these institutions159 and150 by parents of children. Based on the results132 of the quantitative study of religious 96 9 97 91 affiliation100 , in primary education about 55% of students determine themselves as belonging to39 the Catholic faith and 34% define themselves as Muslims. Regarding 50 35 33 lower secondary education, about 52% of students define themselves as Catholics and0 37% define themselves as Muslims. While in upper secondary education, 83% of studentsOpening report year their1995 religious2000 affiliation2005 to the2010 Catholic2015 faith, continuing2016 with

students reporting MuslimCatholic faith teachers (8.7%)Non and-catholic Orthodox teachers Christian faith (5.8%). In CEI, students continue to study Orthodox religious beliefs or who do not Figurereport 8: anyNumber religious of Catholic beliefs. and nonThis-Catholic data clearly teachers shows over the that years Catholic educational institutions are inclusive in terms of religious belief and rely on the philosophy

of religious co-existence.

IMPACT, IMPORTANCE AND ADDED VALUES

.6

Figure 9: Religious belief in CEI Figure 9: Religious belief in CEI

According to the study data, the grades of students reported to them are very

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: high. The average grade of all students in primary education for the previous year was around 9.5 and for this year is around 9.5. Regarding lower secondary

9 Here are represented the study results that in the chart are not complete. Some of these results are specified only in the text and not on the chart presentation. 53

education, the average grade was around 9.2 and is around 9.2. While in upper secondary education the average grade is reported to be 8.4. What is noticeable from the study data is that with the rise of the study cycle the average grade falls. However, this data should be compared to results of the school itself as students are more likely to report higher grades. However, the sample of students selected for study by CEI reports a very high average grade. QUANTITATIVE STUDY ON EDUCATION QUALITY OF CEI

FigureFigure 10: 10: Average Average grade grade reported reported by pupilsby pupils in CEI in CEI

Pupils studying at Catholic institutions feel involved in the teaching process and the school as an institution. About 80% of students report having a high level of involvement. Only 20% of primary school students report inclusion at average levels in Catholic schools and a very small percentage report low involvement in school. In lower secondary education, about 60% of students report having a high degree of involvement. Only 24% of students report average involvement and 16% report low school attendance. Students report that they are filled with energy in Catholic schools, school assignments seem to be full of meaning and purpose, feel happy when working intensively at school, etc. Based on these results it is noticed that with the increase in the level of education the inclusion in the school decreases. This result can be explained by the onset of adolescence and the growth of their activities outside the institution. Also, study data shows that parents report higher student involvement than they report themselves. This difference is mostly observed in upper secondary school.

Figure 11: Pupils inclusion in Catholic schools 54

FigureParents 10: Averageclaim that grade their reported child by is pupils full inof CEI energy at school, is enthusiastic about achievements and feels motivated in the morning to go to school. The data is shown in the figure below. IMPACT, IMPORTANCE AND ADDED VALUES

FigureFigure 11: 11: Pupils Pupils inclusion inclusion in Catholic in Catholic schools schools

About 50% of primary school students report that they get tired at school; nearly 40% of students report average fatigue in Catholic schools, and about 10% report high fatigue at school. In lower secondary education, about 45% of students report that they are tired at school, 49% of students report average fatigue in Catholic schools and about 6% report high fatigue at school. The highest levels of overload are reported by students in secondary schools. Students report an average overload (64% of them) on their obligations to school subjects and the motivation to accomplish them. 23% reported low levels of school overload, with 16% reporting having high overload at school. Similar results with students are also reported by parents. The summary data is presented in the figure below (figure 12).

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: Mostly, students feel overloaded with school assignments, pointing out issues related to school assignments during their free time, and expectations of school assignments have fallen. This data shows that exhaustion of overwork in school is an issue that can be taken into consideration by Catholic schools and the leaders 55

of these institutions. Also, this issue can be discussed at parent meetings and pilot projects undertaken to test their effectiveness. QUANTITATIVE STUDY ON EDUCATION QUALITY OF CEI

FigureFigure 12: 12: Fatigue Fatigue of studentsof students in CEI in CEI Below are data on the student’s relationship with peers. Students report they have a good relationship with classmates and are happy with the number of close friends they have and are understanding and accepting of each other. All these high scores point to a socially supportive environment for students in CEI. These results are also confirmed by parents who report that students are more involved with peers in high school. Students emphasize their relationship with friends as the most important one in helping one another, being understood and accepted by their friends and having close friends in school. The social environment is very important for social and emotional development of students. According to study data, Catholic schools help students develop good societies and provide a socially supportive environment. The relationship with friends also helps students to become more involved with CEI.

Figure 13: Pupils relationship to peers in Catholic schools Figure 12: Fatigue of students in CEI 56

FigureFigure 13: 13: Pupils Pupils relationship relationship to peers to peers in Catholic in Catholic schools schools The following results (figure 14) focus on continuing the studies of students in upper secondary education, their motivation to learn and the development of religious identity. Study results confirm high levels of students reporting to attend university. All students see the continuation of their education as IMPACT, IMPORTANCE AND ADDED VALUES important in achieving better goals in life as well as higher levels of opportunities for their future. This data also relates to the high average grade level by lower secondary school students. Likewise, students report a medium and high level of motivation in school, including motivation to improve their work, to achieve more in school, to be a leader and to work together with their peers. These results are also confirmed by parents’ reports regarding attendance and student motivation at school. Pupils emphasize security for life, confidence and optimism as elements that have been reinforced by their education in CEI. When students are asked about the possibility of changing or seeking another type of education, the average response is low compared to other statements of this level. The study results show that about 80% of students have a clearly defined religious identity. Faith gives life assurance (M = 4.05; 1-5), self-esteem (M = 4.12; 1-5) and makes them feel optimistic about their future (M = 3.96 from 1-5). As for exploring other religions students report that they are not thinking or looking

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: for another faith. These results are also supported by parent data. 57 QUANTITATIVE STUDY ON EDUCATION QUALITY OF CEI Figure 14: Continuation of education, motivation to study and identity development during Figure 14: Continuation of education, motivation to study and identity development upperduring secondary upper secondary education education

7.2 Assessing CEI by teachers This section presents the assessment of CEI by teachers working in these institutions. The following figure shows the teachers’ assessment of their work. To assess the relationship of teachers with work, satisfaction from work, motivation at work and work fatique is measured. Most teachers (95% of them) report high job satisfaction. Teachers report that they are filled with energy, they are enthusiastic about their work at school, and wake up in the morning motivated to work with students. From the following results (Figure 15), it is noticed that primary education teachers report higher satisfaction than teachers at higher levels. This result can be explained by the increase in workload and the difficulty of disciplining older students.

Figure 15: Teachers’ relationship to work in Catholic institutions Figure 14: Continuation of education, motivation to study and identity development during upper secondary education

58

FigureFigure 15: 15: Teachers’ Teachers’ relationship relationship to work to work in Catholic in Catholic institutions institutions With regard to teacher motivation, the results of the study show that more than 40% have moderate motivation, about 40% have high motivation and only 13% report low motivation. Teacher motivation at work does not change from cycle to cycle. Mostly teachers are motivated when they face a challenge and can see IMPACT, IMPORTANCE AND ADDED VALUES their work improve and develop. Alternatively, teachers are less motivated when in competition with others or when they have to play a leadership role. This data gives a clear picture of how Catholic schools can help increase teacher motivation. Regarding fatigue, about 60% of teachers report that they are often consumed by teaching and schooling. Meanwhile, about 16% report that fatigue is high. Primary school teachers in Catholic institutions report being overloaded by work obligations, wandering about issues related to work, lowering expectations about their work, and often sleeping badly due to issues related to the work as a teacher . These results show that job-consuming is an issue that must be taken into account by Catholic institutions. There are a number of strategies that can be implemented to reduce workplace fatigue, such as staff retreats, group discussions, workload reductions, motivation training, and so on. Fatigue is an issue that can be taken into consideration by the leaders of these institutions. The following figure shows the results of the study in terms of religious identity,

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: psychological well-being and community-based teaching of Catholic teaching institutions. 59 QUANTITATIVE STUDY ON

FigureFigure 16: 16: Teachers Teachers reporting reporting on religious on religiousidentity, psychology identity, w psychologyell-being and well-being community and EDUCATION QUALITY OF CEI connectionscommunity connections

Teachers report that the relationship with the school community overall is high as they know the community and think the neighborhood is a good place to live, feel safe when walking in the neighbourhood during the night and feel they can rely on their neighbors. These results show that Catholic schools serve not only as educational institutions but also as a place where the community is known to each other. As far as religious identity is concerned, it is noteworthy that teachers have a very important religious identity. Reporting of teachers on religious identity shows an education and endurance in their faith. According to the results of the study, religion gives life safety, confidence in themselves, and gives them security for the future. Teachers in Catholic schools do not believe that it would be better to find another religion, or that another religion would make their life more interesting. These results show that teachers are very happy with their religious identity. Regarding psychological well-being, teachers report average and high prosperity. They feel good about themselves, feel that they have something to be proud of Figureand generally 17: Continuous they educationare happy of withteachers themselves. in CEI As far as and specialization of teachers, about 50% have high motivation to attend their specialization and further education, 40% have moderate motivation and only 10% have low motivation. In higher secondary education, this engagement increases where about 76% of teachers report a 60

Figurecontinuation 16: Teachers of a reporting specialization on religious in the identity, future. psychology All data w ellis- beingpresented and community in Figure 17 connections(average min = 5: maximum = 30). Continuous training is an important step for the development of the teacher’s profession. This data shows that there is a trend for continuing education to higher education teachers. IMPACT, IMPORTANCE AND ADDED VALUES

FigureFigure 17: 17: Continuous Continuous education education of teachers of teachers in CEI in CEI

7.3 Assessing CEI by students, teachers and parents This section presents the assessment of CEI by pupils educated at these institutions, teachers working with them, and by parents of children. The following shows the results of students, teachers and parents regarding the quality of teaching (average min = 7, average max = 35). About 75% of students perceive it as high and 24% perceive it as average. Less than 1% of students perceive the quality of teaching as low. These student scores are reported in all three levels of study. According to Catholic school students, the teacher presents different alternatives to solving a problem, thereby making the lessons attractive, creates the opportunity to develop discussion, use additional materials, and utilize the lesson by providing multiple information. Detailed data on each statement shows that students STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: appreciate many aspects of teaching such as problem solving, classroom discussion on teaching topics, transparency in assessment and assessment of knowledge implementation, and focus not only on the theoretical learning aspect. These results are also confirmed by teachers who have asessed themselves, by parents who appreciate the quality of teaching at these institutions. 61

By observing the results we notice that there is a very small decline in the quality assessment of teaching students with the rise of the study cycle. However, at all levels, students appreciate the quality of teaching higher than teachers and parents. These findings suggest that parents should be better informed about the teaching process and quality by CEI. QUANTITATIVE STUDY ON EDUCATION QUALITY OF CEI

FigureFigure 18: 18: Teaching Teaching quality quality in CEI in CEI following are the results of students, teachers and parents regarding curriculum evaluation in CEI. Forty percent of teachers report the high quality of the curriculum implemented at school. They emphasize that the curriculum enables cross-sectional integration, pupils have the option of selecting the curriculum by choice and in-depth courses providing relevant information about a subject. Afterwards, students evaluate less than teachers but far more than their parents. These findings suggest that parents should be better informed about the quality of the curriculum and the guidelines of the Ministry of Education on the curriculum selection process.

Figure 19: Curriculum quality according to students, teachers and parents

62 Figure 18: Teaching quality in CEI

FigureFigure19 19:: Curriculum Curriculum quality quality according according to students, to students, teachers teachers and parents and parents Based on the results presented in the table below (Table 14) it is noted that the average grade of students is related to the continuing education of teachers (r = -.28, p <.05). So if teachers plan to continue their specialization and are more inclined to develop themselves professionally, they are accompanied by higher

IMPACT, IMPORTANCE AND ADDED VALUES grades on the part of students. Catholic schools can hinder teachers for ongoing education and pursuit of specialization. Also, data shows that ongoing teacher education is positively linked to the involvement of students in school, and the quality of teaching by pupils. On the other hand, continuing education of teachers is negatively related to the exhaustion of students. This data shows that one of the best strategies to involve students in school and increase the quality of teaching is to encourage teachers to grow professionally and continue their education. The motivation of teachers in elementary schools is positively related to continuing education (r = -38, p <.05) and negatively with years of work in education (r = -.29, p <.05). STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 63 * 1 104 0.1 11 - .288* 0.122 0. 0.153 0.009 0.072 0.125 0.238 380* - - . 1 10 0.045 0.144 .281* .237* .359** - - .331** .358** .409** .508** - * * 9 1 0.037 .339 479** 0.095 0.061 0.197 0.179 612* . - - . - * 8 1 0.141 0.034 0.118 0.005 0.085 0.006 .355* - - - - QUANTITATIVE STUDY ON 7 1 EDUCATION QUALITY OF CEI 0.07 0.186 0.175 0.127 0.223 333** - . 6 1 0.063 0.016 0.153 611** - - .312** . 5 1 0.16 0.062 .371** .537** - 4 1 0.036 .324** .316** - - - 3 1 .225* 0.145 tailed). ailed). - 2 1 t - 0.072 0.01 (2 0.05 (2 0.05 1 1 ) ) ) ) ) ) ) ) ) work (T mark, this mark, year Correlation relations for students and teachers variables in primary education primary in variables teachers and students for relations Correlation 1 4 : Correlation is important in level in important is Correlation ) Correlation is important in level level in important is Correlation .Inclusion school to (P 1.Average (P 2.Years working as of teacher 3 school4.Fatigue (P at 5.Conection to school (P 6.Teaching quality (P to7.Connection work (T 8.Fatigue at school9.Relationto (T education 10.Continuity (T of 11.Teachers motivation (T * ** Table 14: Correlation relations for students and teachers variables in primary education Table 64

This data (Table 14) shows that experienced teachers report less motivation while those with less experience reported higher motivation. This may suggest that the best strategy for Catholic schools in primary education is to encourage new, motivated teachers to attend specialization and ongoing education. Based on the results of lower secondary education presented in the table below (Table 15) it is noted that the average grade of students is positively correlated with the quality of teaching and the inclusion of students in the school and is negatively linked to fatigue of teachers. This data suggests that improving the quality of teaching and promoting inclusion in school can be associated with higher grades. Meanwhile, Teacher fatique is associated with lower grades. The results of the study show that long experience as a teacher in Catholic schools is negatively linked to work-related exhaustion and positively to motivation at work and the quality of teaching. These results (Table 14) suggest that teachers who have more experience in Catholic schools report less fatigue and are more motivated to work. Likewise, the continuation of teacher education and specialization is positively related to the quality of teaching and the strong connection with the work of the teacher. So the more committed teachers who continue their education, the IMPACT, IMPORTANCE AND ADDED VALUES more they report that they relate to work as teachers and provide better teaching. All correlational relationships for the variables of teachers and students in lower secondary education are presented in the table below (Table 15). STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 65 1 14 0.09 0.002 0.101 0.177 .250* 0.117 - 0.151 0.054 0.045 313** - - - - - .383** .510** .453** . 1 13 0.04 0.012 0.082 0.212 - 0.179 0.139 0.091 0.087 0.203 0.093 - - - .316** .472** 1 12 0.09 0.17 0.02 0.202 0.073 0.138 - - .265* 0.173 0.157 - - - .388** .507** 1 11 0.19 0.009 0.114 0.048 0.129 .252* 0.041 0.127 0.048 - - - - - .499** 1 10 0.161 0.092 0.062 .312* 0.047 0.232 0.041 0.016 - - - - .367** QUANTITATIVE STUDY ON EDUCATION QUALITY OF CEI 9 1 0.16 .286* 0.198 0.156 - 0.036 0.053 0.054 .335** - - - - 8 1 0.19 0.121 0.179 0.126 0.146 .257* 0.088 - - - 7 1 0.036 0.089 0.113 .242* .366** .476** 6 1 0.011 0.021 0.198 .208* 0.058 - 5 1 0.041 0.081 0.127 0.072 - ls and teachers variables in lower secondary education secondary lower in variables teachers ls and i 4 1 0.06 0.051 - .249* - 3 1 0.071 .341** tailed). - ) 2 1 0.04 - (M 0.05 (2 0.05 (N) 1 1 (M) (N) (M) (M) (N) (M) (M) (N) (M) (N) (M) Correlation relations for pup for relations 15: Correlation (M) Table Teaching quality Teaching Average mark Teacher age Years of working as teacher quality Teaching peers to Relationship comunity to Relationship school in Inclusion work with Inclusion fatigue Work Work satisfaction education Continuous motivation Work work to Connection Correlation is important in level in important level is Correlation 1 2 3 4 5 6 7 8 9 10 11 12 13 14 * Table 15: Correlation relations for pupils and teachers variables in lower secondary education 66

The results in Table 17 show that inclusion of students in school is positively related to the continuation of education and their motivation for school (school attendance = .309, p <.01; motivation for school = .304, p <.01). Data shows communication with teachers is related to teaching methodology and curriculum positively (rathodology = .689, p <.01, rkurrikula = .564, p <.01). All three of these variables relate positively to the continuation of student education. So for students there is a strong relationship between their reporting on the continuation of university and communication, methodology and curriculum at school. Likewise, the perception of the pupils’ education is positively linked to inclusion in school, continuing education, school motivation, communication with teachers, quality of methodology and curriculum. As all these important elements of the school context can be seen, a positive perception of pupil education is associated. More detailed information on the correlation between variables is presented in Table 17.

Results for teachers (Table 16) show a negative correlative relationship between satisfaction and overload at work, r = -.431, p <.01. So, with the increase of the load, the satisfaction at work is reduced. Meanwhile, other components such as

IMPACT, IMPORTANCE AND ADDED VALUES peer relationships and teaching methodology have a positive relationship with teacher satisfaction (peer relationships = .407, p <.01; methodology = .478, p <.01). Table 17 presents all relationships among variables for teachers. STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 67 * * ** ** ** ** 1 13 .031 .191 .213 .057 .060 .309 .286 - .022 .493 .483 .459 .391 ** 1 12 .221 .114 .094 .146 .079 .039 .214 .245 - - - - - .118 - .069 .361 * 1 11 .046 .216 .109 .097 .097 .028 .131 .159 .045 .308 - - * ** ** 1 10 .022 .184 .219 .073 .147 .270 - - .174 .351 .539 * * ** 9 1 .007 .101 .154 .249 .103 .276 .261 - .394 QUANTITATIVE STUDY ON * 1 8 EDUCATION QUALITY OF CEI .160 .008 .076 .112 .112 .007 - - - .262 ** ** ** ** 7 1 .141 .011 - .478 .473 .559 .342 ** ** 6 1 .080 .055 - .037 - .407 .336 * * 5 1 .026 .295 .295 - .125 4 1 .161 .141 .236 - ** 49 1 3 .0 - .463 ** 2 1 .431 - tailed). - tailed). - 1 1 0.01 (2 0.01 0.05 (2 0.05 ology Correlation relations for teachers variables in upper secondary education secondary upper in variables teachers for relations 16: Correlation nuous nuous assessment of teachers - Work satisfaction overload Work to according perspective Work teachers Conti education/specialization motivation Work colleagues to Relationship method Teaching to according Curriculum teachers Lesson plan Syllabuses Religious identity ofteachers Self Community Table Correlation is important in level important is Correlation Correlation is important in important level is Correlation **. **. *. 1 2 3 5 6 7 8 9 10 11 12 13 4 Table 16: Correlation relations for teachers variables in upper secondary education 68 * ** ** ** ** ** ** 1 12 .180 .080 .188 .157 .240 .307 .313 .380 .327 .310 .278 ** * ** ** ** ** ** 1 11 .138 .128 .070 .299 .242 .265 .377 .334 .425 .514 - * ** ** ** ** 1 10 .073 .176 .018 .043 .202 - .268 .329 .277 .411 9 1 .029 .120 .041 .107 .076 .141 .184 .173 - - * ** ** ** 8 1 .121 .069 .032 .241 .299 .291 .272 ** ** ** ** ** 7 1 .055 - .265 .317 .434 .564 .563 ** ** ** ** 6 1 .134 - .402 .282 .435 .689 ** ** ** ** 5 1 .259 .537 .389 .366 - IMPACT, IMPORTANCE AND ADDED VALUES ** ** 4 1 .075 .304 .367 ** 3 1 .081 - .309 * 2 1 riables in upper secondary education secondary upper in riables .220 - IMPACT, IMPORTANCE AND ADDED VALUE 1 1 tailed). - tailed). - 0.01 (2 0.01 0.05 (2 0.05 STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: Correlation relations for pupils va pupils for relations 17: Correlation asessment of pupils of asessment - ching methodology ching Pupils inclusion in school in inclusion Pupils on pupils overload School continuity Education School motivation Communication to teachers Tea pupils to according Curriculum pupils of identity Religious Self School mates Community education School Table Correlation is important in level important is Correlation Correlation is important in important level is Correlation **. **. *. 1 2 3 4 5 6 7 8 9 10 11 12 Table 17: Correlation relations for pupils variables in upper secondary education 69

8. QUALITATIVE STUDY FOR ADDED VALUES OF CEI 70

CEI have shown that child education is not only focused on knowledge, but in forming a person capable of coping with life and bringing value to society. Discussions conducted with teachers, students and parents in three regions of the country (south, north and middle Albania) highlighted the contribution these schools have brought not only to children, but to their families and community. Focus groups and interviews with stakeholders (teachers, students, parents and key stakeholders) developed in three different geographic areas bringing the same impact trends. The main themes according to qualitative analysis are based on the values brought by the school, the transformation of children’s behaviors, collaborative relationships between teachers and parents and the aspect of inclusion in the school.

8.1 A school built on values The first thought for the word education is related to the learning outcomes, the school, the knowledge, the general culture. What changes in this common concept when attention is focused on Catholic schools is the concept of values. Teachers, students and parents, part of the developed focus groups assert the same

IMPACT, IMPORTANCE AND ADDED VALUES thing. The child’s development is complete and not just focused on the lesson. The essential values transmitted in these institutions are love for one another, compassion, respect and education, which are pervasive in changing the behavior of children and the development of skills that help them at every stage of life. The teaching process is not based solely on providing the classroom, but also in passing the model from the teacher to the learner, the space created to give thought and communicate constructively. The influence of values passes from child to parent, when teachers emphasize that the question “How do I have a daughter or son?” From a parent is not just about teaching but also about behavior. Parents appreciate the values of the school they see translated to their children in their everyday behavior, communicating with them in the family, giving thought, tolerance and respect as values that are based on Christian principles and the model that teachers provide in School.

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: “It does not raise the child only on the educational aspect, but as a whole. It educates with many principles that are Christian principles that others do not have, such as forgiveness, respect, dialogue, sharing ... “ Parent, Shkolla Ylber, Tiranë 71

“Because the child looks at the staff, how the teachers behave, they look around, so the child is doing very well for themselves to understand what they are ... “ Parent, Shkolla Imelda Lambertini, Elbasan

Teachers look at changing students in everyday life through skills such as problem solving and communication, as well as their relationship with peers and family. Often it is noticed that teachers compare children who are part of their school

with children in other schools, highlighting the change in behavior and values of ADDED VALUES OF CEI Catholic school students. QUALITATIVE STUDY FOR “Our children are different from the children of the city. ... they differ in attitude and behavior, and I believe it is because of the school, the environment, the rules that we follow, or the way we communicate with children. “ Teacher, Shkolla Imelda Lambertini, Elbasan

When you listen to the children talk about change, saying that the school has taught them about the best things, love, peace, education and discipline, one can understand the impact of school work. Different students are seen in terms of relationships formed with peers and teachers, the communicative skills they have acquired, the importance they provide to help through school projects to vulnerable communities. All of these indicators relate to the passage of values and the model that teachers provide. “... if you look at the teachers at this school, they are more dedicated to the subject they teach and they give everything with love.” Pupil, Shkolla Maria Ndihmëtare Shkodër

“And the behavior that a man gets into in school is not just within these environments, because in a community where you spend 6 hours of your day, most of the week, it becomes ethics, it becomes attitude, everything you learn, the way you behave , and share this to people outside the school ... “. Pupil, Shkolla Imelda Lambertini, Elbasan 72

8.2. Relationships that transform pupils lives The transforming teacher-pupil relationship is expressed by parents, students, and teachers. They emphasize change from other schools, different approaches to children, and involvement in their lives. Pupils say that the relationship they have created with the pedagogical staff is beyond teaching and education. “… teachers are there to come close to you, to help and to support, to shape your personality and your character,.. it is somtheing that goes beyond the pupil, that relationship is something else...” Pupil, Shkolla Maria Ndihmëtare Shkodër

“We have created with the teacher and the director, all the pedagogical staff, we have created an inverse love and peace and have been able to understand things in words, calmly, not with dictatorship”. Pupil, Shkolla Imelda Lambertini, Elbasan

Teachers look at investing in students beyond the teaching aspect. They are IMPACT, IMPORTANCE AND ADDED VALUES involved in the child’s life, and they are interested in them and their parents, when they see that the child is different in school (a decrease in results, bored or withdrawn). “We give too much of ourselves. Because we are emotionally involved with the children and we live with their concerns” Teacher, Shkolla Ylberi, Tiranë

8.3 The school has a teacher-student-parent trinomial center Among the essential contributions of the school is the relationship between teachers and parents for the benefit of children. Collaboration between them is essential for the child’s progress in all aspects, emphasizing the importance the family has to achieve lasting results. The parents themselves emphasize that the

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: component of education is composed of school, family and further society. For teachers co-operation with the parent is a priority in their work. Although they say that when parents bring children for the first time, they face difficulties in setting common goals and co-operation, it is to be emphasised that the parent understands the change that school brings. They become collaborative and close to teachers regarding their child’s progress. 73

“We who have first grades have had very difficult cases where families encouraged their childrento be very aggressive. We have worked hard with our parents and it has had an enormous impact ... “ Teacher, Shkolla Ylber, Tiranë

The parents’ relationship with the school differs according to schools. Parents in Tirana emphasized the need to be more involved, while parents in Shkodra were happy with their children, but teachers emphasized that they would like their parents to be more engaged. In Elbasan, both sides claim to have a fruitful cooperation. ADDED VALUES OF CEI QUALITATIVE STUDY FOR “The school asks parents, the board of parents, class assemblies, the teacher, ie; consults on all decisions and considers parents opinions” Parent, Shkolla Imelda Lambertini, Elbasan

For students, this relationship influences by taking these values home, having open communication with parents where they not only get opinions from them, but also give their opinion in the perception of the parents’ satisfaction with the school. “I believe that our parents are more satisfied than we are in such an environment ... “ Pupil, Shkolla Maria Ndihmëtare Shkodër

8.4 An open school for everybody Although the school is identified as a Catholic school, parents and students claim that the school has open doors for all students. Schools are not selective for a particular group of children. There are children coming from poor families who can not afford education, children with developmental problems (autism, learning difficulties), Roma and Egyptian children. All children feel welcome at school and feel cared for by teachers and other students. Teachers mainly emphasize the involvement of children with disabilities, for which the individual plan is followed to enable the child to progress at their own pace. For them, the commitment of the child and his acceptance by peers is important. 74

“In other schools it is very difficult to accept teachers. Pupils can accept easier that a child is like everyone else. The first problem is that the teacher will hold him/her in the classroom for six hours.” Teacher, Shkolla Ylber, Tiranë

“Some parents have said that here they have found support, because they have gone to other institutions and they were not accepted.” Teacher, Shkolla Maria Ndihmëtare Shkodër

Pupils say that there are children from all levels of education in their school, there are children with difficulties. They are supportive of their peers by emphasizing this in focus groups. “But ultimately we are all so different and equal that we have to accept ourselves and others”. Pupil, Shkolla Imelda Lambertini, Elbasan IMPACT, IMPORTANCE AND ADDED VALUES STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 75

9. CONCLUSION AND RECOMMENDATION 76

RECOMMENDATION 1: Improving the legal framework and setting up mechanisms to support the shaping and education of every child, insisting on budgeting for each child. In this way, it will ensure that Catholic schools are funded by the state for the education of Albanian citizens.

Conclusions that support the recommendation are: 1. Since 1995, €745,894 have been invested in upgrading the 36 structures of CEI, of which €128,900 in pre-school, €426,610 in primary and €190,383 in upper secondary education. 2. The costs for the welfare of 36 Catholic schools from the beginning of the project to 2016 amounts to a total of €2,260,683.81. 3. All investments made by the Catholic Church have enabled the expansion and upgrading of schools, the construction of sports facilities and playgrounds for children, the creation of laboratory conditions and the expansion of library space. Also library enrichment has been a priority of

IMPACT, IMPORTANCE AND ADDED VALUES the Catholic Church, marking 156,078 book titles in all Catholic schools.

RECOMMENDATION 2: Encouraging the inclusion of children of vulnerable backgrounds and in remote rural areas, in order to provide equal opportunities for education of every child regardless of his or her background.

Conclusions that support the recommendation are: 4. In accordance with the mission and values of the Catholic Church, CEI are especially set up in the poorest regions and help children and families in need. Impact of CEI is huge in poor areas, to help vulnerable children giving them access to education, development and a better future.

STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 5. Since 1995, 34,020 students were educated in 36 Catholic schools, and an increasing number of children have chosen to attend education in these institutions. In accordance with the mission and values ​​of the Catholic Church, about 6164 vulnerable children (children with special needs, single parent children, children with economic difficulties and homeless 77

children) have been assisted by CEI. Likewise, 11,541 families who have had children in Catholic schools have been supported by CEI. 6. CEI have ‘open doors’ for all students. Schools are not selective, for a certain group of children, of a trust or status. CEI have children coming from poor families who cannot afford education, children with developmental problems (autism, learning difficulties), children from the Roma and Egyptian communities. All children feel welcomed at school and feel cared for by other teachers and students.

RECOMMENDATION 3: Creating the facilitation of cooperation between public and CEI in order to improve opportunities for quality education for each child. This cooperation can be extended to all components of education: from the professional support of teachers, to the improvement of elective curricula, to the sharing of successful experiences to support students to achieve higher school education and to have the desire be included in the school. To create opportunities for further study CONCLUSION AND RECOMMENDATION on a more in-depth analysis of the common and specific problems of schools, in order to explore possible ways to face challenges in Albanian education.

Conclusions that support this recommendation: 7. Academic results of students in CEI are high. Also, the quality of teaching at these institutions reported by students, teachers and parents is at a high level. Teachers present different alternatives to solving a problem, make the classroom attractive, create the opportunity to develop discussion, use additional materials, and use the lesson time by providing multiple information. 8. The curriculum enables inter-ethnic integration, students have the opportunity of choice in the curriculum and in-depth courses providing relevant information on each subject. 9. Teachers report high job satisfaction, they are filled with energy, are enthusiastic about their work at school, and wake up in the morning motivated to work with students. Teachers are motivated by seeing their work improve, successfully developing stratergies and solving problems, they feel a degree of achievement. 78

RECOMMENDATION 4: Exploring the factors that help improve the relationship of the child with the school, with learning, with other students and with the community in general. These factors can assist Albanian education in improving student relations with the school as a key element in improving learning outcomes and developing civic values of a democratic society. 10. Students studying at Catholic institutions feel involved in the teaching process and the school as an institution. Students have relationships with classmates and are happy with the number of close friends they have, friends understand and accept each other in school by helping each other. All students see continuing their education as important for achieving goals in life as well as higher levels of opportunities for their future. 11. The development of the child in CEI is complete and not just focused on studying. The essential values ​​transmitted to these institutions are love for one another, compassion, respect and education. Which are pervaded in changing the behavior of children and the development of skills that IMPACT, IMPORTANCE AND ADDED VALUES help them in every aspect of life. Also, an added value in these educational institutions is the teacher-teacher transformation relationship. Parents, students and teachers emphasize that teachers are involved in the lives of children in order to encourage them to a more fruitful life. Among the essential contributions of the school is the relationship between teachers and parents for the betterment of children. STUDY OF CATHOLIC PRE-UNIVERSITY EDUCATION INSTITUTIONS IN ALBANIA: 79

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