Developing teacher competences for a comprehensive VET system in Albania - TEAVET

Working Package 1 Needs analysis on LLL for teachers

Deliverable 1.1 Needs analysis: universities and educational system

TEAVET PROJECT - DEVELOPING TEACHER COMPETENCIES FOR A COMPREHENSIVE VET SYSTEM IN ALBANIA Project No: 586300-EPP-1-2017-1-ES-EPPKA2-CBHE-SP This project has been funded with support from the European Commission

Contents

Executive Summary 3 1. Ministry of Education, Sports and Youth 11 2. "Sports University of . Faculty of Movement Sciences” 29 3. “Aleksandër Moisiu” University of Durrës 49 4. University of Elbasan “Aleksander Xhuvani” 81 5. “Eqrem Çabej” University of Gjirokastër 127 6. "Fan S. Noli” University 141 7. University of Shkodra "" 165 8. University College “Pavaresia Vlore” 189 9. University of Vlora “” 235 Annex 1. Questionnaire 261

EXECUTIVE SUMMARY

Executive Summary

The Albanian education system has experienced various reforms and curriculum changes in recent years. To this situation, it be added the technological change and the new methodologies that make up a different educational model today. It is important that preuniversitary teachers not only have adequate education and vocational training during their initial training, but also have a high level of continuous professional development at all levels. Lifelong learning (LLL) thus becomes a necessity for Albanian teachers who need to adapt to these new changes. It is within this framework that the project "Developing Teacher Competences for a Comprehensive VET System in Albania" is situated. The main aim is to implement a High Quality Vocational Education and Training (VET) system for in-service teachers. This initiative situates universities as the main providers of this continuous professional development of teachers.

The Institute for Educational Development (IZHA) from the Ministry of Education, Sports and Youth has developed guidelines to be followed by the universities responsible for developing training courses. In this sense, it is essential to identify the training needs and demands of teachers and school administrators, as well as the most appropriate methodologies to carry out this training. It is also important to know what are the main motivations that teachers have to participate in the courses. All of this will help to understand which trainings are the most valuable to be offered during the development of the project.

This report presents the results of the survey that aims to understand these needs and motivations. A questionnaire was used which was designed by professors from the University of Elbasan in direct collaboration with European partners from the University of Krems, Austria. The questionnaire is comprised of 8 different sections and each section of several question. Data was collected between December 2017 and January 2018.

Two interest groups were considered in the survey: a) Pre-university sector: teachers, school leaders and teacher associations; and, b) University staff. The following table shows the number of responses received by each university according to both target groups:

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Table 1: Number of responses for each stakeholder University Pre-university teachers, University staff school leaders and teacher associations Sports University of Tirana 84 44 University of Durrës 185 15 University of Elbasan 240 42 University of Gjirokastra 170 10 University of Korça 96 35 University of Shkodra 277 117 University College Pavaresia Vlora 177 9 University of Vlora 275 19 TOTAL 1504 291

The main results of the study are described below considering the responses of all the universities.

The incorporation of ICTs in education is one of the most expressed needs. Teachers consider that they need to improve their digital skills, but do not know how to do it. This is a relevant demand given the multifaceted impact these tools have on teaching and learning. The demands arise both in general training on the use of these tools and in specific training on platforms or devices. Although many teachers have basic knowledge in this area, they consider that these ones are not sufficient to meet the needs of the classroom.

The most used devices by pre-university teachers are the smartphone and the laptop/computer. The tablet is the least used device. As for social networks, the use of Facebook or Google+ stands out. Twitter or Linkedln are less used networks. Teachers point out that they would like to use social networks to share their professional experiences.

Teachers' level of knowledge of online platforms is low. Although some platforms, such as Moodle, Prezi, Padlet, Google Forms or Google Classroom, are known by pre- university teaching staff, their use in the teaching is very reduced.

Stakeholders state that there are other difficulties related to the use of ICT in learning situations. First, many teachers point out that they do not receive sufficient technical support to use ICT and also have not received equipment from their employers. In addition, few schools have a support person available to help use ICT at work.

In the next paragraph, the needs of teacher training in terms of competences required by the labour market are presented. There have been no major differences between the

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responses given by the two groups. Both pre-university teachers and university staff identified the next needs: the development of a training model including both pedagogical and technical components, and training according to good practice and in ways coherent with local contexts.

From a methodological perspective, respondents expressed interest in designing gender-balanced and inclusive programmes, using flexible and learner-centred training methods. The development of pedagogical innovations that equip students with general and specific skills and prepare them for the knowledge society is seen as very important tool. The open-ended responses made it possible to identify other specific teaching needs, such as the fulfillment of portfolio tasks or the most precise and effective way of writing tests.

Integrating entrepreneurship education into training or setting up close linkages between training and industry were considered less relevant, with the exception of the representatives of the University College Pavaresia Vlore and the University of Korça, which gave greater relevance to these aspects.

The fact that there is a general and individual awareness of training needs can improve the provision of stable and long-term LLL structures.

Teachers feel well prepared by their studies for the everyday work. In three of the universities (University of Durrës, University of Elbasan and University of Vlora), the percentages of satisfaction exceed 80%. However, in other universities, such as University of Shkodra or University College Pavaresia Vlora, these values are much more reduced.

One of the most important shortcomings that were reported by the pre-university teachers is the lack of application of relevant educational theory in practice during university studies. It also appears as a significant deficit the limited capacity to match teacher ICT competencies with the tech-savvy of the new generation of learners. In addition, in four of the universities, lack of approaches to developing cross-occupational competencies has been identified as a very relevant. Competencies related to the labor market, such as the possibility to identify job demand or ability to identify what does the student need to learn to be effective in employment, have been considered shortcomings to a lesser extent. However, there are important differences depending on the context. Thus, those surveyed by the University of Sports express as the main lack the possibility to identify job demand. This one is also identified as very important by university

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teachers. It seems that the link between education and labour market is more relevant for this second target group.

One of the aims of the survey was to identify the main resources demanded by pre- university teachers for LLL. Most of the responses focused on economic aspects such as increasing spending on education or increasing salaries. Although, once again, the responses of both target groups are quite similar, it should be noted that the university staff of the University of Durrës (UAMD) or the University of Korça did not give so much importance to salaries. In addition, there are other demands like more professional training and development for teachers or an improvement in physical infrastructures. Other aspects such as the development of extracurricular activities, student-teacher ratio or the requirements to enter the teaching profession were considered less relevant.

Improving career and self-awareness are, together with the need to create effective teaching and learning environments, the main reasons given by respondents to enroll in a course. Developing ICT teaching skills for the specific knowledge in everyday work and helping pupils to develop better their competences have also been considered relevant aspects, especially by pre-university teachers. Respondents gave less importance to other incentives such as the development of new and innovative solutions or training for learners to improve the management of their learning time. However, there are again some important differences between universities. In this way, the last of the incentives mentioned is indicated as very relevant by stakeholders of University of Gjirokastra.

The following paragraph describes the situation and opinion of respondents regarding LLL. In most universities, more than 80% of the pre-university teachers (and/or other members of the target group) have received any training for continuing professional development. Data are lower at other universities such as Shkodra or Vlora, the number of teachers who have received courses is lower.

Most teachers try to improve their professional development and have received three or more courses in the last five years. There is important variability in the assessment of the adequacy of the courses offered. Thus, 80% of the respondents from the universities Shkodra or University of Korça consider the offer as sufficient. However, in universities such as Durrës or Vlora, only 1 out of 4 respondents said that the training offer is sufficient.

Information about the courses should be improved. Only one third of teachers consider the information provided to be accessible.

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It is interesting to know which is the most suitable course format. E-learning with face-to face meetings are the most accepted. Intensive face-to-face courses are also considered suitable. The on-line course modality is the least interesting format for teachers.

The results of the survey have shown an important coincidence in the responses of both interest groups on the main needs, incentives and resources needed for the development of lifelong learning in pre-university teaching. This can be interpreted as a sign of the knowledge that the university staff has about the real needs and the necessary learning context that must be developed in pre-university institutions.

Finally, some of the people involved in LLL centres in the university were asked about their university's capacities and needs as a provider of lifelong learning (LLL) services for pre-university teachers.

Although the Law 80/2015 on “Higher Education and Scientific Research on HEIs in the Republic of Albania” and other legal acts related to Higher Education in the Republic of Albania have prepared the basics for structural changes with the focus on improvement of the teachers qualification process in a LLL perspective, the situation is uncertain, especially due to the lack of a long-term strategy for the higher education system in Albania. Despite this, stakeholders have shown important strengths of the university in order to develop consolidated Lifelong Learning initiatives. All universities highlight the high level of training and experience of their teaching staff in different fields, such as scientific, pedagogical or methodological fields. The experience of most of the universities in previous training initiatives for pre-university teachers is also highlighted. In many cases, however, these initiatives are not among the integral activities of the university, but are developed as isolated activities.

Universities also have basic infrastructure for the development of training modules. The representatives of some universities have expressed the importance of collaboration and mutual commitment with the Regional Directory of Education in the city of their city to gather updated information on the formative needs of their pre-university teaching staff

As for the needs of the university as a provider of lifelong learning services, the training of university teaching staff itself is pointed out, especially in the field of ICT. There is also a demand for specific training (new methodologies, innovative ideas, etc.) to transmit knowledge to pre-university teaching staff.

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People involved in LLL centers in each university also stated that the infrastructures should be improved, especially those relating to technological equipment, the creation of laboratories or the modernisation of library services.

Finally, although to a lesser extent, other needs are raised: greater institutional support from the Ministry, greater coordination between educational and social institutions by implementing information channels and networking, better knowledge of initiatives developed in other countries and more continuous and direct relation with the labour market. All this together with the implementation of a mechanism that guarantees the quality of all the services that are going to be developed.

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1. MINISTRY OF EDUCATION, SPORTS AND YOUTH (INSTITUTE OF EDUCATION DEVELOPMENT)

1 Introduction

The improvement of education quality in Albania, basically of management and teaching personnel, is a necessity of the time. According to (Kirk and Gallagher, 1983), education is considered as the reflection of society, thus demonstrating the advantages, weak points, hopes, prejudices and main values of its culture.

The study of (Darling Hammond, 2005) summing up a number of researches, stresses that quality of teachers is significantly linked with the achievements of students and such a connection is more important in aspects within the school such as school organization, leadership style, commitment, devotion and motivation of teachers reflected in the student’s performance. Other studies, according to (Angrist and Lavy, 2001), show a positive correlation between the teachers’ training and students’ achievements, suggesting that ...... a qualitative program of the initial training of teachers...... impacts the increase of the students’ achievements...... (and) recommending that.....continuous professional development of teachers may be a less costly means to increase the students’ results than the decrease of the number of teachers in classrooms or decline of the rate of teachers or increase of additional classes at school......

Teachers in the twenty first century have a supporting role1- “facilitation of learning of their students, devotion to them and their needs, as well as the delivery of strategies, tools, skills and adequate resources to render the student more effective”. This view introduces a supporting teacher with the role of learning moderator. The professional development for this type of teacher is adaption, development of skills to learn as a student.

There is also another focus2: “...... Flexibility. A teacher should be flexible in every environment of change, including the society, technology and world where we live. Teachers are often found in different positions and must be shaped according to them. Therefore, there is a need for greater flexibility for professional development”. According to (Sugrue, 2004) the dilemmas faced by teachers are outlined as below: “Preliminary researches suggest that pressure and overload may discourage the readiness of teachers, continuous learning capacity and their learning becomes more individual and

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specific, rather focusing on routine. Their professional life and learning deviate, thus enhancing the need for the practical operation of professional networks”.

If learning is in the focus of educational system, then we presume that professional development of teachers is priority of both systems: education and training of teachers. Teachers, like any other specialists, need to update their pedagogical and substantial skills and knowledge. However, we think that teachers are a special case, because many of their skills and knowledge are short-term and very quickly they face the exigencies in class and various kinds of daily requirements of students, parents and educational system. These requirements make us understand how a teacher should invest his/her time inside and outside school, by selecting the preferred professional development.

Identification of the needs for training of the educational staff at the national level is a process that creates a clear picture of the most needed fields and issues to be addressed with priority, both by central institutions as well as by schools or by teachers. This process has been developed until the present by taking samples from respective regions, while for 2016 the findings were based on the results achieved by the whole population of educational employees who participated, 17 613 teachers and directors.

2 METHODOLOGY

2.1 The aim and objectives

The process of identifying the needs for training of education teachers has the purpose to determine the needs for professional development for every teacher, school and district. Albania is implementing the curriculum reform in the education system, which is based on building competence for lifelong learning . The essence of this approach is the construction of new knowledge through individual competence of each student and his experience. In practice, this means that every student should receive individual attention, customized tasks and opportunity to build his own process of learning. "Learning by doing", is the focus of this approach in contrast to traditional teaching, where teachers transfer their knowledge in the same way to all students. Quality teaching, planning, assessment and teacher's ability to motivate and inspire all students to achieve their best and have a positive and sustainable impact on the future of children and youth.

The objectives of this process are summarized as follows:

• Collecting information for each teacher and director individually and through the instrument for identification of the needs.

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• Presentation of the results for the overall formation of teachers and in particular for each of the areas: planning, teaching and learning; ethics and communication; professional development. • Presentation of recommendations based on the findings of this process.

2.2 Methodology and instrument applied in the process

Needs for training of educational staff have been identified by assessing teacher’s knowledge and skills in the field of planning, teaching and learning, ethics and communication, as well as professional development. The assessment was conducted with pencil- paper type instruments and e-test (computer based test). The instrument contained 30 multiple-choices, with 1 point each. The questions of the instrument focused mainly on situations from the real context of school.

The instrument was develo