SOCIAL INCLUSION in SOCIAL INCLUSION in EDUCATION in ALBANIAEDUCATION in ALBANIA

Tirana, on Tirana, on 1515 of march 2012 of march 2012

Four basic strategies for SIFour basic strategies for SI National Strategy of Pre-university Education Development 2004-2015National Strategy of Pre-university Education Development 2004-2015,, National Strategy on Persons with DisabilitiesNational Strategy on Persons with Disabilities National Strategy for RomaNational Strategy for Roma National Strategy for Socio-Economic DevelopmentNational Strategy for Socio-Economic Development Albania made significant progress in social protection and social inclusion Albania made significant progress in social protection and social inclusion

areas reforming the whole previously existing system. Big efforts have been areas reforming the whole previously existing system. Big efforts have been done for improving the whole system and in particular for improving done for improving the whole system and in particular for improving education and employment systems. The figure provides an overview of the education and employment systems. The figure provides an overview of the broad areas considered by social inclusion in Albania, covered by specific broad areas considered by social inclusion in Albania, covered by specific sector strategies. sector strategies.

The state considers also priority tasks regarding The state considers also priority tasks regarding EmploymentEmployment, vocational , vocational education and training, qualification, and employment services. Employment education and training, qualification, and employment services. Employment offices are already established at central and local level to accomplish the offices are already established at central and local level to accomplish the right of all resident nationals in Albania to employment, to take professional right of all resident nationals in Albania to employment, to take professional advice, to receive qualification for employment, and to encourage the advice, to receive qualification for employment, and to encourage the employment of vulnerable groups. employment of vulnerable groups.

Target GroupsTarget Groups It is agreed to consider as disadvantaged categories those included in the list It is agreed to consider as disadvantaged categories those included in the list

that the Albanian Governmentthat the Albanian Government[1][1] has adopted for education, training and has adopted for education, training and employment promotion programmes, namely:employment promotion programmes, namely:

Long term unemployed;Long term unemployed; People People with socio-economic problemswith socio-economic problems receiving social assistance; receiving social assistance; People receiving unemployment benefit; People receiving unemployment benefit; First entrants in the labor market, aged 18-25 years;First entrants in the labor market, aged 18-25 years; People over 45 years of age, who do not have any education higher than People over 45 years of age, who do not have any education higher than

the secondary education or its equivalent; the secondary education or its equivalent; Children Children discriminated/endangereddiscriminated/endangered People with disability; People with disability; People from Roma and Egyptian communities.People from Roma and Egyptian communities.Ref. Ref. [1][1]Government Decree Nr. 48, date 16.01.2008, “On the Employment Government Decree Nr. 48, date 16.01.2008, “On the Employment

promotion programmes for registered unemployed belonging to vulnerable promotion programmes for registered unemployed belonging to vulnerable categories”.categories”.

Social Inclusion PoliciesSocial Inclusion Policies Government adopted this schemaGovernment adopted this schema

SOCIAL INCLUSION POLICIES

Social Inclusion Crosscutting Strategy

Social Assistance & Social Services Social Insurance Health insurance Employment

Social Protection Sector Strategy

Income support for poor families

(Ndihma Ekonomike)

Income support for Disability

Equal Opportunities

Electricity subsidy

Social service care for groups in need

Social InsuranceSector Strategy

Pensions(Old age, disability,

survivors)

Sickness and maternity benefits

Employment injury and occupational disease benefits

Unemployment insurance

HealthSector Strategy

EmploymentSector Strategy

PrimaryHealth care

services

Employment promotion and intermediation

Drug reimbursement Vocational Training

Health and safety at work

Social Inclusion PoliciesSocial Inclusion PoliciesSocial inclusion has been subject of analyses also by EC Progress Reports (PR) Social inclusion has been subject of analyses also by EC Progress Reports (PR)

especially with regards to the socially vulnerable and persons with disabilities, and especially with regards to the socially vulnerable and persons with disabilities, and Roma population. Following above analyses, European Commission (EC) drew four Roma population. Following above analyses, European Commission (EC) drew four conclusions to be considered by Albanian Government Institutionsconclusions to be considered by Albanian Government Institutions[1][1]::

There is a need for closer integration between different institutions in the system and There is a need for closer integration between different institutions in the system and closer co-operation between actors, while the reforms need to focus more on treating closer co-operation between actors, while the reforms need to focus more on treating the system as a whole;the system as a whole;

The system needs to ensure that it meets basic needs and responds to new social The system needs to ensure that it meets basic needs and responds to new social problems faced, in particular by women, children, people with disabilities, and migrants, problems faced, in particular by women, children, people with disabilities, and migrants, through improved co-ordination between central and local governments and the through improved co-ordination between central and local governments and the community;community;

Improved partnerships with NGOs, social partners and businesses to supplement the Improved partnerships with NGOs, social partners and businesses to supplement the limited regional and local government resources available, while avoiding increasing limited regional and local government resources available, while avoiding increasing regional inequalities;regional inequalities;

Alignment of statistical systems, improved information and improved analysis and Alignment of statistical systems, improved information and improved analysis and evaluation of programmes.evaluation of programmes.

Ref. Ref. [1][1] European Commission, Social Inclusion and Social Protection in Albania, European Commission, Social Inclusion and Social Protection in Albania, September 2008.September 2008.

Social Inclusion in EducationSocial Inclusion in Education

Basic Education - The basic education in Albania is compulsory. The main Basic Education - The basic education in Albania is compulsory. The main concerns regarding social inclusion in this level of education are related to concerns regarding social inclusion in this level of education are related to Roma pupils and could be summarized as follows:Roma pupils and could be summarized as follows:

While the registration data on Roma community are missing, the indications While the registration data on Roma community are missing, the indications are that the Roma school ‘enrolment rate is very low. It is stated that “are that the Roma school ‘enrolment rate is very low. It is stated that “the the majority of Roma children do not go to school due to deep poverty of Roma majority of Roma children do not go to school due to deep poverty of Roma families, parent’s limited perspective, low level of education prevailing among families, parent’s limited perspective, low level of education prevailing among Roma communities, and the clear tendency of children to join their parents to Roma communities, and the clear tendency of children to join their parents to contribute to the survival of the familycontribute to the survival of the family””[1][1]. Thus, according to RDEs data only . Thus, according to RDEs data only 1,594 pupils in total followed basic education during the school year 2010-2011 1,594 pupils in total followed basic education during the school year 2010-2011 This is a very low number for a community size estimated to be more than 40 This is a very low number for a community size estimated to be more than 40 thousand people out of which the number of children at the basic school age thousand people out of which the number of children at the basic school age must be more than 6,400must be more than 6,400[2][2]..

In all country, In all country, Total enrolled Total enrolled Roma pupils in basic education 2010/2011 in September 2010 was 1594

Number of Drop outNumber of Drop out was was 104104

[1][1] National Strategy for Improving Roma Living Conditions. National Strategy for Improving Roma Living Conditions.[2] The calculation is based on the estimation that this group age represents 16.2% [2] The calculation is based on the estimation that this group age represents 16.2%

of the population (see INSTAT, Albania in Figures, 2009).of the population (see INSTAT, Albania in Figures, 2009).

Social Inclusion in EducationSocial Inclusion in Education The low attendance is more significant for Roma girls. While the The low attendance is more significant for Roma girls. While the

ratio female/male of Roma community is about 50:50, the number of ratio female/male of Roma community is about 50:50, the number of Roma girls enrolled in basic education represents only about 25% of Roma girls enrolled in basic education represents only about 25% of the total number of Roma pupils. In addition, the number of girls the total number of Roma pupils. In addition, the number of girls enrolled in the upper level of the basic education is very low. In enrolled in the upper level of the basic education is very low. In Elbasani District, for example, there are only 5 girls enrolled in this Elbasani District, for example, there are only 5 girls enrolled in this levellevel[1][1] out of 66 pupils in total; out of 66 pupils in total;

(iv)(iv) The number of class failed pupils in basic education at The number of class failed pupils in basic education at country level represents about 1% of the total pupils enrolled. country level represents about 1% of the total pupils enrolled. However, in the case of Roma pupils the average indicator is about However, in the case of Roma pupils the average indicator is about 6.5% and even higher in the target Districts (in Elbasani, Fieri and 6.5% and even higher in the target Districts (in Elbasani, Fieri and Lezha is about 7.2%, 9.1% and 8% respectively). Lezha is about 7.2%, 9.1% and 8% respectively).

Ref.: RDEs data for 2011/2012Ref.: RDEs data for 2011/2012

Pupils with DisabilitiesPupils with Disabilities Pupils with disabilities have different opportunities to attend basic education in Albania Pupils with disabilities have different opportunities to attend basic education in Albania

according to their type of disability confirmed by physicians: according to their type of disability confirmed by physicians: (i)(i) Attending basic education in normal schools like the rest of the population;Attending basic education in normal schools like the rest of the population;(ii)(ii) Attending specialized schools for disable children, and Attending specialized schools for disable children, and (iii)(iii) Attending classes at home assisted by professional teachers. Attending classes at home assisted by professional teachers. The total number of pupils attending basic education in the school year 2010/2011 The total number of pupils attending basic education in the school year 2010/2011

using one of the above opportunities is 2,382 out of which 1,840 disable pupils using one of the above opportunities is 2,382 out of which 1,840 disable pupils attended basic education in normal schools and 22 pupils attended classes at home attended basic education in normal schools and 22 pupils attended classes at home assisted by professional teachersassisted by professional teachers[1][1]. In addition, there are 6 specialized schools for . In addition, there are 6 specialized schools for disable children in Tirana, Elbasani, Shkodra, Vlora, Korca and Durresi with a total disable children in Tirana, Elbasani, Shkodra, Vlora, Korca and Durresi with a total number of about 520 pupils.number of about 520 pupils.

Recently, the concept of disability was replaced by the concept “Recently, the concept of disability was replaced by the concept “pupils with specific pupils with specific needsneeds” and includes in the developed countries up to 18% of the total number of ” and includes in the developed countries up to 18% of the total number of children at the school age. Considering the total number of pupils of school age in the children at the school age. Considering the total number of pupils of school age in the three target Districts (2,519 pupils) and the total number of pupils attending basic three target Districts (2,519 pupils) and the total number of pupils attending basic education (58,011 pupils), this indicator is about 4.3%. One of the main reasons of education (58,011 pupils), this indicator is about 4.3%. One of the main reasons of this large discordance is related to the attitude of Albanian families to don’t declare this large discordance is related to the attitude of Albanian families to don’t declare the disability of their children due to the mentality of the Albanian society.the disability of their children due to the mentality of the Albanian society.

[1][1] Source: MoES, January 2012. Source: MoES, January 2012.

Pupils with DisabilitiesPupils with Disabilities

No

District

Totaldisable

pupils of school age[1]

Pupils in the education system according the type of disability

Total

Specialized school

s

Teaching at home

Teaching at normal schools

Mental

Physical

Mental and Physical

Visual

Hearing

Mute

Autistic

1 Elbasan 81 146 80 0 13 17 3 14 10 7 2

2 Fier 151 148 0 1 45 17 10 17 8 37 13

3 Lezhe n.a. n.a. 0 n.a. n.a. n.a. n.a. n.a. n.a. n.a.

n.a.

Total Albania

2,5192,38

2520 22 512 332 155 475 143

144

81

[1] This number refers only to pupils declared as being disabled.

Free distribution of textbooksFree distribution of textbooks According to a joint Ministerial Order of Minister of Education and Science and Minister According to a joint Ministerial Order of Minister of Education and Science and Minister

of Financeof Finance[1][1], several specific target groups of pupils attending pre university , several specific target groups of pupils attending pre university education benefits up to 100% compensation for their textbooks as following:education benefits up to 100% compensation for their textbooks as following:

(i)(i) Pupils from families that are beneficiaries of Social Aide (Pupils from families that are beneficiaries of Social Aide (Ndihma Ndihma EkonomikeEkonomike););

(ii)(ii) Pupils from families with disable members;Pupils from families with disable members; (iii)(iii) Roma pupils;Roma pupils; (iv)(iv) Pupils from emigrants’ families;Pupils from emigrants’ families; (v)(v) Pupils with orphan status;Pupils with orphan status; (vi) Pupils belonging to families where headcount benefits pension of disability and (vi) Pupils belonging to families where headcount benefits pension of disability and

other family members are unemployed;other family members are unemployed; (vii)(vii) Pupils belonging to families where the headcount benefits retirement Pupils belonging to families where the headcount benefits retirement

pension and other family members are unemployed;pension and other family members are unemployed; (viii)(viii) Pupils from families where the headcount benefits monthly gross salary Pupils from families where the headcount benefits monthly gross salary

less than 30,000 Lek; less than 30,000 Lek; Considering the above regulation, about 14,000 pupils attending pre university Considering the above regulation, about 14,000 pupils attending pre university

education in three target regions benefited free textbooks (see Table 4). The major education in three target regions benefited free textbooks (see Table 4). The major number of those pupils was from beneficiary families of Social Aide. The same trend number of those pupils was from beneficiary families of Social Aide. The same trend was identified at country level in 2010 where about 84% of pupils that benefited free was identified at country level in 2010 where about 84% of pupils that benefited free textbooks were from families under Social Aide Scheme textbooks were from families under Social Aide Scheme

Ref.Ref.[1][1] Ministerial Order N0. 32, date 4.06.2011. Ministerial Order N0. 32, date 4.06.2011.

Free distribution of textbooksFree distribution of textbooks

Beneficiaries of free textbooks according to target groups

Secondary EducationSecondary Education The low access of pupils from families living in rural areas and the very low interest of The low access of pupils from families living in rural areas and the very low interest of

Roma pupils to attain secondary education represent the main Government concerns Roma pupils to attain secondary education represent the main Government concerns for this level of education. for this level of education.

The number of Roma pupils enrolled in the The number of Roma pupils enrolled in the General Secondary EducationGeneral Secondary Education is very is very limited. Thus for example, in Elbasani District there is only one pupil enrolled in limited. Thus for example, in Elbasani District there is only one pupil enrolled in “Mahir Domi” gymnasium. In Fieri District there are 3 Roma pupils enrolled while in “Mahir Domi” gymnasium. In Fieri District there are 3 Roma pupils enrolled while in Lezha District there are no Roma pupils enrolled in the general secondary education. Lezha District there are no Roma pupils enrolled in the general secondary education. This is related to the following main reasons:This is related to the following main reasons:

(i)(i) The very limited number of Roma pupils finalizing basic education;The very limited number of Roma pupils finalizing basic education; (ii)(ii) Lack of interests for this level of education by Roma families.Lack of interests for this level of education by Roma families. While the objective is that by 2013 about 40% of pupils enrolled in secondary While the objective is that by 2013 about 40% of pupils enrolled in secondary

education follow education follow VET systemVET system[1][1], in the school year 2010/2011 this indicator is in , in the school year 2010/2011 this indicator is in average less than 20%. average less than 20%.

The The VET systemVET system is almost out of interests for Roma pupils. is almost out of interests for Roma pupils. This is confirmed by the This is confirmed by the extremely limited number of them enrolled in VET schools. In Elbasani District there extremely limited number of them enrolled in VET schools. In Elbasani District there were not Roma pupils enrolled in the VET schools in the last ten years. In Fieri were not Roma pupils enrolled in the VET schools in the last ten years. In Fieri District there were only 3 Roma pupils enrolled in the last 3 years. In Lezha District District there were only 3 Roma pupils enrolled in the last 3 years. In Lezha District there were not Roma pupils enrolled in the VET schools in the last 5 years. there were not Roma pupils enrolled in the VET schools in the last 5 years.

Ref: National Strategy for Pre-university Education.Ref: National Strategy for Pre-university Education.

OPEN OFFERTS IN VETOPEN OFFERTS IN VET The role of VET in the economic empowerment of women and men

in Albania cannot be analyzed or treated as a stand-alone issue. Therefore, we consider VET in conjunction with the educational system, the labor market needs, national and international development policies, and with those dynamics that deeply impact on our position as women and men in society (gender roles and relations).

We offer: Free of charge part-time vocational scools (evening schools) are Free of charge part-time vocational scools (evening schools) are

open for the first time in the school year 2011-2012 to allow adult open for the first time in the school year 2011-2012 to allow adult persons with no vocational qualifications to receive a formal persons with no vocational qualifications to receive a formal qualification that facilitate their integration in the labor market. qualification that facilitate their integration in the labor market.

Particular target gropus that have not been able to attend regular Particular target gropus that have not been able to attend regular school (such as Roma people, unemployed, returned imigrants etc.) school (such as Roma people, unemployed, returned imigrants etc.) are enrolled in such type of school.are enrolled in such type of school.

Financial supportFinancial support

The MoEThe MoESS have undertaken measures to have undertaken measures to support and support and improve the access to vocational schools of students improve the access to vocational schools of students living in rural areas, with limited resources to afford living in rural areas, with limited resources to afford transport and accommodation expensestransport and accommodation expenses, even in north , even in north and north-east districtsand north-east districts. Such category of students are . Such category of students are reimbursed by the state for travelling expenses or reimbursed by the state for travelling expenses or food food and and accomodation expenses in the dormitoraccomodation expenses in the dormitories by ies by scholarshipsscholarships..

MoES provide financial support (scholarships) even for MoES provide financial support (scholarships) even for the students who study in some specific qualifications, the students who study in some specific qualifications, like agriculture, construction, forestry etc. like agriculture, construction, forestry etc.

CURRICULA IN VETCURRICULA IN VET

In the Frame-curriculaIn the Frame-curricula (central one) and school (central one) and school curriculacurricula for all VE branches/profiles, in all for all VE branches/profiles, in all levels, the “entrance requirements” are modified levels, the “entrance requirements” are modified to allow students with difficulties to attend to allow students with difficulties to attend vocational schools, vocational schools,

to be certified and to facilitate their integration in to be certified and to facilitate their integration in the labor market. the labor market.

Vocational schools are authorised to adapt the Vocational schools are authorised to adapt the national frame-curricula and the school national frame-curricula and the school conditions according to the particular situation of conditions according to the particular situation of students with difficulties.students with difficulties.

An effective instrument - coaching An effective instrument - coaching cycle approach cycle approach

The main goal of the coaching cycle approach is to increase the The main goal of the coaching cycle approach is to increase the employability of (young) vulnerable individuals by supporting them to be employability of (young) vulnerable individuals by supporting them to be integrated in the labor market, be it through employment or self-integrated in the labor market, be it through employment or self-employment. employment.

the coaching cycle approach needs to be understood as an approach the coaching cycle approach needs to be understood as an approach bringing together the two elements of the (i) support and accompaniment bringing together the two elements of the (i) support and accompaniment the individuals and (ii) cooperation and coordination with and between the individuals and (ii) cooperation and coordination with and between relevant stakeholders.relevant stakeholders.

The coaching cycle for employment builds on the cooperation with local The coaching cycle for employment builds on the cooperation with local NGO and is implemented under a two-layer approach, i.e. (a) training of NGO and is implemented under a two-layer approach, i.e. (a) training of coaches, and (b) implementation of the coaching cycle with participants. coaches, and (b) implementation of the coaching cycle with participants. Partner NGO organize groups of beneficiaries from vulnerable groups and Partner NGO organize groups of beneficiaries from vulnerable groups and accompany them on their individual paths into employment. accompany them on their individual paths into employment.

In short, the coaching cycle approach is a systematic and structured In short, the coaching cycle approach is a systematic and structured approach where vulnerable individuals are accompanied by a coach over a approach where vulnerable individuals are accompanied by a coach over a longer period of time going through several steps contributing to increased longer period of time going through several steps contributing to increased employability. employability.

Accreditation of Training ProgramsAccreditation of Training Programs

Enhancement of competition among training providers in the Enhancement of competition among training providers in the market.market.

Involvement of faculties in pre-service and in-service teacher Involvement of faculties in pre-service and in-service teacher training.training.

Teaching as a regulated profession. Teaching as a regulated profession.

Establishment of the mentoring system and improvement of the Establishment of the mentoring system and improvement of the teaching quality.teaching quality.

The teacher is a primary factor in the implementation and success The teacher is a primary factor in the implementation and success of comprehensive educationof comprehensive education

Inclusive Education as part of Inclusive Education as part of changing teachers’ mindsetchanging teachers’ mindset

Teacher Competences for Inclusive Education

Teachers are encouraged to reflect upon and discuss their understanding of the competences needed for inclusive education. They identify certain skills they consider of vital importance to in modifying their teaching methods, classroom management and relationship with students and parents in order to accommodate the demands of an increasingly diverse group of students on the basis of their current practices. These skills include the ability to:

Develop an understanding of diversity and the right of every child to learn and develop in the school nearest to their home

Gain knowledge about various disabilities and how they influence the learning processes of a child develop empathy and patience in dealing with both students with SEN and their parents

Be open and actively seek knowledge on student-centered teaching methodologies and individualized

Planning and teaching in order to meet the demands of students with SEN; develop and implement IEPs based on the specific learning ability of the pupil and create specific instructions for students with learning difficulties. This involves setting specific, often lower, standards of expected achievement for some students.

Develop and administer individual tests for students with SEN based on their specific learning abilities and level of academic achievement

Teacher Competences for Inclusive Education

Differentiate delivery of classes adapting them to the specific needs of pupils / students

Consult and work in teams with school psychologists, social workers (so far mostly provided by local NGOs) and parents whenever possible (such action has been rare to date)–and cooperate with child developmental psychologists, hearing and speech therapists, physiotherapists and psychiatrists

Plan for other pupils in the class to help deliver parts of the lesson and support pupils with SEN to learn and socialize in classroom and outdoors activities

Use group-work in creating create groups of pupils with mixed abilities and ethnic and social backgrounds when applying student-centered teaching methods

Share information and expertise with parents and work with and learn from the expertise offered by DPOs (when available) and other interest groups, and help create, maintain and make use of a resources room within the school

Referring to the Referring to the new developments new developments (legal, curricular or administrative ) and the (legal, curricular or administrative ) and the expected reforms expected reforms on social inclusion ,respectively focusing on the on social inclusion ,respectively focusing on the marginalized groupsmarginalized groups, the Ministry of Education and , the Ministry of Education and Science, and The Institute for Educational Development has focused on the following:Science, and The Institute for Educational Development has focused on the following:Implementing the indicators of the “National Action Plan for the Decade of Roma Inclusion 2010-Implementing the indicators of the “National Action Plan for the Decade of Roma Inclusion 2010-2015”, through the accomplishment of objectives such as:2015”, through the accomplishment of objectives such as:

Strategic Goal: Improving the Roma Minority educational situation ;Strategic Goal: Improving the Roma Minority educational situation ; Objective 2: Eliminating exclusive and discriminating attitudes of the school and Objective 2: Eliminating exclusive and discriminating attitudes of the school and

the community towards the Roma people and transforming cultural diversity the community towards the Roma people and transforming cultural diversity into one;into one;

Reviewing the school curricula at all levels for the language used towards the Roma Reviewing the school curricula at all levels for the language used towards the Roma minority and including Roma history and culture in the curricula;minority and including Roma history and culture in the curricula;

141 subject curricula reviewed at all K-12 levels for the discriminatory language used 141 subject curricula reviewed at all K-12 levels for the discriminatory language used toward the Roma minority, and the existent gaps for the inclusion of the Roma history toward the Roma minority, and the existent gaps for the inclusion of the Roma history and culture in the curricula.and culture in the curricula.

Workshops/trainings for teachers on the creation of a school friendly environment;Workshops/trainings for teachers on the creation of a school friendly environment;Training of 25 TOT’s from the National School of Trainers about the Roma issueTraining of 25 TOT’s from the National School of Trainers about the Roma issueTraining seminars about teaching in a multi-cultural environment.Training seminars about teaching in a multi-cultural environment.Training of teachers – about 300 teachers from Korça and Gjirokastra of the elementary Training of teachers – about 300 teachers from Korça and Gjirokastra of the elementary and grade schoolsand grade schoolsDevelopment of manuals about teaching in a multi-cultural environment, as well as Development of manuals about teaching in a multi-cultural environment, as well as periodic training of teachers in the corresponding sessions.periodic training of teachers in the corresponding sessions.

Positive practicesPositive practices

THANK YOU FOR YOUR ATTENTION !THANK YOU FOR YOUR ATTENTION !