1

Draft

Vocational Training Providers in Albania

Prepared by: Lindita Rama

June 2012

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Glossary of Acronyms

_____________________________________________________________________

EU European Union

GDP Gross Domestic Products

MoES Ministry of Education and Science

MoLSAEO Ministry of Labor, Social Affairs and Equal Opportunities

NAVETAQ National Vocational Education and Training Agency

NES National Employment Service

NLC National Licensing Center

VE Vocational Education

VET Vocational Education and Training

VT Vocational Training

VTC Vocational Training Center

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TABLE OF CONTENT

I. Introduction .......................................................................................................... 4 II. Methodology ....................................................................................................... 5 III Institutional and legal framework for VT ........................................................... 5 IV. Current situation on vocational training ............................................................ 9

Annex 1: Information on public VTC in Albania

Annex 2: Information on non-public VT providers in Albania

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I. Introduction

1.1 Vocational Training (VT) of adult population is an important challenge for country’s

development. The importance of VT is even higher considering the path, the pace and the

respective consequences of the economic reforms implemented during transition, the size, the

structure and the development status of the private sector, the average skill level of the work

force, which is far from guaranteeing the economy to become competitive in a regionalized and

globalized world.

1.2 During the last three years 2009-2011, the increase of Albanian economy was

respectively 3.2% and 2.7% of GDP. The share contribution of agriculture sector in GDP in 2011

was around 20%. The rest of GDP is the contribution of industry at approximately 11%, of

construction at 12% and of services that represent about 57%. An overwhelming part of the

economic entities are micro size with 1-9 employee representing 95.7% of the overall number of

active businesses in 2011. Only 0.8% of the total number of active businesses is medium and

large size with over 50 employees. Most of employment is concentrated in the industry sector

(35%), trade (30%0 and services (22%).

1.2 Albania in 2009 counted a population of 3.2 million citizens, 67.2% of which falls within

the working age group and the majority of which lives in the rural area. INSTAT estimates that

the working age population will increase 5% annually over the course of this decade and in 2015

it will represent 2/3 of the total population. In order to appropriately accommodate this potential,

the country’s economic capacity and the capacities of the human resources must be tangibly

improved. A new population Census was held in November 2010. The preliminary published data

report a population of 2.8 million citizens, but no other data have been published by INSTAT in

this respect.

1.3 Albania has a relatively young population with a median age of around 29 compared to

39 for Europe. The working age population has increased every year, which presents

opportunities and challenges for the labor market. The official figures show gradual decline of the

unemployment rate which has remained for the last 10 years at around 13 %. Around 56% of the

registered unemployed jobseekers belong to the above 35 years old group age. Informal work

arrangements remain widespread across most economic activities notwithstanding several

initiatives to tackle them, including a reduction in social contributions. High long-term

unemployment, which accounts for around 65% of total jobseekers, is another characteristic of

the Albanian labor market. Female participation and employment rates are significantly lower

than for males, while their unemployment is higher.

1.4 Although official labor market data comprise a high degree of uncertainty,

unemployment has remained persistently high reflecting the low education level, the outdated

skills of the jobless and undeclared work, which help in alleviating poverty but reduce job-search

incentives. The existence of widespread informal work arrangements continues to severely distort

the labor market whilst the absence of reliable and timely statistics hampers the analysis. No

linkage exists between the labor market and the education and training public and private

institutions.

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1.5 Since 2002 National Employment Service (NES) has constantly contributed to labor

market analysis and to the identification of private sector’s needs for skills and competences. In

this context and in order to complement the statistical information from the employment offices,

NES has carried out two national surveys for skills needs analysis from the viewpoint of private

business, in 2008 and 2010 respectively and is currently implementing a third one after

significant improvement of the methodological background, questionnaire and data analysis

system. The 2012 national survey will provide vast information regarding: (i) the profiles of the

companies in terms of employment and past, and future economic trends; (ii) the abilities and

skills of the existing staff in terms of the shortages in specific skills for each employment

category and the root causes for that and companies’ scenarios to address the skills shortages; (iii)

recruitment for new vacancies, the importance level of the criteria and characteristics at

applicants, the skills and characteristics difficult to be found at the applicants, the list of

professions they will need in the coming year and the respective profile, the difficulties the

companies face to fill up vacancies etc. and (iv) trainings including formal and informal trainings.

1.6 The analysis of public and private training providers in Albania provided in this

document aims to give information on the training opportunities available in the country. The

findings from both analysis (the survey on SNA and the findings of this document) will be

important to create a realistic picture of what the employees’ needs are for skills and what

training institutions offer. Upon this basis NES can adjust the future activities of the employment

services and vocational training centres.

II. Methodology

2.1 The diagnosis of the situation and initial assessment of VT in Albania is conceived to be

focused in three aspects, institutional and legal aspect of VT, supply of VT by public and non

public providers. The diagnosis will help to assess in a second phase the possibility to

accommodate the needs for trainings that will result from labor market skill analysis which is

under implementation.

2.2 The desk review has been the main methodological instrument to carry out the VT supply

diagnosis. The desk review process covered: (i) The legal and regulatory framework about the

VT in Albania; (ii) Institutional set up for adult learning including roles and responsibilities; (iii)

Statistical data and information from administrative sources such as the MoLSAEO, NES,

INSTAT, Public VT providers; (iv) Information from the NCL; (v) Information from previous

studies and research.

III Institutional and legal framework for VT

Institutional framework

The responsibilities for training provision are split between different ministries, institutions and

centres.

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3.1 The MoLSAEO: (i) develops policy and legislation in the areas of VT in conformity with

the European directions of VT development; (ii) defines the main criteria for VTC operation and

decides on establishment, reorganization and closure of VTCs; (iii) defines the criteria for

employment, qualification, certification and periodical training of VT instructors; (iv) approves

the curricula in the central level for VT; (v) supervises the activity of public VTC; and (vi)

cooperates with the NLC for licensing of VT providers.

3.2 The National Employment Service (NES) is an autonomous body under MoLSAEO

established by Law1 and its function is regulated by the NES Charter2. The NES mission is to

ensure that all Albanian citizens who live in Albania have access to employment through

employment services and participation in the labor market programs, as well as it is in charge of

overall development of the country’s labor force through investments to increase employment and

self-employment skills, flexibility and competitive skills. The Directory for Vocational Training

is one of the four NEs Directories composed by two sectors, namely the VT Sector and the

Curricula Sector. Among the main functions of VT Directory are those related to monitoring the

implementation of the VT programs in the public and non public licensed institutions, propose

measures to improve the VT system, organize the work for preparation of curricula, text books

and other didactic materials for VT in cooperation with other institutions, donors and NAVETQ,

carry out studies regarding new courses in compliance with labor market needs, prepare the

documents for licensing of private VT entities and supervise their activity. In addition to its

headquarters, NES has 12 REOs and 24 district offices.

3.3 The National Agency for VET and Qualifications (NAVETQ) was established in 20063

as subordinate institution of MoES. Its mission is the establishment of a unified VET system at

nationally and internationally recognized based on Albanian Qualification Framework. NAVETQ

prepares programs for VET development that are approved by the MoES and MoLSAEO,

prepares programs for the implementation of the Albanian Qualification Framework, and drafts

programs for quality assurance in VT institutions. Being a subordinate body under the MoES has

emphasized more its role regarding the vocational education institutions rather than the

institutions under the MoLSAEO.

3.4 The public VT institutions are non for profit entities under MoLSAEO with the mission

to offer vocational training and professional counselling in order to help employment. The VT

institutions are managed by the VTC Management Council and Director. The Management

Council is composed by 4-6 members who are representatives of employment offices, local

government, Chamber of Commerce and employers proposed by respective institutions and

approved by the Minister of Labor. The VTC Director is appointed by the Minister of Labor

based on an open competition procedure.

1 Law No. 7995, date 20.09.1995, “On the Promotion of the Employment”

2 Government Decree No. 42, date 7.03.1998, “For the approval of the employment services”

3 Government Decree No. 237, date 10.05.2006.

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3.5 The private VT institutions are for profit entities that offer specialized training courses

with a maximum duration of 2 years. The private VT entities can exercise their training activities

after being licensed by the National Licensing Center (NLC). Their activity is periodically

monitored by the NES and MoLSAEO in terms of compliance with the minimum professional

standards and conditions to develop their activity.

3.6 NLC is established in June 2009. The NLC is a central public institution, subordinate to

the Ministry of Economy, Trade and Energy which consists on one-stop-shop services4. The

NLC keeps the National Register of Licenses and Permits, which is an integrated portal of

electronic data, serving as a publication/announcement procedural instrument, and as an official

electronic archive of the issued licenses and permits. Every request and every decision of the

NLC or any other institution that is related to licensing or permitting is published in the Register

within the following working day from the day the request is submitted, or the decision is made

or announced. The main services offered by the NLC are: (i) handling licensing and permitting

procedures; (ii) keeping and administering the National Registry of Licenses and Permits; (iii)

Provision of free public access to the information; and, (iv) informing and advising applicants and

the public at large on licensing and permitting criteria. Standard procedures are followed and

common rules are applied for getting a license or a permit. The businesses or individuals that

apply for a vocational training license should submit 3 set of documents: documents that prove

the appropriateness of the knowledge and experience of the instructor, documents that prove the

appropriateness of the didactic tools, equipments, technology and space, other supporting

documents such as foundation Act and Statute of the entity, the certification from the Tax

Authorities, the identification documents of the entitled person to act on behalf of the entity etc.

3.7 The accreditation of the vocational training programs is the responsibility of NAVETQ in

compliance with the level of National Qualification Framework and quality assurance system.

The standards, criteria and the accreditation procedures for the vocational training system are

approved by the MoLSAEO. No VTC or training program is accredited to date by NAVETQ.

Legislation Framework

3.8 The Law on Employment Promotion5 is the basic law on employment in Albania. VT

and on the job training are considered as main ways for promoting employment of job seekers

and young adults. According to the Law6 the VT system must not lead to social exclusion, it

should be supportive for vulnerable groups and therefore the distribution mechanisms of subsidies

must allow target group oriented financing7 under special conditions. Career guidance is another

4 regulated by the Law No. 10081, dated February 23, 2009.

5 Law no. 7995, date 20.09.1995 partially modified by Law No. 8862, date 7.03.2002 and by Law No. 9570, date

3.07.2006.

6 Article 4, point 4, paragraph b and c.

7 For instance registered unemployed, repatriated, handicapped, female vulnerable of trafficking, Roma long term unemployed etc.

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important aspect stipulated in the Law8. The MoLSAEO and the MoES are in charge bodies by

the laws to work out directives to support the development of guidance services.

3.9 The Law stipulates that VT is a service not only for the unemployed jobseekers, but also

for the employers and it is implemented through courses or participation in working processes.

The law envisages that the training can be provided through public and non public training

centres9 and it regulates the modalities for participation fees to be paid by trainees in order to

attain the training courses in public centres. The Law allows the stimulation of enterprises by

employment offices through subsidizing or crediting their activities in order to provide VT for the

unemployed. Also, the Law envisages that special groups in need pay differentiated training fees

or be provided with free of charge training services.

3.10 The VET Law10 is designed to establish a unique system of VET, to insure cooperation

between MoES and MoLSAEO, and to encourage involvement of the social partners and local

community. One of the intentions of the Law is to guarantee the right for lifelong learning, the

possibility of accomplishment the primary vocational education and also gaining the useful

professional knowledge for employment, creating equal possibilities for all. The VET Law

defines MoLSAEO as the main responsible institution for delivering trainings.

3.11 In March 2010 the Law on Albanian Qualification Framework11 was approved which

together with the amendments of the VET Law12 introduced significant changes to VT system.

The main changes consisted on: (i) Modernization of the VET system in Albania and quality

assurance and enhancement in the vocational education and training institutions; (ii) introduction

of the Albanian Qualifications Framework (AQF) with the aim of developing, recognizing and

granting qualifications in the Republic of Albania, in line with the standards of knowledge, skills

and competencies that should be achieved by students and trainees; (iii) the support that the state

shall provide to companies and the involvement of the latter in the public VET system; (iv) a

larger autonomy of schools and centers which allows them to have a more flexible use of their

resources. Thus, schools and centres are eligible to be transformed into vocational training

agencies and multifunctional centres able to offer a range of courses with different duration

periods for different categories of students, participants and customers, in an effort to achieve use

their capacity throughout the day.

3.12 Other Government Decrees, CoM Directives, MoES and MoLSAEO Instructions and

Common Instructions of both Ministries are part of the existing regulatory framework regarding

employment and VET sectors, which also in some cases facilitate the VT issues. The

establishment and closure procedures of the VT public institutions, licensing procedures,

8 Law no. 8872 dated 29 march 2002 and Law on “promotion of Employment”, article 13.

9 Article 11.

10 Law no. 8872, date 29.03.2002. The Law is amended on June 2011.

11 Law No 10247, dated 04.03.2010, for "National Qualification Framework".

12 Law No 10434, dated 23.06.2011, for “Amendment of VET Law”.

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accreditation of VET providers, activity of National Labour Council (NLC) and National VET

Council (NVETC), content and issue’ procedures of Certificates are the main considered aspects

in this regulatory framework.

IV. Current situation on vocational training

Supply of vocational training

4.1 The responsibility for developing vocational training is shared between (i) Government

and employers that have a common interest in economic growth, wealth creation and social

progress that cannot be realized without an appropriately skilled and flexible workforce able to

adapt effectively to technological progress, new production methods and organizational change

and (ii) Individuals that need to take responsibility for developing their skills both for career

progression and to remain employable in a more complex and turbulent labor market. The main

focus of analysis regarding the vocational training in Albania is on the services provided in the

public and private training institutions, which is easier to be evidenced, but makes up the smallest

part of the overall training provision.

4.2 Without underestimating the role of training provision in the formal training institutions,

there is a good level of institutional acknowledgement that the overwhelming part of training and

learning happens in the workplace. Thus, a study of 2011 about sectors’ skills ‘needs13

indicates

that a lot of guiding sessions and training activity is developed by the businesses for their

employees. According to it, most of the businesses organize orientation sessions and on the job

trainings for all hired employees engaged in the technical or elementary positions. Most of the

training is delivered in the premises of the companies by the experienced staff and has a

considerable impact in the employees’ performance (for the newly hired people there is up to

40% performance increase during the first year). In the case of advanced technology appliance by

the Albanian businesses, training is delivered in the form of technical assistance provided by

foreign experts and specialists.

4.3 The NES national surveys carried out in 2009 and 2010 have concluded that most of the

training is developed in the premises of the companies, it is carried out by the experienced staff of

the companies and it is financed by the companies themselves. According to survey’s results,

there is a very little cooperation between the businesses and the public training centers which

have offered only around 7% of the overall delivered trainings to the employees. The results

indicate that short courses up to 3 months are most preferable by the employees and companies.

The skills needs survey which is under implementation will provide fresh data by the businesses

regarding the quality of skills in the companies, the hard to fill skills, current and future needs for

skills and for trainings etc.

4.4 Public and private vocational training providers are important institutions for skills’

improvement through which more access to labour market is created. After the establishment of

13

L. Rama, L. Matja, Sectoral skills needs analysis in Albania, ETF publications, 2011.

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the NLC, the legal requirement is that all private and public VET providers should get the license

for running their training activity. According to the law, the VT providers apply in the NLC and if

the application is considered in conformity with the law requirements it is sent electronically to

the Employment Policies Department in the MoLSAEO. After being registered, the application is

immediately delivered to NES, which reviews the documents presented by the applicants and

inspects the provided services in the premises. If all conditions are met by the applicant, NES

sends within 5 working days an evaluation form to MoLSAEO. Within 5 working days the

Licensing Commission proposes to the NLS the acceptance of the application and the

continuation of the licensing procedures. If problems are identified by NES regarding the

correctness in the applicant’ documents, lack of the necessary conditions in the premises to

guarantee the quality of the trainings’ provision etc. than NES asks the applicant to undertake the

necessary measures to address the identified issues within 2 working days. In case the situation is

not improved, NES proposes to the MoLSAEO the refusal of the application for licensing.

4.5 The licensing process can be considered fast and easy to be implemented. However, this

process covers only the formal aspects of legal compliance and formal conditions for service

delivery and it doesn’t guarantee any aspect of quality assurance in these institutions. The

accreditation process of training institutions, training programs and trainers, albeit stipulated in

the law is not yet implementable.

Public VTC

4.6 There are 10 public VTC located in 8 Regions (Tirane, Shkoder, Elbasan, Korce, Durres,

Vlore, Fier and Gjirokaster) in which the total number of trained persons in 2011 was 8,531 out

of who 8,485 received a certificate. There are 3 programs currently offered by NES namely

“Unemployment benefit”, Employment Promotion” and “Vocational Training” (see Table 1).

“Public Works” has been another program offered by NES until 1999 with a considerable amount

of mobilized funds, but which has been inactive for the last decade.

4.7 The overall amount of funds for the NES activity during the last ten years has been

decreased by 36%. This has contributed to a decreased value of allocated funds for 2 main

programs, namely the “Unemployment benefit” and the “Employment Promotion” programs (by

respectively 36% and 82%), but an increase to the allocated funds to the vocational training by 4

times (see table 1).

Table 1: The NES funds according to programs 2000-2011

Years 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Unemployment

benefit

1373 1503 1115 1020 1021 909 1040 868.5 870.6 868.2 981.8 875.8

Promotion 549 388 303 150 200 134 120 119.2 212.3 181.7 133.2 98

Vocational

training 31 38 64 65 76 72 74 97.3 116.1 124.3 128.7 129.5

Administration 167 188 217 246 226 209 205 270 310.9 304 289.4 300.6

Investments 108 108 155 84 72 84 74 76.3 113.4 48.7 38.6 16.9

Total 2228 2225 1854 1565 1595 1408 1513 1431.3 1623.3 1526.9 1571.7 1420.8

Source: NES Yearly Bulletin, 2011

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4.8 The NES funds composition has changed over the last decade. The share of the

funds dedicated to the Employment Promotion Program has decreased from 24.6% of the

total NES funds in 2000 to 6.9% in 2011, the share of the funds allocated for

Unemployment Benefit has remained the same (61.6%), while the share of the funds

allocated to the Vocational Training Programs has increased from 1.4% in the year 2000

into 9.1% in 2011 (see Table 2). The funds for investments have been considerably

decreased both in absolute terms and as a share of the total allocated NES funds. Thus,

the “investments” item in the budget has decreased from 108 million ALL in 2000 to

only 17 million ALL in 2011 and their main use was the VTCs’ rehabilitation in some of

the regions.

Table 2: The NES funds according to programs 2000-2011

Years 2000 % 2009 % 2010 % 2011 %

Unemployment benefit 1373 61.6 868.2 56.9 981.8 62.5 875.8 61.6

Promotion 549 24.6 181.7 11.9 133.2 8.5 98 6.9

Vocational training 31 1.4 124.3 8.1 128.7 8.2 129.5 9.1

Administration 167 7.5 304 19.9 289.4 18.4 300.6 21.2

Investments 108 4.8 48.7 3.2 38.6 2.5 16.9 1.2

Total 2228 100.0 1526.9 100 1571.7 100 1420.8 100.0

Source: NES Yearly Bulletin, 2011

Trainees

4.9 Generally speaking, the workers’ participation in adult education and training

varies across the region. The evidence shows that even in countries that have relatively

high participation, those who take part in the programs tend to be already skilled workers,

rather than non-skilled workers. Also, in these countries seem that programs meant to

help retrain or reskill the unemployed only reach a few of the unemployed, although

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retraining, if well designed, can be important for promoting employment. The

introduction of passive and active employment policies at the start of the transition gave

priorities to interventions that retrained the prequalified workers who had lost their jobs

as part of privatization and enterprise restructuring. Actually, the priority should change

in order that the training reaches unemployed, but this doesn’t’ seem the case. Also, it

appears that “ second chance” 14

education programs form a relatively small part of the

adult education and training system in many Eastern European countries. These programs

are a key tool for helping early dropouts and workers who have lost their jobs in mid

career improve their skills and re enter the labour market.

4.10 In Albania, there are 8,531 persons who attended the VTC courses in 2011 and

the number of trained persons has increased compared to 10 years ago (See Table 3). Out

of the total, 307 persons are trained in the movable centre, which has started to be

operational in 2008 with the aim to provide access to trainings for northern areas such as

Puke, Tropoje, Kukes etc.

4.11 The number of registered trainees is mainly conditioned by the training capacities

of the VTCs including the physical capacity of the premises, the availability of the human

resources for trainings and the availability of the didactic tools and materials necessary

for the courses. In addition, there are other limitations stated in the related government’s

instructions about the eligibility criteria for registration in the VTC such as the age and

social status of the trainees. Thus, according to the MoLSAEO instructions, the eligible

age for registration in the training courses is persons above 16 years old. However,

people belonging to the group age 14-16 years old can also be registered if they have

completed the compulsory education (9 years). Regarding the social status, the preference

should go to the persons living with social assistance, women in social need, persons with

disability, members of poor families, returned emigrants with economic problems, newly

graduates etc. Also, the government policies give the priority for registration to the

registered unemployed jobseekers who can attend the courses with reduced tariff.

4.12 The official statistics indicate that the reported number of participants in the

training courses can be considered artificially higher. Many courses in VTCs are

delivered in more than one level and the same person can attend courses in as many

levels as he/she wants. As results, the same person that completes, for instance, the three

levels of a certain course is evidenced in the statistics 3 different times. It would be more

appropriate and informative if the number of persons completing the courses would be

evidenced according to levels (evidencing separately the persons that complete only one

level, 2 levels, 3 levels and so on). This would also help to make better analysis of the

situation regarding the enrolment rates and the level of received knowledge.

4.13 The majority number of trained persons belongs to the VTCs in Tirana and Durres

followed by Vlora and Korca. Most of the centers in 2011 have trained fewer people than

14

Several new EU member states have launched second chance education and training

programs, including components on literacy and functional literacy, as part of programs funded by

the European Social Fund.

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10 years ago except the VTC in Durres, which has significantly increased this number. In

2011 compared to 2010, the highest increase is noticed in Tirana (20%) and Shkoder

(32%). However, there was lower number of trainees in some other VTCs such as

Elbasan (-36%) and Vlore (-23%). The reason for the decreased noticed in Elbasan is that

no interest was shown for some of the courses such as mechanic, electro auto, welding,

while less trainees have been registered to the pluming and computer courses. In Vlora

the decrease is mostly result of lower registration levels to computer and foreign

language courses compared to the past.

Table 3: Trained persons in Public VTC, 2001-2011

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Tirana (2 VTCs) 2693 3238 2452 2287 2127 1715 1285 1544 1424 1957 2344

Shkoder 916 957 680 720 507 428 604 532 772 640 845

Korçe 700 596 874 1078 796 321 907 633 693 695 648

Durres 1146 1888 2199 2350 2079 1482 1442 1555 1206 1714 1843

Elbasan 825 1065 878 894 433 624 1066 1116 780 1168 758

Vlore 842 710 827 849 845 878 972 1051 953 1187 924

Gjirokaster 130 104 187 150 89 282 422 677 250 341 319

Fier 128 88 331 256 244 496 543

Movable Center 213 289 287 307

Total 7252 8558 8097 8328 7004 5818 7029 7577 6611 8485 8531

Source: NES Yearly Bulletin, 2011

4.14 The majority of trainees in VTC are reported to be with general secondary

education (39.7%) followed by those with university education (28.2%) and with basic

education or less (22.4%). Considering the education background of the registered

unemployed jobseekers another picture is noticed. Most of registered unemployed

jobseekers are with basic or less than basic education and only 4% of them declare to

have a university degree (see Table 4). In fact, the statistics in the employment offices

and in the VTCs are not based on the same categorization regarding the education

background for the trainees and the unemployed jobseekers. Thus, the persons that are

following for instance the university studies and those with university degree are both

reported under “university education” in the VTCs statistics, what makes artificially

higher the number of trainees declared to have university studies. Also the persons with

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basic or less education do not necessary belong to adult age. In many cases children

enrolled in basic education attend in parallel VTCs courses (particularly foreign language

courses).

Table 4: Registered job seekers and trainees in VTC according to education, 2011

Education level Registered job seekers

(%)

Trainees in VTC (%)

Basic education and

less

54 22.4

Vocational

secondary education

13 9.7

General secondary

education

29 39.7

University 4 28.2 Source: NES Yearly Bulletin, 2011

4.15 The age distribution of the trainees in the VTCs is 39.7% of the total number of

trainees is 25-34 years old, 28.2% is above 34 years old and 22.4% is 16-19 years old.

These figures are very different from the age distribution of registered unemployed

jobseekers, which show that the absolute majority (54%) belongs to the 16-19 years old

and only 4% of them are above 34 years old. Under such circumstances it is very difficult

to make age based analysis regarding the trainees and their correlation to the

unemployment status (see Table 5).

Table 5: Registered job seekers and trainees in VTC according to education, 2011

Group age Registered job seekers

(%)

Trainees in VTC

(%)

16-19 years old 54 22.4

20-24 years old 13 9.7

25-34 years old 29 39.7

>34 years old 4 28.2 Source: NES Yearly Bulletin, 2011

4.16 There is a big discrepancy between the intended employment status that shall be

supported with trainings in VTCs and the actual employment and social status of the

trainees. Thus, albeit 47% of the trainees are unemployed only 60% of them are

registered unemployed jobseekers and most of them attend supplementary courses (no

tariff reduction is eligible for those attending supplementary training courses regardless

the employment status). The figures indicate that out of 8,949 persons trained in 2011,

74.9% have participated with a full tariff, 21.8% have paid a reduced tariff and 3.4%

have attended the courses for free (see Table 6).

Table 6: The status of the trainees in the public VTC, 2011

Status Trainees in VTC (%)

Employed 17.3

Unemployed 46.5

15

Prisoners 13.7

Others 22.5 Source: NES Yearly Bulletin, 2011

Training curricula

4.17 According to the law the vocational training courses can be up to 2 academic

years. The vocational training is realized through the training, re training and

intermediate courses in order to assist the entry process in the labour market and the

transition from one profession to another. There are two types of courses offered in the

public VTC, which are professional and supplementary courses. The professional courses

relate to those that provide knowledge and skills for specific professions, while

supplementary courses provide general knowledge on computer courses and foreign

languages.

4.18 Each course in VTCs is delivered based on the training curricula. The curricula

are developed and approved in two levels (i) central level curricula, are drafted by hired

experts of the field and are approved by MoLSAEO. The central level curricula defines

the name of the qualification, the overall goal of professional qualification, a general

description of the professional qualification such as the structure, the duration, its relation

to the national qualification framework, the employment and the further qualification

opportunities, eligibility criteria of the person that want to be qualified, the knowledge

and the skills that will be provided through the qualification, the subjects, modules, topics

that will be part of the qualification and the respective time schedule, the evaluation

criteria of the trainees, the kind of certificate given and general instruction about the

necessary conditions to organize the courses for the given qualification. (ii) the center

level curricula prepared by the experts of VTCs and approved by the Advisory Board.

The Advisory Board is composed by experts from the Regional Education Directory and

VTC Directory. The curricula at the center level defines the detailed description of the

theoretical and practical subjects, the specific objectives and the expected output from

each course, the time schedule, the teaching methods and the evaluation methods of the

trainees as well as the necessary conditions to normally develop the courses.

4.19 The curricula development and implementation process are monitored and

facilitated by a specialized sector in NES named “curricula sector". This sector

contributes to identify the needs for new curricula in the VT system, organizes the work

for drafting the new curricula and revise the existing ones in conformity with the labor

market requirements, coordinates the work of specialised institutions in the process of

curricula development, defines the financial needs for curricula development in

cooperation with the budgeting sector in NES and follows the curricula implementation

by VTCs after their approval.

4.20 Several problems are faced by VTCs regarding the curricula in both levels. Some

of the problems are: (i) Many curricula the VTCs are using are more than 10 years old

and in some cases there are curricula developed since 1995. As such, the level of the

theoretical and practical knowledge is old and does not comply with the needs of both

businesses and trainees; (ii) Some of the new courses offered in VTCs lack the

16

framework curricula. In many cases individual VTCs have developed the curricula

through their instructors without having in advance the framework curricula as it is

foreseen by the law. In such cases, most probably it is followed a bottom up approach for

curricula development, meaning that MoLSAEO would prepare the framework curricula

based on the VTCs curricula. This approach it is against the law and also cannot

guarantee the quality of the curricula and all its related aspects; (iii) there is a lack of

funds to support curricula development and the regulatory framework is not complete in

this respect. Thus almost all the curricula for VTCs are developed with the support of

different donors or with voluntary work of the VTCs centers. There are cases when NES

has undertaken the initiative to develop curricula (such as the case of tourism course),

and although all the arrangements were made for the experts, both funds and regulatory

framework to ensure their payment were lacking; (iv) currently there is a very weak role

of NAVETQ in curricula development process. The NAVETQ status as a subordinate

institution under MOES has weakened its role in relation to VTCs including curricula

development aspect.

Training courses

4.21 There are more than 25 vocational training courses delivered in the public VTCs.

Almost all the courses duration varies from 1 month to 4.5-5 months depending on the

type of received qualification. In average only 42% of the total number of trainees attend

the professional courses, while the rest attends supplementary courses. In many VTCs the

number of trainees enrolled in the foreign languages and computer courses is

significantly high and has increased over years such as in Tirana representing 72% of the

total, Durres (65%), Fier (62%), Vlora (68%) etc. (See table 8).

Table 8. The training programs according to VTC, 2011

Courses

Certified no. of Trainees according to courses and centres

To

tal

no

. o

f

tra

inee

s

QFP 1 QFP 4 DR FR VL GJR EL KO SHK Mobile

centre

Auto service 30 5 16 51

Social assistant 30 30

Electro-auto 51 8 59

Foreign language 1003 166 955 203 372 94 253 437 148 20 3651

Plummer 104 133 20 60 8 54 15 14 408

Hydraulic installer 48 48

INF 64 64

Installer and

repairer of

electricity networks

49 27 88 22 39 14 66 14 13 332

Babysitter 45 14 60 34 7 160

Cooker-waiter 7 53 51 76 25 19 231

Mechanic of auto

trailers

83 76 14 173

Sun panel 29 32 8 15 9 93

17

Hairdressing and

esthetic

35 38 26 72 38 209

Computers 163 92 252 130 255 117 47 114 56 42 1268

Telemarketing 297 297

Tails layer 9 7 14 8 38

Duralumin 19 15 34

Carpenter 22 29 13 64

Air conditioning

repair

52 52

Electro domestic

repair

29 32 11 40 13 125

TV set repair 24 7 31

Sewer 65 26 102 24 29 21 112 15 55 64 513

Welding 41 41

Secretary 46 31 88 16 73 254

Health safety in

mines

129 129

Others 15 26 0 10 0 35 0 0 78 12 176

Total 1636 708 1843 543 924 319 758 648 845 307 8531

Source: National Employment Service, 2011

4.22 The most frequent professional courses delivered in the VTCs are sewer,

electrician, installation and Plummer (delivered in more than 8 VTCs), followed by

babysitter, cooker, waiter, sun panel installation, hairdresser and electro domestic repair

(delivered in more than 5 VTCs). It results that 8 out of 25 qualifications are provided in

just one center and in most of the cases are specific to the city due to specific businesses

operating such as telemarketing in Shkodra (call centres have been recently developed),

health safety in mines, social assistants etc.

4.23 The courses provided in VTCs result to be short and very short in terms of their

duration and in most of the cases the knowledge and the skills gained in the VTCs are

very basic. Thus, 17 professional courses out of 25 are delivered during a time frame 1.5-

4 months, while the other 8 professional courses are delivered in a time frame of 4-5

months. The same remains true for foreign languages and computer courses.

4.24 Instructors and vocational school directors were asked about how realistic could

be the idea that certain competencies be taught with very short term courses. They

declare that no possibility exists that courses of such duration could provide sufficient

level of knowledge and practical skills to interested persons to help them enter in the

labor market. In many cases the trainees are motivated by secondary interests in getting

enrolled and attending the professional courses in VTCs. Thus, trainees were asked in

several VTCs about their main interest to attend the professional course and besides the

need to update certain knowledge and gain additional specific practical skills the

mentioned answers for many of them were the need to have a certificate in order to

supplement the documents to open or run a small business, the need as an emigrant to

present a document abroad during the job application processes, etc. Being a public

18

institution with a certificate issued under the logo of the MoLSAEO makes VTCs more

attractive and more trustful particularly for those trainees interested to have a certificate

rather than certain knowledge (especially for emigrants because the public institutions are

more trustful to foreign entities).

4.25 The biggest number of certificates in each training centre is issued for the trainees

that attended foreign languages and computer courses. The number of trainees in these

qualifications is around 60-70% in each center except in Elbasan and in Shkodra where

sewer qualification and telemarketing is mostly preferred (see Table 3).

4.26 Recognition of prior learning is lacking in the vocational training system. No

legal and regulatory framework exists in this respect and no institution is defined up to

now to fulfil this role. This prevents the assessment and the certification of all prior

learning for all the interested persons which can significantly guide the VTCs and private

training institutions in adjusting the list of the offered courses and the related level of

knowledge.

19

Table 7. The training programs delivered in VT in 2011

No. Training Course/Program

No. of

providers

Number

of levels Duration

No. of

trainees

Professional courses 3612

1 Auto service 3 1 3 months 51

2 Social assistant 1 1 3 months 30

3 Electro-auto 2 1 5 months 59

5 Plummer 8 1 3 months 408

6 Hydraulic installer 1 1 4.5 months 48

7 INF 1 1 5 months 64

8 Installer and repairer of electricity networks 9 1 4.5 months 332

9 Babysitter 5 1 2.5 months 160

10 Cooker-waiter 6 1 2 months 231

11 Mechanic of auto trailers 3 1 5 months 173

12 Sun panel 5 1 4 months 93

13 Hairdressing and esthetic 5 1 4 months 209

14 Telemarketing 1 1

297

15 Tails layer 4 1 2 months 38

16 Duralumin 2 1 4,5 months 34

17 Carpenter 3 1 2 months 64

18 Air conditioning repair 1 1 2 months 52

19 Electro domestic repair 5 1 4.5 months 125

20 TV set repair 1 1 5 months 31

21 Sewer 10 1 2 months 513

22 Welding 1 1 2 months 41

23 Secretary 5 1 2 months 254

24 Health safety in mines 1 1 129

25 Others 10 1 1.5 months 176

Supplementary courses 4919

26 Foreign languages 10 3 2.5-5 months/level 3651

27 Computer 10 3 1-2 months/ level 1268

Total 8531

Source: National Employment Service, 2011

VTC Instructors

4.27 Specific criteria applies for the instructors in the VTC such as university degree

according to the requirements defined by VTC, average school results above 7 (in a 4-10

evaluation scale), more than 5 years job experience. The preference during the selection

process should be to those applicants that have pedagogical knowledge and skills. The

MoES is responsible for the initial training of the instructors, while the MoLSAEO

through NES is responsible for their continuous training. The training is mostly realised

in cooperation with educational institutions, NGOs and donors.

4.28 The vocational training experts are of the opinion that there is a need that all the

instructors or trainers exercising their duty in the public and private VT institutions be

licensed and awarded with the title “Licensed Trainer”. This requires legal procedures

that currently are lacking. The licensing process for instructors and trainers is especially

20

important for the part time instructors as well as for all instructors involved in the private

training entities. The licensing process would contribute in increasing the quality of

trainings.

Evaluation and certification

4.29 After the completion of the training course, tests are organized in the VTCs for

the trainees that have attended more than 80% of the course duration and have

demonstrated active participation in it. For carrying out the tests, commissions are

established with the participation of representatives of MoLSAEO, NESS, VTC,

Employment Office as well as a private business representative in the field of

qualification. The participation of the VTC instructor and the business is obligatory in the

test commission, otherwise the test cannot be held. The test consists in 2 parts: theoretical

knowledge and practical skills. It can be completely held in VTC if workshops exist or

partly in the centre and partly close to a business related to the tested qualification. The

trainees that are not eligible for testing and those that do not pass the test are provided

with a participation document, while those passing the test are provided with a certificate

that includes the evaluation (in 3 levels) and the level of competence.

4.30 Almost all the tests are realized mainly by only the instructors of the courses.

Very rarely the tests are attended by the other members of tests commissions envisaged

by the law. A credit system for the knowledge received in courses is lacking. Introducing

the credit system compatible with international standards is very important for quality

assurance in vocational training.

4.31 Certificates are awarded to the trainees after the successful finalization of the

course and the respective test. The certificates present information about the trainee, the

name and the duration of the attended course, the test’s result etc. However, there is not a

standard form of the certificates used by VTCs. In the cases when a course is organized

in cooperation with other organizations, the certificate is issued by organizers, VTC

Director and the Director of the other organization.

The private VT providers

4.32 As it was previously mentioned, adult education systems are highly

underdeveloped in most Eastern European Countries. The literature suggests that

building such systems would require a shift away from government defined programs

towards a well regulated market of private and public providers that deliver training

services to both working and unemployed adults.

4.33 The preconditions for successful adult education systems are a high degree of

coordination and partnership between government agencies and the private sector, as well

as a strong voice for businesses and individuals- that is the demand side of training- in

determining training policy and content. Afterward, in the conditions that a solid adult

learning sector has been established the governments’ role is monitoring data, promoting

autonomy, improving efficiency to all providers.

21

4.34 There is evidence that shows that adult education is most effective when it

functions as a market for training. If informed well, the adults interested in training would

demand programs of high quality that are relevant to their employment aspirations. If

autonomous, providers will respond to this demand and offer quality programs in a

competitive environment. In order to truly compete in the adult education and training

market and deliver useful programs, public providers also need autonomy to respond to

changes in demand and other competitive pressures.

4.35 The private training market has been increased in its size during the last two

decades. As per June 2012 there are licensed around 260 private entities/individuals as

VT providers. Half of the private training providers are in Tirana (50% of the total) and

except for Tirana, no any correlation is noticed between the number of licensed entities

and the size of the city. Thus, in Durres there are licensed around 10% of the total

number of total training providors, in Vlora and Fier there are licensed only 12 operators,

while this number for Berat, Elbasan, Shkoder and Korce is very low, varying from 5 to

10 operators.

4.36 Hairdressing, foreign languages and computer courses are the most preferred

programs in each of the cities. There are operators delivering construction, sewers,

hotelier services and car repair qualifications, but they are very limited in number. A full

database of the licensed non-public VT providers is attached to this document.

4.37 The private training providers have followed the licensing procedures in NLC, but

they declare that this is more a paperwork process rather than a process that check the

quality aspects of their training provision. They are inspected periodically by NES, but

the inspection process is more a routine and formal act.

4.38 The courses are of different duration and for certain programs they are organized

in several levels like for the foreign language and computer courses. However, no

evidence exists on the course duration according to professions. However, the

hairdressing courses vary from 3-6 months (including practice), the computer courses

vary from 3-5 months for one level, the duration of the professional courses on tourism,

hotelier services, electrician, mechanic, tailoring etc. is very different from one provider

to another and it is not possible to reach a conclusion.

4.39 No good quality control mechanisms exist for the private vocational training

market that can ensure that the suppliers of adult education and training programs

maintain the quality and the relevance of their program offerings. Thus, policies that set

standards for and ensure the quality of adult learning opportunities are lacking and there

are not yet developed appropriate quality assurance, inspection and accreditation systems.

Financing for adult education and training programs should largely be private, certainly

for most continuing vocational education and training programs. Making the market of

vocational training functioning on competitive basis with clear roles of public and private

providers is imperative for quality aspects.

22

Table 8: The distribution of private VTP according to cities and the offered courses

Main

cities

No. of

private

VTP

Offered courses in private VTP

1 Berat 5 Hairdresser (5)

2 Durres 28 Hairdresser (14), Foreign languages and computer (6), Marketing and public relations, hotelier and

portal training, specialists for milk industry etc. (8)

3 Elbasan 8 Hairdresser (5), foreign languages (3)

4 Fier 12 Hairdresser (3), foreign languages (4), finance and accounting (3), tailoring and laboratory for

construction materials (2).

5 Gjirokastra 3 Foreign languages, hairdresser, cooking and pastiery

6 Kavaja 4 Designer (1), Hairdresser (2), hotelier and tourism (1)

7 Korca 6 Children's rights education (1), foreign languages and computer (3), hairdressing (1), tailoring (1).

8 Kruje 2 Foreign language and computer course (2)

9 Kukes 2 Hairdressing (2)

10 Lac 2 Foreign language and computer course (2)

11 Lezhe 3 Foreign language (1), Hairdressing (1), Psycho social rehabilitation (1)

12 Lushnje 11 Hairdressing (9), Foreign languages and computer (1), tailoring (1)

13 Pogradec 4 All mixed including computer, babysitter, foreign languages, secretarial services, tailoring etc.

14 Saranda 7 Criminalist specialists (1), Baywatch (1), Notary services (1), hairdresser (10, hotelier (1), psycho

treatment of children (1)

15 Shkoder 8 Hairdresser (5), ski, snowboard (1), foreign language and computer (2)

16 Tirane 130

Foreign language and computer (35), Hairdresser (68), babysitter, social worker, elderly and disable

care (3), tourism and hotelier (3), electrician, mechanic, automobiles etc. (6) Optician, tailoring, safety

rules, shoemaker, administration and management etc.

17 Vlore 12 Foreign language and computer (4), Hairdresser (4), electrician, mechanic, installations etc. (4)