Albania 2024

Albania has reached the activation stage.

Over 140 qualifications appear in the national VET catalogue. Accreditation of VET providers has started, progressing towards the set milestones. Revision of study programmes in HE for full implementation of learning outcomes approaches is underway.

Establishment of sector councils comprising social partners and other stakeholders supports development of more relevant qualifications. However, there are just two operational for now, and a third expected to start functioning shortly.

The VNFIL system is not yet operational.

AQF levels are included on new certificates and diplomas, Europass supplement documents and diploma supplements, and indicated in the national catalogue for VET qualifications.

EQF levels are included in new certificate and respective supplements in line with the instruction of the Minister responsible for VET, No. 9, from 29 March 2023.

While no national communication strategy is in place, several initiatives have been undertaken to raise awareness and promote the use of the AQF among key stakeholders, including employers, learners, VET providers, and others. These efforts have focused on increasing understanding of the AQF's functions, benefits, and impact on the national qualifications system.

A prominent tool in this outreach has been the release of an informational video about the AQF, which provides an overview of its role, structure, and the benefits it offers to learners and employers. The video emphasizes the AQF's support for lifelong learning and its adaptability to the evolving needs of the labour market. Additionally, an instructional video was developed to explain the role of sectoral committees within the AQF. These committees are responsible for ensuring that qualifications remain relevant and aligned with industry standards, and the video serves to illustrate their importance in shaping a workforce-ready qualifications system. Also, some instructional videos promote the process of inclusion of lifelong learning qualifications in the AQF levels.

Furthermore, multiple workshops have been organized with training providers to deepen their understanding of the AQF's structure and benefits. These workshops have covered essential aspects of the AQF, such as its role in promoting quality assurance, enhancing the transparency of qualifications, and facilitating pathways for upskilling and reskilling. They have also provided practical guidance on how to align curricula with AQF level descriptors, making qualifications more recognizable and valuable to both learners and employers.

In addition to these events and resources, a range of informational materials - including a handbook - has been widely distributed. Social media campaigns have also been launched to broaden the reach of AQF awareness efforts. These materials and platforms collectively aim to build understanding among stakeholders of the AQF's potential to support individual career progression and contribute to a dynamic, skills-based economy.

There are documents presented as weblinks by using the Facebook social media channel.

The National Catalogue of Vocational Qualifications (NCVQ), developed by NAVETQ is the de facto national vocational qualifications register and is approved by the Minister in charge of VET. Currently, the number of qualifications in the NCVQ is 141.

The NCVQ is linked to the National List of Occupations, which is based on the International Standard Classification of Occupations, or ISCO.

Within the Catalogue, the National List of Vocational Qualifications (NLVQ) lists the vocational qualifications, all based on learning outcomes. These qualifications span AQF levels 2 to 5. At levels 2, 3 and 4, they are available through the 2+1+1, 2+2 and 4-years formal educational structure. Level 5 qualifications are also recorded in the register.

The List is now available online in the NCVQ in the form of a public, interactive, searchable web portal/database on qualifications, curricula, and training offers by VET providers.

The Catalogue includes learning outcomes descriptions. The outcomes statements are developed by dedicated working groups following the specified methodological guidance. These outcomes statements are also used in the Vocational Certificate supplement.

There is not yet a digital tool to support the search, presentation, analysis, and comparison of qualifications available or planned.

National authorities plan to connect the national register to the Europass platform via the Qualifications Dataset Register. The data model used for publishing information in the national register is not yet interoperable with the European Learning Model ([3]The European Learning Model, or ELM, provides a single vocabulary for learning and employment data in Europe and is used for the Europass platform.).

The Catalogue is currently available only in Albanian.

NLVQ is linked to the National Classification of Occupations, which is also developed by NAVETQ, and to the careers portal run by the careers guidance centre of the Tirana city authority.

The Ministry of Education and Sport is meanwhile creating a national register of higher education programmes. Each programme will be coded according to the field of study. The required legal framework is under development.

The National Catalogue of Vocational Qualifications demonstrates close adherence to Annex VI of the EQF Recommendation, which proposes data fields for the electronic publication of information on qualifications with an EQF level. The database includes the following information on individual qualifications:

1. title of the qualification.
2. NQF level.
3. description of the qualifications, in units of learning describes in terms of LO in knowledge skills and broader competences.
4. awarding body/competent authority.
5. workload/credit points allocated.
6. internal quality assurance procedures.
7. external quality assurance/regulatory body.
8. entry requirements.
9. relationship to occupations.

The national information centre (NARIC) is the Technical Secretariat for the Recognition of Foreign Diplomas under the Ministry of Education and Sport.

Currently, Albania has procedures in place for the recognition of foreign certificates and diplomas at levels 5 to 8 of the AQF, issued by foreign higher education institutions. Recognition of foreign vocational qualifications is under development.

An instruction of the Minister of Finance and Economy on the procedures for recognition of qualifications at levels 2 to 5 was adopted in 2018.

Careers advisers are generally aware of the AQF and use it in counselling clients. Qualifications placed in the AQF feature in career portals.

Bodies exercising functions relevant to NQF implementation such as quality assurance bodies and those regulating occupations or making recognition decisions are generally well-informed about the AQF. Likewise, education and training providers, who are institutional stakeholders.

NAVETQ is fundamentally involved in implementing the procedure for the inclusion of lifelong learning qualifications in the AQF, and the accreditation of VET institutions for delivering AQF qualifications at levels 2 to 5. Therefore, its staff have a strong understanding of the AQF and EQF, recognizing their significance in standards behind the qualifications and ensuring quality in education and training processes. The level of the awareness of the quality assurance bodies is very high.

Recognition authorities evaluate and confirm qualifications from other countries' educational systems. This role necessitates a comprehensive understanding of the AQF and EQF, as these frameworks provide the necessary context for assessing and recognizing foreign qualifications. Therefore, their awareness of the AQF is very high.

Employers in specific sectors, particularly those involved in sectoral committees and designing qualifications in VET, are generally aware of the AQF's role in aligning qualifications with job requirements. However, apart from these directly engaged sectors, broader employer awareness remains limited, especially among small to medium-sized enterprises that may not have the same level of engagement with the AQF.

Trade unions have increasingly been involved in discussions around labour market policies and skills development, and in participating in sectoral committees, which has led to a better understanding of the AQF and EQF. Their overall awareness is moderate.

Employment services typically prioritize immediate job placements over broader qualifications frameworks. As a result, there may be insufficient emphasis on how understanding the AQF/EQF can enhance jobseekers' long-term career development and skill recognition. Here, awareness is low.

Students are increasingly interested in international opportunities, such as studying abroad or seeking employment in other countries. Awareness of the EQF's role in facilitating the recognition of qualifications across borders has grown. However, while some students are utilizing the frameworks to understand how their qualifications will be recognized internationally, many still lack comprehensive knowledge about the processes involved in qualification recognition. The use of the AQF/EQF by this group is moderate.

Learners who hold qualifications on which the AQF levels are indicated clearly have some exposure to the framework. But overall, awareness levels of among learners and students is moderate.

Those already established in the labour market, or those possessing older qualifications, usually have low awareness of the AQF.

No comprehensive evaluation has been conducted yet.

Legislation on the AQF requires that new VET qualifications be written in learning outcomes. Likewise, the AQF has influenced VET curricula, so that it is increasingly modularized. New qualifications can be designed in units.

The influence of the AQF is visible in making qualifications transparent and comparable. By defining levels of qualifications and the skills required at each level, the AQF enhances the transparency of qualifications at the national level, allowing learners, employers, and education providers to clearly see what each qualification entails.

VET qualifications are more accessible through use and promotion of the National Catalogue for Vocational qualification, which is accessible on the NAVETQ Website.

Further, the AQF has raised the quality of qualifications by setting criteria for inclusion of qualifications in the framework's levels.

The AQF has contributed to enhancing progression in education and training by linking vocational education and training with general and higher education. The process to increase the permeability in the system is ongoing.

The AQF plays a vital role in promoting parity of esteem between different types of education and training and qualifications. By recognizing diverse learning pathways, establishing standardized learning outcomes, facilitating progression, and engaging with employers, the AQF fosters an inclusive educational environment. While challenges remain, continued efforts to advocate for the value of all educational pathways will be essential for achieving full parity of esteem, ultimately benefiting learners.

The AQF has influenced the dialogue and cooperation between stakeholders. The sectoral committees are mechanisms where different stakeholders in the economic sectors cooperate to identify skills needs and validate the standards behind the qualifications.

The AQF is used as a mechanism to identify gaps in VET provision.