Thèses sur le sujet « Albanians – education »

The policy debate on higher education in the Western Balkans, and specifically in Albania, has received scarce attention as object of study in the last decades. Nonetheless, the efforts to rebuild the higher education systems after the Communist period are still facing several challenges, especially considering that in a country like Albania the socio-economic environment has been stable only since the years 2000. Through a social science approach, drawing on sociological theories of massification and democratisation of higher education, as well as on different financing theories and models, the present study provides an analysis of past and current policies of higher education in Albania, including ongoing reforms to redesign the sector. Through a specific focus on access and financing of higher education, this work aims at assessing to what extent these policies respond to principles of equity and equality of opportunities. Based on field experience and studies, as well as analysis of primary and secondary sources, the research provides an original insight into the Albanian policy-making process, showing that, despite embracing most of those principles on paper, current and proposed reforms still lack the necessary implementing power, in a competition between global internationalisation forces and internal struggles to overcome the country’s heavy historical legacies. Conclusions are accompanied by policy recommendations, aimed at informing the policy debate and providing suggestions for the implementation of more equitable access and financing models.

Despite the future benefits from investment in education predicted by theory, Albanian participation rates upper secondary schooling have fallen since 1990. This reduction in post-compulsory schooling seems to be unique amongst transition economies. The theoretical framework developed in this thesis suggests this is the consequence of a high unemployment/low skill/bad job equilibrium. We argue a major cause of this situation is the large agricultural sector in the Albanian economy. We provide insights into the causes of the previously neglegted 'bad' equilibrium from an empirical analysis of the returns to education, using OLS and Logit/Probit estimation techniques. The theoretical platform supports the disjunctions between sectors in the labour market related to urban and rural localities. Wage returns to post-compulsory secondary education are low or not significantly different from zero in rural areas (for males). The earnings premia for tertiary education are generally higher and in urban areas comparable to those found in other transition economies. The key determinants of participation in post-compulsory are largely found to reflect intergenerational transmission mechanisms, with parental education being an important determinant. A large family, high local unemployment and greater inequality of income in the area of residence all reduce the . likelihood of attending upper secondary schooling. While the young adjust their labour market expectations through their schooling decisions interactively, another dimension of the labour market adjustment relates to migration decisions. We estimate the impact that emigration has had in alleviating unemployment in Albania. Drawing on these findings, our analysis concludes with the development of policy recommendations to target the movement towards lower unemployment and a higher proportion of high skill/good jobs in the Albanian labour market.

Despite the positive economic growth over the last decade, poverty in Kosovo and Albania remains one of the highest in Europe. Both countries have experienced large migration flows which, together with remittances, seem to have been an effective mechanism for mitigating poverty, which would otherwise be even higher. This thesis investigates the determinants of poverty with a specific focus on the effect of education on poverty in Kosovo and Albania using data from the Kosovar Household Budget Survey 2011 and the Albanian Living Standard Measurement Survey 2012. The review of studies suggests that there is no single unified theory of poverty. Moreover, there is no underpinning study that would fully inform the modelling approaches in this thesis. The economic theory of consumer behavior, duality theory as well as unitary approach provide the theoretical basis for measurement of household welfare. On the other hand, several theories and studies have been concerned with structural relations that affect poverty. According to human capital theory, education leads to increased income and thus decreases the risk of poverty. Literature also highlights the importance of migration, remittances and fertility in relation to poverty but also emphasizes the importance of education with regards to remittances and fertility. A key contribution of this thesis is that, it attempts to put all these theories and approaches together to inform the models to be estimated in this thesis. Ordinary Least Squares and Probit estimation techniques are used to model consumption and poverty while quantile regression is used to gain further insights into how the determinants of household welfare change across the welfare distribution. Some of the factors which influence household poverty are expected to be endogenously related to poverty. In this thesis, this issue is addressed by controlling for the effect of the endogenous variables using pre-determined and exogenous indicators. One of the most important factors affecting household welfare is education. Indicators such as the highest level of education in the household, share of adult members with respective education attainments, and mean years of education of adults are considered in the estimation, in addition to education of the household head (a commonly used education indicator), as they tend to better reflect the impact of education on household poverty. Considering theoretical and empirical literature on migration, fertility and poverty, it seems appropriate to expect that poverty, remittances and fertility are simultaneously determined; estimating each of the relationships separately would therefore not be appropriate. Hence, another important contribution of this thesis is that it models the three factors within a simultaneous equations system and thus explores the impact of education on poverty via different channels at the same time. For this purpose, Three-stage Least Squares (3SLS) estimation technique is utilized. An advantage of the 3SLS approach is that endogenous variables are allowed to appear on the right-hand side of the equations. Findings are largely in accordance with theoretical expectations; education is found to be related to increased consumption and reduced poverty in both Kosovo and Albania, and the effect is higher for higher levels of education attained. The Quantile regression results indicate that the positive effect of increased levels of education on consumption is highest for the poorest households in Kosovo, while the same applies to the richest households in Albania. The results also underline the importance of migration and fertility in terms of household welfare in Kosovo and Albania. The 3SLS estimation results confirm our expectations regarding the joint determination of poverty, fertility and remittances. Due to some limitations of the Kosovar dataset however, this analysis is performed using the Albanian dataset only.

The purpose of this study was to determine the potential contribution of vocational and technical education to the future social-economic development of Albania. To achieve this purpose, a panel of experts was involved in the formulation of statements and the determination of each statement's value as a contributor to future social-economic development. This study was conducted using a Modified Delphi Technique to identify and prioritize statements generated as part of this research methodology. The study was accomplished through solicitation of responses from a 17 member panel of experts. The panel consisted of individuals representing government service, non-government organizations, Albanian educators, and international educators involved in different educational projects in Albania in the last ten years. Each of the experts was asked to identify statements that vocational and technical education can contribute to the future social-economic development of Albania. Responses provided by the panel members and the statements added by the researcher were edited and organized into a list with 71 statements. The panel of experts was asked to rate this list and means and standard deviations were calculated for each statement. The criterion to determine the importance of statements was defined as a mean being equal or higher than 3.5 on a 5-point Likert scale. The criteria employed to determine panel consensus was defined as a standard deviation being equal or less than 1.00. From the list of 71 statements, 68 were concluded to have been important and have reached consensus by the panel. The 68 statements on which the panel of experts reached consensus were rank ordered according to their means.A content analysis of the ranked statements revealed that statements clustered around common themes. These themes included VTE's Planning Procedures and Policy, Program and Institutional Development, Values and Work Ethics, Productivity, Communication and Analytical Skills, and Linkages.From these results, it was concluded that the process for the development of an effective VTE program that will contribute to the social-economic development of Albania will be long and complex. This process will involve many people, agencies, and organizations all working together. Hence, it was recommended that the Ministry of Education and the Ministry of Labor and Social Affairs take the lead in this process.
Ph. D.

Thesis (M.A. in Security Studies)--Naval Postgraduate School, September 2009.
Thesis Advisor(s): Yost, David S. "September 2009." Description based on title screen as viewed on 6 November 2009. Author(s) subject terms: Albania, Britain, France, Former Yugoslav Republic of Macedonia, Islamic radicalization, religious education, terrorism. Includes bibliographical references (p. 83-89). Also available in print.

Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.
Master of Architecture
Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.

Using a case study approach this study investigated how college students in Vlore, Albania seek and use information resources for academic and personal needs and whether they follow a pattern similar to Brenda Dervin's sense-making, or Marcia Bates' berry-picking information seeking models. Influencing factors studied were economic factors, information communication technologies and information culture/policy. A literature review showed that no previous published research has studied information seeking behavior of college age students and faculty in Albania. Thirty-four college students and two full time faculty completed a survey and a smaller group were interviewed. The results of the study indicate that Google is the main source for seeking information for both academic and personal purposes. College students are not introduced or taught on how to evaluate information sources. The information communication technology needs improvement to support information needs. The library as a major information resource was not apparent to most students. College students utilize berry-picking as the information seeking model and faculty use sense-making, as a model of information seeking. This study adds to the knowledge of the information seeking behavior of college students in a developing country, the need for information literacy courses at the university level, and the identification of additional areas of research regarding information communication technologies, information policy, and literacy for developing countries.

This study endeavors to delineate a characterization and analysis on the impact of ICT in the education system in Albania, recognizing certain strategies considered important for the integration of ICT in primary and secondary schools. Through the use of case study methodology by employing diverse research techniques (e.g. document analysis, semi-structured interviews, and application of questionnaires), the study sought to identify and portray comprehensive and plausible implementation of Information and Communication Technologies on primary and secondary education levels in Albania, from different perspectives of various involved actors in this process. Aspects considered crucial such as the availability of ICT infrastructure, ICT teacher training, ICT curriculum, ICT in pedagogical practice, ICT provision, ICT use, the perceived impact of ICT, attitudes towards ICT, etc. among others were taken as indicators to understand the impact of ICT at school level, the impact on teachers and their teaching practices, as well as on students and their learning. The research was conducted in three different counties of Albania, investigating 6 schools, both in urban and rural areas of selected districts. It is grounded on 340 responses from pupils, 50 teachers, 6 school administrators and 2 policy makers at the MoES assembled and analyzed during the spring semester of 2013-2014 schooling year. It applied an integrated approach, interweaving quantitative and qualitative research methods, to ensure a profound comprehension of the topic in a multifaceted perspective. In addition, the application of distinct methods enhances the validity and reliability of collected data. The research findings served as a basis for drawing a set of recommendations on the integration of ICT in Albanian Pre-University education, targeting a large audience. It paid particular attention and high awareness to the socio-economic, cultural and historical background of Albania, as a developing country attempting to join European Union. The study reported that Albania has developed and is implementing the National Strategy for Pre-University Education 2009-2014 which has established ICT targets for short and medium term policies within the education system. These goals include the provision of fundamental computer literacy and ICT education for all, ICT qualification and certification for teachers, integration of ICT in other schools subjects, raise of ICT awareness among students, teachers and parents, etc. Literally, it appears that ICT’s are utilized as tools to facilitate and elevate the existing learning process and its management more than for their transformative power. It is concluded that ICT has not yet started to revolutionize learning and teaching practices in Albanian education.
La présente étude tente de dessiner une caractérisation et une analyse sur l’impact des TIC dans le système éducatif albanais, tout en reconnaissant certaines stratégies considérées comme importantes pour l’intégration de l’informatique dans les écoles primaires et les collèges. A travers l’utilisation de la méthodologie de l’étude de cas en employant diverses techniques de recherche (telles que l’analyse de documents, entrevues semi-structurées et mise en place de questionnaires), l’étude visait à identifier et dépeindre une implémentation complète et plausible des Technologies de l’Information et de la Communication dans les classes d’écoles primaires et des collèges en Albanie, selon différents points de vue d’acteurs divers impliqués dans ce processus. Des aspects considérés comme cruciaux, tels que la disponibilité d’une infrastructure des TIC, la formation des enseignants aux TIC, un programme d’enseignement des TIC, les TIC inscrites dans une pratique pédagogique, la fourniture en TIC, l’utilisation de TIC, l’impact perçu des TIC en milieu scolaire, l’impact sur les enseignants et leurs pratiques, tout comme sur les étudiants et leur apprentissage. La recherche a été conduite dans trois pays autres que l’Albanie, en enquêtant dans 6 établissements scolaires, situés à la fois en milieu urbain et en milieu rural de districts déterminés. Elle a été fondée sur 340 réponses d’élèves, 50 enseignants, 6 directeurs d’établissement et 2 responsables des politiques de la Ministère de l’Education et de Sports en Albanie, assemblés et analysés durant le second semestre de l’année scolaire 2013-2014. La recherche a appliqué une approche intégrée, entremêlant des méthodes de recherche quantitative et qualitative, pour assurer une compréhension approfondie sur le sujet dans une approche multidimensionnelle. De plus, l’application de méthodes distinctes renforce la validité et la fiabilité des données collectées. Les résultats de la recherche ont servi de fondation pour élaborer un ensemble de recommandations quant à l’intégration des TICE dans l’éducation pré-universitaire albanaise, en ciblant un large public. Nous avons également accordé une attention particulière et une grande sensibilisation au contexte socio-économique, culturel et historique de l’Albanie, en tant que pays en développement tentant de rejoindre l’Union Européenne. L'étude a indiqué que l'Albanie a élaboré et met en oeuvre la Stratégie Nationale pour l'Education pré-universitaire 2009-2014 qui a fixé des objectifs en matière de TIC pour les politiques à court et moyen terme dans le système d'éducation. Ces objectifs comprennent la fourniture des connaissances fondamentales en informatique et l’éducation de TIC pour tous, la qualification des TIC et la certification des enseignants, l'intégration des TIC dans d'autres sujets scolaires, augmentation de la sensibilisation aux TIC entre les élèves, les enseignants et les parents, etc. Littéralement, il apparaît que les TIC sont utilisés comme des outils pour faciliter et élever le processus d'apprentissage et à sa gestion plus que pour leur pouvoir de transformation. Il est conclu que les TIC n'ont pas encore commencé à révolutionner les pratiques d'apprentissage et d'enseignement dans l'éducation albanais.
El presente estudio pretende realizar una caracterización y análisis sobre el impacto de las Tecnologías de Información y Comunicaciones TIC en el sistema educativo en Albania, reconociendo ciertas estrategias que se consideran importantes para la integración de las TIC en escuelas de los niveles primario y secundario. A través de la metodología de estudio de caso y utilizando diversas técnicas de investigación (por ejemplo análisis de documentos, entrevistas semi-estructuradas y la aplicación de cuestionarios), el estudio trata de identificar y describir integralmente la implementación de las TIC en escuelas de niveles primario y secundario desde diferentes perspectivas de los actores involucrados en el proceso. Se consideraron aspectos cruciales como la disponibilidad de infraestructura TIC, el entrenamiento TIC, el currículo TIC, las prácticas pedagógicas TIC, la provisión de TIC, los usos y el impacto percibido de TIC, las actitudes frente a las tic entre otros, para establecer indicadores y entender el impacto de las TIC a nivel de la escuela, el impacto en los profesores y su prácticas de enseñanza así como en los estudiantes y su proceso de aprendizaje. La investigación fue desarrollada en tres condados de Albania, analizando 6 escuelas en zonas rurales y urbanas. Se basa en las respuestas de 340 estudiantes, 50 profesores 6 directores de escuelas y 2 responsables de la política educativa del ministerio, los estudios fueron realizados durante el semestre de primavera 2013-2014. Se aplicó un enfoque integral, combinando métodos cuantitativos y cualitativos, para asegurar la comprensión del tema desde diferentes puntos de vista. Además la aplicación de diferentes métodos mejora la validez y fiabilidad en la interpretación de los datos recogidos. Los resultados de la investigación sirvieron de base para elaborar un conjunto de recomendaciones sobre la integración de las TIC en la educación pre-universitaria albanesa. Se presta especial atención al carácter socio-económico, cultural e histórico de Albania, país en vía de desarrollo que intenta incorporarse a la Unión Europea. El estudio informó que Albania ha desarrollado y está implementando la estrategia nacional para la educación pre-universitaria 2009-2014 que ha establecido los objetivos de las políticas TIC a corto y mediano plazo en el sistema educativo. Estos objetivos incluyen proveer alfabetización digital, capacitaciones y certificación en TIC, integrar las TIC en otras áreas de conocimiento, sensibilizar sobre las TIC entre estudiantes, maestros y padres de familia. Literalmente, parece que las TIC son utilizadas como herramientas para facilitar y mejorar el proceso de aprendizaje y su gestión más que sacar provecho de su poder transformador. Se concluye que las TIC aún no han comenzado a revolucionar las prácticas de enseñanza y aprendizaje en la educación Albanesa.
Com este estudo procurou-se efetuar uma caraterização e análise aprofundada do impacto das TIC no sistema educativo da Albânia identificando algumas estratégias consideradas como importantes para a integração das TIC nas escolas primárias e secundárias. Através do uso da metodologia de Estudo de Caso, com a utilização de técnicas de pesquisa diversificadas (e.g. análise documentos, entrevistas semi-estruturadas, aplicação de questionários), procurou-se identificar e retratar o uso abrangente e plausível de Tecnologias de Informação e Comunicação no nível escolar de ensino primário e secundário da Albânia, a partir de diferentes perspetivas dos diferentes atores envolvidos neste processo. Aspetos considerados cruciais, como a disponibilidade e infra-estrutura de TIC, formação de professores em TIC, o currículo de TIC, as TIC na prática pedagógica, o fornecimento de TIC, a utilização das TIC, o impacto percebido das TIC, atitudes perante as TIC entre outros foram tomados como indicadores para a compreensão de qual impacto das TIC ao nível da escola, dos professores e das suas práticas pedagógicas, assim como sobre os alunos e as suas aprendizagens. A pesquisa foi realizada em três municípios diferentes da Albânia, investigando seis escolas, tanto em áreas urbanas e rurais dos distritos seleccionados. Este estudo baseia-se em respostas de 340 alunos, 50 professores, 6 administradores escolares e 2 planeadores de políticas nos MoES(tens de colocar por extenso) reunidos e analisados durante a primavera do ano letivo de 2013-2014. Foi utilizada uma abordagem integrada, misturando métodos de pesquisa quantitativos e qualitativos, para procurar uma compreensão aprofundada do tema uma perspetiva de análise mais abrangente. Os resultados da pesquisa serviram de base para a elaboração de um conjunto de recomendações sobre a integração das TIC na educação Pré-Universitária albanesa. Os resultados obtidos tiveram em consideração o contexto social, económico, cultural e histórico da Albânia, assim como a sua situação geopolítica atual – i.e. procurando ingressar na União Europeia. O dados recolhidos permitem-nos destacar que a Albânia se desenvolveu e está a implementar uma Estratégia Nacional para o Ensino Pré-Universitário 2009-2014 com o estabelecimento de metas de TIC para as políticas de curto e médio prazo dentro do seu sistema educativo. Essas metas incluem o fornecimento fundamental de conhecimentos de informática e educação em TIC para todos, qualificação e certificação em TIC para professores, a integração das TIC em outras disciplinas escolares, a sensibilização das TIC entre os alunos, professores e pais e etc. Os resultados parecem indicar que, para os diferentes atores educativos inquiridos, as TICs são utilizadas como ferramentas para facilitar e elevar o processo de aprendizagem existente enquanto facilitadores na gestão e organização das atividades pedagógicas e do ensino-aprendizagem, do que pelas suas potencialidades de poder transformar as práticas educativas e organizacionais em todos os níveis do sistema. Em resumo, parece ser possível concluir que as TIC ainda não começaram transformar as práticas de ensino e aprendizagem no sistema educativo albanês.

L’interesse sui temi della storia dell’educazione rimane sempre attivo in qualsiasi contesto storico e culturale, e non può non prendere in analisi le istituzioni che divulgano il sapere attraverso l’analisi dettagliata dei programmi, dei manuali scolastici e delle piattaforme pedagogiche quali strumenti della formazione del nuovo cittadino di una nazione. A cavallo tra il XIX e il XX secolo, gli intellettuali del Risorgimento (Rilindje) Albanese, essendo sotto il dominio ottomano per più di cinque secoli, presentarono nuove idee e nuove prospettive verso una nazione libera. Il lavoro della ricerca pedagogica fino ai giorni d’oggi, l’attività teorica e le pratiche educative-istruttive dei risorgimentisti non sono state valutate complessivamente, e non sono state rivestite da uno spirito filosofico, sociale, artistico e storico oggettivo. Cominciando soltanto dagli anni ’60 del secolo scorso si sono pubblicati degli studi sulla storia dell’istruzione e del pensiero pedagogico albanese di questo periodo. Gli sforzi in quest’ambito saranno considerati come i primi passi della costruzione della storia della pedagogia albanese. Tutte le fasi della storia della pedagogia albanese hanno attraversato tre periodi: il primo periodo include il XVI-simo e il XVII-simo secolo; il secondo periodo comprende principalmente il XVIII-simo secolo, mentre il terzo periodo include la pedagogia del Risorgimento e dell’Indipendenza, e i grandi sforzi fatti a cavallo tra il XIX-simo e il XX-simo secolo per la divulgazione dell’istruzione in lingua albanese e la costruzione di un sistema d’istruzione democratico e unico. Le ragioni per cui ho scelto quest’argomento possono essere così presentati: la prima ragione riguarda al fatto che manca uno studio complessivo sul ruolo di tutte le istituzioni educative albanesi in un’unica opera, come la famiglia, la scuola, le istituzioni religiosi e le associazioni culturali. Invece, per spiegare la seconda ragione userò le parole dell’accademico albanese Stavileci: «Questa volta non è il tema che seleziona il tempo ma il contrario, il tempo che seleziona il tema. La situazione nella quale si trova la questione albanese oggi suggerisce un’analisi particolare: più di carattere politico che storico; più di carattere critico che opportunistico, perché la questione albanese rimane irrisolta e perché gli Albanesi non hanno una strategia nazionale di come raggiungere l’aspirazione europea. A noi serve un consolidamento nazionale per non ripetere gli stessi errori. Servono atteggiamenti comuni per le questioni comuni. Ancora, più improvvisiamo che creiamo mentalmente. Ancora, abbiamo rimuginazione del pensiero e non pensieri nuovi; verbalizzazione più che meditazione; opportunismo più che criticismo. Per la nostra causa sonnecchiamo di giorno, mentre gli altri per la stessa causa passano delle notti bianche». La terza ragioni è concernente la distorsione delle verità storiche pubblicizzate durante il periodo della dittatura, dove gli storici hanno usufruito di un metodo marxista per sfornare i loro dogmi ideologici inverificabili dal punto di vista scientifico. Con qualche eccezione, questo è stato il panorama scientifico della dittatura. Più che ri-scrivere la storia agli studi storiografici albanesi serve la ri-lettura e la re-interpretazione dei fatti, serve un nuovo approccio sull’analisi delle questioni della storia dell’educazione, una scuola libera dai dogmi ideologici, pseudo-patriotici e dall’odio verso le altre nazioni. Fondamentalmente, il lavoro ha due grandi obiettivi: esporre una complessiva descrizione delle istituzioni educative in Albania durante il periodo 1878-1913, quali la famiglia, le scuole religiose, le scuole laiche, e i lavori compiuti dai rinascimentisti nello scaturire una nuova idea di nazionalismo attraverso l’insegnamento. L’ipotesi principale che andremmo a verificare è che a cavallo tra il XIX e il XX secolo, attraverso la pubblicazione della manualistica scolastica è stata formata una nuova coscienza nazionale albanese, e per verificare quest’ipotesi della ricerca ho analizzato il contenuto dei testi letterari e linguistici pubblicati durante il periodo interessato, dal quale sono stati identificati quegli elementi che convergono con gli approcci teorici contemporanei sulla formazione dell’identità personale, collettiva e nazionale. Da questa ricerca storiografica, ossia della nascita delle istituzioni scolastiche in lingua albanese e della costruzione delle piattaforme pedagogiche nazionali, sono emerse tante questioni irrisolte dal punto di vista scientifiche. Anche se sono effettuati moltissimi studi sulla vita intellettuale e personale dei protagonisti del Risorgimento Albanese, mancano studi approfonditi sulla loro formazione accademica per capire meglio le influenze ideologiche e le costruzioni teoriche. Solo in questo modo, attraverso una ricerca impegnatissima sul percorso formativo degli architetti illustri del Risorgimento, possiamo costruire un quadro chiaro e complessivo delle dinamiche della formazione della coscienza nazionale albanese. Un altro aspetto che emerge da questa ricerca è la scarsità degli studi sull’enorme impatto sociale e intellettuale della stampa del XIX e del XX secolo nella costruzione dell’identità nazionale. La diffusione della conoscenza, delle idee, delle opere letterarie in lingua albanese e della nuova cultura nazionale aveva bisogno di nuovi strumenti di pubblicazione. Per questa ragione la Stampa svolgerà un ruolo cruciale nello sviluppo culturale della società albanese. Ricordiamo che attraverso diversi articoli i giornalisti dell’epoca esprimevano apertamente i propri atteggiamenti politici e intellettuali su come doveva essere l’istruzione e le piattaforme pedagogiche nel fragile cammino verso l’indipendenza. Senza dubbio, sarebbe di grande interesse scientifico esaminare le suggestioni analitiche degli articoli sull’approvazione e la pubblicazione di una o di un’altra teoria pedagogica, per riuscire ad analizzare e separare le sfumature degli intellettualismi provocatori da quelli innovatori. Alla fine, cercando di verificare l’ipotesi della costruzione di una coscienza nazionale durante il movimento nazionale del Risorgimento, abbiamo dimostrato che, oltre gli sforzi e i traguardi raggiunti, il processo della costruzione di un’identità comune e di un senso di appartenenza collettivo è stato intrappolato nelle insidiose dinamiche psicologiche di un popolo individualista e con un debole senso di comunità, che si è evidenziata come un serio ostacolo verso l’unità nazionale. Anche se gli albanesi sono stati liberi di istruirsi e di formare uno Stato, l’individuo, nel tentativo di educarsi, ha sempre preferito vie diverse da quelle formali e convenzionali, non realizzando mai il passaggio necessario che Ascenzi propone per la formazione di una coscienza nazionale: partire dal cuore del fanciullo per andare al cuore della nazione, dalla famiglia, che era la patria del cuore, alla nazione.

This dissertation is devoted to the history of the Albanian system of education in general, its mathematics education program in particular, and, specifically, the Albanian high school mathematics assessment. Historical in terms of its research methodology, and mathematical-pedagogical in terms of the objects of the study, this research explores and compares the Albanian high school mathematics graduate examinations during 1970s and 2006 – 2015: two decades during two different historical periods. It analyzes the general structure of the examinations, their mathematical task design, and the history of their changes under the influence of political and social processes. The units of analysis here are the questions of each examination, which are examined both individually and in context as part of the examination, investigating the examinations’ topic coverage and comparing the latter to the intended national curriculum. This study was based on multiple primary sources, including documents from the Albanian Ministry of Education, the Central State Archive of the Republic of Albania, the Internet archive (http://www.arsimi.gov.al), memoirs of former teachers, high school textbooks during the respective years, and other sources. The analysis showed that Albanian mathematics education was not immune to political and social change: both its curriculum and assessment were affected. Examination administration, format, topic coverage, and item characteristics, even the pure mathematical problems, represented in some ways the Albanian social, economic, and political views of the time.