entrepreneurial learning in vocational education and training in albania

42 Pages·2011·0.7 MB·English

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ISBN 978-92-9157-600-5
9 789291 576005
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Luxembourg: Publications Office of the
European Union, 2011.
ISBN: 978-92-9157-600-5
doi:10.2816/17037
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ENTREPRENEURIAL LEARNING
IN VOCATIONAL EDUCATION
AND TRAINING
IN ALBANIA
DAVIDOLDROYD,MARGARETANIKOLOVSKAANDLINDITAXHILLARI
February,2011

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ACKNOWLEDGMENTS
ThisreportdrawsheavilyonthefieldvisitsandcountrynotesdevelopedinthecourseoftheEuropeanTraining
Foundation(ETF)workprogrammeinAlbaniain2009,andtakesintoaccountnationalstrategicpapersandliterature,as
wellasinternationalpublishedpapersonentrepreneuriallearning.Theauthorswishtothanktheinterlocutors,
policy-makersandstakeholdersencounteredduringtheAlbanianfieldvisitsfortheircooperationandprovisionof
information–colleaguesfromtheMinistryofEducationandScience,theNationalAgencyforVocationalEducationand
Training,theInstituteofCurriculaandTraining,theMinistryofLabour,SocialAffairsandEqualOpportunities,the
MinistryofEconomy,TradeandEnergyandtheMunicipalityofTirana,aswellasschooldirectorsandteachersfromthe
IsmailQemaliHighSchoolandtheKarlGegaConstructionSchool,bothinTirana.WearegratefultoSørenNielsen,chair
oftheETFEditorialBoard,andAbdelazizJaouani,memberoftheETFEntrepreneurialLearningTeam,fortheirvaluable
commentsandadviceonthedrafttext.

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CONTENTS
ACKNOWLEDGMENTS 3
EXECUTIVE SUMMARY 7
1. CONTEXT FOR ENTREPRENEURIAL LEARNING: CHALLENGES AND
OPPORTUNITIES 9
2. POLICY AND INSTITUTIONAL FRAMEWORK FOR ENTREPRENEURIAL
LEARNING: CHALLENGES AND OPPORTUNITIES 13
3. ENTREPRENEURIAL LEARNING IN SECONDARY SCHOOLS: RESTRUCTURED
SCHOOLING,BUTWHATABOUTREINVENTINGTHEVOCATIONALSCHOOLS? 17
3.1 Pockets of innovation and creativity: entrepreneurial learning as part of daily culture . . . 17
3.2 Curriculum and teachers: a broad model for entrepreneurial learning and need for
continuing professional development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4. ENTREPRENEURIAL LEARNING: A DYNAMIC APPROACH TO VET REFORM 23
ANNEX: ETF QUESTIONNAIRE ON ENTREPRENEURIAL LEARNING AND RESULTS 27
ACRONYMS 33
BIBLIOGRAPHY 35

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EXECUTIVE SUMMARY
Thisreportfollowsanexploratoryinvestigationofthe presentedintheAlbaniancontext,thesymptomsarenot
situationandpoliciesrelatingtoentrepreneuriallearningin unique.The‘implementationgap’whichstemsfromthe
Albania,aspartofETF2009countryactivities.Aresearch varietyofpoliciesinplace,indistinguishablepolicy
projectonentrepreneuriallearninghasbeensetupin ownershipandongoinginstitutionalcapacitydevelopment
Albania,aimingtohelpthekeycountrystakeholdersto arecommonissuesinthedomainofeducationand
comprehendthechallengesthatthecountryisfacing, training.
particularlyfromtheperspectiveofteachingandlearning
andtheclassroom.Toreachthatobjective,anumberof Chapter3focusesonsecondaryschoolrealitiesand
activitieshavebeendesigned:anexploratoryconference entrepreneuriallearning:restructuring,curriculum,
inMay2009inTiranawithabout50keycountry classroomandpedagogy.Itincludesacasestudyofan
stakeholders,withanumberofwhomconsultative entrepreneurialvocationalschooldirectorandexplores
meetingswereheldontwooccasions(MayandOctober topicsindifferentareas:vocationaleducationandtraining
2009),ashortteachers’surveyandaconcluding (VET)policy,schoolsandteachers.Therearepocketsof
conferenceinDecember2009.Atatimewhenthe entrepreneuriallearninginitiativesthatneedtobe
subjecthashighpriorityontheEuropeanUnion(EU) encouragedandspread.
LisbonStrategyagenda,thisreportprovidesanoverview
ofthecontextagainstwhichthedevelopmentof Finally,inChapter4,thechallengesofentrepreneurial
entrepreneuriallearningwilltakeplaceinthissouth learningasaninnovationinAlbanianVETpolicyare
easternEuropeancountry.Itdrawsonanalysesofa summarisedaspartofabroadershiftintheprovisionofa
numberofnationalstrategicpapers,butalsoonthepolicy morestudent-centred,‘real-life’community-based
dialoguewithkeystakeholdersthathasbeen pedagogyandinstitutionalreformsthatpayattentionto
implementedintheframeworkofresearchactivity. organisationalcultureaswellasstructure.
Thereportexaminesthebroadercontextandnatureof ThereportissignificantinviewofAlbania’slong-term
entrepreneuriallearningasaninnovation.TheAlbanian ambitiontobetteralignitseconomyandeducationand
situationisdescribedandgapsbetween‘whatis’and trainingsystemwiththatoftheEU.Thecomplex
‘whatmightbe’areexplored,beforesummarisingpolicy natureofentrepreneuriallearningintheframeworkof
issuesthatneedtobeaddressed. VETpolicyandthechallengeofmanagingsucha
multi-levelinnovationaremapped,outliningthe
InChapter1,thebackgroundandrationalefor difficultiesofachievingimpactonteachingandlearning
entrepreneuriallearningareexplained,thelackofclarity inschoolsandtrainingcentres.Toframeaconceptof
abouttheconceptofentrepreneuriallearninginAlbaniais entrepreneuriallearningforAlbania,greater
highlighted,andinparticularthedistinctionbetween interministerialandinstitutionalcoordinationandmore
narrowandbroadconceptionsofentrepreneuriallearning decentralisedadaptivegovernanceareproposed.The
isemphasised. intentionistoprovideinsightstosharewithconcerned
EUMemberStates,donorsandregionalneighbours,
Thelegalandinstitutionalframeworksareexploredin butprimarilyitisforpolicy-makersandthosewhoare
moredetailandthechallengesofpolicycoordinationand responsibleforentrepreneuriallearningpolicy
implementationarenotedinChapter2.Althoughtheyare implementationinAlbania.