This report summarises the results of monitoring VET system performance in Albania, initiated in the context of the Torino Process in 2022 and completed in 2023.

1 “Performance” describes the extent to which the VET system delivers against a targeted selection of national and international obligations (commitments) to learners and other stakeholders in support of learning through life (lifelong learning - LLL). “VET system” refers to the network of institutions, people, policies, practices, resources, and methodologies in a country and the way in which they are organised to provide individuals of any age with the practical skills, knowledge and competencies needed for specific occupations, trades, or professions.

Scope of system performance monitoring: The Torino Process monitoring covers three major areas of commitment to lifelong learners: access to learning (Area A), quality of learning (Area B), and system organisation (Area C). These areas are divided into eight monitoring dimensions: access and participation in Area A; quality, relevance, excellence, and innovation in Area B; and system management/administration and resources in Area C. 

· Access and attractiveness: Albania outperforms in international comparison in all dimensions of monitoring, except access to opportunities for lifelong learning. Like other countries, Albania is confronted with the challenge of a VET system which remains a less attractive option for prospective learners compared to other options for education and training. Access to and attractiveness of opportunities for adult education are an area in need of particular attention. 

· Quality and participation: VET learners in Albania are much more likely than their peers in other countries to participate and graduate successfully. They are also much more likely to benefit from education and training which delivers better quality in international comparison, albeit without being overly responsive to external developments and demands, such as those coming from the labour market. 

· Labour market outcomes of learners: Still, the labour market prospects for youth and adults in VET in Albania remain relatively low. The quality and relevance of learning outcomes of youth is also considerably lower than those of adults and adult learners in the country, who in turn dispose somewhat less than their peers in other countries of the basic skills and competencies commonly conceptualised as essential for thriving in information-rich societies, i.e., IT and literacy. 

· Innovation: Albania is doing particularly well with innovation in support of access to lifelong learning, quality of learning, and relevance of learning outcomes. However, as in other countries participating in this round of monitoring, the benefits of innovation in these domains are yet to reach a critical mass of beneficiaries in the VET system. 

· System management and organisation: Albania attaches relatively high priority to VET in terms of human and financial resource allocations, but the VET system – its network of providers in particular – may not always have the capacity it needs to make the best use of these resources in line with the high priority which national authorities attach to VET. 

Quality and reliability of monitoring evidence: The monitoring results of Albania are slightly more internationally comparable than those of other countries, on average, but they are also more susceptible to bias in international comparison. Albania also tends to self-assess the performance of its VET system more positively