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Adult voice, Albania

30/12/2019
by Ejvis Gishti
Språk: EN

Adult learning is a challenge for the adults themselves. Adults have clear interests and objectives and seek opportunities to achieve them. Their needs to adapt to the labor market change along with the changes taking place in their socio-economic life. But the discussions with adults highlighted the following:

 

As regards the existing situation, the following were identified:

  • There is a legal basis in place which focuses on adults as well:
  •   The Law on VET
  •   The AQF
  •   The Labor Code
  •   The Law on Employment Promotion
  • Adults are increasingly involved in the design and revision of curriculum documents.
  • There are no tools or mechanisms to inform adults of the latest developmental trends in relation to their learning progress.
  • There is no digital platform to provide adult learning by region.
  • Adults are represented by other bodies such as governing boards, advisory boards, etc.
  • There is a shortage of post-secondary qualifications for adults.
  • There is insufficient articulation by adults of their need for continuing education and training.
  • Weak adult voice in decision making processes for them.

 

As regards the competent institutions or mechanisms to involve adults in their learning development, the following were identified:

  • VET public and private providers (multifunctional centers, vocational education schools, regional public vocational training directorates and private training centers).
  • The National Agency for Vocational Education and Training and Qualifications which provides a continuous offer of qualifications.
  • The National Employment Service which informs, advises, guides and mediates unemployed jobseekers to the vacancies provided by employers.
  • Employment offices provide adult employment assistance in accordance with their qualifications.

                                 

As regards positive practices, the following were highlighted:

  • Adult representation in managing and advisory boards.
  • Provision of online adult courses online by various private companies (New generation, start smart, etc.)
  • Adult career guidance and counseling.
  • Community colleges.

 

As regards the future challenges for adults, the following were emphasized:

  • Community colleges focusing on adults and their needs.
  • Provision of qualifications at Level V of the AQF.
  • Enhancement of adult voice in the respective organisms.
  • Greater awareness of adults and relevant institutions on the needs and structuring of lifelong learning.
  • Clearer policies for adult involvement in decision making.
  • Greater involvement of adults in articulating their needs for new job skills or retraining.
  • Continuous involvement of adults in the design and updating of the qualification offer.
  • Skills needs analysis at regional and national level.
  • Development of a digital platform for regionally-based adult learning provision.
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