ARSIMI NË SIIQIPËRI DHE MASAT PËR PËRMIRËSIMIN E TIJ (1925-1928)
Education in Aibania and the measures undertaken to im prove it (1925-1928)

Summary/Abstract: The focus of this paper is Albanian education from 1925 to 1928 and it gives an overview of the country’s educational system and the issues related to it. Some of the main difficulties that the education system faced were a limited network of schools, a lack of teachers or teachers with a low professional and educational training, a low budget issued to education, a high level of illiteracy in general and in rural areas in particular, etc. Although the education system was facing such hardships, A. Zogu took measures to fire the teachers that had been part of or had supported the movement that took plaee in June 1924 against him. However, later on, duc to the need that the education system had, these measures were softened and many teachers who had been fired were hired again. This paper deals with the endeavors done for the opening of new schools, the improvement of the conditions in the existing ones, the engagement of the government and the education directorate to organize courses for the training and improvement of the teachers and the implementation of the reform in education which aimed at building a unified national education system. In order to fulfill the education reform there were prepared, discussed and approved two new education laws and there were made serious attempts to implement them. The law on classifying the teachers was approved in 1926. It defined the educational and professional requirements a teacher should fulfill in order to be hired. This legal requirement obliged the teachers to attempt their educational and professional enhancement and at the same time forced the teac-hers who did not fulfill the requirements leave the education system. The law also set the teachers wages based on the requirements they fulfilled. This measure motivated the teachers to continuously want to further their professional skills and achieve high results at work. On the same year was drafted and approved the law on the structure of the education system. This law clearly defined the organization of the education institutions and the way the education system was to be administered in the whole country. According to it, education started with the elementary schools which were obligatory for all boys and girls up to 12 years old, continued with the civic or intermediary schools, and later on, the general training middle schools or the vocational ones such as pedagogical, agricultural, etc. Considering the serious lack of teachers, the law promoted the pedagogical education and especially its attendance by girls. Another issue covered by this law was the curricula that would be used in schools across the country. The whole education system would implement unified programs which aimed at providing the pupils with long lasting knowledge in the scientific and social subjects and at the same time raising their national awareness.

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