The demographic crisis in Albania is leaving its mark on the education sector, particularly in the shortage of math teachers. Official data from the Teacher Portal reveals acute shortages in the municipalities of Kukës and Dibër, while peripheral schools across the country are struggling to find teachers in essential subject areas. The scarcity of human resources in education is also affecting the capital, Tirana, where existing teachers face skill-related challenges.
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| Vacancies for mathematics teachers in the municipalities of Albania, source: Teacher's Portal for Albania |
The latest knowledge assessment of teachers indicated that 47.5% of them nationwide have insufficient knowledge for teaching-related issues. The most prepared teachers are found in Kolonjë, Divjakë, Devoll, and Përrenjas, while Tirana falls below the national average. Shockingly, 94% of the teaching staff lacks digital skills, Monitor reports.
The experts are calling for increased investments in education as the only way to steer the country away from a successful economic model.
In the pre-university education schools in the Municipality of Kukës, there is currently a shortage of 29 math teachers, 23 in Dibër, and even 11 in Tirana. Across the country, the 9-year and high school education system operates with a deficit of 159 math teachers, according to official data from the Teacher Portal for Albania from the Ministry of Education. (see the graphic: Vacant positions for math teachers in the country's municipalities)
Human resources have become a severe obstacle in many economic activities, affecting the education system, which is vital in preparing for future professions.
In economically challenged regions like Kukës and Dibër, most schools lack a math teacher. In Northern municipalities, very few students choose to study mathematics, and even those who complete their studies often do not return to their hometowns to practice teaching.
The Teacher Portal for Albania shows shortages in teaching staff across the country and in all subject areas. In the foreseeable future, these shortages will likely worsen, affecting the quality of teachers.
For the current academic year, a minimum average of 6.5 was required to apply for Bachelor's study programs (excluding foreign language programs, teacher programs, and branches of the University of Medicine). There are no criteria above average for 2-year professional study programs.
In the academic year 2024-2025, branches related to teaching, such as Physics, History, Albanian Language and Literature, Archaeology, Biology, and Philosophy, had over 70-80% of available quotas in the first round, while the mathematics branch at the Faculty of Sciences is at risk of closure due to a lack of students.
In these circumstances, a high school student with an average of 5 studying mathematics does not guarantee quality teaching in the future. Currently, the subject of mathematics in most schools is taught by a generation that completed their education before the 1990s.
With this generation retiring, the subject of mathematics is at risk of being left without teachers or, at best, will be taught by graduates with poor results.
Human resources in education cannot be easily secured from other countries, as private companies aim to replace the workforce. Former Minister of Education, Myqerem Tafaj, now engaged in academia, says that our country has not yet understood that a teacher with competence in a subject in Albania cannot be employed anymore.
"The teacher must graduate with a minimum of two subjects because there are no more schools with 40 students. From a management perspective, there should be training in related fields, as this serves the human resources management aspect and the increase in the theoretical level of teachers," said Mr. Tafaj.
According to him, with the decrease in the number of students in schools and universities, the government has more financial resources available to increase the quality of teaching.
Other experts have emphasized that the government should provide financial incentives for students in teaching branches, increase admission averages, and, on the other hand, increase salaries for teachers in the public sector so that teaching becomes competitive in the job market.