Tirana, the capital of Albania, has a population of 420,000 inhabitants, with a surface area of 40 km2 and a population density of 10.5 thousand inhabitants. From the territorial point of view of the organization, Tirana has 11 administrative units. Half of the population in Tirana is less than 35 years old and half, more than 35 years old. Tirana has the highest level of socio-economic developments in the country and most of the domestic migrants who after the change of economic systems in 1990, are located in Tirana. The article analyzes the level of demographic and socio-economic developments in Tirana according to its 11 administrative units, their inequalities and similarities, with particular attention to the education of young people, the enrollment of students in secondary school after completing nine year basic education. Although Tirana has the highest socio-economic development in the country, its administrative units have quite different levels of development. The net enrollment rate at secondary school for students who have completed nine years of basic education and enroll in the secondary is low; (only 67% of students) compared with net enrollment rate at secondary school in EU countries over 85%). A student in Tirana who has a difficult economic situation, parents with low education level, school far away, the absence of one or both parents in the family, many household members, is much more likely not to enroll in secondary school, after completing basic obligatory education, nine years education. Economic and social developments in Tirana highlight a development of Tirana with many profiles. From the 11 administrative units in five-of them, the developments are relatively lower than in the other six administrative units. The less developed administrative units in Tirana are: the 6th and 11th units and the highest developments administrative unites are the 10th and 5th units. In Unit 6, one in seven people are poor although in Unit 10 one in 25 people are poor. To improve the development, it should be implemented concrete programs and projects with territorial approaches; Education has an essential role to play out of poverty and change the quality of life. This role should be empowered by the state and families by becoming more and more vulnerable to the ideology of education and the quality of education. There are used data from Census 2011 and Living Standard Measurement Survey, LSMS 2012. Descriptive, factorial, cluster analysis and regression methods were used for the analysis of sociodemographic and economic developments. For data processing were used Spss, Stata and Matlab.

This paper presents the results of the latest poverty and inequality mapping update using the 2012 Living Standards Measurement Study (LSMS) survey and the 2011 census. This mapping builds on the methodology outlined in Elbers et al. (2003) and innovates by including new methodological developments, the most important of which is described by Elbers and Van der Weide (2014). The results presented here allow better understanding of the regional inequalities in welfare across Albania and thus can help policy makers address them. This is particularly needed because internal migration over the past decade led to large-scale urbanization in some areas and severe depopulation in others. Internal migration is multifaceted, but mostly flows toward Tirana.

This paper presents the analytical model of per capita food consumption as the main determinant component of the measurement of food poverty level (extreme poverty). The model study the relation of per capita consumption depending on aset of explanatory variables that are thought to have a statistically significant impact and are defined as influential factors in extreme poverty. Albanian households spend a considered amount on food products. More than 50 % of the total consumption goes to buy food products.

Poverty is an important phenomenon affecting individual and household life. It is important to know the factors that influence the possibility of being poor. An important cause and effect of poverty, one of the ones multidimensional nature of poverty is education level. Mostly, when we speak for the poverty, we based our estimates in the monetary terms, income or consumption. There are other dimensions like education, health, infrastructure, access in basic services, etc, that influence the economic and financial situation of the individuals. In Albania, to calculate the absolute poverty line is used the monetary poverty based on the consumption. The data refers to the Living Standard Measurement Survey (LSMS), which gives us the possibility to have multi indicators and also disaggregate and test the relationship and influence. The main objective of this paper is to analyze the influence of different indicators, mainly related with education and analyzing the influence on the poverty reduction. This research is based on Living Standard Measurement Survey (LSMS). This is a multidimensional survey collected near households and it collects information for living conditions, health, education, poverty, assets, migration etc. Is is used descriptive analyses and multinominal regression to analyse the trend on education and the significance on categories of different factors inluenced the education level. At the end we conclude that education is an influenced factors but also influence the poverty.

No abstract