Dissemination of Demographic and Socio-Economic Developments in Tirana with Special Attention to Youth Education

Abstract

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.

Regional Inequality of Economic and Social Developments in Albania

“…In Tirana, one in three inhabitants of 21 years old and older has a university degree or above and this is comparable to the EU countries. Whereas in Units 10 and 5 of Tirana, one in two inhabitants has a university degree or above, whereas in Units 6 and 11 this level is 3 -4 times lower (Dumani, Bici, Dumani, Subashi 2018).…”

“…The highest rate of unemployed is registered in Dibër, Kukës, Lezhë, Shkodër, Elbasan (Demographic and Health Survey 2017-2018) both for females and males 5 . , which although raising is still far away from the levels of this indicator in some of the countries in the region such as Croatia, Montenegro, Serbia, Slovenia which average years of schooling 11-12 years and other developed countries in Europe where the average schooling years vary from 11 to 14 years (Dumani, Bici, Dumani 2018). The highest number of years of schooling for adults 25 years old and above belonged to UK with 13.8 years, Switzerland with 13.8 and Germany with 13.3 years (Bici, Dumani 2016).…”

“…A previous study (Dumani, Bici, Dumani, Subashi 2018) showed that developments in the administrative units of Tirana were far away from the municipality's average. In peripheral zones of Tirana, the developments rate is much lower, especially in Units 6 and 11 (Figure 11).…”

“…In the first and second quintiles the median number of completed years for population of 6 years old and above is about 7.5 years whereas in the fourth and fifth quintiles the median number of completed years of school is respectively 15 years and 15.6 years of schooling (Demographic and Health Survey 2017-2018). (Dumani, Bici, Dumani, Subashi 2018).…”

En busca del agenciamiento educativo con enfoque territorial en escenarios escolares urbanos. Revisión sistemática de antecedentes investigativos

“…Gestión con enfoque espacial/territorial orientado al mejoramiento de la calidad educativa. i) Influencia de la desigualdad espacial en la calidad educativa Dumani et al (2018) se centran en identificar, a través de un estudio empírico, las características del desarrollo espacial desigual de las distintas unidades administrativas de Tirana (Albania) y su impacto en la educación; y en promover estrategias de desarrollo con enfoque territorial que tengan un impacto local. A su vez aparece el trabajo de Erdem-Möbius et al (2021) quienes, a través del uso de entrevistas, identifican las percepciones que tienen sobre la segregación socioespacial madres de origen turco que viven con sus familias en Alemania, en donde el espacio aparece como elemento determinante para la elección de vivienda y escuela en contextos sociales de diferenciación étnica y exclusión socioespacial.…”