Country grade schools
Courtesy Fred Conrad

PreCommunist Era

As late as 1946, about 85 percent of the people were illiterate, principally because schools using the Albanian language had been practically nonexistent in the country before it became independent in 1912. Until the mid-nineteenth century, the Ottoman rulers had prohibited use of the Albanian language in schools. Turkish was spoken in the few schools that served the Muslim population. These institutions were located mainly in cities and large towns. The schools for Orthodox Christian children were under the supervision of the Constantinople Ecumenical Patriarchate. The teachers at these schools usually were recruited from the Orthodox clergy, and the language of instruction was Greek. The first school known to use Albanian in modern times was in a Franciscan seminary that opened in 1861 in Shkodėr.

From about 1880 to 1910, several Albanian patriots intent on creating a sense of national consciousness founded elementary schools in a few cities and towns, mostly in the south, but these institutions were closed by the Ottoman authorities. The advent of the Young Turks (see Glossary) movement in 1908 motivated the Albanian patriots to intensify their efforts, and in the same year a group of intellectuals met in Monastir to choose an Albanian alphabet. Books written in Albanian before 1908 had used a mixture of alphabets, consisting mostly of combinations of Latin, Greek, and Turkish-Arabic letters.

The participants in the Monastir meeting developed a unified alphabet based on Latin letters. A number of textbooks soon were written in the new alphabet, and Albanian elementary schools opened in various parts of the country. In 1909, to meet the demand for teachers able to teach in the native tongue, a normal school was established in Elbasan. But in 1910, the Young Turks, fearing the emergence of Albanian nationalism, closed all schools that used Albanian as the language of instruction.

Even after Albania became independent, schools were scarce. The unsettled political conditions caused by the Balkan wars and by World War I hindered the development of a unified education system. The foreign occupying powers, however, opened some schools in their respective areas of control, each power offering instruction in its own language. A few of these schools, especially the Italian and French ones, continued to function after World War I and played a significant role in introducing Western educational methods and principles. Particularly important was the National Lycée of Korēė, in which the language of instruction was French.

Soon after the establishment of a national government in 1920, which included a ministry of education, the foundation was laid for a national education system. Elementary schools were opened in the cities and some of the larger towns, and the Ita 1194 alian and French schools that had opened during World War I were strengthened. In the meantime, two important American schools were founded--the American Vocational School in Tiranė, established by the American Junior Red Cross in 1921, and the American Agricultural School in Kavajė, sponsored by the Near East Foundation. Several future communist party and government luminaries were educated in the foreign schools: Enver Hoxha graduated from the National Lycée in 1930, and Mehmet Shehu, who would become prime minister, completed studies at the American Vocational School in 1932.

In the 1920s, the period when the foundations of the modern Albanian state were laid, considerable progress was made toward development of a genuinely Albanian education system. In 1933 the Royal Constitution was amended to make the education of citizens an exclusive right of the state. All foreign-language schools, except the American Agricultural School, were either closed or nationalized. This move was intended to stop the rapid spread of schools sponsored directly by the Italian government, especially among Roman Catholics in the north.

The nationalization of schools was followed in 1934 by a farreaching reorganization of the entire education system. The new system called for compulsory elementary education from the ages of four to fourteen. It also provided for the expansion of secondary schools of various kinds the establishment of new technical, vocational, and commercial secondary schools and the acceleration and expansion of teacher training. The obligatory provisions of the 1934 reorganization law were never enforced in rural areas because the peasants needed their children to work in the fields, and because of a lack of schoolhouses, teachers, and means of transportation.

The only minority schools operating in Albania before World War II were those for the Greek minority living in the district of Gjirokastėr. These schools too were closed by the constitutional amendment of 1933, but Greece referred the case to the International Permanent Court of Justice, which forced Albania to reopen them.

Pre-World War II Albania had no university-level education and all advanced studies were pursued abroad. Every year the state granted a limited number of scholarships to deserving high school graduates, who otherwise could not afford to continue their education. But the largest number of university students came from well-to-do families and thus were privately financed. The great majority of the students attended Italian universities because of their proximity and because of the special relationship between the Rome and Tiranė governments. The Italian government itself, following a policy of political, economic, military, and cultural penetration of the country, granted a number of scholarships to Albanian students recommended by its legation in Tiranė.

Soon after the Italians occupied Albania in April 1939, the education system came under complete Italian control. Use of the Italian language was made compulsory in all secondary schools, and the fascist ideology and orientation were incorporated into the curricula. After 1941, however, when guerilla groups began to operate against the Italian forces, the whole education system became paralyzed. Secondary schools became centers of resistance and guerrilla recruitment, and many teachers and students went to the mountains to join resistance groups. By September 1943, when Italy capitulated to the Allies and German troops invaded and occupied Albania, education had come to a complete standstill.

Data as of April 1992