TAM Report / Albania - Inclusion

GENERAL INFORMATION

TAM title: Inclusion, acceptance of student diversity and disadvantaged groups

Type of Event: Webinar

Modality: Online

Country: Albania

Dates: 3 – 4 December 2024

Participants: The training gathered 20 participants, targeting representatives of higher education institutions, policymakers, psychologists, student representatives, and faculty and administrative staff involved in equity, inclusion, and student well-being in Albanian higher education.

THEMES COVERED

• Equity and inclusion in higher education
• Challenges in the Albanian and EHEA contexts
• EHEA policies, frameworks, and good practices for inclusion
• Student diversity and disadvantaged groups
• Student well-being and support for refugees
• Designing foundations for an institutional or national roadmap for inclusion
• Group discussions and activities contributing to shared understanding

KEY OUTCOMES

During the workshop, participants:

• Improved their understanding of equity and inclusion challenges in Albanian and European contexts
• Gained insight into relevant EHEA frameworks, tools, and good practices
• Reflected on institutional needs for enhancing student well-being and supporting disadvantaged groups
• Engaged in group work to conceptualise elements of a roadmap for inclusion
• Contributed to shared reflections and identified key priorities for future action

OVERVIEW

The training focused on strengthening understanding of equity and inclusion in higher education within Albania, while situating the discussion in the wider European Higher Education Area (EHEA). Through presentations, moderated discussions, and group activities, the expert guided participants in examining existing challenges in Albania, reviewing EHEA policies and frameworks, and exploring good practices that support inclusive and equitable learning environments.

The programme aimed to equip participants with the knowledge needed to develop a strategic roadmap for enhancing equity and inclusion, with special attention to student well-being and support for refugees. The training blended conceptual input with active engagement—panel discussions, group work, and conceptualisation exercises—ensuring participants could connect European practices with institutional realities in Albania.

ENHANCING IMPACT: PROPOSED NEXT STEPS

• Increase awareness of equity and inclusion issues across Albanian HEIs through continuous training and institutional dialogue.
• Align national and institutional strategies with EHEA policies and frameworks promoting inclusion.
• Develop a structured roadmap for enhancing equity and inclusion, with attention to student well-being and support for refugees.
• Strengthen institutional support systems for disadvantaged and underrepresented groups.
• Expand use of European good practices and adapt them to Albanian higher education contexts.
• Promote cross-stakeholder collaboration among HEIs, policymakers, staff, psychologists, and student representatives.

RESOURCES AND BACKGROUND MATERIAL

• Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C. & Wilens, T. (2015). College Students: Mental Health Problems and Treatment Considerations. Academic Psychiatry, 39(5), 503–511. PMC 4527955. https://doi.org/10.1007/s40596-014-0205-9
• Riva, E., Lister, K. & Jeglinska, W. (2024). Student and staff mental well-being in European higher education institutions. NESET report. Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/146281
• UNESCO. (2023). The global education monitoring report 2023: Technology in education – A tool on whose terms? UNESCO Publishing. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000394376