The document summarizes reforms to integrate information and communication technologies (ICT) in Albania's education system from 2006 to 2012. It discusses improvements to ICT infrastructure in schools, including increasing the number of computer labs and ensuring internet access. It also outlines training for teachers on using ICT and developing digital curricula, as well as establishing management information systems to improve data collection and transparency. The reforms aimed to reduce the digital divide, increase students' interest and the quality of teaching, and empower digital citizenship.

1. Integration of Information and Communication
Technologies in Education
2006-2012
Sokol Ymeri Head of Unit for e-Education
Department for e-Education & Statistics

2. Reform: Infrastructure of Information and Ccommunication
Technologies for Education
WAS
In the preuniversity education system there have
been 78 PC Laboratories, with a total number of 920
computers.
schools did not have internet connections. Only 40
schools were connected to internet through projects
financed from foreign donators.
Educational Technologies of any kind were not
presented to schools.

3. Reform: Infrastructure of Information and Ccommunication
Technologies for Education
The situation as it is now
2012: 1496 computer laboratories, with a total number of 24,125
personal computers.
 The Internet nework is installed at the schools making possible for
students and their teachers to utilize different information resources and in
particular to work on curricula based projects.
Each school has a dedicated broadband connection with bandwidthh of
1024/256Kbps
Content filtering
We introducted new education technologies in order to assist teaching
and learning process with tools like the interactive smart boards. All the
Vocational Education and Training Schools majoring in ICT have been
equiped, as well as 20 schools of general high school (9-11 grades).

6. Reform: Infrastructure of Information and Ccommunication
Technologies for Education
The impact
Reduction of the ratio student/computer,
narrowing digital divide between urban and rural
areas, on access and ICT utilization.
 The increase of students’ interest on subject
(curricula) knowledge and their training on
information management and their work on
curricular projects.
The increase of quality on teaching based on
education technologies.
Practice digital citizenship
Communicate and collaborate

7. Reform: Professional development of teachers and school administrators
on the usage and Information and Communication Technology Integration
for Education; ICT Curricula
Was
The Subject of ICT was part of curricula only at
General High School, but without positive outcome
due to the lack PCs
Teachers have not been trained on the usage of ICT,
as well as for ICT integration in teaching and learning
curricula.
 School administrators not trained on ICT use and
ICT policies to schools.

8. Reform: Professional development of teachers and school administrators
on the usage and Information and Communication Technology Integration
for Education; ICT Curricula
The situation as it is now
ICT Subject being introduced at basic education level.
ICT Subject starts at VII-th grade and is part of VII - XII grades. All the schools have been
equiped with PCs, laptops for conducting ICT subject.
 The curricula of this subject is being revised aiming european / international ICT standard
and performance.
ICT standards for teachers, school administrators have been developed
All ICT subject teahcers have been trained.
Apart of ICT Cabinets, schools are equiped with „laptop+digital projector”, as well as with
multimedial content CDs to be used on different subjects and on the curricular projects in
addition.
 There have been trained 2000 teachers of different profiles for ICT usage and on ICT
integration for education.
All the teachers of ICT subject (100%) have been trained.
In total there have been trained 4484 teachers of the preuniversity education system on
ICT usage; ICT integration in education; development of digital content..
There have been trained 500 School administrators on modules focused on the
introduction and integration of ICT, support of ICT policies for schools.

11. Reform: Professional development of teachers and school
administrators on the usage and Information and Communication
Technology Integration for Education; ICT Curricula
Impact
The Curricula becomes more interactive for the students
Students are better prepared to continue their studies at
universities or to directly join the job market.
Tangible improvements of student achievements are being
noted on the ICT Subject.
The increase of the interest from the teachers on updating of
ICT knowledge
Digital age learning culture
Systemic growth in digital citizenship
Students and teachers turn to technology when needed
Students and teachers are empowered by using technology
Use technology productively and effectively
Demonstrate creativity and innovation

12. Reform: The Information Management System in Education
It was
Preuniversity Management Information System (SMIP), not
available online for users.
Management Information System for Higher Education, not
available online for users.
School Infrastructure Management System, not available
online for users.
Educational financial data management, not available online
for users

13. Reform: The Information Management System in Education
The situation as it is now
Preuniversity Management Information System (SMIP), which contains the database of preuniversity
system students, together with the unique identification number (amza) and grades of semestral
certificates. In addition the system does have the database of teachers of preuniversity education system
with the relevant information of their skills/ degrees.
The electronic database of higher education, that includes the National Register of Students, where
every registered student to every University, public or private, from the academic year 2011 – 2012, in al
three cycles (levels) of their university studies will have their national identification number, apart from
the identification number received from the Univversity he/she is studying. This database does have four
modules: the student’s module, the module of the academic staff; the module of Diploma Recognition and
the module of Statistics.
 GIS & SIMS (TA-ALB-10). The GIS (Geographical Information System) will assist decision making
structures for education and the authorities of local governments concerning the education system, the
geographic positioning of the education school facilities and their needs. The SIMS Module (School
Infrastructure Management System) is a web based application, that does contain data concerning the
school infrastructure in Albania. The integration of these two modules provides for the decision makers the
premises to better orient future investments, the budget, the needs for school facilities maintenance
based on accurate and up to date data.
 Financial Module manages finances and the budget of education institutions at central and local level,
MoES and RED/EO. The system is being build in a unique, central database plaform that increases the
quality of interaction and avoids information dublication (dublication of records). In addition the system
increases the expenditure transparency and electronic tracebility.

14. Reform: The Information Management System in Education
Impact
Cost reduction and time reduction on data entry/data
analysis/data distribution
Cost reduction and increased efficiency of the educational
resources management
Service quality growth and elimination of duplication of
information
Increased transparency and reduction / simplification of
administrative bureaucracy
Increase the availability and accessibility of information.
The management education information systems increase
significantly the quality of services being offered from the
education system structures monitoring their performances,
generating indicators and statistics and simplifying audit and
inspection procedures.

15. EMIS Architecture
EMIS
Operational Data
G IS
Databaza & Provimet
MIS Matura FMS DMS e Shtetit
SIMS
15

16. Reform: Increase of transparency through digitization
Was
STATE MATURA
State Matura and the acceptance on the Institutions of Higher
Education is being succeffully applied in our education system
starting from 2006.
The online version of the State Matura system was not
developed from the beginning.
State Exame:
The lagal framework did not exist, and the application
(Program) of State Exames

17. Reforma: Informatizimi i proceseve/procedurave-rritja e transparencës
The situation as it is now
STATE MATURA
Functional State Matura On-line.
It was successful the online application of A2 form, students fill out the
form A2 and the winners are registered to the Higher Education
Institution according to according U realizua pilotimi me sukses i
Sistemit online te Maturës Shtetërore per aplikimin me merit-
preference system.
 STATE EXAMs for regulated professions in Albania
The digital system of State Exame is fully functional.
This year have been successfully conducted two state exams seasons.
The Law No.10 171, dated 22.10.2009 “On the Regulated Professions in
the Republic of Albania” regulates the procedure for the conduct and
administration os State Exame, through the use of digital technologies

18. Impact
MATURA SHTETERORE ON-LINE
Reduces errors reflected in the database
Accelerates and improves the process of entering and processing data.
Reduces the time of enrollment and withdraws from universities,
Optimization of the application process online forms A2 and A3
Creates the possibility of fast and secure online exchange of the data.
Protects confidentially of personal data.
Helps the manufacturing process and verifying of barcodes of Matura diploma
Personalized printing for every high school graduate diploma after Matura exams.
Through the use of QR code increases the level of secretion of Matura diploma
STATE EXAME
Increased transparency and reduction / simplification of administrative bureaucracy
Promotes reliability (fidelity) during state Exams
The generation of the result (the exame outsome) short after the applicant finishes the
exame and the opportunity to cross check the answers with the correct ones has significantly
reduced the number of appeals for the outcome (result) of the given exames.
This system can be widely used from the Insitutions of Higher Education even on their
subject exames to increase the objectivity on the outcome assesment.

19. Thank You!
Ardiana Sula Director of Department for e-Education & Statistics
ardiana.sula@mash.gov.al
Sokol Ymeri Head of Unit for e-Educationsokol.ymeri@mash.gov.al