this is about socila problems that albania has

1. SOCIAL PROBLEMS IN
ALBANIA
Worked by: Armel Aliaj: Musa Islami: Ina Gava:
Armenisa Sllami: Elkida Xhina: Ergi Vila

2. SUBTOPICS
 To mention the severe problems in our country
 To think of responsibilities of everyone
 To give reasons why Albanians shouldn’t leave the
country

3. PURPUSE
 To know the social problems and think of solutions

4. POVERTY
 Poverty is a concept expressed quantitatively based on income indicators per
capita and individuals' ability to fulfill basic life needs.
 The most important indicators of the poverty level are: the percentage of the
population living in absolute poverty (defined in Albania as the number of
individuals with a monthly real consumption below 4,891 lek), and the percentage
of the population living in extreme poverty (defined as the number of individuals
facing difficulties in meeting basic needs).
 The methodology used to calculate these figures is based on surveys conducted in
Albanian families during the periods of June 2002, July 2005, and August 2008 by
a project of INSTAT, the World Bank, and UNDP.
 Based on survey data, it is found that in 2008, around 12.4% of the population
lived in absolute poverty (about 373,137 people), down from 25.4% in 2002 (about
813,196 people).
 Albania remains the poorest country in Europe. Poverty in Albania escalated with
the economic crisis of 1997. The majority of poverty in Albania is considered deep,
where incomes fall below the minimum acceptable standards. Most people living in
absolute poverty are found in rural areas.
 Poverty is higher in rural areas and especially in mountainous regions. Urban
areas are more developed than rural areas. In recent years, Albania has averaged
around 20% of the population living in levels of absolute poverty.

5. BULLYING
 Bullying is a psychological or physical violence that occurs massively in all countries
worldwide, starting with children from their early school years.
 "Violence in school environments (in all its forms) is a violation of the rights of children and
adolescents to education, health, and well-being. No state can achieve a comprehensive
and equal education if students experience violence or bullying in school," states the report
"Beyond the Numbers: Ending School Violence and Bullying," published by UNESCO in
January 2019.
 Spread In Albania, the prevalence of students who have reported being bullied was 39.9%,
around 22.6% among boys and 17.3% among girls. The figures are higher for 11-year-olds,
where approximately 23.8% admitted to experiencing bullying or violence in school in one
of its forms, while for 13-year-olds, this rate is 20%. For students aged 15, the prevalence
of those who have been bullied is 16.1%.
 A study conducted in Albania with several thousand student respondents, teachers, and
parents in 141 public schools reveals that 1 in 5 students from grade 4 to grade 12 have
been affected by bullying in school. Almost half suffer from psychological bullying, 35%
from verbal bullying, and the rest from physical bullying. Bullying is very present in grades
5 and 11 within the classroom environment, in the absence of a teacher in 40% of cases, in
the schoolyard in 40% of cases, and in the presence of a teacher in 20% of cases. Girls
claim to be more often victims, while boys are referred to as aggressors. The phenomenon
is more widespread in urban schools and more prevalent in private schools.
 Half of the teachers surveyed in the study admitted that there is no specific policy against
bullying in schools, and the overwhelming majority of them, over 70%, have not received
any training on how to deal with this phenomeno

6. UNEMPLOYMENT
 Unemployment represents the percentage of the unemployed from the total
labor force capacity in a specific territory within a country or the entire
country. Thus, this economic indicator shows the level of untapped labor
force in economic processes within a geographic territory.
 According to the European Union classification, the unemployed are those
members of the labor force who have not had a job during the week when
the study was conducted, actively sought employment during that week, and
are ready to start a job within the next two weeks.
 The unemployment rate is an indicator of economic well-being in general. A
low rate indicates a strong economy where those seeking employment can
find it quickly, while a high rate may indicate a weaker economy. On the other
hand, employers may find it easier to find employees when the
unemployment rate is high. Therefore, one of the concerning issues in
today's society is unemployment.
 The definition of the concept of unemployment relies on the given definition
by the International Labor Organization (ILO): "All persons in the working age
population based on the measurement of economically active population,
who, during the reference period, meet the requirements: are without work,
are available for work, and are seeking work

7. DISCRIMINATION
 Discrimination ,the unconscious granting of preference in behavior.
 In sociology, discrimination refers to the devaluation of a foreign group,
especially a social minority within a society built on principles of equality,
the principle of preventing racial, religious, and political differences.
Discrimination also takes on the characteristics of ethnocentrism
stemming from unreflective motives (prejudices) or even as a specific
tool of ideological political struggle.
 Discrimination is the unfair or prejudiced treatment of individuals and
groups based on characteristics such as race, gender, age, or sexual
orientation. That's the simple answer. But explaining why it happens is
more complex. The human brain naturally categorizes things to
understand the world. Children, for example, quickly learn to distinguish
between boys and girls. However, the values we assign to different
categories are learned from our parents, peers, and observations of how
the world functions. Often, discrimination arises from fear and
misunderstanding

8. TEENAGERS
 Adolescence is a phase of physical and mental development
in humans, typically occurring between childhood and legal
adulthood. According to Erik Erikson's stages of human
development, for example, a young adult is generally a person
between the ages of 20 and 22, while an adolescent is a
person between the ages of 13 and 19. [1]
 Researchers have found it challenging to agree on a precise
definition of the adolescence period. The complete
understanding of adolescence in today's society is made
possible by knowledge derived from the areas of psychology,
biology, history, sociology, education, and anthropology. From
all these perspectives, it is safe to say that adolescence is
seen as a transition between dependence and independence,
with its primary goal being the preparation of children for
adulthood.

9. .
IN THE NEXT PAGES WE WILL
DISCUS
THE SOLUTIONS OF THE
SOCIAL PROBLEMS IN ALBANIA

10. POVERTY SOLUTIONS
 Economic Development:
 Job Creation: Implement policies that stimulate economic growth and job creation. This
could involve supporting small and medium-sized enterprises, promoting
entrepreneurship, and attracting investments in key sectors.
 Agricultural Development: Invest in modernizing and improving agricultural practices,
particularly in rural areas, to enhance productivity and create sustainable livelihoods.
 Infrastructure Investment: Develop and upgrade infrastructure such as roads, energy,
and water supply to create a conducive environment for economic activities and job
opportunities.
 Education and Skills Development:
 Access to Quality Education: Ensure universal access to quality education. This
includes investments in schools, training programs, and initiatives that enhance
educational outcomes, especially in disadvantaged areas.
 Skills Training: Implement vocational training programs to equip individuals with the skills
needed for employment in emerging industries.
 Social Assistance Programs:
 Targeted Welfare Programs: Design and implement targeted social assistance programs
to provide financial support, healthcare, and educational resources to vulnerable
populations, including low-income families and individuals.
 Conditional Cash Transfers: Consider the implementation of conditional cash transfer
programs, where financial assistance is provided to families on the condition that they
meet specific criteria, such as sending children to school and accessing healthcare.
 Healthcare Access:
 Universal Healthcare: Ensure access to affordable and quality healthcare services for all.
This includes initiatives to improve healthcare infrastructure, expand health coverage, and
address health disparities.
 Nutrition Programs: Implement nutrition programs, especially for children and pregnant
women, to address malnutrition and support healthy development

11. CONTINUATION
 Social Inclusion and Gender Equality:
 Promote Inclusive Policies: Develop and enforce policies that promote
social inclusion and equal opportunities for all, regardless of gender, ethnicity,
or socio-economic background.
 Women's Empowerment: Empower women through targeted initiatives that
enhance their economic opportunities, education, and participation in decision-
making processes.
 Corruption Control and Good Governance:
 Anti-Corruption Measures: Strengthen anti-corruption measures to ensure
that public resources are used efficiently and effectively, benefiting the entire
population.
 Good Governance: Promote transparency, accountability, and good
governance practices to build public trust and create an environment
conducive to economic development.
 International Cooperation:
 Collaboration with International Organizations: Work closely with
international organizations, NGOs, and development partners to access
financial resources, expertise, and best practices for poverty reduction.
 Trade Agreements: Explore opportunities for trade agreements that can boost
economic growth and create employment opportunities.
 Community Engagement:
 Community-Based Initiatives: Encourage and support community-based
initiatives that address specific local needs, promote social cohesion, and
empower communities to take an active role in their development.

12. BULLYING SOLUTIONS

Addressing bullying requires a multi-faceted approach involving
individuals, schools, communities, and policymakers. Here are
some comprehensive solutions to tackle and prevent bullying:
 Education and Awareness:
 School Programs: Implement comprehensive anti-bullying programs in
schools that focus on educating students, teachers, and parents about
the consequences of bullying, its various forms, and strategies for
prevention.
 Raise Awareness Campaigns: Conduct awareness campaigns to foster
a culture of respect and empathy within schools and communities. Use
various platforms, such as posters, workshops, and school assemblies, to
communicate the importance of kindness and inclusion.
 Establish Clear Policies:
 Anti-Bullying Policies: Develop and enforce clear and specific anti-
bullying policies within schools and educational institutions. Ensure that
students, teachers, and parents are aware of the policies and
consequences for engaging in or ignoring bullying behavior.
 Reporting Mechanisms: Establish confidential reporting mechanisms to
encourage students and witnesses to report incidents of bullying without
fear of retaliation.

13. CONTINUATION 1
 Social and Emotional Learning
 Incorporate SEL Programs: Integrate social and emotional
learning programs into the curriculum to help students
develop empathy, communication skills, and conflict
resolution abilities.
 Emphasize Inclusivity: Promote an inclusive school
environment that celebrates diversity and encourages positive
relationships among students.
 Teacher Training:
 Professional Development: Provide teachers and school
staff with professional development opportunities to
recognize, address, and prevent bullying. This includes
training on effective classroom management, conflict
resolution, and communication skills.
 Active Supervision: Ensure there is adequate adult
supervision in common areas such as hallways, lunchrooms,
and playgrounds to deter and address bullying behavior.

14. CONTINUATION 2
 Involve Parents and Guardians:
 Parental Involvement: Encourage parental involvement in school activities and anti-
bullying initiatives. Foster open communication between schools and parents to address
concerns and share information about anti-bullying strategies.
 Education for Parents: Provide resources and workshops for parents to understand the
signs of bullying, how to support their children, and the importance of fostering a positive
home environment.
 Support for Targets and Perpetrators:
 Counseling Services: Ensure that counseling services are available for both the targets
and perpetrators of bullying. Addressing the root causes of bullying behavior and providing
support for emotional well-being is crucial.
 Restorative Justice Programs: Implement restorative justice programs that bring
together those involved in bullying incidents to discuss the impact of their actions, find
resolutions, and promote empathy.
 Legal Measures:
 Legal Consequences: Enforce legal consequences for severe cases of bullying, ensuring
that appropriate measures are taken to protect victims and hold perpetrators accountable.
 Cyberbullying Legislation: Establish and enforce laws and policies specifically
addressing cyberbullying, given the prevalence of online bullying.
 Monitoring and Evaluation:
 Regular Assessment: Conduct regular assessments and surveys to gauge the
effectiveness of anti-bullying programs. Use feedback from students, parents, and
teachers to make necessary adjustments and improvements.
By combining these strategies, schools and communities can create a safer and more
inclusive environment, working collectively to prevent and address bullying
effectively.

15. UNEMPLOYMENT SOLUTIONS
 The solution for unemployment is, of course, to create
new jobs. The number of jobs that need to be created
depends on the unemployment rate and the number of
people entering the labor force in search of work. When
unemployment creeps above 6% to 7% and stays there,
it means the economy can't create enough new jobs.
That's when the government steps in.1
 For historical data on U.S. unemployment trends, the
Bureau of Labor Statistics publishes the unemployment
rate by year It reports the annual percentage of the
unemployed in the labor force, as far back as 1949. It
also indicates the success or failure of the fiscal and
monetary policies through the years, since they affect
the rate of unemployment.

16. DISCRIMINATION SOLUTIONS
 HOW TO PREVENT DISCRIMINATION
 Be respectful
 Be open
 Be non-judgmental
 Be conscious
 Others should respect your opinions and views, but you have
to respect their opinions and views as well
 Be open when meeting new people. If you respect them and
listen to everyone’s views (people with disabilities,
immigrants, Travelers you name it) you’ll realize that
prejudices and stereotypes are narrow minded
 Make an effort to get to know and learn more about local
ethnic, religious and cultural minorities
 Organize multicultural events like world-food nights or
traditional dance nights

17. CONTINUATION
 Don’t let your friends, make insulting comments or jokes that discriminate
against others. Tell them they are being narrow minded and prejudiced
 If you or someone you know is being discriminated against, then speak
out. Keeping quiet won’t make it go away
 Make an official complaint in writing to your school/university or
workplace. Keep a copy of the letter
 An employer can’t punish you if you report them for harassment or
discrimination. This means it’s illegal for them to fire you or treat you
differently after you make a formal complaint
 If you are a victim of discrimination or harassment (or see it happening)
in a public place like a shop, restaurant, pub, cinema or nightclub then
report it to the management. If they don’t act, report it to the Guardia
 If you see that someone else is discriminated against, do something
about it! You can report discrimination and harassment to the Guardia
 Support anti discrimination and harassment organizations

18. SOLUTIONS OF TEENAGERS PROBLEMS
 Communication and Support:
 Encourage open communication between teenagers and their parents or guardians.
 Foster a supportive environment where teenagers feel comfortable discussing their
concerns without fear of judgment.
 Mental Health Awareness:
 Promote awareness of mental health issues and reduce the stigma associated with
seeking help.
 Provide access to mental health resources, counseling services, or support groups for
teenagers dealing with stress, anxiety, or depression.
 Time Management:
 Teach time management skills to help teenagers balance academic, extracurricular, and
personal responsibilities.
 Encourage the development of healthy study habits and the importance of downtime.
 Peer Pressure and Bullying:
 Educate teenagers on recognizing and resisting negative peer pressure.
 Create anti-bullying campaigns and safe spaces within schools to address and prevent
bullying.
 Digital Well-being:
 Promote responsible use of technology and social media.
 Educate teenagers about online safety, cyberbullying, and the potential impact of
excessive screen time on mental health.
 Career Guidance:
 Offer career counseling and guidance to help teenagers explore their interests and set
realistic career goals.
 Facilitate internships, job-shadowing, or mentorship programs to provide real-world
exposure

19. CONTINUATION
 Healthy Relationships:
 Provide education on healthy relationships, consent, and communication
within friendships and romantic partnerships.
 Encourage the development of empathy and respect for others.
 Physical Well-being:
 Emphasize the importance of a healthy lifestyle, including regular
exercise, balanced nutrition, and sufficient sleep.
 Provide access to sports and recreational activities to promote physical
well-being.
 Goal Setting:
 Encourage teenagers to set and pursue realistic short-term and long-term
goals.
 Foster a sense of purpose and motivation by helping them explore their
passions and interests.
 Conflict Resolution:
 Teach effective conflict resolution skills, emphasizing compromise and
communication.
Provide a safe space for teenagers to express themselves
address conflicts constructively.
 Life Skills Education:
 Integrate life skills education into school curricula, covering topics such as
financial literacy, problem-solving, and effective communication.

20. EASY: WHY ALBANIANS SHOULDN’T LEAVE THE
COUNTRY
“Albania, with its rich history, vibrant culture,
and resilient people, stands as a nation with
immense potential and opportunities.
However, in recent times, there has been a
notable trend of emigration as Albanians
seek better prospects abroad. While the
pursuit of a better life is understandable, it is
essential to consider the reasons why
Albanians should think twice before leaving
their homeland

21.  Cultural Heritage:
 Albania boasts a unique and diverse cultural heritage that spans
centuries. From its ancient Illyrian roots to the influence of various
civilizations, the country has developed a distinctive identity. Leaving
Albania means potentially disconnecting from this rich cultural
tapestry, including traditions, language, and customs that have been
passed down through generations.
 Community and Social Bonds:
 Albania is a close-knit society where community and family play
integral roles. Leaving the country may result in a physical distance
from loved ones, weakening the social fabric that has been a source
of support for centuries. The sense of belonging and shared
experiences within the Albanian community is a treasure that should
not be easily traded for distant shores.
 Economic Opportunities:
 While economic challenges persist, Albania has shown positive signs
of growth and development in recent years. The government is
actively working on improving infrastructure, attracting foreign
investment, and creating job opportunities. Staying in the country and
contributing to its economic progress can be a fulfilling endeavor,
allowing individuals to play a role in shaping their nation's future.

22.  Potential for Civic Engagement:
 Active participation in the civic and political life of the
country is crucial for its development. By staying in
Albania, individuals can contribute to the democratic
process, advocate for positive change, and shape
policies that address the needs of the people. Leaving
may mean forfeiting the opportunity to be a driving force
for positive transformation.
 Preserving Natural Beauty:
 Albania is blessed with breathtaking landscapes,
including pristine beaches, mountains, and historical
sites. Contributing to the preservation of these natural
wonders is a responsibility shared by all citizens. By
staying in Albania, individuals can actively participate in
sustainable practices, ensuring that future generations
can continue to enjoy the beauty of their homeland.

23. THANK YOU FOR LISTENING
In this Project we learned the
social problems in Albania
We also learned the solutions of
these problems