A decade ago, vocational education in Albania was largely school-based. Practical training was limited, cooperation with companies was weak, and trust between schools and employers was low. Students learned theory, but many were unprepared for working conditions in the labour market.
S4J addressed this gap through a gradual, hands-on approach. Instead of sweeping reforms, it focused on what worked in practice. Schools and companies began collaborating on small initiatives, testing work-based learning (WBL) and adapting training to real labour market needs. Over time, these pilots showed results, proving that closer cooperation could benefit everyone involved. Tracer studies indicate that within one year of graduating, 71% of 2024 graduates from S4J partner providers have found employment or are self-employed, and 55% are working in jobs aligned with their field of training.
A key shift was the growing involvement of the private sector. Companies moved from being distant observers to active partners. They opened their doors to students, offered training placements, shared equipment, and provided mentors who could pass on practical know-how.
This change did not happen overnight. Many businesses were initially skeptical, and schools lacked experience in building partnerships. Step by step, trust grew. As cooperation expanded, vocational schools increasingly took on a coordinating role, bringing together companies, teachers, and students around shared goals. What began as isolated partnerships gradually became a system-wide movement.
One of the most important milestones in this journey was the introduction of Dual Vocational Education and Training (Dual VET) in 2024. Under this model, students divide their time between classroom learning and paid training in companies, gaining real work experience while still in education.
Dual VET built on years of bottom-up cooperation that had already shown the value of work-based learning. Practice came first, and policy followed. In its first year, the model attracted strong interest from both learners and employers and is now expanding across regions and sectors. For many young people, it offers a clearer and more motivating route from education to employment.
To ensure long-term impact, vocational schools need stronger internal capacity. Development Units were therefore established within schools to help manage partnerships, adapt training programmes, and respond to changing labour market needs.
These units support teacher development, curriculum updates, career guidance, and follow-up with graduates. As a result, schools are no longer passive institutions. They are becoming active players in local skills ecosystems, shaping training offers together with businesses and supporting students beyond graduation.
formally introduced nationwide in 2024 as a structured national reform model
As cooperation matured, S4J worked closely with national institutions to ensure that proven approaches were reflected in policies and regulations. What worked on the ground was gradually embedded in the wider reform of Albania’s vocational education system.
This alignment between practice and policy strengthened shared ownership and institutional capacity. Today, schools, businesses, and public institutions are increasingly working together to address skills gaps and prepare a workforce that can adapt to future economic changes.
The transformation is still underway, but the results are already visible. Vocational education is gaining credibility, young people are finding better job prospects, and employers are more confident in the skills of graduates. By linking education with real work experience, Albania is building a more resilient and future-ready workforce.