Education, policies and national image: the role of teaching in Albania’s European integration process

The aim was a comparative analysis of key characteristics of educational system governance, funding models, quality assurance approaches, language policy, inclusive education, and adult education in Albania, North Macedonia, Montenegro, and Serbia. The methodology involved comparative analysis based on a qualitative study of national educational strategies, academic sources, and reports by international organisations. It was found that Albania and Montenegro followed a centralised model of education governance, whereas North Macedonia implemented a decentralised approach with active involvement of municipalities. Funding features analysis revealed that in all countries, basic funding came from the state budget, but different models of fund allocation were used – block grants, local contributions, and involvement in international projects. North Macedonia showed the greatest openness to multiculturalism, while Albania remained monoethnic in its teaching approach. The study demonstrated that although the Western Balkan countries moved towards European education standards, they remained committed to their own sociocultural traditions.