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Albania
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Data profiles:


Albania
Student performance (PISA 2022)
  • In mathematics, the main topic of PISA 2022, 15-year-olds in score 368 points compared to an average of 472 points in OECD countries.
  • On average, 15-year-olds score 358 points in reading compared to an average of 476 points in OECD countries.
  • In Albania, the average performance in science of 15-year-olds is 376 points, compared to an average of 485 points in OECD countries.
  • Average 2022 results were down compared to 2018 in mathematics, reading and science.
  • In Albania, students reported spending significantly less effort on PISA in 2022 in comparison to 2018, and there are clear indications that students did not engage seriously throughout the test and questionnaire. Results must therefore be interpreted with caution. The drop in the results of the students in Albania observed in PISA 2022 appears to be related to different factors. At the end of 2019, a strong earthquake hit Albania, causing important damages to infrastructure, including schools and houses, across 12 main cities. The disruptions caused by the earthquake and by Covid-19 on the psycho-social life of students may have had a negative impact on the engagement of students in PISA 2022.
    • | PISA 2022 | Country Note | PISA 2022 Assessment and Analytical Framework | PISA Database | Glossary |
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Student performance in mathematics

    Boys outperform girls in mathematics performance with one of the largest score-point difference. (-19 PISA Score, rank 56/56 , 2022) Download Indicator

    The change in maths performance between 2015 and 2018 shows one of the strongest decreases among PISA-participating countries and economies. (-69 PISA Score, rank 48/48 , 2022) Download Indicator

    Student performance in reading

    The mean score in reading performance is one of the lowest among PISA-participating countries and economies. (358 PISA Score, rank 72/80 , 2022) Download Indicator

    Boys' performance in reading is one of the lowest among PISA-participating countries and economies. (339 PISA Score, rank 72/80 , 2022) Download Indicator

    The difference between girls and boys in reading performance is one of the smallest among PISA-participating countries and economies in favour of girls. (-40 PISA Score, rank 71/78 , 2022) Download Indicator

    The percentage of low performers in reading (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (73.7 %, rank 10/80 , 2022) Download Indicator

    The percentage of low-performing boys in reading (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (81.6 %, rank 8/80 , 2022) Download Indicator

    The change in reading performance between 2015 and 2018 shows one of the strongest decreases among PISA-participating countries and economies. (-47 PISA Score, rank 42/42 , 2022) Download Indicator

    Student performance in science

    Boys' performance in science is one of the lowest among PISA-participating countries and economies. (362 PISA Score, rank 72/80 , 2022) Download Indicator

    The difference between girls and boys in science performance is one of the largest among PISA-participating countries and economies in favour of boys. (-28 PISA Score, rank 45/47 , 2022) Download Indicator

    The percentage of low-performing boys in science (below proficiency Level 2) is one of the highest among PISA-participating countries and economies. (73.6 %, rank 9/80 , 2022) Download Indicator

    The change in science performance between 2015 and 2018 shows one of the strongest decreases among PISA-participating countries and economies. (-41 PISA Score, rank 38/38 , 2022) Download Indicator

    Participation in education

    The difference in grade repetition between advantaged students and disadvantaged students is one of the smallest among 15-year-old students. (0.1 %, rank 4/76 , 2022) Download Indicator

    Albania registered one of the largest changes between 2018 and 2022 in the percentage of students who had repeated a grade at least once in primary, lower secondary or upper secondary school. (2.3 %, rank 3/39 , 2022) Download Indicator

    School climate

    Students in Albania reported feeling relatively safer than students in other OECD and partner countries/economies. (0.21 PISA Index, rank 6/74 , 2022) Download Indicator

    Student well-being

    Among OECD and partner countries with available data, Albania has one of the lowest index of mathematics anxiety. (0.01 PISA Index, rank 68/76 , 2022) Download Indicator

    Students' engagement, drive and self-beliefs

    The share of students who disagreed or strongly disagreed that 'your intelligence is something about you that you can't change very much' in Albania is among the smallest . (30.7 %, rank 75/75 , 2022) Download Indicator

    The time spent on homework per day in a typical school week in Albania is long compared to the other OECD and partner countries/economies. (2 Hours, rank 6/80 , 2022) Download Indicator

    Albania has one of the largest differences in mathematics performance associated with a one-hour increase in the time spent doing homework in mathematics, after accounting for students' and schools' socio-economic profile. (6 PISA Score points, rank 10/59 , 2022) Download Indicator

    Albania had one of the largest shares of students who agree or strongly agree they like school work that is challenging. (80.7 %, rank 1/72 , 2022) Download Indicator

    Albania had one of the most frequent shares of students whose teacher asked them to think about how new and old math topics were related, in more than half of the lessons at least. (47.5 %, rank 6/79 , 2022) Download Indicator

    Albania had one of the smallest shares of students who disagree or strongly disagree that intelligence is something about you that you cannot change very much. (30.7 %, rank 74/74 , 2022) Download Indicator

    Albania had one of the smallest shares of students who disagree or strongly disagree that some people are just not good at math, no matter how hard they study. (24.6 %, rank 67/74 , 2022) Download Indicator

    Students' life satisfaction

    In Albania, the average level of student's life satisfaction is one of the highest among countries and economies participating in PISA. (8.01 PISA Index, rank 3/73 , 2022) Download Indicator

    Sense of belonging at school

    In 2015, the index of sense of belonging was one of the highest among PISA-participating countries and economies. (0.25 PISA Index, rank 6/78 , 2022) Download Indicator

    Learning strategies

    Albania had one of the highest shares of students who ask questions when they do not understand the math material that was being taught, more than half of the time at least. (59.3 %, rank 2/79 , 2022) Download Indicator

    Albania had one of the highest shares of students who try to connect new material to what they have learned in previous math lessons, more than half the time. (60.8 %, rank 1/79 , 2022) Download Indicator

    Students’ predispositions to learning

    Albania had one of the largest differences in the share of students who ask questions when they don’t understand math content (at least half the time) between the top and bottom quarters of the math self-efficacy index (formal & applied math). (43.2 % points, rank 3/75 , 2022) Download Indicator

    Albania had one of the smallest differences in the share of students that try to connect new material to what they have learned previously in math between students in the top and bottom quarters of the index of math anxiety. (-29.3 % points, rank 66/73 , 2022) Download Indicator

    Confidence in mathematics: Preparing for the future

    Albania had one of the highest shares of students who frequently extract mathematical information from diagrams, graphs, or simulations. (47.2 %, rank 7/79 , 2022) Download Indicator

    Albania had one of the highest shares of students who frequently interpret mathematical solutions in the context of a real-life challenge. (38.1 %, rank 2/79 , 2022) Download Indicator

    Albania had one of the highest shares of students who feel confident in interpreting mathematical solutions in the context of a real-life challenge. (62.9 %, rank 7/75 , 2022) Download Indicator

    Students' sustained learning strategies by parental support

    Albania had one of the highest differences in the share of students connecting new material to prior math lessons (more than half the time) between those whose parents talk with them frequently (once a week or more) and less frequently (twice a month or less). (25.2 % points, rank 1/72 , 2022) Download Indicator

    Albania had one of the broadest differences in the share of students who consider everyone’s perspective before taking a position between those whose parents talk with them frequently (once a week or more) and those who do so less frequently (twice a month or less). (20.5 % points, rank 10/67 , 2022) Download Indicator

    Performance and socio-economic status

    The variance of results in mathematics is weakly associated with the socio-economic status of students, as measured by the PISA index of economic, social and cultural status (ESCS). (4.5 %, rank 76/79 , 2022) Download Indicator

    Compared to the share non-disadvantaged low performers in maths, the share of disadvantaged low performers in maths is one of the lowest among countries and economies participating in PISA. (1.87 Ratio, rank 77/79 , 2022) Download Indicator

    Compared to the share advantaged low performers in maths, the share of disadvantaged low performers in maths is one of the lowest among countries and economies participating in PISA. (3.16 Ratio, rank 76/79 , 2022) Download Indicator

    Albania is one of the countries where the relationship between reading performance and socio-economics status (ESCS) is the weakest. (3.6 %, rank 75/79 , 2022) Download Indicator

    The difference in reading performance associated with a one-unit increase in the PISA index of economic, social and cultural status (ESCS) in Albania is one of the smallest among PISA-participating countries and economies. (14 PISA Score, rank 76/79 , 2022) Download Indicator

    The difference in science performance associated with a one-unit increase in the PISA index of economic, social and cultural status (ESCS) is one of the smallest among PISA-participating countries and economies. (16 PISA Score, rank 71/79 , 2022) Download Indicator

    Performance and diversity

    Albania has a relatively high share of low performers in mathematics among students with an immigrant background, compared to other OECD and partner countries. (85.8 %, rank 10/76 , 2022) Download Indicator

    Resources for education

    In Albania, there is a small number of computers per student, compared to other countries and economies participating in PISA. (0.19 Ratio, rank 77/80 , 2022) Download Indicator

    A small share of students attend schools with available room(s) where students can do their homework. (32.5 %, rank 77/80 , 2022) Download Indicator

    The change between 2012 and 2022 in the number of computers per student at schoolin Albania is small compared to the other OECD and partner countries. (-0.17 Ratio, rank 39/40 , 2022) Download Indicator

    The share of students in schools whose principal reported that the use of cell phones is not allowed on the school premises is relatively high in Albania. (89.6 %, rank 2/80 , 2022) Download Indicator

    In Albania, digital device policies are enforced at the school to a greater extent compared to the other OECD and partner countries/economies. (0.25 PISA Index, rank 10/45 , 2022) Download Indicator

    In Albania, students agree more with various statements about regulation of ICT use at school than in other the OECD and partner countries/economies. (0.89 PISA Index, rank 1/52 , 2022) Download Indicator

    Governance

    In Albania, compared to attending a public school, the difference in mathematics performance associated with attendance at private schools is among the largest of the OECD and partner countries/economies, after accounting for students' and schools' socio-economic profile. (30 PISA Score points, rank 5/39 , 2022) Download Indicator

    Albania has a relatively large difference in the index of preparedness for digital learning between private and public schools. (1.61 PISA Index, rank 1/29 , 2022) Download Indicator

    COVID-19 effects on education

    Compared to other OECD and partner countries/economies, students in Albania are relatively curious, as measured by the PISA index of curiosity. (0.38 PISA Index, rank 2/72 , 2022) Download Indicator

    Compared to other OECD and partner countries/economies, students in Albania had a relatively good experience with learning at home. (0.58 PISA Index, rank 1/71 , 2022) Download Indicator

    The difference between boys and girls in the confidence they have on their capacity to drive self-directed learning is one of the smallest among countries participating in PISA (-0.17 PISA Index, rank 25/30 , 2022) Download Indicator


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    General findings
    
                        
    
                            
    
                                
    • Singapore scored significantly higher than all other countries/economies in mathematics (575 points) and, along with Hong Kong (China), Japan, Korea, Macao (China), and Chinese Taipei, outperformed all other countries and economies in mathematics. Another 17 countries also performed above the OECD average (472 points), ranging from Estonia (510 points) to New Zealand (479 points). 
    • Boys outperformed girls in mathematics by nine score points and girls outperformed boys in reading by 24 score points on average across OECD countries. In science, the performance difference between boys and girls is not significant. 
    • An average of 69% of students are at least basically proficient in mathematics in OECD countries. This means they are beginning to demonstrate the ability and initiative to use mathematics in simple real-life situations. 
    • In 16 out of 81 countries/economies participating in PISA 2022, more than 10% of students attained Level 5 or 6 proficiency, meaning they are high-performing: they understand that a problem is quantitative in nature and can formulate complex mathematical models to solve it. By contrast, less than 5% of students are high-performing in 42 countries/economies.
    
                            
    
                            
    
                                | PISA 2022 Results (Volume I): The State of Learning and Equity in Education | Education policies: Skills | 
    
                            
    
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    • Singapore scored significantly higher than all other countries/economies in reading (543 points) and science (561 points). Behind Singapore, Ireland performed as well as Estonia, Japan, Korea and Chinese Taipei while another 14 education systems performed above the OECD average in reading (476 points), ranging from Macao (China) (510 points) to Italy (482 points).
    • About three out of four students have achieved basic proficiency in reading in OECD countries. 
    • In reading, an OECD average of 7% of students attained the highest proficiency levels of 5 or 6. In 13 countries/economies, more than 10% of students are top performers in reading.
    • No change in the OECD average over consecutive PISA assessments up to 2018 has ever exceeded five points in reading: in PISA 2022, however, the OECD average dropped by about 10 score points in reading compared to PISA 2018.. The unprecedented drops reading point to the shock effect of COVID-19 on most countries.
    • Only four countries and economies improved their performance between PISA 2018 and 2022 in all three subjects: Brunei Darussalam, Cambodia, the Dominican Republic and Chinese Taipei.
    • Trend analysis of PISA results reveals a decades-long decline that began well before the pandemic. In reading, performances peaked in 2012 and 2009, respectively, before dipping while performance began a downward descent in mathematics before 2018 in Australia, Belgium, Canada, the Czech Republic, Finland, Hungary, Iceland, Korea, the Netherlands, New Zealand, the Slovak Republic and Switzerland.
    
                            
    
                            
    
                                | PISA 2022 Results (Volume I): The State of Learning and Equity in Education | Education policies: Skills | 
    
                            
    
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    • Mean performance in science remained stable. 
    • In science, the highest-performing education systems are Singapore, Japan, Macao (China), Chinese Taipei, Korea, Estonia, Hong Kong (China) and Canada. Finland performed as well as Canada in science. In addition to these nine countries and economies, another 15 education systems also performed above the OECD average in science (485 points), ranging from Australia (507 points) to Belgium (491 points). 
    • About three out of four students have achieved basic proficiency science in OECD countries.
    • In science, an OECD average of 7% of students attained the highest proficiency levels of 5 or 6. In 14 countries/economies, more than 10% of students are top performers in science. 
    • Only four countries and economies improved their performance between PISA 2018 and 2022 in all three subjects: Brunei Darussalam, Cambodia, the Dominican Republic and Chinese Taipei.
    • Trend analysis of PISA results reveals a decades-long decline that began well before the pandemic. In science, performances peaked in 2012 and 2009, respectively, before dipping. while performance began a downward descent in mathematics before 2018 in Australia, Belgium, Canada, the Czech Republic, Finland, Hungary, Iceland, Korea, the Netherlands, New Zealand, the Slovak Republic and Switzerland.
    
                            
    
                            
    
                                | PISA 2022 Results (Volume I): The State of Learning and Equity in Education | Education policies: Skills | 
    
                            
    
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    • Socio-economically advantaged students scored 93 points more in mathematics than disadvantaged students on average across OECD countries. The performance gap attributed to students' socio-economic status is greater than 93 score points in 22 countries or economies and 50 points or fewer in 13 countries or economies.
    • Boys outperformed girls in mathematics by nine score points and girls outperformed boys in reading by 24 score points on average across OECD countries. In science, the performance difference between boys and girls is not significant. 
    • Non-immigrant students scored 29 points more than immigrant students in mathematics on average across OECD countries but non-immigrant students scored only five points more than immigrant students once socio-economic status and language spoken at home had been accounted for.
    
                            
    
                            
    
                                | PISA 2022 Results (Volume I): The State of Learning and Equity in Education | PISA 2022 Results (Volume II): Learning During - and From - Disruption | Education policies: Gender | Education policies: Socio-economic status | Education policies: Migrant background | 
    
                            
    
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    • Between 2018 and 2022 trends in students' sense of belonging at school were mixed, with equal proportions of countries/economies showing stable, improving or deteriorating trends. Of the 47 education systems with improving or stable trends, only 20 maintained or attained a level of students' sense of belonging at school that was at or above the OECD average. 
    • Around 10% of students reported feeling unsafe on their way to or from school, or in places outside of the classroom, on average across OECD countries. Some 20% of students reported that they are bullied at least a few times a month.
    • Overall, students felt more confident about using digital technology for learning remotely during future school closures than they felt about taking responsibility for their own learning. For instance, on average across OECD countries, about three out of four students reported that they feel confident or very confident about using a learning-management system, a school learning platform or a video communication program, as well as about finding learning resources online on their own.
    • Students' experience with learning at home was more positive in systems that were better prepared for remote learning. However, when learning remotely, 40% of all students reported feeling lonely and 50% of all students reported feeling anxious about schoolwork and that they fell behind in their studies; and three in ten students reported that teachers were not available when needed, on average across OECD countries. 
    
                            
    
                            
    
                                | PISA 2022 Results (Volume II): Learning During - and From - Disruption | Education policies: Students' Well-Being | Education policies: Student engagement and motivation | Education policies: Learning time & Disciplinary climate | OECD Better Life Index | 
    
                            
    
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    • Singapore, Korea, Canada, Australia, New Zealand, Estonia and Finland are the highest-performing systems in creative thinking, significantly above the OECD average. Students in Singapore score 41 points on average in creative thinking.
    • There is a large performance gap in creative thinking between the highest-performing and lowest-performing country of 28 score points – or around four proficiency levels. 97 out of 100 students in the five best-performing countries performed above the average student in the five lowest performing countries.
    • Academic excellence is not a pre-requisite for excellence in creative thinking. While around half of all students who performed at the highest level in creative thinking performed at the highest level in mathematics, similar proportions of students within the third quintile of creative thinking performance scored within the second, third and fourth quintiles, respectively, in mathematics. However, very few students below a baseline proficiency in mathematics excelled in creative thinking.
    • In no country or economy did boys outperform girls in creative thinking, with girls scoring 3 points higher in creative thinking on average across the OECD. The gender gap is significant in all countries/economies after accounting for mathematics performance and in around half of all countries/economies even after accounting for students’ reading performance.
    • Students with higher socio-economic status performed better in creative thinking, with advantaged students scoring around 9.5 points higher than their disadvantaged peers on average across the OECD. In general, the strength of the association between socio-economic status and performance is weaker in creative thinking than it is for mathematics, reading and science.
    
                            
    
                            
    
                                | PISA 2022 Results (Volume III): Creative Minds, Creative Schools | 
    
                            
    
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    • Asking questions is key to learning. However, less than half of students ask questions often when they don’t understand something in mathematics class.
    • Critical thinking is a vital learning strategy. It involves considering other perspectives before forming one’s own opinion. Less than 60% of students employ critical-thinking strategies on average.
    • Connecting new knowledge with existing knowledge is crucial. Yet, less than half of students report doing this regularly in mathematics lessons.
    • Intrinsic motivation predicts the use of learning strategies. Only around half of students report being intrinsically motivated to learn new things in school.
    • Growth mindsets are linked to positive learning strategies and outcomes. While 58% report a general growth mindset, fewer students feel this way specifically about mathematics.
    • Most students feel confident finding information online, but judging the quality of that information remains a challenge, especially for lower performers.
    • Proactive learners who connect new material with prior knowledge and stay engaged in the classroom are most confident in their mathematics skills for the 21st century.
    • Only about a third of students are exposed to 21st-century mathematics tasks, such as applying solutions to real-life situations. Practices like exploring different problem-solving methods are associated with increased confidence in these skills.
    
                            
    
                            
    
                                | PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life | 
    
                            
    
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            Diagram of funding flows - Albania
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
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            Country Reviews for Albania
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced
            by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in
            education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey
            more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please
            take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. 
            The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.  
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2021 for more details about the data collections.
            

    
			B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China:
Beijing, Shanghai, Jiangsu and Zhejiang.
			

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.