







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 3, No. 1, 2022 
www.scholink.org/ojs/index.php/eshs 

32 

Original Paper 

Teacher Education and Competencies in an Open Democratic 

Society 
Asllan Vrapi1* 

1 Pedagog, “Ismail Qemali” University of Vlora, Albania 
* Asllan Vrapi, Pedagog, “Ismail Qemali” University of Vlora, Albania 

 

Received: December 17, 2021   Accepted: December 31, 2021    Online Published: January 21, 2022 

doi:10.22158/eshs.v3n1p32                       URL: http://dx.doi.org/10.22158/eshs.v3n1p32 

 

Abstract 

Currently, Albania, our homeland, is involved in the integration processes for membership in the 

European Union. European integration processes should first of all be understood as processes: 

achieving standards, adaptation and legal, structural, curricular improvements, etc. The Albanian 

education system is also part of these processes. The education system, especially in recent years, has 

been and continues to be part of programs and political, academic, scientific and educational 

programs and projects of the dominant actors of Albanian society for its reform and adaptation to the 

education systems of European societies, within Albania's ambitions for integration and membership. 

The teacher is the main actor of the educational process. It is necessary for the teacher to redefine his 

position in this constantly changing and integrating society, to empower and acquire new 

competencies. 

I think it is very interesting to discuss and research on re-dimensioning the position of teachers 

regarding the competencies of educating democratic citizens that they should gain in this period of 

reforms and European integration. The idea of the study is: Today's children can learn better if 

teachers focus more on activating their strengths than on identifying their weaknesses. Students should 

be evaluated not only on the basis of the results achieved, but, above all, on the basis of the capacity to 

fully address life situations. 

Keywords 

educational competencies, initial education, integration processes, legal improvements, reform period, 

teacher qualification 

 

 

 



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1. Introduction 

Currently, in Albania teaching based on learning competencies is being implemented. Regarding the 

teaching profession, a re-dimensioning of this profession is required, referring to these competencies. 

Among the main competencies for teachers, we mention: 

A. Initial teacher education. 

B. Teacher training 

C. The profession of teacher and lifelong learning. 

D. Teachers, project participants, and mobility within the education system. 

E. The teacher is a contributor to others and a collaborator with others. 

F. Teacher as a user of technology, information, and new knowledge. The idea to undertake this study 

arose from discussions conducted in February 2014 with some of my doctoral colleagues. The 

discussions held on the reform in higher education by the leaders of the working group of this reform 

served as the beginning of the discussions. Discussions continue to be present at school, in leisure time, 

etc. In these presentations for discussion the following educational issues: 

1) The teacher should focus on reinforcing the strengths (Most Developed Intelligence). 

2) The teacher should focus on reducing the weak points (Most underdeveloped Intelligence). 

Students should be assessed: 

a. On the basis of the results achieved. 

b. On the basis of capacity to handle and resolve life situations. 

1.1 Theoretical Basis 

The discussions did not arise in vain, without having a real basis, they arose on the basis of the state of 

the education system and the conclusions presented by the Pisa program of the World Bank in Albania. 

According to the researcher from Albania, P. Karameta: “Our education system fails to prepare creative 

people who lead the development, just as it fails to form citizens with democratic tendencies... This 

requires that reforms and innovations reshape educational practices in pre-university education, the 

higher and the system of lifelong learning about a new perspective, according to which “education to 

identify and develop the potential of each individual, as a prerequisite for the formation of man who 

knows how to act” (Karameta, 2012). 

During the last years, numerous legal, structural, curricular, human-professional resources, school 

infrastructure, technological etc., are been undertaken in our education system. It is necessary for the 

education system and especially the teacher as part of it to become part of a great movement for the 

realization of the Common European Principles on the competencies and qualifications of teachers 

(Progress towards Education and Training, 2004). I am aware that reflecting on the educational 

competencies of the XXI century and studying the optimal ways for their realization in educational 

institutions may require numerous studies. “An individual may have a learning disability or learning 

disability. Early detection and intervention are key to preventing a learning disability from adversely 



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affecting a student in the classroom” (Logsdon, 2019). However, I think this study can help however 

little in the great need for reflection and concentration. At the beginning of this century, the world has 

moved by leaps and bounds. Teaching is also undergoing transformations. Increasingly, 

student-centered teaching is being talked about and implemented. Despite their methods and 

designations, one thing I believe is clear: the teacher continues to be in the position of leader, leader, 

organizer, performer, controller, and evaluator. 

The nature of work has changed and continues to change. Changing the form of work and the needs for 

the competencies and skills of the century also needs to change the conception of the effective teaching 

that students need to prepare for life and its products. What is required of students is not just 

memorizing knowledge and information but education should focus on how to teach students how to 

learn in order to manage constant demands and changes. But what are some of the key educational 

competencies of the 21st century? 

1.2 Historical Context 

Educational competencies of the XXI century. 

The educational competencies of the 21st century in my opinion can be categorized into: 

1) Basic values possessed by man as a member of society. 

2) Professional skills. 

3) Training for life, career, and entrepreneurship. 

In the first category, we can mention those values that are related to human characteristics such as: 

• Self-awareness. 

• Self-management. 

• Responsible decision-making 

• Relationship management. 

• Social awareness. 

In the second category: Professional skills we mention: 

I. Communication and information skills. 

II. Civic education, ability to accept cultural and religious diversity, and awareness of globalization 

(Civic literacy, cross-cultural skills and global awareness). 

III. Critical and creative thinking. 

The third category: Life, career, and entrepreneurship training includes: 

• Ability to believe in oneself. 

• Lifelong independent learning skills. 

• Ability to be an active contributor. 

• Ability to be an active citizen and engaged in the problems of social, political, economic life, etc. 

Teaching is the activity that can strongly contribute to the recognition and realization of these 

competencies. 



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Teaching is a planned and organized activity, it is an act of teaching led by the teacher. It plans and 

organizes the development of the teaching and learning process, which takes place in the processes of 

pre-action, interaction with students in learning, and post-action that aims to analyze and evaluate the 

teaching work developed. “Essential characteristics of teaching: 

• Teaching is a series of systematically planned events. 

• Teaching is a process that communicates ideas, concepts, laws, and habits. 

• Teaching takes into account individual and environmental factors related to the learner. 

“Effective teaching enables all students to understand and master the essence of the content of the 

teaching material” (Zekaj, 2018, p. 7). 

Through teaching, the teacher facilitates the process of student learning through the implementation of 

various and appropriate learning strategies with forms, methods, which make the role of student and 

teacher change where the student becomes the main actor (student-centered learning) and not a simple 

spectator. 

A school is not judged by its beauty but by the results its students achieve. The beauty of the school is 

brought by the variety of students involved in it. Students are different from each other, everyone has 

special requirements, everyone perceives, everyone listens, everyone speaks, everyone thinks, everyone 

learns differently from each other, so everyone should be given the opportunity! Today when we talk 

about educational competencies we take into account or take into account the individual potentials and 

abilities of students, which makes it possible to help all students regardless of the difficulties they have. 

In the educational curriculum based on the competencies that the student should acquire in 

pre-university education in the Republic of Albania, we read: “Pre-university education creates 

conditions and opportunities for students to build and develop knowledge, skills, attitudes, and values 

that require a democratic society; to develop independently and comprehensively; contribute to 

construction and well-being and Albanian society and face the challenges of life in a constructive way” 

(Institute for Educational Development, 2017). Since the ways of students’ learning are figuratively 

speaking, they are as different as their appearance, we say that the educational competencies of teachers 

in open democratic societies are also of great importance. As part of the development of the theory of 

multiple intelligences, Gardner writes that “Intelligence Quotient (IQ) should not be measured as an 

absolute figure like weight, height or blood pressure. It is a mistake to assume that KI is a single fixed 

whole, which can be measured through a test. “It does not matter how smart you are, but it does matter 

what you are smart about. We all have the ability to solve problems of different kinds” (Gardner, 2003). 

According to the theory of multiple intelligences, it is necessary for the teacher to recognize and 

promote in a wider space the talents and abilities of students, which means that teachers, in addition to 

recognizing the difficulties that students have in learning and efforts to facilitate them, they should also 

focus on students’ talents. “The teacher enables learning for all students through his interaction with 

students and students with each other, using effective communication techniques, learning strategies 



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that actively engage students in the learning process and orient, guide him in time to achieve the quality 

of the result” (Zekaj, 2018, p. 113). For the role and re-dimensioning of the personality of the teacher 

and pedagogue, Prof. Peshkëpia writes: “He guides the student or even the student in the process of 

obtaining”. 

 

2. Method 

2.1 Laying out the Problem 

Then let’s go back to the discussions on the problem I mentioned. As I mentioned at the beginning of 

this article, the need to conduct this study arose from the discussion with colleagues on defining as 

primary one of the issues: 

1) The teacher should focus on reinforcing the strengths (Most Developed Intelligence). 

2) The teacher should focus on reducing the weak points (Most underdeveloped Intelligence). 

Students should be assessed: 

A. On the basis of the results achieved. 

B. On the basis of capacity to handle and resolve life situations. 

2.2 Purpose of the Study 

The purpose of this study is: 

1) To identify where we need to intervene for education and educational competencies at the beginning 

of this century. 

2) Where should teaching focus on the realization of learning competencies? 

3) What should we evaluate in the student in order to realize the educational competencies of the XXI 

century? 

4) To propose forms and working methods for the realization of educational competencies of the XXI 

century. 

2.3 Variable 

Teaching developed intelligence and educational competencies. 

Independent variable: Teaching focused on developed intelligence. 

Dependent variable: Educational competence. 

Research question. Does the improvement of intelligence-focused teaching lead to the realization of 

educational competencies? 

2.4 Hypothesis 

Ho: Educational competencies are realized without the need to focus teaching on developed 

intelligence. 

H1: Educational competencies should focus on improving teaching in developed intelligence. 

2.5 Field Study. Methodology 

For the development of the study, discussions, debates, and surveys were conducted with school 



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teachers: “Ptoleme Xhuvani”, “Dhaskal Todri”, “Ali Myftiu”, “Inkus”, Papër, Broshkë, Pajun of 

Elbasan district, Albania. 

The study was conducted in February-March 2018, all these schools in the municipality of Elbasan. 

The study included 82 teachers from the above schools. For the teacher survey, there was no preference 

in the selection but this method was followed: Those teachers were included in the surveys who entered 

the teachers’ room during the long break that day I was present in each school. So put another way the 

champion was with teachers who accidentally entered the teacher's hall that day. This random sampling 

method was followed in each school. 

 

3. Results 

Through the survey the teachers were asked a questionnaire with the following questions: 

1) The teacher should focus on strengthening the strengths (Most developed intelligence) or 

2) The teacher should focus on reducing the weak points (Most underdeveloped Intelligence). 

The results of the answers were: 

 

Table 1. Teacher Focus on Developing Students’ Intelligences 

 

As for the next question: Students should be evaluated: 

A. On the basis of the results achieved or 

B. On the basis of capacity to handle and resolve life situations. 

The results of the answers were: 

 

Table 2. Teacher Focus on Assessing Student Achievement 

A On the basis of the results achieved. 33 

B On the basis of capacities to handle and resolve life situations. 45 

C Teachers who did not mark any of the alternatives. 2 

D Teachers who did not participate in the survey. 2 

E Total Teacher. 82 

 

 

 

A Teacher should focus on reinforcing strengths (Most Developed Intelligence).  54 

B The teacher should focus on reducing the weak points (Most underdeveloped Intelligence).  23 

C Teachers who did not list any of the alternatives.  3 

D Teachers who did not participate in the survey. 2 

E Total Teacher. 82 



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4. Discussions 

From the answers and the diagrams constructed, it is noticed that: 

1) Regarding the first question from 82 teachers with whom the sample was formed as we mentioned 

above it turned out that 3 teachers did not circle any of the alternatives while 2 teachers were not 

involved at all, did not want to participate in the survey. 

2) In the first question, in order to realize the educational competencies the teacher should focus on 

improving the most developed intelligence, it was noticed that out of 80 teachers that were included in 

the survey 54 teachers or 66% circled that we should focus on strengthening the points strongly, i.e., to 

the most developed intelligence. This does not mean that other types of intelligence should be 

neglected. It also means teaching needs to be invested to further empower that more developed 

intelligence. 

3) “Career Education” should orient students in such a way that if a student has developed 

computational-mathematical intelligence then he should study in profile such as economics, finance, 

mathematics etc., and it should not happen that students with kinesthetic motor intelligence to try to 

study in mathematics profile while such students are invested to realize competencies in the field of 

physical education and sports. 

4) The teacher should activate and motivate the student to strengthen the intelligence that he has more 

developed. 

5) Regarding the second question from 82 teachers with whom the sample was formed, it turned out 

that 2 teachers did not circle any of the alternatives while 2 teachers did not want to participate in the 

survey. 

6) In the survey for the second question which had to do with assessment, specifically: whether 

students should be assessed on the basis of their achievements or on the basis of capacities 

(competencies) to deal with and resolve life situations, it was noted that by 82 teachers included in the 

survey 33 teachers or 41% answered that we should evaluate students on the basis of achievements and 

45 teachers or 55% circled the exact alternative that evaluation should be based on the formation of 

competencies to deal with and resolve life situations. 

7) Pupils and students should be evaluated much more on the basis of capacities to address and solve 

life and school problems. 

8) The teacher should not be satisfied with the control and evaluation of the knowledge acquired by the 

student but above all on the potentials that the student presents in the realization of knowledge in 

everyday life. 

 

5. Conclusions 

Regarding the educational competencies of teachers should: 

1) Continue to develop the capacity of teachers to lead learning on the basis of 21st-century educational 



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competencies. 

2) The portfolio of teachers should include the results achieved in the development of students' 

educational competencies and subjects. 

3) Teachers should conduct studies on the results that students achieve in the competency-based 

curriculum. 

4) Clear definition of knowledge, skills, habits, and values that students should acquire in the 

curriculum based on competencies based on several years of experience of its application. 

5) Reformulation of the substantive structure of pre-university education in order to reflect the 

educational strategies for the development and evaluation of educational competencies of the XXI 

century. 

 

References 

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Gardner, H. (2003). Uneducated mind. (Translation) ISP. Tirana. 

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Musai, B. (1999). Educational psychology. Pegi. Tirana. 

Myftiu, J. (2013). Educational psychology. Dija-Poradeci. Elbasan. 

Karajani, P., Dine, J., & Hila, K. (2004). Didactics of Pre-Mathematical Concepts. Tirana. 

Institute for Educational Development. (2017). Competence-based curriculum. Tirana. Albania 

Peshkëpia, V. (2012). Teaching and learning, their relations with European integration. Tirana. Fan 

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Joint Report of the Council of Europe and the European Commission: Progress towards Education and 

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Zekaj, Xh. (2018). Teaching methodology and curricula at LSE. “Julvin 2” Tirana. 

 

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