However there is still a long way to go when it comes to the practical implementation of the Bologna principles. This is most important in order to make the Bologna Process a reality in Albania. As the Bologna Process gives way to different solutions, Albania is on a good track to find a way of implementing the Bologna goals that fits to the cultural and scientific traditions.

At institutional level, reforms included changing the management structure of the universities, redefining the study programmes, changing the teaching methods and the general learning environment for students as well as for
the academic staff. This type of cultural changes need a much longer period of time than half a decade, as the time constant in education is much longer than the usual time constant for changes in business life.

Admission of Students and Student Progress
Higher education in Albania experienced a big expansion on both the demand and supply side during the last five years. Liberalising access to public higher education has increased the number of students by around 2.5 times. Nearly every pupil leaving secondary school with the “Matura” is entitled to a place in Higher Education. It is estimated that approximately 95 percent make use of this option at present.

Student Centered Learning
The approach to Higher Education that Albania has inherited is orientated to teacher-input.The student is expected to remember a large body of knowledge that is presented didactically, typically with little regard to time for independent learning, learning outcomes and the students’ actual capacities on graduation. It is a challenge for Albanian university teachers to adapt to the studentorientated approach implicit in the Bologna Process, particularly in those fields having a high student-staff ratio. Another key concern for the student’s educational experience is the required well-developed sense of corporate responsibility, which is limited in Albania. Moreover, the transition of the Albanian higher education system seems to be hampered by a “generation gap” 
between those eager for quick and radical change and those with a vested interest in the status quo.

Quality Assurance
Recent positive developments included the formal establishment of a Quality Assurance Unit at each university in conformity with the Higher Education Law. Very recently, Bologna Follow up Groups have been established at some universities. The funding of public universities is now regulated through a “block grant” to each institution instead through three separate budget headings as practiced until recently.
A Higher Education Management Information System (HEMIS) is in course of development. This is to improve resource allocation within universities, as well as their strategic planning and internal monitoring for quality assurance purposes. Most of the High Education Institutions (HEIs) in Albania, both public and private, already have elements of controlling, monitoring and reviewing of their main activities in place. The Public Agency for Accreditation of Higher Education (PAAHE) and HEIs are working together for drafting the main principles
and criteria for strengthening and auditing the Internal Quality Assurance Systems in the HEIs.

Employability
It seems to be the common opinion in Albania that Bachelor degrees have limited market value. There has been a rapid increase in students in Social Sciences – particularly Economics – and Law. This increase is significantly
contributed to a proliferation of study programmes in these fields in the private institutions, but has also occurred in the public universities. So far, market studies to identify employment needs in Albania have been executed
to a very limited extent.

Recognition and Mobility
Albania has ratified the Lisbon Convention in 2002. The standards and principles of the Lisbon Convention are being complied with by the state authority, the Ministry of Education and Science (MoES), but they are not binding
enough, particularly for the universities. The Lisbon Convention principles have been generally introduced through by-laws for the MoES. More than 90 percent of foreign university degrees, diplomas and qualifications undergo
automatic recognition by now. For the rest, the MoES has set standards and principles, but the academic  evaluation is carried out by the HEIs.

Outlook
To continue the Bologna Process in line with European partners, the Albanian government’s duties and intentions for the future are:

• Institutional autonomy and good governance of HEIs,
• Curricula reform to fit with EU standards,
• Quality Assurance and a fair accreditation system,
• Full integration of the teaching process in scientific research,
• Recognition of diplomas and prior qualifications,
• Preparing the conditions for Life Long Learning,
• Increasing mobility and participation of students and new academic staff and
• Enhancing the social dimension of higher education and the scientificresearch system.