aspects
In Albania, before the 90s, education was centralized. Curricula and methods of teaching and learning have been defined and strict. This is probably from the government's requirements and objectives set for the society that would be educated as much as the government needed, that is, determined by the government as to how much the society should know, as well as how the professions would be formed. Professions and jobs were defined by the government as professions and how these people would be qualified. The free initiative was not stimulated in schools, does not exist, and is not stimulated in schools. Only ready- made models of the profession and society were given. After the 90s in Albania, we have a total change in the political system where we have the establishment of political pluralism, the establishment of democracy, and the commitment of political parties to build a prosperous society and a developed democracy. In this context, although not all political parties want the development of democracy but develop populism and seek new forms of rule and dictatorial governance, in Albanian society new concerns appear such as poverty, unemployment, lack of jobs, lack of perspective, the lack of professionals to respond to new developments, new professions and the creation of jobs. In the new society, the individual not only has to look for a job, but he has to find or create a job himself. Emigration was often considered as a solution, in which they were once again faced with the lack of qualification, the possibility of communication, and other obstacles and bureaucracy that required solutions to get a job or build your future. Albanian society faced these problems after the 90s, but many other societies with developed democracies or developing democracies also face these problems. So new demands appear for education, so we have an urgent demand to enable students to develop their professions in quality fields to be competitive and to be citizens of the future. In this context, the school curriculum changed completely, especially the influence of political ideologies and the school and the way of development of teaching and learning, but society once again faced unemployment, poverty, lack of democracy, non-inclusion in decision-making as well as the lack of initiative and maturity of professionals. young people to solve problems, build the future, build well-being, and take an active part in decision-making and solving problems. The key to solving the above problems is education. The problems of society are solved through education. Therefore, building a quality education system is very important. In Albania, every year about 30,000 students apply to continue their studies at universities. There are different branches in which students can apply to continue their bachelor's studies and then master's studies. What stands out is that after completing their studies, there are many complaints about their employment. Most of the students who graduated with bachelor's and master's continue with years of unemployment until they get a place in the jobs planned by the state, and the government, some of them have to engage in a political party and hope to get a job. This shows that their ability is incomplete, with a lack of ability to decide for themselves, lack of maturity, etc. But what do we mean by a quality education system? What is the most important element in this quality system to achieve the goals of education? What are the most important models of developed countries that are known and applied? what should Albania do for quality education? 2. LITERATURE REVIEW Education should enable the student to find a job by the qualification obtained during the years of schooling; it should enable the student to be self-employed by being able to solve problems; must be able and mature to make right and successful decisions to face the challenges of life; must be able to take an active part in social life and take part in decision-making; he must be able to ensure his well-being and the security of his life. Here are the UN objectives that must be achieved by 2030. According to the objectives of sustainable development, known as the global objectives, which have been adopted by the United Nations in 2015 and aim at a joint commitment of all the governments of different countries that their realization will bring more reduction of poverty, protection of the planet, and aims to ensure that all peoples enjoy peace and prosperity. One of the key objectives of the United Nations for the end of poverty and the enjoyment of peace and prosperity by all people is the objective of quality education. This Goal is for Quality education as the Sustainable Development Goal 4 which said: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". To achieve this objective as best as possible, it has been determined that SDG 4 has ten targets which are measured by 11 indicators (UNDP, 2017) The results according to the defined targets are also detailed: - education is expensive. to have the opportunity to educate all education, it is required that education be free, free primary and secondary education; - to create opportunities to participate in education in equal ways, and to receive the same quality of education, and equal access to quality pre-primary education; - education, as important as it is, is difficult as it requires a long time and financial means as well as stability
Ferit Hysa et al/ Kuey, 30(4), 1007 7897 of living conditions to be able to follow it and achieve the right results. therefore, it is determined to have affordable technical, professional, and higher education; - an increase in the number of persons with relevant skills for financial success is also determined as a very important aspect; - all people without distinction are required to eliminate any discrimination in education; - achieving the most necessary objectives such as universal literacy and numeracy; and - no less important than all together is education for sustainable development and global citizenship. In achieving the objectives of the United Nations, three main directions have been defined, which are: 1. Building and improving inclusive schools, in which all students are included and are safe schools. 2. Since education continues for many years and the costs are high, with the help of poor people and countries, it was determined that there should be an expansion of scholarships for higher education in developing countries. 3. Continuous provision of qualified teachers for developing countries. without qualified teachers, there can be no quality education. There are important data for great progress made in ensuring access to education, especially at the primary school level, for both boys and girls. we have almost half of this number compared to before. 112 million children were outside the education system in 1997 and it decreased to 60 million in 2014. Likewise, we have an improvement in global participation in tertiary education, which reached 224 million in 2018, according to a gross report, it is 38%, UNESCO ( 2020). In light of these objectives, a quality education system should be built to solve today's and future social problems in Albania and globally. SDG 4 also creates opportunities for the implementation, support, and realization of other SD objectives, therefore its realization is important. The educational system to provide high and quality results, including and implementing SDG 4 and others (17 SDGs), must implement an educational strategy with these main directions: 1. The establishment of education as a national priority by the educational policies and governments of different countries, as well as in Albania in the implementation of the SDGs. 2. Improvement and development of the national curriculum to choose social, welfare, and security problems for the future. 3. Training of teachers for the implementation of the national and state curriculum. 4. Training of education leaders and schools for the improvement of education, relying on the best models of education leaders. What are the best models for education leaders? How does the quality of leadership affect the quality improvement of education? How does the feature of education and school affect the features of educational leadership? In improving the quality results of students, an important role is played by the administration, management, and leadership of education. According to Bush (2007), the idea of educational management and leadership is that everyone is self-disciplined. The nature of education, the nature of the school, and the processes of learning and learning make this a discipline in itself, specific, unlike the management and leadership of organizations. The building and development of educational leadership is receiving increasing attention in recent decades. this interest has increased in the first part of the 21st century (Bush, 2007). a large number of researchers believe that the quality of leadership makes a significant difference in the achievements, results, and performance of the school and students. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners (Bush, 2007). The ever - increasing development of the economy around the world is creating the belief in governments that qualified workers are more and more necessary to maintain a competitive economy and have further development. Therefore, the quality of education requires qualified teachers, trained and engaged in achieving high performance of the school, which requires quality leadership. This requires trained and committed teachers but they, in turn, need the leadership of highly effective principals and the support of other senior and middle managers (Bush, 2007). The management of education is special, diverse, and very complex compared to the management of the business or the entrepreneurial economy. Education management has been discussed for years as special education. Ashouri (2014) describes that educational management is also very complex. Many researchers and theorists in the educational management area currently attempt to give an identity to educational management as an independent field including administration, management, and educational leadership, and promote the status of this field in comparison with other fields in the management area. The important models of educational leadership are as below description (Gumus, 2016):
7898 Ferit Hysa et al / Kuey, 30(4), 1007 a) Managerial leadership b) Instructional leadership c) Curriculum leadership d) Distributed leadership e) Teacher leadership f) Transformational and charismatic leadership g) Moral and ethical leadership Managerial leadership This is the first model of management in education since the beginning of 1900. Managerial leadership has been greatly influenced by Taylor's theory of economic and scientific management. Taylor's scientific management theory, Weber's "ideal bureaucracy" and Fayol's "universal list of management principles" made it possible creation and improvement of leadership characteristics in this field. The works in educational leadership have been done in the practices and observable actions as well as in the effective models of school leaders have been related to scientific theories of management of organizations (Bush, 2003; Condoli, et al., 1997). These researches developed a basis for the managerial leadership model in education. Instructional leadership This is an important model of leadership. It defines instructional leadership through three components: The first component is the school mission which requests principals, and school leaders to prepare and communicate schools' goals; the second component is managing the instructional program. This includes coordinating the curriculum, supervising and assessing the instruction, and monitoring the progress of students; the third component is promoting a positive learning climate. This includes efforts to sure institutional time, motivate teachers and learning, and promote professional development. It also develops and enforces academic standards (Gumus, 2014). What is seen in this leadership model? The school leader must have the knowledge and skills to be able to formulate and communicate the school's mission, of which the school's objectives are an important part. the value of the school's mission is for it to be communicated to create clarity among supporters and staff, parents, teachers, and students. He must also communicate it for it to be valid. Likewise, the school leader knows the school's curriculum and plans and coordinates it. An important aspect is also the planning and monitoring of the achievement of the results and academic standards of the students. So the professional qualification of the school leader is important, but also the necessary training of teachers and school leaders. Curriculum leadership This model has seen part of instructional leadership as one of the key elements of it. The special focus of curriculum leadership is developing and coordinating an effective school curriculum. The leadership of the curriculum insists on the qualification of the leader in terms of knowledge and psychological and pedagogical action of curriculum construction, the ability of teachers in teaching and learning as well as the ability of the leader of the school curriculum. The curriculum leadership model has been an important research topic in countries that have decentralized educational systems and, therefore, curriculum development is carried out at the school or district level (Law et al., 2007; Lo, 2012). A curriculum leader is someone responsible for monitoring, implementing, and improving the curriculum (Lo, 2012). Distributed leadership This leadership model has received support recently and is presented as a contemporary and very effective leadership model in education management. This model consists in criticizing the hierarchically designed leadership, but it stimulates equal participation in decision-making. The basic essence of this leadership lies in the importance and influence of the person and not in the place he occupies in the hierarchy of the institution. This leadership model stimulates cooperation and joint initiatives of the staff. The effectiveness of this leadership model is in the exchange of experiences as well as in the implementation of projects with the inclusion of as many staff members and teachers as possible. Distributed leadership in the literature is often used interchangeably with other terms, such as "shared leadership," "collaborative leadership," "delegated leadership," and "dispersed leadership" (Spillane, 2005). Harris says that in distributed leadership it doesn't matter where you are because of how important you are. The position is not important, but the influence and power of thoughts are important and take value. Teacher leadership Teacher leadership consists of the important role that teachers have in school leadership and all educational aspects of the school, teachers are involved in school leadership. this model greatly strengthens the educational leadership in the school. In this leadership model, teachers are not only included in the host country, but they are qualified and trained continuously to know and apply their knowledge in school leadership. Such a model is expensive but very effective. This model also includes aspects of distributed leadership. Teacher leadership is carried out when teachers take part in the decision-making mechanism of schools, contribute to the
Ferit Hysa et al/ Kuey, 30(4), 1007 7899
Ferit Hysa et al/ Kuey, 30(4), 1007 7897 of living conditions to be able to follow it and achieve the right results. therefore, it is determined to have affordable technical, professional, and higher education; - an increase in the number of persons with relevant skills for financial success is also determined as a very important aspect; - all people without distinction are required to eliminate any discrimination in education; - achieving the most necessary objectives such as universal literacy and numeracy; and - no less important than all together is education for sustainable development and global citizenship. In achieving the objectives of the United Nations, three main directions have been defined, which are: 1. Building and improving inclusive schools, in which all students are included and are safe schools. 2. Since education continues for many years and the costs are high, with the help of poor people and countries, it was determined that there should be an expansion of scholarships for higher education in developing countries. 3. Continuous provision of qualified teachers for developing countries. without qualified teachers, there can be no quality education. There are important data for great progress made in ensuring access to education, especially at the primary school level, for both boys and girls. we have almost half of this number compared to before. 112 million children were outside the education system in 1997 and it decreased to 60 million in 2014. Likewise, we have an improvement in global participation in tertiary education, which reached 224 million in 2018, according to a gross report, it is 38%, UNESCO ( 2020). In light of these objectives, a quality education system should be built to solve today's and future social problems in Albania and globally. SDG 4 also creates opportunities for the implementation, support, and realization of other SD objectives, therefore its realization is important. The educational system to provide high and quality results, including and implementing SDG 4 and others (17 SDGs), must implement an educational strategy with these main directions: 1. The establishment of education as a national priority by the educational policies and governments of different countries, as well as in Albania in the implementation of the SDGs. 2. Improvement and development of the national curriculum to choose social, welfare, and security problems for the future. 3. Training of teachers for the implementation of the national and state curriculum. 4. Training of education leaders and schools for the improvement of education, relying on the best models of education leaders. What are the best models for education leaders? How does the quality of leadership affect the quality improvement of education? How does the feature of education and school affect the features of educational leadership? In improving the quality results of students, an important role is played by the administration, management, and leadership of education. According to Bush (2007), the idea of educational management and leadership is that everyone is self-disciplined. The nature of education, the nature of the school, and the processes of learning and learning make this a discipline in itself, specific, unlike the management and leadership of organizations. The building and development of educational leadership is receiving increasing attention in recent decades. this interest has increased in the first part of the 21st century (Bush, 2007). a large number of researchers believe that the quality of leadership makes a significant difference in the achievements, results, and performance of the school and students. In many parts of the world, including South Africa, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners (Bush, 2007). The ever - increasing development of the economy around the world is creating the belief in governments that qualified workers are more and more necessary to maintain a competitive economy and have further development. Therefore, the quality of education requires qualified teachers, trained and engaged in achieving high performance of the school, which requires quality leadership. This requires trained and committed teachers but they, in turn, need the leadership of highly effective principals and the support of other senior and middle managers (Bush, 2007). The management of education is special, diverse, and very complex compared to the management of the business or the entrepreneurial economy. Education management has been discussed for years as special education. Ashouri (2014) describes that educational management is also very complex. Many researchers and theorists in the educational management area currently attempt to give an identity to educational management as an independent field including administration, management, and educational leadership, and promote the status of this field in comparison with other fields in the management area. The important models of educational leadership are as below description (Gumus, 2016):
7898 Ferit Hysa et al / Kuey, 30(4), 1007 a) Managerial leadership b) Instructional leadership c) Curriculum leadership d) Distributed leadership e) Teacher leadership f) Transformational and charismatic leadership g) Moral and ethical leadership Managerial leadership This is the first model of management in education since the beginning of 1900. Managerial leadership has been greatly influenced by Taylor's theory of economic and scientific management. Taylor's scientific management theory, Weber's "ideal bureaucracy" and Fayol's "universal list of management principles" made it possible creation and improvement of leadership characteristics in this field. The works in educational leadership have been done in the practices and observable actions as well as in the effective models of school leaders have been related to scientific theories of management of organizations (Bush, 2003; Condoli, et al., 1997). These researches developed a basis for the managerial leadership model in education. Instructional leadership This is an important model of leadership. It defines instructional leadership through three components: The first component is the school mission which requests principals, and school leaders to prepare and communicate schools' goals; the second component is managing the instructional program. This includes coordinating the curriculum, supervising and assessing the instruction, and monitoring the progress of students; the third component is promoting a positive learning climate. This includes efforts to sure institutional time, motivate teachers and learning, and promote professional development. It also develops and enforces academic standards (Gumus, 2014). What is seen in this leadership model? The school leader must have the knowledge and skills to be able to formulate and communicate the school's mission, of which the school's objectives are an important part. the value of the school's mission is for it to be communicated to create clarity among supporters and staff, parents, teachers, and students. He must also communicate it for it to be valid. Likewise, the school leader knows the school's curriculum and plans and coordinates it. An important aspect is also the planning and monitoring of the achievement of the results and academic standards of the students. So the professional qualification of the school leader is important, but also the necessary training of teachers and school leaders. Curriculum leadership This model has seen part of instructional leadership as one of the key elements of it. The special focus of curriculum leadership is developing and coordinating an effective school curriculum. The leadership of the curriculum insists on the qualification of the leader in terms of knowledge and psychological and pedagogical action of curriculum construction, the ability of teachers in teaching and learning as well as the ability of the leader of the school curriculum. The curriculum leadership model has been an important research topic in countries that have decentralized educational systems and, therefore, curriculum development is carried out at the school or district level (Law et al., 2007; Lo, 2012). A curriculum leader is someone responsible for monitoring, implementing, and improving the curriculum (Lo, 2012). Distributed leadership This leadership model has received support recently and is presented as a contemporary and very effective leadership model in education management. This model consists in criticizing the hierarchically designed leadership, but it stimulates equal participation in decision-making. The basic essence of this leadership lies in the importance and influence of the person and not in the place he occupies in the hierarchy of the institution. This leadership model stimulates cooperation and joint initiatives of the staff. The effectiveness of this leadership model is in the exchange of experiences as well as in the implementation of projects with the inclusion of as many staff members and teachers as possible. Distributed leadership in the literature is often used interchangeably with other terms, such as "shared leadership," "collaborative leadership," "delegated leadership," and "dispersed leadership" (Spillane, 2005). Harris says that in distributed leadership it doesn't matter where you are because of how important you are. The position is not important, but the influence and power of thoughts are important and take value. Teacher leadership Teacher leadership consists of the important role that teachers have in school leadership and all educational aspects of the school, teachers are involved in school leadership. this model greatly strengthens the educational leadership in the school. In this leadership model, teachers are not only included in the host country, but they are qualified and trained continuously to know and apply their knowledge in school leadership. Such a model is expensive but very effective. This model also includes aspects of distributed leadership. Teacher leadership is carried out when teachers take part in the decision-making mechanism of schools, contribute to the
Ferit Hysa et al/ Kuey, 30(4), 1007 7899
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