In the 1920s, the period when the real foundations of the modern Albanian state were laid, education made considerable progress. In 1933 the Albanian Royal Constitution was amended, making the teaching and educating of citizens an exclusive right of the state. Education was thus nationalized, and all foreign-language schools, except the American Agricultural School, were either closed or nationalized. The reason for this move was to stop the rapid spread of schools sponsored directly by the Italian government, especially among the Catholic element in the north.
The nationalization of schools was followed in 1934 by a far-reaching reorganization of the whole school system. The new system provided for obligatory elementary education from the ages of four to fourteen; the expansion of secondary schools of various kinds; the establishment of new technical, vocational, and commercial secondary schools; and the acceleration and expansion of teacher training. The obligatory provisions of the 1934 reorganization law, however, were never enforced in the rural areas because of the economic conditions of the peasants who needed their children to work in the fields and because of the lack of schoolhouses, teachers, and means of transportation.
The only minority schools operating in the country before World War II were those for the Greek minority of about 35,000 living in the prefecture of Gjirokaster. These schools too were closed by the constitutional amendment of 1933, but Greece referred the case to the International Permanent Court of Justice, which forced Albania to reopen the schools.
There was no university-level education in prewar Albania. All advanced studies were pursued abroad. Every year the state granted a number of scholarships to deserving high school graduates who were economically unable to continue their education. But the largest number of students were from well-to-do families and thus privately financed. For instance, in the 1936/37 academic year, only 65 of the 428 students attending universities abroad had state scholarships. The great majority of the students attended Italian universities because of geographic proximity and because of the special relationship between the Rome and Tirana governments. The Italian government itself, following its policy of political, economic, military, and cultural penetration of the country, granted a number of scholarships to Albanian students recommended by its legation in Tirana.
There are no reliable prewar statistics on school population. The 1967-68 Albanian official statistical yearbook placed the total 1938/39 school enrollment at 56,283. Other sources placed it at over 60,000. Soon after the Italian occupation in April 1939 the educational system came under complete Italian control. The Italian language was made compulsory in all secondary schools, and fascist ideology and orientation were inserted into the school curricula. After 1941, however, when guerrilla bands began to operate against the Italian forces, the whole educational system was paralyzed. In fact, secondary schools became centers of resistance and of guerrilla recruitment, and many teachers and students went to the mountains and became members or leaders of resistance bands. By September 1943, when Italy capitulated and German troops occupied the country, education came to a complete standstill.
Education Under Communist Rule
Immediately upon seizure of power in November 1944, the Communist regime gave high priority to opening the schools and organizing the whole educational system along Communist lines. The Communist objectives for the new school system were to liquidate illiteracy in the country as soon as possible, to struggle against "bourgeois survivals" in the country's culture, to transmit to the youth the ideas and principles of the Party, and to educate the children of all classes of society on the basis of these principles. The first Communist Constitution (1946) made it clear that the intention of the regime was to bring all children under the control of the state. The state, constitutionally, took special care for the education of youth, and all schools were placed under state management.
The Educational Reform Law of 1946 provided specifically that Marxist-Leninist principles would permeate all school texts. This law also made the struggle against illiteracy a principal goal of the new school system. A further step in this direction was taken in September 1949, when the government promulgated a law requiring all illiterates between ages twelve and forty to attend classes in reading and writing. Courses for illiterate peasants were established by the education sections of the people's councils. The political organs in the armed forces provided parallel courses for its illiterate military personnel.
The 1946 education law, in addition to providing for seven-year obligatory schooling and four-year secondary education, called for the establishment of a wide network of vocational, trade, and pedagogical schools to prepare personnel, technicians, and skilled workers for the various social, cultural, and economic fields. Another education law adopted in 1948 provided for the further expansion of vocational and professional courses to train skilled and semiskilled workers and to increase the theoretical and professional knowledge of the technicians.
A further step was taken in 1950 to expand technical education. Secondary technical schools were established along Soviet lines by the various economic ministries. In 1951 three higher institutes of learning were founded: the Higher Pedagogic Institute, the Higher Polytechnical Institute, and the Higher Agricultural Institute, all patterned along Soviet models. The Council of Ministers said that their purpose in founding these institutes was to create conditions for further development "according to the example of science, culture, and technique of the Soviet Union."