Leave no child behind in Inclusive Schools and Kindergartens Education Program in Albania 2022-2024


Children benefit from quality, inclusive learning in pre-primary and primary education in a sustainable way in Albania


Programme background  

Children from the most marginalized groups are the least likely to access both preschool and pre-primary education. There is low attention toward proper development and care for 0-6 years old children and low quality for children in basic education. The situation in education system requires more efforts to increase access and quality for preschool education as well as implementation of standards and inclusive policies in basic education.

Implemented by:

Save the Children in Albania

National Agency for Quality Assurance of Pre-University Education

IPSED - Institute for the Promotion of Social and Economic Development

Supported by: Save the Children Italy

 Target locations 

Mat, Elbasan and Gjirokastra

Target reach 

9 schools, 9 kindergartens

2494 children 3-15 years old (children living in remote rural areas; Roma and Egyptian children; children belonging to families living in economic aid scheme; children with disabilities 

280 teachers

4988 parents

25 Municipal staff and Regional Education Offices specialists

Main activities:

  • Early Childhood Care and Development (ECCD) actors (parents, kindergarten and local structures) capacitate to develop and monitor prepare Action Plan for Smooth Transition between pre-school settings and schools.
  • Support teachers and parents implement practices that stimulate early learning and reading skills focusing on those facing barriers in learning.
  • Training of Trainers – Prepare and support local expertise for teachers and community on Ready to Learn approach.
  • Child and community – led project improve standards of inclusion and respect for diversity in their school/kindergarten.
  • Children governments of nine targeted schools take actions to address issues related to children safety and psycho- social wellbeing in school.
  • Training of Trainers – Prepare and support local expertise for teachers and community on Literacy Boost approach.
  • Documenting models of “Successful transition of children from ECCD to Basic Education” and “INDEX for Inclusion”. 

Expected results

  1. Sustained policy and practices improvements in pre-primary and home learning environments boost children’s school readiness skills.
  2. Nine target schools and nine kindergartens boost implementation inclusive principles through implementation of inclusive policies and practices and promote inclusive culture that value and meet the diverse needs of all students.


What We Do