infrastructure projects facility in the western balkans part of the western balkans investment...

Infrastructure Projects Facility in the Western BalkansPart of the Western Balkans Investment FrameworkFacility funded by the European Union

SCHOOL INVENTORY AND CONDITIONS’ SURVEY - ALBANIA 2011

Final results, TA-ALB-10

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METHODOLOGY

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TA-ALB-10

METHODOLOGYBackground

A full census of pre-university school facilities in Albania

- A total of 56 persons were involved in conducting the census Main coordination office - 6 persons Fieldwork coordinators - 12 persons Auditors - 38 persons

Information collected through a pre-determined questionnaire/form by trained auditors:

- Institutional form: Information on the type of school, number of students, teachers, staff, budget, etc.

- Building form: Information on building structure, number & type classrooms, water & sanitation, electricity & lighting, heating & ventilation, sport areas, laboratories, history of natural hazards, etc.

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METHODOLOGY Nature of Data

Observation component- Data was recorded based on observations and actual measurements performed by the auditors

during an on-site visit of the facilities. The type of data observed include: Number classrooms & their measurement Number of toilets Building conditions and structure Water & electricity Sport areas Laboratories Furniture, etc.

Interview component- Some data was collected through the interview with the Director/Responsible Teacher during the

on-site visit. The type of data collected through the interview include: Type of school Number of students & teachers Transport issues Internet issues History of the school (natural disaster history, construction history, etc.)Over 410 data variables were collected for each school audit (1 school-1

building). And was much higher for the more complicated scenarios.

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METHODOLOGY Data Quality Assurance

Field supervision – provided multiple supervision visits to independently verify the information collected by the field auditors throughout the 3 phases of fieldwork (initial phase, mid phase, final phase).

Online Monitoring Platform – A fieldwork management tool was in place, designed to help monitor the fieldwork and efficiently respond to specific situations. As well, an online database containing personal accounts of all auditors served to:

Measure the progress of the census Manage school assignments between the various auditors Report any issues/specific information captured during the fieldwork Upload the photos from every audit in an organized fashion

Audit Form Checking – Prior to data entry, audit forms arriving in the office were thoroughly checked by trained operators. Checking consisted of finding missing information, checking logical relations between the different sections, assuring the right scenarios and the proper number of audit forms, etc.

Data Entry Validation – a data entry program was designed with several validation rules embedded in it, which minimized the risk of data entry mistakes, as well as alerted the user to any missing information or wrong information as necessary.

Post Validation Process – Several validation rules were programmed for post data entry in order to find discrepancies and to clean the data.

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TA-ALB-10

METHODOLOGY Partnership with educational structures (MoES, REDs, Eos)

Design of School Inventory and Conditions survey form based on MoES aspirational building standards

REDs representatives participated in School auditor training

MoES facilitated contacts with RED and EO offices

REDs facilitated entry permission to Schools

Random participation in School surveys (MoEs and RED staff)


CONTEXTUAL INFORMATION

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TA-ALB-10

CONTEXTUAL INFORMATIONDefinitions

School Institution – all individual schools in Albania, be it Kindergartens, Year 9 Schools or High Schools, dependent or independent, are referred to as an institution (a set of teachers and students identifiable by an institutional name and level).

School Building – a facility operated by the School Institution(s). One School Building may “house” more than one School Institution and one School Institution may operate more than one building.

School Location – refers to the “compound” where School Building(s) are found. A school compound may have one or more School Buildings in it.

Urban/rural – refers to geographical areas based on the type of the Local Government Unit. If the area is under a Municipality then it is deemed to be an urban area. If it is under a Commune then it is a rural area. In a few cases in Albania, some Municipalities may also include some rural areas.

Year 9 School – refers to all the schools of grades 1 to 9. Primary schools (grades 1-5) that are often found in rural areas and are included in this category as well.

Kindergarten – refers to the pre-School Institutions. There are cases where Year 9 Schools have introduced a “pre-school grade” under their jurisdiction, as a pilot system. For the purposes of our projects they classified as Kindergartens as well.

High School – refers to all pre-university schools of grades beyond the Year 9 School, be it General High Schools/Gymnasia or Vocational High Schools.

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Location-Building-Institution Diagram

Locations #3354

Buildings

# 3485

Public School Institutions # 4796

Public School Buildings Public School Institutions

1.3 % 40.3 % 2.2 %56.1 %

Location

Location

Location

Location

Scenario 1 Scenario 2 Scenario 3 Scenario 4

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CONTEXTUAL INFORMATION Urban/Rural Distribution of School Buildings and School Institutions

21.8%

78.2%

School Buildings

Urban Rural

3485 Buildings.

18.7%

81.3%

School Institutions

Urban

Rural

4944 Institutions.

51.8%48.2%

Students

Urban Rural

594,339 Students.

While the number of students is about the same for urban and rural areas (48.2% urban vs. 51.8% rural), the number of School Buildings and School Institutions is about 4 times higher in rural areas compared to urban ones.

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CONTEXTUAL INFORMATION School Institution Level

Kindergarten Year 9 School High School0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

38.8%

53.3%

7.9%

School Institution Level

78% of them rural

Durres

Lezhe

Gjirokaster

Kukes

Vlore

Berat

Diber

Shkoder

Korçe

Fier

Tirane

Elbasan

5.2%

5.3%

5.4%

5.7%

6.1%

6.9%

9.0%

9.0%

10.0%

10.8%

12.3%

14.4%

School Institutions by District

87.2 % of them rural

57.4 % of them rural

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CONTEXTUAL INFORMATION School Types vs. Respective Students

Kindergarten Primary only (1-5 class)

Year 9 School High School

12.6%

4.1%

67.1%

20.3%38.8%

18.7%

53.3%

7.9%

School types% of total school entities, % of number of students

% of students (number) % of schools (entity)

About 39% of School Institutions are Kindergartens, serving just 12.6% of the total student population.

53.3% of School Institutions are Year 9 Schools, serving about 67% of the total pre-university student population.

About 18.7% of all Institutions are Primary Schools (grades 1-5) and serve 4% of all students. Many of these schools can be mostly found in rural areas and are quite small.

About 8% of High School serve about 20% of all pre-university students.

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7%

25%

14%

38%

0%

7%

8%

Projected per # of students

CONTEXTUAL INFORMATION Location Type

Kindergartens only

Year 9 Schools only

High Schools only

Kindergartens+ Year 9 Schools

Kindergartens+High Schools

Year 9 Schools+High Schools

All of them

37.1%

22.0%

17.2%

18.5%

0.3%

3.9%

1.0%

12.2%

39.9%

1.1%

39.4%

0.2%

2.9%

4.3%

17.6%

36.0%

4.6%

34.9%

0.2%

3.2%

3.6%

Type of location by area type

Total RuralTotal

Schools locations can be broken down into 7 categories/typologies.

The second most frequent typology is of “Year 9 Schools + Kindergarten” (34.9% of locations). This category is much more common in rural (39.4%), rather than urban(18.5%) areas.

About 42% of locations were found to be of joint type, meaning that these locations contained multiple levels of School Institutions.


SCHOOL ACADEMIC CAPACITY & USAGE

The auditors collected capacity information for each school. The calculations in this section are based on the number of students attending various institutions, classroom number and size, as well as the draft norms and specifications provided by the MoES. While the project team recommends that the full analysis on school capacity be performed when the GIS system is in place, this section provides an initial basic aggregate overview of capacity issues in Albanian schools.

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TA-ALB-10

SCHOOL ACADEMIC CAPACITY & USAGEDistribution of Schools by Number of Students

Student category % of schools

<10 students 9.8 %

11-15 students 10.3 %

16-20 students 11.8 %

21-50 students 24.6 %

51-100 students 13.7 %

100+ 29.8 %

Total 100%

Approximately 10% of all School Institutions in Albania have 2 to 10 students; almost all of these are located in rural areas. Overall, 31.9% of all School Institutions have less than 21 students. Another 38.7% of School Institutions have between 21-100 students.

Note: the kindergartens and depending institutions are also included in the calculations of these results.

29.8% of all School Institutions have more than 100 students.

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SCHOOL ACADEMIC CAPACITY & USAGELevel of Crowding

Kindergarten

Year 9 School

High school

Level of crowding overall

0% 100%

145.8%

68.8%

117.4%

83.6%

129.6%

125.6%

125.4%

127.5%

142.3%

76.0%

120.7%

93.0%

Level of crowding per institution type% of crowding (surface available vs. surface needed in m2)

Total Urban Rural

Note: The standard for the surface needed for each School Institution type is 1.8 m2 per Kindergarten student, 1.45m2 per Year 9 School student, and

1.6m2 per a High School student

Total

Overall, Albanian School Institutions are operating at 93% of total capacity. However, when the data is disaggregated by school type, it is clear that the level of crowding is much higher.

The level of crowding for High Schools on the national scale is at 120%. In urban areas this level is at about 125.4%, compared to 117.4% in rural areas.

Year 9 Schools in urban areas are also over-crowded (125.6%), however, Year 9 Schools in rural area are under-crowded and operate at 68.8% of the total capacity.

Kindergartens are the most over-crowded School Institutions. Level of crowding for urban Kindergartens is 142.3%, and is even higher for rural Kindergartens at 145.8%.

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SCHOOL ACADEMIC CAPACITY & USAGEClassroom Size – Students per Classroom

There are, on average, 27 students per classroom in urban Kindergartens and 19 students in rural Kindergartens.

On average, urban Year 9 Schools have more than twice the number of students per classroom (33) compared to rural schools (15).

The situation in High Schools is similar for both urban and rural schools of this type with (30 and 26 students per classroom respectively).

Note: National averages hide the differences that exist in different regions and large municipalities. For illustration purposes, the Tirana case below, shows that the number of students for each of school type is much higher than the national average.

Kindergarten Year 9 School High school Overall students per classroom

0

25

50

26.632.2 29.8 29.9

19.314.0

26.3

14.8

Classroom size per institution type, National#of students per classroom

Urban Rural Total

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SCHOOL ACADEMIC CAPACITY & USAGEStudent-Teacher Ratio

On average, there is one teacher for 21 students in urban Kindergartens and one teacher for 20 students in rural Kindergartens.

There is 1 teacher for 19 students for urban Year 9 Schools and 1 teacher for 12 students in rural ones.

The ratio for High Schools is similar for both urban and rural areas (1 teacher to 16/17 students).

Kindergarten Year 9 School High school Ratio student/teacher overall

0

25

50

21.019.0 17.4 18.719.5

12.016.6

13.5

Average number of students per teacher per institution# number of students per teacher

Urban Rural Total


BUILDING CONDITION

The audit teams assessed each School Building on several structural and infrastructural points. The auditors evaluated roof, ceiling, foundation, door and window conditions, as well as provided an overall structural and internal assessment of each School Building. Each indicator was classified into five categories based on the urgency of the required action.

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BUILDING CONDITIONSectional Definitions

Each indicator was classified into five categories based on the urgency of the required action. The categories include: - like new – the condition does not have any problems- needs maintenance – the condition requires some routine

maintenance- needs repairs – the condition requires some repairs to be done- needs immediate attention – the condition requires heavy investment

and extensive repairs- Immediate action– situation is urgent and immediate action is

required.

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BUILDING CONDITIONBuilding Renovations

On average, more than half (54.1%) of all School Buildings have been renovated during the last years.

Almost three-quarters (73.6%) of urban schools and 48.7% of rural schools have undergone renovations during the last years.

Total

Urban

Rural

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

54.1%

73.6%

48.7%

41.5%

23.8%

46.5%

4.4%

2.7%

4.8%

Was the building renovated in the last 20 years?

Yes No Don't know

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BUILDING CONDITION

Founda-tion

External Walls

Internal Walls

Roof Ceiling Doors Windows

58.5%

26.3% 25.1%35.9%

30.1% 28.7%40.1%

23.2%

26.3% 25.7%

21.4%25.1%

20.6%

18.2%

10.8%

28.3% 29.3%22.5% 24.5%

26.1%

21.0%

5.4%

15.9% 16.0% 16.6% 15.5% 20.5% 16.7%

2.2% 3.2% 4.0% 3.6% 4.9% 4.2% 4.0%

Dangerous

Needs immediate atten-tion

Needs repairs

Needs maintenance

Like new

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BUILDING CONDITIONStructural and Internal Assessment

Ove

rall

stru

ctur

al

asse

ssm

ent

Ove

rall

inte

rnal

as

sess

men

t

Ove

rall

stru

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ssm

ent

Ove

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inte

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as

sess

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Ove

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Ove

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sess

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Urban Rural Total

16.2% 18.1% 15.9% 17.2% 16.0% 17.4%

22.3% 21.9%19.6% 17.7% 20.2% 18.6%

38.6% 34.8%31.1% 28.0%

32.8% 29.5%

20.5% 21.0%25.6% 27.5%

24.5% 26.1%

2.4% 4.2% 7.8% 9.5% 6.6% 8.4%

Immediate action

Needs immediate at-tention

Needs repairs

Needs maintenance

Like new

Notes

Overall structural assessment was derived by taking the lowest value of the following building indicators:- External walls- Internal walls- Foundation- Roof

Overall internal assessment was derived by taking the lowest value of the following internal indicators:- Windows- Doors- Ceiling

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BUILDING CONDITIONOther Findings

The survey indicates that 6.6% of Albanian School Buildings require an immediate action by qualified engineers.

Around 16% of walls, roofs and ceilings require immediate attention. And a further 3-4% are in a dangerous condition and require immediate action.

21% of doors and 16% of windows require immediate attention. A further 4% of doors and windows are in a dangerous condition and require immediate action.

The least problematic structural area is the foundation. Only 2% require immediate action and a further 5% require immediate attention.


WATER AND SANITATION

The auditors collected building information pertaining to water and sanitation facilities. The information included the primary and secondary water systems used by the building, number of toilet facilities, and the reliability of the water supply. Definitions for improved water and sanitation facilities are adapted from UNICEF and WHO norms. Calculations were also made to determine the present and future capacity issues in terms of WC (toilet) availability and use.

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WATER AND SANITATIONDefinition and Standards

Improved Water Supply System - Water is piped; or- Water is supplied from a borehole with a pump; or- Water is supplied from a well with a cover that can be closed; or - Water is supplied from rainwater harvesting tanks

Improved Sanitation System - Excreta is separated from people

Standards required by UNICEF and the WHO- For every 100 male students there should be 2 WC - For every 100 female students there should be 4 WC - For every 20 female teachers there should be 2 WC- For every 20 male teachers there should be 2 WC

Note: definitions supplied by UNICEF and the WHO

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WATER AND SANITATIONWater supply system

98.2% of urban school locations have an improved water supply system, whereas only 57.5% of rural school locations have access to an improved water supply system.

81% of the water supply systems in urban areas are reliable for at least 75% of the time. 16% of the water supply systems are unreliable, working 50% of the time or less.

In rural areas only a third (31%) of the water supply systems work all of the time. Water is never available in 42.2% of rural locations.

Urban Rural Total

64.9%

31.0% 38.3%

15.5%

11.9%12.7%

11.3%

8.1%8.8%

6.3%

6.7%6.6%

2.1%

42.2%33.6%

Reliability of the water supply system

Water is never available

Water is available 25% of the school days this year

Water is available 50% of the schools days this year

Water is available 75% of the schools days this year

Reliable-there is always water available

Improved Water Supply system

0% 100%

57.5%

98.2%

66.3%

Improved Water supply system% of the locations meeting the standard

Total Urban Rural

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WATER AND SANITATIONSanitation System

95% of urban school locations have an improved sanitation system, whereas only 58.3% of rural locations have access to such a system.

Almost all (99%) urban school locations have at least 1 toilet.

More than a quarter (29.6%) of the rural school locations do not have a single functioning toilet. This breaks down as: 18% do not have a physical toilet, while 11% are unusable due to poor maintenance and lack of water.

18.1%

11.5%

At least one toilet 70.4%

Toilet distribution in Rural areas

No toilet

No usable toilet

Urban Rural

97.2%

67.6%

2.8%

32.4%

Inside vs. Outside building toi-lets

% of outside toi-letes

% of inside toi-letes

Improved Sanitation sytem

0% 100%

58.3%

95.0%

66.2%

Improved Sanitation system% of the locations meeting the standard

Total Urban Rural

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WATER AND SANITATIONToilets Supply vs. Needed

Currently, 84% of the required supply of toilets exist. However, when the unusable toilets are excluded, the current supply meets only 75% of the demand.

Currently, existing and usable toilets meet 66% of the required rural supply.

The current supply supports 61% of the demand for male toilet facilities, and 40% of the demand for female toilet facilities.

Females in rural areas are supplied with only 17% of toilets relative to demand.

Male and female teachers in urban areas are supplied with approximately 40% of toilets relative to demand.

61.2%

40.5% 38.4% 39.6%

25.2%16.6%

10.5% 9.9%

% of usable toilets relative to the…

Urban Rural

Urban Rural Total0%

100%

92.3

%

77.3

%

84.1

%

86.8

%

65.7

%

75.3

%

Toilets supply relative to demand

Toilets Supply vs needed (including non-functional)

Toilets Supply vs needed (excluding non-functional)


NON-ACADEMIC SPACES

The audit surveyed the existence and size of key non-academic spaces, as described in the draft norms and specifications report, provided by the MoES. Both the requirement for spaces and their sizes are dependent on the type of school and the number of students. This report refers to the existence of the space, not resources available within them. For example, conditions for having the library are satisfied if the physical space for the library exists, even though the books may be stored in the Director’s office. Information on the number of library books is available for later analysis. It is assumed that when a space is available in a school compound/location that all school types in that compound have access to it. A breakdown of this information could be further explored in later analysis.

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NON-ACADEMIC SPACESAssembly, Library and Meeting/Conference room

About 9% of school locations have an assembly space.

33% of school locations have a working library.

54% of school locations have a meeting/conference room.

Projecting the results on School Institutions:- About 25% of High Schools have

an assembly space. - 73% of High Schools have a

library, - 92% have a meeting/conference

room. Only 7% of Year 9 Schools have

an assembly space, while 30% have a library. About 50% of them have a meeting/conference room.

_______________________________________

Note: The smaller proportion of Year 9 Schools that have non-academic facilities can be partly explained by that fact that many of them are dependent schools. (i.e. smaller facilities with fewer classes/students).

School Location Year 9 School High School0%

25%

50%

75%

100%

8.8% 7.1%

25.2%

33.1% 30.3%

73.0%

52.5% 50.2%

92.0%

Non-academic spaces per institution and location

Assembly space Library Meeting/conference room

Only for 9 Year Schools and High School

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NON-ACADEMIC SPACES Library and Meeting/Conference room

Click icon to add chart

Kindergarten Year 9 School High School0%

25%

50%

75%

100%

25.6%30.4%

72.8%

16.9%20.5%

53.3%

42.1%

50.2%

91.8%

19.8%

26.5%

54.9%

Non-academic spaces meeting standards

Library- allLibrary meeting standard Meeting/Conference room - allMeeting/Conference room meeting standard

When MoES’ aspirational standards are applied, there is a gap between the available and required facility sizes. While 72.8% of High Schools have a library, only 53.3% meet the size standard. In the case of Year 9 Schools, 30.4% have a library but only 20.5% meet the size standard.

The gap between available and required size is even more evident in the case of meeting/conference rooms. 91.8% of High Schools have a meeting/conference room, but only 54.9% meet the size standard. 50.2% of Year 9 School have one, but only 26.5% meet the size standard. 42.1% of Kindergartens have a meeting/conference room but only 19.8% meet the size standard.

MoES Aspirational StandardsLibrary - At least 18 m2, OR - 0,1 m2 X nr. students for Year 9 Schools- 0,15 m2 X nr. students for High SchoolsMeeting RoomAt least 30 m2 or bigger, OR2,5 m2 X nr. of teachers

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NON-ACADEMIC SPACES Non Academic Spaces – Urban vs. Rural

Assembly space

Library

Meeting/conference room

26%

79%

91%

40%

85%

96%

Non-Academic Spaces – Urban Areas

High School Year 9 School

Assembly space

Library

Meeting/conference room

4%

23%

44%

14%

64%

89%

Non-Academic Spaces – Rural Areas

High School Year 9 School

Impact of Dependent

Schools

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NON-ACADEMIC SPACES Availability of non-academic supplies

Click icon to add chart Only 28% of Kindergartens, 21% of Year 9 Schools and 38% of High Schools have a first aid medical kit.

The majority of High Schools (87%) have an overhead projector while this number is 28.6% for Year 9 Schools and 25.9% for Kindergartens.

80% of High Schools have an archive cupboard and 19% have filing cabinets.

A filing cabinet

An archive cupboard

Overhead projector

First aid kit

0% 25% 50% 75% 100%

19.3%

79.9%

87.4%

38.0%

5.8%

37.6%

28.6%

21.8%

4.0%

35.4%

25.9%

28.2%

Availability of non-academic supplies

Kindergarten Year 9 School High School


SPORT AREA

The audit teams inspected indoor and outdoor sporting facilities to determine the number, as well as the condition of these facilities. In addition, the teams also inspected the change room facilities, yard space and the condition of the perimeter fences. The types of sports which can be played are analysed in the gender section.

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SPORT AREASport Area Access


60.7% 55.0%

15.7%

31.3%34.9%

48.6%

1.8% 2.1%

7.5%

6.1% 8.0%

28.3%

Sport Area Access

Indoor & Outdoor

Only Indoor

Only Outdoor

No access

The majority of Kindergartens (60.7%) and Year 9 Schools (55%) do not have access to any sport areas, be it indoor or outdoor.

15.7% of Albanian High Schools do not have access to any sport areas.

Most of the sporting areas are located outdoors. Only 8% of Kindergartens and 10% of Year 9 Schools have access to an indoor sport area. 36% of High Schools have access to an indoor sport area.

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SPORT AREA Sport Area Access – Urban vs. Rural


25%

50%

75%

100%

65.7%

15.6%9.0%

59.4% 60.8%

20.6%

No access to sports areasUrban vs. Rural

Urban Rural

The majority (60%) of Year 9 Schools in rural areas do not have any access to sports areas, be it outdoor or indoor.

9% of High Schools in urban areas and 20% in rural areas do not have access to a sport area.

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SPORT AREAIndoor Sport Areas

Year 9 School High School0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

57.2%

74.1%

42.8%

25.9%

Existence of Dressing Room(Only schools that have an indoor area)

Yes No

5.8% of all

26.5 % of all

Year 9 School High School0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

51.5% 57.6%

50.8% 46.8%

Size of Indoor Sport area(Only schools that have an indoor area)

Big enough Too small

Note: The standard for determining the adequate size of the sports area is: in Year 9 Schools, the gym should be 15X27m and for High Schools the standard is 18X31m.

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SPORT AREAOutdoor Sport Areas & Yard Space

Year 9 School

High School

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

17.0%

18.1%

27.9%

29.8%

33.0%

29.4%

16.1%

17.1%

6.0%

5.7%

Quality of Outdoor sport area

Good for sportsSurface has some small holesSurface is uneven sometimes disrupting gamesSports not easily played (holes and obstructions)Sports can't be played at all

18.4% of all sports areas are either completely unusable or “it is very difficult” to play sports on them.

Yard space for recreational purpose- About 27% of Year 9

Schools and 17% of High Schools either do not have any yard space or have a very small one where children cannot easily meet or move.

22.8

22.1%

76.9%

42.9%


BUILDING ELECTRICITY AND LIGHTS

The audit teams evaluated the effectiveness of the electrical and non-emergency power systems of School Buildings. Some questions dealt directly with the effectiveness of the lighting system, while others asked for a detailed breakdown in terms of the reliability of the power supply.

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BUILDING ELECTRICITY AND LIGHTSProtection of the Electrical System

Urban Rural

64.3%50.3%

28.4%

26.7%

7.2%

19.0%

0.1%4.0%

Protection of the Electrical System

No Electrical system

Not protected

Partially protected

Well protected

53.4% of all School Buildings have an electric system that is well protected from the students (65% of urban and 50% of rural buildings).

28.4% of urban and 26.7% of rural schools have parts of the electric system that are only partially protected, with some parts exposed to the students.

7% of urban and 19% of rural schools have electrical wiring that is fully exposed to the students, presenting a risk of electrocution.

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BUILDING ELECTRICITY AND LIGHTS Fuse Box, Switches and Plugs

Urban Rural

91.8%

56.2%

3.1%

7.7%

5.2%

36.1%

Is there a Fuse box?% of buildings

No

Yes, but it doesn’t work

Yes and it's working

Urban Rural Overall0%

25%

50%

75%

100%93%

71%76%

% of Classrooms with Switches & Plugs

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BUILDING ELECTRICITY AND LIGHTS Artificial Light State

77% of School Buildings have enough natural light to read the blackboard from the back of the room for at least 95% of the school days.

60% of urban and 35% of rural schools have artificial lights that are bright enough to read by during dark days.

About 35% of rural School Buildings do not have artificial light, due to the lack of electricity, no electrical system or lack of bulbs.

More than 95% of lights work

More than 75% of lights work

Less than 75% of light bulbs work

Bulbs work but light is insufficient

No artificial light is available

59.9%

20.1%

14.2%

4.2%

1.6%

34.4%

11.9%

14.7%

3.4%

35.6%

Artificial light state

Rural Urban


ENERGY EFFICIENCY

The audit team collected information regarding energy systems, sources and capabilities. This information was used to assess energy efficiency of the school buildings. No energy-specific audit was performed, rather, the information has been taken from a variety of the audit questions and represents a compilation of the relevant material.

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ENERGY EFFICIENCYHeating Systems in School Buildings

About 10% of rural and 14% of urban School Buildings do not have any heating systems. In aggregate, about 11% of all School Buildings in Albania do not have a heating system.

On average, School Buildings have individual heating systems for each classroom (81% of rural School Buildings and 55% of urban ones). However, about 22% of urban School Buildings have a central heating system.

0%

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50%

75%

100%

22.0%

54.7%

8.9%14.3%

2.5%

80.9%

6.9% 9.7%

Heating Systems in School Buildings

Urban Rural

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ENERGY EFFICIENCYFuel Sources

Schools often use more than one source of fuel at a time. Fuel sources most often mentioned in urban School Buildings are gas (13%), petrol or diesel (23.4%), electricity (38.9%), and wood (39.1%).

Wood is the most often cited source of fuel in rural areas, where 81.3% of rural buildings use it.

Gas is used as a heating fuel source in 12.5% of rural and urban School Buildings.

Gas Petrol or diesel

Electric Wood Other0%

25%

50%

75%

100%

13.0%

23.4%

38.9% 39.1%

2.5%

12.5%

1.1%

14.4%

81.3%

Fuel Sources

Urban Rural

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ENERGY EFFICIENCYConditions of Doors and Windows

About 50% of doors require maintenance or immediate attention. 4% of them are considered dangerous. This likely increases the heat loss.

About 42% of windows need maintenance or immediate attention, which is likely to increase heat loss. Only 14% of School Buildings have double glazed windows.

Doors Windows

28.7%40.1%

20.6%

18.2%

26.1%21.0%

20.5% 16.7%

4.2% 4.0%

Conditions of Doors and Windows

Dangerous

Requires serious and immediate attention

Requires minor main-tenance/repairs

Shows some wear and tear

Like new

50.7%41.7%

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TA-ALB-10

ENERGY EFFICIENCYOther Findings

77% of all schools have enough natural light to read the blackboard from the back of the room for at least 95% of the school days, without the need for artificial lighting. In about 16% of cases, artificial light is needed for more than half of winter days.

No School Building was noted as having low energy light bulbs installed.


TRANSPORT

The transport section will be further elaborated when the GIS application has been finalised. Information for this section was collected from interviews with School Directors and was not independently verified. Survey questions focused on accessibility, transport for disabled and availability of public or private transport for students and teachers. The question regarding the number of students and teachers benefiting from free transport was asked only in rural areas.

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TRANSPORT Road Accessibility

About 3% of Kindergartens, 7% of Year 9 Schools and 5% of High Schools declare having roads leading to the school closed, due to poor conditions or weather, for more than 2 weeks per school year.


96.9% 93.2% 95.4%

3.1% 6.8% 4.6%

Road accessibility

Roads are closed for stu-dents due to poor road condition or weather for more than 2 weeks per year

Yes, there is road access for more than 90% of students, all the school year around

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TRANSPORTTransport Needs in Rural Areas

About 8% of students in rural Kindergartens need transport. About 18% of students in rural Year 9 Schools and 44% of rural students in High Schools need transport as well.

Only 2.6% of rural Kindergarten teachers need transport. About 6% of rural Year 9 and 5% in High School teachers need it as well.


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

8.2%

18.2%

44.4%

2.6%6.0% 4.7%

% of students and teachers needing transport(living 2km away)

% of students needing transport (living 2km away)

% of teachers needing transport (living 4km away)

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TRANSPORTNeed of Transport vs. Receiving Transport

Kindergarten

Year 9 School

High School

32.8%

36.2%

6.1%

67.2%

63.8%

93.9%

Students in Need of Transport

Receive Transport Do not receive

Kindergarten

Year 9 School

High School

87.6%

73.9%

83.2%

12%

26%

17%

Teachers in Need of Transport

Receive transport Do not receive

Only 32.8% of all Kindergarten students who need transport receive it. Similarly, 36.2% of Year 9 School students in need of transport receive it. Only 6.1% of High School students needing transport receive it.

The majority of teachers in need of transport receive it. 87.6% of Kindergarten teachers, 73.9% of Year 9 School and 83.2% of High School teachers in need of transport receive it.


ACCESS FOR DISABLED

The audit team assessed each school building for availability of ramp access for disabled students, toilets adapted for handicap use and the availability of transport for disabled students.

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ACCESS FOR DISABLEDRamp Access for Disabled and Toilet Adapted for Handicap Use

94.7%

1.2% 1.7% 2.4%

Ramp Access for Disabled Persons

No

No, but wheelchair access is easy without a ramp

Yes, to all classrooms

Yes, to ground floor only 5.0%

95.0%

At Least One Toilet Adapted for Hand-icap Use

Yes No

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TA-ALB-10

ACCESS FOR DISABLEDOther findings

4.1% of School Buildings in Albania are wheelchair accessible. 2.4% are accessible to the ground floor only. Only 1.7% of buildings have classrooms that are easily accessible without a ramp.

About 10% of urban schools are wheelchair accessible, at least to the ground floor. Whereas, in rural areas only 3% of all School Buildings are wheelchair accessible.

Only 5% of School Buildings in Albania have at least one toilet adapted for handicap use, most of these are in urban areas


NATURAL HAZARDS

The audit team collected historical information from the schools in terms of their experience with natural hazards. Questions were asked about earthquakes, landslides, fires and flooding were asked to gather an accurate picture about past experiences, as well as any retrofitting measures that may have been taken.

Infr

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NATURAL HAZARDSFindings

In the last 20 years, 3% of School Buildings were affected by flooding

causing school days to be lost. About a half (50%) of these buildings

were affected more than once.

0.5% or 16 School Buildings were affected by landslides. None of the

buildings have been affected by landslides twice.

3% of School Buildings were affected by earthquakes causing school

days to be lost. About 33% of these buildings were affected more

than once. Almost 32% of all schools have been assessed for

earthquake risk. 5% or 129 schools need retrofitting, 2% were

retrofitted and 61% were deemed to not require further retrofitting .

2.3% of School Buildings were affected by storms in the last 20 years

causing school days to be lost. About 65% of these were affected

more than once.

1.5% of School Buildings were affected by fire causing schools days

to be lost, only 2 of these buildings were affected more than once.

Urban Rural Overall

Flooding 5.0% 2.5% 3.0%

Landslides 0.3% 1.3% 1.1%

Earthquakes 2.0% 4.0% 3.6%

Storms 0.5% 2.7% 2.3%

Fire 1.6% 1.5% 1.5%

Natural hazards causing schools days to be lost


FURNITURE

The audit teams collected information on the number of desks and chairs in each School Building. School Directors were also asked how many desks and chairs were currently in use in their respective School Institution. While this method does not disaggregate the furniture usage by shifts, it provides an estimation of what the situation is the classrooms.

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FURNITURE Chairs and Desks

0%

100%

91.7

%

90.4

%

89.0

%

98.8

%

102.

3%

99.3

%

100.

7%

97.1

%

Students chair and desks relative to the number of students

Urban Rural

There are about 4% more students than chairs in Albania. NOTE: taking classes in the afternoon and operation in shifts should be reported.

In urban areas there are 9.1 chairs for every 10 students, whereas, rural areas have more chairs than students.

97% of all student and teacher furniture is in a usable condition.

infrastructure projects facility in the western balkans part of the western balkans investment...

Documents

type of data

school audit

european union taalb

persons auditors

school assignments

persons information

data entry

data variables