Education Policy Between Discourse and Budgetary Reality: Evidence from Albania in Comparison with the European Union
Education occupies a relevant place in discussions of European integration, where alignment with European Union norms is often presented as a key policy objective. In candidate countries such as Albania, education reforms are frequently associated with converging toward European standards. Yet it is not always evident whether these policy commitments are accompanied by sustained fiscal support.
This article examines the relationship between European integration discourse and budgetary outcomes by comparing trends in education expenditure in Albania with those observed in the European Union over the period 2010–2023. The analysis also considers developments in education-sector wages in Albania as an additional indicator of fiscal commitment. The empirical evidence is presented through descriptive comparisons based on one table and three figures.
The results indicate that although Albania repeatedly refers to EU priorities in education policy discussions, public spending on education remains below the EU benchmark and shows limited signs of convergence over time. Wage developments in the education sector follow a delayed adjustment pattern, with noticeable increases concentrated only in recent years and little immediate response to the granting of EU candidate status.
Taken together, these patterns point to a persistent gap between integration-oriented discourse and observable fiscal outcomes. European integration may shape policy narratives and reform agendas, but sustained convergence appears to depend largely on long-term budgetary commitment.
Keywords: Education policy, European integration, education expenditure, teacher wages, Albania, fiscal commitment
