[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642527-105":59,"doc-detail-642527-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cambridge-school-self-evaluation-service-case-study-udha-e-shkronjave-tirana-albania","Cambridge School Self-Evaluation Service - case study - Udha e shkronjave, Tirana, Albania","","Cambridge International School Udha e shkronjave in Tirana, Albania used the Cambridge School Self-Evaluation service to sustain high teaching standards and staff and student well-being across changing conditions. The school ran a first trial survey in 2019, then repeated the survey in 2022 to support comparative performance analysis and track progress through the pandemic. Cambridge provided guidance from planning through data analysis and an online feedback meeting. Key outcomes included improved stakeholder satisfaction, a 17% rise in mean score, stronger transparency with parents, and enhanced understanding of international standards, leading to continued continuous improvement and credible evidence-based benchmarking.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cambridge-school-self-evaluation-service-case-study-udha-e-shkronjave-tirana-albania/642527/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cambridge-school-self-evaluation-service-case-study-udha-e-shkronjave-tirana-albania/642527.png","ImageObject",300,407,{"name":92,"@type":93},"Asher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did Udha e shkronjave decide to use the Cambridge School Self-Evaluation service?","Question",{"text":112,"@type":113},"To maintain exceptionally high teaching standards and the well-being of staff and students while adapting to a changing world. The school initially trialled the service in 2019 and then repeated it in 2022 for comparative insight.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the survey adapted to meet the school’s specific needs?",{"text":117,"@type":113},"The school added extra questions to gather views from key stakeholders, including parents, about particular concerns. This also enabled assessment of school performance during the pandemic, such as extended online classes and deferring exams.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the most significant findings and the impact of improvements?",{"text":121,"@type":113},"Stakeholders reported satisfaction tied to strong academic success and shared values. The overall mean score increased by 17% between 2019 and 2022. After identifying a need for greater parent communication, the school expanded parent meetings, a school blog, and training materials and sessions, improving involvement, transparency, and understanding of international standards.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642527,1792811743,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","CASE STUDY  \nCambridge School Self-Evaluation Service  \nUdha e shkronjave, Tirana, Albania  \nUdha e shkronjave is a Cambridge International School in Tirana, Albania. The school  \noffers education to learners from kindergarden to pre-university.  \n\n| Principal and Owner: Mr Artur Shkurti\u003Cbr>Cambridge programmes:\u003Cbr>• Cambridge Primary\u003Cbr>• Cambridge Lower Secondary\u003Cbr>• Cambridge IGCSE\u003Cbr>Cambridge International AS & A Levels Services used:\u003Cbr>Self Evaluation, in 2019 and 2022 | |\n| --- | --- |\n\nWhy did you decide to use the Cambridge School Self-Evaluation service?  \nSince our school was founded, 26 years ago, our aim has been to maintain both exceptionally high teaching standards and the well-being of staff and students, while adapting to a changing world.  \nWe first heard about the School Self-Evaluation service in 2019, from the Cambridge International Regional Manager, and decided run a trial survey to collect feedback on our performance from key stakeholders, which proved very successful. We then ran the survey again, in 2022, to generate a comparative analysis of performance, and to gain insights into the school’s progress and direction.  \nHow did you adapt the survey to the needs of your school?  \nWe added extra questions to the survey in order to seek opinions from key stakeholders – including parents – on specific concerns. This was very beneficial, and in particular it allowed us to assess school performance during the pandemic – for example, our decision to offer extended online classes and to defer exams rather than assign grades without exams.  \nHow did the Cambridge team support your school when the survey was underway  \nWe were offered support at every stage, from planning to analysis, and after the survey report was published Cambridge also hosted an online feedback meeting. This was a valuable opportunity to delve deeper into the survey report, discuss reasons for high or low scores, and ensure that the data collected aligned with our analysis. This was an immensely useful opportunity to talk to professionals with the expertise to provide precise feedback.  \nWhat were some of the survey’s most significant findings?  \nFirstly, feedback reflected stakeholder satisfaction with our unwavering commitment to academic success, values, and virtues. We also discovered that between the 2019 and 2022 surveys (the period covering the pandemic) our overall mean survey score showed a positive improvement of 17%. This was a significant rise which defied the global trend in education during that time. We attributed this result to the positive impact of our strategic decisionmaking and our consistently high-quality education which helped our school develop a resourcefulness and readiness to confront the new challenges. It was also clear that our school community – students, teachers and parents – thrives on open communication, collaboration, and a shared commitment to common objectives.  \n[cambridgeinternational.org](cambridgeinternational.org) Continued   \nCambridge School Self-Evaluation Service – case study:  \nUdha e shkronjave, Tirana, Albania  \nAfter reviewing the survey results, what areas did you identify for improvement?  \nOne area of improvement – of which we were already aware – was greater communication with our parents. For example, while international standards are our benchmark we also operate within the Albanian education system, and so need to update parents on the impact on our school of any policy changes, and our response to these changes. As a result, parents are now better informed about both these challenges and the reasoning behind our decisions. In practical terms, this has meant a notable increase in parent meetings, a prolific school blog,  \nand the development of training materials – and training sessions – for parents, on international school standards.  \nWhat has been the impact of the changes introduced?  \nWe have seen a profound impact on the involvement of parents in their children’s educationa","cbCaifAsrDngkO2L","https://ap.wps.com/l/cbCaifAsrDngkO2L","pdf",333973,"English","# Why use the Cambridge School Self-Evaluation service?\n## Adapting the survey to school needs\n## Support during the survey\n## Key findings\n# Areas for improvement and impact\n## Improvements after reviewing results\n## Overall learning from the survey","[{\"question\":\"Why did Udha e shkronjave decide to use the Cambridge School Self-Evaluation service?\",\"answer\":\"To maintain exceptionally high teaching standards and the well-being of staff and students while adapting to a changing world. The school initially trialled the service in 2019 and then repeated it in 2022 for comparative insight.\"},{\"question\":\"How was the survey adapted to meet the school’s specific needs?\",\"answer\":\"The school added extra questions to gather views from key stakeholders, including parents, about particular concerns. This also enabled assessment of school performance during the pandemic, such as extended online classes and deferring exams.\"},{\"question\":\"What were the most significant findings and the impact of improvements?\",\"answer\":\"Stakeholders reported satisfaction tied to strong academic success and shared values. The overall mean score increased by 17% between 2019 and 2022. After identifying a need for greater parent communication, the school expanded parent meetings, a school blog, and training materials and sessions, improving involvement, transparency, and understanding of international standards.\"}]","Cambridge School Self-Evaluation Service - case study - Udha e shkronjave, Tirana, Albania | PDF",1792722273]