GIRLS’ AND WOMEN’S EDUCATION IN ALBANIA (1912-1939) Trends, Inequalities, and the Development of Women’s Agency

This study examines the development of girls’ and women’s primary education in Albania during the period 1912-1939, combining descriptive statistical analysis with a theoretically informed interpretation. Drawing on enrollment data from selected academic years (1919-1920, 1926-1927, and 1935-1936), the study identifies trends in girls’ participation and patterns of gender inequality across educational levels. The findings reveal a gradual increase in girls’ enrollment over time, rising from approximately 10.7% in 1919-1920 to nearly 29.4% in 1935-1936. However, this expansion was uneven and did not translate into equal participation at higher levels of education, where girls remained significantly underrepresented. The analysis is framed through the capability approach (Sen, 2011), which emphasizes the distinction between formal access to education and the expansion of real opportunities. In this context, the findings suggest that while educational provision improved, structural and socio-cultural constraints limited the realization of women’s agency. The study contributes to the understanding of the relationship between education, gender, and development by demonstrating that increased access does not necessarily imply equal opportunity, particularly in historically constrained social contexts. Key words: girls’ education; women’s education; gender inequality; educational access; capability approach; women’s agency; Albania; historical analysis.