11aa723f-282b-475c-8c1d-57bb49bfa8fa20230908085550907wseas:wseasmdt@crossref.orgMDT DepositWSEAS TRANSACTIONS ON COMPUTER RESEARCH2415-15211991-875510.37394/232018http://wseas.org/wseas/cms.action?id=13372214202321420231110.37394/232018.2023.11https://wseas.com/journals/cr/2023.phpEralda ShoreNoçkaDepartment of Economics and Rural Development Policies, Faculty of Economics and Agribusiness, Agricultural University of Tirana, Rruga Paisi Vodica 1025, Tirana, ALBANIAhttps://orcid.org/0009-0003-8324-0172Aelita XhuveliManiDepartment of Business Administration, Faculty of Economy, University of Luarasi, Tirana, Rruga e Elbasanit 59, 1000 Tirana, ALBANIAhttps://orcid.org/0009-0007-1153-5958AnaKapajDepartment of Mathematics and Informatics Faculty of Economy and Agribusiness, Agricultural University of Tirana, Rruga Paisi Vodica 1025, Tirana, ALBANIAhttps://orcid.org/0000-0002-2406-2164AlertaBashaDepartment of Mathematics and Informatics, Faculty of Economy and Agribusiness, Agricultural University of Tirana, Rruga Paisi Vodica 1025, Tirana, ALBANIAhttps://orcid.org/0000-0002-5690-6704The agricultural vocational education secondary school (AVESS) system in Albania, is organized through 8 institutions located in various regions, that tend to respond to entire the national demand, giving equal opportunities to all interested students, regardless of their place of residence. In these regards, the Albanian government has implemented several measures to attract students to integrate AVESS and facilitate their integration in the labor market. Despite the various measures, including financial support or adapted facilities for students coming from families with low income or from remote areas. The territorial impact of AVES remains limited and shows a relatively low coverage. This phenomenon is not exclusive to agricultural professional schools that do not have dormitories, but even to vocational schools that have dormitories and adequate facilities. Aiming towards a sustainable agricultural sector development and an efficient sectoral labor market, that tends to guarantee equal opportunities for the new generations, the objectives of the study are AVESS Gap identification, factors that impact AVESS attendance, assessment of the impact of governmental measures, and proposing recommendations for a sustainable AVESS system. To understand what are the main factors that influence the territorial impact of AVESS, a consolidated assessment has been performed during 2020-2021, passing through desk research, screening, focus groups, working groups, experts and agricultural representative interviews, and visit to relevant agricultural businesses, workshops, and dedicated surveys targeting teachers, students, and local businesses. Out of the assessment results, family income is the main factor influencing AVESS attendance. Regardless if schools have dormitory facilities or not, as the distance between students’ homes and the vocational school’s location increases, family income also tends to increase, but at a decreasing rate. Students coming from families with modest incomes show a lower mobility and beyond a certain distance they are less likely to register in AVESS located far from their residence. By testing three main hypotheses, it has been noticed that home-school distance negatively affects the attendance of students coming from families with lower incomes. In other words, family income plays a significant role in determining school attendance, particularly when considering the distance between students' homes and AVESS. Considering this finding and the low AVESS territorial impact, imply that the governmental financial incentives have a low impact and do not offer equal opportunities to all students, especially the ones residing far away from AVESS and coming from families with low incomes. 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