{"id":7575,"date":"2022-06-08T15:34:44","date_gmt":"2022-06-08T13:34:44","guid":{"rendered":"https:\/\/sbunker.org\/?p=7575"},"modified":"2024-09-11T15:36:03","modified_gmt":"2024-09-11T13:36:03","slug":"cka-mund-te-presim-nga-testi-pisa-2022","status":"publish","type":"post","link":"https:\/\/sbunker.org\/en\/analize\/cka-mund-te-presim-nga-testi-pisa-2022\/","title":{"rendered":"\u00c7ka mund t\u00eb presim nga testi PISA 2022?"},"content":{"rendered":"

Pjes\u00ebmarrja e Kosov\u00ebs p\u00ebr her\u00eb t\u00eb par\u00eb n\u00eb PISA (Programi p\u00ebr Vler\u00ebsimin Nd\u00ebrkomb\u00ebtar t\u00eb Student\u00ebve) n\u00eb vitin 2015 pati rezultuar n\u00eb nj\u00eb fiasko. N\u00eb retrospektiv\u00eb, pjes\u00ebmarrja n\u00eb testin PISA v\u00ebrtetoi hamend\u00ebsimet rreth sistemit arsimor n\u00eb Kosov\u00eb. N\u00eb vitin 2015, nga 79 shtete pjes\u00ebmarr\u00ebse, Kosova doli e <\/span>treta nga fundi<\/span><\/a> n\u00eb rezultatin e testit PISA duke mos arritur t\u2019i p\u00ebrmbush\u00eb kriteret e OECD-s\u00eb. Ky test \u00ebsht\u00eb nj\u00eb studim mbar\u00ebbot\u00ebror nga Organizata p\u00ebr Bashk\u00ebpunim dhe Zhvillim Ekonomik n\u00eb vendet an\u00ebtare dhe joan\u00ebtare, i cili vler\u00ebson sistemet arsimore duke matur performanc\u00ebn shkollore t\u00eb nx\u00ebn\u00ebsve 15-vje\u00e7ar\u00eb n\u00eb matematik\u00eb, shkenc\u00eb dhe lexim. Organizata p\u00ebr Bashk\u00ebpunim dhe Zhvillim Ekonomik (OECD), n\u00eb an\u00ebn tjet\u00ebr, \u00ebsht\u00eb organizat\u00eb nd\u00ebrkomb\u00ebtare ku qeverit\u00eb punojn\u00eb s\u00eb bashku p\u00ebr t\u00eb gjetur zgjidhje p\u00ebr sfidat e p\u00ebrbashk\u00ebta, p\u00ebr t\u00eb zhvilluar standarde globale, p\u00ebr t\u00eb ndar\u00eb p\u00ebrvojat dhe p\u00ebr t\u00eb identifikuar praktikat m\u00eb t\u00eb mira p\u00ebr t\u00eb promovuar politika m\u00eb t\u00eb mira p\u00ebr jet\u00eb m\u00eb t\u00eb mir\u00eb.<\/span>
\n<\/span>
\n<\/span>Rezultati katastrofal i performanc\u00ebs s\u00eb nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs hapi nj\u00eb diskutim komb\u00ebtar mbi arsimin n\u00eb Kosov\u00eb. P\u00ebr t\u00eb tejkaluar k\u00ebt\u00eb problem, u propozuan nj\u00eb mori mekanizmash si\u00e7 jan\u00eb: dixhitalizimi i teksteve shkollore, pasurimi i bibliotekave shkollore dhe ofrimi i librave falas p\u00ebr nx\u00ebn\u00ebs.<\/span><\/p>\n

Megjithat\u00eb, propozimet e lartcekura nuk prek\u00ebn thelbin e problematik\u00ebs, at\u00eb t\u00eb cil\u00ebsis\u00eb s\u00eb arsimit n\u00eb Kosov\u00eb. Kjo u rikonfirmua pas tre vjet\u00ebsh (2018), kur Kosova mori \u2018shuplak\u00ebn\u2019 e dyt\u00eb nga testi PISA. K\u00ebsaj here doli e <\/span>kat\u00ebrta nga fundi<\/span><\/a>, me regres n\u00eb shkrim e matematik\u00eb. Edhe k\u00ebsaj radhe ndodhi e nj\u00ebjta, nx\u00ebn\u00ebsit e m\u00ebsuesit u gozhduan dhe prap\u00eb nuk pati nj\u00eb diskutim t\u00eb mir\u00ebfillt\u00eb rreth nivelit t\u00eb arsimit n\u00eb Kosov\u00eb. Syt\u00eb u drejtuan te simptomat, jo te shkaku. Faji u v\u00eb n\u00eb drejtim t\u00eb nx\u00ebn\u00ebsve dhe m\u00ebsuesve.<\/span><\/p>\n

Megjithat\u00eb, ky realitet nuk mund t\u2019i faturohet vet\u00ebm Kosov\u00ebs. Natyra e k\u00ebtyre testeve duhet shqyrtuar n\u00eb ve\u00e7anti, e sidomos nxitja e gar\u00ebs mes vendeve t\u00eb ndryshme si fenomen sigurisht q\u00eb duhet vendosur n\u00eb pik\u00ebpyetje. Organizatat nd\u00ebrkomb\u00ebtare si OECD-ja, p\u00ebrtej matjes s\u00eb \u201cdijes\u201d, po ashtu <\/span>financojn\u00eb<\/span><\/a> projekte t\u00eb ndryshme arsimore, ndihmojn\u00eb n\u00eb p\u00ebrpilimin e politikave arsimore n\u00ebn arsyetimin e r\u00ebnd\u00ebsis\u00eb s\u00eb arsimit p\u00ebr shtetet p\u00ebrkat\u00ebse. Resurset financiare nd\u00ebrkomb\u00ebtare q\u00eb kan\u00eb hyr\u00eb n\u00eb Kosov\u00eb nuk \u00ebsht\u00eb se kan\u00eb ndikuar shum\u00eb dhe paaft\u00ebsia e Kosov\u00ebs p\u00ebr t\u00eb arritur n\u00eb testin PISA nuk mund t\u00eb shihet e izoluar nga bota. P\u00ebrpjekja p\u00ebr t\u00eb unifikuar nj\u00eb test q\u00eb u p\u00ebrshtatet t\u00eb gjitha vendeve n\u00eb parim \u00ebsht\u00eb problematike p\u00ebr disa arsye: injorimi i mjediseve t\u00eb ndryshme socio-ekonomike, t\u00eb realiteteve t\u00eb llojllojshme kulturore dhe m\u00ebnyrave t\u00eb ndryshme t\u00eb organizimit t\u00eb arsimit dhe ushtrimit t\u00eb pedagogjis\u00eb. <\/span>
\n<\/span>
\n<\/span>N\u00ebse analizojm\u00eb list\u00ebn e rezultateve t\u00eb PISA-s n\u00eb vitet 2015 dhe 2018, v\u00ebrejm\u00eb se shtetet q\u00eb z\u00ebn\u00eb vendet e para jan\u00eb vende t\u00eb pasura. Nd\u00ebrkaq, sa m\u00eb posht\u00eb q\u00eb shkojm\u00eb, shohim se shtetet e varfra kan\u00eb betonuar vendet e tyre n\u00eb fund t\u00eb list\u00ebs. Nj\u00eb gj\u00eb q\u00eb ka ndryshuar prej vitit 2015 deri n\u00eb vitin 2018 \u00ebsht\u00eb se <\/span>vendet me t\u00eb ardhura t\u00eb mesme<\/span><\/a> kan\u00eb sh\u00ebnuar p\u00ebrparim. Ky \u00ebsht\u00eb nj\u00eb tregues q\u00eb shtetet m\u00eb t\u00eb privilegjuara ekonomikisht, p\u00ebrve\u00e7q\u00eb sh\u00ebnojn\u00eb sukses n\u00eb k\u00ebt\u00eb test, jan\u00eb shtete t\u00eb fuqishme q\u00eb po ashtu definojn\u00eb kornizat e k\u00ebtij testi p\u00ebrbrenda OECD-s\u00eb. \u00c7far\u00eb do t\u00eb thot\u00eb kjo? Vendet m\u00eb t\u00eb pasura, jo vet\u00ebm q\u00eb marrin pjes\u00eb n\u00eb test, por edhe e konstruktojn\u00eb at\u00eb, duke qen\u00eb se jan\u00eb akter\u00eb t\u00eb fuqish\u00ebm brenda OECD-s\u00eb. N\u00ebse e shikojm\u00eb k\u00ebt\u00eb nga k\u00ebndv\u00ebshtrim i <\/span>Bourdieu-s\u00eb<\/span><\/a>, ata q\u00eb jan\u00eb n\u00eb \u2018krye\u2019 operojn\u00eb brenda nj\u00eb loje ku rregullat vendosen vet\u00ebm nga ata, t\u00eb privilegjuarit, duke p\u00ebrjashtuar t\u00eb tjer\u00ebt, pra m\u00eb pak t\u00eb privilegjuarit.<\/span><\/p>\n

Vlen t\u00eb p\u00ebrmenden disa raste konkrete n\u00eb rajon. Maqedonia n\u00eb vitin 2018 ka arritur 41 pik\u00eb m\u00eb shum\u00eb se n\u00eb vitin 2015, nd\u00ebrsa Shqip\u00ebria ka p\u00ebrjetuar ngritje stabile q\u00eb nga viti 2009. Megjithat\u00eb, kjo nuk na tregon q\u00eb kjo rritje \u00ebsht\u00eb domosdo reflektim i ndryshimeve substanciale. Pra, duke pasur parasysh situatat e ngjashme mes Kosov\u00ebs dhe rajonit, p\u00ebrpjekja p\u00ebr ta treguar veten n\u00eb nj\u00eb gar\u00eb si PISA \u00ebsht\u00eb nj\u00eb mashtrim dhe nuk e reflekton gjendjen faktike n\u00eb terren. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/span>
\n<\/span>
\n<\/span>K\u00ebt\u00eb vit, nga data 25 prill – 20 maj, testit PISA i jan\u00eb n\u00ebnshtruar 7 mij\u00eb nx\u00ebn\u00ebs nga shkollat e mesme t\u00eb ul\u00ebta dhe t\u00eb larta n\u00eb Kosov\u00eb. P\u00ebr dallim nga vitet e kaluara, k\u00ebt\u00eb her\u00eb PISA do t\u00eb ket\u00eb edhe nj\u00eb komponent\u00eb shtes\u00eb,<\/span> test n\u00eb \u201cmendimin krijues\u201d.<\/span><\/a> Rezultati k\u00ebsaj radhe do t\u00eb publikohet n\u00eb dhjetor t\u00eb vitit t\u00eb ardhsh\u00ebm.<\/span><\/p>\n

Marr\u00eb parasysh vitet e fundit, nuk mund t\u00eb pritet ndonj\u00eb ndryshim i jasht\u00ebzakonsh\u00ebm. Megjithat\u00eb PISA nuk duhet t\u00eb jet\u00eb mjeti i vet\u00ebm mat\u00ebs i cil\u00ebsis\u00eb s\u00eb arsimit n\u00eb Kosov\u00eb. Duke konsideruar ndryshimet dhe reformat e vazhdueshme n\u00eb t\u00eb cilat ka kaluar sistemi arsimor i Kosov\u00ebs n\u00eb dy dekadat e fundit, ende nuk ka arritur nj\u00eb stabilitet.\u00a0 Pra, sistemi arsimor i pasluft\u00ebs \u00ebsht\u00eb tentative p\u00ebr ta rietabluar vetveten. Ky proces ende nuk ka p\u00ebrfunduar dhe, si p\u00ebrfundim, testi vet\u00ebm sa vendos n\u00eb pah hendekun e thell\u00eb mes Kosov\u00ebs dhe vendeve t\u00eb tjera t\u00eb cilat kan\u00eb p\u00ebrpar\u00ebsi socio-ekonomike, e ky hendek sigurisht q\u00eb nuk mund t\u00eb reduktohet p\u00ebrmes nj\u00eb testi.<\/span><\/p>","protected":false},"excerpt":{"rendered":"

Pjes\u00ebmarrja e Kosov\u00ebs p\u00ebr her\u00eb t\u00eb par\u00eb n\u00eb PISA (Programi p\u00ebr Vler\u00ebsimin Nd\u00ebrkomb\u00ebtar t\u00eb Student\u00ebve) n\u00eb vitin 2015 pati rezultuar n\u00eb nj\u00eb fiasko. N\u00eb retrospektiv\u00eb, pjes\u00ebmarrja n\u00eb testin PISA v\u00ebrtetoi hamend\u00ebsimet rreth sistemit arsimor n\u00eb Kosov\u00eb. N\u00eb vitin 2015, nga 79 shtete pjes\u00ebmarr\u00ebse, Kosova doli e treta nga fundi n\u00eb rezultatin e testit PISA duke […]<\/p>","protected":false},"author":36,"featured_media":7565,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1130,1137,1131],"ppma_author":[46],"class_list":["post-7575","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-cmesime","tag-pisa","tag-sistemi-i-edukimit"],"authors":[{"term_id":46,"user_id":36,"is_guest":0,"slug":"adea-batusha","display_name":"Adea Batusha","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/adea.jpg","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/adea.jpg"},"user_url":"","last_name":"Batusha","first_name":"Adea","description":"Adea Batusha ka p\u00ebrfunduar studimet Bachelor n\u00eb Universitetin e Prishtin\u00ebs p\u00ebr Filozofi, dhe tani po vazhdon studimet Master n\u00eb Universitetin e Uppsal\u00ebs p\u00ebr Sociologji t\u00eb Arsimit. Si aktiviste politike ka qen\u00eb aktive nga viti 2010, s\u00eb pari n\u00eb L\u00ebvizjen VET\u00cbVENDOSJE! dhe m\u00eb pas n\u00eb Partin\u00eb Socialdemokrate ku \u00ebsht\u00eb p\u00ebrq\u00ebndruar n\u00eb forumin per politika, specifikisht n\u00eb departamentin e arsimit.\r\n"}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7575","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/comments?post=7575"}],"version-history":[{"count":1,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7575\/revisions"}],"predecessor-version":[{"id":7576,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7575\/revisions\/7576"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media\/7565"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media?parent=7575"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/categories?post=7575"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/tags?post=7575"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/ppma_author?post=7575"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}