{"id":7595,"date":"2022-02-01T15:52:15","date_gmt":"2022-02-01T13:52:15","guid":{"rendered":"https:\/\/sbunker.org\/?p=7595"},"modified":"2024-09-11T15:53:39","modified_gmt":"2024-09-11T13:53:39","slug":"migrimi-studentor-dhe-formesimi-i-strategjive-transnacionale-i-2","status":"publish","type":"post","link":"https:\/\/sbunker.org\/en\/analize\/migrimi-studentor-dhe-formesimi-i-strategjive-transnacionale-i-2\/","title":{"rendered":"Migrimi studentor dhe form\u00ebsimi i strategjive transnacionale (I)"},"content":{"rendered":"

N\u00eb m\u00ebnyr\u00eb q\u00eb t\u2019i p\u00ebrvishemi shpjegimit t\u00eb asaj se \u00e7ka konstituon migrimin studentor dhe strategjit\u00eb transnacionale t\u00eb student\u00ebve n\u00eb mbar\u00eb bot\u00ebn, duhet q\u00eb shqyrtimi t\u00eb b\u00ebhet nga dy k\u00ebnde: nga pik\u00ebpamjet objektive dhe ato subjektive. Pra, \u00ebsht\u00eb i pamundur anashkalimi i struktur\u00ebs s\u00eb p\u00ebrgjithshme shoq\u00ebrore, si dhe arsyetimet individuale. Ky shqyrtim do t\u00eb p\u00ebrfshij\u00eb teori dhe modele t\u00eb ndryshme p\u00ebr t\u00eb shpjeguar migrimin dhe strategjit\u00eb transnacionale p\u00ebrmes k\u00ebndv\u00ebshtrimeve deduktive dhe induktive. Do t\u00eb fillojm\u00eb duke u p\u00ebrpjekur t\u00eb kuptojm\u00eb se \u00e7far\u00eb shtyn migrimin studentor. Kjo pyetje pastaj do t\u00eb na \u00e7oj\u00eb t\u00eb nj\u00eb seri tjet\u00ebr e pyetjeve. Migrimi studentor \u00ebsht\u00eb i lidhur ngusht\u00eb me globalizimin dhe p\u00ebr t\u2019i kuptuar flukset e k\u00ebtij migrimi, ku student\u00ebt zgjedhin t\u00eb shkojn\u00eb, pse zgjedhin at\u00eb vend dhe si arrijn\u00eb te nj\u00eb vendim i caktuar, k\u00ebrkohet analizimi i disa komponent\u00ebve.<\/span><\/p>\n

K\u00ebta variojn\u00eb nga perspektivat ekonomike t\u00eb shteteve-kombe, m\u00ebnyra se si sistemet e tyre arsimore (p\u00ebrkat\u00ebsisht arsimi i lart\u00eb) jan\u00eb t\u00eb organizuara, si dhe prapavija socio-ekonomike e atyre q\u00eb zgjedhin t\u00eb shkojn\u00eb jasht\u00eb vendit p\u00ebr t\u00eb studiuar. <\/span>[1]<\/span><\/a> Nj\u00eb shembull q\u00eb Brooks dhe Waters marrin \u00ebsht\u00eb konkurrenca e lart\u00eb n\u00eb institucionet lokale t\u00eb Azis\u00eb Lindore si arsye q\u00eb shtyn student\u00ebt t\u00eb k\u00ebrkojn\u00eb arsim jasht\u00eb vendit. <\/span>[2]<\/span><\/a> Po ashtu shohim strategjit\u00eb e vendeve t\u00eb ndryshme q\u00eb \u2018strehojn\u00eb\u2019 student\u00eb, si Australia, e cila inkurajon student\u00ebt t\u00eb q\u00ebndrojn\u00eb aty pas studimeve, p\u00ebrkund\u00ebr Britanis\u00eb s\u00eb Madhe dhe SHBA-s\u00eb q\u00eb detyrojn\u00eb student\u00ebt nd\u00ebrkomb\u00ebtar\u00eb t\u00eb largohen nga vendi pasi t\u2019i ken\u00eb p\u00ebrfunduar studimet.\u00a0<\/span><\/p>\n

[3]<\/span><\/a> Globalizimi ka mund\u00ebsuar leht\u00ebsimin e kufizimeve t\u00eb fluksit t\u00eb kapitalit dhe sh\u00ebrbimeve n\u00eb mbar\u00eb bot\u00ebn. Ky fenomen ka prekur shumic\u00ebn e sferave shoq\u00ebrore, duke p\u00ebrfshir\u00eb edhe arsimin. Imponimi i shteteve t\u00eb fuqishme dhe t\u00eb pasura ka krijuar nj\u00eb hart\u00eb t\u00eb re t\u00eb fluksit studentor dhe gjeografit\u00eb e pabarabarta t\u00eb k\u00ebtyre flukseve mund t\u00eb p\u00ebrshkruhen n\u00eb shum\u00eb m\u00ebnyra. N\u00eb nj\u00ebr\u00ebn an\u00eb kemi k\u00ebrkes\u00ebn e student\u00ebve potencial\u00eb q\u00eb synojn\u00eb t\u00eb studiojn\u00eb jasht\u00eb vendit si rezultat i konkurrenc\u00ebs s\u00eb lart\u00eb n\u00eb tregun e pun\u00ebs e cila \u2018vler\u00ebson\u2019 kredencialet nd\u00ebrkomb\u00ebtare, si dhe ofertat q\u00eb shtyn\u00eb universitetet e shteteve tashme t\u00eb fuqishme t\u00eb krijoj\u00eb hap\u00ebsir\u00eb p\u00ebr student\u00ebt e rinj nd\u00ebrkomb\u00ebtar\u00eb.<\/span><\/p>\n

Sipas Allan Findlay, gjat\u00eb vler\u00ebsimit t\u00eb migrimit studentor, p\u00ebrkat\u00ebsisht rastin e Britanis\u00eb s\u00eb Madhe si shembull kryesor, mund t\u00eb v\u00ebrehen ndryshimet rigoroze t\u00eb politikave arsimore. Narrativa mbi arsimin e lart\u00eb nuk \u00ebsht\u00eb m\u00eb e nj\u00ebjta. Kjo ka ardhur si rezultat i popullarizimit t\u00eb institucioneve t\u00eb arsimit t\u00eb lart\u00eb t\u00eb stilit per\u00ebndimor globalisht, duke u dh\u00ebn\u00eb student\u00ebve q\u00eb vinin prej vendeve n\u00eb zhvillim nj\u00eb mund\u00ebsi p\u00ebr ta l\u00ebn\u00eb \u2018sht\u00ebpin\u00eb\u2019 e tyre. T\u00eb qen\u00ebt i diferencuar nga universitetet e tjera n\u00eb bot\u00eb \u00ebsht\u00eb kruciale dhe kjo ka ndodhur p\u00ebrmes riafirmimit t\u00eb tradit\u00ebs s\u00eb gjat\u00eb arsimore n\u00eb Britani t\u00eb Madhe. <\/span>[4]<\/span><\/a> Si\u00e7 \u00ebsht\u00eb cekur nga Findlay, ana e \u2018k\u00ebrkes\u00ebs\u2019 \u00ebsht\u00eb mjaft e r\u00ebnd\u00ebsishme n\u00eb form\u00ebsimin e migrimit studentor. <\/span>[5]<\/span><\/a> Nj\u00eb nga imponimet, nd\u00ebr t\u00eb tjerash, \u00ebsht\u00eb dominimi i gjuh\u00ebs angleze. Vendet anglishtfol\u00ebse p\u00ebrb\u00ebjn\u00eb shumic\u00ebn e \u2018importit\u2019 t\u00eb student\u00ebve, si SHBA-ja, Britania e Madhe dhe Australia.<\/span><\/p>\n

Anglishtja, si <\/span>lingua franca, <\/span><\/i>ka p\u00ebrcaktuar (nd\u00ebr t\u00eb tjerash) mobilitetin studentor dhe ka arritur t\u2019i ndryshoj\u00eb politikat e brendshme arsimore t\u00eb vendeve n\u00eb m\u00ebnyr\u00eb q\u00eb t\u2019u p\u00ebrshtaten k\u00ebtij fenomeni. <\/span>[6]<\/span><\/a> Brooks dhe Waters p\u00ebrpiqen t\u00eb teorizojn\u00eb migrimin studentor duke provuar t\u2019i kuptojn\u00eb motivet prapa asaj se pse student\u00ebt migrojn\u00eb p\u00ebr studime, duke marr\u00eb parasysh q\u00ebllimet personale dhe jo vet\u00ebm aspektin strukturor. <\/span>[7]<\/span><\/a> Nga nj\u00ebra an\u00eb shohim transformimin e ekonomis\u00eb e cila tani bazohet n\u00eb dije, e cila k\u00ebrkon set t\u00eb shkatht\u00ebsive dhe ndarje t\u00eb m\u00ebtutjeshme t\u00eb pun\u00ebs e cila shkon paralelisht me ndryshimin e paternit t\u00eb migrimit studentor dhe karshi shohim hapjen e dyerve prej universiteteve, duke qen\u00eb s\u00eb \u00ebsht\u00eb shnd\u00ebrruar n\u00eb nj\u00eb aktivitet fitimprur\u00ebs q\u00eb p\u00ebrb\u00ebn m\u00eb shum\u00eb se 25% t\u00eb t\u00eb ardhurave totale t\u00eb disa universiteteve. <\/span>[8]<\/span><\/a><\/p>\n

Migrimi studentor duhet par\u00eb po ashtu nga k\u00ebndv\u00ebshtrimi klasor p\u00ebr t\u2019i kuptuar faktor\u00ebt shtyt\u00ebs e t\u00ebrheq\u00ebs. P\u00ebrgjith\u00ebsisht, shohim tendenc\u00ebn e student\u00ebve t\u00eb klas\u00ebs s\u00eb mesme t\u00eb jen\u00eb m\u00eb rehat me iden\u00eb e t\u00eb studiuarit jasht\u00eb vendit p\u00ebrkund\u00ebr student\u00ebve q\u00eb vijn\u00eb nga klasa pun\u00ebtore q\u00eb ngurron ta b\u00ebj\u00eb nj\u00eb gj\u00eb t\u00eb till\u00eb. <\/span>[9]<\/span><\/a> \u00cbsht\u00eb ve\u00e7an\u00ebrisht e r\u00ebnd\u00ebsishme t\u00eb p\u00ebrmendet se familjet e klas\u00ebs s\u00eb mesme shohin arsimin ndryshe nga ata q\u00eb vijn\u00eb nga klasa m\u00eb pak t\u00eb privilegjuara. Luks i t\u00eb zgjedhurit n\u00eb mes shkollave t\u00eb ndryshme dhe konstruktimit t\u00eb strategjive t\u00eb riprodhimit t\u00eb kapitalit social apo ekonomik vjen nga familjet e klas\u00ebs s\u00eb mesme q\u00eb e shohin arsimin si strategji p\u00ebr ta mund\u00ebsuar t\u00eb lartp\u00ebrmendur\u00ebn. K\u00ebto strategji natyrisht se nuk jan\u00eb me vet\u00ebdije t\u00eb plot\u00eb. <\/span>[10]<\/span><\/a><\/p>\n

Po ashtu \u00ebsht\u00eb e r\u00ebnd\u00ebsishme t\u2019i referohemi artikullit t\u00eb Raghuram \u201cTheorizing Spaces of Student Migration, Population and Space\u201d, p\u00ebr t\u00eb konceptuar l\u00ebvizshm\u00ebrin\u00eb e student\u00ebve dhe p\u00ebr t\u2019i kuptuar dallimet midis asaj q\u00eb p\u00ebrb\u00ebn nj\u00eb student mobil p\u00ebrkund\u00ebr identiteteve t\u00eb shum\u00ebfishta q\u00eb mbartin student\u00ebt kur migrojn\u00eb; si p.sh., t\u00eb qen\u00ebt pun\u00ebtor apo familjar etj. <\/span>[11]<\/span><\/a> Kjo p\u00ebrmendet gjithashtu nga Olwig dhe Valentin, ku student\u00ebt shpesh detyrohen t\u00eb punojn\u00eb p\u00ebr t\u00eb mbijetuar dhe t\u2019i vijojn\u00eb m\u00ebsimet nj\u00ebkoh\u00ebsisht. <\/span>[12]<\/span><\/a> Kjo dukuri ku student\u00ebt kan\u00eb plot identitete ka turbulluar linjat, gj\u00eb q\u00eb e v\u00ebshtir\u00ebson studimin e sakt\u00eb t\u00eb student\u00ebve si kategori e dallueshme e migrantit. N\u00eb k\u00ebt\u00eb drejtim, Raghuram p\u00ebrpiqet ta nd\u00ebrroj\u00eb m\u00ebnyr\u00ebn me t\u00eb cil\u00ebn i qasemi migrimit studentor, duke e vendosur dijen n\u00eb qend\u00ebr p\u00ebr ta krijuar nj\u00eb korniz\u00eb ku mund t\u2019i hartojm\u00eb format e ndryshme t\u00eb migrimit, duke b\u00ebr\u00eb studentin migrant kategori n\u00eb vete.<\/span><\/p>\n

Ky fenomen p\u00ebrmendet si nga Brooks dhe Waters, por edhe nga Carlson n\u00eb esen\u00eb e tij \u201cBecoming a Mobile Student \u2013 A Processual Perspective on Germand Degree Student Mobility\u201d. Ky i fundit shpjegon se si procesi i vendimmarrjes \u00ebsht\u00eb proces dhe jo nj\u00eb vendim q\u00eb merret vet\u00ebm nj\u00ebher\u00eb, por nj\u00eb trajektore vendimesh. Nj\u00eb nga konceptet q\u00eb ai p\u00ebrmend \u00ebsht\u00eb \u201ckapitali i mobilitetit\u201d, q\u00eb mund t\u00eb shpjegohet si: p\u00ebrvojat e grumbulluara q\u00eb dikush ka nga udh\u00ebtimet, ose t\u00eb jetuarit jasht\u00eb vendit dhe si kjo mund ta ndikoj\u00eb procesin e vendimmarrjes.\u00a0<\/span><\/p>\n

[13]<\/span><\/a> P\u00ebrve\u00e7 k\u00ebsaj, Carlson arsyeton se si mobiliteti studentor nuk mund t\u00eb analizohet vet\u00ebm nga nj\u00eb pozicion i vendimeve t\u00eb ngurta, porse trajektorja \u00ebsht\u00eb po ashtu shum\u00eb e r\u00ebnd\u00ebsishme. <\/span>[14]<\/span><\/a> P\u00ebrpjekja p\u00ebr t\u00eb teorizuar migrimin studentor \u00ebsht\u00eb nj\u00eb pun\u00eb komplekse, duke marr\u00eb parasysh numrin e faktor\u00ebve q\u00eb duhen shqyrtuar. Nuk mund t\u00eb flitet p\u00ebr migrimin studentor vet\u00ebm n\u00eb m\u00ebnyr\u00eb deduktive, duke shqyrtuar vet\u00ebm struktur\u00ebn e gjer\u00eb shoq\u00ebrore. Nga ana tjet\u00ebr, \u00ebsht\u00eb a pamundur t\u00eb analizohet migrimi studentor vet\u00ebm nga aspekti individual dhe nga pik\u00ebpamjet personale t\u00eb atyre student\u00ebve. Kombinimi i t\u00eb dyjave dhe sintetizimi i dy k\u00ebndv\u00ebshtrimeve mund t\u00eb jap\u00eb nj\u00eb p\u00ebrgjigje m\u00eb t\u00eb sakt\u00eb rreth asaj se \u00e7ka p\u00ebrb\u00ebn nj\u00eb migrant-student dhe si lidhet kjo me rendin social e ekonomik.<\/span><\/p>\n

[1]<\/span><\/a> Raghuram P (2013) Theorising the Spaces of Student Migration. Population, Space and Place 19(2), p. 147<\/span><\/a>\u00a0<\/span><\/p>\n

[2]<\/span><\/a> Brooks, Rachel, Waters Johanna: <\/span>Student Mobilities, Migration and the Internationalization of Higher Education<\/span><\/i>, Basingstoke: Palgrave Macmillan, 2011, p. 65 <\/span><\/a>\u00a0<\/span><\/p>\n

[3]<\/span><\/a> Ibid. p. 166<\/span><\/p>\n

[4]<\/span><\/a> Findlay, Allan M.: An Assessment of Supply and Demand-side. Theorization of International Student Mobility. In: International Migration, vol. 49 (2011) nr. 2 p. 184 <\/span><\/a>\u00a0<\/span><\/p>\n

[5]<\/span><\/a> Findlay, Allan M.: An Assessment of Supply and Demand-side. Theorization of International Student Mobility. In: International Migration, vol. 49 (2011) nr. 2 p. 184 <\/span><\/a>\u00a0<\/span><\/p>\n

[6]<\/span><\/a> Brooks, Rachel, Waters Johanna: <\/span>Student Mobilities, Migration and the Internationalization of Higher Education<\/span><\/i>, Basingstoke: Palgrave Macmillan, 2011, pp. 16-17, p. 164, pp. 168-169 <\/span><\/a>\u00a0<\/span><\/p>\n

[7]<\/span><\/a> Ibid. p. 163<\/span><\/p>\n

[8]<\/span><\/a> Ibid. p. 160<\/span><\/p>\n

[9]<\/span><\/a> Ibid. p. 10<\/span><\/p>\n

[10]<\/span><\/a> Ibid. p. 168<\/span><\/p>\n

[11]<\/span><\/a> Raghuram P (2013) Theorising the Spaces of Student Migration. Population, Space and Place 19(2), p.\u00a0 12<\/span><\/a><\/p>\n

[12]<\/span><\/a> Olwig KF and Valentin K (2015) Mobility, education and life trajectories: new and old migratory pathways. Identities 22(3), <\/span><\/a>\u00a0<\/span><\/p>\n

[13]<\/span><\/a> Carlson S (2013) Becoming a Mobile Student – a Processual Perspective on German Degree Student Mobility: Becoming a Mobile Student – a Processual Perspective. Population, Space and Place 19(2), p. 172 <\/span><\/a>\u00a0<\/span><\/p>\n

[14]<\/span><\/a> Ibid. p. 168<\/span><\/p>","protected":false},"excerpt":{"rendered":"

N\u00eb m\u00ebnyr\u00eb q\u00eb t\u2019i p\u00ebrvishemi shpjegimit t\u00eb asaj se \u00e7ka konstituon migrimin studentor dhe strategjit\u00eb transnacionale t\u00eb student\u00ebve n\u00eb mbar\u00eb bot\u00ebn, duhet q\u00eb shqyrtimi t\u00eb b\u00ebhet nga dy k\u00ebnde: nga pik\u00ebpamjet objektive dhe ato subjektive. Pra, \u00ebsht\u00eb i pamundur anashkalimi i struktur\u00ebs s\u00eb p\u00ebrgjithshme shoq\u00ebrore, si dhe arsyetimet individuale. Ky shqyrtim do t\u00eb p\u00ebrfshij\u00eb teori […]<\/p>","protected":false},"author":36,"featured_media":7565,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1130,1143,1145],"ppma_author":[46],"class_list":["post-7595","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-cmesime","tag-migrimi","tag-sistemi-arsimor"],"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\/7595","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=7595"}],"version-history":[{"count":1,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7595\/revisions"}],"predecessor-version":[{"id":7596,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7595\/revisions\/7596"}],"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=7595"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/categories?post=7595"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/tags?post=7595"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/ppma_author?post=7595"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}