{"id":7873,"date":"2021-11-30T15:51:30","date_gmt":"2021-11-30T13:51:30","guid":{"rendered":"https:\/\/sbunker.org\/?p=7873"},"modified":"2024-09-23T15:53:03","modified_gmt":"2024-09-23T13:53:03","slug":"dallimet-ne-mes-shkollave-rurale-dhe-urbane-rasti-i-kamenices-i-2","status":"publish","type":"post","link":"https:\/\/sbunker.org\/en\/analize\/dallimet-ne-mes-shkollave-rurale-dhe-urbane-rasti-i-kamenices-i-2\/","title":{"rendered":"Dallimet n\u00eb mes shkollave rurale dhe urbane: Rasti i Kamenic\u00ebs (I)"},"content":{"rendered":"

N\u00eb vitin 2015 Kosova pati vendosur t\u00eb marr\u00eb pjes\u00eb n\u00eb PISA (Programi p\u00ebr Vler\u00ebsimin Nd\u00ebrkomb\u00ebtar t\u00eb Student\u00ebve) p\u00ebr her\u00eb t\u00eb par\u00eb. Rezultati i testit zbuloi se nx\u00ebn\u00ebsit q\u00eb i ishin n\u00ebnshtruar testit nuk arrit\u00ebn t\u00eb p\u00ebrmbushnin kriteret q\u00eb OECD parashtron p\u00ebr t\u00eb vler\u00ebsuar aft\u00ebsit\u00eb e nx\u00ebn\u00ebsve n\u00eb shkenc\u00eb, lexim dhe matematik\u00eb. Grupi i Bank\u00ebs Bot\u00ebrore kishte publikuar nj\u00eb dokument pothuajse menj\u00ebher\u00eb n\u00eb lidhje me performanc\u00ebn e Kosov\u00ebs n\u00eb PISA 2015, duke pohuar se kjo e fundit \u00ebsht\u00eb gati kat\u00ebr vjet prapa n\u00eb shkoll\u00eb krahasuar me mesataren e OECD.\u00a0<\/span><\/p>\n

[1]<\/span><\/a> P\u00ebr m\u00eb tep\u00ebr, ekziston nj\u00eb dallim midis atyre q\u00eb ndjekin m\u00ebsimin n\u00eb zonat rurale dhe urbane, gj\u00eb q\u00eb do t\u00eb jet\u00eb fokusi i k\u00ebtij shkrimi. I nj\u00ebjti dokument ka nxjerr\u00eb n\u00eb pah edhe di\u00e7ka tjet\u00ebr: se f\u00ebmij\u00ebt q\u00eb vijojn\u00eb m\u00ebsimet n\u00eb zonat rurale, mbeten prapa pothuajse nj\u00eb vit n\u00eb krahasim me ata q\u00eb vijojn\u00eb m\u00ebsimet n\u00eb zonat urbane. <\/span>[2]<\/span><\/a> Nd\u00ebrsa kjo mendohej t\u00eb ishte e v\u00ebrtet\u00eb p\u00ebrpara se t\u00eb merrej pjes\u00eb zyrtarisht n\u00eb PISA, fatkeq\u00ebsisht u b\u00eb nj\u00eb realitet i provuar empirikisht.<\/span><\/p>\n

Kjo seri e shkrimeve do t\u00eb p\u00ebrpiqet t\u00eb kuptoj\u00eb arsyet q\u00eb shkaktojn\u00eb dallimet nd\u00ebrmjet shkollave rurale dhe urbane n\u00eb Kosov\u00eb dhe pse ato kan\u00eb mbetur kaq prapa. Specifikisht do t\u00eb shqyrtohet nj\u00eb komun\u00eb n\u00eb Kosov\u00eb, Kamenica. Arsyeja pse Kamenica do t\u00eb jet\u00eb n\u00eb fokus jan\u00eb pik\u00ebrisht t\u00eb dh\u00ebnat q\u00eb disponohen p\u00ebr secil\u00ebn shkoll\u00eb n\u00eb komun\u00ebn e lartp\u00ebrmendur, t\u00eb cilat ofrojn\u00eb nj\u00eb baz\u00eb t\u00eb mjaftueshme p\u00ebr t\u00eb par\u00eb m\u00eb n\u00eb detaje sfondin e k\u00ebtij hendeku. T\u00eb dh\u00ebnat jan\u00eb mbledhur si rezultat i nj\u00eb reforme p\u00ebr riorganizimin e shkollave fillore (q\u00eb si rezultat kan\u00eb mbylljen e nj\u00eb numri t\u00eb konsideruesh\u00ebm t\u00eb shkollave) n\u00eb Kamenic\u00eb e cila ka filluar n\u00eb vitin 2019. Kjo reform\u00eb erdhi si rezultat i shum\u00eb faktor\u00ebve t\u00eb ndrysh\u00ebm: migrimi masiv (duke l\u00ebn\u00eb nj\u00eb num\u00ebr shkollash t\u00eb larg\u00ebta me vet\u00ebm nj\u00eb nx\u00ebn\u00ebs), sasia e tep\u00ebrt e nd\u00ebrtesave shkollore p\u00ebr kok\u00eb banori, mungesa e cil\u00ebsis\u00eb dhe kualifikimeve t\u00eb m\u00ebsimdh\u00ebn\u00ebsve dhe mungesa e mjeteve adekuate infrastrukturore dhe financiare p\u00ebr t\u00eb b\u00ebr\u00eb investime kapitale n\u00eb shkolla etj. <\/span>[3]<\/span><\/a><\/p>\n

Traditat e ndryshme sociologjike q\u00eb do t\u00eb p\u00ebrdoren p\u00ebrgjat\u00eb k\u00ebtyre shkrimeve do t\u00eb ndihmojn\u00eb p\u00ebr t\u00eb kuptuar k\u00ebt\u00eb fenomen n\u00eb m\u00ebnyra t\u00eb ndryshme. Duke shqyrtuar marr\u00ebdh\u00ebniet mes komunitetit dhe shkoll\u00ebs n\u00eb zonat rurale, si dhe duke e inspektuar k\u00ebt\u00eb fenomen nga nj\u00eb k\u00ebnd m\u00eb t\u00eb gjer\u00eb social dhe ekonomik. K\u00ebrkimi sociologjik n\u00eb lidhje me k\u00ebt\u00eb fenomen na detyron t\u00eb thellohemi n\u00eb t\u00eb dh\u00ebna t\u00eb cilat mund t\u00eb na japin p\u00ebrgjigje t\u00eb ndryshme si arsyeja e migrimit q\u00eb mund t\u00eb shpjegoj\u00eb arsyen e numrit t\u00eb vog\u00ebl t\u00eb nx\u00ebn\u00ebsve, pra, duke zvog\u00ebluar investimet; megjithat\u00eb kjo nuk nuk na jep arsyen e v\u00ebrtet\u00eb mbi dallimet rurale-urbane n\u00eb arsim.<\/span><\/p>\n

Bowles dhe Gintis: Materializmi historik<\/b><\/p>\n

\u00a0N\u00eb vepr\u00ebn e tyre t\u00eb r\u00ebnd\u00ebsishme \u201cSchooling in Capitalist America\u201d, Bowles dhe Gintis marrin p\u00ebrsip\u00ebr qasjen e Marksit, p\u00ebrkat\u00ebsisht metod\u00ebn e tij t\u00eb materializmit historik p\u00ebr t\u00eb shqyrtuar origjin\u00ebn e sistemit arsimor q\u00eb njohim sot, duke inspektuar zhvillimin e sistemit arsimor p\u00ebrkat\u00ebsisht n\u00eb SHBA. Bowles dhe Gintis, vepr\u00ebn e tyre e bazojn\u00eb n\u00eb nj\u00eb qasje marksiste, nd\u00ebrsa vet\u00eb Marksi nuk shkroi kurr\u00eb ekskluzivisht p\u00ebr arsimin, dhe se si kjo do t\u00eb lidhej me rendin e p\u00ebrgjithsh\u00ebm ekonomik dhe social, ku metoda e tij dialektike ka ofruar mjetet p\u00ebr t\u00eb shqyrtuar sistemet arsimore.<\/span><\/p>\n

P\u00ebr t\u2019u kthyer te autor\u00ebt\u00a0 dhe shpjegimet t\u00eb tyre mbi m\u00ebnyr\u00ebn se si \u00ebsht\u00eb konstruktuar sistemi arsimor n\u00eb SHBA dhe pabarazia q\u00eb ai prodhon, ka shum\u00eb faktor\u00eb q\u00eb duhet t\u00eb\u00a0 merren parasysh. P\u00ebr t\u00eb kuptuar pse arsimi \u00ebsht\u00eb n\u00eb gjendjen q\u00eb \u00ebsht\u00eb aktualisht duhet t\u00eb shqyrtohet origjina e sistemit arsimor dhe q\u00ebllimi i tij fillestar. Ata shpjegojn\u00eb shfaqjen e sistemit t\u00eb ri arsimor n\u00eb nj\u00eb vij\u00eb simetrike me industrializimin, hapjen e fabrikave dhe t\u00eb nevoj\u00ebn p\u00ebr nj\u00eb fuqi t\u00eb re pun\u00ebtore. Kjo p\u00ebrfshinte gjithashtu nj\u00eb nevoj\u00eb t\u00eb pashembullt p\u00ebr pun\u00ebtor\u00eb t\u00eb arsimuar \u201cmir\u00eb\u201d.<\/span><\/p>\n

Sistemi arsimor i at\u00ebhersh\u00ebm nuk synonte vet\u00ebm t’i pajiste nx\u00ebn\u00ebsit me dije, por n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb t\u00eb nguliste nj\u00eb s\u00ebr\u00eb principesh e vlerash morale. Gradualisht, masivizimi i sistemit arsimor n\u00eb vendet ku kishte filluar industrializimi (shembulli i Massachusetts), <\/span>[4]<\/span><\/a> duke u zgjeruar n\u00eb vende t\u00eb tjera, kishte ndryshuar natyr\u00ebn e sistemit arsimor: or\u00eb t\u00eb zgjatura n\u00eb klas\u00eb dhe vite m\u00eb t\u00eb gjata akademike. Bowles dhe Gintis jan\u00eb t\u00eb besimit q\u00eb shkolla ishte kthyer n\u00eb nj\u00eb aren\u00eb ku sistemi kapitalist riprodhohej duke kryer dy funksione; at\u00eb t\u00eb transferimit t\u00eb njohurive dhe aft\u00ebsive (q\u00eb i p\u00ebrgjigjen sistemit aktual socio-ekonomik) dhe rr\u00ebnjosjes s\u00eb disa vlerave, t\u00eb cilat poashtu i p\u00ebrgjigjen po atij rendi. <\/span>[5]<\/span>
\n<\/span>
\n<\/span><\/a>Shkurt, shkolla p\u00ebrgatit\u00eb njer\u00ebzit p\u00ebr pun\u00ebn e tyre t\u00eb ardhshme. Sipas dy autor\u00ebve, p\u00ebr shkak t\u00eb masivizimit t\u00eb sistemit arsimor dhe inflacionit t\u00eb kredencialeve q\u00eb \u00ebsht\u00eb fenomen i koh\u00ebve t\u00eb fundit, u hap rruga p\u00ebr nj\u00eb val\u00eb tjet\u00ebr t\u00eb teoris\u00eb liberale. Kjo teori bazohej n\u00eb iden\u00eb se shkolla duhet t\u00eb p\u00ebrpiqet t\u00eb jet\u00eb nj\u00eb institucion q\u00eb siguron barazi p\u00ebr t\u00eb gjith\u00eb ku t\u00eb gjith\u00eb ata q\u00eb hyjn\u00eb duhet ta ken\u00eb t\u00eb nj\u00ebjt\u00ebn pik\u00ebnisje. Gjithashtu mendohej se n\u00eb nj\u00eb realitet t\u00eb tregut t\u00eb lir\u00eb, investimi n\u00eb sistemin arsimor do t\u00eb mund\u00ebsonte progres shoq\u00ebror p\u00ebr t\u00eb gjith\u00eb. <\/span>[6]<\/span><\/a> Por, autor\u00ebt shtojn\u00eb se ndryshimi i sistemit arsimor pa ndryshuar struktur\u00ebn ekonomike nuk do t\u00eb reduktoj\u00eb pabarazin\u00eb brenda sistemit arsimor. Kjo ide se demokratizimi i sistemit arsimor, i cili mund\u00ebson \u2018p\u00ebrfshirjen\u2019 [inkluzivitetin] p\u00ebrfundimisht do t\u00eb p\u00ebrkthehej n\u00eb sukses ekonomik, ka dal\u00eb i pav\u00ebrtete: \u201cSistemi shkollor ka qen\u00eb gjithnj\u00eb e m\u00eb i paaft\u00eb p\u00ebr t\u00eb mb\u00ebshtetur mitin e mund\u00ebsive t\u00eb barabarta dhe zhvillimit t\u00eb plot\u00eb personal.\u201d <\/span>[7]<\/span><\/a><\/p>\n

N\u00eb vazhd\u00ebn e k\u00ebsaj, vitet e 60-ta karakterizohen edhe me rikthimin e IQ-izmit si p\u00ebrcaktues t\u00eb suksesit. Kjo p\u00ebrfshinte ndarjen mes atyre q\u00eb kan\u00eb talent (sukses ekonomik i garantuar) dhe atyre q\u00eb nuk kan\u00eb, e rrjedhimisht do t\u00eb d\u00ebshtonin ekonomikisht n\u00eb t\u00eb ardhmen. Kjo paraqiste nj\u00eb tjet\u00ebr justifikim p\u00ebr varf\u00ebrin\u00eb bazuar n\u00eb kompetencat intelektuale. <\/span>[8]<\/span><\/a> P\u00ebrve\u00e7 k\u00ebsaj, aktualizimi i sistemit arsimor \u2018teknokratik-meritokratik\u2019 dukej se mb\u00ebshteti s\u00ebrish iden\u00eb se aft\u00ebsit\u00eb \u2018mendore\u2019 t\u00eb dikujt duhej t\u00eb vler\u00ebsoheshin n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb kualifikoheshin p\u00ebr t\u00eb qen\u00eb t\u00eb suksessh\u00ebm ekonomikisht.<\/span>[9]<\/span><\/a><\/p>\n

P\u00ebr t\u2019u kthyer te tema qendrore, hendeku midis shkollave rurale dhe asaj urbane mund t\u00eb argumentohet p\u00ebrmes zhvillimit t\u00eb pabarabart\u00eb t\u00eb kapitalizmit dhe se si ka krijuar tregje qendrore t\u00eb cilat zakonisht p\u00ebrqendrohen n\u00eb mjediset urbane dhe jo n\u00eb ato rurale. Duhet th\u00ebn\u00eb se kjo nuk mund t\u00eb shqyrtohet plot\u00ebsisht vet\u00ebm duke marr\u00eb parasysh rastin e Kamenic\u00ebs n\u00eb kontekstin e Kosov\u00ebs, duke qen\u00eb se zhvendosja e popullsis\u00eb nuk ndodh vet\u00ebm nga fshati n\u00eb qytet. Aspekti tjet\u00ebr q\u00eb duhet t\u00eb shqyrtohet \u00ebsht\u00eb migrimi nga Kosova drejt per\u00ebndimit, q\u00eb mund t\u00eb shpjegohet p\u00ebrmes po t\u00eb nj\u00ebjtit argument.<\/span><\/p>\n

[10]<\/span><\/a> Shfaqja e nj\u00eb industrie t\u00eb p\u00ebrparuar dhe zhdukja e pun\u00ebtor\u00ebve rural\u00eb dikur t\u00eb vet\u00eb-mjaftuesh\u00ebm, i kan\u00eb detyruar njer\u00ebzit t\u00eb l\u00ebn\u00eb fshatrat dhe qytetet e tyre p\u00ebr t’u bashkuar me tregun. Ky fenomen ka b\u00ebr\u00eb q\u00eb shkollat t\u00eb harrohen dhe t\u00eb mos shihen si prioritet p\u00ebr shkak t\u00eb distanc\u00ebs gjeografike nga mjedisi urban, i cili tashm\u00eb \u00ebsht\u00eb qendra e prodhimit. Dhe ata q\u00eb jan\u00eb prekur nga kjo, t\u00eb cil\u00ebt vazhdojn\u00eb t\u00eb jetojn\u00eb n\u00eb varf\u00ebri n\u00eb fshatra e qyteza, mund t\u00eb mos shohin arsye p\u00ebr t\u00eb apeluar p\u00ebr arsimim m\u00eb t\u00eb barabart\u00eb, pasi ideja e tyre p\u00ebr arsimin si nj\u00eb mjet p\u00ebr nj\u00eb jet\u00eb m\u00eb t\u00eb mir\u00eb mund t\u00eb ket\u00eb ndryshuar n\u00eb t\u00ebr\u00ebsi.<\/span><\/p>\n

Shpjegimi i zhvillimit t\u00eb sistemit arsimor p\u00ebrmes tradit\u00ebs marksiste t\u00eb zhvillimit t\u00eb kapitalizmit mund t\u00eb na ndihmoj\u00eb t\u00eb kuptojm\u00eb sesi zona rurale e ka humbur r\u00ebnd\u00ebsin\u00eb e saj q\u00eb dikur kishte, por nga ana tjet\u00ebr, nd\u00ebrkoh\u00eb q\u00eb gjith\u00e7ka po ndryshon, arsimi mbetet nj\u00eb fush\u00eb shoq\u00ebrore me m\u00eb s\u00eb paku transformime substanciale, i cili m\u00eb tutje, sh\u00ebrben si hap\u00ebsir\u00eb p\u00ebr p\u00ebrfitime politike dhe ekonomike n\u00eb Kosov\u00eb, dhe ku akter\u00ebt politik nuk kan\u00eb punuar p\u00ebr plot\u00ebsimin e nevojave n\u00eb zonat rurale. Ideja q\u00eb arsimi duhet t\u00eb jet\u00eb i barabart\u00eb dhe i hapur p\u00ebr t\u00eb gjith\u00eb, nd\u00ebrkoh\u00eb q\u00eb n\u00eb realitet nuk \u00ebsht\u00eb aspak ashtu sipas Bowles dhe Gintis, mund t\u00eb sqaroj\u00eb r\u00ebnien e cil\u00ebsis\u00eb s\u00eb arsimit n\u00eb zona rurale.<\/span><\/p>\n

Disa m\u00ebnyra p\u00ebr ta shpjeguar k\u00ebt\u00eb jan\u00eb duke par\u00eb politikat q\u00eb zbaton qeveria dhe t\u00eb mirat financiare q\u00eb vendos t\u00eb shpenzoj\u00eb n\u00eb shkollat rurale. Mungesa e m\u00ebsuesve t\u00eb kualifikuar dhe infrastruktura joadekuate tregon se ka nj\u00eb shp\u00ebrndarje t\u00eb pabarabart\u00eb t\u00eb burimeve njer\u00ebzore dhe financiare. Kjo shp\u00ebrndarje e pabarabart\u00eb e t\u00eb mirave financiare mes shkollave rurale dhe urbane, mund t\u00eb rrjedh\u00eb nga ideja se ata q\u00eb vijn\u00eb nga familje me t\u00eb ardhura m\u00eb t\u00eb ul\u00ebta duhet ta \u2018d\u00ebshmojn\u00eb\u2019 p\u00ebr ta merituar at\u00eb shp\u00ebrndarje t\u00eb barabart\u00eb, p\u00ebrndryshe shihet si shpenzim i panevojsh\u00ebm.<\/span><\/p>\n

Megjithat\u00eb, nd\u00ebrsa kjo tradit\u00eb mund t’i p\u00ebrgjigjet disa prej pyetjeve t\u00eb b\u00ebra; ne shohim se t\u00eb p\u00ebrgjat\u00eb vepr\u00ebs s\u00eb Bowles dhe Gintis, ekziston nj\u00eb kufi i ndryshimeve t\u00eb mundshme n\u00eb kuad\u00ebr t\u00eb sistemit arsimor pa ndryshuar struktur\u00ebn e p\u00ebrgjithshme ekonomike, kjo vlen edhe p\u00ebr p\u00ebr mund\u00ebsin\u00eb e reduktimit t\u00eb hendekut nd\u00ebrmjet shkollave rurale dhe urbane.<\/span><\/p>\n

\u00a0<\/span>Talcott Parsons: Funksioni i Arsimit<\/b><\/p>\n

N\u00eb esen\u00eb “The School Class as a Social System”, Parsons na jep nj\u00eb skic\u00eb t\u00eb struktur\u00ebs s\u00eb shkoll\u00ebs dhe funksionin q\u00eb duhet ta p\u00ebrmbush\u00eb. Sipas Parsons, shoq\u00ebria p\u00ebrb\u00ebhet nga nj\u00eb grup institucionesh shoq\u00ebrore q\u00eb nd\u00ebrveprojn\u00eb me nj\u00ebra-tjetrin n\u00eb m\u00ebnyr\u00eb q\u00eb shoq\u00ebria n\u00eb p\u00ebrgjith\u00ebsi t\u00eb funksionoj\u00eb. <\/span>[11]<\/span><\/a> N\u00eb k\u00ebt\u00eb kuptim, shkolla nuk funksionon vet\u00ebm si nj\u00eb institucion q\u00eb transferon njohuri dhe q\u00eb b\u00ebn kultivimin e aft\u00ebsive nga m\u00ebsuesi te nx\u00ebn\u00ebsi (q\u00eb \u00ebsht\u00eb synimi i manifestuar i shkoll\u00ebs). Ajo gjithashtu ka nj\u00eb aspekt latent t\u00eb lidhur me t\u00eb, q\u00eb \u00ebsht\u00eb t\u00eb rr\u00ebnjos vlera shoq\u00ebrore. Nj\u00eb funksion tjet\u00ebr i r\u00ebnd\u00ebsish\u00ebm i sistemit arsimor \u00ebsht\u00eb edhe shp\u00ebrndarja e roleve t\u00eb qytetar\u00ebve n\u00eb shoq\u00ebri.<\/span><\/p>\n

[12]<\/span><\/a> Prandaj, njeriu m\u00ebson t\u00eb performoj\u00eb edhe si qytetar p\u00ebrve\u00e7 p\u00ebrvet\u00ebsimit t\u00eb aft\u00ebsive specifike. Mbi t\u00eb gjitha, ajo q\u00eb sigurisht duhet p\u00ebrmendur, q\u00eb \u00ebsht\u00eb hapi fillestar p\u00ebr funksionimin e mir\u00eb t\u00eb shkoll\u00ebs, \u00ebsht\u00eb se t\u00eb gjith\u00eb duhet t\u00eb ken\u00eb mund\u00ebsi t\u00eb barabarta dhe pik\u00ebnisje t\u00eb nj\u00ebjt\u00eb n\u00eb sistemin arsimor. <\/span>[13]<\/span><\/a> Ndryshe nga tjer\u00eb autor\u00eb, t\u00eb cil\u00ebt nuk japin nj\u00eb manual se si duhet t\u00eb organizohet shoq\u00ebria, por m\u00eb tep\u00ebr e organizojn\u00eb metodologjin\u00eb p\u00ebrmes veprave t\u00eb tyre, Parsons nuk parashtron vet\u00ebm metod\u00ebn e tij me t\u00eb cil\u00ebn ne mund t\u00eb shqyrtojm\u00eb probleme t\u00eb ndryshme sociale, n\u00eb shum\u00eb forma ai na paraqet nj\u00eb model t\u00eb cilin arsimi duhet ta ndjek\u00eb p\u00ebr t\u00eb p\u00ebrmbushur funksionin e tij brenda nj\u00eb rendi shoq\u00ebror.<\/span><\/p>\n

Parsons flet p\u00ebr kat\u00ebr funksionet kryesore t\u00eb sistemit arsimor. Kjo mund t\u00eb p\u00ebrshkruhet si nj\u00eb lloj p\u00ebrmbledhjeje e asaj q\u00eb trajtohet m\u00eb gjer\u00ebsisht p\u00ebrgjat\u00eb eses\u00eb s\u00eb tij; e para \u00ebsht\u00eb emancipimi fillestar i f\u00ebmij\u00ebs nga familja dhe pjes\u00ebmarrja n\u00eb nj\u00eb sistem t\u00eb pavarur nga mjedisi prind\u00ebror. Edhe pse kjo pavar\u00ebsi, sipas Parsons, nuk do t\u00eb thot\u00eb q\u00eb f\u00ebmija nuk e gjen fare figur\u00ebn e prindit brenda klas\u00ebs s\u00eb shkoll\u00ebs, n\u00eb fakt ai shpjegon sesi m\u00ebsimdh\u00ebn\u00ebsi sh\u00ebrben si zgjatim i n\u00ebn\u00ebs (ndon\u00ebse kjo ka problemet e veta). K\u00ebshtu, duke p\u00ebrmbushur nevoj\u00ebn emocionale dhe duke qen\u00eb autoritet i dijes brenda klas\u00ebs. Parsons argumenton n\u00eb kushtin e dyt\u00eb se m\u00ebsuesi n\u00eb k\u00ebt\u00eb rol \u00ebsht\u00eb m\u00eb i interesuar p\u00ebr nivelin e arritjeve sesa p\u00ebr plot\u00ebsimin e nevojave emocionale q\u00eb mund t\u00eb ket\u00eb nx\u00ebn\u00ebsi.<\/span><\/p>\n

Ai shpjegon gjithashtu se si p\u00ebrbrend\u00ebsimi i vlerave universale nuk do t\u00eb ishte i mundur n\u00ebse nj\u00eb m\u00ebsues i vet\u00ebm do t\u00eb shoq\u00ebronte nj\u00eb f\u00ebmij\u00eb gjat\u00eb gjith\u00eb shkollimit t\u00eb tij, duke n\u00ebnkuptuar se n\u00ebna e pandryshueshme kundrejt m\u00ebsueses q\u00eb ndryshon, ndihmon n\u00eb p\u00ebrparimin e nx\u00ebn\u00ebsit brenda sistemit shkollor dhe mund\u00ebson riorganizimin e sistemit t\u00eb personalitetit t\u00eb nx\u00ebn\u00ebsit \u2013 duke kuptuar se ajo q\u00eb duhet t\u00eb p\u00ebrbrend\u00ebsohet \u00ebsht\u00eb n\u00eb fakt roli i m\u00ebsueses dhe jo personaliteti i saj (q\u00eb mund t\u00eb pasqyroj\u00eb at\u00eb t\u00eb prindit). Kushti i tret\u00eb k\u00ebrkon q\u00eb t\u00eb zgjerohet roli i m\u00ebsuesit si agjent i njohurive. Kjo n\u00ebnkupton se m\u00ebsuesi do t\u00eb b\u00ebhet p\u00ebrzgjedh\u00ebs dhe vler\u00ebsuesi i dijes q\u00eb \u00ebsht\u00eb marr, duke na sjellur tek kushti i fundit i Parsons i cili sipas tij \u00ebsht\u00eb “nj\u00eb p\u00ebrzgjedhje dhe shp\u00ebrndarje t\u00eb burimeve njer\u00ebzore n\u00eb lidhje me sistemin e roleve t\u00eb t\u00eb rriturve\u201d. <\/span>[14]<\/span><\/a><\/p>\n

Nj\u00eb argument i bazuar n\u00eb metod\u00ebn Parsons \u00ebsht\u00eb se n\u00ebse shkolla nuk \u00ebsht\u00eb institucioni p\u00ebrmes t\u00eb cilit f\u00ebmija i n\u00ebnshtrohet diferencimit fillestar nga familja, at\u00ebher\u00eb mund t\u00eb themi se nj\u00eb funksion elementar nuk p\u00ebrmbushet brenda shkollave n\u00eb Kamenic\u00eb. Ka raste n\u00eb k\u00ebt\u00eb komun\u00eb ku kemi t\u00eb b\u00ebjm\u00eb me nj\u00eb num\u00ebr shum\u00eb t\u00eb vog\u00ebl t\u00eb nx\u00ebn\u00ebsve p\u00ebr klas\u00eb, ndonj\u00ebher\u00eb me nj\u00eb ose dy nx\u00ebn\u00ebs brenda nj\u00eb klase. Marr\u00ebdh\u00ebnia mes m\u00ebsuesit dhe nx\u00ebn\u00ebsit paraqet nj\u00eb problem tjet\u00ebr p\u00ebr shkak se m\u00ebsuesit q\u00eb japin m\u00ebsim n\u00eb nj\u00eb fshat t\u00eb caktuar jan\u00eb zakonisht banor\u00eb t\u00eb atij fshati, p\u00ebr m\u00eb tep\u00ebr jan\u00eb shpeshher\u00eb familjar\u00eb t\u00eb atyr\u00eb f\u00ebmij\u00ebve.<\/span><\/p>\n

Nj\u00eb argument tjet\u00ebr lidhet me kushtin e dyt\u00eb t\u00eb paraqitur nga Parsons, q\u00eb \u00ebsht\u00eb m\u00ebsuesi si nj\u00eb agjent q\u00eb mund\u00ebson p\u00ebrbrend\u00ebsimin e vlerave universale n\u00ebp\u00ebrmjet nd\u00ebrk\u00ebmbyeshm\u00ebris\u00eb dhe nj\u00ebkoh\u00ebsisht ua b\u00ebn t\u00eb mundurnx\u00ebn\u00ebsve t\u00eb kuptojn\u00eb p\u00ebrtej rolit identik t\u00eb pandryshuesh\u00ebm t\u00eb n\u00ebn\u00ebs, i cili mund t\u00eb jet\u00eb shpjegohet p\u00ebrmes\u00a0 mungesa e stafit t\u00eb kualifikuar brenda nj\u00eb komuniteti t\u00eb caktuar, gj\u00eb q\u00eb detyron nj\u00eb m\u00ebsues t\u00eb jap\u00eb l\u00ebnd\u00eb t\u00eb shumta n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb (q\u00eb \u00ebsht\u00eb nj\u00eb problem tjet\u00ebr strukturor q\u00eb nuk do ta shqyrtojm\u00eb n\u00eb detaje). Kjo e b\u00ebn t\u00eb pamundur q\u00eb f\u00ebmija t\u00eb jet\u00eb plot\u00ebsisht i pavarur nga mjedisi i tij primar familjar. Kjo lidhet edhe me faktin se diferencimi midis p\u00ebrzgjedhjes dhe vler\u00ebsimit t\u00eb studentit b\u00ebhet i pamundur n\u00eb nj\u00eb mjedis t\u00eb till\u00eb ku mungojn\u00eb dy agjent\u00ebt kryesor\u00eb q\u00eb p\u00ebrb\u00ebjn\u00eb k\u00ebt\u00eb nd\u00ebrvar\u00ebsi, p\u00ebrkat\u00ebsisht nx\u00ebn\u00ebsit dhe m\u00ebsuesit.<\/span><\/p>\n

S\u00eb fundmi, ajo q\u00eb \u00ebsht\u00eb shum\u00eb e r\u00ebnd\u00ebsishme t\u00eb merret n\u00eb konsiderat\u00eb \u00ebsht\u00eb pik\u00ebnisja e student\u00ebve, e cila sipas Parsons \u00ebsht\u00eb thelb\u00ebsore, si\u00e7 u p\u00ebrmend m\u00eb lart, q\u00eb \u00e7do student t\u00eb ket\u00eb t\u00eb nj\u00ebjt\u00ebn pik\u00ebnisje. N\u00ebse e marrim k\u00ebt\u00eb si nj\u00eb pik\u00eb p\u00ebr t\u00eb cil\u00ebn mund t\u00eb argumentojm\u00eb, kjo sigurisht q\u00eb nd\u00ebrthur shum\u00eb faktor\u00eb q\u00eb shtrihen jasht\u00eb sistemit arsimor, por, n\u00ebse krahasojm\u00eb shkollat rurale dhe urbane n\u00eb qytetin e Kamenic\u00ebs, shohim se ka mosp\u00ebrputhje t\u00eb madhe n\u00eb terma t\u00eb rrethanave t\u00eb pabarabarta ekonomike me t\u00eb cilat p\u00ebrballen nx\u00ebn\u00ebsit.<\/span><\/p>\n

[1]<\/span><\/a> \u201cKosovo PISA 2015″. in , 2015, [accessed 20 November 2021].<\/span><\/p>\n

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

[3]<\/span><\/a> \u201cRaport mbi Riorganizimin e Shkollave Fillore dhe t\u00eb Mesme t\u00eb Ul\u00ebta n\u00eb Komun\u00ebn e Kamenic\u00ebs”. 2019, [accessed 22 November 2021]., p. 19<\/span><\/p>\n

[4]<\/span><\/a> S Bowles & H Gintis, <\/span>Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life<\/span><\/i>, Haymarket Books, Chicago, 2011. p. 155\u00a0\u00a0<\/span><\/p>\n

[5]<\/span><\/a> Ibid. pp. 11-12<\/span><\/p>\n

[6]<\/span><\/a> Ibid. p. 5<\/span><\/p>\n

[7]<\/span><\/a> Ibid. p. 4<\/span><\/p>\n

[8]<\/span><\/a> Ibid. p. 6<\/span><\/p>\n

[9]<\/span><\/a> Ibid. pp. 23, 47<\/span><\/p>\n

[10]<\/span><\/a> Ibid. p. 64<\/span><\/p>\n

[11]<\/span><\/a> Dillon, M, <\/span>Introduction to Sociological Theory: Theorists, Concepts, and their Applicability to the Twenty-First Century<\/span><\/i>. John Wiley & Sons, Ltd, 2014. p. 183<\/span><\/p>\n

[12]<\/span><\/a> Parsons, T, <\/span>Social Structure and Personality<\/span><\/i>. London, The Free Press, 1970. p. 130.<\/span><\/p>\n

[13]<\/span><\/a> Ibid. p. 144<\/span><\/p>\n

[14]<\/span><\/a> Ibid. p. 143<\/span><\/p>","protected":false},"excerpt":{"rendered":"

N\u00eb vitin 2015 Kosova pati vendosur t\u00eb marr\u00eb pjes\u00eb n\u00eb PISA (Programi p\u00ebr Vler\u00ebsimin Nd\u00ebrkomb\u00ebtar t\u00eb Student\u00ebve) p\u00ebr her\u00eb t\u00eb par\u00eb. Rezultati i testit zbuloi se nx\u00ebn\u00ebsit q\u00eb i ishin n\u00ebnshtruar testit nuk arrit\u00ebn t\u00eb p\u00ebrmbushnin kriteret q\u00eb OECD parashtron p\u00ebr t\u00eb vler\u00ebsuar aft\u00ebsit\u00eb e nx\u00ebn\u00ebsve n\u00eb shkenc\u00eb, lexim dhe matematik\u00eb. Grupi i Bank\u00ebs Bot\u00ebrore […]<\/p>","protected":false},"author":36,"featured_media":7565,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1130,1133,1145,1204,1205],"ppma_author":[46],"class_list":["post-7873","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-cmesime","tag-shkolla","tag-sistemi-arsimor","tag-zonat-rurale","tag-zonat-urbane"],"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\/7873","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=7873"}],"version-history":[{"count":1,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7873\/revisions"}],"predecessor-version":[{"id":7874,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/7873\/revisions\/7874"}],"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=7873"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/categories?post=7873"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/tags?post=7873"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/ppma_author?post=7873"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}