{"id":11336,"date":"2021-11-01T16:59:29","date_gmt":"2021-11-01T14:59:29","guid":{"rendered":"https:\/\/sbunker.org\/?p=11336"},"modified":"2024-12-17T17:00:02","modified_gmt":"2024-12-17T15:00:02","slug":"globalizimi-vs-shtetet-kombe-kujt-i-perket-arsimi-2","status":"publish","type":"post","link":"https:\/\/sbunker.org\/sr\/analize\/globalizimi-vs-shtetet-kombe-kujt-i-perket-arsimi-2\/","title":{"rendered":"Globalizimi vs. Shtetet-kombe: Kujt i p\u00ebrket arsimi?"},"content":{"rendered":"

N\u00eb m\u00ebnyr\u00eb qe futemi n\u00eb diskutimin mbi marr\u00ebdh\u00ebniet midis arsimit, shteteve-kombe dhe globalizimit, \u00ebsht\u00eb e domosdoshme q\u00eb s\u00eb pari t\u00eb p\u00ebrpiqemi t\u2019i vendosim para vetes disa teori t\u00eb ndryshme t\u00eb cilat konceptualizojn\u00eb globalizimin. Ndon\u00ebse ka me dhjet\u00ebra teori t\u00eb ndryshme mbi k\u00ebt\u00eb \u00e7\u00ebshtje dhe form\u00ebn sesi lidhet me rendin e p\u00ebrgjithsh\u00ebm socio-ekonomik, do t\u00eb mundohem t\u00eb p\u00ebrqendrohem n\u00eb nj\u00ebr\u00ebn prej tyre p\u00ebr t\u2019i kuptuar rezultatet\/pasojat e k\u00ebtij procesi.<\/span>
\n<\/span>
\n<\/span>Nj\u00eb nga teorit\u00eb mbi globalizimin t\u00eb cil\u00ebn e shqyrton Saskia Sassen, mb\u00ebshtetet n\u00eb iden\u00eb se kjo e fundit nuk \u00ebsht\u00eb vet\u00ebm nj\u00eb proces i nd\u00ebrvar\u00ebsis\u00eb dhe krijimit t\u00eb institucioneve globale t\u00eb tilla si OBT-ja, FMN-ja dhe gjykatat e luft\u00ebs, porse nj\u00ebkoh\u00ebsisht okupon dhe jeton n\u00eb <\/span>komb\u00ebtaren<\/span><\/i>. Kjo mund t\u00eb shpjegohet m\u00eb tej p\u00ebrmes em\u00ebrtimit t\u00eb dy llojeve t\u00eb dinamikave q\u00eb Sassen parashtron, e para q\u00eb ka t\u00eb b\u00ebj\u00eb me themelimin e institucioneve globale q\u00eb funksionojn\u00eb p\u00ebrmes shteteve-kombe, dhe e dyta q\u00eb jan\u00eb rrjetet nd\u00ebr-kufitare q\u00eb karakterizohen me praktika lokale e komb\u00ebtare me axhend\u00eb globale.<\/span><\/p>\n

[1]<\/span><\/a> \u00cbsht\u00eb e r\u00ebnd\u00ebsis\u00eb s\u00eb madhe t\u00eb p\u00ebrmendet se n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb kuptojm\u00eb shkall\u00ebn n\u00eb t\u00eb cil\u00ebn globalizimi e ka ndikuar n\u00eb praktik\u00eb shtetin dhe form\u00ebn e tij t\u00eb ekzistenc\u00ebs, duhet nd\u00ebrruar <\/span>thjerr\u00ebzat<\/span><\/i> me t\u00eb cilat shkencat shoq\u00ebrore sh\u00ebrbehen. Kjo do t\u00eb n\u00ebnkuptonte se duhet ta modifikojm\u00eb iden\u00eb q\u00eb shtetet-kombe jan\u00eb p\u00ebrjet\u00ebsuesit kryesor\u00eb t\u00eb proceseve shoq\u00ebrore. Megjith\u00ebse, shtetet-kombe mbesin akter\u00eb pothuajse kryesor, natyra e ekzistenc\u00ebs s\u00eb tyre ka ndryshuar.<\/span>[2]<\/span>
\n<\/span>
\n<\/span><\/a>Sipas Sassen e cila shpjegon se ekziston nj\u00eb shum\u00ebsi e globalizimeve dhe se kjo natyr\u00eb multi-dimenzionale e globalizimit duhet t\u00eb vazhdoj\u00eb t\u00eb studiohet n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb mb\u00ebrrijm\u00eb tek nj\u00eb kuptueshm\u00ebri e kompleksitetit t\u00eb k\u00ebtyre proceseve. Edhe pse shtetet kan\u00eb p\u00ebsuar shum\u00eb ndryshime si rezultat i globalizimit si pjes\u00ebmarr\u00ebse n\u00eb form\u00ebsimin e ekonomis\u00eb globale, Sassen argument se aparati shtet\u00ebror pak a shum\u00eb ka mbetur i nj\u00ebjt\u00eb, si p.sh n\u00eb rastin e burokracis\u00eb.<\/span>[3]<\/span><\/a> Struktura ekonomike e cila k\u00ebrkon rrjedhje t\u00eb papenguar nd\u00ebrkufitare t\u00eb kapitalit gjithashtu k\u00ebrkon q\u00eb shtetet-kombe ta b\u00ebjn\u00eb k\u00ebt\u00eb leht\u00ebsisht t\u00eb realizueshme.<\/span>[4]<\/span><\/a> Nga ana tjet\u00ebr, kemi vendosjen e nj\u00eb regjimi ligjor q\u00eb shkon paralelisht me k\u00ebto praktika organizative q\u00eb p\u00ebrfshijn\u00eb nj\u00eb num\u00ebr pasojash n\u00eb raport me sovranitetin aktual t\u00eb shteteve.<\/span>[5]<\/span>
\n<\/span>
\n<\/span><\/a>Brooks dhe Waters nuk p\u00ebrshkruajn\u00eb ekskluzivisht nj\u00eb teori mbi globalizimin, por diskutojn\u00eb p\u00ebr m\u00ebnyrat e ndryshme sesi mund t\u00eb shpjegohet globalizimi dhe t\u00eb shtjellohet marr\u00ebdh\u00ebnia e tij me arsimimin, duke e bazuar hulumtimin e tyre n\u00eb teori t\u00eb ndryshme. Sipas tyre, globalizimi duhet shqyrtuar p\u00ebrmes kritik\u00ebs ndaj neoliberalizmit.<\/span>[6]<\/span><\/a> Ata argumentojn\u00eb se roli i organizatave nd\u00ebrkomb\u00ebtare sigurisht q\u00eb ka nd\u00ebrhyr\u00eb n\u00eb krjimin e politikave t\u00eb shteteve-kombe n\u00eb lidhje me arsimin. Shembuj p\u00ebr k\u00ebt\u00eb gj\u00eb jan\u00eb financimet e ndryshme nga Banka Bot\u00ebrore q\u00eb n\u00eb k\u00ebmbim k\u00ebrkojn\u00eb nga shtetet p\u00ebrkat\u00ebse t\u00eb ndjekin nj\u00eb agjend\u00eb specifike t\u00eb politikave arsimore.<\/span><\/p>\n

[7]<\/span><\/a> Hapja e kufijve p\u00ebr rrjedhjen e kapitalit dhe zvog\u00eblimi i shpenzimeve publike jan\u00eb disa nga k\u00ebrkesat e organizatave q\u00eb i japin hua shteteve t\u00eb caktuara. Organizata Bot\u00ebrore e Tregtis\u00eb e cila kishte q\u00ebllime t\u00eb ngjashme me ato t\u00eb Bank\u00ebs Bot\u00ebrore sa i p\u00ebrket leht\u00ebt\u00ebsimit t\u00eb kuzifimeve p\u00ebr tregti dhe sh\u00ebrbime, ka b\u00ebr\u00eb\u00a0 t\u00eb sapop\u00ebrmendurat p\u00ebrmes nj\u00eb mediumi shtes\u00eb: GATS -it t\u00eb tij (aktiviteti i t\u00eb cilit do t\u00eb shpjegohet m\u00eb holl\u00ebsisht n\u00eb paragraf\u00ebt e m\u00ebposht\u00ebm).<\/span>[8]<\/span>
\n<\/span>
\n<\/span><\/a>K\u00ebto organizata globale si OBT-ja, Banka Bot\u00ebrore, UNESCO dhe OECD-ja pretendojn\u00eb t\u2019i sjellin s\u00eb bashku institucionet e ndryshme arsimore duke eksportuar\/importuar\u00a0 lloje t\u00eb ndryshme t\u00eb sh\u00ebrbimeve, duke shk\u00ebmbyer njohuri mbi politika dhe duke ofruar zgjidhje p\u00ebr problemet e ndryshme q\u00eb mund t\u00eb ken\u00eb shtetet n\u00eb raport me sistemet e tyre arsimore. E gjith\u00eb kjo me besimin se ky \u00ebsht\u00eb nj\u00eb proces kauzal dhe i pashmangsh\u00ebm i globalizimit.<\/span><\/p>\n

\u00cbsht\u00eb interesante t\u00eb shihet sesi ka ndryshuar natyra e arsimit n\u00eb p\u00ebrgjith\u00ebsi, dhe sesi ka nd\u00ebrruar perspektiva e shteteve n\u00eb raport me arsimin si pasoj\u00eb e transformimeve t\u00eb struktur\u00ebs ekonomike n\u00eb t\u00ebr\u00ebsi. Vala e neoliberalizmit e cila ka mund\u00ebrsuar interferimin nd\u00ebrkomb\u00ebtar nuk ka arritur t\u00eb heq\u00eb shtetin si nj\u00eb nd\u00ebr akter\u00ebt kryesor\u00eb n\u00eb raport me \u00e7\u00ebshtjet arsimore si kurrikulat komb\u00ebtare etj, por <\/span>fjala<\/span><\/i> e organizatave globale si OECD ka pesh\u00eb t\u00eb madhe sa i p\u00ebrket konstruktimit t\u00eb politikave arsimore.<\/span>[9]<\/span><\/a> Megjithat\u00eb, n\u00eb fund t\u00eb dit\u00ebs shtetet-kombe vazhdojn\u00eb ta ken\u00eb arsimin si mjet p\u00ebr q\u00ebllime komb\u00ebtare.<\/span>[10]<\/span>
\n<\/span>
\n<\/span><\/a>Si\u00e7 argumentohet nga autor\u00ebt Brooks dhe Waters, m\u00ebnyra si OECD-ja ka nd\u00ebrtuar narrativ\u00ebn e saj n\u00eb raport me marr\u00ebdh\u00ebnien q\u00eb arsimi ka me ekonomin\u00eb ka ndryshuar ndjesh\u00ebm. Nga arsimi si nxit\u00ebs e mund\u00ebsues p\u00ebr barazi t\u00eb t\u00eb ardhurave, tek arsimi si akomodues i tregut t\u00eb pun\u00ebs dhe instrument p\u00ebr konkurrenc\u00eb globale.<\/span>[11]<\/span><\/a> Ky diskurs mbi arsimin ka prodhuar pashmangshm\u00ebrisht mjete praktike me t\u00eb cilat matet realizimi i k\u00ebtyre q\u00ebllimeve, si\u00e7 \u00ebsht\u00eb PISA ose renditja bot\u00ebrore e Universiteteve.<\/span>[12]<\/span><\/a>. PISA dhe rangimi i Universiteteve po b\u00ebhen gjithnj\u00eb e m\u00eb t\u00eb r\u00ebnd\u00ebsishme p\u00ebr shtetet-kombe, meq\u00eb k\u00ebto organizata jo vet\u00ebm q\u00eb i inkurajojn\u00eb por disi edhe i detyrojn\u00eb t\u00eb b\u00ebhen pjes\u00eb e k\u00ebtyre proceseve.<\/span>
\n<\/span>
\n<\/span>Kjo na sjell te nj\u00eb aspekt tjet\u00ebr problematik i globalizimit, dhe forcimit t\u00eb k\u00ebtyre institucioneve globale t\u00eb cilat po e \u00e7ojn\u00eb arsimin drejt komodifikimit.<\/span>[13]<\/span><\/a> GATS-i, si\u00e7 \u00ebsht\u00eb lart\u00ebp\u00ebrmendur, \u00ebsht\u00eb marr\u00ebveshje midis shteteve t\u00eb ndryshme p\u00ebr t\u00eb leht\u00ebsuar kufizimet p\u00ebr tregti dhe sh\u00ebrbime. Nd\u00ebrsa kjo hap kufijt\u00eb p\u00ebr nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb n\u00eb ve\u00e7anti, zvog\u00eblon mund\u00ebsite e shteteve p\u00ebr t\u00eb zhvilluar institucionet e tyre arsimore si dhe mund\u00ebsin\u00eb p\u00ebr t\u00eb siguruar cil\u00ebsi. Nj\u00eb shembull p\u00ebr k\u00ebt\u00eb \u00ebsht\u00eb akomodimi i kompanive shum\u00ebkomb\u00ebshe n\u00eb themelimin e Universiteteve t\u00eb \u2018hapura\u2019 q\u00eb jan\u00eb jasht\u00eb kontrollit t\u00eb shteteve p\u00ebrkat\u00ebse. Dallimi kryesor midis GATS-it dhe organizatave tjera \u00ebsht\u00eb se GATS-i operon p\u00ebrmes rregullave detyruese p\u00ebrkund\u00ebr organizatave si Banka Bot\u00ebrore e OECD-ja q\u00eb funksionojn\u00eb duke bindur ose duke b\u00ebr\u00eb pazare me shtete.<\/span>[14]<\/span>
\n<\/span>
\n<\/span><\/a>Kompanit\u00eb e fuqishme shum\u00ebkomb\u00ebshe t\u00eb cilat ofrojn\u00eb sh\u00ebrbime arsimore q\u00ebllim kryesor natyrisht e kan\u00eb profitin dhe jan\u00eb duke i l\u00ebn\u00eb institucionet vendore t\u00eb mang\u00ebta, pa fonde baz\u00eb p\u00ebr t\u00eb zhvilluar institucionet e tyra arsimore dhe pa mund\u00ebsi p\u00ebr t\u00eb kontrolluar se \u00e7far\u00eb po prodhohet p\u00ebrfundimisht brendap\u00ebrbrenda. Ky fenomen sipas Altbach-ut b\u00ebhet n\u00eb m\u00ebnyr\u00eb strategjike nga k\u00ebto kompani t\u00eb cilat investojn\u00eb n\u00eb programe t\u00eb tilla si studimet e biznesit dhe menaxhmentit, t\u00eb cilat zakonisht po dalin se jan\u00eb m\u00eb t\u00eb k\u00ebrkuara, nd\u00ebkaq duke l\u00ebn\u00eb institucionet vendore me programe m\u00eb pak t\u00eb popullarizura.<\/span>[15]<\/span><\/a> K\u00ebto sh\u00ebrbime arsimore variojn\u00eb nga programe t\u00eb ndryshme akademike, universitete t\u00eb \u2018hapura\u2019, libra shkollor\u00eb, trajnime dhe certifikime.<\/span>[16]<\/span>
\n<\/span>
\n<\/span><\/a>Bonal Xavier, nga ana tjet\u00ebr mban nj\u00eb pozicion jo krejt\u00ebsisht t\u00eb ndrysh\u00ebm nga Sassen, n\u00eb kuptimin se \u00e7ka ng\u00ebrthen n\u00eb vetvete globalizimi. Megjith\u00ebse, Xavier \u00ebsht\u00eb i mendimit se n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb ndodh\u00eb zgjerimi global i kapitalit, ai duhet t\u00eb mund\u00ebsohet p\u00ebrmes pikave t\u00eb fiksimit (pra, shtetet si pika t\u00eb ndales\u00ebs), t\u00eb cilat sipas tij jan\u00eb t\u00eb ngulitura institucionalisht n\u00eb nivel shtet\u00ebror.<\/span>[17]<\/span><\/a> Arsimi, sipas Xavier-it ka p\u00ebsuar ndryshime drastike p\u00ebr shkak t\u00eb transformimeve ekonomike si pasoj\u00eb e globalizimit dhe presionit p\u00ebr t\u00eb ndjekur logjik\u00ebn e tregtis\u00eb s\u00eb lir\u00eb. Shtetet q\u00eb kan\u00eb rol t\u00eb r\u00ebnd\u00ebsish\u00ebm brenda OBT-s\u00eb synojn\u00eb t\u00eb \u00e7ojn\u00eb p\u00ebrpara interesat e tyre n\u00eb ekonomin\u00eb globale t\u00eb dijes p\u00ebrmes k\u00ebtij mediumi.<\/span><\/p>\n

[18]<\/span><\/a> K\u00ebto ndryshime t\u00eb cilat po nd\u00ebrrojn\u00eb shkall\u00ebn e qeverisjes s\u00eb arsimit dhe po shkojn\u00eb drejt globales, sipas Xavier-it do t\u00eb paraqesin shum\u00eb probleme p\u00ebr shtetet dhe fuqis\u00eb s\u00eb tyre p\u00ebr t\u00eb pasur n\u00ebn kontroll arsimin n\u00eb t\u00eb ardhmen. Arsimi ende \u00ebsht\u00eb entitet ekskluziv komb\u00ebtar q\u00eb rregullohet nga shteti e q\u00eb sigurohet p\u00ebr ngulitjen e identitetit komb\u00ebtar, demokracis\u00eb e qytetaris\u00eb.<\/span>[19]<\/span><\/a> Ndon\u00ebse, kjo qasje ka problemet e veta, meq\u00eb duhet hyr\u00eb n\u00eb diskutim se sa problematike \u00ebsht\u00eb rr\u00ebnjosja e identitetit komb\u00ebtar p\u00ebrm\u00ebs shkoll\u00ebs, \u00e7ka i bie kur themi se arsimi duhet t\u00eb na e m\u00ebsoj\u00eb demokracin\u00eb, e p\u00ebr m\u00eb tep\u00ebr sa fluid \u00ebsht\u00eb termi \u201cqytetari\u201d. Pra, k\u00ebto jan\u00eb \u00e7\u00ebshtje t\u00eb cilat duhet v\u00ebn\u00eb n\u00eb diskutim q\u00ebllimet e arsimit n\u00eb parim.<\/span>
\n<\/span>
\n<\/span>Nga ajo q\u00eb kemi par\u00eb deri m\u00eb tani, marr\u00ebdh\u00ebnia midis arsimit, shtetit-komb dhe globalizimit ka ndryshuar duksh\u00ebm. Arsimi ka p\u00ebsuar ndrysihme si nd\u00ebrkomb\u00ebtarizimin dhe komodifikimin, transformimet diskursive dhe zhvendosjes s\u00eb q\u00ebllimit q\u00eb kishte mbartur dikur.<\/span>
\n<\/span>
\n<\/span>Shtetet-kombe, t\u00eb cilat kan\u00eb humbur nj\u00eb doz\u00eb t\u00eb sovranitetit mbi sistemet e tyre arsimore, prap\u00eb se prap\u00eb mbeten si faktor t\u00eb r\u00ebnd\u00ebsish\u00ebm n\u00eb p\u00ebrcaktimin e rregullave p\u00ebr sistemet p\u00ebrkat\u00ebse arsimore. Nd\u00ebrsa, globalizimi dhe p\u00ebrjet\u00ebsimi i tij p\u00ebrmes institucioneve globale ka forcuar pozicionin e tyre p\u00ebrmes ofrimit t\u00eb sh\u00ebrbimeve arsimore, programeve t\u00eb ndryshme etj, q\u00eb mund mos duken si problematike n\u00eb kuptimin q\u00eb japin mund\u00ebsin\u00eb e \u201czgjedhjes\u201d p\u00ebr individ\u00eb; por, kjo paraqet rrezikun e shnd\u00ebrrimit t\u00eb arsimit n\u00eb mall. Poashtu, mungesa e kufizimeve dhe \u2018barazis\u00eb\u2019\u00a0 brenda OBT-s\u00eb n\u00ebp\u00ebrmjet GATS-it shtyen vendet m\u00eb t\u00eb vogla e m\u00eb t\u00eb varf\u00ebra q\u00eb t\u00eb \u201cluftojn\u00eb\u201d brenda nj\u00eb arene ku rregullat duken se jan\u00eb t\u00eb nj\u00ebjta p\u00ebr t\u00eb gjith\u00eb, por ata q\u00eb marrin pjes\u00eb n\u00eb k\u00ebt\u00eb loj\u00eb nuk e kan\u00eb as p\u00ebr s\u00eb af\u00ebrmi pik\u00ebnisjen e barabart\u00eb.<\/span>
\n<\/span>
\n<\/span>Bibliografi<\/b>
\n<\/b>
\n<\/b>Altbach, Philip G.: \u201c<\/span>Knowledge and Education as International Commodities: The Collapse of the Common Good<\/span><\/i>,\u201d International Higher Education 28 (2002): 2-5 (http:\/\/ejournals.bc.edu\/ojs\/index.php\/ihe\/article\/view\/6657\/5878)<\/span>
\n<\/span>
\n<\/span>Bonal, Xavier; Dale, Roger; Robertson, Susan L.: \u201c<\/span>GATS and the Education Service Industry: The Politics of Scale and Global Reterritorialization<\/span><\/i>\u201d, <\/span>Comparative education review<\/span><\/i>, vol. 46 (2002) nr. 4 pp.472 495.<\/span>
\n<\/span>
\n<\/span>Brooks, Rachel, Waters Johanna: <\/span>Student Mobilities, Migration and the Internationalization of Higher Education<\/span><\/i>, Basingstoke: Palgrave Macmillan, 2011<\/span>
\n<\/span>
\n<\/span>Sassen, Saskia: <\/span>Losing Control? Sovereignty in an Age of Globalization<\/span><\/i>, Columbia University, 1996<\/span>
\n<\/span>
\n<\/span>Sassen, Saskia: <\/span>Sociology of Globalization<\/span><\/i>. New York: W.W. Norton, 2006.<\/span><\/p>\n

[1]<\/span><\/a> Sassen, Saskia: <\/span>Sociology of Globalization<\/span><\/i>. New York: W.W. Norton, 2006. pp. 4-6\u00a0<\/span><\/p>\n

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

[3]<\/span><\/a> Ibid. p 39<\/span><\/p>\n

[4]<\/span><\/a> Sassen, Saskia: <\/span>Losing Control? Sovereignty in an Age of Globalization<\/span><\/i>, Columbia University, 1996, p .2\u00a0<\/span><\/p>\n

[5]<\/span><\/a> Ibid. 17<\/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, p. 23\u00a0<\/span><\/p>\n

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

[8]<\/span><\/a> Brooks, Rachel, Waters Johanna: <\/span>Student Mobilities, Migration and the Internationalization of Higher Education<\/span><\/i>, Basingstoke: Palgrave Macmillan, 2011, p. 24\u00a0<\/span><\/p>\n

[9]<\/span><\/a> Ibid. p. 25<\/span><\/p>\n

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

[11]<\/span><\/a> Ibid. pp. 25-26<\/span><\/p>\n

[12]<\/span><\/a> Ibid. p. 26<\/span><\/p>\n

[13]<\/span><\/a> Altbach, Philip G.: \u201cKnowledge and Education as International Commodities: The Collapse of the Common Good,\u201d International Higher Education 28 (2002): (http:\/\/ejournals.bc.edu\/ojs\/index.php\/ihe\/article\/view\/6657\/5878) p. 2\u00a0<\/span><\/p>\n

[14]<\/span><\/a> Bonal, Xavier; Dale, Roger; Robertson, Susan L.: \u201cGATS and the Education Service Industry : The Politics of Scale and Global Reterritorialization\u201d, <\/span>Comparative education review<\/span><\/i>, vol. 46 (2002) nr. 4, p. 2\u00a0<\/span><\/p>\n

[15]<\/span><\/a> Altbach, Philip G.: \u201cKnowledge and Education as International Commodities: The Collapse of the Common Good,\u201d International Higher Education 28 (2002): (http:\/\/ejournals.bc.edu\/ojs\/index.php\/ihe\/article\/view\/6657\/5878) p. 3\u00a0<\/span><\/p>\n

[16]<\/span><\/a> Ibid.\u00a0 p. 4\u00a0<\/span><\/p>\n

[17]<\/span><\/a> Bonal, Xavier; Dale, Roger; Robertson, Susan L.: \u201cGATS and the Education Service Industry : The Politics of Scale and Global Reterritorialization\u201d, <\/span>Comparative education review<\/span><\/i>, vol. 46 (2002) nr. 4, p. 4<\/span><\/p>\n

[18]<\/span><\/a> Ibid. p. 25<\/span><\/p>\n

[19]<\/span><\/a> Ibid. p. 26<\/span><\/p>","protected":false},"excerpt":{"rendered":"

N\u00eb m\u00ebnyr\u00eb qe futemi n\u00eb diskutimin mbi marr\u00ebdh\u00ebniet midis arsimit, shteteve-kombe dhe globalizimit, \u00ebsht\u00eb e domosdoshme q\u00eb s\u00eb pari t\u00eb p\u00ebrpiqemi t\u2019i vendosim para vetes disa teori t\u00eb ndryshme t\u00eb cilat konceptualizojn\u00eb globalizimin. Ndon\u00ebse ka me dhjet\u00ebra teori t\u00eb ndryshme mbi k\u00ebt\u00eb \u00e7\u00ebshtje dhe form\u00ebn sesi lidhet me rendin e p\u00ebrgjithsh\u00ebm socio-ekonomik, do t\u00eb mundohem […]<\/p>","protected":false},"author":36,"featured_media":7565,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1141,1130,1207],"ppma_author":[46],"class_list":["post-11336","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-arsimi","tag-cmesime","tag-globalizmi"],"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\/sr\/wp-json\/wp\/v2\/posts\/11336","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/comments?post=11336"}],"version-history":[{"count":1,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/11336\/revisions"}],"predecessor-version":[{"id":11337,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/11336\/revisions\/11337"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media\/7565"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media?parent=11336"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/categories?post=11336"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/tags?post=11336"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/ppma_author?post=11336"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}