{"id":3354,"date":"2016-12-11T16:23:33","date_gmt":"2016-12-11T14:23:33","guid":{"rendered":"https:\/\/sbunker.org\/?p=3354"},"modified":"2024-12-10T16:26:34","modified_gmt":"2024-12-10T14:26:34","slug":"pisa-2015-pertej-rezultateve-mesatare-te-kosoves-dhe-transparenca-qe-ka-munguar","status":"publish","type":"post","link":"https:\/\/sbunker.org\/sr\/analize\/pisa-2015-pertej-rezultateve-mesatare-te-kosoves-dhe-transparenca-qe-ka-munguar\/","title":{"rendered":"PISA 2015: P\u00ebrtej rezultateve mesatare t\u00eb Kosov\u00ebs dhe transparenca q\u00eb ka munguar"},"content":{"rendered":"
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Derisa rezultatet e nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb programin p\u00ebr vler\u00ebsim nd\u00ebrkomb\u00ebtar (PISA) t\u00eb vitit 2015 q\u00eb u prezantuan k\u00ebt\u00eb jav\u00eb po diskutohen gjer\u00ebsisht (por m\u00eb shum\u00eb prej mediave sesa prej institucioneve p\u00ebrgjegj\u00ebse e shum\u00eb m\u00eb pak prej profesor\u00ebve t\u00eb fush\u00ebs s\u00eb edukimit), n\u00eb k\u00ebt\u00eb v\u00ebshtrim t\u00eb shkurt\u00eb adresohen q\u00ebllimet e \u00a0vler\u00ebsimit PISA dhe vendosja e rezultateve t\u00eb nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb PISA 2015 edhe n\u00eb kontekstin e atyre pritjeve edhe n\u00eb kontekstin e Kosov\u00ebs si shoq\u00ebri. N\u00eb pjes\u00ebn e dyt\u00eb, rezultatet n\u00eb PISA 2015 diskutohen p\u00ebrmes shtjellimit t\u00eb dy treguesve t\u00eb caktuar, q\u00eb jan\u00eb rezultatet e Kosov\u00ebs sipas gjendjes socio-ekonomike t\u00eb nx\u00ebn\u00ebsve dhe p\u00ebrqindjes se n\u00eb \u00e7\u2019mas\u00eb dallimet n\u00eb performanc\u00ebn e nx\u00ebn\u00ebsve n\u00eb Kosov\u00eb iu atribuohen dallimeve mes shkollave.<\/p>\n<\/div>\n

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Rezultatet e ul\u00ebta t\u00eb nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb PISA 2015 nuk arsyetohen, por mund t\u00eb ngrihen pyetje n\u00ebse vler\u00ebsimi i PISA-s \u00ebsht\u00eb vler\u00ebsimi m\u00eb adekuat p\u00ebr kontekstin e Kosov\u00ebs. Po ashtu, duhet studiuar se n\u00eb \u00e7\u2019m\u00ebnyr\u00eb konteksti institucional, kulturor e shoq\u00ebror n\u00eb Kosov\u00eb ka kontribuar n\u00eb performanc\u00ebn e ul\u00ebt, dhe cilat jan\u00eb gjasat q\u00eb konteksti aktual institucional t\u00eb sjell\u00eb ndryshimin dhe progresin e nevojsh\u00ebm p\u00ebr performanc\u00eb m\u00eb t\u00eb mir\u00eb t\u00eb sistemin arsimor edhe brenda vendit edhe n\u00eb vler\u00ebsimet nd\u00ebrkomb\u00ebtare t\u00eb ardhshme.<\/p>\n

\u00c7far\u00eb \u00ebsht\u00eb PISA dhe cilat jan\u00eb q\u00ebllimet e saj?<\/strong><\/p>\n

PISA \u00ebsht\u00eb p\u00ebrpjekja m\u00eb gjithp\u00ebrfshir\u00ebse dhe rigoroze nd\u00ebrkomb\u00ebtare q\u00eb p\u00ebrpiqet t\u00eb vler\u00ebsoj\u00eb performanc\u00ebn e nx\u00ebn\u00ebsve t\u00eb mosh\u00ebs 15 vje\u00e7are t\u00eb shteteve pjes\u00ebmarr\u00ebse n\u00eb shkenc\u00eb, lexim, dhe matematik\u00eb, dhe t\u00eb mbledh\u00eb t\u00eb dh\u00ebna p\u00ebr faktor\u00ebt e nd\u00ebrlidhur me nx\u00ebn\u00ebsit, familjen, dhe institucionet arsimore q\u00eb mund t\u00eb ndihmojn\u00eb n\u00eb shpjegimin e dallimeve n\u00eb performanc\u00eb qoft\u00eb n\u00eb mes shkollave dhe nx\u00ebn\u00ebsve brenda nj\u00eb shteti ose n\u00eb mes shtetesh n\u00eb nivel nd\u00ebrkomb\u00ebtar. PISA \u00ebsht\u00eb instrument i Organizat\u00ebs p\u00ebr Bashk\u00ebpunim dhe Zhvillim Ekonomik (OECD) dhe an\u00ebtar\u00ebve t\u00eb saj p\u00ebr t\u00eb matur se sa mir\u00eb jan\u00eb t\u00eb rinjt\u00eb e shteteve t\u00eb tyre t\u00eb p\u00ebrgatitur p\u00ebr t\u2019u p\u00ebrballur me sfidat e shoq\u00ebrive t\u00eb sotme. OECD-ja shpesh quhet si klubi i shteteve t\u00eb pasura sepse n\u00eb t\u00eb p\u00ebrfshihen 35 shtetet me ekonomit\u00eb m\u00eb t\u00eb avancuara n\u00eb bot\u00eb, p\u00ebrfshi edhe tri shtete q\u00eb kan\u00eb zhvillim m\u00eb t\u00eb ul\u00ebt ekonomik e shoq\u00ebror si Meksika, Kili dhe Turqia.<\/p>\n

Q\u00ebllimi i PISA-s \u00ebsht\u00eb q\u00eb t\u00eb sigurohet nj\u00eb baz\u00eb p\u00ebr dialog rreth politikave arsimore dhe p\u00ebr bashk\u00ebpunim n\u00eb p\u00ebrcaktimin e q\u00ebllimeve arsimore n\u00eb m\u00ebnyra inovative q\u00eb reflektojn\u00eb q\u00ebndrimet se cilat jan\u00eb shkatht\u00ebsit\u00eb e r\u00ebnd\u00ebsishme p\u00ebr jet\u00ebn n\u00eb mosh\u00ebn e rritur. PISA synon t\u00eb jap\u00eb p\u00ebrgjigje n\u00eb tri pyetje themelore:<\/p>\n

A jan\u00eb nx\u00ebn\u00ebsit t\u00eb p\u00ebrgatitur mir\u00eb p\u00ebr sfidat e ardhshme?<\/em><\/p>\n

A munden ata t\u00eb analizojn\u00eb, arsyetojn\u00eb dhe komunikojn\u00eb n\u00eb m\u00ebnyr\u00eb efektive?<\/em><\/p>\n

A kan\u00eb ata aft\u00ebsi p\u00ebr t\u00eb vazhduar t\u00eb m\u00ebsojn\u00eb gjat\u00eb t\u00ebr\u00eb jet\u00ebs?<\/em><\/p>\n

PISA \u00ebsht\u00eb vler\u00ebsim unik n\u00eb at\u00eb q\u00eb hulumton se sa mir\u00eb jan\u00eb t\u00eb p\u00ebrgatitur t\u00eb rinj\u00eb p\u00ebr t\u2019u p\u00ebrballur me sfidat e s\u00eb ardhmes, n\u00eb vend t\u00eb asaj se sa mir\u00eb e kan\u00eb m\u00ebsuar ata p\u00ebrmbajtjen e caktuar kurrikulare. Tutje, PISA fokusohet n\u00eb aft\u00ebsit\u00eb e nx\u00ebn\u00ebsve q\u00eb t\u00eb aplikojn\u00eb njohurit\u00eb dhe shkatht\u00ebsit\u00eb n\u00eb fushat kryesore l\u00ebndore si shkenc\u00eb, lexim, dhe matematik\u00eb derisa ata analizojn\u00eb, interpretojn\u00eb dhe zgjidhin probleme. Dhe n\u00eb fund, PISA mat performanc\u00ebn e nx\u00ebn\u00ebsve n\u00eb shkenc\u00eb, lexim, dhe matematik\u00eb dhe po ashtu mbledh t\u00eb dh\u00ebna prej nx\u00ebn\u00ebsve lidhur me motivet e tyre, besimet dhe q\u00ebndrimet p\u00ebr vet\u00ebn, dhe strategjit\u00eb e tyre t\u00eb m\u00ebsimnx\u00ebnies.<\/p>\n

Duke marr\u00eb parasysh kontekstin n\u00eb t\u00eb cilin p\u00ebrgatitet vler\u00ebsimi PISA dhe q\u00ebllimet e saj, mund t\u00eb ngrihen pyetje n\u00ebse vler\u00ebsimi PISA \u00ebsht\u00eb instrumenti m\u00eb adekuat p\u00ebr kontekstin e Kosov\u00ebs p\u00ebr disa arsye. E para dhe m\u00eb e r\u00ebnd\u00ebsishmja \u00ebsht\u00eb hendeku mes asaj se si e definon PISA t\u00eb ardhmen dhe realiteti i kontekstit t\u00eb Kosov\u00ebs. Me fjal\u00eb tjera e ardhmja e nx\u00ebn\u00ebsit t\u00eb nj\u00eb shteti t\u00eb OECD-s\u00eb \u00ebsht\u00eb pakrahasimisht ndryshe prej t\u00eb ardhmes s\u00eb nj\u00eb nx\u00ebn\u00ebsi 15 vje\u00e7ar n\u00eb Kosov\u00eb. Fokusi i OECD-s\u00eb \u00ebsht\u00eb n\u00eb produktivitetin ekonomik t\u00eb shoq\u00ebrive t\u00eb shteteve an\u00ebtare, nd\u00ebrsa mund t\u00eb shtrohet pyetja se sa jan\u00eb ato shoq\u00ebri t\u00eb krahasueshme me Kosov\u00ebn si nj\u00eb shoq\u00ebri pothuajse t\u00ebr\u00ebsisht konsumuese e me produktivitet ekonomik minimal. Kjo \u00ebsht\u00eb thyerja e par\u00eb pse rezultatet e Kosov\u00ebs jan\u00eb t\u00eb ul\u00ebta dhe pritet t\u00eb jen\u00eb nj\u00ebjt\u00eb t\u00eb ul\u00ebta edhe n\u00eb PISA 2018.<\/p>\n

Aspekti i dyt\u00eb ka t\u00eb b\u00ebj\u00eb me fokusin e PISA-s q\u00eb t\u00eb mat shkatht\u00ebsi q\u00eb jan\u00eb t\u00eb nevojshme n\u00eb t\u00eb ardhmen e jo n\u00eb at\u00eb se \u00e7far\u00eb nx\u00ebn\u00ebsit m\u00ebsojn\u00eb n\u00eb p\u00ebrmbajtjet l\u00ebndore gjat\u00eb shkollimit. Kjo \u00ebsht\u00eb thyerja e dyt\u00eb po ashtu pse rezultatet e nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs nuk do t\u00eb mund t\u00eb jen\u00eb t\u00eb krahasueshme nd\u00ebrkomb\u00ebtarisht as n\u00eb PISA 2018. Sa i p\u00ebrket aspektit t\u00eb dyt\u00eb, kjo \u00ebsht\u00eb problematik\u00eb q\u00eb nuk e prek\u00eb vet\u00ebm Kosov\u00ebn por ka rezistenc\u00eb t\u00eb madhe n\u00eb bot\u00ebn akademike n\u00ebse PISA v\u00ebrtet\u00eb \u00ebsht\u00eb instrument adekuat p\u00ebr t\u00eb gjitha shtetet pjes\u00ebmarr\u00ebse e jo vet\u00ebm p\u00ebr shtetet n\u00eb zhvillim, t\u00eb cilat si\u00e7 u tregua n\u00eb PISA 2015, zakonisht z\u00ebn\u00eb vendet e fundit n\u00eb k\u00ebt\u00eb rangim nd\u00ebrkomb\u00ebtar. P\u00ebr shkak t\u00eb k\u00ebsaj shp\u00ebrputhje t\u00eb madhe mes shteteve t\u00eb zhvilluara dhe shteteve n\u00eb zhvillim OECD \u00ebsht\u00eb duke e p\u00ebrgatitur nj\u00eb instrument t\u00eb ri i quajtur PISA p\u00ebr Zhvillim e q\u00eb do t\u00eb administrohet n\u00eb shtete m\u00eb t\u00eb ardhura t\u00eb ul\u00ebta dhe t\u00eb mesme si mat\u00ebs potencialisht m\u00eb adekuat p\u00ebr shtetet n\u00eb zhvillim.<\/p>\n

P\u00ebrve\u00e7 PISA-s ekzistojn\u00eb edhe dy vler\u00ebsime arsimore nd\u00ebrkomb\u00ebtare q\u00eb jan\u00eb Trendet n\u00eb Studimin Nd\u00ebrkomb\u00ebtar n\u00eb Matematik\u00eb dhe Shkenc\u00eb (TIMSS) dhe Progresi n\u00eb Studimin Nd\u00ebrkomb\u00ebtar n\u00eb Lexim (PIRLS). T\u00eb dy k\u00ebto vler\u00ebsime jan\u00eb instrumente t\u00eb Asociacionit Nd\u00ebrkomb\u00ebtar p\u00ebr Vler\u00ebsimin e Arritshm\u00ebris\u00eb Arsimore (IEA). TIMSS organizohet me nx\u00ebn\u00ebsit e klas\u00ebs s\u00eb kat\u00ebrt dhe t\u00eb tet\u00eb n\u00eb matematik\u00eb dhe shkenc\u00eb p\u00ebr \u00e7do kat\u00ebr vite dhe her\u00ebn e fundit \u00ebsht\u00eb administruar nj\u00ebjt\u00eb si PISA me 2015. PIRLS teston nx\u00ebn\u00ebsit e klas\u00ebs s\u00eb kat\u00ebrt n\u00eb lexim dhe organizohet \u00e7do pes\u00eb vite. Her\u00ebn e fundit \u00ebsht\u00eb administruar k\u00ebt\u00eb vit. P\u00ebr dallim prej PISA-s, t\u00eb dy k\u00ebto teste bazohen n\u00eb kurrikul\u00ebn p\u00ebrkat\u00ebse n\u00eb matematik\u00eb dhe shkenc\u00eb t\u00eb shteteve pjes\u00ebmarr\u00ebse dhe p\u00ebr k\u00ebt\u00eb arsye shpesh konsiderohen si instrumente mat\u00ebse m\u00eb t\u00eb besueshme t\u00eb arritshm\u00ebris\u00eb s\u00eb nx\u00ebn\u00ebsve n\u00eb matematik\u00eb dhe shkenc\u00eb p\u00ebr faktin q\u00eb matja bazohet n\u00eb di\u00e7ka q\u00eb nx\u00ebn\u00ebsit e kan\u00eb m\u00ebsuar n\u00eb shkolla e jo n\u00eb di\u00e7ka q\u00eb do t\u00eb duhej ta ken\u00eb m\u00ebsuar si\u00e7 \u00ebsht\u00eb rasti me PISA-n. Pasi Kosova ka vendosur t\u00eb jet\u00eb pjes\u00eb e vler\u00ebsimeve nd\u00ebrkomb\u00ebtare n\u00eb arsim ndoshta mund t\u00eb konsiderohet aplikimi dhe pjes\u00ebmarrja edhe n\u00eb TIMSS (me 2019) ose PIRLS (2021), edhe pse dallimi n\u00eb performanc\u00eb nuk mund t\u00eb pritet t\u00eb jet\u00eb shum\u00eb ndryshe prej performanc\u00ebs n\u00eb PISA 2015.<\/p>\n

P\u00ebrtej rezultateve mesatare t\u00eb nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb PISA<\/strong><\/p>\n

Rezultatet mesatare t\u00eb nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs ishin t\u00eb ul\u00ebta n\u00eb t\u00eb tri fushat e vler\u00ebsuara. Pasiq\u00eb n\u00eb vitin 2015, fokusi i vler\u00ebsimit ka qen\u00eb n\u00eb shkenc\u00eb, n\u00eb vazhdim vet\u00ebm rezultatet n\u00eb shkenc\u00eb p\u00ebrdoren p\u00ebr t\u00eb treguar pabarazit\u00eb n\u00eb arritshm\u00ebrin\u00eb e nx\u00ebn\u00ebsve n\u00eb kontekstin e Kosov\u00ebs duke u bazuar n\u00eb indeksin e gjendjes socio-ekonomike dhe n\u00eb \u00e7\u2019mas\u00eb kontribuojn\u00eb shkollat n\u00eb dallimet n\u00eb arritshm\u00ebri mes nx\u00ebn\u00ebsve.<\/p>\n

Derisa arritshm\u00ebria mesatare e nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb shkenc\u00eb n\u00eb PISA 2015 \u00ebsht\u00eb 377, n\u00ebse rezultatet ndahen sipas indeksit t\u00eb gjendjes socio-ekonomike, dallimi mes performanc\u00ebs s\u00eb nx\u00ebn\u00ebsve q\u00eb jan\u00eb n\u00eb 25% e posht\u00ebm t\u00eb indeksit dhe 25% t\u00eb ep\u00ebrm t\u00eb indeksit \u00ebsht\u00eb 68 pik\u00eb. Mesatarja p\u00ebr nx\u00ebn\u00ebsit n\u00eb \u00e7erekun n\u00eb fund t\u00eb indekstit \u00ebsht\u00eb 346 pik\u00eb nd\u00ebrsa p\u00ebr \u00e7erekun e ep\u00ebrm 414. Dallimi prej 68 pik\u00ebsh i v\u00eb nx\u00ebn\u00ebsit e gjendjes m\u00eb t\u00eb ul\u00ebt ekonomike n\u00eb Kosov\u00eb n\u00eb disavantazh prej rreth nj\u00eb vit e gjysm\u00eb shkollimi n\u00eb krahasim me koleg\u00ebt e tyre t\u00eb gjendjes m\u00eb t\u00eb lart\u00eb ekonomike. Do t\u00eb thot\u00eb edhe p\u00ebrkund\u00ebr faktit se asnj\u00eb prej nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs nuk arritur t\u00eb performoj\u00eb n\u00eb nivelet m\u00eb t\u00eb larta 5 dhe 6 n\u00eb PISA 2015, megjithat\u00eb dallimi mes dy kategorive socio-ekonomike \u00ebsht\u00eb dometh\u00ebn\u00ebs.<\/p>\n

Megjithat\u00eb, p\u00ebr shkak se arritshm\u00ebria ishte e ul\u00ebt p\u00ebrgjith\u00ebsisht, nuk kishte dallime t\u00eb m\u00ebdha n\u00eb shp\u00ebrndarjen e rezultateve prej atyre me t\u00eb ul\u00ebta deri tek ato m\u00eb t\u00eb larta. E matur n\u00eb m\u00ebnyr\u00eb statistikore, varianca totale n\u00eb shkenc\u00eb n\u00eb Kosov\u00eb ishte 57%, krahasuar me mesataren e OECD-s\u00eb prej 100%. Tutje, k\u00ebsaj variance prej 57%, dallimi n\u00eb performanc\u00eb n\u00eb shkenc\u00eb iu atribuohet dallimeve mes shkollave me 17% dhe dallimeve brenda shkollave prej 40%, ku krahasuar me OECD kjo ndarje \u00ebsht\u00eb 30% me 70% respektivisht. Proporcioni i ul\u00ebt i kontributit q\u00eb dallimet n\u00eb performanc\u00eb mes shkollave n\u00eb Kosov\u00eb kan\u00eb n\u00eb performanc\u00ebn e nx\u00ebn\u00ebsve n\u00eb PISA 2015 tregon tri gj\u00ebra:<\/p>\n

Performanca e t\u00eb gjitha shkollave n\u00eb Kosov\u00eb \u00ebsht\u00eb nj\u00ebjt\u00eb e dob\u00ebt. Pavar\u00ebsisht se n\u00eb cil\u00ebn shkoll\u00eb nx\u00ebn\u00ebsit e ndjekin m\u00ebsimin, performanca e tyre pritet t\u00eb jet\u00eb nj\u00ebjt\u00eb e ul\u00ebt mesatarisht.<\/p>\n

Shkollat jan\u00eb m\u00eb pak t\u00eb r\u00ebnd\u00ebsishme p\u00ebr performanc\u00ebn e nx\u00ebn\u00ebsve sesa subjektiviteti individual i nx\u00ebn\u00ebsve q\u00eb ata sjellin me vete n\u00eb shkoll\u00eb, q\u00eb n\u00eb mas\u00eb t\u00eb madhe ka t\u00eb b\u00ebj\u00eb me gjendjen socio-ekonomik t\u00eb familjes apo vlerave tjera (ose mungesa e tyre) q\u00eb nx\u00ebn\u00ebsit sjellin n\u00eb shkolla nga konteksti i tyre familjar dhe shoq\u00ebror. N\u00eb rastin e Kosov\u00ebs gjendja socio-ekonomike e shpjegon performanc\u00ebn e nx\u00ebn\u00ebsve vet\u00ebm 5% k\u00ebshtu q\u00eb mbetet t\u00eb hulumtohet n\u00eb t\u00eb ardhmen se cil\u00ebt faktor\u00eb ndikojn\u00eb n\u00eb performanc\u00ebn e nx\u00ebn\u00ebsve n\u00eb Kosov\u00eb.<\/p>\n

Institucionet arsimore dhe pal\u00ebt e p\u00ebrfshira prej MASHT e deri n\u00eb nivel t\u00eb shkoll\u00ebs dhe klas\u00ebs kan\u00eb d\u00ebshtuar q\u00eb shkoll\u00ebn ta b\u00ebjn\u00eb t\u00eb r\u00ebnd\u00ebsishme p\u00ebr nx\u00ebn\u00ebsit. T\u00eb gjitha reformat e filluara qoft\u00eb t\u00eb p\u00ebrfunduara apo pap\u00ebrfunduara nuk e kan\u00eb rritur kontributin q\u00eb duhet ta ken\u00eb shkollat \u00a0n\u00eb arritshm\u00ebrin\u00eb e nx\u00ebn\u00ebsve.<\/p>\n

Krahasimisht, Islanda, Finlanda dhe Norvegjia kan\u00eb koeficientin m\u00eb t\u00eb ul\u00ebt t\u00eb dallimeve n\u00eb performanc\u00eb t\u00eb nx\u00ebn\u00ebsve q\u00eb iu atribuohen shkollave, por n\u00eb rastin e tyre dhe n\u00eb baz\u00eb t\u00eb rezultateve q\u00eb k\u00ebto shtete arrijn\u00eb n\u00eb vler\u00ebsimet nd\u00ebrkomb\u00ebtare kjo do t\u00eb thot\u00eb se atje shkollat performojn\u00eb nj\u00ebtrajtsh\u00ebm n\u00eb nivel t\u00eb lart\u00eb, q\u00eb prap\u00eb do t\u00eb thot\u00eb se pavar\u00ebsisht se n\u00eb cil\u00ebn shkoll\u00eb e ndjekin nx\u00ebn\u00ebsit m\u00ebsimin pritjet jan\u00eb q\u00eb nx\u00ebn\u00ebsit do t\u00eb performojn\u00eb n\u00eb nivel t\u00eb lart\u00eb.<\/p>\n

Nd\u00ebrkomb\u00ebtarisht, n\u00eb bot\u00ebn akademike ka shum\u00eb studiues q\u00eb jan\u00eb kritik ndaj vler\u00ebsimit PISA p\u00ebr at\u00eb se \u00e7far\u00eb mat\u00eb testi dhe si p\u00ebrdoren rezultatet p\u00ebr t\u00eb orientuar politikat arsimore n\u00eb drejtime t\u00eb caktuara, por n\u00eb rastin e Kosov\u00ebs m\u00eb n\u00eb fund p\u00ebr her\u00eb t\u00eb par\u00eb kemi nj\u00eb vler\u00ebsim q\u00eb nuk i d\u00ebnon nx\u00ebn\u00ebsit drejt\u00ebp\u00ebrdrejt por shp\u00ebrfaq mang\u00ebsit\u00eb e kaluara dhe t\u00eb tashme t\u00eb sistemit arsimor dhe sfidat q\u00eb duhen adresuar p\u00ebr t\u00eb synuar performanc\u00eb m\u00eb t\u00eb mir\u00eb n\u00eb vler\u00ebsimet e ardhshme t\u00eb OECD-\/PISA-s\u00eb apo edhe vler\u00ebsimet tjera nd\u00ebrkomb\u00ebtare si TIMSS apo PIRLS. Jo p\u00ebr t\u00eb qen\u00eb t\u00eb krahasuesh\u00ebm me vendet e zhvilluara t\u00eb OECD-s\u00eb, por q\u00eb arsimi t\u00eb jet\u00eb i vlefsh\u00ebm p\u00ebr nx\u00ebn\u00ebsit n\u00eb kontekstin e Kosov\u00ebs dhe p\u00ebr shoq\u00ebrin\u00eb e saj n\u00eb zhvillim.<\/p>\n

N\u00eb fund, t\u00eb dh\u00ebnat e Kosov\u00ebs n\u00eb PISA 2015 ofrojn\u00eb mund\u00ebsi p\u00ebr hulumtuesit arsimor q\u00eb t\u00eb trajtojn\u00eb tema t\u00eb ndryshme qoft\u00eb n\u00eb m\u00ebnyr\u00eb p\u00ebrshkruese duke shikuar rezultatet nga perspektiva e ndarjes s\u00eb arritshm\u00ebris\u00eb sipas lokacionit t\u00eb shkollave, apo tipit t\u00eb shkollave apo ndarjet gjinore n\u00eb arritshm\u00ebri, apo duke aplikuar metoda m\u00eb t\u00eb avancuara kuantitative p\u00ebr t\u00eb hulumtuar faktor\u00ebt q\u00eb kontribuojn\u00eb m\u00eb s\u00eb shumti n\u00eb performanc\u00ebn e nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb PISA.<\/p>\n

Paradoksalisht, MASHT p\u00ebr \u00e7do vit p\u00ebr rreth 10 vjet organizon vler\u00ebsime t\u00eb jashtme n\u00eb klas\u00ebn e 9 dhe n\u00eb rastin e matur\u00ebs n\u00eb fund t\u00eb shkollimit t\u00eb mes\u00ebm t\u00eb lart\u00eb, por ato t\u00eb dh\u00ebna vazhdimisht kan\u00eb qen\u00eb t\u00eb mbyllura p\u00ebr hulumtuesit e nuk jan\u00eb p\u00ebrdorur as nga MASHT p\u00ebr t\u00eb parandaluar tronditjen q\u00eb solli PISA. Dhe p\u00ebrtej rezultateve t\u00eb PISA-s, hulumtuesit\u00eb arsimore e t\u00eb tjer\u00eb mund t\u00eb adresojn\u00eb pyetje si:<\/p>\n

Cili ka qen\u00eb roli dhe kontributi i reformave arsimore t\u00eb iniciuara nga MASHT q\u00eb prej marrjes s\u00eb p\u00ebrgjegj\u00ebsive p\u00ebr administrimin e arsimit n\u00eb Kosov\u00eb?<\/em><\/p>\n

Cili ka qen\u00eb kontributi i fakulteteve q\u00eb p\u00ebrgatisin m\u00ebsimdh\u00ebn\u00ebs n\u00eb Kosov\u00eb n\u00eb p\u00ebrmir\u00ebsimin e performanc\u00ebs s\u00eb sistemit arsimor n\u00eb Kosov\u00eb q\u00eb nga paslufta?<\/em><\/p>\n

Cili ka qen\u00eb roli dhe kontributi i donator\u00ebve nd\u00ebrkomb\u00ebtar\u00eb n\u00eb fush\u00ebn e arsimit n\u00eb p\u00ebrmir\u00ebsimin e performanc\u00ebs s\u00eb sistemit arsimor n\u00eb Kosov\u00eb q\u00eb nga paslufta?<\/em><\/p>\n

Cili ka qen\u00eb kontributi i trajnimeve t\u00eb OJQ-ve vendore e nd\u00ebrkomb\u00ebtare p\u00ebrmes trajnimit t\u00eb mij\u00ebra m\u00ebsimdh\u00ebn\u00ebsve q\u00eb nga paslufta n\u00eb Kosov\u00eb?<\/em><\/p>\n

Pyetja kryesore q\u00eb duhet adresuar tani \u00ebsht\u00eb si t\u00eb veprohet dhe \u00e7far\u00eb t\u00eb nd\u00ebrmerret p\u00ebr t\u00eb p\u00ebrmir\u00ebsuar performanc\u00ebn e sistemit arsimor n\u00eb Kosov\u00eb. Ashtu si edhe n\u00eb shtetet tjera, rezultatet n\u00eb arsim jan\u00eb rezultat i kontekstit institucional, kulturor dhe shoq\u00ebror t\u00eb nj\u00eb shteti. Derisa kontekstet kulturore dhe shoq\u00ebrore ndryshojn\u00eb tep\u00ebr ngadal\u00eb p\u00ebr t\u00eb pritur ndryshime t\u00eb m\u00ebdha n\u00eb performanc\u00eb n\u00eb nj\u00eb periudh\u00eb afat-shkurt\u00eb, vet\u00ebm ndryshimet rr\u00ebnj\u00ebsore n\u00eb kontekstin institucional mund t\u00eb sjellin shpres\u00eb p\u00ebr ndryshime.<\/p>\n

Por sa \u00ebsht\u00eb i mundur ndryshimi i kontekstit institucional n\u00eb Kosov\u00eb kur q\u00eb nga pas lufta personat e nj\u00ebjt\u00eb vazhdojn\u00eb t\u00eb hartojn\u00eb strategji, p\u00ebrgatisin m\u00ebsimdh\u00ebn\u00ebs, trajnojn\u00eb m\u00ebsimdh\u00ebn\u00ebs, zhvillojn\u00eb kurrikula, shkruajn\u00eb tekste, p\u00ebrgatisin e administrojn\u00eb vler\u00ebsime, ofrojn\u00eb k\u00ebshilla si \u2018ekspert\u00eb\u2019 t\u00eb arsimit, dhe menaxhojn\u00eb implementimin e projekteve t\u00eb fush\u00ebn e arsimit. Shto k\u00ebtu edhe faktin q\u00eb deri n\u00eb PISA 2018 kan\u00eb mbetur vet\u00ebm edhe rreth nj\u00eb vit e gjysm\u00eb pasi q\u00eb PISA 2018 organizohet n\u00eb pranver\u00eb t\u00eb vitit 2018, asnj\u00eb mrekulli nuk do t\u00eb mund ta p\u00ebrmir\u00ebsoj\u00eb performanc\u00ebn e sistemit arsimor n\u00eb Kosov\u00eb n\u00eb periudh\u00ebn afat-shkurt\u00eb.<\/p>\n

Ajo q\u00eb do t\u00eb duhej t\u00eb ndodhte \u00ebsht\u00eb mobilizimi i gjer\u00eb shoq\u00ebror p\u00ebr t\u2019u vet\u00ebdijesuar p\u00ebr r\u00ebnd\u00ebsin\u00eb e arsimit p\u00ebr secilin nx\u00ebn\u00ebs n\u00eb sistem jo vet\u00ebm p\u00ebr t\u00eb performuar mir\u00eb n\u00eb PISA por q\u00eb arsimimi n\u00eb Kosov\u00eb t\u00eb kontribuoj\u00eb n\u00eb ngritjen arsimore, etike, e profesionale t\u00eb nx\u00ebn\u00ebsve individualisht e shoq\u00ebris\u00eb n\u00eb t\u00ebr\u00ebsi. Dhe m\u00eb pas, pasi t\u00eb arrihet pajtim p\u00ebr vizionin e duhur, duhet t\u00eb pasojn\u00eb investimet n\u00eb arsim nga buxheti i Kosov\u00ebs, dhe t\u00eb shk\u00ebputet varshm\u00ebria nga projektet nd\u00ebrkomb\u00ebtare t\u00eb cilat n\u00eb let\u00ebr ting\u00ebllojn\u00eb si shuma t\u00eb m\u00ebdha por ajo q\u00eb arrin n\u00eb klas\u00eb t\u00eb m\u00ebsimdh\u00ebn\u00ebsit e nx\u00ebn\u00ebsit, si\u00e7 u tregua me rezultatet e PISA-s, \u00ebsht\u00eb pothuaj e par\u00ebnd\u00ebsishme.<\/p>\n

____________<\/p>\n

M\u00eb shum\u00eb nga debati PISA:<\/p>\n

Ardiana Shala Prishtina:\u00a0“Billklintonat, Tonibllerat e Ollbrajtat na \u201enxorr\u00ebn faqen e zez\u00eb\u201c<\/a><\/p>\n

Dukagjin Pupovci:\u00a0PISA-tronditja dhe PISA-k\u00ebndellja<\/a><\/p>\n

Dren Pozhegu:\u00a0PISA dhe fronti i fundit i shpres\u00ebs<\/a><\/p>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

Derisa rezultatet e nx\u00ebn\u00ebsve t\u00eb Kosov\u00ebs n\u00eb programin p\u00ebr vler\u00ebsim nd\u00ebrkomb\u00ebtar (PISA) t\u00eb vitit 2015 q\u00eb u prezantuan k\u00ebt\u00eb jav\u00eb po diskutohen gjer\u00ebsisht (por m\u00eb shum\u00eb prej mediave sesa prej institucioneve p\u00ebrgjegj\u00ebse e shum\u00eb m\u00eb pak prej profesor\u00ebve t\u00eb fush\u00ebs s\u00eb edukimit), n\u00eb k\u00ebt\u00eb v\u00ebshtrim t\u00eb shkurt\u00eb adresohen q\u00ebllimet e \u00a0vler\u00ebsimit PISA dhe vendosja e […]<\/p>","protected":false},"author":539,"featured_media":10862,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1141,1132,972,1137],"ppma_author":[1992],"class_list":["post-3354","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-arsimi","tag-edukimi","tag-kosove","tag-pisa"],"authors":[{"term_id":1992,"user_id":539,"is_guest":0,"slug":"armend-tahirsylaj","display_name":"Armend Tahirsylaj","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/armend.png","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2024\/12\/armend.png"},"user_url":"","last_name":"Tahirsylaj","first_name":"Armend","description":"Dr. Armend Tahirsylaj \u00ebsht\u00eb profesor i asociuar i arsimit. Ai mori grad\u00ebn e doktoratur\u00ebs n\u00eb Teori dhe Politika Arsimore nga Universiteti Shtet\u00ebror i Pensilvanis\u00eb n\u00eb 2015. Interesat e tij k\u00ebrkimore p\u00ebrfshijn\u00eb teorin\u00eb dhe politikat arsimore, arsimin krahasues nd\u00ebrkomb\u00ebtar, politikat komb\u00ebtare t\u00eb arsimit K-12 dhe rolin e Bildung p\u00ebr zhvillimin njer\u00ebzor p\u00ebrmes arsimit. Armend ka nj\u00eb p\u00ebrvoj\u00eb t\u00eb ndryshme arsimore dhe pune nga Kosova, Kanadaja, Austria, Shtetet e Bashkuara, Suedia dhe Norvegjia. Ai pret t\u00eb m\u00ebsoj\u00eb me njer\u00ebz kreativ\u00eb dhe kureshtar\u00eb nga e gjith\u00eb bota, t\u00eb cil\u00ebt do t\u00eb jen\u00eb pjes\u00eb e komunitetit global t\u00eb CIT."}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3354","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\/539"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/comments?post=3354"}],"version-history":[{"count":2,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3354\/revisions"}],"predecessor-version":[{"id":10863,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3354\/revisions\/10863"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media\/10862"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media?parent=3354"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/categories?post=3354"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/tags?post=3354"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/ppma_author?post=3354"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}