{"id":3396,"date":"2016-12-06T15:30:26","date_gmt":"2016-12-06T13:30:26","guid":{"rendered":"https:\/\/sbunker.org\/?p=3396"},"modified":"2025-01-16T15:35:32","modified_gmt":"2025-01-16T13:35:32","slug":"pisa-tronditja-dhe-pisa-kendellja","status":"publish","type":"post","link":"https:\/\/sbunker.org\/sr\/analize\/pisa-tronditja-dhe-pisa-kendellja\/","title":{"rendered":"PISA\u2013tronditja dhe PISA\u2013k\u00ebndellja"},"content":{"rendered":"
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PISA\u2013tronditja dhe PISA\u2013k\u00ebndellja<\/h3>\n<\/div>\n
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N\u00eb vitin 2000, Organizata p\u00ebr Bashk\u00ebpunim Ekonomik dhe Zhvillim (OECD)\u00a0organizoi, p\u00ebr her\u00eb t\u00eb par\u00eb, testin PISA (Programi p\u00ebr Vler\u00ebsimin Nd\u00ebrkomb\u00ebtar t\u00eb\u00a0Nx\u00ebn\u00ebsve), q\u00ebllimi i t\u00eb cilit \u00ebsht\u00eb t\u00eb maten aft\u00ebsit\u00eb e nx\u00ebn\u00ebsve t\u00eb mosh\u00ebs 15 vje\u00e7 p\u00ebr\u00a0t\u2019i zbatuar njohurit\u00eb e tyre n\u00eb situata t\u00eb jet\u00ebs s\u00eb p\u00ebrditshme. Kjo matje b\u00ebhet n\u00eb tri\u00a0disiplina: n\u00eb lexim, n\u00eb matematik\u00eb dhe n\u00eb shkenca t\u00eb natyr\u00ebs. N\u00eb secilin shtet\u00a0pjes\u00ebmarr\u00ebs p\u00ebrzgjidhet nj\u00eb most\u00ebr reprezentative e nx\u00ebn\u00ebsve 15-vje\u00e7ar\u00eb q\u00eb i\u00a0shtrohet testit. Prandaj, konsiderohet se rezultatet, pak-a- shum\u00eb, reflektojn\u00eb\u00a0gjendjen reale t\u00eb sistemit t\u00eb arsimit dhe mund\u00ebsojn\u00eb krahasimin n\u00eb mes t\u00eb shteteve.<\/p>\n

PISA-faktet<\/strong><\/p>\n

N\u00eb vitin 2000, 43 shtete mor\u00ebn pjes\u00eb n\u00eb testin e par\u00eb PISA, ku fokusi ishte n\u00eb fush\u00ebn\u00a0e leximit. N\u00eb krye t\u00eb list\u00ebs doli Finlanda q\u00eb, dekada me radh\u00eb, kishte investuar\u00a0shum\u00eb n\u00eb zhvillimin e sistemit t\u00eb arsimit. Befasisht, superfuqit\u00eb ekonomike si SHBA,\u00a0Italia dhe Gjermania p\u00ebrfunduan n\u00eb vendin e 16-t\u00eb, 21-t\u00eb dhe 22-t\u00eb, p\u00ebrkat\u00ebsisht.\u00a0N\u00eb testin e par\u00eb pat\u00ebn fatin t\u00eb marrin pjes\u00eb edhe Shqip\u00ebria dhe Maqedonia.\u00a0Rezultati ishte zhg\u00ebnjyes. Nga 43 shtete, Shqip\u00ebria doli n\u00eb vendin e 42-t\u00eb n\u00eb lexim,\u00a0nd\u00ebrsa Maqedonia n\u00eb vendin e 40-t\u00eb. Problemi tjet\u00ebr i t\u00eb dy vendeve ishte p\u00ebrqindja\u00a0e madhe e nx\u00ebn\u00ebsve q\u00eb nuk kishin arritur nivelin minimal t\u00eb aft\u00ebsive t\u00eb leximit, t\u00eb nevojshme p\u00ebr t\u00eb qen\u00eb t\u00eb suksessh\u00ebm n\u00eb pun\u00eb dhe n\u00eb jet\u00eb (niveli 2) \u2013 71% e\u00a0nx\u00ebn\u00ebsve nga Shqip\u00ebria dhe 63% e nx\u00ebn\u00ebsve nga Maqedonia ishin n\u00ebn k\u00ebt\u00eb nivel\u00a0minimal.<\/p>\n

Viti 2015. Testi PISA mbahet p\u00ebr her\u00eb t\u00eb gjasht\u00eb dhe n\u00eb t\u00eb marrin pjes\u00eb 72 vende, n\u00eb mesin e t\u00eb cilave edhe Kosova. Testi mbahet n\u00eb tri disiplinat e zakonshme, nd\u00ebrsa\u00a0fokusi \u00ebsht\u00eb tek shkencat e natyr\u00ebs. N\u00eb Kosov\u00eb testit i shtrohet nj\u00eb most\u00ebr\u00a0respektabile prej 5,161 nx\u00ebn\u00ebsve t\u00eb mosh\u00ebs 15 vje\u00e7 nga 225 shkolla. Rezultati: i\u00a0varf\u00ebr. Lexim: vendin e fundit e ndajm\u00eb me Libanin; Matematik\u00eb dhe shkenca t\u00eb\u00a0natyr\u00ebs: vendi i 70-t\u00eb \u2013 prapa mbeten vet\u00ebm Algjeria dhe Republika Dominikane.<\/p>\n

Tem\u00eb n\u00eb vete \u00ebsht\u00eb p\u00ebrqindja enorme e nx\u00ebn\u00ebsve q\u00eb nuk e kan\u00eb arritur nivelin\u00a0minimal t\u00eb aft\u00ebsive p\u00ebr t\u2019i shfryt\u00ebzuar njohurit\u00eb n\u00eb jet\u00eb \u2013 n\u00eb Lexim: 77% (mesatarja\u00a0e OECD: 20%, Shqip\u00ebria: 51%, Maqedonia: 71%, Mali i Zi: 42%) ; n\u00eb Matematik\u00eb:\u00a078% (OECD: 23%, Shqip\u00ebria: 53%, Maqedonia: 70%, Mali i Zi: 52%); n\u00eb Shkenca t\u00eb\u00a0natyr\u00ebs: 68% (OECD: 21%, Shqip\u00ebria: 42%, Maqedonia: 63%, Mali i Zi: 51%).\u00a0Breng\u00eb e ve\u00e7ant\u00eb \u00ebsht\u00eb arritshm\u00ebria e ul\u00ebt n\u00eb lexim, pasi aft\u00ebsia e leximit, t\u00eb\u00a0kuptuarit dhe interpretimi i drejt\u00eb i asaj q\u00eb lexon jan\u00eb themelet p\u00ebr arritje n\u00eb \u00e7do\u00a0fush\u00eb t\u00eb jet\u00ebs. N\u00eb fakt, asnj\u00eb vend i Ballkanit, n\u00eb 15 vjet\u00ebt e testit PISA, nuk ka pasur\u00a0rezultat kaq t\u00eb dob\u00ebt.<\/p>\n

P\u00ebr \u00e7udi, Kosova nuk ka asnj\u00eb nx\u00ebn\u00ebs me arritje t\u00eb lart\u00eb (nivelet 5 dhe 6), p\u00ebr dallim\u00a0nga vendet e OECD ku 8% t\u00eb nx\u00ebn\u00ebsve jan\u00eb me arritje t\u00eb lart\u00eb n\u00eb lexim; 11% n\u00eb\u00a0matematik\u00eb dhe 8% n\u00eb shkenca t\u00eb natyr\u00ebs. Edhe vendet fqinje jan\u00eb m\u00eb t\u00eb\u00a0suksesshme n\u00eb k\u00ebt\u00eb aspekt \u2013 k\u00ebshtu Shqip\u00ebria ka 1% t\u00eb nx\u00ebn\u00ebsve q\u00eb kan\u00eb arritur\u00a0nivelin 5 ose 6 n\u00eb lexim; Maqedonia \u2013 0.2%; Mali i Zi \u2013 1.4%. Sa p\u00ebr sqarim, Serbia\u00a0nuk mori pjes\u00eb fare n\u00eb testin e vitit 2015, p\u00ebrndryshe rezultatet e saj n\u00eb testet e\u00a0viteve t\u00eb kaluara kan\u00eb qen\u00eb m\u00eb t\u00eb mira se t\u00eb Shqip\u00ebris\u00eb, Maqedonis\u00eb dhe Malit t\u00eb Zi.<\/p>\n

N\u00eb p\u00ebrgjith\u00ebsi, nx\u00ebn\u00ebsit kosovar\u00eb ngecin shum\u00eb pas mesatares s\u00eb OECD. N\u00eb fush\u00ebn\u00a0e leximit kjo ngecje \u00ebsht\u00eb 146 pik\u00eb, n\u00eb matematik\u00eb \u2013 128 pik\u00eb, nd\u00ebrsa n\u00eb shkenca t\u00eb\u00a0natyr\u00ebs \u2013 115 pik\u00eb, ku 40 pik\u00eb jan\u00eb t\u00eb barasvlershme me nj\u00eb vit shkollimi. Pra,\u00a0nx\u00ebn\u00ebsi yn\u00eb i klas\u00ebs s\u00eb n\u00ebnt\u00eb mund t\u00eb krahasohet, p\u00ebrkah aft\u00ebsia p\u00ebr t\u2019i zbatuar\u00a0njohurit\u00eb n\u00eb jet\u00eb, me nj\u00eb nx\u00ebn\u00ebs t\u00eb klas\u00ebs s\u00eb gjasht\u00eb t\u00eb vendeve an\u00ebtare t\u00eb OECD.<\/p>\n

Ngecja n\u00eb raport me Shqip\u00ebrin\u00eb dhe Malin e Zi \u00ebsht\u00eb 1-2 vite shkollimi (33-80 pik\u00eb),\u00a0var\u00ebsisht nga disiplina ku b\u00ebhet vler\u00ebsimi.<\/p>\n

PISA-tronditja<\/strong><\/p>\n

\u201cArsimi juaj sot \u00ebsht\u00eb ekonomia juaj nes\u00ebr\u201d thot\u00eb Andreas Schleicher, njeriu q\u00eb \u00ebsht\u00eb\u00a0m\u00eb meritori p\u00ebr testin PISA. Meq\u00eb k\u00ebt\u00eb bot\u00ebkuptim e ndan pjesa m\u00eb e madhe e\u00a0opinionit publik n\u00eb vendet e industrializuara, rezultatet e testit t\u00eb vitit 2000\u00a0shkaktuan \u201cPISA-tronditjen\u201d n\u00eb k\u00ebto vende. N\u00eb rastin e Gjermanis\u00eb, rezultatet e\u00a0testit PISA thyen mitin p\u00ebr cil\u00ebsin\u00eb e shkoll\u00ebs gjermane, prandaj pasuan masa p\u00ebr\u00a0p\u00ebrmir\u00ebsim q\u00eb rezultuan me sukses m\u00eb t\u00eb mir\u00eb n\u00eb testet e m\u00ebvonshme t\u00eb PISA.<\/p>\n

Megjithat\u00eb, nj\u00eb reagim i till\u00eb nuk ndodhi n\u00eb Maqedoni dhe n\u00eb Shqip\u00ebri, p\u00ebrkund\u00ebr\u00a0rezultateve zhg\u00ebnjyese, pasi klasat politike t\u00eb atyre vendeve, duke shfryt\u00ebzuar\u00a0preokupimin e qytetar\u00ebve me probleme t\u00eb tjera, ia dol\u00ebn t\u2019ia shesin opinionit\u00a0demagogjin\u00eb se \u201cpyetjet e testit kan\u00eb qen\u00eb jasht\u00eb planprogrameve shkollore\u201d.<\/p>\n

Reagimi ishte q\u00eb Shqip\u00ebria abstenoi nga testi PISA deri n\u00eb vitin 2009, nd\u00ebrsa\u00a0Maqedonia deri n\u00eb vitin 2015. Progresi i Shqip\u00ebris\u00eb tanim\u00eb \u00ebsht\u00eb i duksh\u00ebm \u2013\u00a0p\u00ebrderisa 71% e nx\u00ebn\u00ebsve nuk treguan nivelin minimal t\u00eb aft\u00ebsive t\u00eb leximit n\u00eb vitin\u00a02000, testi i vitit 2015 tregon se kjo kategori ka r\u00ebn\u00eb n\u00eb 51%. Nd\u00ebrkaq, Maqedonia sh\u00ebnoi regres n\u00eb raport me vitin 2000 \u2013 derisa at\u00ebher\u00eb 63% t\u00eb nx\u00ebn\u00ebsve \u2018d\u00ebshtuan\u201d\u00a0n\u00eb lexim, n\u00eb vitin 2015 n\u00eb k\u00ebt\u00eb kategori b\u00ebjn\u00eb pjes\u00eb 71% e nx\u00ebn\u00ebsve.<\/p>\n

Pyetja \u00ebsht\u00eb: \u201cA na duhet PISA-tronditja n\u00eb Kosov\u00eb?\u201d apo m\u00eb me r\u00ebnd\u00ebsi jan\u00eb temat\u00a0ditore. A do ta z\u00eb vendin e \u201cPISA-tronditjes\u201d ndonj\u00eb form\u00eb e \u201cPISA-vetmashtrimit\u201d e\u00a0shoq\u00ebruar me dhjet\u00ebra e qindra arsyetime se jemi \u201cvend i dal\u00eb nga lufta\u201d, se \u201ckushtet\u00a0e pun\u00ebs\u201d jan\u00eb t\u00eb v\u00ebshtira, se \u201cnuk kemi buxhet t\u00eb mjaftuesh\u00ebm\u201d e t\u00eb tjera?<\/p>\n

Sa p\u00ebr \u201cvend i dal\u00eb nga lufta\u201d, t\u00eb rikujtojm\u00eb se Gjermania, 15-vjet pas p\u00ebrfundimit t\u00eb\u00a0Luft\u00ebs s\u00eb Dyt\u00eb Bot\u00ebrore filloi me \u201cimportimin\u201d e pun\u00ebtor\u00ebve nga vendet tjera.\u00a0Anketa q\u00eb shoq\u00ebron testin PISA tregoi se nx\u00ebn\u00ebsit q\u00eb vijn\u00eb nga shkollat me kushte\u00a0m\u00eb t\u00eb mira t\u00eb pun\u00ebs nuk kan\u00eb treguar rezultate m\u00eb t\u00eb larta se nx\u00ebn\u00ebsit q\u00eb vin\u00eb nga\u00a0shkollat ku kushtet e pun\u00ebs nuk jan\u00eb aq t\u00eb mira. \u00cbsht\u00eb interesante q\u00eb rezultate m\u00eb t\u00eb\u00a0mira kan\u00eb treguar f\u00ebmij\u00ebt q\u00eb vijojn\u00eb m\u00ebsimin n\u00eb klasa me num\u00ebr m\u00eb t\u00eb madh t\u00eb\u00a0nx\u00ebn\u00ebsve sesa ata q\u00eb vijojn\u00eb m\u00ebsimin n\u00eb klasa me num\u00ebr t\u00eb vog\u00ebl t\u00eb nx\u00ebn\u00ebsve. Pra,\u00a0nuk qenka problemi tek lufta, as te kushtet e pun\u00ebs, e as te ngarkesa e klasave me\u00a0nx\u00ebn\u00ebs. Edhe ashtu, Kosova ka, mesatarisht, 21 nx\u00ebn\u00ebs p\u00ebr nj\u00eb klas\u00eb q\u00eb \u00ebsht\u00eb m\u00eb\u00a0mir\u00eb se shum\u00eb vende t\u00eb Bashkimit Evropian.<\/p>\n

Prandaj, PISA-tronditja \u00ebsht\u00eb e sh\u00ebndetshme p\u00ebr k\u00ebt\u00eb shoq\u00ebri, sepse \u00e7on n\u00eb\u00a0reflektim. Pse ne duhet t\u00eb jemi gjithnj\u00eb t\u00eb fundit n\u00eb Evrop\u00eb? Si erdh\u00ebm deri n\u00eb k\u00ebt\u00eb\u00a0derexhe? \u00c7far\u00eb kemi b\u00ebr\u00eb e \u00e7far\u00eb nuk kemi b\u00ebr\u00eb?<\/p>\n

PISA-k\u00ebndellja<\/strong><\/p>\n

K\u00ebsaj shoq\u00ebrie i duhet nj\u00eb debat serioz p\u00ebr arsimimin e gjeneratave t\u00eb reja. N\u00eb\u00a0vendet e OECD, konsiderohet se shumica e atyre q\u00eb nuk i arrijn\u00eb kriteret minimale\u00a0t\u00eb vler\u00ebsimit n\u00eb PISA nuk e vazhdojn\u00eb shkollimin e mes\u00ebm, nd\u00ebrsa realiteti yn\u00eb\u00a0\u00ebsht\u00eb se shumica e k\u00ebtyre t\u00eb rinjve, jo vet\u00ebm q\u00eb vazhdojn\u00eb studimet e larta, por,\u00a0duke p\u00ebrfituar nga degradimi total i arsimit t\u00eb lart\u00eb, pa shum\u00eb mund, marrin grada akademike. Nd\u00ebrkaq, duke shfryt\u00ebzuar degradimin e shoq\u00ebris\u00eb, nj\u00eb pjes\u00eb e tyre z\u00ebn\u00eb\u00a0edhe poste me p\u00ebrgjegj\u00ebsi. Tanim\u00eb kemi raste t\u00eb tilla n\u00eb realitetin ton\u00eb, kur\u00a0analfabet\u00ebt funksional\u00eb q\u00eb nuk jan\u00eb n\u00eb gjendje t\u2019i shkruajn\u00eb dy fjali kuptimplote,\u00a0jan\u00eb b\u00ebr\u00eb profesor\u00eb universiteti ose mbajn\u00eb pozita udh\u00ebheq\u00ebse, duke ricikluar, n\u00eb\u00a0vazhdim\u00ebsi, injoranc\u00ebn e vet.<\/p>\n

Pra, e para q\u00eb duhet ta kemi parasysh \u00ebsht\u00eb se nj\u00eb num\u00ebr i konsideruesh\u00ebm i\u00a0student\u00ebve aktual\u00eb dhe t\u00eb ardhsh\u00ebm kan\u00eb nevoj\u00eb p\u00ebr t\u2019i plot\u00ebsuar boshll\u00ebqet nga\u00a0shkollimi paraprak. Kjo duhet t\u00eb reflektohet n\u00eb p\u00ebrmbajtjen e programeve t\u00eb arsimit\u00a0t\u00eb lart\u00eb, si dhe n\u00eb vendosjen e kritereve t\u00eb vler\u00ebsimit dhe p\u00ebr kritereve p\u00ebr pranimin\u00a0e stafit akademik. N\u00eb fakt, arsimit t\u00eb lart\u00eb i duhet nj\u00eb reformim rr\u00ebnj\u00ebsor q\u00eb do ta\u00a0\u00e7lironte nga injoranca q\u00eb e ka kapur, pasi aty \u201cprodhohen\u201d njer\u00ebz q\u00eb duhet t\u00eb jen\u00eb\u00a0bart\u00ebs t\u00eb zhvillimit ekonomik dhe shoq\u00ebror t\u00eb vendit.<\/p>\n

Aspekti i dyt\u00eb ka t\u00eb b\u00ebj me sigurimin e cil\u00ebsis\u00eb. Suksesi i f\u00ebmij\u00ebs n\u00eb shkoll\u00eb \u00ebsht\u00eb\u00a0kombinim i shum\u00eb faktor\u00ebve, ku b\u00ebjn\u00eb pjes\u00eb: cil\u00ebsia e m\u00ebsimdh\u00ebnies, cil\u00ebsia e programeve dhe e teksteve m\u00ebsimore, kushtet e pun\u00ebs, bashk\u00ebpunimi me familjen,\u00a0llogaridh\u00ebnia, madje edhe mentaliteti. N\u00eb k\u00ebto 17 vjet, Kosova ka arritur t\u00eb zhduk\u00eb\u00a0\u00e7do form\u00eb t\u00eb llogaridh\u00ebnies n\u00eb shkolla. Nuk ka asnj\u00eb rast q\u00eb ndonj\u00eb drejtor ose\u00a0m\u00ebsimdh\u00ebn\u00ebs jep p\u00ebrgjegj\u00ebsi p\u00ebr performanc\u00ebn e ul\u00ebt t\u00eb shkoll\u00ebs ose t\u00eb nx\u00ebn\u00ebsve, e\u00a0t\u00eb mos flasim p\u00ebr nivelin politik.<\/p>\n

N\u00eb k\u00ebt\u00eb kontekst, Strategjia p\u00ebr sigurimin e cil\u00ebsis\u00eb, e aprovuar nga Qeveria n\u00eb vitin\u00a02015, duhet t\u00eb zbatohet n\u00eb t\u00ebr\u00ebsi. Kjo strategji parasheh q\u00eb shkolla t\u00eb jet\u00eb\u00a0p\u00ebrgjegj\u00ebse p\u00ebr t\u00eb b\u00ebr\u00eb sigurimin e brendsh\u00ebm t\u00eb cil\u00ebsis\u00eb, duke krijuar ekipe\u00a0funksionale t\u00eb m\u00ebsimdh\u00ebn\u00ebsve q\u00eb do t\u00eb punojn\u00eb bashk\u00eb n\u00eb shtjellimin e programit\u00a0m\u00ebsimor, si dhe do t\u00eb organizoj\u00eb monitorim t\u00eb brendsh\u00ebm t\u00eb pun\u00ebs n\u00eb klas\u00eb.<\/p>\n

Komuna, si pronare e shkollave, duhet t\u00eb ofroj\u00eb mb\u00ebshtetjen e duhur profesionale\u00a0p\u00ebr k\u00ebt\u00eb proces, nd\u00ebrsa Ministria e Arsimit t\u00eb ushtroj\u00eb kontroll periodik, p\u00ebrmes\u00a0vler\u00ebsimit t\u00eb jasht\u00ebm, i cili do t\u00eb jet\u00eb baz\u00eb p\u00ebr llogaridh\u00ebnie. Po ashtu, shteti e ka p\u00ebr detyr\u00eb t\u00eb siguroj\u00eb besueshm\u00ebrin\u00eb e testeve komb\u00ebtare, n\u00eb m\u00ebnyr\u00eb q\u00eb asnj\u00eb prind t\u00eb\u00a0mos shpresoj\u00eb se f\u00ebmija i tij do ta kaloj\u00eb testin duke kopjuar, pavar\u00ebsisht pun\u00ebs q\u00eb\u00a0b\u00ebhet n\u00eb shkoll\u00eb. Kjo e shton presionin e prind\u00ebrve mbi shkoll\u00ebn dhe nxit\u00a0p\u00ebrgjegj\u00ebsin\u00eb dhe llogaridh\u00ebnien.<\/p>\n

Nj\u00eb v\u00ebmendje t\u00eb ve\u00e7ant\u00eb duhet kushtuar p\u00ebrgatitjes s\u00eb m\u00ebsimdh\u00ebn\u00ebsve dhe performanc\u00ebs s\u00eb tyre. P\u00ebrvoja ka treguar se rritja lineare e pagave, p\u00ebr q\u00ebllime\u00a0elektorale, nuk ka ndikuar aspak n\u00eb p\u00ebrmir\u00ebsimin e cil\u00ebsis\u00eb s\u00eb m\u00ebsimdh\u00ebnies.\u00a0Prandaj, duhet t\u00eb funksionalizohet urgjentisht sistemi p\u00ebr licencimin e\u00a0m\u00ebsimdh\u00ebn\u00ebsve, i cili b\u00ebn t\u00eb mundur q\u00eb njer\u00ebzit t\u00eb shp\u00ebrblehen n\u00eb baz\u00eb t\u00eb pun\u00ebs q\u00eb\u00a0b\u00ebjn\u00eb, duke u liruar nga ata q\u00eb nuk p\u00ebrmbushin standardet minimale t\u00eb\u00a0performanc\u00ebs.<\/p>\n

Gjithsesi, rezultatet e testit duhet t\u00eb analizohen me shum\u00eb kujdes q\u00eb t\u00eb identifikohen\u00a0edhe aspekte t\u00eb tjera ku p\u00ebrmir\u00ebsimi \u00ebsht\u00eb i nevojsh\u00ebm, p\u00ebr shembull: nxitja e\u00a0shfryt\u00ebzimit t\u00eb teknologjis\u00eb s\u00eb informacionit n\u00eb shkolla, p\u00ebrmir\u00ebsimi i teksteve\u00a0shkollore, e k\u00ebshtu me radh\u00eb.<\/p>\n

N\u00eb fund t\u00eb fundit, p\u00ebrmir\u00ebsimi i sistemit t\u00eb arsimit k\u00ebrkon angazhim dhe sakrific\u00eb.\u00a0Mbase duhet sakrifikuar ndonj\u00eb autostrad\u00eb t\u00eb re p\u00ebr t\u00eb siguruar kompjuter\u00eb dhe\u00a0internet p\u00ebr shkolla? Mbase duhet marr\u00eb vendime jo fort popullore p\u00ebr largim nga\u00a0puna t\u00eb atyre q\u00eb nuk jan\u00eb n\u00eb nivel t\u00eb detyr\u00ebs, p\u00ebr mbylljen e klasave n\u00eb zonat e\u00a0larg\u00ebta rurale dhe transportimin e nx\u00ebn\u00ebsve n\u00eb shkolla ku numri i tyre \u00ebsht\u00eb\u00a0optimal? Mbase duhet rishikuar rrjetin e institucioneve t\u00eb arsimit t\u00eb lart\u00eb n\u00eb\u00a0Kosov\u00eb, shum\u00eb prej t\u00eb cilave jan\u00eb hapur n\u00eb koh\u00eb t\u00eb fushat\u00ebs zgjedhore?\u00a0Pra, duhen t\u00eb merren hapa t\u00eb guximsh\u00ebm, duke filluar nga debati i hapur p\u00ebr\u00a0problemet, deri tek marrja e masave jo t\u00eb lehta p\u00ebr p\u00ebrmir\u00ebsimin e sistemit t\u00eb\u00a0arsimit.<\/p>\n<\/div>\n

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 <\/p>\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

PISA\u2013tronditja dhe PISA\u2013k\u00ebndellja N\u00eb vitin 2000, Organizata p\u00ebr Bashk\u00ebpunim Ekonomik dhe Zhvillim (OECD)\u00a0organizoi, p\u00ebr her\u00eb t\u00eb par\u00eb, testin PISA (Programi p\u00ebr Vler\u00ebsimin Nd\u00ebrkomb\u00ebtar t\u00eb\u00a0Nx\u00ebn\u00ebsve), q\u00ebllimi i t\u00eb cilit \u00ebsht\u00eb t\u00eb maten aft\u00ebsit\u00eb e nx\u00ebn\u00ebsve t\u00eb mosh\u00ebs 15 vje\u00e7 p\u00ebr\u00a0t\u2019i zbatuar njohurit\u00eb e tyre n\u00eb situata t\u00eb jet\u00ebs s\u00eb p\u00ebrditshme. Kjo matje b\u00ebhet n\u00eb tri\u00a0disiplina: n\u00eb […]<\/p>","protected":false},"author":269,"featured_media":12159,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[11,1137],"ppma_author":[2372],"class_list":["post-3396","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-kosova","tag-pisa"],"authors":[{"term_id":2372,"user_id":269,"is_guest":0,"slug":"dukagjin-pupovci","display_name":"Dukagjin Pupovci","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2025\/01\/dukagjin-pupovci-2.jpg","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2025\/01\/dukagjin-pupovci-2.jpg"},"user_url":"","last_name":"Pupovci","first_name":"Dukagjin","description":"Dukagjin Pupovci (lindi m\u00eb 5 qershor 1964 n\u00eb Prizren) \u00ebsht\u00eb ekspert i arsimit dhe profesor universitar nga Kosova."}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3396","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\/269"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/comments?post=3396"}],"version-history":[{"count":3,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3396\/revisions"}],"predecessor-version":[{"id":12160,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/3396\/revisions\/12160"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media\/12159"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media?parent=3396"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/categories?post=3396"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/tags?post=3396"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/ppma_author?post=3396"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}