{"id":5991,"date":"2020-04-15T15:24:23","date_gmt":"2020-04-15T13:24:23","guid":{"rendered":"https:\/\/sbunker.org\/?p=5991"},"modified":"2024-10-15T15:37:21","modified_gmt":"2024-10-15T13:37:21","slug":"mbajtja-ne-jete-e-sistemit-arsimor-si-po-zhvillohet-mesimi-online-ne-kohe-pandemie","status":"publish","type":"post","link":"https:\/\/sbunker.org\/sr\/analize\/mbajtja-ne-jete-e-sistemit-arsimor-si-po-zhvillohet-mesimi-online-ne-kohe-pandemie\/","title":{"rendered":"Mbajtja n\u00eb jet\u00eb e sistemit arsimor: Si po zhvillohet m\u00ebsimi online n\u00eb koh\u00eb pandemie"},"content":{"rendered":"
\n

Pandemia COVID-19 ka sfiduar sistemet arsimore kudo n\u00eb bot\u00eb duke larguar 91% t\u00eb nx\u00ebn\u00ebsve nga objektet e tyre shkollore. Me sfid\u00eb t\u00eb ngjashme Kosova ishte p\u00ebrballur gjat\u00eb viteve t\u00eb n\u00ebnt\u00ebdhjeta, kur organizoi m\u00ebsimin paralel, nj\u00eb shembull unik i mobilizimit qytetar p\u00ebr t\u00eb mbajtur sistemin arsimor gjall\u00eb n\u00eb koh\u00eb t\u00eb konfliktit dhe luft\u00ebs.<\/p>\n

N\u00eb koh\u00eb paqeje, p\u00ebr shkak t\u00eb Pandemis\u00eb COVID-19, m\u00ebsimi po organizohet online n\u00eb forma t\u00eb ndryshme. Me nj\u00eb mobilizim nga Ministria e Arsimit, Shkenc\u00ebs, Teknologjis\u00eb dhe Inovacionit (MASHTI), e-m\u00ebsimi i regjistruar p\u00ebr klasat 1-9 po shfaqet n\u00eb RTK dhe Youtube. N\u00eb nivelin universitar si dhe n\u00eb shkollimin parauniversitar privat, m\u00ebsimi po organizohet p\u00ebrmes platformave moodle, google classroom, google meet, zoom dhe webeex. V\u00ebshtir\u00ebsi t\u00eb theksuar pat\u00ebn shkollat fillore dhe te mesme publike, p\u00ebr shkak t\u00eb munges\u00ebs s\u00eb digjitalizimit duke p\u00ebrdorur aplikacionet viber, whatsapp e facebook p\u00ebr dor\u00ebzimin e detyrave.<\/p>\n

N\u00eb Kosov\u00eb penetrimi iinternetit \u00ebsht\u00eb vazhdimisht n\u00eb rritje dhe mbi 90% p\u00ebr t\u00eb gjitha grupmoshat dhe pa dallim nga vendet urbane dhe rurale (Kantar, 2019). Sipas Kantar (2019), 97% e popullat\u00ebs kan\u00eb qasje n\u00eb telefoni mobile, 37% kan\u00eb Smart TV, 30% kan\u00eb tablet, 39% kan\u00eb kompjuter dhe 48% kan\u00eb llaptop. Kosovar\u00ebt qasen n\u00eb internet m\u00eb s\u00eb shumti p\u00ebrmes telefonave mobil (74%), kurse arsyet kryesore t\u00eb qasjes jan\u00eb: komunikimi (93%), d\u00ebgjimi i muzik\u00ebs (37%), leximi (35%), d\u00ebgjimi i lajmeve (22%), studimi dhe k\u00ebrkimi (18%). Platformat m\u00eb t\u00eb p\u00ebrdorura jan\u00eb viber (85%), facebook (67%), dhe instagram (51%). Rrjedhimisht, mund t\u00eb konstatohet q\u00eb teknologjia n\u00eb shumic\u00ebn e rasteve p\u00ebrdoret p\u00ebr komunikim dhe media sociale duke treguar nj\u00eb p\u00ebrdorim t\u00eb ul\u00ebt p\u00ebr q\u00ebllime arsimore.<\/p>\n

N\u00eb diskutim u potencua se Kosova si dhe shtetet tjera kan\u00eb kaluar online pa pasur udh\u00ebzime p\u00ebr nj\u00eb organzim t\u00eb till\u00eb dhe se bota ka qen\u00eb e pap\u00ebrgatitur p\u00ebr nj\u00eb situat\u00eb t\u00eb till\u00eb, sidomos n\u00eb nivelin e arsimit parauniversitar. Megjithat\u00eb, duke pasur parasysh emergjenc\u00ebn, si dhe pasigurin\u00eb se sa do t\u00eb zgjas\u00eb pandemia apo n\u00ebse\u00a0 do t\u00eb ket\u00eb val\u00eb t\u00eb dyt\u00eb t\u00eb pandemis\u00eb dhe mir\u00ebmbajtje t\u00eb distanc\u00ebs sociale n\u00eb muajt n\u00eb vijim, potenciali teknologjik mund t\u00eb p\u00ebrdoret p\u00ebr q\u00ebllime edukimi dhe t\u00eb ndikoj n\u00eb p\u00ebrshpejtimin e digjitalizimit. Me k\u00ebt\u00eb rast, duhet t\u00eb mendohet p\u00ebr grupet e margjinalizuara q\u00eb p\u00ebrb\u00ebjn\u00eb rreth 15% t\u00eb nx\u00ebn\u00ebsve t\u00eb cil\u00ebt mund t\u00eb mos ken\u00eb qasje n\u00eb pajisje ose internet dhe jan\u00eb t\u00eb pap\u00ebrfshir\u00eb n\u00eb procesin m\u00ebsimor.<\/p>\n

Fol\u00ebsit u pajtuan q\u00eb m\u00ebsimi online, sidomos n\u00eb m\u00ebnyr\u00ebn se si po organizohet, nuk \u00ebsht\u00eb efektiv p\u00ebr shkak t\u00eb emergjenc\u00ebs me t\u00eb cil\u00ebn u ballafaquan institucionet, duke pasur munges\u00eb t\u00eb theksuar t\u00eb nd\u00ebrveprimit n\u00eb mes t\u00eb shkollave, m\u00ebsimdh\u00ebn\u00ebsve dhe nx\u00ebn\u00ebsve. Gjat\u00eb diskutimit u sugjerua q\u00eb shkollat t\u00eb shfryt\u00ebzojn\u00eb udh\u00ebzimet dhe autonomin\u00eb p\u00ebr t\u00eb organizuar k\u00ebt\u00eb komunikim dhe nd\u00ebrveprim, kurse platformat dhe e-m\u00ebsimi t\u00eb shfryt\u00ebzohen si ndihmes\u00eb n\u00eb k\u00ebt\u00eb organizim. P\u00ebr k\u00ebt\u00eb arsye u k\u00ebrkua angazhim m\u00eb i madh i autoriteteve komunale dhe shkollave si komunitet i nx\u00ebn\u00ebsve, m\u00ebsimdh\u00ebn\u00ebsve dhe prind\u00ebrve. Nga ana tjet\u00ebr, u theksua q\u00eb shkolla pik\u00ebs\u00ebpari \u00ebsht\u00eb institucion arsimor q\u00eb duhet t\u00eb ket\u00eb n\u00eb qend\u00ebr nx\u00ebn\u00ebsin dhe t\u00eb organizoj nj\u00eb program q\u00eb \u00ebsht\u00eb n\u00eb p\u00ebrputhje me kurikul\u00ebn, por n\u00eb kushte t\u00eb tjera. Nx\u00ebn\u00ebsit nuk b\u00ebn t\u00eb tejngarkohen, por ata duhet t\u00eb p\u00ebrkrahen q\u00eb t\u2019a tejkalojn\u00eb k\u00ebt\u00eb kriz\u00eb. P\u00ebr sa i p\u00ebrket vler\u00ebsimit, u theksua se jan\u00eb disa skenar\u00eb prej organizimit t\u00eb m\u00ebsimit shtes\u00eb gjat\u00eb ver\u00ebs, shtyrjes s\u00eb vler\u00ebsimeve, anulimit t\u00eb disa vler\u00ebsimeve si dhe p\u00ebrshtatje me situat\u00ebn. N\u00eb lidhje me k\u00ebt\u00eb, \u00a0nj\u00ebri nga fol\u00ebsit sugjeroi q\u00eb duhet t\u00eb b\u00ebhen p\u00ebrpjekjet maksimale q\u00eb m\u00ebsimi t\u00eb mos d\u00ebshtoj, dhe rrjedhimisht mos t\u00eb anulohet viti shkollor, por q\u00eb t\u00eb gjinden mekanizma t\u00eb cilat do t\u00eb jen\u00eb t\u00eb p\u00ebrshtatshme p\u00ebr kushtet e pandemis\u00eb.<\/p>\n

Pyetjet e shumta dhe kritika q\u00eb u parashtruan p\u00ebr p\u00ebrdorimin e platformave, theksonin v\u00ebshtir\u00ebsit\u00eb p\u00ebr qasje n\u00eb k\u00ebto platforma nga grupet e margjinalizuara dhe mungesa apo mosp\u00ebrfshirja e t\u00eb gjith\u00eb nx\u00ebn\u00ebsve dhe m\u00ebsimdh\u00ebn\u00ebsve n\u00eb m\u00ebnyr\u00eb dhe nivel t\u00eb nj\u00ebjt\u00eb. \u00c7\u00ebshtja m\u00eb e diskutueshme ishte cil\u00ebsia e materialeve n\u00eb e-m\u00ebsim dhe niveli\u00a0 i p\u00ebrfshirjes s\u00eb shkollave dhe m\u00ebsimdh\u00ebn\u00ebsve n\u00eb proces duke theksuar problemet e organizimit. U debatua m\u00ebnyra e dor\u00ebzimit t\u00eb detyrave, leximit dhe angazhimit t\u00eb nx\u00ebn\u00ebsve, zbatimi i mund\u00ebsis\u00eb s\u00eb shkollimit nga sht\u00ebpia i cili parashihet me ligj, por n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb v\u00ebshtir\u00ebsia e njohjes s\u00eb m\u00ebsimit p\u00ebr shkak t\u00eb munges\u00ebs s\u00eb p\u00ebrvoj\u00ebs dhe mekanizmave t\u00eb mbik\u00ebqyrjes dhe verifikimit n\u00eb k\u00ebt\u00eb drejtim. Me gjith\u00eb admirimin kundrejt m\u00ebsimdh\u00ebn\u00ebsve dhe organizatave q\u00eb realizojn\u00eb regjistrimin e e-m\u00ebsimeve, u theksua qe gabimet nuk mund t\u00eb evitohen p\u00ebr shkak t\u00eb shpejt\u00ebsis\u00eb s\u00eb realizimit dhe munges\u00ebs s\u00eb niveleve t\u00eb ndryshme t\u00eb kontrollit t\u00eb cil\u00ebsis\u00eb s\u00eb materialeve. Pasi q\u00eb MASHTI nuk mund t\u00eb sugjeroj vet\u00ebm nj\u00eb platform\u00eb, shkollat mund t\u00eb p\u00ebrdorin at\u00eb q\u00eb \u00ebsht\u00eb me e p\u00ebrshtatshme p\u00ebr ta.<\/p>\n

Pjes\u00ebmarr\u00ebsit n\u00eb diskutim u pajtuan q\u00eb m\u00ebsimi online ka qen\u00eb zgjidhje emergjente, prandaj fokusi n\u00eb faz\u00ebn tjet\u00ebr \u00ebsht\u00eb q\u00eb t\u00eb zhvillohen udh\u00ebzimet tjera, duke p\u00ebrfshir\u00eb ato p\u00ebr vler\u00ebsim, si dhe t\u00eb ngritet niveli i kontrollit t\u00eb cil\u00ebsis\u00eb p\u00ebr m\u00ebsimin e regjistruar. Po ashtu pati konsensus t\u00eb gjer\u00eb q\u00eb teknologjia nuk p\u00ebrdoret mjaftuesh\u00ebm p\u00ebr q\u00ebllime arsimore dhe q\u00eb shkollat duhet t\u00eb rregullojn\u00eb infrastruktur\u00ebn dhe sistemet komunikuese. N\u00eb k\u00ebt\u00eb situat\u00eb, duhet t\u00eb shfryt\u00ebzohen t\u00eb gjitha mekanizmat q\u00eb t\u00eb organizohet m\u00ebsimi, t\u2019u ofrohet m\u00ebsimi grupeve t\u00eb margjinalizuara si dhe t\u00eb organizohen alternativat p\u00ebr vler\u00ebsimet e jashtme.<\/p>\n

Si p\u00ebrfundim, edhe pse m\u00ebsimi mund t\u00eb mos jet\u00eb plot\u00ebsisht efektiv, duhet t\u00eb b\u00ebhen t\u00eb gjitha p\u00ebrpjekjet q\u00eb m\u00ebsimi t\u00eb mos anulohet dhe t\u00eb organizohet m\u00ebsimi shtes\u00eb, p\u00ebrfshirja e grupeve t\u00eb margjinalizuara dhe aktivizimi i t\u00eb gjith\u00eb m\u00ebsimdh\u00ebn\u00ebsve n\u00eb procesin m\u00ebsimor. Menj\u00ebher\u00eb me normalizimin e situat\u00ebs, shkollat duhet t\u00eb fuqizohen dhe t\u00eb funksionalizojn\u00eb sistemin e komunikimit me nx\u00ebn\u00ebs dhe prind\u00ebr n\u00eb nxitjen dhe mbik\u00ebqyrjen e m\u00ebsimit jo vet\u00ebm p\u00ebr k\u00ebt\u00eb pandemi por edhe situatave tjera n\u00eb t\u00eb ardhmen. T\u00eb p\u00ebrfundohet viti shkollor, me \u00e7do kusht,\u00a0 duke b\u00ebr\u00eb angazhime shtes\u00eb, duke p\u00ebrdorur\u00a0 kritere t\u00eb cilat kan\u00eb parasysh planin m\u00ebsimor dhe kushtet n\u00eb t\u00eb cilin \u00ebsht\u00eb organizuar m\u00ebsimi. N\u00eb nivel t\u00eb politikave, MASHTI t\u00eb zhvilloj politikat e nj\u00eb digjitalizimi intensiv n\u00eb bashk\u00ebpunim me komunat.<\/p>\n

—–<\/p>\n

Sallonet e s\u00eb mart\u00ebs jan\u00eb nj\u00eb nism\u00eb javore e Institutit Demokraci p\u00ebr Zhvillim (D4D). Salloni ka format gjysm\u00eb-formal\u00a0 sipas rregull\u00ebs Chatham House dhe pa prani t\u00eb mediave. Diskutimi mbledh rreth vetes ekspert\u00eb e analist\u00eb, politikan\u00eb e publicist\u00eb p\u00ebr t\u00eb reflektuar dhe k\u00ebrkuar konsensus mbi temat e p\u00ebrzgjedhura.<\/em><\/p>\n

P\u00ebr shkak t\u00eb situat\u00ebs s\u00eb ballafaqimit me pandemin\u00eb COVID-19 n\u00eb t\u00eb cil\u00ebn gjendemi, ky sallon \u00ebsht\u00eb zhvilluar p\u00ebrmes platform\u00ebs online.<\/em><\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

Pandemia COVID-19 ka sfiduar sistemet arsimore kudo n\u00eb bot\u00eb duke larguar 91% t\u00eb nx\u00ebn\u00ebsve nga objektet e tyre shkollore. Me sfid\u00eb t\u00eb ngjashme Kosova ishte p\u00ebrballur gjat\u00eb viteve t\u00eb n\u00ebnt\u00ebdhjeta, kur organizoi m\u00ebsimin paralel, nj\u00eb shembull unik i mobilizimit qytetar p\u00ebr t\u00eb mbajtur sistemin arsimor gjall\u00eb n\u00eb koh\u00eb t\u00eb konfliktit dhe luft\u00ebs. N\u00eb koh\u00eb paqeje, […]<\/p>","protected":false},"author":24,"featured_media":8350,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13],"tags":[1302,1186,1145],"ppma_author":[34],"class_list":["post-5991","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-analize","tag-e-mesimi","tag-pandemia","tag-sistemi-arsimor"],"authors":[{"term_id":34,"user_id":24,"is_guest":0,"slug":"bardha-qirezi","display_name":"Bardha Qirezi","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2023\/10\/download-2.jpg","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2023\/10\/download-2.jpg"},"user_url":"","last_name":"Qirezi","first_name":"Bardha","description":"Eksperte e Arsimit me p\u00ebrvoj\u00eb n\u00eb sektorin e arsimit t\u00eb lart\u00eb publik dhe privat n\u00eb Kosov\u00eb dhe jasht\u00eb saj. E p\u00ebrfshir\u00eb n\u00eb marr\u00ebdh\u00ebniet nd\u00ebrkomb\u00ebtare dhe proceset e sigurimit t\u00eb cil\u00ebsis\u00eb q\u00eb nga viti 2002. I angazhuar n\u00eb aktivitete k\u00ebrkimore n\u00eb fush\u00ebn e studimit jasht\u00eb vendit dhe aktiv n\u00eb menaxhimin e projekteve dhe projektet e zhvillimit t\u00eb kapaciteteve t\u00eb stafit."}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/5991","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\/24"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/comments?post=5991"}],"version-history":[{"count":3,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/5991\/revisions"}],"predecessor-version":[{"id":8351,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/posts\/5991\/revisions\/8351"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media\/8350"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/media?parent=5991"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/categories?post=5991"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/tags?post=5991"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/sr\/wp-json\/wp\/v2\/ppma_author?post=5991"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}