{"id":1696,"date":"2010-02-27T08:36:42","date_gmt":"2010-02-27T07:36:42","guid":{"rendered":"http:\/\/fjala.shkoder.net\/?p=1696"},"modified":"2010-02-27T08:36:42","modified_gmt":"2010-02-27T07:36:42","slug":"finlanda-sistemi-arsimor-elitar","status":"publish","type":"post","link":"https:\/\/fjala.info\/2009-2015\/finlanda-sistemi-arsimor-elitar\/","title":{"rendered":"FINLANDA \u2013 SISTEMI ARSIMOR ELITAR"},"content":{"rendered":"

Prof. asc. P\u00ebllumb Karameta<\/strong><\/p>\n

Pas njoftimit t\u00eb pushimit nga puna t\u00eb mbi 1500 m\u00ebsuesve, riorganizimit t\u00eb agjencive t\u00eb saj vart\u00ebse, ndryshe reduktim i specialist\u00ebve n\u00eb sh\u00ebrbimet mb\u00ebshtet\u00ebse dhe, s\u00eb shpejti, rajonalizim institucional, ndryshe zvog\u00eblimin drastik t\u00eb numrit t\u00eb shkollave ose thellim i pabarazive p\u00ebr t\u2019u shkolluar, \u00e7udit\u00ebrisht, MASh pa t\u00eb udh\u00ebs t\u00eb promovonte vlerat e nj\u00eb prej sistemeve m\u00eb efikase t\u00eb bot\u00ebs \u2013 sistemit arsimor finlandez. \u201cNe \u2013 theksoi n\u00eb hyrje ministri yn\u00eb i Arsimit dhe Shkenc\u00ebs, Tafaj – kemi projektuar reforma t\u00eb tjera n\u00ebp\u00ebrmjet t\u00eb cilave do t\u00eb p\u00ebrfundojm\u00eb modelin m\u00eb t\u00eb p\u00ebrshtatsh\u00ebm t\u00eb arsimit ton\u00eb parauniversitar dhe universitar\u201d.<\/p>\n

Si p\u00ebr ironi t\u00eb b\u00ebmave tona, konferenca n\u00eb fjal\u00eb tregoi se mund\u00ebsit\u00eb e barabarta p\u00ebr shkollim, administrimi i sistemit dhe m\u00ebsuesit profesionist, elemente q\u00eb MASh po i reformon p\u00ebr t\u00eb sat\u00ebn her\u00eb pa ditur si t\u2019i v\u00ebr\u00eb n\u00eb sh\u00ebrbim t\u00eb arsimit cil\u00ebsor t\u00eb nx\u00ebn\u00ebsve, n\u00eb Finland\u00eb jan\u00eb faktor\u00ebt themelor\u00eb t\u00eb suksesit. K\u00ebt\u00eb e demonstroi me mjaft eleganc\u00eb n\u00eb ekspozen\u00eb e tij ambasadori i Finland\u00ebs z. Erkki Huttinen. Shkatht\u00ebsit\u00eb matematikore, ato shkencore dhe t\u00eb leximit t\u00eb 15-vje\u00e7ar\u00ebve finlandez\u00eb \u2013 pohoi z. ambasador – u cil\u00ebsuan si m\u00eb t\u00eb mirat nd\u00ebr 40 vendet n\u00eb ciklin e vler\u00ebsimit nd\u00ebrkomb\u00ebtar PISA 2006, nd\u00ebrsa p\u00ebr zgjidhjen e problemeve nx\u00ebn\u00ebsit finlandez\u00eb mund t\u00eb krahasohen vet\u00ebm me moshatar\u00ebt e tyre koreanojugor\u00eb. Arritje t\u00eb tilla e kan\u00eb vendosur Finland\u00ebn n\u00eb qendr\u00ebn e v\u00ebmendjes nd\u00ebrkomb\u00ebtare \u2013 mij\u00ebra m\u00ebsues dhe dhjet\u00ebra ministra Arsimi nga mbar\u00eb bota kan\u00eb vizituar at\u00eb vend p\u00ebr t\u00eb par\u00eb me syt\u00eb e tyre realitetin e shkoll\u00ebs finlandeze. Vet\u00ebm koh\u00ebt e fundit, p.sh., n\u00eb shtypin prestigjioz gjerman jan\u00eb shkruar t\u00eb pakt\u00ebn 300 shkrime rreth k\u00ebtij subjekti.<\/p>\n

Barazi mund\u00ebsish dhe besim<\/strong>
\nMund\u00ebsi arsimimi t\u00eb barabarta pavar\u00ebsisht gjendjes shoq\u00ebrore t\u00eb nx\u00ebn\u00ebsve (equal learning opportunities) dhe besimi se secili prej tyre mund t\u00eb nx\u00ebr\u00eb \u2013 p\u00ebrb\u00ebjn\u00eb nj\u00eb prej kolonave mbi t\u00eb cilat ngrihet dhe funksionon ky sistem efikas shkollimi. Vendin e krahasimit t\u00eb arritjeve t\u00eb nx\u00ebn\u00ebsve e z\u00eb mb\u00ebshtetja dhe drejtimi i nevoja t\u00eb ve\u00e7anta arsimore, \u00e7ka ka b\u00ebr\u00eb q\u00eb shum\u00eb pak nx\u00ebn\u00ebs t\u00eb p\u00ebrs\u00ebritin klas\u00ebn dhe vet\u00ebm 0.5% e kontingjentit t\u00eb mos p\u00ebrfundojn\u00eb arsimin baz\u00eb. Mund\u00ebsit\u00eb e nj\u00ebjta jan\u00eb konkretizuar n\u00eb nj\u00eb rrjet shkollash t\u00eb p\u00ebrhapura n\u00eb \u00e7do qend\u00ebr banimi, n\u00eb shkollimin falas p\u00ebr t\u00eb gjitha nivelet e sistemit arsimor, n\u00eb ngr\u00ebnien e drek\u00ebs falas p\u00ebr nx\u00ebn\u00ebsit e arsimit parauniversitar, shtuar k\u00ebto me sh\u00ebrbim sh\u00ebndet\u00ebsor dhe dentar falas, me plot\u00ebsim t\u00eb nevojave t\u00eb ve\u00e7anta arsimore, me transport dhe mjetet shkollore po falas p\u00ebr arsimin baz\u00eb.<\/p>\n

Barazia dhe besimi n\u00eb mund\u00ebsit\u00eb e f\u00ebmij\u00ebve p\u00ebr t\u00eb arritur n\u00eb shkoll\u00eb e n\u00eb jet\u00eb rr\u00ebnj\u00ebzojn\u00eb thell\u00eb n\u00eb vite. Studiuesi i mir\u00ebnjohur anglez, John Abbott, n\u00eb botimin e tij interesant (T\u00eb mbishkolluar, por jo t\u00eb edukuar \u2013 n\u00ebntor 2009) pohon: \u201cnj\u00eb lib\u00ebr i botuar n\u00eb 2009 \u2018Pse shoq\u00ebrit\u00eb m\u00eb t\u00eb barabarta thuajse gjithmon\u00eb p\u00ebrparojn\u00eb m\u00eb mir\u00eb\u2019 shpjegon nj\u00eb faktor kritik p\u00ebr t\u00eb kuptuar lidhjet nd\u00ebrmjet arsimit t\u00eb Anglis\u00eb dhe Finland\u00ebs. N\u00ebse n\u00eb k\u00ebt\u00eb t\u00eb fundit raporti i t\u00eb ardhurave nd\u00ebrmjet pes\u00eb m\u00eb t\u00eb pasurve me pes\u00eb m\u00eb t\u00eb varfrit \u00ebsht\u00eb vet\u00ebm 1:3,7, n\u00eb Angli \u00ebsht\u00eb 1:7,2. Finlandez\u00ebt – vijon Abbott – e shpjegojn\u00eb suksesin e tyre edhe me ndikimin e filozofit t\u00eb madh \u00e7ek, Jan Amos Komenius (autor i Didaktik\u00ebs e Madhe, 1638), konsideruar si babai i asaj q\u00eb sot njihet me termin Pedagogjia me nx\u00ebn\u00ebsin n\u00eb qend\u00ebr. Kjo pedagogji, e njohur p\u00ebr parimet e kalimit nga e p\u00ebrgjithshmja tek e ve\u00e7anta, nga e lehta te m\u00eb e v\u00ebshtira, k\u00ebrkon q\u00eb nx\u00ebn\u00ebsit t\u00eb mos mbingarkohen dhe t\u00eb mos detyrohen t\u00eb merren me gj\u00ebra q\u00eb jan\u00eb n\u00eb kund\u00ebrshtim me prirjet e tyre natyrore. Ajo po konfirmohet sot nga studimet n\u00eb neurobiologji, n\u00eb shkencat e njohjes dhe studimet e evolucionit.<\/p>\n

Komeniusi u ftua n\u00eb Angli n\u00eb mesin e 1660 nga poeti dhe filozofi John Milton, aso kohe sekretari i pun\u00ebve t\u00eb jashtme t\u00eb Kromuellit, p\u00ebr t\u00eb shtjelluar idet\u00eb e tij, por nuk mundi t\u00eb ndikoj\u00eb pasi Kromuelli vdes dhe projekti d\u00ebshtoi. Ai gjen Finland\u00ebn \u2013 q\u00eb n\u00eb at\u00eb koh\u00eb sundohej nga Suedia \u2013 ku zhvilloi idet\u00eb e Didaktik\u00ebs. Finlandez\u00ebt, pra, kan\u00eb 400 vjet q\u00eb zbatojn\u00eb \u201cnj\u00eb arsim t\u00eb hapur dhe t\u00eb gjithansh\u00ebm\u201d q\u00eb synon krijimin e njeriut inteligjent me personalitet t\u00eb gjer\u00eb. Atje besohet se f\u00ebmija \u00ebsht\u00eb mjaftueshm\u00ebrisht i pjekur p\u00ebr shkoll\u00eb pasi mbush 7 vje\u00e7; finlandez\u00ebt theksojn\u00eb, ve\u00e7an\u00ebrisht, zhvillimin emocional t\u00eb f\u00ebmij\u00ebve n\u00eb vitet m\u00eb t\u00eb hershme t\u00eb shkollimit si pararend\u00ebs t\u00eb zhvillimit intelektual t\u00eb tyre. Shkollat e tyre 9 vje\u00e7are jan\u00eb t\u00eb vogla dhe rrall\u00eb mund ta kalojn\u00eb numrin 700. Provimi i par\u00eb shtet\u00ebror zhvillohet n\u00eb mosh\u00ebn 16 vje\u00e7 dhe p\u00ebrdoret si udh\u00ebrr\u00ebfyes diagnostikues p\u00ebr format e shkollimit t\u00eb m\u00ebtejsh\u00ebm.\u201d<\/p>\n

P\u00ebr shkoll\u00ebn e mendimit socio-konstruktivist finlandez koncepti i inteligjenc\u00ebs po p\u00ebrjeton faz\u00ebn e kalimit nga inteligjenca krejt\u00ebsisht kognitive n\u00eb inteligjenc\u00ebn e shp\u00ebrndar\u00eb mbi larmi burimesh njoh\u00ebse ose jo, individuale apo t\u00eb nd\u00ebrtuara nga shoq\u00ebria. Pik\u00ebpamja e re p\u00ebr inteligjenc\u00ebn e percepton at\u00eb m\u00eb shum\u00eb si t\u00ebr\u00ebsi t\u00eb zakoneve t\u00eb mendjes q\u00eb mund t\u00eb kultivohen. Kjo ka b\u00ebr\u00eb q\u00eb n\u00eb Finland\u00eb shkollat t\u00eb kultivojn\u00eb te nx\u00ebn\u00ebsit aft\u00ebsit\u00eb rigjeneruese, intuit\u00ebn ose ndjeshm\u00ebrin\u00eb dhe t\u00eb mos shqet\u00ebsohen m\u00eb p\u00ebr \u201cmenaxhimin e koh\u00ebs\u201d, strukturimin e testeve dhe m\u00ebsimet e pafundme rreth gj\u00ebrave, duke i transmetuar, analizuar dhe rishpjeguar ato vazhdimisht sikund\u00ebr b\u00ebjm\u00eb ne n\u00eb shkollat tona. N\u00eb arsimin parauniversitar – (dhe jo vet\u00ebm), ku ndihet i fuqish\u00ebm ndikimi i socio-konstruktivizmit, gjithnj\u00eb e m\u00eb shum\u00eb, po merren parasysh veprimi i nx\u00ebn\u00ebsit dhe nd\u00ebrtimet e tij mendore, p\u00ebrmasat shoq\u00ebrore dhe kulturore t\u00eb nx\u00ebnies, bashk\u00eb me natyr\u00ebn kontekstuale t\u00eb saj. <\/p>\n

Por, edhe n\u00ebse vendosni t\u00eb kryeni studimet e larta n\u00eb Finland\u00eb, ju do t\u00eb gjendeni n\u00eb nj\u00eb nga vendet q\u00eb vendos standardet p\u00ebr shum\u00eb vende t\u00eb tjera. Finlanda ka gjasht\u00eb universitete n\u00eb renditjen bot\u00ebrore t\u00eb universiteteve t\u00eb b\u00ebra nga The Times n\u00eb 2006. N\u00eb nivelin e shkollimit terciar, Forumi Ekonomik Bot\u00ebror e rendit Finland\u00ebn t\u00eb par\u00ebn n\u00eb bot\u00eb n\u00eb frekuentimin e shkoll\u00ebs dhe cil\u00ebsin\u00eb dhe t\u00eb dyt\u00ebn n\u00eb matematik\u00eb dhe shkencat arsimore. Student\u00ebt e huaj p\u00ebrb\u00ebjn\u00eb 5% t\u00eb popullsis\u00eb n\u00eb institucionet e arsimit t\u00eb lart\u00eb. Shum\u00eb disiplina jepen n\u00eb anglisht.<\/p>\n

Administrimi i sistemit<\/strong>
\nAdministrimi i t\u00eb gjith\u00eb sektorit arsimor \u00ebsht\u00eb p\u00ebrgjegj\u00ebsi e Ministris\u00eb s\u00eb Arsimit, p\u00ebrfshir\u00eb k\u00ebtu arsimin e p\u00ebrgjithsh\u00ebm, at\u00eb profesional, si dhe vet\u00ebarsimimi i t\u00eb rriturve. Ministria e Pun\u00ebsimit dhe Ekonomis\u00eb p\u00ebrgjigjet p\u00ebr trajnimet n\u00eb tregun e pun\u00ebs. (Te ne MASh dhe ajo e pun\u00ebs vijojn\u00eb ende t\u00eb diskutoj\u00eb p\u00ebrgjegj\u00ebsit\u00eb e nj\u00ebra tjetr\u00ebs n\u00eb fush\u00ebn e arsimit dhe trajnimit profesional). Ministria finlandeze e arsimit harton politikat dhe strategjit\u00eb arsimore (finlandezi nuk do ta besonte po t\u2019i thoshim se MASh organizon deri dhe tender\u00eb p\u00ebr blerjen e mobilierive) dhe n\u00eb bashk\u00ebpunim me Bordin Komb\u00ebtar t\u00eb Arsimit p\u00ebrgjigjet p\u00ebr zbatimin e k\u00ebtyre politikave \u00e7do 4 vite. Bordi ka nj\u00eb rreth t\u00eb gjer\u00eb detyrash q\u00eb lidhen me zhvillimin e arsimit n\u00eb t\u00eb gjitha nivelet, nga arsimi baz\u00eb deri te arsimimi i t\u00eb rriturve. Nd\u00ebrkaq, shum\u00eb \u00e7\u00ebshtje vendosen nga ofruesit e arsimit dhe trajnimit q\u00eb jan\u00eb organet lokale dhe partner\u00ebt e tyre. K\u00ebshtu, niveli qendror p\u00ebrcakton objektivat e arsimit parauniversitar n\u00eb ligje dhe kurrikulin b\u00ebrtham\u00eb. <\/p>\n

Organet lokale mbik\u00ebqyrin ecurin\u00eb e institucioneve arsimore, nd\u00ebrsa shkollat kan\u00eb liri n\u00eb p\u00ebrcaktimin e nj\u00eb pjese t\u00eb kurrikulit, t\u00eb metodave dhe aspekteve t\u00eb tjera q\u00eb ndikojn\u00eb cil\u00ebsin\u00eb. Shkurt, nj\u00eb model i p\u00ebrsosur i administrimit t\u00eb centralizuar t\u00eb nj\u00eb sistemi t\u00eb decentralizuar. (Nd\u00ebrsa te ne nuk ka t\u00eb reshtur retorika e m\u00eb s\u00eb paku 6 ministrave t\u00eb arsimi, q\u00eb duke filluar nga viti 2000 nuk po din\u00eb m\u00eb si t\u00eb lakojn\u00eb termin decentralizim. Strategji sektoriale apo t\u00eb integruara, strukturime institucionale t\u00eb nj\u00ebpasnj\u00ebshme etj., synojn\u00eb t\u00eb decentralizojn\u00eb vendimmarrjet n\u00eb sektorin e arsimit. Rezultati: vet\u00ebm n\u00eb Tiran\u00eb, p.sh., titullari i Drejtoris\u00eb Arsimore Rajonale t\u00eb qytetit vendos p\u00ebr em\u00ebrimet, largimet dhe promovimet n\u00eb detyr\u00eb t\u00eb mbi 3000 m\u00ebsuesve dhe drejtuesve (!), drejtori i shkoll\u00ebs nuk merr dot asnj\u00eb vendim s\u00eb i takon stafit, burimeve materiale apo atyre financiare, nd\u00ebrsa i shum\u00eblakmuari bord i shkoll\u00ebs, si pik\u00ebtakimi i komunitetit me bot\u00ebn e shkoll\u00ebs gjallon vet\u00ebm n\u00eb vendimet ministrore. Pushteti lokal ndikon n\u00eb lyerjet e klasave).<\/p>\n

Besojn\u00eb te m\u00ebsuesit<\/strong>
\nProfesioni i m\u00ebsuesis\u00eb \u00ebsht\u00eb shum\u00eb popullor n\u00eb Finland\u00eb, \u00e7ka b\u00ebn q\u00eb universitetet t\u00eb mund t\u00eb p\u00ebrzgjedhin aplikant\u00ebt m\u00eb t\u00eb motivuar dhe m\u00eb t\u00eb talentuar. Fillimisht studenti m\u00ebsues merr diplom\u00ebn Bachelor (180 Kredite ECTS) dhe, m\u00eb pas, diplom\u00ebn Master (120 kredite). Formimi universitar i m\u00ebsuesit p\u00ebrfshin praktika t\u00eb konsiderueshme m\u00ebsimore. Formimi i m\u00ebsuesve p\u00ebr shkollar profesionale sigurohet nga nj\u00ebsi q\u00eb funksionojn\u00eb pran\u00eb shkollave t\u00eb larta politeknike. Nga p\u00ebrhap\u00ebs t\u00eb dijes m\u00ebsuesit finlandez\u00eb jan\u00eb shnd\u00ebrruar tani n\u00eb drejtues t\u00eb nx\u00ebnies. Nx\u00ebn\u00ebsit, deri n\u00eb fundin e kl. VI, m\u00ebsohen nga nj\u00eb m\u00ebsues, \u00e7ka vler\u00ebsohet si faktor ky\u00e7 p\u00ebr raportin e nx\u00ebn\u00ebsve me edukatorin e tyre. (Nd\u00ebrsa te ne q\u00eb n\u00eb klasat e ulta po fillojn\u00eb t\u00eb japin m\u00ebsim gjithfar\u00eb instruktor\u00ebsh t\u00eb muzik\u00ebs, fizkultur\u00ebs, anglishtes. P\u00ebr m\u00eb shum\u00eb, MASH vijon t\u00eb mos njoh\u00eb as nivelet arsimore t\u00eb m\u00ebsuesve, pasi ka planifikuar n\u00eb Projektin \u201cCil\u00ebsi dhe Barazi n\u00eb Arsim\u201d krijimin e databas\u00ebs p\u00ebr m\u00ebsuesit dhe drejtuesit etj.). Sindikata e Arsimit n\u00eb Finland\u00eb ndikon vendimet p\u00ebr politikat arsimore dhe zhvillimin e sistemit pedagogjik e arsimor.<\/p>\n

Gjithsesi, edhe konferencat na duhen, pasi asgj\u00eb nuk vlen sa \u00ebndrra p\u00ebr t\u00eb krijuar t\u00eb ardhmen.<\/p>\n","protected":false},"excerpt":{"rendered":"

Prof. asc. P\u00ebllumb Karameta Pas njoftimit t\u00eb pushimit nga puna t\u00eb mbi 1500 m\u00ebsuesve, riorganizimit t\u00eb agjencive t\u00eb saj vart\u00ebse, ndryshe reduktim i specialist\u00ebve n\u00eb sh\u00ebrbimet mb\u00ebshtet\u00ebse dhe, s\u00eb shpejti, rajonalizim institucional, ndryshe zvog\u00eblimin drastik t\u00eb numrit t\u00eb shkollave ose thellim i pabarazive p\u00ebr t\u2019u shkolluar, \u00e7udit\u00ebrisht, MASh pa t\u00eb udh\u00ebs t\u00eb promovonte vlerat e […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"class_list":{"0":"post-1696","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-artikuj"},"yoast_head":"\nFINLANDA \u2013 SISTEMI ARSIMOR ELITAR - FjALA e LIR\u00cb - Arkivi<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fjala.info\/2009-2015\/finlanda-sistemi-arsimor-elitar\/\" \/>\n<meta property=\"og:locale\" content=\"sq_AL\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"FINLANDA \u2013 SISTEMI ARSIMOR ELITAR - FjALA e LIR\u00cb - Arkivi\" \/>\n<meta property=\"og:description\" content=\"Prof. asc. 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