{"id":1929,"date":"2014-09-24T09:48:17","date_gmt":"2014-09-24T08:48:17","guid":{"rendered":"http:\/\/www.fjala.info\/?p=1929"},"modified":"2014-09-24T09:48:17","modified_gmt":"2014-09-24T08:48:17","slug":"arsimi-ne-gjuhen-shqipe-ne-mal-te-zi-me-probleme-te-vazhdueshme","status":"publish","type":"post","link":"https:\/\/fjala.info\/2009-2015\/arsimi-ne-gjuhen-shqipe-ne-mal-te-zi-me-probleme-te-vazhdueshme\/","title":{"rendered":"ARSIMI N\u00cb GJUH\u00cbN SHQIPE N\u00cb MAL T\u00cb ZI ME PROBLEME T\u00cb VAZHDUESHME"},"content":{"rendered":"

\"\" Dr. Nail Draga<\/strong>*<\/p>\n

Trajtimi i \u00e7\u00ebshtjeve nga fusha e arsimit n\u00eb mjediset multinacionale paraqet \u00e7\u00ebshtje me interes t\u00eb ve\u00e7ant\u00eb dhe si e till\u00eb meriton nj\u00eb qasje shum\u00ebdimensionale. Vet fakti se Mali i Zi \u00ebsht\u00eb mjedisi me multinacional n\u00eb Evrop\u00ebn Juglindore \u00ebsht\u00eb motiv dhe nxitje e mjaftueshme p\u00ebr studiues t\u00eb profileve t\u00eb ndryshme p\u00ebr t\u00eb dh\u00ebn\u00eb kontributin e tyre profesional n\u00eb ket\u00eb aspekt. Dhe nj\u00eb mund\u00ebsi e till\u00eb ekziston tash n\u00eb pluraliz\u00ebm sepse nuk ekzistojn\u00eb me tema tabu, paragjykimet dhe pasojat sikurse n\u00eb moniz\u00ebm.<\/p>\n

Ndon\u00ebse n\u00eb pluraliz\u00ebm n\u00eb fush\u00ebn e arsimit jan\u00eb b\u00ebr\u00eb ndryshime megjithate shqiptar\u00ebt ballafaqohen me probleme t\u00eb shumta, e kjo ka t\u00eb b\u00ebj sidomos me programet m\u00ebsimore n\u00eb ve\u00e7anti me l\u00ebndet e identitetit komb\u00ebtar, q\u00eb duhet t\u00eb jet\u00eb \u00e7\u00ebshtje par\u00ebsore n\u00eb k\u00ebt\u00eb takim p\u00ebr t\u00eb gjith ne.
\nN\u00eb k\u00ebt\u00eb aspekt me s\u00eb paku jan\u00eb t\u00eb nevojshme deklaratat formale t\u00eb zyrtar\u00ebve t\u00eb ndrysh\u00ebm, por duhet t\u00eb respektohen ligjet dhe aktet demokratike nd\u00ebrkombetare, p\u00ebr mjediset e ndryshme multinacionale. P\u00ebr veprime konkrete nevoitet vullneti politik i pushtetit, sepse edhe arsimi \u00ebsht\u00eb politizuar tej mase. Andaj p\u00ebr ndryshime konkrete e cil\u00ebsore duhet inkuadruar edhe kuadrat shqiptare q\u00eb jan\u00eb t\u00eb d\u00ebshmuar n\u00eb profilet e tyre profesionale.<\/p>\n

1. Shkollat dhe infrastruktura shkollore<\/strong><\/p>\n

N\u00eb viset shqiptare n\u00eb Mal t\u00eb Zi, shqiptar\u00ebt e zhvillojn\u00eb m\u00ebsimin n\u00eb gjuh\u00ebn shqipe n\u00eb 12 shkolla fillore(4 n\u00eb Ulqin, 1 Kraj\u00eb-Tivar, 4 Mal\u00ebsi, 2 Plav\u00eb dhe 1 Rozhaj\u00eb) dhe 4 t\u00eb mesme(1 n\u00eb Ulqin, 1 Tuz dhe 1 Plav\u00eb t\u00eb cilat jan\u00eb publike dhe 1 jopublike n\u00eb Ulqin).Shkollat ku m\u00ebsojn\u00eb nx\u00ebn\u00ebsit shqiptar\u00eb me p\u00ebrjashtime jan\u00eb objekte t\u00eb t\u00eb vjetra, t\u00eb nd\u00ebrtuar para 40 vjet\u00ebve dhe nuk sigurojn\u00eb hap\u00ebsir\u00eb t\u00eb mjaftueshme p\u00ebr nx\u00ebn\u00ebsit. K\u00ebtyre shkollave po ashtu duhet shtuar edhe numrin e shkollave t\u00eb ndara(nga kl.I-IV) t\u00eb cilat jan\u00eb pothuaj t\u00eb amortizuara dhe si t\u00eb tilla edhe t\u00eb pap\u00ebrdorshme. Si rast konkret ne k\u00ebt\u00eb aspekt mund t\u00eb na sh\u00ebrbejn\u00eb shkollat n\u00eb komun\u00ebn e Ulqinit.<\/p>\n

Ne k\u00ebt\u00eb komun\u00eb t\u00eb gjitha shkolllat jan\u00eb t\u00eb nd\u00ebrtuara para 40 vjet\u00ebve dhe ate me ndihm\u00ebn solidare t\u00eb vendeve t\u00eb ndryshme. Ne ket\u00eb komun\u00eb mungojn\u00eb investimet kapitale n\u00eb objekt\u00ebt shkollore nga ana e buxhetit t\u00eb Qeveris\u00eb s\u00eb Malit t\u00eb Zi.Madje edhe n\u00ebse ka investime ato jan\u00eb minimale n\u00eb form\u00eb kozmetike dhe nuk i plot\u00ebson nevojat ekzistuese. K\u00ebshtu p.sh. objekti i shkoll\u00ebs am\u00eb n\u00eb Kat\u00ebrkoll\u00eb t\u00eb An\u00ebs s\u00eb Malit q\u00eb \u00ebsht\u00eb l\u00ebshuar n\u00eb funksion n\u00eb vitin 1972, \u00ebsht\u00eb amortizuar shum\u00eb dhe duhen intervenime urgjente, duke filluar me riparimin e kabinet\u00ebve, nyj\u00ebs sanitare, oborrit rrethues, poligonit sportiv, inventarit shkollor etj. Nd\u00ebrsa objekt\u00ebt shkollore n\u00eb paralelet e ndara sikurse jan\u00eb n\u00eb Sukubin\u00eb, Shtod\u00ebr, Kllez\u00ebn dhe Fraskanjel jan\u00eb t\u00eb tipit t\u00eb montazh\u00ebs dhe si t\u00eb tilla jan\u00eb t\u00eb pap\u00ebrdorshme dhe t\u00eb rrezikshme p\u00ebr funksionin arsimor.<\/p>\n

Nga t\u00eb dh\u00ebnat q\u00eb disponojm\u00eb n\u00eb shkollat n\u00eb viset shqiptare q\u00eb jan\u00eb n\u00eb kuad\u00ebr t\u00eb pes\u00eb komunave n\u00eb Mal t\u00eb Zi(Ulqin, Tivar, Tuz, Plav\u00eb dhe Rozhaj\u00eb) vazhdimisht ka munguar vullneti i pushtetit p\u00ebr t\u00eb investuar, e m\u00eb ket\u00eb p\u00ebr t\u00eb ndryshuar infrastruktura shkollore. N\u00eb ket\u00eb aspekt edhe pse k\u00ebrkesat kan\u00eb qen\u00eb t\u00eb vazhdueshme, qoft\u00eb nga drejtor\u00ebt e shkollave, subjekte t\u00eb ndryshme politike e jo politike, \u00e7do gj\u00eb ka mbetur vet\u00ebm n\u00eb form\u00ebn e k\u00ebrkesave t\u00eb p\u00ebrseritura nga nj\u00ebra an\u00eb dhe t\u00eb premtimeve t\u00eb vazhdueshme nga ana tjet\u00ebr.<\/p>\n

2. Plan-programet m\u00ebsimore<\/strong><\/p>\n

Nd\u00ebr \u00e7\u00ebshtjet me delikate t\u00eb arsimit t\u00eb shqiptar\u00ebve n\u00eb shkollat me m\u00ebsim n\u00eb gjuh\u00ebn shqipe paraqesin plan-programet m\u00ebsimore. E dh\u00ebna se n\u00eb Ministrin\u00eb e Arsimit t\u00eb Malit t\u00eb Zi nuk \u00ebsht\u00eb i pun\u00ebsuar asnj\u00eb shqiptar jep p\u00ebr t\u00eb kuptuar programet e tilla arsimore. Nuk \u00ebsht\u00eb e mjaftueshme t\u00eb arsimohesh dhe edukohesh n\u00eb gjuh\u00ebn shqipe, por \u00e7far\u00eb program\u00ebsh m\u00ebsimore jan\u00eb n\u00eb p\u00ebrdorim. Ose edhe m\u00eb sakt\u00eb sa ato programe m\u00ebsimore jan\u00eb n\u00eb favor t\u00eb identitetit komb\u00ebtar\u00eb. Pik\u00ebrisht, k\u00ebtu qendron \u00e7\u00ebshtja e esenciale e problemit p\u00ebrkat\u00ebs. Nga program\u00ebt m\u00ebsimore sidomos duke filluar nga viti 1981, pas ngjarj\u00ebve t\u00eb Kosov\u00ebs, nx\u00ebn\u00ebs\u00ebve shqiptar\u00eb iu \u00ebsht\u00eb imponuar vazhdimisht t\u00eb m\u00ebsojn\u00eb p\u00ebr t\u00eb tjer\u00ebt dhe jo p\u00ebr veht\u00ebn. K\u00ebtu kryesisht mendoj p\u00ebr l\u00ebndet e identitetit komb\u00ebtar si historia, gjuha shqipe dhe let\u00ebrsia, kultura muzikore dhe kultura figurative.<\/p>\n

N\u00eb k\u00ebt\u00eb aspekt vit\u00ebve t\u00eb fundit jan\u00eb b\u00ebr\u00eb ndryshime pozitive vet\u00ebm sa i p\u00ebrket l\u00ebnd\u00ebs s\u00eb gjuh\u00ebs shqipe dhe let\u00ebrsis\u00eb, nd\u00ebrsa p\u00ebr l\u00ebndet tjera gj\u00ebndje \u00ebsht\u00eb identike si m\u00eb par\u00eb. K\u00ebshtu po q\u00ebse analizohet programi i l\u00ebnd\u00ebs s\u00eb historis\u00eb del s\u00eb nx\u00ebn\u00ebsi shqiptar\u00eb m\u00ebson \u00e7do gj\u00eb p\u00ebr t\u00eb tjer\u00ebt dhe pothuaj asgj\u00eb p\u00ebr historin\u00eb komb\u00ebtare. Dhe s ka se si t\u00eb jet\u00eb ndryshe kur k\u00ebto programe m\u00ebsimore i kan\u00eb hartuar malazez\u00ebt p\u00ebr vehte e jo p\u00ebr shqiptar\u00ebt. Identike \u00ebsht\u00eb edhe me programin e kultur\u00ebs muzikore ku dominojn\u00eb k\u00ebng\u00ebt sllave e ato shqiptare jan\u00eb n\u00eb minimum. Por, n\u00eb k\u00ebt\u00eb aspekt ka nj\u00eb risi e cila ka filluar tash disa vite n\u00eb saj\u00eb t\u00eb m\u00ebsimit t\u00eb reformuar, ku m\u00ebsimdh\u00ebn\u00ebsit jan\u00eb t\u00eb lir\u00eb t\u00eb p\u00ebrgatisin 15-20% t\u00eb nj\u00ebsive m\u00ebsimore t\u00eb l\u00ebnd\u00ebve p\u00ebrkat\u00ebse.<\/p>\n

Andaj, k\u00ebt\u00eb mund\u00ebsi duhet shfryt\u00ebzuar n\u00eb maksimum, p\u00ebr t\u00eb eliminuar defekt\u00ebt e program\u00ebve t\u00eb tilla m\u00ebsimore, n\u00eb l\u00ebnd\u00ebt e identitetit komb\u00ebtar\u00eb. Por, p\u00ebr nj\u00eb veprim t\u00eb till\u00eb m\u00ebsimdh\u00ebn\u00ebsit p\u00ebrkat\u00ebs duhet t\u00eb jen\u00eb t\u00eb motivuar p\u00ebr angazhime konkrete. N\u00eb k\u00ebt\u00eb aspekt mungon koordinimi n\u00eb nivel t\u00eb shkollave m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe, procedur kjo e cila do t\u00eb ishte n\u00eb favor t\u00eb avansimit t\u00eb \u00e7\u00ebshtjeve p\u00ebrkat\u00ebse.<\/p>\n

3. Tekstet shkollore<\/strong><\/p>\n

Dihet se n\u00eb saj\u00eb t\u00eb plan-program\u00ebve arsimore hartoh\u00ebn edhe tekstet shkollore t\u00eb cilat luajn\u00eb rol t\u00eb ve\u00e7ant\u00eb n\u00eb edukimin dhe arsimin e nx\u00ebn\u00ebsve.<\/p>\n

Opinioni i gjer\u00eb e ka t\u00eb njohur s\u00eb nx\u00ebn\u00ebsit shqiptar\u00eb m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe n\u00eb Mal t\u00eb Zi, nga viti 1981, pas ngjarj\u00ebve n\u00eb Kosov\u00eb iu ndaluan p\u00ebrdorimi i tekst\u00ebve shkollore t\u00eb botura n\u00eb Prishtin\u00eb me motivacion s\u00eb gjoja jan\u00eb t\u00eb pap\u00ebrshtatshme ne aspektin ideologjik. Ishte ky nj\u00eb veprim p\u00ebrfid i pushtetit p\u00ebr t\u00eb ndaluar p\u00ebrdorimin e botim\u00ebve t\u00eb literatur\u00ebs shkollore t\u00eb botuar n\u00eb Prishtin\u00eb, sepse ato ishin tekste me frym\u00eb komb\u00ebtare, q\u00eb ishte n\u00eb kund\u00ebrshtim me synimet politike t\u00eb pushtetit t\u00eb koh\u00ebs n\u00eb Mal t\u00eb Zi. K\u00ebtu filluan t\u00eb p\u00ebrdor\u00ebn tekste t\u00eb p\u00ebrkthyera nga gjuha serbe n\u00eb gjuh\u00ebn shqipe q\u00eb u botuan n\u00eb Podgoric\u00eb dhe Beograd. Tekstet e tilla me nj\u00eb p\u00ebrkthim t\u00eb dob\u00ebt n\u00eb gjuh\u00ebn shqipe ishte n\u00ebn \u00e7do nivel dhe t\u00eb pap\u00ebrshtashme p\u00ebr procesin m\u00ebsimor.<\/p>\n

Pas r\u00ebnies s\u00eb sistemit monist nga viti 1990 e m\u00eb pas gradualisht gjendja ka filluar t\u00eb ndryshoj, por jo sipas k\u00ebrkesave t\u00eb shqiptar\u00ebve. Edhe tash pothuaj t\u00eb gjitha tekstet shkollore jan\u00eb t\u00eb p\u00ebrkthyera n\u00eb gjuh\u00ebn shqipe, pra jan\u00eb jo origjinale me p\u00ebrjashtim t\u00eb teksteve nga l\u00ebnda e gjuh\u00ebs shqipe dhe t\u00eb let\u00ebrsis\u00eb, dhe si t\u00eb tilla nuk plot\u00ebsojn\u00eb nevojat e shqiptar\u00ebve.<\/p>\n

Vit\u00ebve t\u00eb fundit jan\u00eb lejuar p\u00ebr p\u00ebrdorim nj\u00eb num\u00ebr i konsideruar i teksteve t\u00eb botura n\u00eb Prishtin\u00eb e ate kryesisht p\u00ebr shkollat e mesme, q\u00eb paraqet zgjidhje t\u00eb p\u00ebrkohshme p\u00ebr disa l\u00ebnd\u00eb m\u00ebsimore.<\/p>\n

4. Shkollimi i kuadrit arsimor<\/strong><\/p>\n

Kuadri arsimor q\u00eb punon n\u00eb shkollat m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe shkollim superior e ka kryer n\u00eb t\u00eb kalur\u00ebn por edhe tash kryesisht n\u00eb Kosov\u00eb dhe nga viti 1992 edhe n\u00eb Shqip\u00ebri etj.<\/p>\n

Nga viti 2004 n\u00eb Podgoric\u00eb n\u00eb kuad\u00ebr t\u00eb Univeristetit t\u00eb Malit t\u00eb Zi ka filluar t\u00eb punoj\u00eb grupi studimor p\u00ebr m\u00ebsuesi n\u00eb gjuh\u00ebn shqipe. Kjo \u00e7\u00ebshtje te partit\u00eb politike shqiptare ka qen\u00eb mjaft e politizuar, sepse subjekt\u00ebt e ndryshme politike shqiptare kan\u00eb propozuar q\u00eb ky fakultet( n\u00eb realitet nuk \u00ebsht\u00eb fakultet por grup studimor) t\u00eb hapet n\u00eb ndonj\u00eb mjedis shqiptar si n\u00eb Ulqin apo Tuz. Nga vera e vitit 2008, kan\u00eb diplomuar kuadrat e para t\u00eb profilit t\u00eb m\u00ebsuesis\u00eb(profesor t\u00eb m\u00ebsimit klasor). Kuadrat e diplomuara n\u00eb Shqip\u00ebri fillimisht kan\u00eb pasur probleme n\u00eb lidhje me nostrifikimin e diplomave, por nga viti 2004 kjo \u00e7\u00ebshtje \u00ebsht\u00eb zgjidhur sepse provimet ndryshuese jan\u00eb dh\u00ebn\u00eb n\u00eb Podgoric\u00eb, m\u00eb \u00e7\u2019rast diploma e till\u00eb \u00ebsht\u00eb barazuar me ate t\u00eb Universitetit t\u00eb Malit t\u00eb Zi.<\/p>\n

Duhet th\u00ebn\u00eb se shqiptar\u00ebt nga Mali i Zi si m\u00eb par\u00eb edhe tash jan\u00eb duke investuar n\u00eb shkollimin superior, m\u00eb gjith\u00eb v\u00ebshtir\u00ebsit\u00eb ekzituese financiare. Ne ket\u00eb aspekt student\u00ebt shqiptar\u00eb t\u00eb cil\u00ebt studiojn\u00eb jasht\u00eb Malit t\u00eb Zi nuk marrin bursa apo kredi nga Qeveria e Malit t\u00eb Zi.<\/p>\n

5. Kuadri drejtues i shkollave<\/strong><\/p>\n

Nd\u00ebr \u00e7\u00ebshtjet e diskutueshme n\u00eb vazhdim\u00ebsi edhe tash n\u00eb pluraliz\u00ebm b\u00ebn pjes\u00eb edhe kuadri drejtues i shkollave.N\u00eb k\u00ebt\u00eb aspekt gjendja \u00ebsht\u00eb p\u00ebr ta d\u00ebshiruar, sepse n\u00eb ca aspekte jo qe i ngjason por madje ia tejkalon koh\u00ebs s\u00eb monizmit. N\u00eb vend q\u00eb t\u00eb kemi decentralizim t\u00eb sistemit arsimor \u00ebsht\u00eb e kund\u00ebrta kemi nj\u00eb centralizim nga pushteti qendror qe ia kalon edhe monizmit.<\/p>\n

N\u00eb veprim i till\u00eb q\u00eb tashm\u00eb \u00ebsht\u00eb b\u00ebr\u00eb proces nuk \u00ebsht\u00eb n\u00eb favor t\u00eb demokracis\u00eb dhe t\u00eb pluralizmit sepse \u00e7do gj\u00eb vendoset sipas diktatit \u00eb Ministris\u00eb s\u00eb arsimit, duke mos p\u00ebrfillur asnj\u00eb k\u00ebrkes\u00eb qoft\u00eb nga subjektet arsimore, komuna e s\u00eb fundi as nga KKSH. Nga nj\u00eb gjendje e till\u00eb, ne n\u00eb drejtimin e shkollave kemi K\u00ebshillat drejtuese partiake p\u00ebrkat\u00ebsisht t\u00eb pushtetit, e me ket\u00eb edhe drejtorat partiak pa marr\u00eb parasysh referncat e tyre profesionale e personale n\u00eb mjedisn p\u00ebrkat\u00ebs. N\u00ebse analizohen em\u00ebr p\u00ebr em\u00ebr antar\u00ebt e k\u00ebshillave drejtuese t\u00eb shkollave por edhe vet drejtorat del qart\u00eb, se kemi partizimin e arsimit ma tep\u00ebr se n\u00eb moniz\u00ebm.<\/p>\n

Edhe pse nga viti 2008 me fillimin e funksionimit t\u00eb K\u00ebshillave nacionale t\u00eb popujve pakic\u00eb n\u00eb Mal t\u00eb Zi, \u00ebsht\u00eb obligim ligjor i ministrit t\u00eb arsimit q\u00eb t\u00eb marr\u00eb mendimin nga k\u00ebshilli p\u00ebrkat\u00ebs, me rastin e zgjedhjes s\u00eb drejtorave, kemi t\u00eb b\u00ebjm\u00eb me nj\u00eb formalitet, sepse ministri nuk e ka p\u00ebrfillur mendimin K\u00ebshillit p\u00ebrkat\u00ebs por ka vendosur sipas shijes s\u00eb ti, p\u00ebrkat\u00ebsisht nga diktati i partis\u00eb s\u00eb tij.<\/p>\n

Dhe nga nj\u00eb gjendje e till\u00eb KKSH duhet t\u00eb prononcohet publikisht q\u00eb p\u00ebr shkollat m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe n\u00eb Mal t\u00eb Zi, ose t\u00eb p\u00ebrfillet mendimi i K\u00ebshillit, ose mos t\u00eb konultohet fare p\u00ebr ket\u00eb \u00e7\u00ebshtje, sepse askush nuk d\u00ebshiron t\u00eb luaj me dinjitetin e asnj\u00eb personi.<\/p>\n

Pasi n\u00eb KKSH funksionon komisioni p\u00ebr arsim nga indvid\u00eb kompetent, q\u00eb dijn\u00eb t\u00eb vleresojn\u00eb kandidat\u00ebt t\u00eb cil\u00ebt konkurojn\u00eb dhe i plot\u00ebsojn\u00eb kushtet p\u00ebr drejtor, mendimi i KKSH do t\u00eb ishte nj\u00eb plus p\u00ebr ministrin e arsimit. Madje ai do t\u00eb hiqte nga vetja p\u00ebrgjegj\u00ebsin\u00eb duke vendosur ashtu si\u00e7 ka rekomanduar KKSH, sepse nj\u00eb veprim i till\u00eb \u00ebsht\u00eb norm\u00eb demokratike p\u00ebr bot\u00ebn e qytet\u00ebruar.<\/p>\n

6. Rekomandime p\u00ebrfundimtare<\/strong><\/p>\n

1. Si objektiv\u00eb p\u00ebr t\u00eb ardhm\u00ebn duhet t\u00eb jet\u00eb k\u00ebrkesa nga KKSH p\u00ebr themelimin e Bordit t\u00eb ve\u00e7ant\u00eb p\u00ebr arsimin n\u00eb gjuh\u00ebn shqipe n\u00eb Mal t\u00eb Zi, si subjekt i ve\u00e7ant\u00eb n\u00eb kuad\u00ebr t\u00eb Ministris\u00eb s\u00eb Arsimit.N\u00eb m\u00ebnyr\u00eb analoge ekzsiston bordi i till\u00eb p\u00ebr popullsin\u00eb gjermane n\u00eb Belgjik\u00eb.<\/p>\n

2. N\u00eb p\u00ebrpilimin e planprogram\u00ebve m\u00ebsimore p\u00ebr shkollat m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe duhet t\u00eb marrin pjes\u00eb kuadrat shqiptare, duke trajtuar n\u00eb m\u00ebnyr\u00eb t\u00eb ve\u00e7ant\u00eb l\u00ebndet e identitetit komb\u00ebtar\u00eb. Sepse si t\u00eb till\u00eb kemi planprograme dhe tekste shkollore te imponuara.<\/p>\n

3. N\u00eb sht\u00ebpin\u00eb botuese t\u00eb teksteve shkollore n\u00eb Podgoric\u00eb duhet t\u00eb pun\u00ebsohen shqiptar\u00eb t\u00eb cil\u00ebt kan\u00eb njohuri p\u00ebrkat\u00ebse. Tekstet e p\u00ebrkthyera duhet te ken\u00eb redaktor shqiptar\u00eb e jo shqipfol\u00ebs, q\u00eb duhet t\u00eb punoj\u00eb n\u00eb p\u00ebrshtatshm\u00ebrin\u00eb e teksteve p\u00ebr nx\u00ebn\u00ebsit shqiptar\u00eb.<\/p>\n

4. P\u00ebrkthimi i teksteve t\u00eb ndryshme shkollore kryesisht nga gjuha serbe apo malazeze ka dob\u00ebsi t\u00eb m\u00ebdha, nga del s\u00eb p\u00ebrkthyesit nuk e njohin l\u00ebnd\u00ebn p\u00ebrkat\u00ebse, andaj krijohen edhe v\u00ebshtir\u00ebsi t\u00eb m\u00ebdha n\u00eb p\u00ebrdorimin e tyre teksteve shkollore nga nx\u00ebn\u00ebsit.<\/p>\n

5. Ilustrimi dhe dizajni i teksteve paraqet fush\u00eb t\u00eb ve\u00e7ant\u00eb, sepse edhe n\u00eb k\u00ebt\u00eb form\u00eb perceptohet identiteti komb\u00ebtar, nd\u00ebrsa nx\u00ebn\u00ebsi shqiptar\u00eb, n\u00eb shum\u00eb raste \u00ebsht\u00eb n\u00eb lajthitje sepse ilustrimet nuk jan\u00eb t\u00eb qelluara dhe nuk p\u00ebrkojn\u00eb me realitetin dhe p\u00ebrkat\u00ebsin\u00eb komb\u00ebtare t\u00eb nx\u00ebn\u00ebsit.<\/p>\n

6. Nuk ka nevoj\u00eb q\u00eb \u00e7do tekst q\u00eb p\u00ebrdorin nx\u00ebn\u00ebsit shqiptar\u00eb t\u00eb p\u00ebrkthehet n\u00eb shqip, pasi t\u00eb tillat ekzistojn\u00eb t\u00eb gatshme si n\u00eb Prishtin\u00eb e Tiran\u00eb. Mendojm\u00eb q\u00eb num\u00ebr i konsideruar tekstesh shkollore t\u00eb shfryt\u00ebzohen ato t\u00eb cilat jan\u00eb botuar n\u00eb Prishtin\u00eb, sepse edhe programet m\u00ebsimore jan\u00eb pothuaj identike. Duke vepruar n\u00eb ket\u00eb m\u00ebnyr\u00eb nuk humbet koh\u00eb as energji dhe teksti \u00ebsht\u00eb m\u00eb cil\u00ebsor, sepse p\u00ebrkthimi \u00ebsht\u00eb kopje e origjinalit dhe vuajn\u00eb nga dob\u00ebsi t\u00eb njohura.<\/p>\n

Ne lidhje m\u00eb ket\u00eb \u00e7\u00ebshtje duhet t\u00eb ekzistoj vullneti politik i institucion\u00ebve p\u00ebrkat\u00ebse dhe \u00e7do gj\u00eb mund t\u00eb realizohet n\u00eb praktik\u00eb pa probleme. N\u00eb k\u00ebt\u00eb aspekt shkon n\u00eb favor realizimi i reform\u00ebs n\u00eb arsim p\u00ebr t\u00ebr\u00eb regjionin (shkollimi fillor 9 vje\u00e7ar).<\/p>\n

7. Nevoiten investime n\u00eb shkollat m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe, e ate jo vet\u00ebm duke b\u00ebr\u00eb restaurime kozmetike, por duke nd\u00ebrtuar objekte t\u00ebr\u00ebsisht t\u00eb reja. K\u00ebto investime duhet t\u00eb b\u00ebhe\u00ebn nga buxheti i shtetit, pra nga Qeveria e Malit t\u00eb Zi, sepse si qytetar paguajm\u00eb taksat dhe tatimet. Sepse, kur ka mjete p\u00ebr investime n\u00eb mjedise t\u00eb tjera mos investimi n\u00eb mjediset shqiptare, si\u00e7 \u00ebsht\u00eb rasti me Komun\u00ebn e Ulqinit nuk arsyetohet m\u00eb asgj\u00eb.<\/p>\n

8. P\u00ebr t\u00eb gjitha k\u00ebto \u00e7\u00ebshtje t\u00eb cilat jan\u00eb jetike p\u00ebr identitetin e shqiptar\u00ebve n\u00eb k\u00ebt\u00eb mjedis mendoj se duhet t\u00eb ekzistoj\u00eb dialogu n\u00eb mes subjekt\u00ebve t\u00eb ndryshme t\u00eb shqiptar\u00ebve dhe Qeveris\u00eb s\u00eb Malit t\u00eb Zi, sepse shqiptar\u00ebt nuk kan\u00eb k\u00ebrkesa maksimaliste por optimale n\u00eb favor t\u00eb identitetit t\u00eb tyre komb\u00ebtar. N\u00eb k\u00ebt\u00eb aspekt mendoj se KKSH duhet ta luaj rolin q\u00eb i takon.<\/p>\n

9. KKSH duhet t\u00eb nis\u00eb proceduren s\u00eb bashku me K\u00ebshillat komb\u00ebtare t\u00eb popujve t\u00eb tjer\u00eb n\u00eb Mal t\u00eb Zi p\u00ebr ndryshimin e Ligjit p\u00ebr arsim t\u00eb p\u00ebrgjithsh\u00ebm, n\u00eb lidhje me \u00e7\u00ebshtjen e zgjidhjes s\u00eb drejtorave sikurse ishte n\u00eb vitin 2003-2007, kur zgjidhja ishte demokratike nga strukturat shkollore(K\u00ebshilli i arsimtar\u00ebve, K\u00ebshilli i prind\u00ebrve, K\u00ebshilli i shkoll\u00ebs) nd\u00ebrsa ministri e miratonte vendimin e till\u00eb, e jo si tash kur ministri vendos dhe nuk merr parasysh as mendimin e KKSH, duke zgjedhur kuadra me mbeshtetje ekskluzive partiake e jo profesionale.<\/p>\n

10.KKSH duhet te marr\u00eb iniciativ\u00eb qe nga viti i ardhsh\u00ebm shkollor n\u00eb shkollat me m\u00ebsim n\u00eb gjuh\u00ebn shqipe n\u00eb mal t\u00eb Zi t\u00eb p\u00ebrdoret Abetarja mbar\u00ebkombetare, sepse shqiptar\u00ebt kudo qe jan\u00eb kan\u00eb nj\u00eb gjuh\u00eb, histori dhe trash\u00ebgimi kulturore t\u00eb p\u00ebrbashk\u00ebt. Nd\u00ebrsa po ashtu t\u00eb inicoj\u00eb q\u00eb nga viti i ardhsh\u00ebm shkollor t\u00eb hiqet nga p\u00ebrdorimi teksti Kultura muzikore(kl.I-IX), sepse si i till\u00eb \u00ebsht\u00eb i papranuesh\u00ebm dhe i d\u00ebmsh\u00ebm p\u00ebr procesin m\u00ebsimor t\u00eb nx\u00ebn\u00ebsit m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe.<\/p>\n

11. M\u00ebsimdh\u00ebn\u00ebsi n\u00eb shkollat m\u00eb m\u00ebsim n\u00eb gjuh\u00ebn shqipe nuk duhet te jet\u00eb statik, por kreativ dhe t\u00eb b\u00ebj\u00eb \u00e7mos ta realizoj\u00eb 20% e garantuar n\u00eb forma dhe metoda t\u00eb ndryshme, duke ofruar njohuri \u00e7ka nuk e ofron programi m\u00ebsimor l\u00ebndor p\u00ebr l\u00ebndet e identitetit komb\u00ebtar. Sepse k\u00ebshtu n\u00eb saj\u00eb t\u00eb tyre programeve na \u00ebsht\u00eb imponuar q\u00eb m\u00eb tep\u00ebr m\u00ebsojm\u00eb p\u00ebr t\u00eb tjer\u00ebt se sa p\u00ebr vehten.<\/p>\n

12. KKSH duhet ta marr\u00eb iniciativ\u00ebn p\u00ebr p\u00ebrkthimin n\u00eb gjuh\u00ebn malazeze dhe angleze librit e Flamur Anamalit \u201cKultura shqiptare n\u00eb tekstet m\u00ebsimore t\u00eb shkoll\u00ebs fillore n\u00eb gjuh\u00ebn shqipe n\u00eb Mal t\u00eb Zi\u201d, botuar nga Art Clubi n\u00eb vitin 2012, sepse \u00ebsht\u00eb d\u00ebshmi autenike analitike e k\u00ebsaj \u00e7\u00ebshtjeje shum\u00eb t\u00eb r\u00ebnd\u00ebsishme p\u00ebr identitetin e shqiptar\u00ebve n\u00eb Mal t\u00eb Zi.<\/p>\n

13. Duhet t\u00eb n\u00ebnshkruhet nj\u00eb Memorandum bashk\u00ebpunimi ne mes Ministris\u00eb s\u00eb ar\u00ebsimit t\u00eb Malit t\u00eb Zi dhe atyre n\u00eb Shqip\u00ebri e Kosov\u00eb. Nj\u00eb veprim i till\u00eb konkret nuk ka dilem\u00eb se do t\u00eb ndikonte n\u00eb avancimin e m\u00ebsimit n\u00eb gjuh\u00ebn shqipe n\u00eb Mal t\u00eb Zi, q\u00eb do t\u00eb ishte n\u00eb favor t\u00eb ruajtj\u00ebs s\u00eb identitetit komb\u00ebtar t\u00eb shqiptar\u00ebve, n\u00eb k\u00ebt\u00eb mjedis.<\/p>\n

14.Andaj \u00ebsht\u00eb koha e fundit q\u00eb edhe n\u00eb Mal t\u00eb Zi t\u00eb filloj t\u00eb funksionoj\u00eb shteti ligjor duke zbatuar n\u00eb praktik\u00eb legjislacionin shtet\u00ebror por edhe standard\u00ebt nd\u00ebrkomb\u00ebtare, kur jan\u00eb n\u00eb pyetje popujt pakic\u00eb apo pakicat nacionale jo vet\u00ebm n\u00eb fush\u00ebn e arsimit por edhe n\u00eb \u00e7\u00ebshtjet tjera q\u00eb kan\u00eb t\u00eb b\u00ebjn\u00eb me identitetin, lirit\u00eb dhe t\u00eb drejtat nacionale.<\/p>\n

Kumtesa \u00ebsht\u00eb paraqitur n\u00eb
\nSeminarin e organizuar nga KKSH n\u00eb Ulqin m\u00eb 14.6.2014<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Dr. Nail Draga* Trajtimi i \u00e7\u00ebshtjeve nga fusha e arsimit n\u00eb mjediset multinacionale paraqet \u00e7\u00ebshtje me interes t\u00eb ve\u00e7ant\u00eb dhe si e till\u00eb meriton nj\u00eb qasje shum\u00ebdimensionale. Vet fakti se Mali i Zi \u00ebsht\u00eb mjedisi me multinacional n\u00eb Evrop\u00ebn Juglindore \u00ebsht\u00eb motiv dhe nxitje e mjaftueshme p\u00ebr studiues t\u00eb profileve t\u00eb ndryshme p\u00ebr t\u00eb dh\u00ebn\u00eb […]<\/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":[],"yoast_head":"\nARSIMI N\u00cb GJUH\u00cbN SHQIPE N\u00cb MAL T\u00cb ZI ME PROBLEME T\u00cb VAZHDUESHME - 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\/arsimi-ne-gjuhen-shqipe-ne-mal-te-zi-me-probleme-te-vazhdueshme\/\" \/>\n<meta property=\"og:locale\" content=\"sq_AL\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"ARSIMI N\u00cb GJUH\u00cbN SHQIPE N\u00cb MAL T\u00cb ZI ME PROBLEME T\u00cb VAZHDUESHME - FjALA e LIR\u00cb - Arkivi\" \/>\n<meta property=\"og:description\" content=\"Dr. Nail Draga* Trajtimi i \u00e7\u00ebshtjeve nga fusha e arsimit n\u00eb mjediset multinacionale paraqet \u00e7\u00ebshtje me interes t\u00eb ve\u00e7ant\u00eb dhe si e till\u00eb meriton nj\u00eb qasje shum\u00ebdimensionale. 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