{"id":1960,"date":"2013-04-13T08:53:01","date_gmt":"2013-04-13T07:53:01","guid":{"rendered":"http:\/\/fjala.info\/?p=1960"},"modified":"2013-04-13T08:53:01","modified_gmt":"2013-04-13T07:53:01","slug":"carja-tektonike-si-shqiperia-po-i-afrohet-kontinentit-afrikan","status":"publish","type":"post","link":"https:\/\/fjala.info\/2009-2015\/carja-tektonike-si-shqiperia-po-i-afrohet-kontinentit-afrikan\/","title":{"rendered":"\u00c7arja tektonike – Si Shqip\u00ebria po i afrohet kontinentit afrikan"},"content":{"rendered":"

Nga Sokol B\u00ebnja<\/strong>, 12 prill 2013<\/em>
\n\"\"<\/p>\n

Niveli i t\u00ebrheqjes s\u00eb f\u00ebmij\u00ebve n\u00eb shkoll\u00eb, t\u00eb pakt\u00ebn n\u00eb Arsimin Baz\u00eb \u00ebsht\u00eb ulur dhe ulja \u00ebsht\u00eb m\u00eb tep\u00ebr se e ndjeshme \u2013 \u00ebsht\u00eb n\u00eb nivelin e vendeve m\u00eb t\u00eb varfra n\u00eb bot\u00eb. Parametrat po konfirmojn\u00eb afrikanizimin e Shqip\u00ebris\u00eb. Manipulimi i statistikave zyrtare \u00ebsht\u00eb nj\u00eb tregues i nj\u00eb problemi edhe m\u00eb t\u00eb mpreht\u00eb nd\u00ebrsa analiza e realitetit \u00ebsht\u00eb nj\u00eb munges\u00eb e vazhdueshme, si nj\u00eb karakteristik\u00eb tipike e nj\u00eb vendi t\u00eb varf\u00ebr.<\/em><\/p>\n

 <\/p>\n

Ngjarjet e r\u00ebnda jan\u00eb shtuar dhe ka nevoj\u00eb t\u00eb perceptohet nj\u00eb hierarki e gravitetit t\u00eb gj\u00ebrave. Po mbushen afro dy dekada nga lul\u00ebzimi i firmave piramidale q\u00eb krijuan nj\u00eb \u201cbomb\u00eb\u201d ekonomike, shp\u00ebrthimi i t\u00eb cil\u00ebs i shtriu efektet p\u00ebr disa vjet dhe n\u00eb sfera p\u00ebrtej asaj ekonomike, deri n\u00eb rr\u00ebnimin e shtetit dhe t\u00eb shoq\u00ebris\u00eb. Nd\u00ebrsa \u201cgangrenizimi\u201d i arsimit ka disa dekada q\u00eb po ndodh. Perceptimi \u00ebsht\u00eb b\u00ebr\u00eb jo i leht\u00eb me sy t\u00eb lir\u00eb p\u00ebr shkak t\u00eb familjarizimit gradual q\u00eb po shuan shqisat tona dhe p\u00ebr shkak t\u00eb shtrirjes n\u00eb koh\u00eb\u00a0 – ka mbi 20 vjet. (Ndoshta d\u00ebmtimi ka filluar q\u00eb n\u00eb vitet 1980\u2019). Opozita foli p\u00ebr r\u00ebnie deri n\u00eb 85% t\u00eb nivelit t\u00eb regjistrimeve por m\u00eb von\u00eb kjo \u00e7\u00ebshtje nuk u lakua as p\u00ebr shifrat, implikimet apo dometh\u00ebnien q\u00eb bart n\u00eb vetvete.<\/p>\n

M\u00eb posht\u00eb do shqyrtohen kryesisht dy tipe t\u00eb dh\u00ebnash: Niveli Neto i Regjistrimeve<\/span><\/em> (NNR) dhe Niveli Bruto i Regjistrimeve<\/span><\/em> (NBR). NBR p\u00ebr arsimin baz\u00eb (Kl. 1-9 apo Kl. 1-8 deri n\u00eb 2008) \u00ebsht\u00eb raporti i numrit t\u00eb nx\u00ebn\u00ebsve n\u00eb arsimin baz\u00eb n\u00eb total kundrejt numrit t\u00eb popullsis\u00eb p\u00ebr k\u00ebt\u00eb grupmosh\u00eb q\u00eb n\u00ebnkupton ky nivel arsimi: 6-15 vje\u00e7.NNR p\u00ebr arsimin baz\u00eb (Kl. 1-9 apo Kl. 1-8 deri n\u00eb 2008) \u00ebsht\u00eb raporti mes numrit t\u00eb nx\u00ebn\u00ebsve n\u00eb arsimin baz\u00eb q\u00eb \u00ebsht\u00eb brenda kufijve t\u00eb mosh\u00ebs q\u00eb n\u00ebnkupton ky nivel arsimi (6-15 vje\u00e7), dhe numrit t\u00eb popullsis\u00eb p\u00ebr k\u00ebt\u00eb grupmosh\u00eb q\u00eb n\u00ebnkupton ky nivel arsimi: 6-15 vje\u00e7. NNR nuk p\u00ebrfshin ata nx\u00ebn\u00ebs q\u00eb jan\u00eb n\u00eb nj\u00eb cik\u00ebl arsimi, por jan\u00eb n\u00eb mosh\u00eb m\u00eb t\u00eb madhe apo m\u00eb t\u00eb vog\u00ebl se mosha ligjore p\u00ebr at\u00eb cik\u00ebl. N\u00ebse nx\u00ebn\u00ebsit hyjn\u00eb m\u00eb t\u00eb m\u00ebdhenj n\u00eb klas\u00eb t\u00eb par\u00eb p\u00ebrfshihen n\u00eb llogaritje deri sa arrijn\u00eb mosh\u00ebn maksimale p\u00ebr ciklin e arsimit baz\u00eb (15 vje\u00e7), dhe m\u00eb pas nuk llogariten si num\u00ebr. E nj\u00ebjta gj\u00eb me nx\u00ebn\u00ebsit p\u00ebrs\u00ebrit\u00ebs q\u00eb llogariten vet\u00ebm derisa mb\u00ebrrijn\u00eb mosh\u00ebn maksimale p\u00ebr at\u00eb cik\u00ebl. Psh., n\u00eb Klas\u00eb 9, mund t\u00eb ket\u00eb nj\u00eb num\u00ebr nx\u00ebn\u00ebsish q\u00eb kan\u00eb hyr\u00eb m\u00eb t\u00eb m\u00ebdhenj se mosha ligjore ose kan\u00eb ngelur, dhe k\u00ebshtu e kan\u00eb kap\u00ebrcyer mosh\u00ebn maksimale q\u00eb parashikon arsimi 9-vje\u00e7ar. K\u00ebta llogariten n\u00eb NBR (prandaj NBR del m\u00eb e lart\u00eb) por jo n\u00eb NNR. NNR sh\u00ebrben p\u00ebr t\u00eb identifikuar mas\u00ebn e f\u00ebmij\u00ebve t\u00eb grupmosh\u00ebs s\u00eb arsimit baz\u00eb q\u00eb gjendet jasht\u00eb shkoll\u00ebs.<\/span><\/em><\/strong> N\u00eb vendet e qytet\u00ebruara \u00ebsht\u00eb absolutisht mbi 99%.<\/p>\n

NBR mund t\u00eb sjell\u00eb n\u00eb disa raste konfuzion. Ka vende (t\u00eb bot\u00ebs s\u00eb tret\u00eb) q\u00eb e kan\u00eb mbi 100%, (edhe 120% n\u00eb disa raste) p\u00ebr shkak t\u00eb numrit t\u00eb lart\u00eb t\u00eb nx\u00ebn\u00ebsve ngel\u00ebs dhe t\u00ebrheqjes jo t\u00eb rregullt t\u00eb f\u00ebmij\u00ebve n\u00eb arsim – me fushata, n\u00eb var\u00ebsi t\u00eb projekteve apo reformave q\u00eb nd\u00ebrmerren. N\u00eb vendet per\u00ebndimore NBR dhe NNR jan\u00eb pak a shum\u00eb n\u00eb nivele t\u00eb ngjashme, me nj\u00eb diferenc\u00eb t\u00eb leht\u00eb. P\u00ebr Shqip\u00ebrin\u00eb, NNR dhe NBR nuk paraqesin shum\u00eb diferenc\u00eb: numri i ngel\u00ebsve \u00ebsht\u00eb tep\u00ebr i vog\u00ebl, rreth 1-2%, nd\u00ebrsa numri i f\u00ebmij\u00ebve q\u00eb hyjn\u00eb n\u00eb shkoll\u00eb 7 vje\u00e7 mund t\u00eb shkoj\u00eb edhe deri 20% t\u00eb regjistrimeve n\u00eb klas\u00eb t\u00eb par\u00eb, por<\/span><\/em><\/strong> \u201ctretet\u201d n\u00eb mas\u00ebn e madhe t\u00eb 9-vje\u00e7ares nga nj\u00ebra an\u00eb, si dhe p\u00ebrshtatet (mosha) n\u00eb raportimet e t\u00eb dh\u00ebnave nga ana tjet\u00ebr.<\/p>\n

Deri n\u00eb 1990, lidhur me shkall\u00ebn e t\u00ebrheqjes s\u00eb nx\u00ebn\u00ebsve dhe arsimimin e tyre, Shqip\u00ebria ka qen\u00eb n\u00eb \u201cshoq\u00ebrin\u00eb\u201d e Europ\u00ebs Per\u00ebndimore & Lindore \u2013 dhe ka qen\u00eb edhe m\u00eb lart se disa vende t\u00eb k\u00ebsaj zone. P\u00ebr t\u00eb krijuar nj\u00eb ide, \u00ebsht\u00eb e nevojshme t\u00eb shikojm\u00eb ecurin\u00eb e Shqip\u00ebris\u00eb n\u00eb k\u00ebto 20 vjet krahasuar me blloqet kryesore sipas cil\u00ebsis\u00eb s\u00eb shifrave: Europa Per\u00ebndimore & Amerika e Veriut, Europa Lindore, Azia Lindore, Azia Juglindore, Amerika Latine dhe Karaibet, Shtetet Arabe, shtetet e tjera t\u00eb Afrik\u00ebs, dhe n\u00eb fund, me nivelet m\u00eb t\u00eb ulta bot\u00ebrore ka qen\u00eb dhe ngelet Afrika e Zez\u00eb (<\/strong>ose Afrika Sub-Sahariane). <\/strong>Tabelat m\u00eb posht\u00eb kan\u00eb marr\u00eb vet\u00ebm disa shtete nga blloqet kryesore sa p\u00ebr referenc\u00eb.<\/p>\n

Situata n\u00eb 1980\u00a0 marr\u00eb nga UNESCO Institute forStatistics(UNESCO Institute for Statistics)<\/p>\n

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Burimi:\u00a0(UNESCO Institute for Statistics)<\/p>\n

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Burimi:\u00a0(UNESCO Institute for Statistics)<\/p>\n

Shqip\u00ebria kishte arritur nivele t\u00eb larta jo vet\u00ebm n\u00eb arsimin fillor dhe arsimin baz\u00eb, por edhe n\u00eb nivelet m\u00eb sip\u00ebr, atje vendet e bot\u00ebs s\u00eb tret\u00eb nuk arrinin t\u00eb krahasoheshin me bot\u00ebn e zhvilluar (Per\u00ebndimin). N\u00eb nivelet e arsimit baz\u00eb ose t\u00eb pakt\u00ebn n\u00eb nivelin e fillores, shum\u00eb nga vendet e bot\u00ebs s\u00eb tret\u00eb kishin tregues jo dhe aq t\u00eb ul\u00ebt. Shkarja e Shqip\u00ebris\u00eb b\u00ebhet m\u00eb serioze p\u00ebr shkak se po humbim terren edhe n\u00eb nivelin e fillores dhe arsimit baz\u00eb, q\u00eb \u00ebsht\u00eb \u00e7\u00ebshtje p\u00ebr diskutim vet\u00ebm p\u00ebr vendet m\u00eb problematike t\u00eb bot\u00ebs. Tabela m\u00eb posht\u00eb jep nivelet e NNR n\u00eb Arsimin Fillor n\u00eb 2010<\/p>\n

NNR n\u00eb Arsimin Fillor n\u00eb 2010<\/p>\n

\"\"<\/p>\n

Burimi (UNESCO Institute for Statistics)<\/p>\n

N\u00eb vet\u00ebm 20 vjet, Shqip\u00ebria ka kryer nj\u00eb \u201czhytje\u201d radikale duke prekur fundin. Jemi parakaluar nga Iraku (pavar\u00ebsisht se aty pati nj\u00eb luft\u00eb), Kamboxhia, India, Malawi, Laosi, Kepi i Gjelb\u00ebr, Swaziland, Botswana, Bangladesh, Burundi, Benini. Tani krahasohemi n\u00eb nivelin e Mauritanis\u00eb, Nepalitdhe jemi shum\u00eb af\u00ebr p\u00ebr t\u2019u parakaluar nga Jemeni, Mozambiku, Gana, Etiopia. Sic shihet kemi rr\u00ebshqitur nga zona jon\u00eb natyrale (Europa m\u00eb gjer\u00eb dhe Europa Qendrore & Lindore), duke p\u00ebrshkuar nivelet p\u00ebrmes Azis\u00eb Lindore, Amerik\u00ebs Latine, Shteteve Arabe (Afrika Veriore kryesisht), Azia Juglindore. Aktualisht jemi akomoduar paksa mbi mesataren e Afrik\u00ebs s\u00eb Zez\u00eb; jemi m\u00eb mir\u00eb se shumica e k\u00ebtyre vendeve por ka disa vende t\u00eb Afrik\u00ebs s\u00eb Zez\u00eb q\u00eb na e kalojn\u00eb. Afrika e Zez\u00eb ka b\u00ebr\u00eb progres n\u00eb 3 dekadat e fundit: nga afro 50%\u00a0 n\u00eb76%. Europa Lindore u mbajt tek arsimi universal \u2013 dometh\u00ebn\u00ebaf\u00ebrsisht 100%. Shqip\u00ebria \u00ebsht\u00eb unike n\u00eb r\u00ebnien nga af\u00ebrsisht 100% p\u00ebr arsimin fillor n\u00eb 80% n\u00eb 2010. Grafiku tregon qart\u00eb pozicionimin ton\u00ebeuropian n\u00eb 1980 (dhe k\u00ebshtu vazhdoi edhe n\u00eb 1990) dhe vendndodhjen ton\u00eb t\u00eb re n\u00eb 2010. K\u00ebto jan\u00eb t\u00eb dh\u00ebnat formale, q\u00eb nuk p\u00ebrfshijn\u00eb braktisjen e fsheht\u00eb dhe sidomos <\/span><\/em>eficenc\u00ebn n\u00eb arsimin baz\u00eb dhe at\u00eb t\u00eb mes\u00ebm. Diferenca mes vendeve t\u00eb zhvilluara dhe atyre t\u00eb pazhvilluara \u00ebsht\u00eb m\u00eb tep\u00ebr tek cil\u00ebsia dhe eficenca n\u00eb arsim. Prandaj tablo m\u00eb sip\u00ebr nuk duhet marr\u00eb si nj\u00eb fakt absolut. <\/span><\/em><\/p>\n

P\u00ebrafrimi afrikan duket edhe nga nj\u00eb verifikim tjet\u00ebr, q\u00eb shqyrton numrin e viteve t\u00eb shkollimit (numri mesatar i viteve t\u00eb shkollimit).<\/strong>[1]<\/strong><\/a>.<\/p>\n

Shifrat p\u00ebr vitet e shkollimit n\u00eb dy kulme t\u00eb segmentit 1990-2008[2]<\/strong><\/a><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\n\n

1990<\/strong><\/p>\n<\/td>\n

\n

2007-2008<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

Europa Qendrore&Lindore<\/strong><\/p>\n<\/td>\n

\n

11.8<\/strong><\/p>\n<\/td>\n

\n

17,4<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0\u00a0 Sllovenia <\/strong><\/p>\n<\/td>\n

\n

12.3<\/strong><\/p>\n<\/td>\n

\n

16,2<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Hungaria<\/strong><\/p>\n<\/td>\n

\n

11.2<\/strong><\/p>\n<\/td>\n

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15.3<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Kroacia <\/strong><\/p>\n<\/td>\n

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11.4 <\/strong>( in 1994)<\/p>\n<\/td>\n

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15<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Serbia <\/strong><\/p>\n<\/td>\n

<\/td>\n\n

13<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Maqedonia <\/strong><\/p>\n<\/td>\n

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11.0 <\/strong>( in 1994)<\/p>\n<\/td>\n

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12<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Shqip\u00ebria<\/strong><\/p>\n<\/td>\n

\n

11.5<\/strong><\/p>\n<\/td>\n

\n

8.6<\/strong><\/p>\n<\/td>\n<\/tr>\n

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Afrika Sub-Sahariane (Afrika e Zez\u00eb)<\/strong><\/p>\n<\/td>\n

\n

6.0<\/strong><\/p>\n<\/td>\n

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9.0 <\/strong>( in 2009)<\/p>\n<\/td>\n<\/tr>\n

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Burundi<\/strong><\/p>\n<\/td>\n

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4.6<\/strong><\/p>\n<\/td>\n

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10.5 <\/strong>( in 2009)<\/p>\n<\/td>\n<\/tr>\n

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Angola<\/strong><\/p>\n<\/td>\n

\n

4.1<\/strong><\/p>\n<\/td>\n

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10.2 <\/strong>( in 2009)<\/p>\n<\/td>\n<\/tr>\n

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Omani<\/strong><\/p>\n<\/td>\n

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7.6<\/strong><\/p>\n<\/td>\n

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13.5 <\/strong>( in 2009)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Burimi: \u00a0(UIS, Global Education Digest, 2011)<\/sup>[3]<\/strong><\/a><\/p>\n

UIS nuk ka t\u00eb dh\u00ebna p\u00ebr \u00a0Shqip\u00ebrin\u00eb n\u00eb vitet e fundit.\u00a0 Prandaj \u00ebsht\u00eb p\u00ebrdorur shifra 8.6 vite arsim p\u00ebr\u00a0 2007-2008\u00a0 marr\u00eb nga Dokumenti I Projektit \u201cCil\u00ebsi e Barazi n\u00eb Arsim\u201d 2006\u00a0(Banka Boterore (Projekti “Cilesi dhe Barazi ne Arsim), 2006, p. 8)<\/p>\n

Duhet p\u00ebrmendur se n\u00eb 2009-2013, n\u00eb vitet e Strategjis\u00eb Komb\u00ebtare, shifra e viteve t\u00eb shkollimit duhet t\u00eb ket\u00ebpatur rritje t\u00eb ndjeshme. Vet\u00ebm se preokupimi \u00ebsht\u00eb n\u00ebse rritja e numrit t\u00eb nx\u00ebn\u00ebsve n\u00eb arsimin e mes\u00ebm dhe ve\u00e7an\u00ebrisht student\u00ebve n\u00eb arsimin e lart\u00eb\u00ebsht\u00eb thjesht inflacion, cka do ta b\u00ebnte k\u00ebt\u00eb rritje t\u00eb pavlefshme.<\/p>\n

A ka r\u00ebnie t\u00eb nivelit t\u00eb regjistrimeve? –\u00a0 Verifikimi i t\u00eb dh\u00ebnave<\/h2>\n

T\u00eb dh\u00ebnat zyrtare mohojn\u00ebq\u00eb niveli i regjistrimeve t\u00eb nx\u00ebn\u00ebsve t\u00eb ket\u00eb r\u00ebn\u00eb n\u00eb shkall\u00eb t\u00eb konsiderueshme. Q\u00eb n\u00ebvitet 1960\u2019, Shqip\u00ebria kishte arritur, p\u00ebr arsye komplekse, dhe kryesisht nga ish-p\u00ebrkat\u00ebsia me kampin socialist t\u00ebEurop\u00ebs lindore, t\u00eb siguronte nj\u00eb standard t\u00eb r\u00ebnd\u00ebsish\u00ebm lidhur me arsimin, nd\u00ebr t\u00eb cil\u00ebt edhe at\u00eb t\u00eb arsimit universal t\u00eb pakt\u00ebn deri n\u00eb arsimin baz\u00eb. Ka nj\u00eb p\u00ebrpjestim t\u00eb drejt\u00eb mes k\u00ebtij standardi dhe potencialit t\u00eb nj\u00eb shoq\u00ebrie p\u00ebr zhvillim, i cili ndoshta nuk realizohet n\u00eb disa vende p\u00ebr arsye t\u00eb tjera q\u00eb lidhen me struktura sociale e politike t\u00eb nj\u00eb shoq\u00ebrie. N\u00eb kushtet kur ky standard nuk \u00ebsht\u00eb arritur, shanset p\u00ebr zhvillim jan\u00eb t\u00eb pashpresa.<\/p>\n

Qysh para 4 dekadash Shqip\u00ebria iu largua zon\u00ebs s\u00eb shteteve q\u00eb vuanin nga ky problem, por, ka m\u00ebse nj\u00eb dekad\u00eb q\u00eb\u201cmurtaja e padijes dhe pazhvillimit\u201d \u00ebsht\u00eb rishfaqur.Shoq\u00ebria shqiptare mund t\u00eb ket\u00eb nevoj\u00eb t\u00eb rishikoj\u00eb prioritetet e saj dhe t\u00eb filloj\u00eb ta shikoj\u00eb k\u00ebt\u00ebdeficence me v\u00ebmendje m\u00eb t\u00eb madhe se ndoshta ka par\u00eb \u201cG\u00ebrdecin\u201d, rr\u00ebnimin e institucioneve politike, pik\u00ebpyetjet ekonomike, etj.<\/p>\n

A ka v\u00ebrtet \u00e7\u00ebshtje?<\/em><\/strong> N\u00ebse po, n\u00eb\u00e7far\u00eb mase apo shkalle dhe \u00e7far\u00eb konsekuencash p\u00ebrfshihen? Sipas statistikave zyrtare t\u00eb MA (Ministris\u00eb s\u00eb Arsimit), NNR p\u00ebr vitin 2003-2004 ka qen\u00eb 97% dhe NBR 103%\u00a0(Ministria e Arsimit, 2005, p. 24). N\u00eb nj\u00eb botim tjet\u00ebr t\u00eb MA, NNR p\u00ebr 2000 jepet 97% nd\u00ebrsa NBR 107% (Ministria e Arsimit, p. 140). Edhe n\u00eb dokumentin e Projektit \u201cCil\u00ebsi e Barazi n\u00eb Arsim\u201d,\u00a0(Banka Boterore (Projekti “Cilesi dhe Barazi ne Arsim), 2006) q\u00eb p\u00ebrfshinte (jo vet\u00ebm) dy partner\u00eb kryesor\u00eb: Bank\u00ebn Bot\u00ebrore dhe Ministrin\u00eb e Arsimit, NBR jepet n\u00eb nivelin 104% p\u00ebr vitin 2002. Tabela m\u00eb posht\u00eb krijon nj\u00eb pamje optimiste p\u00ebr Arsimin Baz\u00eb, krahasuar me vendet n\u00eb rajon.<\/p>\n

T\u00eb dh\u00ebna krahasuese\u00a0 p\u00ebr NBR, <\/em>(Banka Boterore (Projekti “Cilesi dhe Barazi ne Arsim), 2006, p. 25)<\/p>\n

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Nd\u00ebrsa n\u00eb dokumentin e strategjis\u00eb Komb\u00ebtare t\u00eb Arsimit Parauniversitar 2009-2013\u00a0(Ministria e Arsimit, 2009, p. 5), miratuar me Vendim t\u00eb K\u00ebshillit t\u00eb Ministrave, situata jepet si m\u00eb posht\u00eb;<\/p>\n

NNR n\u00eb Arsimin Baz\u00eb<\/em>[NER \u00ebsht\u00eb NNR]; [GER \u00ebsht\u00eb NBR]<\/em>:<\/em><\/p>\n

\"\"<\/p>\n

Dhe krahasimisht me vendet e rajonit (2007-2008):<\/p>\n\n\n\n\n
\n

Albania<\/strong><\/p>\n<\/td>\n

\n

Europe<\/strong><\/p>\n<\/td>\n

\n

Serbia<\/strong><\/p>\n<\/td>\n

\n

Macedonia<\/strong><\/p>\n<\/td>\n

\n

Croatia<\/strong><\/p>\n<\/td>\n

\n

Slovenia<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n

92<\/strong><\/p>\n<\/td>\n

\n

95<\/strong><\/p>\n<\/td>\n

\n

96<\/strong><\/p>\n<\/td>\n

\n

93<\/strong><\/p>\n<\/td>\n

\n

90<\/strong><\/p>\n<\/td>\n

\n

93<\/strong><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/div>\n

 <\/p>\n

Pra nuk ka \u00e7\u00ebshtje (\u201cJa pra q\u00eb krisma s\u2019ka pasur!\u201d<\/em>[4]<\/a>). Ve\u00e7se, \u00ebsht\u00eb nj\u00eb tjet\u00ebr burim i besuesh\u00ebm, q\u00eb verifikon t\u00eb dh\u00ebnat dhe jep nj\u00eb panoram\u00eb tjet\u00ebr.<\/p>\n

N\u00eb vitin 2000, Banka Bot\u00ebrore filloi nj\u00eb projekt n\u00eb Shqip\u00ebri, \u201cReforma Arsimore\u201d (2000-2004) planifikuar t\u00eb realizohej p\u00ebr 4 vjet, dhe synonte t\u00eb shtronte themelet prej nga do t\u00eb mund\u00ebsohej ringritja dhe zhvillimi i arsimit shqiptar. Projekti p\u00ebrfaq\u00ebson dy subjekte faktikisht: Bank\u00ebn Bot\u00ebrore dhe Ministrin\u00eb shqiptare t\u00eb Arsimit si partner kryesor. Edhe t\u00eb dh\u00ebnat jan\u00eb marr\u00eb zyrtarisht nga Ministria e Arsimit (MA). Tabela m\u00eb posht\u00eb \u00ebsht\u00eb marr\u00eb nga dokumenti i projektit dhe p\u00ebrmbante t\u00eb dh\u00ebna edhe p\u00ebr shtete t\u00eb tjera. K\u00ebtu prezantohet q\u00eb duke filluar nga 1991, niveli i regjistrimeve fillon r\u00ebnien, cka p\u00ebrputhet edhe me perceptimet e qytetar\u00ebve q\u00eb jetonin realitetin shqiptar. N\u00eb 1998, NBR zbret friksh\u00ebm deri n\u00eb 92%.<\/p>\n

NBR n\u00eb Arsimin Baz\u00eb 1989-98<\/p>\n

\"\"<\/p>\n

Burimi: P\u00ebrllogaritjet vijn\u00eb nga Zyra e Statistikave t\u00eb Shqip\u00ebris\u00eb[5]<\/strong><\/a>dhe UNICEF (1998).<\/em>(Marr\u00eb nga raporti i S. Berryman, drejtuesja e ekipit t\u00eb projektit t\u00eb Bank\u00ebs Bot\u00ebrore 2000-2004)\u00a0(Berryman, 2000, p. 81)<\/em>)<\/p>\n

N\u00eb raportin e 2005 n\u00eb kontekstin e aplikimit p\u00ebr nj\u00eb projekt p\u00ebr Shqip\u00ebrin\u00eb n\u00eb kuad\u00ebr t\u00eb EFA FTI\u00a0(EFA FTI, 2005) (f. 28), (Banka Bot\u00ebrore, UNICEF bile edhe Ministria e Arsimit ishte pjes\u00eb e k\u00ebsaj iniciative dhe t\u00eb dh\u00ebnat natyrisht u sh\u00ebrbyen nga MA), NNR p\u00ebr 2002 raportohet n\u00eb nivel 85.3 p\u00ebr qind.<\/p>\n

N\u00eb statistikat e UNESCOs, shifra NNR n\u00eb Arsimin Baz\u00eb p\u00ebr 2009, (e raportuar nga autoriteti zyrtar komb\u00ebtar sigurisht \u2013 dmth, Ministria e Arsimit) \u00ebsht\u00eb80.8 p\u00ebr qind(UNESCO Institute ofStatistics, UIS<\/em>). P\u00ebr 2010, NNR e Arsimit Baz\u00eb jepet 80%. K\u00ebto t\u00eb dh\u00ebna kan\u00eb qen\u00eb prezente n\u00eb website-in e UNESCO Institute forStatistics deri n\u00eb 2012, por sot jan\u00eb fshir\u00eb dhe kutizat p\u00ebr Shqip\u00ebrin\u00eb kan\u00eb ngelur bosh. T\u00eb dh\u00ebna figurojn\u00eb ato cka raportuar institucioni zyrtar shqiptar si m\u00eb posht\u00eb<\/span>:<\/em><\/p>\n\n\n\n\n
Vitet<\/td>\n1999<\/td>\n2000<\/td>\n2001<\/td>\n2003<\/td>\n<\/tr>\n
NNR Arsimi Fillor<\/td>\n99%<\/td>\n99%<\/td>\n99%<\/td>\n99%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

N\u00eb nj\u00eb tjet\u00ebr autoritet nd\u00ebrkomb\u00ebtar, MA ka raportuar shifr\u00ebn NNR p\u00ebr Arsimin Baz\u00eb n\u00eb 2009 n\u00eb 85 p\u00ebr qind (Global EducationDigest<\/em>\u00a0(UIS, Global Education Digest, 2011, p. 113) (Kjo figuron akoma \u2013 pasi \u00ebsht\u00eb botim). Gjithashtu, 30.000 f\u00ebmij\u00eb t\u00eb mosh\u00ebs shkollore p\u00ebr arsimin 8-vje\u00e7ar nuk jan\u00eb n\u00eb shkoll\u00eb. (UIS, Global Education Digest, 2011, p. 132)<\/p>\n

Nj\u00eb shif\u00ebr e ndryshme rezulton n\u00eb studimin e PISA 2009 (provimi i njohur i OECD p\u00ebr 15-vje\u00e7ar\u00ebt). Niveli i 15 vje\u00e7ar\u00ebve regjistruar n\u00eb shkoll\u00eb n\u00eb klasa t\u00eb ndryshme (Kl. 7, 8, 9), p\u00ebrkund\u00ebr numrit t\u00eb p\u00ebrgjithsh\u00ebm t\u00eb popullsis\u00eb s\u00eb k\u00ebsaj grupmoshe, jepet 77 p\u00ebr qind (Vol. II,)<\/p>\n

Fabula e t\u00ebdh\u00ebnavestatistikore<\/h2>\n

Gjat\u00eb harkut t\u00eb 20 viteve mashtrimi me t\u00eb dh\u00ebnat ka qen\u00eb disi \u201cme frena t\u00eb liruara\u201d. Provat p\u00ebr k\u00ebt\u00eb i japin vet\u00eb institucionet zyrtare drejtuar nga e majta dhe e djathta n\u00eb periudha t\u00eb ndryshme. M\u00eb posht\u00eb vijojn\u00eb t\u00eb shifrat dh\u00ebn\u00eb apo raportuar nga Ministria e Arsimit (MA) zyrtarisht ose n\u00eb kuad\u00ebr projektesh (tek UNESCO, Banka Bot\u00ebrore, UNICEF, BE etj.)<\/p>\n

Niveli p\u00ebr Arsimin fillor rezulton si m\u00eb posht\u00eb:<\/p>\n