{"id":3316,"date":"2019-01-07T15:27:59","date_gmt":"2019-01-07T15:27:59","guid":{"rendered":"https:\/\/uet.edu.al\/?p=3316"},"modified":"2023-08-12T21:52:03","modified_gmt":"2023-08-12T21:52:03","slug":"perspektivat-e-gjenerates-se-ardhshme-ne-nderkombetarizimin-e-arsimit-te-larte","status":"publish","type":"post","link":"https:\/\/uet.edu.al\/en\/perspektivat-e-gjenerates-se-ardhshme-ne-nderkombetarizimin-e-arsimit-te-larte\/","title":{"rendered":"Perspektivat e gjenerat\u00ebs s\u00eb ardhshme n\u00eb nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb"},"content":{"rendered":"
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Perspektivat e gjenerat\u00ebs s\u00eb ardhshme n\u00eb nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb<\/h1>\n<\/header>\n
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Nga Laura E Rumbley dhe Douglas Proctor<\/strong><\/div>\n<\/div>\n<\/div>\n
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Nd\u00ebrkomb\u00ebtarizimi i arsimit t\u00eb lart\u00eb p\u00ebrgjith\u00ebsisht konsiderohet nj\u00eb fenomen i ri \u2013 nj\u00eb fush\u00eb k\u00ebrkimore, nj\u00eb fush\u00eb e praktik\u00ebs profesionale dhe nj\u00eb nd\u00ebrmarrje strategjike p\u00ebr institucionet e arsimit t\u00eb lart\u00eb.<\/p>\n

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Megjithat\u00eb, sot ekziston nj\u00eb korpus i konsideruesh\u00ebm i materialit t\u00eb botuar n\u00eb lidhje k\u00ebt\u00eb tem\u00eb dhe si dhe nj\u00eb kated\u00ebr e afirmuar ekspert\u00ebsh, puna e t\u00eb cil\u00ebve e ka formuar k\u00ebt\u00eb fush\u00eb n\u00eb m\u00ebnyra dometh\u00ebn\u00ebse dhe afatgjata. Themeluesit bashk\u00ebkohor\u00eb t\u00eb \u2018studimit\u2019 t\u00eb nd\u00ebrkomb\u00ebtarizimit dallojn\u00eb p\u00ebr nga kontributet q\u00eb ata kan\u00eb dh\u00ebn\u00eb me an\u00eb t\u00eb propozimit dhe p\u00ebrcaktimin t\u00eb kushteve themelore, duke parashtruar korniza konceptuale, duke formuar debate relevante, duke t\u00ebrhequr v\u00ebmendjen e nj\u00eb numri t\u00eb madh aktor\u00ebsh dhe duke bashkuar teorin\u00eb me politikat dhe praktik\u00ebn.<\/p>\n

Evolucioni intelektual i nd\u00ebrkomb\u00ebtarizimit ka ndodhur n\u00eb mbar\u00eb bot\u00ebn krah p\u00ebr krah me zhvillimin e nj\u00eb komuniteti organizatash t\u00eb dedikuara n\u00eb sh\u00ebrbimin e arsimit nd\u00ebrkomb\u00ebtar p\u00ebrmes programimit, zhvillimit t\u00eb njohurive dhe trajnimit profesional p\u00ebr ata q\u00eb punojn\u00eb n\u00eb k\u00ebt\u00eb fush\u00eb.<\/p>\n

Disa nga k\u00ebto organizata jan\u00eb t\u00eb vjetra n\u00eb koh\u00eb, p\u00ebrfshir\u00eb Institutin e Edukimit Nd\u00ebrkomb\u00ebtar n\u00eb Shtetet e Bashkuara, i cili feston 100 vjetorin n\u00eb\u00a0 2019; Sh\u00ebrbimin Shk\u00ebmbyes Akademik Gjerman (DAAD), i themeluar n\u00eb vitin 1925; NAFSA: Shoqata e Edukator\u00ebve Nd\u00ebrkomb\u00ebtar, e themeluar n\u00eb Shtetet e Bashkuara n\u00eb vitin 1948; dhe Shoqata Europiane e Arsimit Nd\u00ebrkomb\u00ebtar me baz\u00eb n\u00eb Holand\u00eb, e cila daton q\u00eb nga viti 1989.<\/p>\n

K\u00ebto subjekte \u2013 dhe boll\u00ebku i organizatave dhe shoqatave t\u00eb lidhura q\u00eb veprojn\u00eb n\u00eb nivel komb\u00ebtar, (n\u00ebn) rajonal dhe (nd\u00ebr) kontinental n\u00eb mbar\u00eb bot\u00ebn \u2013 kan\u00eb qen\u00eb iniciuese p\u00ebr pjes\u00ebn m\u00eb t\u00eb madhe t\u00eb bised\u00ebs dhe agjend\u00ebs s\u00eb veprimit q\u00eb lidh arsimin nd\u00ebrkomb\u00ebtar globalisht.<\/p>\n

N\u00eb t\u00eb v\u00ebrtet\u00eb, studiuesit themelues dhe organizatat p\u00ebr arsimin nd\u00ebrkomb\u00ebtar kan\u00eb pasur nj\u00eb rol jasht\u00ebzakonisht t\u00eb r\u00ebnd\u00ebsish\u00ebm n\u00eb p\u00ebrcaktimin se si ne kuptojm\u00eb dhe zbatojm\u00eb nd\u00ebrkomb\u00ebtarizimin n\u00eb arsimin e lart\u00eb n\u00eb mbar\u00eb bot\u00ebn.<\/p>\n

Duke pranuar si sh\u00ebrbimin ashtu edhe \u2018bagazhin\u2019 q\u00eb na ofron e kaluara, lindin pyetje t\u00eb r\u00ebnd\u00ebsishme teksa ne natyrsh\u00ebm reflektojm\u00eb se nga kemi ardhur dhe ku po shkojm\u00eb, nd\u00ebrkoh\u00eb q\u00eb shkojm\u00eb drejt fundit t\u00eb dekad\u00ebs s\u00eb dyt\u00eb t\u00eb shekullit 21: Si dhe n\u00eb cilat m\u00ebnyra perspektivat e \u201cgjenerat\u00ebs s\u00eb ardhshme\u201d mbi nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb mund t\u00eb na \u00e7ojn\u00eb, n\u00eb m\u00ebnyr\u00eb kuptimplot\u00eb, n\u00eb t\u00eb ardhmen? Pse ka r\u00ebnd\u00ebsi risia \u2013 si n\u00eb aspektin e burimeve t\u00eb informacionit dhe p\u00ebrmbajtjes?<\/p>\n

Nga k\u00ebndv\u00ebshtrimi yn\u00eb, kompleksiteti n\u00eb rritje i peizazhit global t\u00eb arsimit t\u00eb lart\u00eb, evoluimi i shpejt\u00eb i dinamik\u00ebs s\u00eb nd\u00ebrkomb\u00ebtarizimit dhe shkall\u00ebt e larta t\u00eb lidhura me cil\u00ebsin\u00eb n\u00eb arsimin e lart\u00eb dhe zhvillimin e kapitalit njer\u00ebzor n\u00eb nj\u00eb kontekst global, e b\u00ebjn\u00eb t\u00eb domosdoshme (ri)fokusimin e bised\u00ebs n\u00eb nd\u00ebrkomb\u00ebtarizim n\u00eb m\u00ebnyra t\u00eb reja, kontekste t\u00eb reja dhe tema t\u00eb reja.<\/p>\n

Duke i marr\u00eb parasysh k\u00ebto \u00e7\u00ebshtje p\u00ebrmes nj\u00eb larmie z\u00ebrash t\u00eb rinj nga e gjith\u00eb bota, \u00ebsht\u00eb gjithashtu jet\u00ebsore, t\u00eb jemi serioz n\u00eb kuptimin dhe p\u00ebrgjigjen ndaj mund\u00ebsive dhe sfidave q\u00eb shfaqen p\u00ebrpara.<\/p>\n

Modele t\u00eb reja, tema t\u00eb reja, kontekste t\u00eb reja<\/strong><\/p>\n

Eksplorimi i m\u00ebhersh\u00ebm i burimeve t\u00eb ndryshme t\u00eb t\u00eb dh\u00ebnave ka rezultuar n\u00eb nj\u00eb tregues t\u00eb qart\u00eb se hulumtimi mbi arsimin e lart\u00eb \u00ebsht\u00eb kryesisht i p\u00ebrq\u00ebndruar n\u00eb nj\u00eb num\u00ebr relativisht t\u00eb vog\u00ebl t\u00eb qendrave k\u00ebrkimore t\u00eb vendosura n\u00eb nj\u00eb num\u00ebr t\u00eb vog\u00ebl vendesh (kryesisht vende t\u00eb pasura dhe anglisht-fol\u00ebse)<\/p>\n

P\u00ebr m\u00eb tep\u00ebr, rezultatet hulumtuese p\u00ebr nd\u00ebrkomb\u00ebtarizimin jan\u00eb grumbulluar n\u00eb m\u00ebnyra t\u00eb ngjashme, q\u00eb burojn\u00eb n\u00eb m\u00ebnyr\u00eb disproporcionale nga Australia, Evropa dhe Amerika e Veriut. Disa tema jan\u00eb gjithashtu t\u00eb mbip\u00ebrfaq\u00ebsuara n\u00eb literatur\u00ebn q\u00eb kemi n\u00eb dispozicion, duke filluar nga eksperienca amerikane e studimit jasht\u00eb, n\u00eb procesin e p\u00ebrshtatjes s\u00eb student\u00ebve nd\u00ebrkomb\u00ebtar\u00eb n\u00eb programe si raste individuale ose analiza t\u00eb studimit t\u00eb rasteve institucionale.<\/p>\n

Nj\u00eb nj\u00eb bot\u00eb me dimensione q\u00eb lidhen me fenomenin e nd\u00ebrkomb\u00ebtarizimit, hulumtimi mbi k\u00ebt\u00eb tem\u00eb mbetet i mang\u00ebt ose i injoruar krejt\u00ebsisht. P\u00ebr t\u00eb ndrequr k\u00ebt\u00eb situat\u00eb, angazhimet p\u00ebr t\u00eb eksploruar modele t\u00eb reja, tema t\u00eb reja dhe kontekste t\u00eb reja p\u00ebr nd\u00ebrkomb\u00ebtarizimin duhet t\u00eb shnd\u00ebrrohen n\u00eb prioritet p\u00ebr pal\u00ebt e interesit.
\nPal\u00ebt e interesuara p\u00ebrfshijn\u00eb qeverit\u00eb dhe organizatat e politikave q\u00eb mb\u00ebshtesin k\u00ebrkimin si dhe mund\u00ebsojn\u00eb financimin p\u00ebr hulumtime; k\u00ebrkuesit shkencor\u00eb t\u00eb afirmuar t\u00eb cil\u00ebt t\u00eb p\u00ebrcaktojn\u00eb nj\u00eb axhend\u00eb personale q\u00eb p\u00ebrfshin p\u00ebrfitimin e vazhduesh\u00ebm t\u00eb bursve studimeore si dhe aft\u00ebsin\u00eb p\u00ebr t\u00eb nd\u00ebrtuar dhe ndikuar nj\u00eb net\u00ebork kolg\u00ebsh; student\u00ebt e diplomuar dhe akademik\u00ebt e rinj q\u00eb nd\u00ebrmarrin teza paraprake, disertacione dhe projekte t\u00eb hershme postdoc, si dhe mentor\u00ebt t\u00eb cil\u00ebt i drejtojn\u00eb k\u00ebta individ\u00eb q\u00eb priren t\u00eb ken\u00eb nj\u00eb karrier\u00eb t\u00eb hershme.<\/p>\n

Kontekste t\u00eb reja: \u201cku\u201d<\/strong><\/p>\n

Nd\u00ebrkomb\u00ebtarizimi \u00ebsht\u00eb qartazi nj\u00eb fenomen mbar\u00ebbot\u00ebror, megjithat\u00eb pjesa m\u00eb e madhe e hulumtimeve prodhohen ende nga \u2013 dhe p\u00ebrb\u00ebn interes p\u00ebr \u2013\u00a0 vendet e m\u00ebdha anglisht-fol\u00ebse dhe t\u00eb zhvilluara. Si i till\u00eb, kontekste t\u00eb reja p\u00ebr nd\u00ebrkomb\u00ebtarizim p\u00ebrfshijn\u00eb shtetet dhe rajonet e bot\u00ebs, kategorit\u00eb e institucioneve dhe mjediset e tjera ku ka pasur hulumtime t\u00eb kufizuara deri m\u00eb tani.<\/p>\n

Shembujt me t\u00eb cil\u00ebt jemi njohur me hulumtimet q\u00eb po nd\u00ebrmerren n\u00eb lidhje me kontekstet e reja p\u00ebrfshijn\u00eb nj\u00eb fokus n\u00eb vendet e larg\u00ebta gjeografike dhe \u2013 ose komunitetet shum\u00eb t\u00eb margjinalizuara (p\u00ebr shembull, p\u00ebr shkak t\u00eb mbizot\u00ebrimit t\u00eb nj\u00eb gjuhe q\u00eb nuk \u00ebsht\u00eb folur gjer\u00ebsisht ose p\u00ebrhapjes s\u00eb pasiguris\u00eb ose izolimit kulturor ), ose n\u00eb kontekste t\u00eb kriz\u00ebs ekstreme ekonomike apo privimit.<\/p>\n

\u00c7far\u00eb dim\u00eb me t\u00eb v\u00ebrtet\u00eb p\u00ebr nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb n\u00eb zonat kufitare t\u00eb kontestuara, n\u00eb lidhje me l\u00ebvizjet e indigjenizimit, n\u00eb rajonet me klime shum\u00eb t\u00eb pap\u00ebrshtatshme ose n\u00eb mjedise t\u00eb larg\u00ebta rurale apo t\u00eb shkret\u00ebtir\u00ebs? Ne e dim\u00eb se ka disa studiues t\u00eb rinj q\u00eb po g\u00ebrmojn\u00eb n\u00eb k\u00ebto tema dhe se ata duhet t\u00eb inkurajohen m\u00eb shum\u00eb.<\/p>\n

Tema t\u00eb reja: \u201c\u00e7far\u00eb\u201d<\/strong><\/p>\n

Duke pasur parasysh bot\u00ebn komplekse dhe dinamike n\u00eb t\u00eb cil\u00ebn jetojm\u00eb, tema t\u00eb reja p\u00ebr nd\u00ebrkomb\u00ebtarizimin duhet t\u00eb gjejn\u00eb rrug\u00ebn e tyre n\u00eb baz\u00ebn ton\u00eb t\u00eb njohurive kolektive \u00e7do dit\u00eb. Ne v\u00ebm\u00eb n\u00eb dukje me entuziaz\u00ebm nj\u00eb num\u00ebr studiuesish t\u00eb karrier\u00ebs s\u00eb hershme, t\u00eb cil\u00ebt po shohin se si nd\u00ebrkomb\u00ebtarizimi i arsimit t\u00eb lart\u00eb, i sh\u00ebrben numrit n\u00eb rritje t\u00eb individ\u00ebve t\u00eb cil\u00ebt p\u00ebrballen me migrimin e detyruar n\u00eb mbar\u00eb bot\u00ebn.
\nT\u00eb tjer\u00ebt na ndihmojn\u00eb t\u00eb m\u00ebsojm\u00eb nga p\u00ebrpjekjet e nd\u00ebrkomb\u00ebtarizimit, t\u00eb nd\u00ebrmarra n\u00eb institucionet e arsimit fillor dhe t\u00eb mes\u00ebm n\u00eb kontekste t\u00eb ndryshme dhe t\u00eb reflektojm\u00eb se si nd\u00ebrkomb\u00ebtarizimi nd\u00ebrthuret me formimin e identitetit individual, identitetit komb\u00ebtar dhe angazhimit rajonal n\u00eb rajone t\u00eb ndryshme t\u00eb bot\u00ebs.
\nEnde t\u00eb tjer\u00ebt po eksplorojn\u00eb m\u00ebnyra n\u00eb t\u00eb cilat mund t\u00eb nxisin nd\u00ebrkomb\u00ebtarizimin n\u00eb qasjen p\u00ebr trajnimin e akademik\u00ebve t\u00eb ardhsh\u00ebm ose avancimin e pun\u00ebs s\u00eb shkollave universitare dhe fakulteteve t\u00eb arsimit, midis temave t\u00eb tjera. Nevoja p\u00ebr v\u00ebmendje ndaj temave t\u00eb reja n\u00eb lidhje me nd\u00ebrkomb\u00ebtarizimin \u00ebsht\u00eb eksplorimi akut dhe i gjer\u00eb i peizazhit rreth nesh k\u00ebrkon v\u00ebmendje dhe mb\u00ebshtetje t\u00eb q\u00ebndrueshme.<\/p>\n

Kontekste t\u00eb reja: \u2018si\u2019<\/strong><\/p>\n

Metodat e reja p\u00ebr hulumtimin e nd\u00ebrkomb\u00ebtarizimit na shtyjn\u00eb masivisht drejt konsideratave t\u00eb r\u00ebnd\u00ebsishme rreth asaj se si bazohet njohuria jon\u00eb n\u00eb k\u00ebt\u00eb fush\u00eb.
\nPuna e nj\u00eb numri studiuesish t\u00eb rinj n\u00eb mosh\u00eb, me t\u00eb cil\u00ebt po njihemi tashm\u00eb, po na jep nj\u00eb pasqyr\u00eb t\u00eb thuajse gjith\u00e7kaje, q\u00eb nga mund\u00ebsit\u00eb e analizimit t\u00eb t\u00eb dh\u00ebnave ekzistuese p\u00ebr t\u00eb kuptuar m\u00eb mir\u00eb zgjedhjet e student\u00ebve q\u00eb preferojn\u00eb mobilitetin nd\u00ebrkomb\u00ebtar si dhe dinamikat e p\u00ebrvoj\u00ebs s\u00eb tyre; tek potenciali p\u00ebr modelimin e temave p\u00ebr t\u00eb kuptuar nj\u00eb grup t\u00eb gjer\u00eb politikash qeveritare dhe iniciativave t\u00eb fokusuara n\u00eb nd\u00ebrkomb\u00ebtarizimin n\u00eb kontekste t\u00eb ndryshme komb\u00ebtare; dhe konsideratat filozofike dhe historike t\u00eb rr\u00ebnj\u00ebve protestante q\u00eb i n\u00ebnshtrohen teoris\u00eb per\u00ebndimore t\u00eb nd\u00ebrkomb\u00ebtarizimit.
\nNga proceset biologjike n\u00eb analiz\u00ebn narrative, metodologjit\u00eb p\u00ebr t\u00eb eksploruar fenomenin e nd\u00ebrkomb\u00ebtarizimit mund t\u00eb zbatohen n\u00eb m\u00ebnyra shum\u00eb dinamike dhe interesante, t\u00eb cilat ofrojn\u00eb njohuri pasuese gjat\u00eb koh\u00ebs.<\/p>\n

Forca qoft\u00eb me gjenerat\u00ebn e re.<\/strong><\/p>\n

Nj\u00eb e ardhme e pasigurt\u00eb p\u00ebr nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb paraqet si mund\u00ebsi ashtu edhe sfida p\u00ebr t\u00eb gjenerat\u00ebn e re t\u00eb studiuesve t\u00eb cil\u00ebt jan\u00eb t\u00eb cil\u00ebt jan\u00eb p\u00ebrq\u00ebndruar n\u00eb sigurimin e nj\u00eb angazhimi nd\u00ebrkomb\u00ebtar dhe m\u00ebsimnx\u00ebnies globale q\u00eb luajn\u00eb nj\u00eb rol t\u00eb r\u00ebnd\u00ebsish\u00ebm si n\u00eb arsimin e nj\u00eb kualiteti t\u00eb lart\u00eb ashtu edhe n\u00eb edukimin e drejt\u00eb dhe t\u00eb paan\u00ebsh\u00ebn, zhvillimin e dijes dhe r\u00ebnd\u00ebsis\u00eb sociale n\u00eb dekadat e ardhshme. Puna gjithnj\u00eb e n\u00eb zhivllim e gjeneratave t\u00eb reja t\u00eb specialist\u00ebve t\u00eb nd\u00ebrkomb\u00ebtarizimit, ka nj\u00eb nj\u00eb potencial dometh\u00ebn\u00ebs p\u00ebr t\u00eb p\u00ebrftuar k\u00ebto rezultate, zhvillimin n\u00eb m\u00ebnyr\u00eb kreative dhe dinamike t\u00eb atyre q\u00eb zot\u00ebrojm\u00eb tashm\u00eb.
\n*Laura E Rumbley \u00ebsht\u00eb drejtoresh\u00eb e asociuar n\u00eb qendr\u00ebn p\u00ebr Arsimin e Lart\u00eb Nd\u00ebrkomb\u00ebtar, n\u00eb Boston College, Shtetet e Bashkuara t\u00eb Amerik\u00ebs dhe Douglas Proctor \u00ebsht\u00eb drejtor i Marr\u00ebdh\u00ebnieve Nd\u00ebrkomb\u00ebtare n\u00eb University College Dublin, Irland\u00eb.<\/em><\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

Perspektivat e gjenerat\u00ebs s\u00eb ardhshme n\u00eb nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb Nga Laura E Rumbley dhe Douglas Proctor Nd\u00ebrkomb\u00ebtarizimi i arsimit t\u00eb lart\u00eb p\u00ebrgjith\u00ebsisht konsiderohet nj\u00eb fenomen i ri \u2013 nj\u00eb fush\u00eb k\u00ebrkimore, nj\u00eb fush\u00eb e praktik\u00ebs profesionale dhe nj\u00eb … <\/p>","protected":false},"author":1,"featured_media":3317,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[59],"tags":[],"class_list":["post-3316","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-activities"],"yoast_head":"\nPerspektivat e gjenerat\u00ebs s\u00eb ardhshme n\u00eb nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb - UET<\/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:\/\/uet.edu.al\/en\/perspektivat-e-gjenerates-se-ardhshme-ne-nderkombetarizimin-e-arsimit-te-larte\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Perspektivat e gjenerat\u00ebs s\u00eb ardhshme n\u00eb nd\u00ebrkomb\u00ebtarizimin e arsimit t\u00eb lart\u00eb - 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