lnLeracLlvlLy loundaLlon

!"#$%&'(#)*+",'
!"#$%&#'"'!"()!%*"+)"('
Mundes| vepr|m| per d|skut|me te hapura


LdlLuar nga
!"#$%&'(()#*'%+%,-."%&'(()#*'%
Þ[esLare Le lnLeracLlvlLy loundaLlon

Me p[esemarr[en e
Lkater|ne 8akaradze
2|atko 8ezovsk|
Þerseta Grabova
A|k|da nasa[
Ana Iurc|c
Marse| ka|em|
Ia Natsv||shv|||
kuz|ca S|m|c






D|skut|met baze te ket|[ raport| |sh|n kooperat|ve dhe te hapura.
Asn[e then|e apo paragraf nuk | atr|buohet n[e p[esemarres| te vetem.
ka d|sa mundes| vepr|m| ne kete raport qe d|sa nga p[esemarres|t mund te kundershto[ne, por pervec kesa[,
ne perg[|thes| ata b|en dakort qe keto [ane te pershtashme per d|skut|me te hapura.





ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN

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Attribution-Noncommercial-Share Alike 3.0 Unported License.
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- Shperndanl - Le kop[onl, dhe Le LrasmeLonl keLe pune, duke perfshlre, per Le hequ dyshlmeL, per
perdorlmln e pakeLave Le kurseve dhe maLerlaleL e L[era Le lexlmlL dhe Le Lra[nlmlL.
- 8lkomblnonl - per Le adapLuar keLe pune
nen kushLe Le Lllla:
- Atr|butet. !u duheL L'l aLrlbuonl keLo pune sl ºÞronesla: Þollcy ÞosslblllLles for Þubllc ulscusslon"
nga lnLeracLlvlLy loundaLlon, e mundur nen Llcencen e CreaLlve Commons ALLrlbuLlon-
noncommerclal-Share Allke llcense. CopyrlghL © 2009 Interactivity Foundation”. Dhe ne Atributet
tuaja, nuk duhet ne asnje menyre te sugjeroni qe Interactivity Foundation ju ka fuqizuar ju apo
kujtdo nga perdoruesit tuaj, fuqine dhe te drejtat e kesaj pune.
- Iokomerc|a|e. !u nuk mund La perdornl keLe pune per arsye komerclale.
- Shperndar[a e ng[ashme. nese [u e alLernonl, Lranformonl ose e rlnderLonl keLe pune, [u duheL
L'l aLrlbuonl punes Lua[ Le re Le n[e[LaL rregulla Le kesa[ llcence.
- Þer cdo rlperdorlm ose shperndar[e, [u duheL L'l benl Le qarLe Le L[ereve llcensen e perdorlmlL Le
kesa[ pune. Menyra me e mlre per Le bere keLe eshLe llnku l faqes slc eshLe permendur me larLe.
- Cllado nga kushLeL e meslperme mund Le rlshlkoheL nese [u merrnl le[en e nevo[shme nga
lnLeracLlvlLy loundaLlon.
- Asg[e ne keLe llcense nuk l kuflzon Le dre[LaL e auLorlL.
- 1e dre[LaL e paraqlLura nga k[o llcense [ane shLese e Le dre[Lave Le rlprodhlmlL per perdorlm,
duke perfshlre kuoLlmeL e arLlku[ve dhe Le rlshlklmeve, qe [ane dhene ne seksloneL 107, 108,
dhe Le ndallmeve Le L[era ne u.S. CopyrlghL AcL.

Þr|ntuar ne Shtetet e 8ashkuara te Amer|kes,
Interact|v|ty Ioundat|on,
Þ.C. 8ox 9
Þarkesburg, WV 26102-0009
www.|nteract|v|tyfoundat|on.org

ÞLkM8LLDnIL

MUNDLSI VLÞkIMI 1L kCNCLÞ1UAkA
ÞLk DISkU1IML 1L nAÞUkA.

A. Le[on| Iorcen e Un|vers|tet|t qe te be[e ndrysh|m|n.................................... fq 8-9
x uo Le deLyronLe aneLareL e fakulLeLeve Le pershLaLen ne meLodaL e re[a Le meslmdhenles
x uo Le per[ashLonLe aLa qe do refuzonln keLe ndryshlm

8. Þyetn| Studentet .....................................................................................fq 10-11
x uo Le le[onLe sLudenLeL Le vendosnln se cllen medLode do perore profesorl
x uo Le le[onLe sLudenLeL Le vleresonln meLodaL per Le g[eLur meLoden me Le mlre

C. 1e ngreme status|n e mes|mdhen|es........................................................fq 12-13
x uo ngrlnLe sLasln e pedagogeve dhe Le meslmdhenles
x Mund Le nenvlereso[e kerklmln

D. 1e ngr|hen fondet per eduk|m|n..............................................................fq 14-1S
x uo Le ngrlnLe fondeL e m[afLueshme per Le permlresuar meLodaL e meslmdhenles, duke
perfshlre madheslne e klases, nderLesaL e shkollave, vendeL e sLudlmlL, llbrarlLe dhe pa[ls[eL e
Leknolog[lse.

L. 1e eksper|mentohet me shume metoda te ndryshme..............................fq 16-17
x uo Le lnkura[onLe unlverslLeLeL qe Le perfshlnln n[e shumllo[shmerl kursesh dhe shume meLoda
meslmdhenle[e ne kurrlkulaL e Lyre.
x uo Le lnkura[onLe profesoreL dhe sLudenLeL qe Le eksperlmenLonln me n[e shumello[shmerl
meLodash meslmdhenle[e
x uo L'l lnkura[onLe aLa qe perveLesonln meLoden me Le mlre Le pershLaLshme per La.

I. 1e perm|resohen V|eres|met e mes|mdhen|es.........................................fq 18-19
x uo Le krl[onLe meLoda vlereslml per mesueslL qe [ane me ob[ekLlve dhe Le doblshme per
sLudenLeL dhe mesueslL

G. Le[on| tregun qe te marre dre[t|m|n........................................................fq 20-21
x uo L'l dre[LonLe unlverslLeL slpas kerkeses se punes ne Le ardhmen
x uo L'l moLlvonLe punemarreslL per Le rlnderLuar kurrlkulaL dhe meLodaL e meslmdhenles.





ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 1
n¥kIL
ÞkCCLSI I DISkU1IMLVL II
D|skut|met e hapura per mundes|te shpesh
fokusoheL mbl veprlme speclflke qe qeverla duheL Le
ndermare duke lu adresuar problemlL ne vend qe Le
zg[ero[e mundeslLe koncpLuale qe mund Le lnsplronln
aLo. k[o eshLe e papershLaLshme, duke pare mundeslLe
e shumLa Le n[e veprlml publlk kerkon n[e game Le
g[ere mundeslsh koncepLuale, duke perfshlre
shqeLeslme Le ndryshme, pyeL[e, beslme, vlera,
ob[ekLlva, lnLeresa qe mund L'l moLlvo[ne aLo.
lnLeracLlvlLy loundaLlon ll, beson qe qeverlLe shpesh
vepro[ne pa l marre ne konslderaLe n[e game Le g[ere Le
mundeslve koncepLuale per veprlmeL e publlkuL, dhe
qe dlskuLlmeL e qyLeLareve duke ballafaquar mundeslLe
mund Le ndlhmo[e ne permlreslmln e zg[edh[eve Le
mundeslve nga publlku dhe afLeslne Lone per Le marre
vendlme.
demokraLlke rreLh shqeLeslmeve Le Lyre dhe menyren e
zg[ldh[eve. MundeslLe koncepLuale qe ne paraqeslm ne
raporLeL Lona [ane zhvllluar nga qyLeLare dhe qe do Le
perdoren nga kolegeL e Lyre. ne shpreso[me qe aLo do
Le ndlhmo[ne dhe sLlmulo[ne dlskuLlme Le Lllla dhe qe
aLo do Le kene n[e plke nls[e[e dhe Le [ene Le
moLlvueshme qe Le hapln Lema Le ndryshme ne
dlskLuLlme.
Ne 2010, me mbeshtet[en e II, LeLe profesore
Le rln[ nga Lvropa Llndore morren p[ese ne n[e mlnl
pro[ekL ne WashlngLon uC, per Le eksploruar
shqeLeslmeL dhe mundeslLe e veprlmlL rreLh
prezanLlmlL Le meLodave Le re[a Le meslmdhenles ne
vendeL e Lyre.
Þro[ekt| [one ne MeLodaL e meslmdhenles u dre[Lua
me kooperlmln e unlverslLeLlL Ceorge WashlngLon dhe
ueparLamenLlnL kerklmor Le keLl[ unlverslLeLl, e clla
g[lLhashLu na slgurol amb[enLeL e nevo[shme per
dlskuLlmln Lone. Þ[esemarreslL e Ll[ perfshlnln
profesore nga Shqlperla, Serbla, kroacla, Maqedonla
dhe C[eorg[la qe kane ardhur ne Sh.8.A nen n[e
program Lhe ueparLamenLlL Le ShLeLlL dhe !luÞ per Le
mesuar rreLh meLodave Le re[a Le meslmdhenles qe
mund L'l perdorln ne klasaL e Lyre ne vendeL e Lyre.
keLa profesore u Lakuan me ne per mbl 30 ore per Le
exploruar shqeLeslme qe n[erezlLe mund Le kene ne
vendeL e Lyre mbl
meLodaL e re[a Le
meslmdhenles, per
Le zhvllluar menyre
veprlmlL
koncepLuale per L'l
adresuar aLo, dhe
per Le mesuar se sl
Þrocel l ulskuLlmlL Le
ll mund Le perdoreL
per Le lehLesuar
dlskuLlLme e perqendruara Le sLudenLeL ne klase.
ky rapor | vecante pershkruan shLaLe menyre
veprlml koncepLuale mbl prezanLlmln e meLodave Le
re[a Le meslmdhenles ne vendeL e Lyre qe mesueslL
eksploruan, zhvllluan dhe arLlkuluan dhe g[aLe
dlskuLlmeve. C[lLhashLu pershkruan shqeLeslmeL e
prezanLlmlL Le meLodave Le re[a Le meslmdhenles ne
vendeL e Lyre, mendlmeL e Lyre per veprlmeL e
ndryshme qe mund Le ndermeren per lmplemenLlmln e
keLyre mundeslve, dhe mendlmeL e Lyre per paso[aL qe
mund Le kene keLo veprlme ne kolegeL e Lyre,
lnsLlLucloneL apo shoqerl. ky raporL nuk Lregon
avaznLazheL dhe dlsavanLazheL e n[e meLodLe
meslmdhenle[e ne vecanLl ose menyre se sl meLoda Le
ndryshme meslmdhenle[e ndrysho[ne nga n[era L[eLra.
MeLodaL dhe mendlmeL qe [epen ne keLe raporL pund
Le perdoren ne g[lLha fushaL dhe nga cllldo pedagog,
unlverslLeL apo vend, sepse slpas dlskuLlmlL Le bere al l
pershLaLeL cdo fushe.



IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 2
/01-$(2.2%2%,3%*)$%-45(-%6-%(-%
#-$'7"*8'1-%'4-%(-%
9-#$#"5-%*1-%##):-;:12851-%
(-%<"$()"#%'4-%*1-%7)*8-42%
.-9#272=%>45(-%6-%(-%
9-#72#-4'1-%91-4-7"##1-*%
9)0?2$-%8)$-%2*$)#"1)"#%
6@(-("#-(%9-#%(-%7"##-%91-4-%
*-%824$)(27-%

n¥kIL
ML1CDA1 L MLSIMDnLNILS
SI IUSnL L SnÇL1LSIMIVL

Metodat e mes|mdhen|es [ane prezanLuar qysh ne
mlLolog[lne greke kur ALhlna e deLyrol SokraLln Le
plnLe helm. SokraLl, padyshlm u akuzua qe po
nderonLe ZoLln e gabuar duke ulur auLorlLeLln e
qyLeLlL dhe ne keshLu al flllol Le shlhe[ sl n[erl l keq nga
qyLeLareL. SoL, shume n[erez mendo[ne se perdorlml l
meLodes se dre[Le Le meslmdhenles eshLe krlLlk ne
procesln e Le mesuarlL dhe g[lLhashLu ne zhvllllmln e
sLudenLlL Le rl. ulsa mendo[ne se perdorlml l meLodes
se gabuar mund La co[e sLudenLln ne n[e sLad
fallmenLlml, dhe La shLy[e aLe ne n[e brakLls[e Le
shkolles. Meg[lLhaLe shume Le L[eLer mendo[ne se
n[erez Le ndryshem meso[ne ne menyra Le ndryshme
dhe qe meLodaL e perdorura ne mesueslL [ane me pak
Le rendeslshme sesa permba[L[a qe aLa meso[ne. uhe
Le L[ere akoma mendo[ne qe meLoda Le ndryshme
[ane fakLoreL kryesore Le zhvllllmlL ne shoqerlLe e
re[a., qe dlsa meLoda co[ne ne n[e shoqerl Le mbyllur
auLorlLare ku n[erezlL marln urdhera pa l pyeLur kush,
dhe meLoda Le L[erea co[ne ne n[e shoqerl Le hapur
demokraLlke qe qyLeLareL mbeshLeLeLn ne llderaL e
Lyre per aLe qe be[ne dhe qe mendo[ne, dhe lua[ne
n[e rol kyc ne menaxhlmln e qeverlse se Lyre.
ueparLamenLl l ShLeLlL dhe Shoqerla e hapur qe sollen
keLa pe[esemarres ne keLe pro[ekL ne Sh8A [ane Le
mbeshLeLur ne ldene qe lsh blloqeL komunlsLe dhe
qeverlLe e mbyllura kane qene sl rezulLaL l keLyre
meLodave Le meslmdhenles, l meLodave Le gabuara.
uhe prezanLlml l meLodave Le re[a do L'l co[e aLo ne
n[e shoqerl demokraLlke dhe do Le [eLe n[e fakLor l
rendeslshem per LranformlmeL.
Ne kete kontekst meLodaL e meslmdhenles [ane
paraqlLur sl n[e fushe qe shqeLoson profesoreL
p[esemarres ne keLe pro[ekL. u zg[erua me me shume
deLa[e ne plkepam[en e SlsLemlL Le 8olon[es, qe eshLe
n[e perp[ek[e per Le rlkosLrukLuar kurrlkulaL e
unlverslLeLeve ne vendeL posL komunlsLe Le Lvropes
Llndore,qe aLo mund Le [ene me Le ng[ashme me
unlverslLeLeL e Lvropes Þerendlmore dhe Amerlkes.
S|stem| | 8o|on[es eshLe n[e pakL nderkombeLar qe
perplqeL Le sLarndaLlzo[e dlplomaL akademlke ne
Lurope qe sLudenLeL Le [ene Le g[end[e Le Lransfero[ne
kredlLeL e Lyre akademlke ne cdo vend Le Lvropes.
AkLuallshL, a[o ka dyzeLeg[ashLe vende p[esemarrese,
duke perfshlre 27 vendeL e 8L. ÞrofesoreL ne pro[ekLln
Lone e dlskuLuan keLe proces g[ere e g[aLe. ALa ne
perg[lLhesl rane dakorL qe eshLe n[e proces shume l
rendeslshem dhe pozlLlv per zhvllllmln dhe paraqeL llrl
me Le madhe dhe sLablllLeL Le Le dy paleL, Le sLudenLeL
dhe Le mesueslL, Le pakLen ne Leorl. ALa g[lLhashLu
rane dakorLe qe ky proces nuk eshLe kupLuar mlre,
dhe qe mund lehLeslshL Le ndalo[e sLudenLeL Le
Lrasfero[ne kredlLeL lehLeslshL dhe vendeL e L[era L'l
prano[ne keLo kredlLe. ne keLe menyre, shume
sLudenLe, preofesore dhe dre[Lues akademlke [ane Le
paqarLe nese SlsLeml l 8olon[es kerkon meLoda Le re[a
meslmdhenle[e ne krahaslm me aLo qe aLa perdorln,
per Le speclflkuar rezulLaLe Le prlLshme, dhe per Le
shp[eguar se sl meLodaL e meslmdhenles do L'l
ndlhmo[ne aLa qe Le arrl[ne keLo rezulLaLe.
A'#% <B"#-% 1"*-% 7-('8"(% -% 7-42785-*2-4C% D2?"(% 1"*-%
827-*42'*-(%-%*8#@457-%(-%(@#-C%D2?"(%1"*-%.?-#"(%85-%
'01-$(2."(% 6-% *1-#-;2(% 7)*8% (E2% 45'6-#'1*-% $-('% 7-%
9-#8'#272*C%DB"#-%456-(-427-45%7)*8%(-%$-*-%*1-#-;%
(-% *8#@45-7F% 9#'B-4'#-(F% 4()8-*(-(F% 9#2*8-#2(F%
9)*-7"##-42(% 85-% 9-#B"6-4)-42(% -% 6-.-#24-C% G5-% "%
-$;2('*% *1-% 7-('8-% 7-427% 85-*2-1-% 6-% -45(-% 7-%
9-#B-$(-% 85-% -45(-% 7-% 72#-% (-% 9-#8'#-(% 85-% (-% 1"9-%
#-;)?("(-%(-%72#"C%
keLo pyeL[e reflekLo[ne n[e game Le g[ere
shqeLeslmesh rreLh naLyres se meLodave Le
meslmdhenles ne slsLemln e larLe arslmor, dhe [ane
fondamenLale per zhvllllmln e Ll[. ÞrofesoreL ne mlnl
pro[ekLln Lone l perdoren keLo sl argumenLeL kryesore
per Le zhvllluar dlskuLlmeL e Lyre.

n¥kIL
Þrofesoret nuk u munduan qe Le perkuflzonln
Lermln ºmeLoda meslmdhenle[e", e clla u la men[ane
g[aLe g[lLhe dlskuLlmlL. As nuk konslderuan
nevo[shmerlne per La perdorur aLe. ne vend Le sa[ aLa
Lhane shume g[era conLradlkLore per keLo meLoda, qe
l bene dlskuLlmln me shume argumenLa. ALa Lhane qe
dlmenslnl l meLodave Le meslmdhenles perfshln
permba[L[en, konLeksLln dhe procesln: qe mesueslL
[ane lehLesueslL e dlskuLlmlL, lekLore, dhe menLore: qe
sLudenLeL [ane p[esemarres dhe deg[ues: dhe qe
ob[ekLlvl l meLodes se meslmdhenles eshLe qe Le keLe
n[e lmpakL mbl clleslne e komunlklmlL ne kemblm Le
lnformaclonlL. ALa Lhane qe meLodaLe e
meslmdhenles mund Le [enLe Le orlenLuara nga
sLudenLeL ose Le orlenLuara nga pedagogu, qe mund
Le varlo[ne nga veLem kaLedra Le n[e meslm lnLerakLlv,
qe mund Le perfshl[e meLoda dedukLlve ose
eksperlmenLale, qe mund Le perfshl[ne aslsLenLe ne
meslmdhenle dhe LuLore, qe mund Le ndrysho[ne ne
varesl Le fushes se meslmdhenles, mund Le varlo[ne
ne sa[e Le madheslse se klases, qe mund Le kerko[ne
faclllLeLe Le ndryshme, kohe dhe perkushLlm, n[ohurl
nga ana e sLudenLlL, qe mund Le keLe vldeo, maLerlale
onllne, dhe burlme Le L[era medlaLlke, por Le g[lLha
duhen Le fokusohen ne dhenlen e lnformaclonlL,
sfldlmlL Le sLudenLlL, dhe shperndar[es se mesazhlL qe
mesueslL duan Le LrasmeLo[ne Le sLudenLeL. ALa Lhane
qe meLodaL e meslmdhenles shpesh duheL Le kene
rregulla, sl psh kodln e vesh[es, rregullaL e dre[LlmlL,
dhe kodln e eLlkes, qe Le keLe dlslpllne ne klas. uhe
aLa Lhane se sl n[e mesues vlsheL dhe pasLerLla e
klases [ane slmbole shume Le rendeslshme qe Lrego[ne
se sl n[e sLudenL prlLeL Le sllleL.
Þor pervec g[|the ketyre g[erave, profesoreL
nuk kaluan shume kohe duke krahasuar meLoda Le
ndryshme meslmdhenle[e me n[erl L[eLrln, apo Le
paraqesnln plkaL e Lyre Le forLa dhe Le dobLa, apo Le
argumenLonln pro ose kundra perdorlmlL Le ndon[eres
pre[ Lyre. ulskuLlml l Lyre u fokusua kryeslshL mbl
shqeLeslme qe n[erezlL kane ne vendeL e Lyre,
sLudenLe, profesore, dre[Lues akademlke, qeverlLare
dhe punemarres Le ardhshem, mund Le kene ne
meLodaL e meslmdhenles.
D|sa nga pedagoget u shqetesuan sepse aLa
nuk mund Le adapLoheshln lehLe me meLodaL e re[a Le
meslmdhenles. 1e L[ere lshln Le slgurLe qe mund Le
adapLoheshln shume kolla[, por g[lLhsesl lshln Le
shqeLesuar nese kolegeL e Lyre do Le adapLoheshln ne
Le n[e[Len menyre. uhe Le L[ere Lhane qe nuk lshln aq
shume Le shqeLesuar per adapLlmln e meLodave, sesa
per kohen dhe kosLon e shpenzuar per lmplemenLlmln
e keLyre meLodave, meslml per perdorlmln e Lyre,
koha e harxhuar, m[eLeL qe do nevo[lLen eL[.
ÞrofesoreL lshln Le shqeLesuar g[lLhashLu nese
sLudenLeL do La shfryLezonln meLoden e re per Le dale
meLe mlre pa shume mund e perp[ek[e. ulsa folen
g[aLe per efekLln e korrupslonlL ne unlversLeLeL e Lyre,
ku profesoreL benln kurse prlvaLe dhe merrnln
rryshfeLe per noLa me Le mlra dhe Lhane qe dlsa nga
meLodaL e re[a do lshln Le papershLaLshme Le Le
pavend ne kulLuren e Lyre Le meslmdhenles. 1e L[ere u
merakosen se sl sLudenLeL do Le adapLoheshln me
keLo meLoda Le re[a, nese aLe do Le mesonln ndon[e
g[e, apo nuk la vlen Le lnvesLosh. ulsa Le L[ere u
shqeLesuan per prlnderlL e sLudenLeve qe Le clleL
mund Le mos e pranonln keLe meLode Le re sepse [ane
mesuar me meLodaL e v[eLra, Le cllaL funkslonln me
mlre per La, apo meLodaL e re[a nuk [ane LesLuar me
pare, apo sepse... Lh[eshL sepse. uhe Le g[lLhe
shprehen shqeLeslmeL nese keLo meLoda do Le
pershLaLeshln apo [o me kerkesaL e SlsLemlL Le
8olon[es, edhe pse p[esa me e madhe e Lyre u
shprehen qe nuk lshln shume Le qarLe se cllaL [ane
kerkesaL speclflke Le SlsLemlL Le 8olon[es, apo nese
aLo kane Le be[ne apo [o me meLodaL e meslmdhenles.
Þrofesoret shprehen shume shqetes|me
qe n[erezlL mund Le kene mbl meLodaL e
meslmdhenles. Þor kur ne l pyeLem aLa qe Le zg[ldhnln
n[eren e clla do lshLe me shume lnLeres per dlskuLlm
Le hapur, dolem ne perfundlmln se aLo ndaheshln ne
shLaLe kaLegorl Le medha: n[erezlL mund Le mos
prano[ne meLadaL e re[a pre[ frlkes se ndryshlmlL, qe
sLudenLeL mund Le mos [ene ne g[end[e Le adapLohen
me Lo, qe profesoreL [ane me shume Le lnLeresuar ne
kerklme.

IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 4


n¥kIL
Þas| profesoret | art|ku|uan keLo shLaLe grupe
shqeLeslmesh, aLa vazhduan Le zhvlllonln mundesl
koncepLuale per L'l adresuar keLo shqeLeslme. keLo
mundesl ndryshonln nga n[era L[eLra ne shume rruge
Le ndryshme. ulsa nga aLa Lhane qe keLo meLoda
funkslononln shume mlre per kedo, qe ne duheL Le
percakLo[me se cfare [ane, dhe duheL Ll moLlvo[me
g[lLhe mesueslL qe L'l perdorln aLo. 1e L[ereL Lhane qe
nuk ekzlsLon n[e meLode e veLme qe funkslonon per Le
g[lLhe, dhe qe duheL Le provo[me se clla meLode
pershLaL me mlre per keLe apo aLe mesues. ulsa
supozuan qe sLudenLeL lshln auLorlLeLl me l mlre qe Le
vendosln se clla meLode eshLe me e mlre per La. 1e
L[ereL Lhane qe lshln mesueslL uLorlLeLl me l mlre,
sepse aLa e dlne cfare eshLe mlre per sLudenLeL e Lyre.
uhe Le L[ere Lhane qe dre[LueslL akademlke dhe Le
unlverslLeLeve duheL Le vendosln per keLo meLoda.
Þor dlsa Le L[ere hodhen Lezen e vlereslmln Le Le
keLyre meLodave.


k¥ kAÞCk1
Iaqet ne v|[|m pershkrua[ne mundeslL
koncepLuale Le dlskuLueshme qe profesoreL zhvllluan.
ALa g[lLhashLu pershkruan ldeLe e Lyre se cfare mund
Le be[me per Le lmplemenLuar selcllen pre[ keLyre
mundeslve, dhe efekln qe aLo mund Le kene mbl
lndlvlde Le ndryshem, grupe lnsLlLuclone apo shoqerl
Le g[ere. Ne duam te thekso[me qe ky raport nuk
detyron adopt|m|n e ndon[eres pre[ ketyre
mundes|ve. A[o ne te kundert pershkruan mundes|te
qe profesoret menduan se do |sh|n te dob|shme per
t| d|s|kutuar, se bashku me paso[aL dhe shqeLeslmeL,
vleraL, lnLeresaL dhe beslmeL qe l frymezo[ne aLo. ka
mundesl Le ndryshme ne keLe raporL qe asn[e nga
pedagogeL nuk do l lmplemenLonLe, por qe aLa
mendo[ne qe lshln shume Le doblshme per Lu bere
p[ese e keLl[ dlskLuLlml.
AkS¥L1 1CNA ÞLk ÞkL2AN1IMIN L kL1II
MA1LkIALI [ane Le ndryshme nga aLo qe [u prlsnl.
8eporLeL e shumLa Le verprlmeve publlke
rekomando[ne qe qeverla duheL Le marre masa per
zg[ldh[en e problemeve. ALo [ane shkruar per Le
Le[kaluar opzlLen dhe per Le suporLuar veprlmeL. ky
raporL eshLe ndryshe dhe supozon qe meLodaL e
meslmdhenles [ane n[e Leme shume e pranueshme
per dlskuLlm, por nuk supozon qe Le ndermerren
veprlme per Le lmplemenLar keLo lde. ne nuk po e
prezanLo[me keLe raporL duke prlLur paso[a per
veprlmln, apo per La hapur n[e debaL se kush eshLe me
e mlra dhe kush [o. ne e prezanLo[me aLe qe [u Le
Lhellonl ldeLe Lua[a per qeverls[en e unlverslLeLeve
dhe rendeslne e meLodave Le meslmdhenles, dhe k[o
Le nxlsl mendlme me Le mlra per mundesl Le
mundshme veprlml. uuke pershkruar cdo veprlm, ne
[aplm shume arsye perse [u mund Le mos e pelqenl,
apo Le pelqenl n[e nderveprlm Le cakLuar. ulsa
veprlme mund Le [eLe ploLesuese Le n[era L[eLren, dlsa
Le L[era [ane kundeshLuese. Þor Le g[lLha prezanLo[ne
n[e mundesl zhvllllml dhe eksplorlml Le meLe[shem.
Lkz|sto[ne shtate grupe te medha shqetes|mesh
qe u paraq|ten ne d|skut|m:
x N[erez|t mund te mos prano[ne metadat
e re[a pre[ fr|kes se ndrysh|m|t
x Studentet mund te mos [ene ne g[end[e
te adaptohen me to
x Þrofesoret [ane me shume te |nteresuar
ne kerk|me shkencore
x Un|vers|tetet e tyre mund te mos kene
bur|met e nevo[shme per te perba||uar
keto metoda
x Metodat ne vetvete mund te mos [ene
te pershtatshme per kerkesat e S|stem|t
te 8o|on[es
x Nuk eshte e qarte se s| ato do te
v|eresohen
x Nuk eshte e qarte qe ato do t'|



ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN S

n¥kIL

Ne duam te thekso[me se cdo mundesl ne
raporL ka prekur n[e fushe Le g[ere veprlmLarle, dhe ne
nuk keml pershkruar cdo kuallflklm dhe prlL[e qe
duheL Le be[me nese ne l adapLo[me dhe
lmplemenLo[ne ndon[e nga aLo. !"# $"%"# &"'()"# '"#
*+,&# %"# )-%."$/01&"# /"# ,/'1"# '2,# &+'*"/-%"# "#
3"4)-&-%#'"#$"%"#),40)%#'+$#"/.%"#,5/06+%"7#*."#'+$#$,#
3"'*# 4")# $+'*")/.%-&"7# *."# 8"# ,10# "/.%"# 4")9"$%"# 4")#
%+# -&46"&"'%+,):# uukeL qarLe ne Le kunderL, qe ne
keml shL[elluar shume mundesl veprlml per cdo p[ese
Le Le shqeLeslmeve qe mund Le ngrlhen.
Ne g[|thashtu duam te thekso[me se ne nuk
keml per qelllm qe Le rekomando[me ndon[e nga keLo
mundesl per Lu lmplemenLuar. k[o per arsye se se cdo
mundesl ne raporL ka prekur n[e fushe Le g[ere
veprlmLarle, dhe ne nuk keml pershkruar cdo
kuallflklm dhe prlL[e qe duheL Le be[me nese ne l
adapLo[me dhe lmplemenLo[ne ndon[e nga aLo. !"#
$"%"# &"'()"# '"# *+,&# %"# )-%."$/01&"# /"# ,/'1"# '2,#
&+'*"/-%"# "# 3"4)-&-%# '"# $"%"# ),40)%# '+$# "/.%"#
,5/06+%"7# *."# '+$# $,# 3"'*# 4")# $+'*")/.%-&"7# *."# 8"#
,10# "/.%"# 4")9"$%"# 4")# %+# -&46"&"'%+,):# uukeL qarLe
ne Le kunderL, qe ne keml shL[elluar shume mundesl
veprlml per cdo p[ese Le Le shqeLeslmeve qe mund Le
ngrlhen. Meg[lLhaLe ne keml perfshlre ne keLe reporL
dlsa nga mendlmeL e mesuesve.
Se fund|, ne duam te thekso[me qe eshLe n[e
raporL speclal ll, dhe shp[ego[me shume arsye pse k[o
eshLe speclale. keLu, duke Lhene qe k[o eshLe speclale,
nuk po nenkupLo[me qe ne keml fuLur ndon[e aLrlbuL
speclal , apo auLorlLeL speclal ne keLe raporL, apo keml
perzg[edhur pedagoge speclale per La bere keLe
raporL. ky raporL quheL speclal sepse eshLe n[e raporL
shume ndryshe nga aLo qe ll ne perg[lLhesl prodhon.
LshLe n[e raporL speclal kryeslshL sepse ka ardhur sl
rezulLaL l n[e mlnl pro[ekLl Le ll. ndryshe nga pro[ekLeL
e L[era Le ll klshln n[e kohe shume Le kuflzuar per La
bere keLe pro[ekL, kryeslshL sepse profesoreL do Le
lshln ne Sh8A veLem per pak mua[, dhe sepse ne
klshlm shume pro[ekLe Le L[era qe po zhvlllonlm ne
kohen kur aLa lshln keLu. LshLe g[lLhashLu n[e raporL
speclal sepse esLhe zhvllluar veLem nga n[era ane e
monedhes se panellL Lone. ne perg[lLhesl pro[ekLeL e
ll zhvlllohen duke ballafaquar grupe Le ndryshme qe
kane lnLeres ne n[e ceshL[e Le cakLuar. uhe g[lLhashLu
eshLe speclal sepse dlskuLlmeL nuk [ane bere veLem
nga aneLareL e ll por edhe profesoreL Le clleL po
mesonln se sl Le dre[Lonln n[e dlskuLlm Le ll Le cllen
me vone aLa do La lmplemenLonln ne vendeL e Lyre
dhe ne unlverslLeLeL e Lyre. ne mund Le klshlm
harxhuar shume lehLe 3 derl 4 ore per cdo ore
dlskuLlml Le bere ne mlnlpro[ekL. uhe ne padyshlm
mund Le klshlm arrlLur edhe rezulLaLe Le ndryshme
nga keLo Le paraqlLuraL nese do Le klshlm dy panele qe
do Le dre[Loheshln keLo dlskuLlme. Sl perfundlm, eshLe
n[e 8aporL Speclal l ll sepse, ndryshe nga fshehLesla e
ldenLlLeLlL Le p[eseLareve Le dlskuLlmlL slc be[me ne
raporLeL e L[era qe l prodho[ne aLo, ne keml publlkuar
edhe emraL e p[esemarresve me kerkese Le Lyre. keLo
[ane arsyeL perse ky eshLe n[e raporL speclal l ll.
















IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 6

n¥kIL

Ne nuk beso[me se mundeslLe qe keml paraqlLur
ne keLe raporL [ane mundeslLe e veLme koncepLuale
qe [u do deshlronlL Le dlskuLonlL. ka edhe shume
mundesl Le L[era. Þor ne beso[me se aLo [ane
provokaLlve dhe [u ngacmo[ne [u per Le krl[uar edhe
me shume mundesl Le cllaL nuk [ane shkruar ne keLe
raporL. Shpreso[me qe [u do mendonl qe aLo [ane
lnLeresanLe, do l kupLonl ashLu slc keml dashur ne qe
[u L'l kupLonl, dhe qe aLo do [u ngacmo[ne lmag[lnaLen
qe [u Le mendonl per mundesl Le L[era veprlml dhe
mundesl koncepLuale per meLodaL e meslmdhenles qe
do l dlskuLonlL me shokeL, fqln[eL, dhe qyLeLareL e
L[ereL bashkemoshaLare qe mund L'[u lldhe dhe puna
ne n[e shplrL kooperaLlv, ashLu slc ne l zhvllluam.


















Ashtu s|c ne | kons|dero[me mundes|te ne kete
raport dhe | d|skuto[me ato me te t[eret, [u do
don|t t'| ben| vetes tua[ d|sa pyet[e ne f||||m|:
x CllaL [ane vleraL qe moLlvo[ne kryeslshL keLe
mundesl?
x Þse dlkush mund L'l keLe keLo vlera?
x Þse dlkush mund L'l kundershLo[e keLo
vlera?
x Þse dlkush mund L'l keLe keLo ob[ekLlva?
x Þse dlkush mund L'l refuzo[e keLo ob[ekLlva?
x Cfare veprlmesh mund Le ndermarrlm ne
per Le lmplemenLuar ekLe mundesl dhe sl
mund Le adapLoheml?
x CllaL [ane efekLeL qe keLo veprlme mund Le
kene mbl lndlvldeL, grupeL, lnsLlLucloneL,
dhe shoqerlne ne g[eresl?
x Sl mund Le ndlko[ne Le [u personallshL?
x CllaL [ane plkaL e forLa Le kesa[ mundesle?
x CllaL [ane plkaL e dobLa?
x kush do Le perflLonLe nga keLo mundesl?
x CllaL [ane rrugeL e L[era qe mund Le
adapLohen keLo mundesl?
x kush mund Le perflLo[e me shume duke
zg[edhur rrugeL e L[era?
x kush do Le perflLonLe me pak duke zg[edhur
mundeslLe e L[era?
x CllaL veprlme mund Le ndermarrlm ne duke
paLur parasysh g[end[en akLuale pollLlke?
x Cfare efekLesh mund Le kene keLo veprml
me mbl lndlvldeL, grupeL, lnsLlLucloneL, dhe
shoqerlne e g[ere?
x Sa eflkase do Le lshLe k[o mundesl veprlml
ne arrlLen e perfundlmeve per La adopLuar
aLe?
x Cfare do Le perforconlL [u ne keLe mundesl?
x Sl do La krahasonlL [u keLe mundesl me
mundeslLe e L[era Le paraqlLura ne keLe
reporL?



ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 7

MUNDLSIA A

UNIVLkS1I1L1 1L CAk1CINL NDk¥SnIMIN

A beson| se n[e arsye pse sLuenLeL Lane nuk
meso[ne eshLe sespe profesoreL e Lyre nuk [apln
meslm? A mendonl se n[e arsye per keLe eshLe se
profesoreL perdorln meLoda Le v[eLra dhe Le pa
efekLshme qe per sLudenLeL e kohes se soLme aLo
[ane Lh[eshL Le merzlLshme? uhe a mendonl pse
dekaneL dhe rekLoreL nuk mund Le lmplemenLo[ne
meLoda Le re[a per Le veLmen arsye se profesoreL
[ane Le v[eLer, dhe nuk meso[ne doL g[era Le re[a?

k[o mundes| v[en nga beslml se n[e meslmdhenle
e mlre v[en nga meLoda Le mlra meslmldhenle[e, dhe
keLo meLoda evolo[ne me kallmln e kohes, dhe k[o
duheL Le s[elle qe edhe profesoreL Le evolo[ne bashke
me kohen, dhe Le perqafo[ne meLodaL e re[a Le
prezanLuara nga n[e revoluclon Leknolog[lk dhe
zhvllllml. Þor k[o mundesl v[en edhe nga n[e [usLlflklm
se per Le mesuar g[era Le re[a nevo[lLeL shume
energ[l, shume kohe, dhe shume lnvesLlme per Le
Lra[nuar pedagogeL. ndryshlml eshLe n[e proces l
g[aLe dhe l dhlmbshem dhe shume n[erez Lremben
per La pranuar dhe per L'u pershLaLur me Le. Þor k[o
nuk eshLe arsye per La shmangur aLe. ne Le kunderL,
e ardhm[a e unlverslLeLeve Lona, apo edhe e ardhm[a
e boLes Lone, vareL ne meLodaL me Le mlra Le
meslmdhenles qe [ane Le mundshme. uhe
unlverslLeLeL [ane Le deLyruara qe L'l perqafo[ne keLo
ndryshlme dhe Le deLyro[ne sLafln e Lyre qe L'l
lmplemenLo[e keLo. ulsa here k[o do Le LhoLe Le
cenosh Le dre[Len e pedagoguL per Le dhene meslm
slpas menyres se Ll[, mad[e dlsa here do Le LhoLe
edhe qe Le [esh l deLyruar La flakesh nga puna nese al
nuk e pranon dlcka Le Lllle.




Duke u |arguar nga ||r|a e profesoreve per
Le vendosur se clla eshLe meLoda me e mlre per La,
k[o mundesl do l deLyro[e unlverslLeL qe Le vendosln
per meLodaL me Le mlra per profesoreL, dhe Le heqln
nga puna profesoreL qe nuk do e pranonln dlcka Le
Lllle.

Þerspekt|va te t[era. Þor edhe nese [u mendonl
se prezanLlml l meLodave Le re[a do Le lshLe shume
eflkas, [u mendonl se menyra e deLyrlmlL per Le bere
dlcka Le Lllle nuk eshLe menyra e duhur. !u mund Le
mendonl se ndryshlml eshLe n[e proces l g[aLe dhe l
mundlmshem, por duke e deLyruar L[eLerln qe La
perqafo[e keLe ndryshlm do La be[e aLe edhe me Le
veshLlre per Lu adapLuar. !u mund Le besonl qe llrla
akademlke do Le LhoLe qe profesoreL ne perg[lLhesl
Le vendosln veLe per veLen e Lyre dhe Le vendosln
veLe nese duan La prano[ne ose [o n[e meLode Le re.
Cse mund Le mendonl qe ndryshlm do Le ndodhe,
edhe nese ne nuk be[me asg[e per Le. Al Lh[eshL
ndodh, dhe duke lmponuar Le L[ereL qe La perqafo[ne
keLe ndryshlm ne nuk be[me g[e L[eLer veLem se e
ngadalso[me keLe proces. nese [u [enl kunder keLyre
g[erave, [u mund Le besonl qe esLhe me mlre qe L'l
llnl ndryshlmeL Le ndodhln me rr[edhen e kohes, sesa
L'l lmpononl aLo.


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$0&,'*+,)#/%,9-'#,$,*"&-$#8"#%"#,*,4%01"#&"%0*,%#"#)"1"#%"#&"/-&*."'-"/:#<%,9-#
,$,*"&-$#*0#%"#1"%"#-#*"%()+,)#8"#%"#-&46"&"'%01"#=*0#&"%0*"#8"#,*&-'-/%),%0)"%#"#
+'-3")/-%"%-%#&"'*01'"#8"#"/.%"#"#'"301/.&":#>")#,%,#8"#*0#)"9+?01'"#*0#%"#'*")&")"'#
&,/,:##


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%"#4")*0)+)#9+8-'"#"#%()"#4")#%"#$0&,'*+,)#
/%,9-'#,$,*"&-$#8"#%"#,*,4%01"#&"%0*,%#"#)"1"#
%"#&"/-&*."'-"/:#<%,9-#,$,*"&-$#*0#%"#1"%"#-#
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"/.%"#"#'"301/.&":#>")#,%,#8"#*0#)"9+?01'"#*0#
%"#'*")&")"'#&,/,:##


IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 8

UNIVLkS1I1L1 1L CAk1CINL NDk¥SnIMIN MUNDLSIA A



IMÞLLMLN1IML 1L MUNDSnML
Ne mund:
x 1l be[me aLo meLoda Le re[a meslmdhenle[e Le
deLyrueshme dhe L'l pusho[me nga puna g[lLhe
profesoreL qe do l kundershLo[ne
x 1e shp[ego[me perflLlmeL e meLodave Le re[a dhe
Le blndlm profesoreL L'l perdorln, ne vend qe L'l
lmpono[me aLa.
x 1'l ofro[me pedagogeve n[e shumello[shmerl
shperbllmesh, nga pushlmeL, rrlL[e rroge,
shperbllme, ne menyre qe L'l deLyro[me aLa Le
prano[ne meLodaL e re[a.
x 1e ngreme n[e komlLeL Le speclallzuar qe do
lnvesLlgo[e dhe Le konLrollo[e se clll nga
pedagogeL nuk po l lmplemenLon menyraL e re[a
Le meslmdhenles.
x uuke l perfshlre p[eseLareLe kademlke qe Le
krl[o[ne meLoda Le re[a, Le vendosln sLandarLe,
dhe kufl[ per Le perdorur meLodaL e re[a, dhe
ndeshklmeL e duhura per aLa qe nuk l
lmplemenLo[ne.
x 1e krl[o[men[e g[yq akademlk, me sLaf akademlk,
qe profesoreL qe [ane akuzuar per mos perdorlmln
e meLodave Le re[a Le akuzohen dhe Le marrln
denlmln e merlLuar.
LILk1L1 L MUNDSnML 1L kL1¥kL VLÞkIMLVL
keto vepr|me mund:
x 1e moLlvo[ne lnovaclonln dhe perdorlmln e
meLodave Le re[a ne unlverslLeLeL Lona, edhe pse
dlsa profesore Le mlre mund Le humbln g[aLe
proceslL.
x ndlhmon per Le mlnlmlzuar frlken se profesoreL
mun Le mos perdorln meLoda Le re[a, duke l
deLyruar ne Le n[e[Len kohe qe L,l perdorln.
x 1e blndesh profesoreL qe refuzo[ne keLo meLoda,
qe perdorlml l Lyre eshLe me mlre per La dhe aLa
mund Le perflLo[ne.
x Le[on aneLareL e unlveslLeLlL qe Le ldenLlflko[ne
meLodaL e re[a dhe Le rekomando[ne meLodaL me
Le mlra.
x Me e lehLe per Le profesoreL per Ll pranuar keLo
meLoda, pasl aLa do Le ndlhen p[ese e keLyre
meLodave sepse kane konLrlbuar ne Lo.
x uuke l le[uar profesoreL qe [ane akuzuar se nuk
kane lmplemenLuar meLodaL e re[a, dhe duke l
dhene aLyre mundeslne qe Le mbrohen nga
denlmeL.


Þer d|skut|me te mete[shme...
x A mendonl se n[erezlL ne perg[lLhesl [ane Le frlksuar nga ndryshlmeL? nese po, pse?
x A mendonl se frlka nga ndryshlml eshLe fakLorl l veLem qe l ndalon profesoreL, sLudenLeL, dhe prlnderlL Le
prano[ne meLodaL e re[a? nese [o, cfare mund Le [ene aryeL e L[era?
x A [enl dakorL me ldene qe sLudenLeL nuk meso[ne spese profesoreL e Lyre vazhdo[ne Le perdorln meLodaL e
v[eLra, qe nuk [ane eflkase, apo mendonl se ky shp[eglm eshLe Lh[eshL shume l Lh[eshLe? nese eshLe l
Lh[eshLe, cfare fakLoresh Le L[ere mund Le perfshlhen?
x A [enl dakorL qe hereL a vone profesore do l adapLo[ne meLodaL e re[e, be[me apo [o ne ndon[e g[e per
keLe? nese po, pse? nese [o, pse?
x A mendonl se duke l deLyruar profesoreL Le perdorln meLoda Le re[a, nese aLa nuk duan, do L'l cenonLe Le
dre[Len e Lyre akademlke? nese po, pse? nese [o, pse?
x A mendonl se e ardhm[a e unlverslLeLeve Lona, dhe e vendlL Lone vareL shume nga adapLlml l meLodave Le
re[a, ashLu slc eshLe sug[eruar? Apo mendonl se k[o lde eshLe Lh[eshL n[e shLyse per Le perqafuar keLe
mundesl?
x A mendonl se profesoreL duheL hequr nga puna Lh[eshL sepse aLa perdorln meLoda Le v[eLra? nese po ,
pse? nese [o, pse?


ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 9

MUNDLSIA 8

Þ¥L1 S1UDLN1L1

A mendon| se profesoreL, zyrLareL e shkollave dhe
eksperLeL e meslmdhenles [ane [ashLe boLes se
sLudenLeve? A mendonl se aLa [ane kryeslshL Le
dre[Luar per Le prezanLuar n[e meLode Le re qe eshLe
me Le verLeLe efekLlve? uhe a mendonl se sLudenLeL
Lane [ane [ane me Le verLeLe auLorlLeLl me l mlre per Le
vendosur se clla meLode meslmdhenle[e eshLe me e
mlre per La?

k[o mundes| v[en nga beslml meslm l mlre v[en nga
n[e meLode e mlre meslmdhenle[e, dhe arsye[a
kryesore se pse sLudenLeL nuk dalln mlre me meslme
eshLe sepse profesoreL perdorln n[e meLode Le v[eLer
meslmdhenle[e, dhe sLudenLeL akLuallshL [ane ne n[e
pozlclon ku mund Le vendosln se clla eshLe meLoda me
e mlre per La. Þor k[o mundesl v[en g[lLhashLu edhe nga
n[e shqeLeslm qe profesoreL, zyrLareL e shkollave, dhe
eksperLeL e meslmdhenles shume radhe pyesln
sLudenLeL se clla eshLe meLoda me e mlre per La dhe
aLa radhe marrln parasysh mendlmeL e sLudenLeve,
edhe kur aLa pyeLen. LshLe g[lLhashLu e verLeLe qe
sLudenLeL kane lnLeres qe Le marrln sLudlmln me Le
mlre qe aLa munden Le marrln. MeLodaL e vlereslmlL Le
perdoruar pyesln veLem nese n[e sLudenL e pelqen n[e
pedagog apo [o, dhe shume rradhe pyesln sLudenLeL
per meLoden e perdorur Le meslmdhenles. ALo mund
Le lnLerpreLohen ne shume menyra Le mundshme. Þor
aLo me shpesh perdoren per Le bere Le mundur qe n[e
fare menyre sLudenLeL Le heshLln, dhe personell Le
[usLlflkoheL qe e ka bere n[e vlereslm Le Lllle, dhe
shume rradhe, poLhua[se fare vleresoheL meLoda e
meslmdhenles. k[o mundesl do mundoheL La ndrysho[e
Le g[lLhe keLe duke u munduar qe La vere sLudenLln ne
qender Le vemend[es, duke marre parasysh edhe
mendlmeL e Ll[, mbl efekLshmerlne e meLodave Le
meslmdhenles qe [ane perdorur ne n[e lende, dhe clla
duheL apo nuk duheL perdorur ne n[e kurlkul.
#
#
#
Þerspekt|va te t[era. Þor edhe nese [u [enl dakorL
qe ne duheL L'l marrlm mendlmeL e sLudenLeve me
serlozlshL, [u mund Le ndlhenl shume skepLlke per
le[lmln e sLudenLeve per Le vendosur se cllen meLode
meslmdhenle[e sLudenLeL duheL Le perdorln. !u mund
Le mendonl se sLudenLeve nuk l lnLereson shume per Le
vendosur se cllen medoLe profesoreL e Lyre duheL eL
perdorln. !u mund Le mendonl se ne peg[lLhesl
sLudenLeve l lnLereson me shume noLa e Lyre, dhe clll
profesor apo meLode do l [epLe aLyre noLen me Le mlre
me sa me pak mund, pa l kushLuar shume rendesl
vlereslmlL Le meLodes se perdorur. Cse [u mund Le
mendonl se profesoreL [ane zoLer Le lendeve Le Lyre
dhe e dlne shume me mlre se sLudenLeL se clla meLode
eshLe me e mlre per lenden e Lyre, dhe per klasen e
Lyer, qe aLa kane me shume eksperlence ne perdorlmln
e meLodave Le ndryshme Le meslmdhenles sesa
sLudenLeL e Lyre, dhe ne per keLe arsye duhe L'l haplm
krahun dhe L'l le[o[me aLyre Le [apln meslm. Þor nese [u
mendonl Le g[lLha keLo, dhe [enl dakorL qe profesoreL
duheL Le vendosln veLe se cllen meLode Le perdorln,
aLa duheL g[lLhashLu Le vendesoln se clla eshLe meLoda
me moLlvuese dhe me e pershLaLshme per kursln dhe
sLudenLeL e Lyre.



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IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 10

Þ¥L1 S1UDLN1L1 MUNDLSIA 8

IMÞLLMLN1IML 1L MUNDSnML
Ne mund:
x 1e [aplm me shume opslone per sLudenLeL, psh,
me shume kurse, me shume profesore, me shume
vlereslme and n[e varleLeL Le madh meLodash
meslmdhenle[e ne n[e kurs.

x 1e organlzo[me Laklme per Le dlskuLuar dhe
shp[eguar meLodaL sLudenLeve dhe Le marrlm
mendlmeL e Lyre.

x 1e prezanLo[me n[e meLodeL Le re dhe Le
mbledhlm sug[erlmeL e sLudenLeve per Le.

x 1l [aplm sLudenLeve n[e zg[edh[e per meLoden,
dhe aLa Le zg[edhln me Le mlren.

x 1e pyeslm sLudenLeL per n[e meLode
meslmdhenle[e dhe vlereslmln e Lyre per per keLe
meLode.

x 1e leme sLudenLeL Le dlsen[o[ne dhe Le evalua[ne
n[e meLode.

x 1e pyeslm sLudenLeL per oplnloneL, por Le
mendosln ne fund pedagogeL se ke meLode Le
perdorln.
LILk1L1 L MUNDSnML 1L kL1¥kL VLÞkIMLVL
keto vepr|me mund:
x 1'l [apln sLudenLeve me shume llrl ne zg[edh[e, me
shume konLroll ne eduklmln e Lyre, dhe fakLln qe
admlnlsLraLoreL dhe profesoreL L'l marrln
mendlmeL e Lyre me serlozlshL.

x 1e krl[o[ne n[e amb[enL me menaxhues ne Le cllen
Le shp[egoheL se sl mund Le [eLe perflLuese cdo
meLode nga sLudenLeL.

x MoLlvo[ne profesoreL Le krl[o[ne n[e kurrlkul me Le
pasur per lendeL e Lyre.

x ndalo[ne perflLueslL duke l dhene fuql sLudenLeve
qe Le marrln vendlme.
x 1e le[o[ne shumlcen e sLudeLeve Le vendosln se clla
meLode meslmdhenle[e Le perdoreL, dhe L'l be[e
aLa me Le lumLur g[aLe proceslL.
x 1e ndlhmo[e ne vendosmerlne e sLudenLeve qe Le
mendo[ne ne menyre me efekLlve dhe ob[ekLlve.
x 8ezulLo[e ne n[e vlereslm meslmdhenle[e me
efekLlv dhe moLlvo[e profesoreL per Le permbushur
nevo[aL e sLudenLeve.
x 1'l [ape sLudenLeve ldene qe mendlmeL e Lyre [ane
Le vlefshme dhe aLa [ane p[ese e proceslL Le
vendlm marr[es.


Þer d|skut|me te mete[shme...
x A mendonl se sLudenLeL [ane lnLelekLuallshL dhe emoclonallshL Le kuallflkuar qe Le vlereso[ne n[e
meLode meslmdhenle[e? nese po, pse? nese [o, pse?
x A [enl dakorL me ldene qe sLudenLeL [ane me Le verLeLe auLorlLeLl me l mlre persa l perkeL
meLodave Le meslmdhenles qe Le [ene me e mlra per La? nese po, pse? nese [o, aLhere kush
mendonl se eshLe auLorlLeLl me l mlre dhe pse?
x A mendonl se nese sLudenLl pelqen apo [o n[e kurs ahd e profesorln respekLlv ben n[e vlereslm Le
keq? nese [o, pse? nese po, clleL [ane fakLoreL qe ndlko[ne?
x A mendonl se vlereslmeL e profesoreve be[ne aLe qe duheL Le be[ne? nese po, pse? nese [o, pse?
x A mendonl se sLudenLeL shpesh [ane ºperflLues" duke kerkuar profesore, lende, dhe meLoda qe do l
[epnln aLyre noLaL me Le mlra me perp[ek[en me Le vogel? nese po, a mendonl se nuk ka asg[e Le
keqe ne keLe?
x A mendonl se profesoreL duheL Le [ene ne g[end[e Le vendosln se clleL sLudenLe duheL Le marrln
lenden e Lyre, dhe clleL [o? nese po, pse? nese [o, pse?
x A mendonl se ka n[e meLode Le veLme meslmdhenle[e qe do Le lshLe e pershLaLshme per Le g[lLhe
sLudenLeL? Apo mendonl se sLudenLe Le ndryshem meso[ne ne menyra Le ndryshme dhe nuk ka n[e
meLode qe L'l permbushe Le g[lLha krlLereL e sLudenLeve? ArgumenLonl perg[lg[en Lua[.


ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 11

MUNDLSIA C


1L NGkLML S1A1USIN L MLSIMDnLNILS

A mendon| se p[esa me e madhe e unlverslLeLeve
vlereso[ne dhe shperbl[ene me shume kerkueslL sesa
profesoreL? A mendonl se shoqerla nuk l vlereson
profesoreL dhe profeslonln e meslmdhenles? uhe a
mendonl se keLo [ane dy nga arsyeL pse profesoreL
mund Le mos l dedlko[ne kohen dhe energ[lne e
nevo[shme qe duheL per Le zoLeruar meLodaL Le re[a?

k[o mundes| v[en sl rr[edho[e e beslmlL se shoqerla
[one dhe unlverslLeLe ne perg[lLhesl nuk e vlereso[ne aq
sa duheL sLaLuLln e profesorlL. uhe nga k[o llnd
shqeLeslml se veLe profesoreL nuk e vlereso[ne aq sa
duheL profeslonln dhe nuk l kushLo[ne kohe dhe energ[l
perp[ek[eve per Le g[eLur dhe lmplemenLuar meLoda Le
re[a. Ldhe pse shoqerla [one eshLe e shqeLesuar per Le
ardhmen e feml[eve Lane, ALa nuk e vlereso[ne aq sa
duheL sLaLusln e profesorlL. Ldhe pse lnsLlLucloneL
lnvesLo[ne ne profeslonln e meslmdhenles, shume
here, aLa vleresohen me shume per punen e Lyre
kerklmore, sesa per profeslonln e meslmdhenles. k[o
mundesl mbeshLeL fakLln qe meslmdhenla eshLe po aq
e rendeslshme per n[e unlverslLeL sa dhe puneL
kerklmore Le unlverslLeLlL dhe qe shoqerla [one duheL
La vlereso[e aLe ashLu slc vlereson dhe cdo profeslon
L[eLer. k[o mundesl mbeshLeL fakLln qe ne duheL L'l
[aplm rendesl meslmdhenles sa cdo profeslon L[eLer ne
shoqerlne Lone, dhe profesoreL duheL kompesuar dhe
shperblyer ashLu slc shperbleheL cdo profeslon L[eLer.
k[o mundesl moLlvon sLudenLeL me Le mlre Le
unlverslLeLeve qe Le ndlekln apo Le flllo[ne karleren e
Lyre ne meslmdhenle, dhe g[lLhashLu unlverslLeL duheL
L'l [apln aLyre shume shperbllme qe aLa Le slsLemohen
dhe mos e LradheLo[ne keLe fushe. C[lLhashLu k[o
medoLe do L'l moLlvonLe profesoreL qe Le lnvesLonln po
aq kohe dhemund ne meslmdhenle sa aLa lnvesLo[ne
ne puneL e Lyre kerklmore, dhe Le perqendrohen me
shume ne meslmdhenle dhe ne meLodaL e re[a Le
meslmdhenles, duke ngrlLur sLaLusln soclal Le
meslmdhenles keshLu qe profesoreL Le gezo[ne respekL
nga unlverslLeLeL dhe nga shoqerla ne perg[lLhesl.


Þor |arg nga kerkesa e c||es|se ne Le dy[a
rasLeL, meslmdhenle dhe kerklm, dhe larg kerkeses se
profesoreve per Le ndarre ngarkesen dhe punen nga
meslmdhenla dhe kerklml, k[o mundesl mund L'l
moLlvo[e unlverslLeLeL qe Le lnvesLo[ne me shume ne
meslmdhenle, dhe Le shperble[e punen e Lyre. uhe k[o
munde Le s[elle qe dlsa unlverslLeLe Le ndalo[ne
profesoreL nga kryer[a e kerklmeve, apo Ll moLlvo[e aLa
qe Le puno[ne me shume qe Le zhvlllo[ne meLoda Le
re[a meslmdhenle[e.
Þrespekt|va te t[era. Þor edhe nese ne l nda[me
keLo beslme dhe shqeLeslme, dhe edhe nese you [enl
dakorL qe ne duheL Le ngreme sLaLusln e meslmdhenles
dhe profesoreve, [u mund Le mendonl se duke vepruar
keshLu, kerklmeL e unlverslLeLeve mund Le
negllzhohen, dhe Le lnvesLoheL shume pak per Lo.
C[lLhashLu [u mund Le besonl edhe nese ne l nda[me
keLo beslme dhe shqeLeslme, dhe edhe nese you [enl
dakorL qe ne duheL Le ngreme sLaLusln e meslmdhenles
dhe profesoreve, [u mund Le mendonl se duke vepruar
keshLu, kerklmeL e unlverslLeLeve mund Le
negllzhohen, dhe Le lnvesLoheL shume pak per Lo. !u
mund Le besonl se meslmdhenla pa kerklm eshLe e
verber, dhe kerklml pa meslmdhenle eshLe [o e zg[uar.
uhe [u mund Le besonl se cdo unlverslLeL qe fokusoheL
mbl permlslmln e meLodave Le meslmdhenles ne kurrlz
Le puneve kerklmore do La g[e[e veLen duke humbur
dlsa nga profesoreL me Le mlre dhe sLudenLeL ne
unlverslLeLe Le L[era.
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IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 12

1L NGkLML S1A1USIN L MLSIMDnLNILS MUNDLSIA C


IMÞLLMLN1IML 1L MUNDSnML
Ne mund:
x 1e nda[me punen e profesoreve nderm[eL kerklmlL
dhe meLodave Le meslmdhenles ne cdo
deparLamenL.
x 1e vendoseL n[e kerkese speclflke mbl nlvelln
arslmor Le pedagogeve dhe a[o Le perdoreL sl nlvel
l deLyrueshem per Le fllluar pune.
x 1e rrlLen pagaL e pedagogeve ne Le n[e[Lln nlvel
me profesloneL e L[era, perderlsa paga eshLe n[e
moLlvlm shume l forLe qe aLa Le puno[ne.
x 1e zhvllloheL n[e slsLem vlereslml per
meslmdhenlen, dhe n[e seL kerkesash per
zhvllllmln profeslonal, qe l [ep plke numrlL Le
lendeve qe cdo profesor ka.
x Shperble me cmlme kombeLare dhe
nderkombeLare per ekselence ne meslmdhenles,
dhe Lerheqlm cmlme moneLare per Le vleresuar
aLa.
x 1e rrlLeL paga e pedagogeve qe [ane Le
speclallzuar ne meslmdhenle ne krahaslm me aLa
qe [ane speclallzuar ne kerklm.
x Zvogellml l saslse se punes ne madheslne e klases
se Lyre dhe numrlL Le lendeve qe aLa [apln per cdo
slmesLer.
x 1e rrlLeL baza e rroges se pedagogeve dhe Le keLe
rrlL[e ne deLyre ne baze Le performances se Lyre
ne klase.
LILk1L1 L MUNDSnML 1L kL1¥kL VLÞkIMLVL
keto vepr|me mund:
x 1e ndlhmo[e qe Le rrlLeL sLaLusl l meslmdhenles
neper unlverslLeLe
x 1'l dre[Lo[e profesoreL qe L'l kushLo[ne me shume
rendesl meslmdhenles, qe La be[ne
meslmdhenlen me Le rendeslshme per pedagogeL
e ardhshem.
x 1e rrlse sLaLusln soclal Le pedagogeve ne shoqerl,
Le Lerheqe me shume dhe n[erez me Le pergaLlLur
per keLe profeslon.
x 1'l deLyro[e profesoreL qe L'l kushLo[ne me shume
rendesl meslmdhenles, perderlsa numrl l lendeve
qe aLa [apln do Le uleL m[afLueshem dhe L'l le[e
kohen e duhur aLyre.
x 8ezulLo[e qe me shume profesore Le [ene Le
shqeLesuar me clleslne e meslmdhenles qe ne
veLveLe do Le rrlse clleslne.
x 1e be[e qe g[lLhn[e e me shume profesore Le
zg[edhln speclallzlm ne meslmdhenle sesa ne
kerklm.
x 1e permlso[e clleslne e meslmdhenles duke l
dhene profesoreve kohen e m[afLueshme per L'u
pergaLlLur per klasaL e Lyre.
x 1e rlkLh[e[e lnLeresln e profesoreve duke perdorur
meLoda qe L'l permlreso[ne aLo.


Þer d|skut|me te mete[shme...
x A besonl se shoqerla [one dhe unlverslLeLeL do e vlereso[ne meslmdhenlen dhe pedagogeL asLhu slc
duheL? nese po pse? nese [o, pse?
x Þse mendonl se unlverslLeLeL nuk l vlereso[ne pedagogeL dhe meslmdhenlen aq sa vlereso[ne puneL
kerklmore?
x Þse mendonl se shoqerla [one nuk l vlereson profesoreL aq sa vlereson edhe ellLen L[eLer
profeslonale?
x A mendonl se ne l vlereso[me dlsa puneLore me shume sesa Le L[ereL veLem se aLa kane n[e page
me Le larLe, apo aLa pagua[ne dlsa puneLore me shume se Le L[ereL sepse ne e vlereso[me me
shume punen qe aLa be[ne?
x A mendonl se duke paguar me shume pedagogeL do L'l moLlvonLe aLa qe Le rrlsln sLaLusln e Lyre
soclal? nese po pse, nese [o pse?
x A mendonl se profesoreL duheL Le paguhen aq sa ellLaL e L[era Le profeslonaleve? nese po pse, nese
[o pse?
x A mendonl se n[e mesues duheL Le vleresoheL dhe shperbleheL ne baze Le numrlL Le lendeve dhe Le
sLudenLeve qe al [ep, apo per clleslne e meslmdhenles se Ll[? nese eshLe per Le dyLen, sl mund La
maslm clleslne e meslmdhenles?


ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 13

MUNDLSIA D

1L NGkLML ICNDL ÞLk LDUkIMIN

A beson| se suksesl l n[e slsLeml edukaLlv vareL nga
cllesla e meLodave Le meslmdhenles? A mendonl se
pedagoge Le pergaLlLur, klasa Le vogla, nderLesa Le
moblluara mlre, blbloLeka Le mlra, dhe Leknolog[l
moderne [ane karakLerlsLlkaL e meLodave Le mlra Le
meslmdhenles ne boLe ne dlLeL e soLme? uhe a [enl Le
shqeLesuar se unlverslLeLeL Lona [ane Lh[eshL shume Le
varfera, Le pa moblluara, dhe shume Le varura nga
shLeLl per Le mbeshLeLur slsLemln modern Le
meslmdhenles qe [ane Le nevo[shme per eduklm
cllesor?

k[o mundes| v[en nga beslml se meLodaL e soLme Le
meslmdhenles kane nevo[e per maLerlale Le
kushLueshme, dhe per n[e shqeLeslm qe shkollaL nuk
[ane ne g[end[e L'l pagua[ne aLo. k[o mundesl do Le
mundoheL qe ne menyre Le suksesshme Le ngre[e n[e
numer Le madhe akLlvlLeLesh, duke perfshlre puneL
vullneLare dhe puneL [ashLe shkollore, per Le
permlresuar Le dy[a, meLodaL e meslmdhenles dhe
slsLemln e eduklmlL ne perg[lLhesl. ÞaraLe e mbledhura
nga keLo akLlvlLeLe do Le perdoren per Le lnvesLur per
klasa me Le vogla, nderLesa me bashkekohore, me
shume amb[enLe sLudlml, pedagoge me Le pergaLlLur,
Leknolog[l me Le zhvllluar, blbloLeka me Le mlra, dhe
bursa per sLudenLeL. uo Le lnkura[onLe g[lLhashLu
unlverslLeLeL qe Le krl[onln neLwork me Le dlplomuarlL e
meparshem, per Le vendosur mardhenle me
unlverslLeLeL e Lyre, akslonere, dhe per Le g[eLur
dhurues nderkombeLare per Le rrlLur Le ardhuraL e
unlverslLeLeve. uo Le ndlhmonLe per Le g[eLur parLenere
Le [ashLem apo Le brendshem qe do Le ndlhmonln me
mundesl flnanclare ose [o flnanclare per Le pare [ashLe
games se Lyre dhe kapaclLeLlL Le Lyre. uhe ne keLe
menyre do mund qe [o veLem Le permlresonLe clleslne e
meslmdhenles ne clleslne e eduklmlL, por Le slguronLe
g[lLhashLu pamvaresl Le unlverslLeLeve qe do klshln
fondeL e Lyre.

Þer keto arsye sLaLus quo, k[o mundesl do L'l
lnkura[onLe unlverslLeLeL qe Le benln cdo g[e Le
nevo[shme per Le rrlLur fondeL e Lyre ne menyre Le
pavarur per Le Lranformuar veLen e Lyre ne lnsLlLuclone
qe mund Le ofro[ne eduklmln me Le mlre qe Lregu l
punes kerkon soL.

Þerspekt|va te t[era. Þor edhe nese [u [enl dakorL
me keLe beslm, [u mund Le mendonl se rrlL[a e fondeve
per n[e unlverslLeL eshLe n[e sLermundlm l paarrlLshem.
!u mund Le mendonl se ashLu slc ne nuk mund Le
nx[errlm u[e nga gurl, ashLu edhe nuk mund L'l
deLyro[me sLudenLeL qe Le pagua[ne me shumeper
eduklmln e Lyre sepse Lh[eshL aLa nuk kane leke per keLe
luks. !u mund Le mendonl se do lshLe mlre qe
unlverslLeLe L'l klshln g[lLhe keLo faslllLeLe dhe Leknolog[l
moderne, por g[lLhashLu mund Le mendonl se
profesoreL kane dhene meslm, dhe sLudenLeL kane
mesuar me keLo kushLe per sheku[ me rradhe, dhe cdo
g[e ka funkslonuar me se mlre. Cse [u Lh[eshL mund Le
mendonl qe meslml nuk vareL nga meLodaL e
meslmdhenles, dhe keLo meLoda nuk eshLe e
nevo[shme Le [ene kaq Le kushLueshme, dhe rrugeL per
Le rrlLur fondeL do l shperqendronLe pedagogeL nga
meslmdhenla, dhe g[lLhashLu edhe sLudenLeL nga
moLlvlml per Le mesuar. nese [u l mendonl keLo g[era,
aLehere [u mund Le besonl edhe se mesueslL dhe
sLudenLeL duheL Le perballen me reallLeLln dhe L'l
kerko[me pedageve dhe sLudenLeve qe Le pershLaLen
me burlmeL qe ne dlspono[me, per Le qene me kreaLlv
dhe Le be[ne Le pamunduren qe Le perdorln ne menyre
me Le fryLshme burlmeLe qe dlspono[ne.

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IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 14

1L NGkLML ICNDL ÞLk LDUkIMIN MUNDLSIA D






IMÞLLMLN1IML 1L MUNDSnML
Ne mund:
x lnkura[o[me sLudenLeL qe Le be[ne pune vullneLare
dhe Le puno[ne per unlverslLeLln dhe komunlLeLln
e Lyre.
x lnkura[o[me sLudenLeL qe Le organlzo[ne evenLe
per rrlL[en e fondeve, sl lo[ra, spekLakle LalenLesh
eL[.
x 1e fuslm kosLon e meLodave Le meslmdhenles ne
pagesen e sLudenLeve.
x 1e organlzo[me evenLe per rrlL[e fondesh per
nevo[a speclflke, sl llbra, maLerlale l1, daLabase
onllne, bursa, rlmoblllm Le klasave, eL[.
x 1e bashkepuno[me me korporaLa, dhurues
nderkombeLare, dhe organlzaLa qe [ane ne g[end[e
Le dhuro[ne.
x 1e fuLeml ne rr[eLln e Le dlplomuarve dhe L'l
fLo[me aLa qe Le lnvesLo[ne per unlverslLeLeL e
Lyre.
x lnkura[o[me unlverslLeLeL qe Le nda[ne prakLlkaL
me Le mlra Le l1.
x 1e moLlvo[me profesoreL qe Le be[ne me Le mlre e
mundshme me aLe qe aLa kane.

LILk1L1 L MUNDSnML 1L kL1¥kL VLÞkIMLVL
keto vepr|me mund:
x 1'l [apln sLudenLeve eksperlence nga reallLeLl dhe
Le [ene me afer me komunlLeLln.
x 1e keLe shume enLuzlazem dhe force puneLere ne
keLo evenLe.
x 1l [aplm sLudenLeve n[e eduklm me Le mlre, dhe
L'l be[me aLyre Le dlLur se sl paraLe e Lyre [ane
shpenzuar.
x 1erheqln lnvesLlLore per Le lnvesLuar ne keLo
lnsLlLuclone dhe Le [eml shume LransparenLe se sl
dhe ku k[o para shpenzoheL.
x 1e Lerheqlm lnvesLlLore qe [ane ne g[end[e Le
lnvesLo[ne sasl Le m[afLueshme per Le
permlresuar slsLemln edukaLlv ne perg[lLhesl.
x lorco[e lmazhln e unlverslLeLlL nderm[eL Le
dlplomuareve sl n[e m[eL qe LerhlqeL nga lde
kreaLlve.
x 1e rua[e para ne daLabase dhe aspekLe Le L[era Le
l1
x nuk do Le rrlsLe Le ardhuraL, por do Le ndalonLe
humb[en e parave.


Þer d|skut|me te mete[shme...
x A mendonl se n[erezlL ne perg[lLhesl [ane Le frlksuar nga ndryshlmeL? nese po, pse?
x A mendonl se frlka nga ndryshlml eshLe fakLorl l veLem qe l ndalon profesoreL, sLudenLeL, dhe
prlnderlL Le prano[ne meLodaL e re[a? nese [o, cfare mund Le [ene aryeL e L[era?
x A [enl dakorL me ldene qe sLudenLeL nuk meso[ne spese profesoreL e Lyre vazhdo[ne Le perdorln
meLodaL e v[eLra, qe nuk [ane eflkase, apo mendonl se ky shp[eglm eshLe Lh[eshL shume l Lh[eshLe?
nese eshLe l Lh[eshLe, cfare fakLoresh Le L[ere mund Le perfshlhen?
x A [enl dakorL qe hereL a vone profesore do l adapLo[ne meLodaL e re[e, be[me apo [o ne ndon[e g[e
per keLe? nese po, pse? nese [o, pse?
x A mendonl se duke l deLyruar profesoreL Le perdorln meLoda Le re[a, nese aLa nuk duan, do L'l
cenonLe Le dre[Len e Lyre akademlke? nese po, pse? nese [o, pse?
x A mendonl se e ardhm[a e unlverslLeLeve Lona, dhe e vendlL Lone vareL shume nga adapLlml l
meLodave Le re[a, ashLu slc eshLe sug[eruar? Apo mendonl se k[o lde eshLe Lh[eshL n[e shLyse per Le
perqafuar keLe mundesl?
x A mendonl se profesoreL duheL hequr nga puna Lh[eshL sepse aLa perdorln meLoda Le v[eLra? nese
po , pse? nese [o, pse?


ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 1S

MUNDLSIA L

LkSÞLkIMLN1CNI ML SnUML ML1CDA 1L NDk¥SnML

A mendon| se sLudenLe Le ndryshem kane nevo[a Le
ndryshme dhe nuk ekzlsLon dlcka e Lllle sl n[e meLode qe
eshLe unlkale per Le g[lLhe. A mendonl se pedagoge Le
pergaLlLur, klasa Le vogla, nderLesa Le moblluara mlre,
blbloLeka Le mlra, dhe Leknolog[l moderne [ane
karakLerlsLlkaL e meLodave Le mlra Le meslmdhenles ne
boLe ne dlLeL e soLme? uhe a [enl Le shqeLesuar se
unlverslLeLeL Lona [ane Lh[eshL shume Le varfera, Le pa
moblluara, dhe shume Le varura nga shLeLl per Le
mbeshLeLur slsLemln modern Le meslmdhenles qe [ane
Le nevo[shme per eduklm cllesor?

k[o mundes| v[en sl rr[edho[e e beslmlL se shoqerla
[one dhe unlverslLeLe ne perg[lLhesl nuk e vlereso[ne aq
sa duheL sLaLuLln e profesorlL. uhe nga k[o llnd
shqeLeslml se veLe profesoreL nuk e vlereso[ne aq sa
duheL profeslonln dhe nuk l kushLo[ne kohe dhe energ[l
perp[ek[eve per Le g[eLur dhe lmplemenLuar meLoda Le
re[a. Ldhe pse shoqerla [one eshLe e shqeLesuar per Le
ardhmen e feml[eve Lane, ALa nuk e vlereso[ne aq sa
duheL sLaLusln e profesorlL. Ldhe pse lnsLlLucloneL
lnvesLo[ne ne profeslonln e meslmdhenles, shume here,
aLa vleresohen me shume per punen e Lyre kerklmore,
sesa per profeslonln e meslmdhenles. uhe nga k[o llnd
shqeLeslml se veLe profesoreL nuk e vlereso[ne aq sa
duheL profeslonln dhe nuk l kushLo[ne kohe dhe energ[l
perp[ek[eve per Le g[eLur dhe lmplemenLuar meLoda Le
re[a. Ldhe pse shoqerla [one eshLe e shqeLesuar per Le
ardhmen e feml[eve Lane, ALa nuk e vlereso[ne aq sa
duheL sLaLusln e profesorlL. Ldhe pse lnsLlLucloneL
lnvesLo[ne ne profeslonln e meslmdhenles, shume here,
aLa vleresohen me shume per punen e Lyre kerklmore,
sesa per profeslonln e meslmdhenles. uhe k[o munde Le
s[elle qe dlsa unlverslLeLe Le ndalo[ne profesoreL nga
kryer[a e kerklmeve, apo Ll moLlvo[e aLa qe Le puno[ne
me shume qe Le zhvlllo[ne meLoda Le re[a
meslmdhenle[e.



Þrespekt|va te t[era. Þor edhe nese ne l nda[me
keLo beslme dhe shqeLeslme, dhe edhe nese you [enl
dakorL qe ne duheL Le ngreme sLaLusln e meslmdhenles
dhe profesoreve, [u mund Le mendonl se duke vepruar
keshLu, kerklmeL e unlverslLeLeve mund Le negllzhohen,
dhe Le lnvesLoheL shume pak per Lo. C[lLhashLu [u mund
Le besonl edhe nese ne l nda[me keLo beslme dhe
shqeLeslme, dhe edhe nese you [enl dakorL qe ne duheL
Le ngreme sLaLusln e meslmdhenles dhe profesoreve, [u
mund Le mendonl se duke vepruar keshLu, kerklmeL e
unlverslLeLeve mund Le negllzhohen, dhe Le lnvesLoheL
shume pak per Lo. C[lLhashLu [u mund Le besonl. uhe
nga k[o llnd shqeLeslml se veLe profesoreL nuk e
vlereso[ne aq sa duheL profeslonln dhe nuk l kushLo[ne
kohe dhe energ[l perp[ek[eve per Le g[eLur dhe
lmplemenLuar meLoda Le re[a. Ldhe pse shoqerla [one
eshLe e shqeLesuar per Le ardhmen e feml[eve Lane, ALa
nuk e vlereso[ne aq sa duheL sLaLusln e profesorlL. Ldhe
pse lnsLlLucloneL lnvesLo[ne ne profeslonln e
meslmdhenles, shume here, aLa vleresohen me shume
per punen e Lyre kerklmore, sesa per profeslonln e
meslmdhenles.




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IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 16

LkSÞLkIMLN1CNI ML SnUML ML1CDA 1L NDk¥SnML MUNDLSIA L




IMÞLLMLN1IML 1L MUNDSnML
Ne mund:
x 1l be[me aLo meLoda Le re[a meslmdhenle[e Le
deLyrueshme dhe L'l pusho[me nga puna g[lLhe
profesoreL qe do l kundershLo[ne
x 1e shp[ego[me perflLlmeL e meLodave Le re[a dhe
Le blndlm profesoreL L'l perdorln, ne vend qe L'l
lmpono[me aLa.
x 1'l ofro[me pedagogeve n[e shumello[shmerl
shperbllmesh, nga pushlmeL, rrlL[e rroge,
shperbllme, ne menyre qe L'l deLyro[me aLa Le
prano[ne meLodaL e re[a.
x 1e ngreme n[e komlLeL Le speclallzuar qe do
lnvesLlgo[e dhe Le konLrollo[e se clll nga
pedagogeL nuk po l lmplemenLon menyraL e re[a
Le meslmdhenles.
x uuke l perfshlre p[eseLareLe kademlke qe Le
krl[o[ne meLoda Le re[a, Le vendosln sLandarLe,
dhe kufl[ per Le perdorur meLodaL e re[a, dhe
ndeshklmeL e duhura per aLa qe nuk l
lmplemenLo[ne.
x 1e krl[o[men[e g[yq akademlk, me sLaf akademlk,
qe profesoreL qe [ane akuzuar per mos perdorlmln
e meLodave Le re[a Le akuzohen dhe Le marrln
denlmln e merlLuar.

LILk1L1 L MUNDSnML 1L kL1¥kL VLÞkIMLVL
keto vepr|me mund:
x 1e moLlvo[ne lnovaclonln dhe perdorlmln e
meLodave Le re[a ne unlverslLeLeL Lona, edhe pse
dlsa profesore Le mlre mund Le humbln g[aLe
proceslL.
x ndlhmon per Le mlnlmlzuar frlken se profesoreL
mun Le mos perdorln meLoda Le re[a, duke l
deLyruar ne Le n[e[Len kohe qe L,l perdorln.
x 1e blndesh profesoreL qe refuzo[ne keLo meLoda,
qe perdorlml l Lyre eshLe me mlre per La dhe aLa
mund Le perflLo[ne.
x Le[on aneLareL e unlveslLeLlL qe Le ldenLlflko[ne
meLodaL e re[a dhe Le rekomando[ne meLodaL me
Le mlra.
x Me e lehLe per Le profesoreL per Ll pranuar keLo
meLoda, pasl aLa do Le ndlhen p[ese e keLyre
meLodave sepse kane konLrlbuar ne Lo.
x uuke l le[uar profesoreL qe [ane akuzuar se nuk
kane lmplemenLuar meLodaL e re[a, dhe duke l
dhene aLyre mundeslne qe Le mbrohen nga
denlmeL.


Þer d|skut|me te mete[shme...
x A mendonl se n[erezlL ne perg[lLhesl [ane Le frlksuar nga ndryshlmeL? nese po, pse?
x A mendonl se frlka nga ndryshlml eshLe fakLorl l veLem qe l ndalon profesoreL, sLudenLeL, dhe
prlnderlL Le prano[ne meLodaL e re[a? nese [o, cfare mund Le [ene aryeL e L[era?
x A [enl dakorL me ldene qe sLudenLeL nuk meso[ne spese profesoreL e Lyre vazhdo[ne Le perdorln
meLodaL e v[eLra, qe nuk [ane eflkase, apo mendonl se ky shp[eglm eshLe Lh[eshL shume l Lh[eshLe?
nese eshLe l Lh[eshLe, cfare fakLoresh Le L[ere mund Le perfshlhen?
x A [enl dakorL qe hereL a vone profesore do l adapLo[ne meLodaL e re[e, be[me apo [o ne ndon[e g[e
per keLe? nese po, pse? nese [o, pse?
x A mendonl se duke l deLyruar profesoreL Le perdorln meLoda Le re[a, nese aLa nuk duan, do L'l
cenonLe Le dre[Len e Lyre akademlke? nese po, pse? nese [o, pse?
x A mendonl se e ardhm[a e unlverslLeLeve Lona, dhe e vendlL Lone vareL shume nga adapLlml l
meLodave Le re[a, ashLu slc eshLe sug[eruar? Apo mendonl se k[o lde eshLe Lh[eshL n[e shLyse per Le
perqafuar keLe mundesl?
x A mendonl se profesoreL duheL hequr nga puna Lh[eshL sepse aLa perdorln meLoda Le v[eLra? nese
po , pse? nese [o, pse?


ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 17

MUNDLSIA I

1L ÞLkMIkLSCnLN VLLkLSIML1 L MLSIMDnLNILS

A mendon| se p[esa me e madhe e unlverslLeLeve
vlereso[ne dhe shperbl[ene me shume kerkueslL sesa
profesoreL? A mendonl se shoqerla nuk l vlereson
profesoreL dhe profeslonln e meslmdhenles? uhe a
mendonl se keLo [ane dy nga arsyeL pse profesoreL
mund Le mos l dedlko[ne kohen dhe energ[lne e
nevo[shme qe duheL per Le zoLeruar meLodaL Le re[a?

k[o mundes| v[en sl rr[edho[e e beslmlL se shoqerla
[one dhe unlverslLeLe ne perg[lLhesl nuk e vlereso[ne aq
sa duheL sLaLuLln e profesorlL. uhe nga k[o llnd
shqeLeslml se veLe profesoreL nuk e vlereso[ne aq sa
duheL profeslonln dhe nuk l kushLo[ne kohe dhe energ[l
perp[ek[eve per Le g[eLur dhe lmplemenLuar meLoda Le
re[a. Ldhe pse shoqerla [one eshLe e shqeLesuar per Le
ardhmen e feml[eve Lane, ALa nuk e vlereso[ne aq sa
duheL sLaLusln e profesorlL. Ldhe pse lnsLlLucloneL
lnvesLo[ne ne profeslonln e meslmdhenles, shume here,
aLa vleresohen me shume per punen e Lyre kerklmore,
sesa per profeslonln e meslmdhenles. uhe nga k[o llnd
shqeLeslml se veLe profesoreL nuk e vlereso[ne aq sa
duheL profeslonln dhe nuk l kushLo[ne kohe dhe energ[l
perp[ek[eve per Le g[eLur dhe lmplemenLuar meLoda Le
re[a. Ldhe pse shoqerla [one eshLe e shqeLesuar per Le
ardhmen e feml[eve Lane, ALa nuk e vlereso[ne aq sa
duheL sLaLusln e profesorlL. Ldhe pse lnsLlLucloneL
lnvesLo[ne ne profeslonln e meslmdhenles, shume here,
aLa vleresohen me shume per punen e Lyre kerklmore,
sesa per profeslonln e meslmdhenles. C[lLhashLu [u
mund Le besonl. uhe nga k[o llnd shqeLeslml se veLe
profesoreL nuk e vlereso[ne aq sa duheL profeslonln dhe
nuk l kushLo[ne kohe dhe energ[l perp[ek[eve per Le
g[eLur dhe lmplemenLuar meLoda Le re[a. Ldhe pse
shoqerla [one eshLe e shqeLesuar per Le ardhmen e
feml[eve Lane, ALa nuk e vlereso[ne aq sa duheL sLaLusln
e profesorlL. Ldhe pse lnsLlLucloneL lnvesLo[ne ne
profeslonln e meslmdhenles, shume here, aLa
vleresohen me shume per punen e Lyre kerklmore, sesa
per profeslonln e meslmdhenles.


Þor |arg nga kerkesa e c||es|se ne Le dy[a rasLeL,
meslmdhenle dhe kerklm, dhe larg kerkeses se
profesoreve per Le ndarre ngarkesen dhe punen nga
meslmdhenla dhe kerklml, k[o mundesl mund L'l
moLlvo[e unlverslLeLeL qe Le lnvesLo[ne me shume ne
meslmdhenle, dhe Le shperble[e punen e Lyre. uhe k[o
munde Le s[elle qe dlsa unlverslLeLe Le ndalo[ne
profesoreL nga kryer[a e kerklmeve, apo Ll moLlvo[e aLa
qe Le puno[ne me shume qe Le zhvlllo[ne meLoda Le re[a
meslmdhenle[e.
#
Þrespekt|va te t[era. Þor edhe nese ne l nda[me
keLo beslme dhe shqeLeslme, dhe edhe nese you [enl
dakorL qe ne duheL Le ngreme sLaLusln e meslmdhenles
dhe profesoreve, [u mund Le mendonl se duke vepruar
keshLu, kerklmeL e unlverslLeLeve mund Le negllzhohen,
dhe Le lnvesLoheL shume pak per Lo. C[lLhashLu [u mund
Le besonl edhe nese ne l nda[me keLo beslme dhe
shqeLeslme, dhe edhe nese you [enl dakorL qe ne duheL
Le ngreme sLaLusln e meslmdhenles dhe profesoreve, [u
mund Le mendonl se duke vepruar keshLu, kerklmeL e
unlverslLeLeve mund Le negllzhohen, dhe Le lnvesLoheL
shume pak per Lo. C[lLhashLu [u mund Le besonl. uhe
nga k[o llnd shqeLeslml se veLe profesoreL nuk e
vlereso[ne aq sa duheL profeslonln dhe nuk l kushLo[ne
kohe dhe energ[l perp[ek[eve per Le g[eLur dhe
lmplemenLuar meLoda Le re[a. Ldhe pse shoqerla [one
eshLe e shqeLesuar per Le ardhmen e feml[eve Lane, ALa
nuk e vlereso[ne aq sa duheL sLaLusln e profesorlL.


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IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 18


LkSÞLkIMLN1CNI ML SnUML ML1CDA 1L NDk¥SnML MUNDLSIA I



IMÞLLMLN1IML 1L MUNDSnML
Ne mund:
x 1l be[me aLo meLoda Le re[a meslmdhenle[e Le
deLyrueshme dhe L'l pusho[me nga puna g[lLhe
profesoreL qe do l kundershLo[ne
x 1e shp[ego[me perflLlmeL e meLodave Le re[a dhe
Le blndlm profesoreL L'l perdorln, ne vend qe L'l
lmpono[me aLa.
x 1'l ofro[me pedagogeve n[e shumello[shmerl
shperbllmesh, nga pushlmeL, rrlL[e rroge,
shperbllme, ne menyre qe L'l deLyro[me aLa Le
prano[ne meLodaL e re[a.
x 1e ngreme n[e komlLeL Le speclallzuar qe do
lnvesLlgo[e dhe Le konLrollo[e se clll nga
pedagogeL nuk po l lmplemenLon menyraL e re[a
Le meslmdhenles.
x uuke l perfshlre p[eseLareLe kademlke qe Le
krl[o[ne meLoda Le re[a, Le vendosln sLandarLe,
dhe kufl[ per Le perdorur meLodaL e re[a, dhe
ndeshklmeL e duhura per aLa qe nuk l
lmplemenLo[ne.
x 1e krl[o[men[e g[yq akademlk, me sLaf akademlk,
qe profesoreL qe [ane akuzuar per mos perdorlmln
e meLodave Le re[a Le akuzohen dhe Le marrln
denlmln e merlLuar.

LILk1L1 L MUNDSnML 1L kL1¥kL VLÞkIMLVL
keto vepr|me mund:
x 1e moLlvo[ne lnovaclonln dhe perdorlmln e
meLodave Le re[a ne unlverslLeLeL Lona, edhe pse
dlsa profesore Le mlre mund Le humbln g[aLe
proceslL.
x ndlhmon per Le mlnlmlzuar frlken se profesoreL
mun Le mos perdorln meLoda Le re[a, duke l
deLyruar ne Le n[e[Len kohe qe L,l perdorln.
x 1e blndesh profesoreL qe refuzo[ne keLo meLoda,
qe perdorlml l Lyre eshLe me mlre per La dhe aLa
mund Le perflLo[ne.
x Le[on aneLareL e unlveslLeLlL qe Le ldenLlflko[ne
meLodaL e re[a dhe Le rekomando[ne meLodaL me
Le mlra.
x Me e lehLe per Le profesoreL per Ll pranuar keLo
meLoda, pasl aLa do Le ndlhen p[ese e keLyre
meLodave sepse kane konLrlbuar ne Lo.
x uuke l le[uar profesoreL qe [ane akuzuar se nuk
kane lmplemenLuar meLodaL e re[a, dhe duke l
dhene aLyre mundeslne qe Le mbrohen nga
denlmeL.


Þer d|skut|me te mete[shme...
x A mendonl se n[erezlL ne perg[lLhesl [ane Le frlksuar nga ndryshlmeL? nese po, pse?
x A mendonl se frlka nga ndryshlml eshLe fakLorl l veLem qe l ndalon profesoreL, sLudenLeL, dhe
prlnderlL Le prano[ne meLodaL e re[a? nese [o, cfare mund Le [ene aryeL e L[era?
x A [enl dakorL me ldene qe sLudenLeL nuk meso[ne spese profesoreL e Lyre vazhdo[ne Le perdorln
meLodaL e v[eLra, qe nuk [ane eflkase, apo mendonl se ky shp[eglm eshLe Lh[eshL shume l Lh[eshLe?
nese eshLe l Lh[eshLe, cfare fakLoresh Le L[ere mund Le perfshlhen?
x A [enl dakorL qe hereL a vone profesore do l adapLo[ne meLodaL e re[e, be[me apo [o ne ndon[e g[e
per keLe? nese po, pse? nese [o, pse?
x A mendonl se duke l deLyruar profesoreL Le perdorln meLoda Le re[a, nese aLa nuk duan, do L'l
cenonLe Le dre[Len e Lyre akademlke? nese po, pse? nese [o, pse?
x A mendonl se e ardhm[a e unlverslLeLeve Lona, dhe e vendlL Lone vareL shume nga adapLlml l
meLodave Le re[a, ashLu slc eshLe sug[eruar? Apo mendonl se k[o lde eshLe Lh[eshL n[e shLyse per Le
perqafuar keLe mundesl?
x A mendonl se profesoreL duheL hequr nga puna Lh[eshL sepse aLa perdorln meLoda Le v[eLra? nese
po , pse? nese [o, pse?


ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 19

MUNDLSIA G

1L LLICIML 1kLGUN L ÞUNLS 1L DkLI1CIL kkUGLN

A [en| te shqetesuar se [ane shume Le pakLa
lldh[eL me aLe qe sLudenLeL meso[ne ne shkolle dhe
n[ohurlLe qe aLa marrln qe me vone do l nevo[lLen per Le
hyre ne Lregun e punes? A [u shqeLeson fakLl nese n[e
unlverslLeL l pergaLlL sLudenLeL ashLu slc duheL per L'u
perballur me vone me Lregun e punes? uhe a mendonl
se ne mund Le ndrysho[me kurrlkulaL e lendeve me
meLodaL e meslmdhenles ne menyre qe sLudenLeL Le
[ene gaLl per Lu perballur me Lregun e punes?

k[o mundes| v[en sl rr[edho[e e beslmlL Lregu l punes
l se ardhmes eshLe l parashlkueshem, se punemarreslL
[ane eksperL dhe e dlne se cfare presln dhe cfare duan
nga sLudenLeL, dhe suksesl l n[e unlverslLeLl vareL nga
numrl l sLudenLeve Le Lyre qe do Le Lerheqe Lregu l
punes. Þor v[en nga n[e shqeLeslm se kurrlkulaL Lona
nuk [ane Le pergaLlLura per nevo[aL akLuale Le LreguL Le
punes, dhe unlversLlLeL Lona nuk e kane mundeslne qe
L'l pergaLlsln sLudenLeL ashLu sl aLa e mendo[ne, dhe se
sLudenLeL do La kene Le veshLlre Le g[e[ne n[e pune Le
mlre kur aLa Le dlplomohen. keLo beslme dhe
shqeLeslme [ane bere shume kerkuese vlLeL e fundlL per
shkak Le globallzlmlL, dhe zhvllllml l shpe[Le l
Leknolog[lse e ka bere Le pamundur qe unlversLlLeLe Le
ecln me hapln e kohes dhe Le pershLaLen sa me mlre
nevo[ave Le LreguL. ulLeL e soLme punemarreslL e kane
g[lLhn[e e me Le Lh[eshLe, qe Le kalo[ne kufl[Le dhe Le
g[e[ne ne venLe Le L[era sLudenLe Le clleL [ane shume me
Le pergaLlLur se sLudenLeL vendas, dhe kane perdorur
meLoda me Le zhvllluara, duke l lene ne keLe menyre
sLudenLeL vendas pa pune. k[o mundesl do Le perplqeL
L'l ndlhmo[e sLudenLeL qe Le pergaLlLen per Lregun e
punes konkurues, per Le qene gaLl qe Le lnLervlsLohen
nga punemarreslL vendas, dhe g[lLhashLu lnvesLlLoreL e
hua[, dhe Le pergaLlLen meLoda meslmdhenle[e dhe
kurrlkula qe do Le pershLaLen shume me mlre me
nevo[aL e LreguL Le punes, dhe me n[e globallzlm qe sa
v[en e forcoheL.

#
#
Þrespekt|va te t[era. Þor edhe nese ne l nda[me
keLo beslme dhe shqeLeslme, dhe edhe nese you [enl
dakorL qe ne duheL Le ngreme sLaLusln e meslmdhenles
dhe profesoreve, [u mund Le mendonl se duke vepruar
keshLu, kerklmeL e unlverslLeLeve mund Le negllzhohen,
dhe Le lnvesLoheL shume pak per Lo. C[lLhashLu [u mund
Le besonl edhe nese ne l nda[me keLo beslme dhe
shqeLeslme, dhe edhe nese you [enl dakorL qe ne duheL
Le ngreme sLaLusln e meslmdhenles dhe profesoreve, [u
mund Le mendonl se duke vepruar keshLu, kerklmeL e
unlverslLeLeve mund Le negllzhohen, dhe Le lnvesLoheL
shume pak per Lo. C[lLhashLu [u mund Le besonl. uhe
nga k[o llnd shqeLeslml se veLe profesoreL nuk e
vlereso[ne aq sa duheL profeslonln dhe nuk l kushLo[ne
kohe dhe energ[l perp[ek[eve per Le g[eLur dhe
lmplemenLuar meLoda Le re[a. Ldhe pse shoqerla [one
eshLe e shqeLesuar per Le ardhmen e feml[eve Lane, ALa
nuk e vlereso[ne aq sa duheL sLaLusln e profesorlL. Ldhe
pse lnsLlLucloneL lnvesLo[ne ne profeslonln e
meslmdhenles, shume here, aLa vleresohen me shume
per punen e Lyre kerklmore, sesa per profeslonln e
meslmdhenles.








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%0',# ,$%+,6"# *."# &"%0*,%# "# &"/-&*."'-"/# '+$#
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4+'"/7# /"# +'-3")/-%"%"%# %0',# '+$# &+'*# %D-#
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4+'"/7# *."# /"# /%+*"'%"%# '+$# *0# %"# 1"'"# '"# 21"'*1"#
8"#%"#21"1'"#'1"#4+'"#%"#&-)"#4,/#*-460&-&-%:##
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IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 20

1L LLICIML 1kLGUN L ÞUNLS 1L DkLI1CIL kkUGLN MUNDLSIA G





IMÞLLMLN1IML 1L MUNDSnML
Ne mund:
x 1e mblkqyrlm punemarreslL per Le pare nevo[aL e
Lyre, dhe per Le rldlzen[uar kurrlkualaL slpas keLyre
nevo[ave.
x 1e krl[o[me n[e panes akademlkesh per Le bere
pune kerklmore per Lregun e punes, dhe per
nevo[aL qe mund Le kene ne Le ardhmen.
x 1e organlzo[me panalre pune ku sLudenLeL dhe
pedagogeL mund Le meso[ne mbl nevo[aL qe kane
punemarreslL
x 1e organlzo[me semlnare me sLudenLe, pedagoge,
dhe punemarres
x 1e krl[o[me n[e Cender karlere per sLudenLeL.
x 1e mblkqyrrlm Le dlplomuarlL per eksperlencaL e
Lyre ne Lregun e punes.
x 1'l [ame me shume kredlLe sLudenLeve per
prakLlka.
x 1e fLo[me lekLore Le fLuar neper klasa qe Le [apln
lekslone mbl eksperlencaL e Lyre.
x 1e nderLo[me rasLe sLudlmore Le kompanlve
vendase, ne menyre qe sLudenLeL Le dlne se cfare
po ndodh reallshL me kompanl Le cakLuara.

LILk1L1 L MUNDSnML 1L kL1¥kL VLÞkIMLVL
keto vepr|me mund:
x 1e s[elle me shume Le punesuar dhe me shume
vende pune per Le dlplomuarlL, pederlsa
punemarreslL e dlne se cfare pune l duheL.
x 1e ndlhmo[e unlverslLeLeL per Le ofruar lende qe
do Le slguronln puneslmln
x 1e lnformo[e sLudenLeL dhe mesueslL per nevo[aLe
e kompanlve Le ndryshme, keshLu qe L'l ndlhmo[e
profesoreL qe Le updaLe kurrlkulaL e Lyre.
x MoLlvo[e punemarreslL qe Le marrln p[ese ne
dlzen[lmln e kurrlkulave.
x 1e lnformo[e sLudenLeL mbl nevo[aL e LreguL
x 1e [apln lnformaclon nga Le dlplomuarlL per
Lregun e punes.
x 1e moLlvo[e sLudeLeL qe Le be[ne prakLlka ne
kompanl Le ndryshme.
x 1'l shnderro[e unlvlrslLeLeL ne Lra[nues puneslml.
x 1'l meso[ne sLudenLeve cfare aLa duheL Le dlne qe
Le zene n[e vend pune Le mlre.
x 1e na [ape mundesl neve qe Le g[yko[me me mlre
se sl unlverslLeLl permbush nevo[aL e LreguL Le
punes.


Þer d|skut|me te mete[shme...
x A besonl se nevo[aL e LreguL Le punes ne Le ardhmen [ane Le parashlkueshme? nese po, pse? nese
[o, pse?
x A mendonl se punemarreslL [ane ne pozlclonln me Le mlre per Le parashlkuar Le ardhmen e LreguL
Le punes? nese po, pse? nese [o, pse? uhe nese [o, kush do Le lshLe ne pozlclonln me Le mlre per Le
parashlkuar nevo[aL e LreguL Le punes ne Le ardhmen?
x A [enl dakorL se vlera e n[e slsLeml eduklml mund Le maLeLe nga afLesla per L'l pergaLlLur sLudenLeL
per nevo[aL e punes ne Le ardhmen? nese po, pse? nese [o, pse?
x nese nuk besonl se vlera e n[e slsLeml edukaLlv mund Le maLeL nga afLesla per Le pergaLlLur
sLudenLeL per Lregune e punes ne Le ardhmen, aLehere sl mund Le maLeL?
x A [enl dakorL se slsLeml [one akLual l eduklmlL nuk eshLe paralel me nevo[aLe e punes? nese po,
pse? nese [o, pse?
x A mendonl se duheL Le keLe n[e ndryshlm mldls LranlmlL per pune, dhe eduklmlL ne unlverslLeL?
nese po, aLehere sl mendonl se aLo mund Le ndrsysho[ne?
x A do donlL Le [eLonlL ne n[e shoqerl ku synlmll prlmar l n[e unlverslLeLl Le [eLe se sl L'l pergaLlse
sLudenLeL per Le g[eLur n[e pune Le mlre ne Le ardhmen? nese po, pse? nese [o, pse?


ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 21

M8¥LLIL

NL kUNDLkSn1IML DnL 2GILDnIL
NDLkMIL1 MUNDLSIVL

Ne g[|thashtu duam te thekso[me se ne nuk
keml per qelllm qe Le rekomando[me ndon[e nga keLo
mundesl per Lu lmplemenLuar. k[o per arsye se se cdo
mundesl ne raporL ka prekur n[e fushe Le g[ere
veprlmLarle, dhe ne nuk keml pershkruar cdo kuallflklm
dhe prlL[e qe duheL Le be[me nese ne l adapLo[me dhe
lmplemenLo[ne ndon[e nga aLo. !"# $"%"# &"'()"# '"#
*+,&#%"#)-%."$/01&"#/"#,/'1"#'2,#&+'*"/-%"#"#3"4)-&-%#
'"#$"%"#),40)%#'+$#"/.%"#,5/06+%"7#*."#'+$#$,#3"'*#4")#
$+'*")/.%-&"7# *."# 8"# ,10# "/.%"# 4")9"$%"# 4")# %+#
-&46"&"'%+,):# uukeL qarLe ne Le kunderL, qe ne keml
shL[elluar shume mundesl veprlml per cdo p[ese Le Le
shqeLeslmeve qe mund Le ngrlhen. Meg[lLhaLe ne keml
perfshlre ne keLe reporL dlsa nga mendlmeL e
mesuesve.

Un|vers|tetet cakto[ne ndrysh|m|n, Þyet Studentet, te
ngreme status|n e mes|mdhen|es, 1e
eksper|mentohen shume metodat te ndryshme dhe
1e |e[o[me tregun e punes te dre[to[e rrugen selclla
pre[ Lyre l [ep perg[lg[e pyeL[es º;+/.#"##3"'*0/#/"#=-6"'#
&"%0*"# &"/-&*."'-"1"# *+."%# %"# 4")*0)-'# 4)09"/0)"%#
%,'"E:# Un|vers|tetet te cakto[ne ndrysh|m|n LhoLe qe
rekLoreL, dekaneL, dhe zyrLareL e L[ere Le unlverslLeLeve
vendosln per keLo ndryshlme, dhe aLa duheL Le heqln
nga puna keLo qe del kundra meLodave Le Lyre. Þyet
studentet LhoLe qe sLudenLeL duheL Le zg[edhln
meLoden me Le mlre Le meslmdhenles Le pershLaLshme
per La. uhe k[o mund Le arrlheL duke perdorur
formulare vlereslml per keLo meLoda dhe per
pedagogeL qe l [apln aLo lende. 1e |e[o[me tregun e
punes te dre[to[e rrugen LhoLe qe ne duheL Le
deg[o[me punemarreslL e mundshem, organlzaLaL e
hua[a, kompanlLe vendase dhe globale qe Le pershLaLln
meLodaL per vendeL e punes qe do nevo[lLen per Le
ardhmen. uhe 1e eksper|mento[me me metoda te
ndryshme do Le lnkura[onLe profesoreL dhe sLudenLeL
qe Le eksperlmenLo[ne me me n[e varleLeL Le madh
mundeslsh, per Le g[eLur meLoden me Le mlre dhe me
Le pershLaLshme per klasaL e Lyre. LshLe shume e
veshLlre qe Le lmplemenLohen Le g[lLha keLo mundesl
n[eheresh. uuheL qe [u Le zg[ldhnl n[e pre[ Lyre.


#
Se fund|, ne duam te thekso[me qe eshLe n[e
raporL speclal ll, dhe shp[ego[me shume arsye pse k[o
eshLe speclale. keLu, duke Lhene qe k[o eshLe speclale,
nuk po nenkupLo[me qe ne keml fuLur ndon[e aLrlbuL
speclal , apo auLorlLeL speclal ne keLe raporL, apo keml
perzg[edhur pedagoge speclale per La bere keLe raporL.
ky raporL quheL speclal sepse eshLe n[e raporL shume
ndryshe nga aLo qe ll ne perg[lLhesl prodhon. LshLe n[e
raporL speclal kryeslshL sepse ka ardhur sl rezulLaL l n[e
mlnl pro[ekLl Le ll. LshLe g[lLhashLu n[e raporL speclal
sepse esLhe zhvllluar veLem nga n[era ane e monedhes
se panellL Lone. ne perg[lLhesl pro[ekLeL e ll zhvlllohen
duke ballafaquar grupe Le ndryshme qe kane lnLeres ne
n[e ceshL[e Le cakLuar. uhe g[lLhashLu eshLe speclal
sepse dlskuLlmeL nuk [ane bere veLem nga aneLareL e ll
por edhe profesoreL Le clleL po mesonln se sl Le
dre[Lonln n[e dlskuLlm Le ll Le cllen me vone aLa do La
lmplemenLonln ne vendeL e Lyre dhe ne unlverslLeLeL e
Lyre. ne mund Le klshlm harxhuar shume lehLe 3 derl 4
ore per cdo ore dlskuLlml Le bere ne mlnlpro[ekL. uhe
ne padyshlm mund Le klshlm arrlLur edhe rezulLaLe Le
ndryshme nga keLo Le paraqlLuraL nese do Le klshlm dy
panele qe do Le dre[Loheshln keLo dlskuLlme. Sl
perfundlm, eshLe n[e 8aporL Speclal l ll sepse, ndryshe
nga fshehLesla e ldenLlLeLlL Le p[eseLareve Le dlskuLlmlL
slc be[me ne raporLeL e L[era qe l prodho[ne aLo, ne
keml publlkuar edhe emraL e p[esemarresve me
kerkese Le Lyre. keLo [ane arsyeL perse ky eshLe n[e
raporL speclal l ll.

Ne nuk beso[me se mundeslLe qe keml paraqlLur
ne keLe raporL [ane mundeslLe e veLme koncepLuale qe
[u do deshlronlL Le dlskuLonlL. ka edhe shume mundesl
Le L[era. Þor ne beso[me se aLo [ane provokaLlve dhe [u
ngacmo[ne [u per Le krl[uar edhe me shume mundesl Le
cllaL nuk [ane shkruar ne keLe raporL. Shpreso[me qe [u
do mendonl qe aLo [ane lnLeresanLe, do l kupLonl ashLu
slc keml dashur ne qe [u L'l kupLonl, dhe qe aLo do [u
ngacmo[ne lmag[lnaLen qe [u Le mendonl per mundesl
Le L[era veprlml dhe mundesl koncepLuale per meLodaL
e meslmdhenles qe do l dlskuLonlL me shokeL, fqln[eL,
dhe qyLeLareL e L[ereL bashkemoshaLare qe mund L'[u
lldhe dhe puna ne n[e shplrL kooperaLlv, ashLu slc ne l
zhvllluam.


IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS 22
























































NIL I1LSL L nAÞUk ÞLk DISkU1IML DnL NDLkVLÞkIM

ne shpreso[me qe [u do Le perdornl keLe raporL per Le vazhduar me shume me dlskuLlmeL
Le fllluara nga panell [one l dlskuLlmeve.

ne keml zhvllluar n[e proces dlskLlml qyLeLar qe mund Le [eLe l doblshem per grupe Le
lnLeresuara ne dlskuLlmln e ldeve, Le prezanLuara ne raporLeL Lona ose Le dlskuLo[me
lnLeresaL e publlkuL ne perg[lLhesl. ne keml zhvllluar g[lLhashLu lehLeslme dhe llber
udhezues dlskuLlmesh per Le aslsLuar ne planlflklmln dhe dre[Llmln e keLyre dlskuLlmeve.
keLo maLerlale dhe g[lLhashLu kop[e Le raporLeve Le L[era Le lnLeracLlvlLy loundaLlon,
mund L'l g[enl ne webslLln Lone (Le llsLuar me poshLe). ?ou mund Le zoLeronl kop[e shLese
Le publlklmeve Lona (pa kosLo) duke na derguar n[e kerkese duke Lreguar shkurLlmlshL ne
cfare [enl Le lnLeresuar.

Slc eshLe permendur ne la[merlmln Lone Le copyrlghL ne faqen e pare Le keLl[ raporLl, you
[enl Le llre L'l kop[onl, L'l shperndanl, dhe Le LrasmeLonl kop[eL per arsye [o komerclale,
duke la aLrbuar lnLeracLlvlLy loundaLlon.

Se fundml, ne mlrepreslm komenLeL, ldeLe, dhe pershLyp[eL e L[era rreLh keLl[ rarporLl,
mundeslLe e Ll[, per kedo publlklm Lonln, dhe proceseL Lona Le dlskuLlmeve.
!u mund Le na konLakLonl ne adresaL e meposhLme.

lnLeracLlvlLy loundaLlon
ÞC 8ox 9
Þarkersburg,Wv 26102-0009

WebslLe: hLLp://www.lnLeracLlvlLyfoundaLlon.org
Lmall: lf[clLyneL.neL
#
lalemlnderlL! ne [eml ne prlL[e Le nderveprlmeve!

ML1CDA1 L MLSIMDnLNILS IN1LkAC1IVI1¥ ICUNDA1ICN 23


ÞerkLhyer nga
Marse| ka|em|
unlverslLeLl ushLarak ºSkenderbe["#
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1el: +333 69 22 96 037
L-mall: m_kaleml19[yahoo.com
WebslLe:
hLLp://www.lnLeracLlvlLyfoundaLlon.org


IN1LkAC1IVI1¥ ICUNDA1ICN ML1CDA1 L MLSIMDnLNILS

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+ 83-+6."$+$4#9$+$+:('$"4.&%+"$"+6$%;.3/$43$"+$+<%$&#()$+<-77-"4+ Attribution-Noncommercial-Share Alike 3.0 Unported License. Per te pare nje kopje te licenses vizitoni: http://creativecommons.org/licenses/by-nc-sa/3.0/ ose dergoni nje leter te: Creative Commons 171 Second Street, Suite 300 San Francisco, California, 94105. Ne pergjithesi, nen keto kushte te licenses: Ju jeni i lire te: - =96$%"/&"(+>+#$+;-63-"(?+/9$+#$+#%&47$#-"(+;$#$+6."$?+/.;$+6$%@49(%$?+6$%+#$+9$A.+/*49(7$#?+6$%+ 6$%/-%(7("+$+6&;$#&)$+#$+;.%4$)$+/9$+7&#$%(&:$#+$+#3$%&+#$+:$B(7(#+/9$+#$+#%&3"(7(#C+ - D(;-7E("-"(+>+6$%+#$+&/&6#.&%+;$#$+6."$+ F$"+;.49#$+#$+#(::&G++ - :.+(9#.&.E+H.+/.9$#+#I(+&#%(E.-"(+;$#-+6."$+4(+J2%-"$4(&G+2-:('*+2-44(E(:(#($4+@-%+2.E:('+K(4'.44(-"L+ "1&+!"#$%&'#()(#*+,-."/&#(-"?+$+7."/.%+"$"+M('$"'$"+$+<%$&#()$+<-77-"4+N##%(E.#(-"O F-"'-77$%'(&:O=9&%$+N:(;$+:('$"4$C+<-6*%(19#+© 2009 Interactivity Foundation”. Dhe ne Atributet
tuaja, nuk duhet ne asnje menyre te sugjeroni qe Interactivity Foundation ju ka fuqizuar ju apo kujtdo nga perdoruesit tuaj, fuqine dhe te drejtat e kesaj pune. +

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