{"id":622,"date":"2025-02-25T09:50:02","date_gmt":"2025-02-25T09:50:02","guid":{"rendered":"https:\/\/cluster3edu.org\/?p=622"},"modified":"2025-02-25T09:50:04","modified_gmt":"2025-02-25T09:50:04","slug":"veli-kreci-procesi-i-bolonjes-ne-evrope-po-zhvillohet-me-intensitet-te-plote-ne-nuk-mund-te-mbetemi-pas-2","status":"publish","type":"post","link":"https:\/\/cluster3edu.org\/?p=622","title":{"rendered":"VELI KRECI: PROCESI I BOLONJ\u00cbS N\u00cb EVROP\u00cb PO ZHVILLOHET ME INTENSITET T\u00cb PLOT\u00cb, NE NUK MUND T\u00cb MBETEMI PAS"},"content":{"rendered":"\n

Veli Kreci \u00ebsht\u00eb profesor i rregullt n\u00eb Fakultetin e Shkencave Sociale pran\u00eb Universitetit t\u00eb Evrop\u00ebs Juglindore (UEJL) n\u00eb Tetov\u00eb. Ai \u00ebsht\u00eb autor i disa studimeve shkencore t\u00eb publikuara n\u00eb revista prestigjioze shkencore, t\u00eb cilat fokusohen n\u00eb p\u00ebrmir\u00ebsimin e cil\u00ebsis\u00eb s\u00eb arsimit, dixhitalizimin dhe reformat n\u00eb politikat publike dhe administrat\u00eb.<\/em><\/p>\n\n\n\n

Nj\u00ebkoh\u00ebsisht, Kreci \u00ebsht\u00eb drejtor ekzekutiv i Institutit \u201cMax van der Stoel\u201d, i cili funksionon n\u00eb kuad\u00ebr t\u00eb t\u00eb nj\u00ebjtit universitet dhe ka p\u00ebr synim kryesor p\u00ebrmir\u00ebsimin e cil\u00ebsis\u00eb s\u00eb arsimit dhe k\u00ebrkimit shkencor.<\/em><\/p>\n\n\n\n

\u201cNe nuk jemi nj\u00eb vend i madh me burime t\u00eb shumta p\u00ebr p\u00ebrparim t\u00eb ndjesh\u00ebm n\u00eb shkenc\u00eb, por p\u00ebrmes politikave t\u00eb menduara mir\u00eb p\u00ebr zhvillimin shkencor mund t\u00eb mobilizojm\u00eb burimet ekzistuese p\u00ebrmes rrjet\u00ebzimit, duke arritur k\u00ebshtu m\u00eb shum\u00eb efikasitet,\u201d thot\u00eb Kreci n\u00eb k\u00ebt\u00eb intervist\u00eb.<\/em><\/p>\n\n\n\n

Sipas tij, ne po mbetemi prapa n\u00eb t\u00eb gjitha fushat kur b\u00ebhet fjal\u00eb p\u00ebr arsimin. \u201cNga nj\u00ebra an\u00eb, arsimi duhet t\u00eb krijoj\u00eb kuadro n\u00eb p\u00ebrputhje me nevojat e tregut t\u00eb pun\u00ebs, dhe nga ana tjet\u00ebr, p\u00ebrmes inovacioneve, t\u00eb transformoj\u00eb industrin\u00eb dhe shoq\u00ebrin\u00eb, duke krijuar vende t\u00eb reja pune. Fatkeq\u00ebsisht, po mbetemi prapa n\u00eb t\u00eb dyja drejtimet,\u201d thekson Kreci.<\/em><\/p>\n\n\n\n

Gjithashtu, Kreci flet p\u00ebr nevoj\u00ebn e reformave n\u00eb arsim, zbatimin e Procesit t\u00eb Bolonj\u00ebs dhe hapat e tjer\u00eb t\u00eb domosdosh\u00ebm p\u00ebr t\u00eb arritur nj\u00eb zhvillim gjith\u00ebp\u00ebrfshir\u00ebs n\u00eb vend.<\/em><\/p>\n\n\n\n

N\u00eb procesin e negociatave p\u00ebr an\u00ebtar\u00ebsim n\u00eb BE p\u00ebrfshihet edhe Klasteri 3, i cili p\u00ebrmban kapituj q\u00eb lidhen me reformat e nevojshme p\u00ebr harmonizimin e sistemit ton\u00eb arsimor me at\u00eb evropian. \u00c7far\u00eb mund t\u00eb b\u00ebni ju n\u00eb k\u00ebt\u00eb drejtim?<\/strong><\/p>\n\n\n\n

Veli Kreci:<\/strong> Nj\u00eb nga synimet kryesore t\u00eb sistemit arsimor evropian \u00ebsht\u00eb harmonizimi i politikave arsimore komb\u00ebtare t\u00eb vendeve an\u00ebtare, dhe n\u00eb rastin e Republik\u00ebs s\u00eb Maqedonis\u00eb s\u00eb Veriut, kjo \u00ebsht\u00eb pjes\u00eb e kapitujve t\u00eb negociatave p\u00ebr an\u00ebtar\u00ebsim. Q\u00ebllimi i k\u00ebsaj harmonizimi \u00ebsht\u00eb arritja e objektivave t\u00eb p\u00ebrbashk\u00ebta, pra sigurimi i nj\u00eb arsimi cil\u00ebsor \u2013 nj\u00eb arsim q\u00eb do t\u00eb ofroj\u00eb njohuri, aft\u00ebsi dhe vlera konkurruese p\u00ebr t\u2019u p\u00ebrballur me sfidat evropiane, kryesisht n\u00eb fushat e dixhitalizimit, tranzicionit social dhe atij t\u00eb gjelb\u00ebr. Nga kjo kuptojm\u00eb se sfidat evropiane jan\u00eb edhe sfidat tona t\u00eb ardhshme, prandaj oferta jon\u00eb arsimore duhet t\u00eb dizajnohet n\u00eb p\u00ebrputhje me t\u00eb nj\u00ebjtat parametra. M\u00ebnyra se si mund t\u00eb p\u00ebrfshihemi aktivisht n\u00eb k\u00ebto procese \u00ebsht\u00eb p\u00ebrmes programeve arsimore evropiane, t\u00eb cilat synojn\u00eb afrimin dhe forcimin e bashk\u00ebpunimit nd\u00ebrinstitucional. Do t\u00eb p\u00ebrmend disa nga programet m\u00eb t\u00eb njohura arsimore, si Erasmus+<\/strong> p\u00ebr shk\u00ebmbim dhe bashk\u00ebpunim nd\u00ebrinstitucional, Creative Europe<\/strong>, Aleanca e Universiteteve<\/strong>, si dhe Horizon Europe<\/strong> p\u00ebr k\u00ebrkim dhe inovacion. Ekzistojn\u00eb shum\u00eb programe arsimore p\u00ebr zhvillimin e kapaciteteve institucionale p\u00ebr t\u2019u p\u00ebrballur me sfidat e ardhshme. Ajo q\u00eb duhet b\u00ebr\u00eb \u00ebsht\u00eb nj\u00eb p\u00ebrfshirje m\u00eb e madhe e institucioneve tona arsimore n\u00eb rrjetet arsimore dhe bashk\u00ebpunimi me institucionet evropiane t\u00eb arsimit, si dhe inkurajimi i t\u00eb rinjve p\u00ebr t\u00eb marr\u00eb pjes\u00eb n\u00eb programet arsimore t\u00eb shk\u00ebmbimit. Po ashtu, me r\u00ebnd\u00ebsi t\u00eb madhe \u00ebsht\u00eb krijimi i nj\u00eb mjedisi t\u00eb p\u00ebrshtatsh\u00ebm p\u00ebr k\u00ebrkimin shkencor n\u00eb institucionet akademike, p\u00ebrmes investimeve n\u00eb laborator\u00eb. Ne, si institucion, kemi koh\u00eb q\u00eb p\u00ebrpiqemi t\u00eb arrijm\u00eb k\u00ebto synime. Megjithat\u00eb, \u00e7do transformim k\u00ebrkon p\u00ebrkushtim, durim dhe koh\u00eb. Sigurisht, duhet punuar fort p\u00ebr t\u00eb krijuar kuadro q\u00eb do t\u00eb zot\u00ebrojn\u00eb k\u00ebto aft\u00ebsi.<\/p>\n\n\n\n

Si t\u00eb binden autoritetet dhe publiku p\u00ebr nevoj\u00ebn e metodologjis\u00eb nd\u00ebrsektoriale t\u00eb qasjes, me fokus t\u00eb ve\u00e7ant\u00eb te vlerat themelore si e drejta p\u00ebr t\u00eb studiuar, e drejta p\u00ebr t\u00eb punuar dhe e drejta p\u00ebr nj\u00eb administrat\u00eb t\u00eb mir\u00eb?<\/strong><\/p>\n\n\n\n

Veli Kreci:<\/strong> P\u00ebrgjigja ime do t\u00eb ishte \u2013 vet\u00ebm p\u00ebrmes bashk\u00ebpunimit t\u00eb v\u00ebrtet\u00eb. Shikoni, t\u00eb gjitha politikat arsimore, ashtu si edhe politikat e tjera n\u00eb nivel t\u00eb BE-s\u00eb, krijohen p\u00ebrmes nj\u00eb konsultimi t\u00eb gjer\u00eb me t\u00eb gjith\u00eb aktor\u00ebt e p\u00ebrfshir\u00eb. Flas p\u00ebr konsultime reale. Krijuesit e politikave duhet t\u00eb jen\u00eb t\u00eb hapur ndaj nevojave t\u00eb t\u00eb rinjve, qytetar\u00ebve, sektorit privat, institucioneve dhe t\u00eb gjith\u00eb faktor\u00ebve t\u00eb tjer\u00eb shoq\u00ebror\u00eb. Nga ana tjet\u00ebr, institucionet arsimore duhet t\u00eb luajn\u00eb nj\u00eb rol aktiv n\u00eb forcimin e k\u00ebtij bashk\u00ebpunimi p\u00ebrmes nj\u00eb kolaborimi t\u00eb nd\u00ebrsjell\u00eb me t\u00eb gjith\u00eb aktor\u00ebt e shoq\u00ebris\u00eb. Duhet t\u00eb kuptojm\u00eb se gjith\u00ebp\u00ebrfshirja dhe bashk\u00ebpunimi sjellin rezultate. Ne shpesh p\u00ebrdorim qasjen \u201cquadruple helix\u201d<\/strong>, e cila n\u00ebnkupton bashk\u00ebpunimin midis aktor\u00ebve ky\u00e7 t\u00eb shoq\u00ebris\u00eb \u2013 industris\u00eb, politik\u00ebs, sektorit joqeveritar dhe arsimit. Kjo qasje nxit veprimin e p\u00ebrbashk\u00ebt p\u00ebr zgjidhjen e problemeve dhe p\u00ebrballimin efikas t\u00eb sfidave.<\/p>\n\n\n\n

A po zbatohet si\u00e7 duhet Procesi i Bolonj\u00ebs dhe sa e ofron ai vler\u00ebn e tij themelore \u2013 mobilitetin?<\/strong><\/p>\n\n\n\n

Veli Kreci:<\/strong> Mendoj se ne, si aktor\u00eb t\u00eb politikave arsimore, nuk arrit\u00ebm t\u00eb diskutojm\u00eb mjaftuesh\u00ebm p\u00ebr Procesin e Bolonj\u00ebs para se ta implementonim. Disa si t\u00eb them, u ngut\u00ebm me zbatimin e sistemit pa e p\u00ebrshtatur modelin ekzistues arsimor. \u00c7do transformim k\u00ebrkon nj\u00eb plan t\u00eb mir\u00ebp\u00ebrgatitur dhe nj\u00eb periudh\u00eb t\u00eb caktuar p\u00ebr zbatim gradual. P\u00ebr k\u00ebt\u00eb arsye, nuk arrit\u00ebm t\u2019i shfryt\u00ebzojm\u00eb plot\u00ebsisht p\u00ebrfitimet q\u00eb ofron Procesi i Bolonj\u00ebs, i cili nuk n\u00ebnkupton vet\u00ebm mobilitet, por mbi t\u00eb gjitha nj\u00eb ndryshim n\u00eb m\u00ebnyr\u00ebn e m\u00ebsimdh\u00ebnies dhe t\u00eb nx\u00ebnies. \u00cbsht\u00eb thelb\u00ebsore t\u00eb theksohet gjith\u00ebp\u00ebrfshirja n\u00eb procesin arsimor dhe zhvillimi i aft\u00ebsive p\u00ebrmes metodave praktike, si\u00e7 jan\u00eb shkrimi i punimeve k\u00ebrkimore, p\u00ebrdorimi i mjeteve k\u00ebrkimore, prezantimi i rezultateve etj. P\u00ebrmes nj\u00eb qasjeje t\u00eb till\u00eb, student\u00ebt jo vet\u00ebm q\u00eb fitojn\u00eb dije, por zhvillojn\u00eb edhe aft\u00ebsin\u00eb p\u00ebr ta analizuar dhe transmetuar at\u00eb n\u00eb m\u00ebnyr\u00eb kritike.<\/p>\n\n\n\n

Si do ta rrisni nd\u00ebrgjegj\u00ebsimin e publikut profesional dhe t\u00eb gjer\u00eb p\u00ebr r\u00ebnd\u00ebsin\u00eb e Procesit t\u00eb Bolonj\u00ebs?<\/strong><\/p>\n\n\n\n

Veli Kreci:<\/strong> Vet\u00ebm p\u00ebrmes diskutimeve dhe analizave gjith\u00ebp\u00ebrfshir\u00ebse mund t\u00eb sqarohet se \u00e7far\u00eb p\u00ebrfaq\u00ebson dhe \u00e7far\u00eb NUK p\u00ebrfaq\u00ebson Procesi i Bolonj\u00ebs. Kam ndjesin\u00eb se publiku i gjer\u00eb i lidh drejtp\u00ebrdrejt problemet n\u00eb arsimin e lart\u00eb me k\u00ebt\u00eb proces. Si komunitet profesional, kemi detyrimin ta sqarojm\u00eb k\u00ebt\u00eb supozim me argumente t\u00eb forta, n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb mos mbetemi prapa zhvillimeve arsimore evropiane. Procesi i Bolonj\u00ebs n\u00eb Evrop\u00eb \u00ebsht\u00eb n\u00eb nj\u00eb faz\u00eb t\u00eb avancuar, dhe ne nuk mund t\u00eb lejojm\u00eb q\u00eb t\u00eb mbetemi prapa n\u00eb zbatimin e tij.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Pse n\u00eb rajon ende kemi barriera administrative kur b\u00ebhet fjal\u00eb p\u00ebr njohjen e diplomave? \u00c7far\u00eb duhet b\u00ebr\u00eb p\u00ebr t\u2019i hequr ato?<\/strong><\/p>\n\n\n\n

Veli Kreci:<\/strong> Sipas mendimit tim, kjo vjen si pasoj\u00eb e ndryshimeve t\u00eb shpeshta n\u00eb ligjet p\u00ebr arsimin e lart\u00eb, mosp\u00ebrputhjes s\u00eb proceseve arsimore me sistemin arsimor evropian dhe, natyrisht, barrierave administrative t\u00eb panevojshme. Para s\u00eb gjithash, duhet t\u00eb kemi nj\u00eb harmonizim t\u00eb plot\u00eb t\u00eb krediteve ECTS dhe nj\u00eb diferencim t\u00eb qart\u00eb midis studimeve bachelor trevje\u00e7are dhe kat\u00ebrvje\u00e7are. Mendoj se Sistemi Evropian i Transferimit t\u00eb Krediteve (ECTS) e rregullon mjaft mir\u00eb procesin e njohjes s\u00eb diplomave dhe, p\u00ebr t\u2019u b\u00ebr\u00eb pjes\u00eb e hap\u00ebsir\u00ebs arsimore evropiane, duhet t\u00eb thjeshtojm\u00eb procedurat p\u00ebr njohjen e tyre.<\/p>\n\n\n\n

Ne kemi rreth nj\u00eb mij\u00eb qytetar\u00eb q\u00eb aktivisht k\u00ebrkojn\u00eb pun\u00eb, por nga ana tjet\u00ebr ka munges\u00eb t\u00eb kuadrove p\u00ebr mbi 10 mij\u00eb vende t\u00eb lira pune. A i p\u00ebrgjigjet sistemi yn\u00eb arsimor nevojave t\u00eb tregut t\u00eb pun\u00ebs?<\/strong><\/p>\n\n\n\n

Veli Kreci:<\/strong> \u00cbsht\u00eb e qart\u00eb se nuk i p\u00ebrgjigjet. Por k\u00ebtu dua t\u00eb theksoj nj\u00eb rol shtes\u00eb t\u00eb sistemit arsimor \u2013 arsimi duhet t\u00eb jet\u00eb nj\u00eb nxit\u00ebs p\u00ebr krijimin e vendeve t\u00eb reja t\u00eb pun\u00ebs p\u00ebrmes inovacionit. Nga nj\u00ebra an\u00eb, arsimi duhet t\u00eb formoj\u00eb kuadro n\u00eb p\u00ebrputhje me nevojat e tregut t\u00eb pun\u00ebs, nd\u00ebrsa nga ana tjet\u00ebr, p\u00ebrmes inovacioneve, t\u00eb transformoj\u00eb industrin\u00eb dhe shoq\u00ebrin\u00eb, duke gjeneruar k\u00ebshtu vende t\u00eb reja pune. Fatkeq\u00ebsisht, po mbetemi prapa n\u00eb t\u00eb dyja drejtimet. Nj\u00eb tjet\u00ebr problem \u00ebsht\u00eb mungesa e bashk\u00ebpunimit funksional me industrin\u00eb, p\u00ebrkat\u00ebsisht mungesa e mekanizmave p\u00ebr p\u00ebrfshirjen e potencialeve t\u00eb ardhshme t\u00eb pun\u00ebsimit n\u00eb tregun e pun\u00ebs q\u00eb gjat\u00eb studimeve. P\u00ebr shembull, student\u00ebt e vitit t\u00eb dyt\u00eb duhet t\u00eb p\u00ebrfshihen aktivisht n\u00eb ambientin e pun\u00ebs p\u00ebrmes programeve t\u00eb praktik\u00ebs (praktik\u00eb e paguar), \u00e7ka do t\u00eb rriste interesin e tyre q\u00eb n\u00eb vitet e hershme t\u00eb studimeve. Gjithashtu, nevojitet nj\u00eb p\u00ebrfshirje m\u00eb e madhe e student\u00ebve n\u00eb projekte me industrin\u00eb dhe institucionet, n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb afrohen t\u00eb dyja pal\u00ebt dhe t\u00eb rritet nd\u00ebrgjegj\u00ebsimi p\u00ebr pritshm\u00ebrit\u00eb e nd\u00ebrsjella \u2013 nga nj\u00ebra an\u00eb industria dhe nga ana tjet\u00ebr student\u00ebt si punonj\u00ebs t\u00eb mundsh\u00ebm n\u00eb t\u00eb ardhmen.<\/p>\n\n\n\n

Vendi ndan m\u00eb pak se 1% t\u00eb PBB-s\u00eb p\u00ebr shkenc\u00eb dhe zhvillim inovativ. Si reflektohet kjo n\u00eb zhvillimin e p\u00ebrgjithsh\u00ebm?<\/strong><\/p>\n\n\n\n

Veli Kreci:<\/strong> Aspak nuk reflektohet. Nuk kemi zhvillim. \u00cbsht\u00eb e paarsyeshme t\u00eb presim q\u00eb do t\u00eb kemi kapacitete konkurruese k\u00ebrkimore pa investime t\u00eb mjaftueshme n\u00eb hulumtim. Pa dyshim, p\u00ebrqindja e investimeve duhet t\u00eb rritet, dhe duke pasur parasysh kushtet tona k\u00ebrkimore, duhet t\u00eb inkurajohet bashk\u00ebpunimi midis institucioneve kryesore k\u00ebrkimore p\u00ebr t\u00eb mobilizuar m\u00eb efikasisht burimet. Ne nuk jemi nj\u00eb vend i madh me burime t\u00eb m\u00ebdha p\u00ebr nj\u00eb p\u00ebrparim t\u00eb konsideruesh\u00ebm n\u00eb shkenc\u00eb, por p\u00ebrmes politikave t\u00eb mir\u00ebplanifikuara p\u00ebr zhvillimin shkencor mund t\u00eb mobilizojm\u00eb burimet ekzistuese p\u00ebrmes rrjet\u00ebzimit, duke arritur k\u00ebshtu m\u00eb shum\u00eb efikasitet. Nj\u00eb praktik\u00eb e njohur dhe e suksesshme n\u00eb zhvillimin shkencor \u00ebsht\u00eb rrjet\u00ebzimi nd\u00ebrinstitucional, i cili sjell rezultate konkrete. Vet\u00ebm p\u00ebrmes nj\u00eb qasjeje t\u00eb till\u00eb mund t\u00eb presim p\u00ebrparim.<\/p>\n\n\n\n

Teksti \u00ebsht\u00eb zhvilluar n\u00eb kuad\u00ebr t\u00eb projektit \u201cP\u00ebrfaq\u00ebsim p\u00ebr zhvillim gjith\u00ebp\u00ebrfshir\u00ebs\u201d, i mb\u00ebshtetur financiarisht nga Qeveria e Zvicr\u00ebs p\u00ebrmes programit <\/strong>Civica Mobilitas<\/a>.<\/strong><\/p>\n\n\n\n

P\u00ebrmbajtja e k\u00ebtij teksti \u00ebsht\u00eb p\u00ebrgjegj\u00ebsi e vetme e Forumit p\u00ebr Politika t\u00eb Arsyeshme, IOHN dhe BIRC dhe n\u00eb asnj\u00eb m\u00ebnyr\u00eb nuk mund t\u00eb konsiderohet se pasqyron pik\u00ebpamjet e Qeveris\u00eb s\u00eb Zvicr\u00ebs, <\/strong>Civica Mobilitas<\/a> ose organizatave t\u00eb saj zbatuese.<\/strong><\/p>\n\n\n\n

Burimi: BIRC<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Veli Kreci \u00ebsht\u00eb profesor i rregullt n\u00eb Fakultetin e Shkencave Sociale pran\u00eb Universitetit t\u00eb Evrop\u00ebs Juglindore (UEJL) n\u00eb Tetov\u00eb. Ai \u00ebsht\u00eb autor i disa studimeve shkencore t\u00eb publikuara n\u00eb revista prestigjioze shkencore, t\u00eb cilat fokusohen n\u00eb p\u00ebrmir\u00ebsimin e cil\u00ebsis\u00eb s\u00eb arsimit, dixhitalizimin dhe reformat n\u00eb politikat publike dhe administrat\u00eb. 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