{"id":87824,"date":"2015-01-16T09:33:33","date_gmt":"2015-01-16T08:33:33","guid":{"rendered":"http:\/\/www.visit-ulcinj.com\/blog\/?p=87824"},"modified":"2015-01-18T16:11:27","modified_gmt":"2015-01-18T15:11:27","slug":"arsimi-shqip-ne-mal-te-zi-sipas-mases-se-vete-shqiptareve","status":"publish","type":"post","link":"https:\/\/www.visit-ulcinj.com\/blog\/2015\/01\/16\/arsimi-shqip-ne-mal-te-zi-sipas-mases-se-vete-shqiptareve\/","title":{"rendered":"Arsimi shqip n\u00eb Mal t\u00eb Zi, sipas \u201cmas\u00ebs\u201c s\u00eb vet\u00eb shqiptar\u00ebve"},"content":{"rendered":"

\"Rexhep-LLeshi\"<\/a>Nga Rexhep Lleshi<\/strong><\/p>\n

Kushdo q\u00eb p\u00ebrcjell mjetet e informimit, vite me radh\u00eb ndesh n\u00eb tem\u00ebn \u201cArsimi shqip n\u00eb Mal t\u00eb Zi …\u201d. I nxitur nga konstatimet e ndryshme, ndiej nevoj\u00ebn q\u00eb nga k\u00ebndv\u00ebshtrimi im q\u00ebllim mir\u00eb, t\u00eb sqaroj at\u00eb q\u00eb me retoriken permanente quhet \u201cproblematika e arsimit shqip …\u201c?! P\u00ebr arsimin k\u00ebtu flet kushdo e kudo, n\u00eb m\u00ebnyr\u00eb selektive e sip\u00ebrfaq\u00ebsore duke prekur t\u00eb metat programore e p\u00ebrkthimin e teksteve shkollore t\u00eb do l\u00ebnd\u00ebve m\u00ebsimore e kryesisht zgjedhjen e drejtorit t\u00eb shkoll\u00ebs. Lidhur me k\u00ebto theksohen edhe fajtor\u00ebt.<\/p>\n

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Arsimi \u00ebsht\u00eb thesar i shtrenjt\u00eb i nj\u00eb populli i cili as nuk dhurohet, as nuk blehet, as nuk trashigohet. Ai vet\u00ebm me pun\u00eb arrihet. Pasi arsimin e quej thesar-mall, at\u00ebher\u00eb l\u00ebnda par\u00eb e tij \u00ebsht\u00eb m\u00ebsimi me parakushtet p\u00ebrcjell\u00ebse: shkolla, m\u00ebsimdh\u00ebn\u00ebsi, plani, programi, teksti, materiali teknik etj. Pa sigurimin dhe funksionimin e plot\u00eb t\u00eb \u00e7do faktori t\u00eb p\u00ebrmendur nuk mund t\u00eb ket\u00eb m\u00ebsim t\u00eb rregullt, respektivisht mungesa e secilit prej tyre krijon pak\u00ebnaq\u00ebsi te njer\u00ebzit, t\u00eb shprehur si \u201cproblem arsimimi i popullit\u201c.<\/p>\n

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Si \u00e7do tjet\u00ebr fush\u00ebveprimi edhe arsimi cil\u00ebsohet me probleme e t\u00eb meta, t\u00eb cil\u00ebt v\u00ebshtir\u00eb v\u00ebrehen. P\u00ebr ti njohur mir\u00eb ato duhet shikuar nga af\u00ebr, n\u00eb t\u00ebr\u00ebsi, selektuar sakt\u00eb, vler\u00ebsuar drejt\u00eb, mjanuar shpejt. K\u00ebtu asnj\u00ebher\u00eb nuk u vepruar ashtu. At\u00ebher\u00eb, cili ishte q\u00ebllimi i \u201cdebatuesve\u201c t\u00eb k\u00ebtij problemi, t\u00eb \u201chjedhin kocken\u201c apo t\u00eb \u201cnxjerrin gurin\u201c? Sikur me koh\u00eb t\u00eb ndodhte e dyta, s\u2019do t\u00eb kishte mang\u00ebsi n\u00eb p\u00ebrmasa t\u00eb cekura. Pasi gjendja n\u00eb k\u00ebt\u00eb l\u00ebmi \u00ebsht\u00eb jo e k\u00ebnaq\u00ebshme, duhet gjetur udha p\u00ebr zgjidhjen e saj. Ajo \u00ebsht\u00eb e njohur. Si gjitha tjerave serioze edhe asaj shkohet me pun\u00eb, mund e sakrific\u00eb. P\u00ebr ta ndjekur ate duhet:<\/p>\n

    \n
  1. L\u00ebn\u00eb iden\u00eb q\u00eb \u201cdikush tjet\u00ebr\u201c, n\u00eb vend apo jasht\u00eb, \u201cduhet t\u00eb punoi p\u00ebr ne\u201c dhe<\/li>\n
  2. Angazhim dinjitoz e sistematik i vet\u00eb shqiptar\u00ebve aty ku jetojn\u00eb e punojn\u00eb.<\/li>\n<\/ol>\n

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    K\u00ebte duhet b\u00ebr\u00eb t\u00eb gjith\u00eb, t\u00eb udh\u00ebzuar e udh\u00ebhequr nga intelektual\u00ebt profesionalist, t\u00eb p\u00ebrgjegj\u00ebshen, vigjilent e arsimdash\u00ebs. Duhet kuptuar e dijtur mir\u00eb se nd\u00ebrtesen shkollore apo orendit\u00eb e saj mund ti fali kushdo, si\u00e7 edhe ngjan\u00eb, nd\u00ebrsa gjuh\u00ebn ton\u00eb, t\u00eb folurit e t\u00eb shkruarit, s\u2019mund t\u00eb na \u201cd\u00ebrgojn\u00eb\u201c as Shteti, as Bashk\u00ebsia nd\u00ebrkomb\u00ebtare si\u00e7 aludojn\u00eb e deklarojn\u00eb do intelektual. Me te duhet marr\u00eb e munduar vet\u00eb, duke folur e shkruar drejt\u00eb e past\u00ebr shqip. Ashtu duhet vepruar kudo n\u00eb vende pune e jo vet\u00ebm n\u00eb shkoll\u00eb, sepse arsimimi vlen\u00eb p\u00ebr t\u00eb gjith\u00eb t\u00eb pun\u00ebsuarit kudo q\u00eb jan\u00eb, n\u00eb shkoll\u00eb, administrat\u00eb, bank\u00eb, hoteleri, gjyq, mjeksi, tregti etj. dhe vazhdon t\u00eb p\u00ebrsoset gjat\u00eb gjith\u00eb jet\u00ebs. \u00cbsht\u00eb simptomatike q\u00eb fol\u00ebsit problemin e arsimit shqip e shohin vet\u00ebm n\u00eb shkoll\u00eb, nd\u00ebrsa shkaktarin e tij diku tjet\u00ebr, jasht\u00eb subjektit shqiptar. Ajo \u00ebsht\u00eb ideja e tyre e gabuar, kund\u00ebrshtuese, e papranueshme. Ajo nuk \u00e7on askund. Nga ajo duhet distancuar. Ate duhet hjedhur.<\/p>\n

    Shkolla (fillore, e mesme, fakulteti) \u00ebsht\u00eb institucion m\u00ebsimi ku fitohet dituria e vlefshme p\u00ebr jet\u00eb e pun\u00eb q\u00eb duhet zbrazur kudo duke folur e shkruar, si\u00e7 flitet, nj\u00eb gjuh\u00eb. N\u00eb shkoll\u00eb shqipe, p\u00ebrmbajtja pedagogji ke shkollore (procesi, vendimi, plani, programi, p\u00ebrgatitja, ditari, librza, d\u00ebftesa) shkruhet shqip e me organe jasht\u00eb, korespondohet sipas rasti, n\u00eb gjuh\u00eb malazeze e shqipe. N\u00eb institucionet tjer\u00eb s\u2019\u00ebsht\u00eb ashtu. Shqiptar\u00ebt atje flasin ose pranojn\u00eb t\u00eb flasin, por injorojn\u00eb shkrimin shqip. Ajo \u00ebsht\u00eb dukuri. Ata shkruajn si koleg\u00ebt e tyre, n\u00eb gjuh\u00eb malazeze, q\u00eb shihet n\u00eb shkresa (ftesa, procese, vendime, aktvendime, padi, ankesa, aktgjykime, udh\u00ebzime, analiza, raporte, re\u00e7eta, fatura…)dal\u00eb nga administrata, avokatura, banka, gjyqi, sh\u00ebndet\u00ebsia, tregtia … \u00c7far\u00eb do sh\u00ebrbejn\u00eb ato dokumenta n\u00eb t\u00eb ardh\u00ebme mund t\u00eb gjykohet?! P\u00ebr k\u00ebte askush s\u2019foli. Nuk shihet apo nuk njihet? Pikrisht aty, ku intelektual\u00ebt shqiptar\u00eb nuk shkruajn shqip, q\u00ebndron problemi i popullat\u00ebs e jo n\u00eb shkoll\u00eb. N\u00ebse dikur dijen e fituar duhej p\u00ebrkthyer nga serbishtja n\u00eb shqip, pse tash intelektual\u00ebt shqiptar\u00eb mendimet dhe konkludimet profesionale, nga gjuha am\u00eb duhet ti p\u00ebrkthejn n\u00eb malazeze?<\/p>\n

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    N\u00eb procesin kompleks shkollor, p\u00ebr t\u00eb cilin flitet, programet m\u00ebsimore dhe shkrimi i teksteve t\u00eb do l\u00ebnd\u00ebve ku duhet t\u00eb gj\u00ebndet identiteti komb\u00ebtar ka l\u00ebshime. Mjanimi i tyre b\u00ebhet me rregull\u00ebsi. Ato duhet ti shohin m\u00ebsimdh\u00ebn\u00ebsit, ti regjistrojn\u00eb e p\u00ebrcjellin organeve kompetente me propozime alternaive. Risit\u00eb e propozuara ti shqyrtoi e miratoi K\u00ebshilli i arsimit t\u00eb p\u00ebrgjithsh\u00ebm. Pasi ato mang\u00ebsi, me vite t\u00eb p\u00ebrs\u00ebritura n\u00eb sheshe, nuk u rregulluan, jepet me kuptaur se nuk pati nisma autentike p\u00ebr nd\u00ebrrime\/plot\u00ebsime, ose ato u refuzuan nga se n\u00eb trupat arsimor ishin p\u00ebrfaq\u00ebsuesit e pa kujdessh\u00ebm, t\u00eb cil\u00ebt nuk kontribuan fare edhe p\u00ebr faktin se atje u \u00e7uan si t\u00eb dijtur e t\u00eb besuar dhe m\u00eb q\u00ebllim \u201cgjall\u00ebrimi\u201c t\u00eb shkoll\u00ebs shqipe.<\/p>\n

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    Fol\u00ebsit prekin dhe programin e Gjuh\u00ebs shqipe, let\u00ebrsin\u00eb, gjoja \u201cp\u00ebrfshirja e pamjaftuar e shkrimtar\u00ebve shqiptar\u00eb dhe r\u00ebnditja jo adekuate e tyre\u201c. \u00c7udi! Programin e k\u00ebsaj l\u00ebnde t\u00eb m\u00ebsimit fillor t\u00eb reformuar-2003 e hartuan m\u00ebsimdh\u00ebn\u00ebsit e shquar t\u00eb gjuh\u00ebs, t\u00eb mledhur n\u00eb komisionin shtetror. P\u00ebrmbajtja gjithp\u00ebrfshir\u00ebse nga klasa I-IX, d\u00ebshmon kujdesin e lart\u00eb t\u00eb punuesit t\u00eb atij dokumenti t\u00eb cilin do e p\u00eblqenin edhe instancat arsimore t\u00eb Shqip\u00ebris\u00eb e Kosov\u00ebs. Ate duhet shikuar mir\u00eb p\u00ebr tu bind\u00eb se Naimi nuk \u00ebsht\u00eb anashkaluar por i radhitur q\u00eb n\u00eb klas\u00eb t\u00eb I-r\u00eb, madje edhe para ninullave.<\/p>\n

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    Po m\u00eb at\u00eb kujdes, si programin e gjuh\u00ebs, duhet punuar edhe ato t\u00eb l\u00ebnd\u00ebve tjera ku \u00ebsht\u00eb i nevojsh\u00ebm inkuadrimi i temave komb\u00ebtare. Propozimet i jep baza shkollore n\u00eb aktivet profesionale e p\u00ebrmes t\u00eb besuarve i arsyeton te organet arsimore kompetente p\u00ebr miratim t\u00eb cil\u00ebt duhet t\u00eb ken\u00eb mir\u00ebkuptim. K\u00ebte mund\u00ebsi e ka parapar\u00eb edhe \u201cMesazhi i Hag\u00ebs\u201996 : \u201c…pakica duhet t\u00eb kujdeset q\u00eb k\u00ebrkesat t\u00eb jen\u00eb reale dhe t\u00eb kuptueshme\u201c, \u201cProsvjetni rad\u201c 21. II 2003. Shqiptar\u00ebt n\u00eb MZ k\u00ebte porosi sikur nuk e njohin. K\u00ebrkesa t\u00eb tilla, t\u00eb pasurimit programor komb\u00ebtar, nuk kan\u00eb b\u00ebr\u00eb fare. Ata gjith\u00ebnj\u00eb jan\u00eb n\u00eb pritje dhe shpres\u00eb rregullimi nga t\u00eb huajt?!<\/p>\n

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    P\u00ebrmbajtja l\u00ebndore e identitetit komb\u00ebtar duhet rregulluar me Program m\u00ebsimor t\u00eb p\u00ebrgjithsh\u00ebm e jo \u201ct\u00eb plot\u00ebsohet p\u00ebrmes 20%-shit\u201c. si\u00e7 spjeguen do drejtora t\u00eb shkollave, \u201cdebati TVT, II 2010\u201c, q\u00eb m\u00eb von\u00eb, atij rr\u00ebfimi \u201csimpatik\u201c, iu p\u00ebrkrah edhe nj\u00eb an\u00ebtar i K\u00ebshillit arsimor. Ato th\u00ebnie nuk kan\u00eb baz\u00eb. programore. P\u00ebr sqarim po shtoj se Programi m\u00ebsimor \u00ebsht\u00eb miratuar n\u00eb dy pjes\u00eb: 80% \u00ebsht\u00eb Programi i p\u00ebrgjithsh\u00ebm, nd\u00ebrsa 20% \u00ebsht\u00eb hapsir\u00eb e lir\u00eb Prpgram i mjedisit t\u00eb cilin e definon Shkolla n\u00eb marr\u00ebveshje me Ql. K\u00ebte e punojn\u00eb m\u00ebsimdh\u00ebn\u00ebsit. Ql nuk ka organ profesional p\u00ebr pun\u00eb t\u00eb tilla. Pasi programi komb\u00ebtar \u00ebsht\u00eb nj\u00eb, i p\u00ebrbashk\u00ebt, ai duhet t\u00eb vehet n\u00eb suaz\u00eb t\u00eb p\u00ebrgjithshmit dhe t\u00eb m\u00ebsohet nj\u00ebjt\u00eb e jo i coptuar (n\u00eb 20%-it).<\/p>\n

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    Tjet\u00ebr problem i p\u00ebrfolur jan\u00eb tekstet shkollore. Jo mungesa, por shkrimi e p\u00ebrkthimi i tyre, akuzimi i gjendjes s\u00eb till\u00eb dhe apeli q\u00eb ato, p\u00ebr ne, ti shkruajn e sjellin dikush tjet\u00ebr. Pyetja e shtruar \u00ebsht\u00eb e r\u00ebnd\u00eb sa vet\u00eb libri. Zgjidhja e saj s\u2019don tjet\u00ebr p\u00ebrve\u00e7 pun\u00ebs intenzive. Shqiptar\u00ebt n\u00eb MZ dijn\u00eb t\u00eb shkruajn e p\u00ebrkthejn\u00eb. Por ata duhet ushtruar t\u00eb shkruajn libra shkollore t\u00eb vlefshme p\u00ebr f\u00ebmijt\u00eb tan\u00eb. E v\u00ebrtet\u00eb, \u00ebsht\u00eb m\u00eb v\u00ebshtir\u00eb se ato q\u00eb shkruajn n\u00eb baz\u00eb reprodukimi, p\u00ebrshkrimi apo imagjinimi. Kriter\u00ebt dhe normativat e shkrimit t\u00eb k\u00ebtij libri jan\u00eb t\u00eb caktuara, recensioni profesional, referencat poashtu. Shkrimi b\u00ebhet n\u00eb baz\u00eb konkursi. Sa jan\u00eb paraqitur p\u00ebr aso pune d\u00ebshmojn\u00eb fjal\u00ebt. S\u2019jan\u00eb angazhuar. Ideja p\u00ebr shkrimin e teksteve nga dikush tjet\u00ebr e importimi i tyre do ishte me vend sikur shqiptar\u00ebt n\u00eb MZ t\u00eb vet\u00ebshpall\u00ebn t\u00eb pa aft\u00eb p\u00ebr at\u00eb pun\u00eb. Por, ajo not\u00eb s\u2019ekziston. Ka mjaft kuadra q\u00eb shkruajn dhe p\u00ebrkthyes t\u00eb li\u00e7encuar. Libri shkollor \u00ebsht\u00eb ekuivalent Programit m\u00ebsimor. P\u00ebr ate ai duhet t\u00eb jet\u00eb domicil. At\u00ebher\u00eb, fjal\u00ebt t\u00eb z\u00ebvend\u00ebsohen me autorsi e p\u00ebrkthim t\u00eb mir\u00ebfillt\u00eb. Pasi numri i tyre s\u2019\u00ebsht\u00eb i madh, \u00ebsht\u00eb m\u00eb leht\u00eb t\u00eb shkruhen\/p\u00ebrkthehen nj\u00ebher\u00eb se sa p\u00ebrdit\u00eb t\u00eb flitet p\u00ebr to.<\/p>\n

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    Kurdo q\u00eb flitet p\u00ebr arsimin e pa shmangsh\u00ebme \u00ebsht\u00eb zgjedhja drejtorit t\u00eb shkoll\u00ebs dhe centralizimi i pushtetit si faktor pengues n\u00eb zgjidhjen e \u201cmir\u00ebfillt\u00eb\u201c t\u00eb tij. Ajo \u00ebsht\u00eb dhe bosht tema e politik\u00ebs aktuale. Me te merr\u00ebn t\u00eb gjith\u00eb subjektet partiak dhe krejt p\u00ebr interes t\u00eb tyre. Askush nuk flet p\u00ebr kualitetet e duhura t\u00eb kandidatit dhe rezulltatet e pun\u00ebs s\u00eb drejtorit. N\u00eb \u201czbavitjet\u201c politike t\u00eb k\u00ebsaj pyetje nuk ka qasje serioze. Me r\u00ebnd\u00ebsi \u00ebsht\u00eb q\u00eb, si\u00e7 thojn\u00eb, \u201cAi t\u00eb jet\u00eb i joni\u201c p\u00ebr ta b\u00ebr\u00eb trumbet\u00eb fushate zgjedhore dhe koreograf skene t\u00eb nx\u00ebn\u00ebsve. Ose, m\u00eb z\u00eb m\u00eb keq: \u201cne ta marrim shkoll\u00ebn\u201c, p\u00ebr ta b\u00ebr\u00eb hangar votash e jo me avansuar m\u00ebsimin. Nga do de klarata t\u00eb politikan\u00ebve, zgjedhjen e \u201cdrejtorit t\u00eb tyre\u201c e pengon centralizimi i pushtetit. P\u00ebr shp\u00ebtim apelojn\u00eb decentralizimin, \u201csundimin\u201c e Qeverisjes\/partive lokale. Shkolla i njeh ato rregulla, madje dhe vet\u00ebqeverisjen me t\u00eb cil\u00ebn u rrit. P\u00ebr shkoll\u00ebn m\u00eb tep\u00ebr ka r\u00ebnd\u00ebsi q\u00eb drejtori t\u00eb jet\u00eb udh\u00ebheq\u00ebs i pun\u00ebs pedagpgjike e jo \u201ci kujt \u00ebsht\u00eb\u201c, kush e zgjedh? Ata q\u00eb deklarojn\u00eb ndryshe s\u2019e mendojn\u00eb as shkoll\u00ebn, as arsimin.<\/p>\n

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    Mir\u00ebpo brengos fakti q\u00eb ata t\u00eb cil\u00ebt shohin centralizmin (sundimin e nj\u00eb qendre-organi) nuk e shohin v\u00ebllan\u00eb binjak – akumulimin (shum\u00eb funkcione partiake e shtetrore n\u00eb nj\u00eb p\u00ebrson). Ai v\u00ebrehet te 3-4 an\u00ebtar\u00eb t\u00eb subjektit partiak t\u00eb cil\u00ebt, p\u00ebrve\u00e7 se t\u00eb zgjedhur n\u00eb organet udh\u00ebheq\u00ebs t\u00eb tij, k\u00ebrkojn\u00eb t\u00eb vehen dhe n\u00eb ato shtet\u00ebror kudo q\u00eb \u00ebsht\u00eb partia, t\u00eb b\u00ebhen edhe k\u00ebshilltar\u00eb Kuvendi, kryetar\/an\u00ebtar\u00eb t\u00eb k\u00ebshillave drejtuese t\u00eb kompanive, kryetar komune, deputet\u00eb, kryetar\/an\u00ebtar\u00eb t\u00eb komisioneve parlamentare, bordeve t\u00eb drejtorave, ministra e gjithsesi kryetar\/an\u00ebtar\u00eb t\u00eb K\u00ebshillit komb\u00ebtar. Ja p\u00ebr sa karrige u linden politikan\u00ebt pluralist. E ashtu me dekada, sepse p\u00ebrve\u00e7 q\u00eb jan\u00eb p\u00ebr gjith\u00eb\u00e7ka, Ata jan\u00eb edhe p\u00ebrgjithmon\u00eb!<\/p>\n

    Tjet\u00ebr \u00ebsht\u00eb akumulimi i t\u00eb gjith\u00eb funksionar\u00ebve n\u00eb nj\u00eb organ, K\u00ebshillin komb\u00ebtar.<\/p>\n

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    Gjith\u00eb ato \u201csh\u00ebrbime\u201c u vlejn\u00eb bart\u00ebsve t\u00eb tyre e jo mbar\u00eb zhvillimit. Konstatimi, \u201cs\u2019u mbajt\u00eb Kuvendi, sepse k\u00ebshilltar\u00ebt – deputet\u00eb jan\u00eb n\u00eb Parlament\u201c e ilustron mir\u00eb ate! At\u00ebher\u00eb, sa mund ti kontribojn\u00eb arsimit njer\u00ebzit me at\u00eb \u201cvet\u00ebngarkes\u00eb\u201c?! Jo m\u00eb tep\u00ebr se ate q\u00eb flasin dhe p\u00ebrs\u00ebrisin nj\u00eb \u00e7erek shekulli!<\/p>\n

     <\/p>\n

    Problemeve t\u00eb shkoll\u00ebs shqipe, n\u00eb cil\u00ebsin\u00eb e p\u00ebrkthimit t\u00eb gabuar t\u00eb teksteve etj. n\u00eb koh\u00eb t\u00eb fundit u jepet kahje diskriminimi. T\u00eb thur\u00ebsh, p\u00ebrkrah\u00ebsh ose q\u00ebndrosh indiferent ndaj atij vler\u00ebsimi kund\u00ebrth\u00ebn\u00ebs do thot\u00eb mos ta njoh\u00ebsh problemin as brenda, as jasht\u00eb. Enciklopedia e p\u00ebrgjithsh\u00ebme e arsimit, libri I, m\u00ebson se diskriminimi \u00ebsht\u00eb \u201cdallim\u201c, \u201cve\u00e7im\u201c (me q\u00ebllim, paramendim, dhun\u00eb). Gabimi – l\u00ebshimi i kujdo nuk prodhon diskriminim. Shkolla shqipe nuk \u00ebsht\u00eb e diskriminuar n\u00eb asnj\u00eb segment. Nx\u00ebn\u00ebsit dhe m\u00ebsimdh\u00ebn\u00ebsit e saj ushtrojn\u00eb k\u00ebnaq\u00ebsi dhe mundime nj\u00ebjt\u00eb si moshatar\u00ebt gjegj\u00ebsisht koleg\u00ebt e tyre t\u00eb \u00e7do shkolle tjet\u00ebr. Q\u00eb nx\u00ebn\u00ebsit e p\u00ebrkat\u00ebsis\u00eb malazeze etj. tekstet shkollore i kan\u00eb t\u00eb kompletuara e shkruara pa gabime \u00ebsht\u00eb merit\u00eb e autor\u00ebve bashk\u00ebkombas t\u00eb tyre. K\u00ebnaq\u00ebsi t\u00eb till\u00eb duhet ta ken\u00eb edhe nxen\u00ebsit shqiptar\u00eb. Ate do ta g\u00ebzojn\u00eb at\u00ebher\u00eb kur vet\u00eb shqiptar\u00ebt t\u00eb shkruajn tekste shkollore ose t\u00eb b\u00ebjn\u00eb p\u00ebrkthimin e drejt\u00eb t\u00eb tyre.<\/p>\n

     <\/p>\n

    Energjia e till\u00eb shpesh drejtuar shkoll\u00ebs, kinse vet\u00ebm aty ka probleme nacionale e aty duhet g\u00ebrmuar, \u00ebsht\u00eb mbeturin\u00eb e strategjive t\u00eb m\u00ebparme joshqipe dhe operim i t\u00eb \u201cmbetur\u00ebve\u201c t\u00eb tyre q\u00eb, si pseudopatriot\u00eb e t\u00eb d\u00ebmshem, v\u00ebshtir\u00eb jan\u00eb t\u00eb dalluar p\u00ebr opinjonin.<\/p>\n

     <\/p>\n

    Pozita respektivisht besueshm\u00ebria e pushtetar\u00ebve t\u00eb MZ nuk \u00ebsht\u00eb n\u00eb raport me lojalitetin e Pakices komb\u00ebtare shqiptare ndaj shtetit e udh\u00ebheq\u00ebsve tij, t\u00eb treguar n\u00eb \u00e7do zgjedhje popullore, Ato mir\u00eb shihet te veprimtarit\u00eb dhe institucionet e larta shtet\u00ebrore, n\u00eb kabinetet e kryetarit t\u00eb Republik\u00ebs, Kuvendit, Qeveris\u00eb, Ministror, Gjyq\u00ebsor etj, ku prania e t\u00eb pun\u00ebsuarve shqiptar\u00eb, t\u00eb emruar ose me konkurs t\u00eb zgjedhur, sikur demanton besnikrin\u00eb e nd\u00ebrsjell\u00ebt?! Edhe p\u00ebr k\u00ebt\u00eb pyetje, t\u00eb qart\u00eb e t\u00eb jo favor\u00ebshme askush nga fol\u00ebsit nuk nd\u00ebrmori asnj\u00ebher\u00eb. Duhet dijtur se edhe kjo i takon arsimit, andaj edhe treguar se n\u00eb ato vende kan\u00eb hise, jan\u00eb t\u00eb arsimuar, besnik e d\u00ebshirojn\u00eb t\u00eb punojn\u00eb edhe shqiptar\u00ebt autokton. T\u00eb d\u00ebrguarit e shqiptar\u00ebve, me t\u00eb shkuar n\u00eb Podgoric\u00eb nuk duhet harruar nga jan\u00eb, kend e \u00e7ka me afirmuar. Ata duhet angazhuar n\u00eb krijimin e parakushteve p\u00ebr pun\u00eb institucionale kmb\u00ebtare dhe rrjetit gjith\u00ebp\u00ebrfshir\u00ebs t\u00eb bashk\u00ebvendasve.<\/p>\n

     <\/p>\n

    Arsimi s\u2019arrihet me hamendje, hipokrizi, mashtrime, akuza, zhurm\u00eb e formula – zgjidhje t\u00eb gatshme. K\u00ebsaj l\u00ebmie fisnike s\u2019mund ti ndihmojn\u00eb njer\u00ebzit t\u00eb mb\u00ebrthyer nga politika e egoizmi q\u00eb ajo sjell. Rob\u00ebt e saj, lakmuesit e interesit p\u00ebrsonal t\u00eb rrezatuar me korrupsion, ate nuk do ta b\u00ebjn kurr\u00eb, si\u00e7 edhe nuk e b\u00ebn\u00eb deri tash. K\u00ebsaj veprimtarie shoq\u00ebrore s\u2019mund ti prijn\u00eb njer\u00ebzit q\u00eb s\u2019kan\u00eb dije t\u00eb sinqert\u00eb, moral t\u00eb sh\u00ebndosht, e baz\u00eb kulturore t\u00eb gj\u00ebr\u00eb. Arsimit shqip s\u2019mund ti kontribojn\u00eb njer\u00ebzit me k\u00ebso e tjera cil\u00ebsi t\u00eb ngjajshme, t\u00eb cil\u00ebt, p\u00ebrkund\u00ebr vijimit t\u00eb gjat\u00eb n\u00eb detyra t\u00eb caktuara nuk treguan sukses ose refuzuan angazhimet me interes p\u00ebr kombin. Arsimin shqip ata sikur e kan pretekst n\u00eb t\u00eb folur p\u00ebr vazhdimin e mandateve t\u00eb pafund.<\/p>\n

     <\/p>\n

     <\/p>\n

    Arsimin komb\u00ebtar mund ta \u00e7ojn\u00eb p\u00ebrpara njer\u00ebzit e pajisur me vizione e shprehi pune, idej\u00ebshm\u00ebri (venddashuri) t\u00eb lart\u00eb, energji t\u00eb zjarrt\u00eb e guxim t\u00eb fort\u00eb. Ata q\u00eb k\u00ebto atribute i posedojn\u00eb e me kujdes i zbatojn\u00eb, pa rezerv\u00eb duhet besuar, p\u00ebrkrah e ndihmuar kurdoher\u00eb e t\u00eb gjith\u00eb pa dallim p\u00ebrkat\u00ebsive t\u00eb ve\u00e7anta.<\/p>\n

    Ai angazhim \u00ebsht\u00eb dhe mbet\u00ebt masa e arsimit t\u00eb tij, respektivisht shqiptar\u00ebve n\u00eb Mal t\u00eb Zi.<\/p>\n","protected":false},"excerpt":{"rendered":"

    Nga Rexhep Lleshi Kushdo q\u00eb p\u00ebrcjell mjetet e informimit, vite me radh\u00eb ndesh n\u00eb tem\u00ebn \u201cArsimi shqip n\u00eb Mal t\u00eb Zi …\u201d. I nxitur nga konstatimet e ndryshme, ndiej nevoj\u00ebn q\u00eb nga k\u00ebndv\u00ebshtrimi im q\u00ebllim mir\u00eb, t\u00eb sqaroj at\u00eb q\u00eb me retoriken permanente quhet \u201cproblematika e arsimit shqip …\u201c?! P\u00ebr arsimin k\u00ebtu flet kushdo e […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true},"categories":[4,2451],"tags":[],"jetpack_publicize_connections":[],"yoast_head":"\nArsimi shqip n\u00eb Mal t\u00eb Zi, sipas \u201cmas\u00ebs\u201c s\u00eb vet\u00eb shqiptar\u00ebve - Lajme nga Ulqini<\/title>\n<meta name=\"description\" content=\"Nga Rexhep Lleshi Kushdo q\u00eb p\u00ebrcjell mjetet e informimit, vite me radh\u00eb ndesh n\u00eb tem\u00ebn \u201cArsimi shqip n\u00eb Mal t\u00eb Zi ...\u201d. 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