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Zeitschriftenartikel zum Thema "Albanians – education"
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Kadi, Fabiola, und Helona Pani. „THE ALBANIAN EVANGELICAL CHURCH – A POWERFUL SYMBOL OF RESISTANCE IN THE TRANSMISSION OF KNOWLEDGE“. Knowledge International Journal 34, Nr. 6 (04.10.2019): 1749–54. http://dx.doi.org/10.35120/kij34061749k.
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It is a fact that Christianity is deeply rooted in the history of the Albanian nation, but, unfortunately, such a fact has opened the gate to endless discussions. This paper aims to highlight an important event in the history of Albania, which will influence the future history of this nation. During the nineteenth century, Protestants contributed significantly to the Albanian national issue through performing translations of several books of the Bible, at a time when books in Albanian language were very rare. Different foreign missionaries came to Albania to spread their religious views. They strongly influenced the opening of Albanian schools while Albanians, under Turkish rule, were forbidden to use their language, to learn to write, or read it. Gradually, the foreign missionaries were attended by Albanian intellectuals, who insist on the opening of the Albanian school and the education of Albanians in Albanian language. Interestingly, Protestantism was the only religious belief that supported Albanian writing and reading, while other religious beliefs exercised in Albania were the fiery opponents of every Albanian component. The Albanian language on one hand was opposed by the Greek Orthodox Church, on the other hand, by the Latin Catholic Church and above all, Ottoman rule opposed the teaching of the Albanian language in order to keep the Albanian people as subordinate as possible. It seems that Protestantism has emerged in all the countries where it has spread, supporting various national identities, but especially in Albania, it has played an important role in supporting the national identity of Albanians and the education of generations, especially of girls. The opening of the first Albanian girls' school in the city of Korça keeps the seal of the Protestant church and it has had a great impact in the future for the emancipation of Albanian society, of women and girls who are oppressed and printed in many directions. Sevasti Qiriazi, as a representative of the Protestant church in Korça, and the first teacher in Albania, will protect the school and try to support the spread of the Albanian language at all costs. Through the spread of faith in Albanian, the first Protestants in Albania conveyed not only knowledge, but also great human, moral, and educational values to people who were suffering, but eager for knowledge and development. The Protestant Albanian movement was actually an 'Albanian spiritual movement' with religious, educational, national and cultural values and purposes. For several decades, during the communist regime in Albania, a good part of the influence of protestants in the country was denied and all efforts were made to overshadow the influence of Protestantism towards education and emancipation of Albanians in this period. Today, after many years of shadow, Protestantism is again one of the religions that are practiced in Albania and numerous efforts are being made to discover many of the unknown elements of the positive influence that this belief had in educating Albanians over the years.
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Leka, Agim. „Religion and the modern education“. Academicus International Scientific Journal 27 (Januar 2023): 176–205. http://dx.doi.org/10.7336/academicus.2023.27.11.
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The purpose of the research is to solve the paradox of religion integration in education, by the new balance between religion, philosophy and science, during the post communism transition. In the field of thinking, the process is the transition from ideology to integral thinking. It is realized through the re-evaluation of the topics of the integration of religion, transitology and integral though, education, inclusiveness, solidarity, new laicity and new secularity. In the philosophical sense, integration is the objective process of being developed. This is understood as a return to identity towards a universal being. In the context of the social being, the process realizes the opening and cooperative development of all mental, spiritual-religious, scientific, creative-artistic, economic, cultural, material and non-material political fields. It includes the individual, the community, and all institutions of social life. The path of integration development is the transitive movement in a spiral form. In Albania, with the fall of communism, freedom of religion was legalized according to the standards of European democracy. The rehabilitation of religious figures that had been condemned and persecuted by the totalitarian regime began. The post-communist transition brought profound changes in the field of faith and religion such as the new dimension in the relationship of society with religion, new and unfamiliar attitudes of believers to religion, new relations between the state and religious institutions, new relations between education and religion in public institutions, opening of religious schools and increasing the influence of religion through the media and religious literature. What is considered tolerance in Europe, in the Albanian case is respect. Albanians are the best model for religious tolerance (respect). There has never been a religious clash in Albania for any reason. Respect for the religious affiliation and religious belief of the other in the Albanian case is modeled as the guiding value of their identity and appears in everyday life as the acceptance of the other. For this reason, they are the best model of respect and acceptance of the other, regardless of religious affiliation. This is an ontological value, built over the centuries and continues to this day. Albanians have not converted, but have adapted to a religious belief for economic and survival reasons. Marriages with different religions and keeping two names (Christian and Muslim) are natural phenomena among Albanians. In Albania, there are in the family and tribe people with Christian and Muslim religions individuals with two names, Christian and Muslim: Kristo and Muhamed. Albanians have lived in peaceful symbiosis with the Slavs in the centuries of the latter’s influx into Albanian lands. They have also lived peacefully with other neighbors, Greeks or Romans. This is even though the neighbors have not always been peaceful with the Albanians.
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Kume, Enida. „A Historical Overview on Fulfillment of the Right to Basic Education Among Albanians from Middle Ages to Beginning of The Last Decade of the XX Century“. Interdisciplinary Journal of Research and Development 11, Nr. 1 S1 (23.04.2024): 31. http://dx.doi.org/10.56345/ijrdv11n1s106.
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Albanians are among the peoples of the Balkans who for centuries have faced the denial of the right to be educated in their native language. The attitude and action of the Ottoman occupier for the prohibition of education in the Albanian language in all Albanian regions during all occupational period was added the effect of the prohibitive action of the religious institutions and neighboring countries that aimed at the territorial annexation of Albania. The realization of the right to education in the Albanian language among Albanian people has been one of the main objectives of the Albanian National Movement for freedom and independence. The declaration of independence also marks the beginning of education in the Albanian language for Albanians as a public right. The decisions of the Vlora government were the first important efforts to realize this right. Economic and social development, the level of culture and traditions, the heritage related to long period under occupation, the geopolitical factors and developments in the first half of the century XX do not promote the process for the development of the basic education system in Albania. At the end of the second world war, Albania was the country with the highest level of illiteracy in the Balkan region. The development of the education system has been one of the main priorities of the Government in the period after the second world war. The right to education was defined as a constitutional right and basic education as a legal obligation for every Albanian citizen. During the period of the dictatorship of the proletariat, the main characteristic of the education system in Albania was its high level of ideologization. Received: 25 December 2023 / Accepted: 25 February 2024 / Published: 23 April 2024
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Katolo, Artur. „Arbërisht Literature as an Example of Preserving a Cultural Identity Abroad“. Collectanea Philologica, Nr. 26 (05.10.2023): 257–68. http://dx.doi.org/10.18778/1733-0319.26.20.
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The purpose of this article is to demonstrate the origins of the literature of the Arbëreshë people and its impact on the survival of the language outside the country of origin. The cultural identity of the Italo-Albanians is marked by Byzantine influences: religion, economy, culture and military. The centuries-long, harsh Turkish occupation of Albania contributed to the cultural stagnation. Albanians in the territory of the Ottoman Empire were deprived of all rights, including the right to use their own language and profess their faith. The teaching of the Albanian language, as well as teaching in that language, and all publications were banned. Groups of Albanian refugees were welcomed in southern Italy as heroes and defenders of the faith. The few Albanian humanists were the descendants of immigrants educated in Ragusa, Padua or other Italian centres of research and education.
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Janova, Arjan, und Oktaj Hasani. „The attitude of the international community to the October 1997 student protests in Kosovo, before and after the outbreak“. UNISCI Journal 20, Nr. 58 (15.01.2022): 27–41. http://dx.doi.org/10.31439/unisci-131.
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During the administration of the former Yugoslavia, the Albanian population of Kosovo was denied the basic right to education. Albanian students, although they were numerically in the majority at the University of Pristina, did not even enjoy the basic rights to education in the Albanian language, despite the fact that this university was Albanian and was founded by Albanians more than 20 years ago. This situation pushed Albanians to organise themselves to defend their freedoms and rights, especially in the field of education. The student protests of October 1997, organised in a spirit of cooperation between students, civil society and teachers, became one of the many factors that brought the treatment of the Albanian people under Slobodan Milosevic's regime to the attention of the world.
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Pata Kapo, Irena. „ENGLISH LANGUAGE INFLUENCE IN THE 21st CENTURY ALBANIA AND ENGLISH LOANS IN THE ALBANIAN LANGUAGE“. Problems of Education in the 21st Century 33, Nr. 1 (10.07.2011): 41–49. http://dx.doi.org/10.33225/pec/11.33.41.
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The intake of English lexis in the Eastern Europe countries has been increasing considerably since the end of their political, social and cultural isolation. Having one of the most severe and violent political systems Albania was probably more eager to accelerate the exchanges with the ‘outer world’ and its integration in Europe. Thus adapting to the international context English language was, and still is, one of the mediators to achieve this integration. From the linguistic perspective what results from this languages contact are the loans, neologisms, and even ‘pseudo – loans’ (Albanian words with the form or the pronunciation of the donor language - English in this case, but that do not exist in the donor language). In this context this paper states some of the extra-linguistic factors (historical, social, political and other factors) which conditioned and determined the language contact between English and Albanian and that would further lead to a considerable number of borrowings from English. Pseudo loans and other new Albanian words created under the influence of English language are briefly discussed under the title of ‘Language shifting’. The study also describes Albanians’ attitude toward English language, which is found to be definitely a positive attitude. Based on the above overview of English-Albanian contact and on some of the linguistic outcomes deriving from it, is concluded that the impact of English language and culture in the Albanian context is of a considerable degree, and that the outcomes of this impact are only at the primary stages of identification and examination. Key words: Albanians’ attitude to English, English-Albanian contact, language shifting.
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Mehmeti, Armend. „THE MIGRATION OF ALBANIANS TO THE UNITED STATES OF AMERICA - CHALLENGES AND ACHIEVEMENTS DURING THE FIRST TWO DECADES OF THE TWENTIETH CENTURY“. ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies 12, Nr. 9 (07.09.2023): 16. http://dx.doi.org/10.58885/ijllis.v12i9.16am.
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<p><span>Economic, social and political conditions forced Albanians throughout the centuries to move abroad in search of a better life. Depending on time and circumstances Albanians migrated to Italy, Egypt, Turkey, Romania, etc., where they formed their communities. At the beginning of the twentieth century, a new opportunity opened to Albanians - migration to the distant continent of America, previously unknown to Albanians. Many Albanians moved and settled in the USA. Initially, they faced numerous challenges, but later adapted to their new life. In order to preserve their culture and identity, they established an Albanian community in order to maintain their ties to their homeland. The article “The migration of Albanians to the United States of America - challenges and achievements during the first two decades of the twentieth century”, aims to elaborate on the circumstances that led to the migration of Albanians, the organization of the Albanian community in the US, challenges and achievements in the field of education and culture, as well as political activity in favor of the national issue during the first two decades of the twentieth century.</span></p><p><span><strong><span>Keywords: </span></strong><span>Migration, United States, Albanians, Vatra, Fan Noli, Boston, etc.</span></span></p>
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Gjoshi, Ragip. „Chronicle of Designing of Textbooks – ABC Books, Reading Comprehension and Grammar Books in Albanian Language in Kosovo 1886 – 2019“. European Journal of Social Science Education and Research 6, Nr. 3 (25.09.2019): 44. http://dx.doi.org/10.26417/ejser.v6i3.p44-52.
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According to the pedagogue and scholar of the school textbooks, the textbook is a basic and mandatory school book, which serves as a basic tool and source of knowledge in the given field of study. Created in support of the education curriculum and didactically shaped, taking into account the psychophysical skills of the students, the subject matter of the course, the type of school, the degree and the profile of education. Students use it in all stages of the learning process and in everyday self-education. It is known that the existence of the scripture is mentioned by the old Babylonia when tile plates were used to write the textual content, as early as four thousand years ago. In addition to that, in ancient Egypt, the texts were written in papyrus, which was used even in old Greece and later in Rome. The parchment was used in the middle Ages, whereby it is believed that the texts were written two thousand years ago. The story of the proper text begins with the discovery of Jan Gutenberg's printing press in 1438. This is where the textbook as a massive book of education derives from. It was an epochal discovery. Meanwhile, while it is known that although Albanian is one of the oldest languages in Europe, it is however documented late. The first documents of the Albanian language are considered from the 15th century (Formula e Pagëzimit, Fjalorthi i A.Von Harfit dhe Perikopeja e Shen Matineut). Meanwhile, Buzuku (Meshari 1555), for us Albanians, is the starting point for text design. It was the time when the didactic reformer Czech pedagogue Jan Amos Komenski (1592-1670), with the first text in Latin, illustrated Orbis sensualium pictus (The Sensual World in Photography), arrived as the founder of the textbook theory. However, it can be concluded that the ABC book, the literature and grammar texts in particular, and the textbook in general, in Kosovo were of multiple importance to Albanians who were deprived of the right to education in Albanian language. The history of textbook design in Albanian language in Kosovo is very new. After the Renaissance, which was marked as a bright epoch in the effort to draft textbooks for Albanian schools, "The Literary Commission" (Komisia Letrare), established in Shkodra in 1916 would join to serve in the name of this cause. The aim of this body was to gather and publish the visions of Albanian folk literature such as: poetry and songs, tales, traditions, lessons, etc. Recently, efforts have been made to compile literary bibliographies in Albanian language. Nevertheless, it would be useful to continue with a bibliography of Albanian Language reading comprehension books in the school tradition in Albania, Kosovo and other areas where Albanians live and are educated in Albanian language. In Kosovo, Mati Logoreci is a pedagogue, is considered to be among the first textbook writers. This patriot and intellectual is a treasure of Albanian tradition in many fields, especially of education and school, as didactic, text analyst, organizer, controversial to highlight scientific, educational, social values. Mati Logoreci has an indisputable value in the history of the Albanian didactic thinking, in particular, the current educational values, adding to these values also some features of contemporary personality traits, traditional learning, within the learning methods. Logoreci was among the first Albanian educators in Kosovo. The path to development of the book in Albanian language in Kosovo was difficult, which at the same time is the best indicator of the situation of this group of the Albanians.
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Nika, Lulzim. „The Democratic Values of the Student Movement in Kosovo 1997/1999 and Their Echoes in Western Diplomacy“. Review of European Studies 10, Nr. 2 (15.05.2018): 167. http://dx.doi.org/10.5539/res.v10n2p167.
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After the fall of east orientated political system and coming of the pluralistic system in the Yugoslav federation, the nationalisms that claimed to dominate Yugoslavia, such as Serbian, Croatian and Slovenian nationalism came to the surface, which also led to the overthrow of Yugoslavia. Following the abolition of Kosovo's limited autonomy of 1974, in March 1989, the Milosevic Serb regime during the 1990s imposed violent measures in all Kosovo institutions by removing Albanian workers from their jobs. Thus, Kosovo, Albanians were expelled collectively from the education process in the Albanian language, and left school and university facilities. Efforts to reach an agreement between Albanians and Serbian representatives for education during 1992 were unsuccessful. In these difficult contexts, the parallel education system of Kosovo Albanians was organized. In these difficult circumstances, students and Albanian students continued learning outside school facilities. After ignoring the Kosovo problem in the peace agreement reached in Dayton for Bosnia, the dissatisfaction with the peace policy led by Dr. Ibrahim Rugova grew all over Kosovo. In these circumstances, professors and students with vision began to talk about the organization of peaceful protests against the Serbian regime. After a long process, a new student movement took place at the University of Prishtina, which marks the beginning of the great protest on 1 October 1997. In this paper, we analyse the attitudes of international diplomacy with a special emphasis on the West in relation to this movement following the 1 October 1997 peace protests in Kosovo.
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Longo, Regina M. „Complicating Legacies“. Feminist Media Histories 10, Nr. 2-3 (2024): 227–43. http://dx.doi.org/10.1525/fmh.2024.10.2-3.227.
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In 2020 the Albanian Cinema Project’s restoration of Tomka Dhe Shoket e Tij (Tomka and His Friends, 1977) premiered on Turner Classic Movies in their “Women Make Film” series. This event marked the culmination of my work to bring the films of Albania’s first female film director, Xhanfise Keko, into global distribution. A key aim for these projects was to begin to open up a space for Albanians at home and in the diaspora to address the silences that persisted around their years under an extreme, isolationist dictatorship. This article maps the project of re-education that I embarked on as an archivist, curator, and media historian. Now, with ACP shuttered and the benefit of hindsight, I reflect on the work of restoring and re-releasing Albanian films as a project of re-programming (double entendre intended) Albanian socialist-realist cinema for contemporary, global publics.
Dissertationen zum Thema "Albanians – education"
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Lita, Zana. „Teacher education in Albania : past - present - future“. Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403878.
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Fondi, Francesca. „Higher education in Albania: access and financing“. Thesis, IMT Alti Studi Lucca, 2014. http://e-theses.imtlucca.it/153/1/Fondi_phdthesis.pdf.
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The policy debate on higher education in the Western Balkans, and specifically in Albania, has received scarce attention as object of study in the last decades. Nonetheless, the efforts to rebuild the higher education
systems after the Communist period are still facing several challenges, especially considering that in a country like Albania the socio-economic environment has been stable only since the years 2000. Through a social science approach, drawing on sociological theories of massification and democratisation of higher education, as well as on
different financing theories and models, the present study provides an analysis of past and current policies of higher education in Albania, including ongoing reforms to redesign the sector. Through a specific focus on access and financing of higher education, this work aims at assessing to what extent these policies respond to principles
of equity and equality of opportunities. Based on field experience and studies, as well as analysis of primary and
secondary sources, the research provides an original insight into the Albanian policy-making process, showing that, despite embracing most of those principles on paper, current and proposed reforms still lack the
necessary implementing power, in a competition between global internationalisation forces and internal struggles to overcome the country’s heavy historical legacies.
Conclusions are accompanied by policy recommendations, aimed at informing the policy debate and providing suggestions for the implementation of more equitable access and financing models.
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Ojipali, Arsena. „Education and the Adjustment of the Albanian Labour Market during Transition“. Thesis, Staffordshire University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489844.
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Despite the future benefits from investment in education predicted by theory, Albanian participation rates upper secondary schooling have fallen since 1990. This reduction in post-compulsory schooling seems to be unique amongst transition economies. The theoretical framework developed in this thesis suggests this is the consequence of a high unemployment/low skill/bad job equilibrium. We argue a major cause of this situation is the large agricultural sector in the Albanian economy. We provide insights into the causes of the previously neglegted 'bad' equilibrium from an empirical analysis of the returns to education, using OLS and Logit/Probit estimation techniques. The theoretical platform supports the disjunctions between sectors in the labour market related to urban and rural localities. Wage returns to post-compulsory secondary education are low or not significantly different from zero in rural areas (for males). The earnings premia for tertiary education are generally higher and in urban areas comparable to those found in other transition economies. The key determinants of participation in post-compulsory are largely found to reflect intergenerational transmission mechanisms, with parental education being an important determinant. A large family, high local unemployment and greater inequality of income in the area of residence all reduce the . likelihood of attending upper secondary schooling. While the young adjust their labour market expectations through their schooling decisions interactively, another dimension of the labour market adjustment relates to migration decisions. We estimate the impact that emigration has had in alleviating unemployment in Albania. Drawing on these findings, our analysis concludes with the development of policy recommendations to target the movement towards lower unemployment and a higher proportion of high skill/good jobs in the Albanian labour market.
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Johansson, Naimi. „Determinants of Demand for Higher Education in Albania“. Thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35621.
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Kostovicova, Denisa. „The politics of identity and space : Albanian-language education in Kosovo, 1992-1998“. Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620201.
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Loxha, Arbëresha. „The effect of education on poverty in Kosovo and Albania“. Thesis, Staffordshire University, 2016. http://eprints.staffs.ac.uk/3465/.
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Despite the positive economic growth over the last decade, poverty in Kosovo and Albania remains one of the highest in Europe. Both countries have experienced large migration flows which, together with remittances, seem to have been an effective mechanism for mitigating poverty, which would otherwise be even higher. This thesis investigates the determinants of poverty with a specific focus on the effect of education on poverty in Kosovo and Albania using data from the Kosovar Household Budget Survey 2011 and the Albanian Living Standard Measurement Survey 2012. The review of studies suggests that there is no single unified theory of poverty. Moreover, there is no underpinning study that would fully inform the modelling approaches in this thesis. The economic theory of consumer behavior, duality theory as well as unitary approach provide the theoretical basis for measurement of household welfare. On the other hand, several theories and studies have been concerned with structural relations that affect poverty. According to human capital theory, education leads to increased income and thus decreases the risk of poverty. Literature also highlights the importance of migration, remittances and fertility in relation to poverty but also emphasizes the importance of education with regards to remittances and fertility. A key contribution of this thesis is that, it attempts to put all these theories and approaches together to inform the models to be estimated in this thesis. Ordinary Least Squares and Probit estimation techniques are used to model consumption and poverty while quantile regression is used to gain further insights into how the determinants of household welfare change across the welfare distribution. Some of the factors which influence household poverty are expected to be endogenously related to poverty. In this thesis, this issue is addressed by controlling for the effect of the endogenous variables using pre-determined and exogenous indicators. One of the most important factors affecting household welfare is education. Indicators such as the highest level of education in the household, share of adult members with respective education attainments, and mean years of education of adults are considered in the estimation, in addition to education of the household head (a commonly used education indicator), as they tend to better reflect the impact of education on household poverty. Considering theoretical and empirical literature on migration, fertility and poverty, it seems appropriate to expect that poverty, remittances and fertility are simultaneously determined; estimating each of the relationships separately would therefore not be appropriate. Hence, another important contribution of this thesis is that it models the three factors within a simultaneous equations system and thus explores the impact of education on poverty via different channels at the same time. For this purpose, Three-stage Least Squares (3SLS) estimation technique is utilized. An advantage of the 3SLS approach is that endogenous variables are allowed to appear on the right-hand side of the equations. Findings are largely in accordance with theoretical expectations; education is found to be related to increased consumption and reduced poverty in both Kosovo and Albania, and the effect is higher for higher levels of education attained. The Quantile regression results indicate that the positive effect of increased levels of education on consumption is highest for the poorest households in Kosovo, while the same applies to the richest households in Albania. The results also underline the importance of migration and fertility in terms of household welfare in Kosovo and Albania. The 3SLS estimation results confirm our expectations regarding the joint determination of poverty, fertility and remittances. Due to some limitations of the Kosovar dataset however, this analysis is performed using the Albanian dataset only.
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Mykerezi, Pavli K. „The Potential Contribution of Vocational and Technical Education to the Future Social-Economic Development of Albania“. Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27259.
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The purpose of this study was to determine the potential contribution of vocational and technical education to the future social-economic development of Albania. To achieve this purpose, a panel of experts was involved in the formulation of statements and the determination of each statement's value as a contributor to future social-economic development. This study was conducted using a Modified Delphi Technique to identify and prioritize statements generated as part of this research methodology. The study was accomplished through solicitation of responses from a 17 member panel of experts. The panel consisted of individuals representing government service, non-government organizations, Albanian educators, and international educators involved in different educational projects in Albania in the last ten years. Each of the experts was asked to identify statements that vocational and technical education can contribute to the future social-economic development of Albania. Responses provided by the panel members and the statements added by the researcher were edited and organized into a list with 71 statements. The panel of experts was asked to rate this list and means and standard deviations were calculated for each statement. The criterion to determine the importance of statements was defined as a mean being equal or higher than 3.5 on a 5-point Likert scale. The criteria employed to determine panel consensus was defined as a standard deviation being equal or less than 1.00. From the list of 71 statements, 68 were concluded to have been important and have reached consensus by the panel. The 68 statements on which the panel of experts reached consensus were rank ordered according to their means.A content analysis of the ranked statements revealed that statements clustered around common themes. These themes included VTE's Planning Procedures and Policy, Program and Institutional Development, Values and Work Ethics, Productivity, Communication and Analytical Skills, and Linkages.From these results, it was concluded that the process for the development of an effective VTE program that will contribute to the social-economic development of Albania will be long and complex. This process will involve many people, agencies, and organizations all working together. Hence, it was recommended that the Ministry of Education and the Ministry of Labor and Social Affairs take the lead in this process.Ph. D.
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Vuka, Denis [Verfasser]. „Ideology and Educational Media: Albania’s Third Grade National History Textbooks during the Period of Self-Isolation (1978-1984) / Denis Vuka“. Berlin : Freie Universität Berlin, 2019. http://d-nb.info/1191180913/34.
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Kagioglidis, Ioannis. „Religious education and the prevention of Islamic radicalization Albania, Britain, France and the former Yugoslav Republic of Macedonia“. Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Sep/09Sep%5FKagioglidis%5FNSA.pdf.
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Thesis (M.A. in Security Studies)--Naval Postgraduate School, September 2009.Thesis Advisor(s): Yost, David S. "September 2009." Description based on title screen as viewed on 6 November 2009. Author(s) subject terms: Albania, Britain, France, Former Yugoslav Republic of Macedonia, Islamic radicalization, religious education, terrorism. Includes bibliographical references (p. 83-89). Also available in print.
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Hoxha, Sara. „Designing for the periphery / Learning + Community Center in a Post Covid-19 Era in Tirana, Albania“. Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/104656.
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Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility.
In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application.
The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors.
On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community.
Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas.
The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.Master of Architecture
Last year, the whole world shuttered in a response to COVID -19. While the world population was impacted, significant socio-economical damage resulted in particular regions. In many transition countries comprised of disproportional density of population and services between urban and rural areas, socioeconomic problems were pervasive. In this framework, major importance should be given to services that are needed in these ar-eas. In suburban zones a sizable percentage of the land is not used, and there is a lack of services, educational buildings, and recreational spaces. My main objective is to consider inclusive design in these peri-urban areas, to aid future development while providing a critical facility. In this context, designing a Learning Center that also provides services offers a possible solution to this prob-lem. Considering the larger scale of educational buildings, students will be able to learn, and apply that learn-ing as an offering to the community. Several functions are combined in the same facility: learning, creating, and practical application. The proposed design provides a 3-floor building with an inner courtyard and outside pavilions that are con-nected to the underground floor of the building. Serving as both a boundary that offers services to the com-munity and separates it from the school building itself, the building is distributed in three levels for each group of students. While several group ages are combined 10 – 18 years old, they still maintain their independence in two different floors. On the main floor are the learning spaces are classrooms, reading areas, library, and meeting rooms. The un-derground floor is comprised of workshops where students engage in strategies for creating and making. On the edges of the site facing the city are a series of pavilions serving as an interface between the school and the urban context. Here, students offer services of what they learn to the community. Additionally, a community center, a cafe, an inner courtyard, a library, a gym, and meeting rooms are open to the public as spaces for the entire community. The building is accessible by the community and learners into two different schedules (8 am – 5 pm for students, 6 pm – 12 pm for community) and turns into an opportuni-ty for the rehabilitation of peripheral urban areas. The Learning center takes into consideration 5 relationships (a symbol to the community; relationship home/ institution; relationship student/community; relationship indoor/ outdoor; relationship human/ nature) by creating a sustainable building that is connected to nature and serves the community.
Bücher zum Thema "Albanians – education"
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Hoxha-Hyseini, Shazie. Shkëndija e arsimit: Autobiografi. Shkup: Interlingua, 2004.
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Hoxha-Hyseini, Shazie. Shkëndija e arsimit: Autobiografi. Shkup: Interlingua, 2004.
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Kamberi, Nizija. Psikologjia e edukimit dhe mësimit. Tetovë: Kultura S.H., 2006.
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Shehu, Shaban. Sociologjia e arsimit. Kumanovë: Makedonska riznica, 1999.
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Arsimi shqip në Çamëri. Tiranë: Mirgeeralb, 2014.
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Berisha, Palokë. Punime nga shkencat humanitare. Ulqin: Bashkimi i Krijuesve Shqiptarë, 2011.
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Gogaj, Iljaz. Arsimi shqip në Diasporë dhe në Çamëri: 1912-1944. Tiranë: Shtëpia botuese "Naim Frashëri", 2007.
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Gecaj, Murat Z. Nëpër udhët e shkollës shqipe: Vatra diturie e atdhetarizmi. Tiranë: Botimet Erik, 2001.
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Ademi, Minir. Arsimi shqip në Kumanovë e rrethinë: (1945-1995). Kumanovë: M. Ademi, 2012.
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Kasapi, Gjylymsere. Arsimimi i femrës shqiptare në Maqedoni: 1945-1990. Shkup: Logos-A, 2004.
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Schmidt-Neke, Michael. „Albania“. In The Education Systems of Europe, 1–19. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07473-3_1.
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Tafaj, Myqerem, und Arjan Shahini. „Higher Education Systems and Institutions, Albania“. In The International Encyclopedia of Higher Education Systems and Institutions, 779–83. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_422.
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Tafaj, Myqerem, und Arjan Shahini. „Higher Education Systems and Institutions, Albania“. In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2019. http://dx.doi.org/10.1007/978-94-017-9553-1_422-1.
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Skura, Gentiana. „Religious Education at Schools in Albania“. In Religious Education at Schools in Europe, 23–44. Göttingen: V&R unipress, 2020. http://dx.doi.org/10.14220/9783737011983.23.
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Kraja, Pranvera. „Report on Smart Education in Albania“. In Smart Education in China and Central & Eastern European Countries, 51–79. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-7319-2_3.
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Xhuxhi, Joseph, und M. Dolores Ramírez-Verdugo. „Albanian and Spanish bilingual primary school teacher exchange“. In Transnational Approaches to Bilingual and Second Language Teacher Education, 179–96. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003348580-13.
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Flynn, Paul, Heidi Paabort, Valentina Milenkova, Katerina Bojkovska, Antonella Rocca, Liena Hačatrjana, Vladislava Lendzhova, Albena Nakova und Marta de Oliveira Rodrigues. „Rural NEETs: Pathways Through Formal and Non-formal Education“. In NEETs in European rural areas, 35–49. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45679-4_3.
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AbstractFormal and non-formal education often constitute the first line of engagement in supporting Rural young people Not in Employment, nor in Education, or Training (NEET). However, it is not always the case that such interventions are widely documented. This chapter aims to uncover best practice interventions for the educational inclusion of rural NEETs building upon an emergent body of work in order to frame the identification of five case studies across Estonia, Italy, Latvia, Albania, Portugal. EU and non-EU member states were included to offer a diverse set of examples. Based on Bronfenbrenner’s bioecological model and data triangulation, elements that prevent rural youth from entering or staying in NEET status were identified. Our work shows that each formal or nonformal education learning intervention or reform mobilizes different levels of the bioecological framework and has an important function in shaping NEETs or at-risk youth support systems. Educational interventions that directly target young people can improve the likelihood of a positive outcome when they are context specific. In addition, these interventions make it possible to see the potential of different educational methods in supporting rural young people, when that contextualization stems directly from the young person’s perspectives and his/her perceived needs.
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Barjaba, Joniada, und Kosta Barjaba. „Albania: Education and Employment Reforms Linking Professional Education and Labor Market“. In Research, Policymaking, and Innovation, 343–61. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-4349-2_17.
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Mita, Nikoleta, und Livia Nano. „Teacher Education in Albania: Reforms and Future Developments“. In The Palgrave Handbook of Teacher Education in Central and Eastern Europe, 137–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09515-3_6.
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Kay, Neil M. „Reforming Economics Teaching in Albania“. In Educational Innovation in Economics and Business IV, 3–11. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9181-2_1.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Albanians – education"
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Danaj, Adela, Kornelia Lazanyi und Heidi Kasa. „THE TRUST OF THE ALBANIAN YOUTH TOWARDS THE EUROPEAN UNION INSTITUTIONS“. In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/36.
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Albania appears to provoke a new problem. The desire of young people to leave the country, as well as the strong focus on EU membership of the country as the greatest answer for their future and that of the country, has drawn academics to the topic. According to studies, young Albanians' trust in national institutions has fallen significantly. Based on these findings, the purpose of this study is to examine the factors, such as: perceived political situation, trust in the national situation and EU education programme, that contribute to a high degree of trust in EU institutions. From a methodological standpoint, the paper is based on the quantity approach, and the survey is the technique of data gathering. The survey was established as part of this research, and the categories for the analyses were determined by the theoretical foundation. A total of 212 people responded to the survey. The analytical model of the paper is based on authors Fukuyama and Putnam. They define trust as an expectation that evolves in a community as a result of regular and societal changes in common norms. This declaration served as the foundation for the entire project. Following the examination and processing of the data, as well as running a multiple linear regression, it was determined that a negative perception of the political situation, low level of trust in national institutions and high level of trust in the EU education programme contribute to the high degree of trust towards EU institutions.
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MIÇO, Heliona, und Klara KODRA. „EVALUATION OF HAPPINESS IN ALBANIAN EDUCATION, LEGISLATION AND POLICIES“. In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.44.
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Studies show that happiness positively affects the student's learning process. Happy students have higher academic achievements, better relationships with friends as well as more active participation in secondary activities in education. International education policies estimate that happiness is correlated with well-being and life quality. Yet, happiness is not considered as one of the mail goals in the Albanian education policy and legislation. The article will firstly shed light on the impact of happiness on better student performance. It will reflect the international legislation and policies which have valued happiness as a fundamental human goal, by extending the relevant analysis in the field of legislation and policies in Albania. The analyses will help to understand the place that happiness occupies in the goals of education and the need for evaluation of the level of student happiness as a tool towards student well-being and education quality. The article will focus on the need to include the concept of happiness in the whole educational process, in order to positively encourage students not only in terms of higher school performance but also in terms of their overall well-being. Key words: education, happiness, Albania, students, well-being
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Konini, Ivas. „The Role of Criminal Psychology in Albania’s Criminal Justice System“. In 9th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eraz.2023.549.
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Forensic psychology is an emerging field that has gained increasing attention in the Albanian justice system. It encompasses the application of psychological knowledge and principles to aid judges, attorneys, and law enforcement officials in understanding complex legal issues, investigating crimes, and making informed decisions. The purpose of this paper is to explore the role and significance of forensic psychology in the Albanian justice system. Forensic psychologists in Albania play a crucial role in criminal proceedings by providing expert psychological assessments of defendants, witnesses, and victims. They evaluate the mental capacity and state of mind of defendants at the time of the crime, which helps judges and juries to make informed decisions. Forensic psychologists also assist with profiling, risk assessments, and other investigative techniques to aid in criminal investigations. One of the essential benefits of using forensic psychology in the Albanian justice system is to reduce prejudice and bias. Forensic psychologists provide objective, scientific evidence to the court, which improves the fairness and accuracy of criminal trials. The challenge facing forensic psychology in Albania is the lack of specialized training and education programs in forensic psychology. There are few professionals in the field, and therefore, forensic psychology services are not widely available. Investing in more education and training programs would increase the number of qualified experts in the field, thus leading to more extensive and effective utilization of forensic psychology in criminal proceedings. In conclusion, forensic psychology is a vital aspect of the Albanian justice system. Its use can help reduce bias and prejudice in criminal trials while improving the accuracy of decisions. However, the field faces challenges in terms of the need for specialized training and education programs for professionals. By finding the right balance between complexity and variation, we can ensure that our content is engaging and informative.
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Muja, Desantila. „Empirical Evidence of the Relationship Between the SDGs and Economic Growth in Albania: The Role of Education“. In 7th FEB International Scientific Conference. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.epf.3.2023.25.
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Education is considered as a catalyst for change and sustainable development. While, the Sustainable Development Goals are a universal call to action to face global challenges, especially in developing economies. In this regard, the research intends to empirically investigate the relationship between selected UN SDGs and GDP per capita growth rate as a proxy for economic well-being in Albania, focusing more on the role of education, which places emphasis on the knowledge economy. This study employed the Ordinary Least Square regression model as a statistical technique where GDP per capita growth rate is taken as the dependent variable. The data for the period 2007-2020 were sourced from the World Bank, International Labour Organization, Food and Agriculture Organization and INSTAT. The results show that total government expenditure on education (% of GDP), decent employment and hunger are positively related to the GDP per capita growth. However, decent employment appears to be insignificantly related, while gender equity/women’s empowerment appears to be negatively insignificantly related to the GDP per capita growth rate. The research indicates that education can promote economic and socioeconomic goals, consequently, the Albanian government should invest more in education and training.
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Muca, Florian. „A GLANCE OF PHYSICAL EDUCATION TEACHER’S SATISFACTION WITH THEIR PROFESSION IN ALBANIA“. In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/108.
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ABSTRACT Recognizably the teachers’ profession is important in shaping the knowledge and skills of youth. At equal importance is teachers’ satisfaction and motivation related to their professional activity for overall quality outcomes in the education process. Certainly, in the past, also in the modern time, the teachers’ role is incredibly significant and linked to the prosperity of a nation. The aim of this study was to take a glance in Physical Education (PE) Teachers’ satisfaction in relation with their professional activity. Participants in this research study were (N=88) PE teachers from various levels of professional qualification, who led classes in physical education and sports in the Albanian school system. A modified questionnaire with 22 items related to satisfaction with the teaching profession was applied. The statistical instruments for this study were: descriptive analysis, factor analysis principal component analysis. The following five factors related to the satisfaction of the profession were identified: (a) professional relations, (b) professional development and educational reforms, (c)organization working conditions, (d) social working conditions, (e) salary, and insurance. The items with the highest values were: - professional relations with colleagues, professional relations with school management, evaluation of school management at work, and opportunities to participate in the education and personal development of youth. In contrast, the items with the lowest values were the amount of payment, working conditions and facilities for educational activity, reforms in education, social and health insurance. This study found that factors related to internal educational setting and professional environment have the greatest impact on teachers’ satisfaction. On the other hand, external factors contribute to teachers’ dissatisfaction such as salary, health insurance, working conditions, facilities, and reforms in education.
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(Shehi) Gishti, Ejvis. „A Synoptic View of the Albanian Qualifications Framework“. In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.223.
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This research addresses a synoptic analysis of the state of play of the qualifications aligned with the Albanian Qualifications Framework (AQF). One of the main features of human resource development is the development of a national qualification framework within which can be obtained all the necessary professional competences. Albania is gradually shifting from traditional qualifications into outcome based modern ones. Research methodology includes qualitative analysis, covering legal framework, strategic documents, other research papers related to the focus of this article. The study adopted a qualitative approach. After 10 years of AQF developments and implementation, there is a need to restart the discussion on the number of AQF levels and, when needed, respective sub-levels in order to have a current common understanding among stakeholders about qualifications types and their relationship to each other. AQF implementation is linked with its contribution to policy goals such as lifelong learning and increasing the quality of education and training in Albania. For better development and implementation of the AQF, the responsible institutions should work in accordance with common principles, practices and criteria for the main respective functions: development of standards and qualifications, accrediting institutions to supply these qualifications; and, quality assuring assessment and certification.
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Bregu, Edit. „History of Albanian Military Education Until 1945“. In 3rd International Conference on Future of Social Sciences and Humanities. GLOBALKS, 2021. http://dx.doi.org/10.33422/3rd.fshconf.2021.06.05.
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Todhri, Fiona, und Fatos Tarifa. „CHALLENGES TO ALBANIA’S EDUCATION SYSTEM IN THE DIGITAL AGE“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0551.
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Çela, Eriada. „The Hidden Curriculum and Gender Equity in Albanian Education“. In I Congreso internacional en Interculturalidad, Inclusión y Equidad en Educación. Ediciones Universidad de Salamanca, 2023. http://dx.doi.org/10.14201/0aq0321317322.
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Demi, Albana, und Eglantina Farruku. „Migration of Human Resources, Albanian Case“. In WLC 2016 World LUMEN Congress. Logos Universality Mentality Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.09.35.
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