Challenges for Achieving Learning Outcomes of Languages and Communication Curriculum Area in Primary Education in Kosovo
Abstract
The education system in Kosovo is in the phase of implementing the curricular reforms which aim at changing the teaching and learning approach. The new curriculum is a necessary innovation in pre-university education system and it has already started to be implemented in all schools in Kosovo, faces many difficulties, especially in achieving learning outcomes in some curricular areas. This research aims at analyzing the obstacles and challenges in achieving results in the Languages and Communication area and to recommend appropriate ways to facilitate its implementation. The representative group consists 75 teachers who work in five primary schools in Kosovo while the data is collected through a questionnaire for teachers. The research findings show that most teachers have sufficient knowledge and have positive attitude towards new curriculum. Challenges arising from this process are: insufficient knowledge of the new curriculum, inadequate cooperation among the teachers, lack of ICT and supporting materials in schools, difficulties in planning the learning results, and non-regular monitoring of teachers, textbook compliance with the principles and requirements of the new curriculum The development of competences and the improvement of results in this area can be achieved through changing educational policies as well as monitoring and accountability of teachers.
References
- BEP (2013). School management guide - Module 2. Retrieved on March 15, 2017 from:http://bep-ks.org/wp-content/uploads/2013/10/Udhezues-per-Menaxhimin-e-Shkollave_Moduli-2_Shq.pdf
- Bertels, T. (ed.). (2003). Rath and strong's six sigma leadership handbook. Hoboken, NJ: John Wiley & Sons: 478
- Bush, T. & Bell, L. (ed). (2002). The principles and practice of educational management. London: Paul Chapman, 191-202.
- Çoçaj, N. (2014). Support the competence-based curriculum piloting process: Teacher Training and Preparing Auxiliary Resource, International Conference: New curricular approach future challenge, MEST, 94.
- Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. Fourth Edition. United States of America. SAGE Publications, Inc.
- Creswell, J. W. (2009). Research Design Qualitative, Quantitative and Mixed Methods Approach. (3rd ed). London: SAGE Publication, 17.
- Davies, L. (1999). Education in Kosovo-report to british council. Birmingham UK: Unpublished material.
- Day, C. (2002). Developing teachers: The challenges of Life Long Learning. Philadelphia, Pennsylvania, USA: Taylor & Francis.
- Great Schools Partnership (2014). Competency-based learning. Retrieved on September 10, 2015, from:http://edglossary.org/competency-based-learning
- Harlacher, J. (2016). An educator’s guide to questionnaire development (REL 2016–108). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved on January 22, 2016 from:http://ies.ed.gov/ncee/edlabs
- Lebrun, J., Lenori, Y., Laforest, M., Larose, F., Roy, G.R., Spallanzani, C. &Pearson, M. (2002). Past and current trends in the analysis of textbooks in a Quebec context. Curriculum Inquiry, 32 (1), 70-72.
- Levin, B. (2010). Governments and educational reform: Some lessons from the last 50 years. Journal of Educational Policy, 25(6), 739–747.
- Lichtman, M. (2006). Qualitative Research in Education: A User’s Guide. London: SAGE Publication, 7-15.
- Marsh, C. J. (2009). Key concepts for understanding curriculum (4th ed.). London: Routledge.
- Mason, T. (2004). Curriculum 2005. Revised National Curriculum Statement: Intermediate Phase, School Management Teams. Johannesburg: Wits, 21.
- MEST (2011a). The Pre-university education curricula framework. Prishtinë,MEST, 15.
- MEST (2011b). The Pre-university education curricula framework. Prishtinë, MEST, 16-22.
- MEST (2012a). Core curriculum for pre-primary grade and primary education in Kosovo. Prishtina, MEST, 33.
- MEST (2012b). Core curriculum for pre-primary grade and primary education in Kosovo. Prishtina, MEST, 35.
- PIK (2014). Practical guide to curriculum implementation, curriculum area languages and communication , Prishtina, Pedagogical Institute of Kosovo, 21.
- Rychen,D.S.& Salganik,L.H. (2001). Defining and selecting key competencies. OECD summary. Skilbeck, M. (1990). School Based Curriculum Development. SAGE.
- Sargent, T. (2011). New Curriculum reform implementation and the transformation of educational beliefs, practices, and structures: A case study of Gansu province. Chinese Education and Society, 44(6), 49-74.
- Spady, W. and Marshall, K. (1991). Beyond traditional outcome-based education. Educational Leadership. 49(2), 67–72.
- Tyack, D., & Cuban, L. (1995). Tinkering towards utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
- Yurdakul, B. (2014). Perceptions of elementary school teachers concerning. Educational Sciences: Theory & Practice, 125-139.
Challenges for Achieving Learning Outcomes of Languages and Communication Curriculum Area in Primary Education in Kosovo
Abstract
The education system in Kosovo is in the
phase of implementing the curricular reforms which aim at changing the teaching
and learning approach. The new curriculum is
a necessary innovation in pre-university education system and it has already started to be
implemented in all schools in Kosovo, faces many difficulties, especially in
achieving learning outcomes in some curricular areas. This research aims at analyzing the obstacles and
challenges in achieving results in the Languages and Communication area and to
recommend appropriate ways to facilitate its implementation. The representative
group consists 75 teachers who work in five primary schools in Kosovo while the
data is collected through a questionnaire for teachers. The research findings show that most teachers have sufficient
knowledge and have positive attitude towards new curriculum. Challenges arising
from this process are: insufficient knowledge
of the new curriculum, inadequate cooperation among the teachers, lack of ICT and
supporting materials in schools, difficulties in planning the learning results,
and non-regular monitoring of teachers, textbook compliance with the principles
and requirements of the new curriculum The development of competences and the
improvement of results in this area can be achieved through changing
educational policies as well as monitoring and accountability of teachers.
References
- BEP (2013). School management guide - Module 2. Retrieved on March 15, 2017 from:http://bep-ks.org/wp-content/uploads/2013/10/Udhezues-per-Menaxhimin-e-Shkollave_Moduli-2_Shq.pdf
- Bertels, T. (ed.). (2003). Rath and strong's six sigma leadership handbook. Hoboken, NJ: John Wiley & Sons: 478
- Bush, T. & Bell, L. (ed). (2002). The principles and practice of educational management. London: Paul Chapman, 191-202.
- Çoçaj, N. (2014). Support the competence-based curriculum piloting process: Teacher Training and Preparing Auxiliary Resource, International Conference: New curricular approach future challenge, MEST, 94.
- Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. Fourth Edition. United States of America. SAGE Publications, Inc.
- Creswell, J. W. (2009). Research Design Qualitative, Quantitative and Mixed Methods Approach. (3rd ed). London: SAGE Publication, 17.
- Davies, L. (1999). Education in Kosovo-report to british council. Birmingham UK: Unpublished material.
- Day, C. (2002). Developing teachers: The challenges of Life Long Learning. Philadelphia, Pennsylvania, USA: Taylor & Francis.
- Great Schools Partnership (2014). Competency-based learning. Retrieved on September 10, 2015, from:http://edglossary.org/competency-based-learning
- Harlacher, J. (2016). An educator’s guide to questionnaire development (REL 2016–108). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved on January 22, 2016 from:http://ies.ed.gov/ncee/edlabs
- Lebrun, J., Lenori, Y., Laforest, M., Larose, F., Roy, G.R., Spallanzani, C. &Pearson, M. (2002). Past and current trends in the analysis of textbooks in a Quebec context. Curriculum Inquiry, 32 (1), 70-72.
- Levin, B. (2010). Governments and educational reform: Some lessons from the last 50 years. Journal of Educational Policy, 25(6), 739–747.
- Lichtman, M. (2006). Qualitative Research in Education: A User’s Guide. London: SAGE Publication, 7-15.
- Marsh, C. J. (2009). Key concepts for understanding curriculum (4th ed.). London: Routledge.
- Mason, T. (2004). Curriculum 2005. Revised National Curriculum Statement: Intermediate Phase, School Management Teams. Johannesburg: Wits, 21.
- MEST (2011a). The Pre-university education curricula framework. Prishtinë,MEST, 15.
- MEST (2011b). The Pre-university education curricula framework. Prishtinë, MEST, 16-22.
- MEST (2012a). Core curriculum for pre-primary grade and primary education in Kosovo. Prishtina, MEST, 33.
- MEST (2012b). Core curriculum for pre-primary grade and primary education in Kosovo. Prishtina, MEST, 35.
- PIK (2014). Practical guide to curriculum implementation, curriculum area languages and communication , Prishtina, Pedagogical Institute of Kosovo, 21.
- Rychen,D.S.& Salganik,L.H. (2001). Defining and selecting key competencies. OECD summary. Skilbeck, M. (1990). School Based Curriculum Development. SAGE.
- Sargent, T. (2011). New Curriculum reform implementation and the transformation of educational beliefs, practices, and structures: A case study of Gansu province. Chinese Education and Society, 44(6), 49-74.
- Spady, W. and Marshall, K. (1991). Beyond traditional outcome-based education. Educational Leadership. 49(2), 67–72.
- Tyack, D., & Cuban, L. (1995). Tinkering towards utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
- Yurdakul, B. (2014). Perceptions of elementary school teachers concerning. Educational Sciences: Theory & Practice, 125-139.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | September 13, 2018 |
| Submission Date | July 10, 2018 |
| Published in Issue | Year 2018 Volume: 2 Issue: 4 |
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