Programet Master Ne Fakultetin e Edukimit

PROGRAMET MASTER NE FAKULTETIN E EDUKIMIT MSIMDHNIA DHE KURRIKULA UDHHEQJA NE ARSIM
Universiteti i Prishtins Fakulteti i Edukimit
PRISHTIN, NNTOR 2010
Prmbajtja
PROGRAMI MASTER N MSIMDHNIE DHE KURIKUL I. HYRJE II. QLLIMI DHE ARSYESHMRIA III. REZULTATET E PRITURA IV. KRITERET PR REGJISTRIM V. MSIMDHNIA DHE VLERSIMI VI. STRUKTURA DHE PRMBAJTJA VII. PRSHKRIMI I KURSEVE VIII. PUNIMI I TEZS PROGRAMI MASTER N UDHHEQJEN ARSIMORE I. HYRJE II. QLLIMI DHE ARSYESHMRIA III. REZULTATET E PRITURA IV. KRITERET PR REGJISTRIM V. MSIMDHNIA DHE VLERSIMI VI. STRUKTURA DHE PRMBAJTJA VII. PRSHKRIMI I KURSEVE VIII. PUNIMI I TEZS FOREWORD MASTER PROGRAM TEACHING AND CURRICULUM I. INTRODUCTION II. GOAL AND RATIONALE III. EXPECTED OUTCOMES IV. ADDMISSION ELIGIBILITY CRITERIA V. TEACHING AND EVALUATION VI. STRUCTURE AND CONTENT VII. COURSE DESCRIPTIONS VIII. THESIS WORK 7 7 9 11 12 13 15 17 33 35 35 37 39 41 42 44 46 62 69 71 71 73 75 76 77 79 81 96
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MASTER PROGRAM EDUCATIONAL LEADERSHIP I. INTRODUCTION II. GOAL AND RATIONALE III. EXPECTED OUTCOMES IV. ADMISSION ELIGIBILITY CRITERIA V. TEACHING AND EVALUATION VI. STRUCTURE AND CONTENT VII. COURSE DESCRIPTIONS VIII. THESIS WORK
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PARATHNIE
Programi Master n Msimdhnie dhe Kurikul dhe Master n Udhheqjen Arsimore jan hartuar n kuadr t Projektit TEMPUS JEP 144677, i financuar nga Komisioni Europian. Universitetet partnere, si prfituese, t ktij projekti jan: Universiteti i Prishtins (Kosov), Universiteti i Tirans (Shqipri) dhe Universiteti i Europs Juglindore n Tetov (Maqedoni), ndrsa universitetet nga Bashkimi Europian t prfshira n kt projekt jan: Universiteti Roma 3 (Itali) si grantmbajts, Universiteti i Aarhusit (Danimark) dhe Universiteti i Notinghammit (Angli). N projekt jan angazhuar edhe nj numr ekspertsh individual nga Sllovenia, Anglia, dhe Ukraina. N kt kontekst, programet e zhvilluara t Master n Msimdhnie dhe Kurrikul dhe Master n Udhheqjen Arsimore konsiderohen se jan t krahasueshme me programet n fushn e edukimit q ofrohen n universitetet e Bashkimit Europian. N t njjtn koh sht punuar q kto programe t jen t prshtatshme edhe pr kontekstin vendor, duke marr parasysh edhe kapacitetet vendore n dispozicion. Ky doracak ofron t gjitha t dhnat rreth ktyre dy programeve duke prfshir kontekstin e zhvillimit t tyre, prmbajtjen programore, si aspektet e tjera t zbatimit t ktyre programeve. Doracaku ofron t gjitha informatat pr msimdhns si dhe pr studentt e ktyre programeve.
PROGRAMI MASTER N MSIMDHNIE DHE KURIKUL
I. HYRJE
Prgatitja e msimdhnsve n rajon ka nj tradit t gjat, mirpo si fush studimi sht relativisht e re. N Kosov, kualifikimi i msimdhnsve n nivel t shkollave t larta ka filluar n gjysmn e dyt t viteve t gjashtdhjeta (1958). Deri n vitet e 70-ta n shum vende si edhe n Kosov konsiderohej se studimet n fushat prkatse akademike (matematik, gjuh, etj) mjaftonin pr prgatitjen e msimdhnsve pr kontekstin e shkolls dhe zhvillimet e ndrlidhura me t. Nga ana tjetr, zhvillimi i shkencs dhe teknologjis, ndryshimet shoqrore, ekonomike dhe prparimet n fushn e arsimit ndikuan edhe n nevojn pr ndryshime n politikat dhe zhvillimet arsimore. N dekadat e fundit, shkollimi i msimdhnsve filloi t integrohet si fush studimi n universitete dhe t shikohet nga nj kndvshtrim m i gjer. Si rezultat, shkollimi i msimdhnsve filloi t largohet nga logjika e pajisjes s tyre vetm me njohurit dhe t arriturat e fundit n disiplinat prkatse dhe nisi t prqendrohej m shum n aftsimin dhe zhvillimin profesional t msimdhnsve pr t shndrruar shkolln dhe procesin e msimdhnies n nj mjet pr zhvillimin maksimal t potencialit t nxnsve. Procesi i Bolonjs sht nj aspekt tjetr q ka ndikuar edhe n fushn e shkollimit t msimdhnsve. Ky proces prcakton nj numr standardesh pr arsimin e lart, qasja e bazuar n kompetenca, krahasueshmria e diplomave dhe kualifikimeve ndrshtetrore, dhe zhvillimi i komponents s hulumtimit shkencor n fushn prkatse jan parakusht pr ngritjen e cilsis s shkollimit t msimdhnsve n tr hapsirn Europiane. Pikrisht, nevojat e shtuara pr kualifikim universitar kat7
rvjear t msimdhnsve, quan n themelimin e Fakultetit t Edukimit n Universitetin e Prishtins. Ky fakultet filloi implementimin e programeve pr prgatitjen e edukatorve dhe msimdhnsve t shkolls fillore t klasave I -V, n vitin 2002, kurse nga viti akademik 2003/2004 filluan t zbatohen edhe programet msimore pr prgatitjen e msimdhnsve pr ciklin e mesm t ult msimdhns lndor t klasave VI IX. Megjithat, ngritja e vazhdueshme e cilsis s praktikave t msimdhnies, prparimi n fushn e hulumtimeve dhe nevoja pr prmirsim t vazhdueshm t shrbimeve n institucionet arsimore krkojn nj kualifikim m t avancuar t msimdhnsve n prgjithsi. Mbi kt baz sht mbshtetur edhe zhvillimi i programit Master n Msimdhnie dhe Kurikul. Hartimi i programit sht mbshtetur n kto elemente: 1. Struktura dhe organizimi i tanishm i shkollimit t msimdhnsve n Universitetin e Prishtins (t cilit i prshtatet edhe Programi Master); 2. Zhvillimet e fundit n aftsimin e msimdhnsve n nivel master n Europ; 3. Cilsia e prgatitjes s msimdhnsve n Kosov n t kaluarn dhe tani; 4. Konteksti dhe sfidat e msimdhnsve n shkollat e Kosovs; 5. Trendet bashkkohore n reformimin e procesit t msimdhnies dhe t nxnit n shkoll; 6. Trendet bashkkohore t zhvillimit dhe prmirsimit t shkolls si organizat dhe prmirsimit t cilsis s prvojave t nxnsve n shkoll.
Shnim: N kontekst t ktij programi, n rastet kur prmendet shkolla nnkuptohen edhe institucionet e edukimit parashkollor. 8
II. QLLIMI DHE ARSYESHMRIA

Sistemi i arsimit n Kosov ka kaluar npr nj numr reformash, duke synuar tiu prshtatet zhvillimeve shoqrore, kulturore dhe politike n vend, me qllim t prmirsimit t prvojave t nxnsve n shkoll dhe rezultateve t tyre n procesin e t nxnit. Megjithat, procesi i ndryshimeve n arsim nuk prfundon asnjher pr arsye t zhvillimeve t vazhdueshme n shoqri dhe krkesave t vazhdueshme ndaj profesionit t msimdhnsit pr tiu prshtatur nevojave t shoqris, e natyrshm edhe nxnsve. Krkesa ndaj profesionit t msimdhnsit pr ndryshim t vazhdueshm n Kosov sht edhe m e madhe pr shkak t nevojs pr ti prcjell zhvillimet bashkkohore n procesin e msimdhnies dhe msimnxnies n nivel ndrkombtar krahas zhvillimeve n shoqri n kontekst vendor. Programi Master i Msimdhnies dhe Kurikuls fokusohet n kurikulat dhe procesin e msimdhnies, me qllim t prgatitjes s individve q do t shrbejn si ekspert n kontekstin e tyre profesional. Ky program sht planifikuar pr student q duan ti thellojn njohurit dhe zhvillojn kapacitetet e tyre pr t reflektuar n mnyr kritike mbi teorit e zhvillimit t kurikuls, hulumtimet n arsim dhe praktikn e tyre profesionale, si dhe duke i aftsuar ata t prballen me sfidat e profesionit t msimdhnies. Programi ka pr qllim: - t prgatis studentt t jen kontribues aktiv n procesin e hartimit dhe rishikimit t kurikulave si dhe zbatimin sa m
Koncepti i kurikuls n kt program prdoret n kontekst t qasjes poshtlart t prcaktimit t prmbajtjes msimore n programet prkatse, por edhe n kontekstin e studimit t procesit t ndrveprimeve n klas, duke prfshir teorit dhe stilet e t msuarit dhe vlersimin e puns s nxnsve n klas. 9
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efektiv t tyre, duke pasur pr baz qasjen: msimdhnia me nxnsin n qendr; t prgatis udhheqs t ndryshimeve arsimore n klas dhe shkoll me fokus t veant prmirsimin e procesit t msimdhnies dhe t nxnt; t zhvilloj aftsit e studentve pr t zbatuar programe msimore q ofrojn nj ambient t prshtatshm pr t msuar; t zhvilloj kapacitetet e studentve pr zbatimin e strategjive bashkkohore t msimdhnies n kontekstin e praktiks s tyre profesionale; t prgatis studentt q t jen n gjendje t kontribuojn n zhvillimin e vazhdueshm t institucionit t tyre.
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III. REZULTATET E PRITURA

Pas prfundimit t programit Master i Msimdhnies dhe Kurikuls studentt do t jen n gjendje: 1. t kontribuojn n zhvillimin dhe rishikimin e kurikulave duke marr parasysh vlerat, politikat dhe kontekstin arsimor si dhe qasjen msimdhnia me nxnsin n qendr; 2. t komunikojn n mnyr efektive me prindrit, msimdhnsit, udhheqsit e shkollave dhe palt e tjera t interesit pr t siguruar zhvillimin e vazhdueshm t shkolls; 3. t zbatojn metodat bashkkohore t msimdhnies, duke prfshir edhe aspektet e planifikimit dhe vlersimit n klas dhe duke pasur pr baz qllimet e kurikuls kombtare, n funksion t krijimit t nj ambienti t prshtatshm pr t nxnt; 4. t zbatojn bazat teorike t metodave t hulumtimit (kuantitative dhe kualitative) n kontekstin e shkolls dhe arsimit n prgjithsi dhe ti vn kto n shrbim t prmirsimit t procesit t msimdhnies dhe t t nxnit n klas; 5. t analizojn zhvillimet kryesore vendore dhe ndrkombtare n teorit dhe praktikn e msimdhnies, nxnies dhe zhvillimit t kurikulave dhe t reflektojn pr ndikimin e tyre n praktikn e tyre profesionale; 6. t analizojn procesin e zhvillimit t kurikulave (planifikimin, zhvillimin, vlersimin dhe rishikimin), dhe t vlersojn ndikimin e tyre n vlerat arsimore, shoqrore, kulturore dhe politike. 7. t integrojn teknologjin informative dhe komunikuese n procesin e msimdhnies dhe t nxnies n shkoll me qllim t prmirsimit t t arriturave t nxnsve;
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IV. KRITERET PR REGJISTRIM

Pr tu regjistruar n programin Master i Msimdhnies dhe Kurikuls studentt duhet t ken t prfunduar ndonjrin prej programeve t Fakultetit t Edukimit apo drejtimet arsimore (4 vjeare dhe/ose 240 ECTS) n njsit tjera t Universitetit t Prishtins ose universitetet e tjera t licencuara dhe t akredituara n Kosov si dhe universitetet jasht Kosovs, diplomat e t cilave jan njohur nga autoritetet vendore prmes procedurave prkatse. Kusht i par sht q nota mesatare gjat studimeve themelore t jet mbi 7.5. Studentt gjithashtu duhet t ken s paku nj vit prvoj pune n institucionet parashkollore ose shkollore para aplikimit pr pranim n kt program. Kandidatt e lists s ngusht, q krijohet n baz t dy kritereve m lart, do t hyjn n provim pranues i cili prcaktohet nga Fakulteti.
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V. MSIMDHNIA DHE VLERSIMI

Msimdhnia n kt program do t jet kryesisht ndrvepruese duke angazhuar studentt n debate t ndryshme rreth shtjeve prkatse, duke u ofruar hapsir pr t reflektuar rreth prvojs s tyre dhe duke u mundsuar t shprehin idet, bindjet dhe prvojat e tyre rreth temave t caktuara n kontekst t prmirsimit t praktiks s tyre profesionale. Pr kurset q ka munges t literaturs n gjuhn shqipe do t ofrohen materiale n form dispense te prgatitura n gjuhn shqipe dhe do t ofrohet literatur shtes ne gjuhn angleze dhe gjuh t tjera. Ligjratat do t jen t shkurtra dhe do t shrbejn si hyrje dhe udhzime pr debate, reflektime, pun individuale dhe pun n grupe. Vlersimi i puns s studentve n kurse do t jet vlersim i vazhdueshm dhe do t bhet kryesisht prmes prezantimeve t studentve, punimeve t shkruara dhe projekteve t vogla rreth temave t caktuara, si dhe testit prfundimtar q do t jet jo m shum se 40 % e vlersimit t prgjithshm. Testi prfundimtar mund t jet opcional nse msimdhnsit e kurseve nuk parashohin nj t till pr shkak t natyrs s kursit dhe mnyrs s tyre t planifikuar t vlersimit t studentve n kursin prkats. Si kriter i prgjithshm, studentt do t ken s paku nj punim akademik t shkruar, qoft analiz e ndonj artikulli apo shqyrtim i nj teme t caktuar dhe/ose reflektim rreth saj. Hollsit e tjera rreth vlersimit n kurset prkatse specifikohen n sillabuset e kurseve q do t zhvillohen nga ana e msimdhnsve prkats. Ndarja e ECTS-ve sht br duke u bazuar n prshkrimin dhe natyrn e kursit si dhe fushat q mbulon kursi prkats. N sillabuset e lndve do t zbatohet parimi i llogaritjes 1 ECTS
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prkthehet n 25-30 or pune e studentit. Pr secilin kurs do t ket nga 3 or msim n jav n Fakultet gjat semestrit 15 javor, ndrsa ngarkesa tjetr dhe aktivitetet konkrete do t specifikohen n sillabusin e kursit prkats. Msimi organizohet n at mnyr q ti prshtatet edhe nevojave t studentve t cilt jan n marrdhnie pune. Platforma elektronike do t jet n dispozicion pr msimdhnsit e ktij programi.
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VI. STRUKTURA DHE PRMBAJTJA

Programi ka 90 ECTS dhe prmban tre semestra. Semestri i par prmban katr kurse t obliguara dhe pastaj studentt kan mundsi t zgjedhin njrin nga dy kurset q ofrohen varsisht nga interesimi i tyre dhe nevojat e tyre n praktikn e tyre profesionale. Poashtu, edhe n semestrin e dyt ofrohen katr kurse t obliguara dhe pastaj studentt do t ken mundsi t zgjedhin nj nga dy kurset zgjedhore varsisht nga nevojat dhe specifikat e praktiks s tyre profesionale. Gjat semestrit t tret studenti do ta punoj Tezn e Masterit mbrojtja publike e t cils do t rezultoj me diplomimin e studentit. Radhitja e kurseve n semestra dhe struktura e propozuar sht prcaktuar duke pasur pr baz: - aspektin zhvillimor dhe natyrn e programit - ndrlidhjen midis kurseve t ndryshme n program - rndsin e kurseve specifike pr faza t ndryshme t
progresit t studentve n program.
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MASTER I MSIMDHNIES DHE KURIKULS Semestri i par Statusi Kursi ECTS O Hyrje n hulumtimet arsimore 6 O Msimdhnia: Teoria & 7 Praktika O Vlersimi n arsim 6 O Kultur shkrimi 6 Z Arsimi gjithprfshirs 5 Z Kurs i avancuar n msimdhnie 5 30 Semestri i dyt Statusi Kursi ECTS O Metodat e hulumtimeve n 7 arsim O Teoria dhe procesi i zhvillimit 8 t kurikuls O Shrytzimi i teknologjis n 5 arsim O Planifikimi zhvillimor i shkolls 5 Z Komunikimi n arsim 5 Z Hulumtimi n klas 5 30 Semestri i tret O Punimi i tezs 30 Gjithsej 90
Or Msimdhnsi 3 3 3 3 3 3
Or Msimdhnsi 3 3 3 3 3 3
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VII. PRSHKRIMI I KURSEVE

Hyrje n hulumtimet arsimore Kursi sht hyrje n fushn e hulumtimeve arsimore me theks t veant n leximin e hulumtimeve dhe t kuptuarit e procesit t hulumtimit shkencor. Temat q prfshihen n kt kurs jan: natyra dhe llojet themelore t hulumtimeve, t lexuarit kritik dhe interpretimi i hulumtimeve, formulimi i propozimeve pr hulumtim, definimi i problemeve, formulimi i temave, formulimi i hipotezave, prcaktimi i mostrs, rishikimi i literaturs, instrumentet pr mbledhjen e t dhnave, analiza dhe interpretimi i t dhnave, raportimi i hulumtimeve arsimore etj. Studentt do tiu ekspozohen ktyre shtjeve nga kndvshtrimi kritik dhe analitik i prgjithshm, n mnyr q t njihen me kto koncepte baz, t cilat do t studiohen dhe zbatohen m n hollsi m von gjat programit. Rezultatet e pritura Deri n fund t kursit studentt do t jen n gjendje: - t prshkruajn natyrn dhe procesin e hulumtimeve arsimore; - t prshkruajn llojet e ndryshme t hulumtimeve dhe reflektojn rreth aspekteve praktike t zbatimit t tyre; - t analizojn praktikn e tyre profesionale dhe arsimin nga kndvshtrimi i hulumtimeve arsimore me qllim t prmirsimit t saj; - t analizojn hulumtime t publikuara n fushn e arsimit dhe t shkruajn raporte kritike n lidhje me to; - t definojn dhe formulojn nj projekt hulumtues.
Ndrlidhja me kurset e tjera: aspektet praktike t realizimit t hulumtimeve n arsim dhe studimi i aspekteve praktike t metodave hulumtuese (kualitative, kuantitative dhe t prziera) do t realizohen n kursin Metodat e hulumtimit, ndrsa lloji i hulumtimit veprues (n klas) do t trajtohet n hollsi n kursin Hulumtimi n veprim. 17
Literatura e sugjeruar: Mertler, C. A. & Charles, C. M. (2005). Introduction to educational research. Boston: Pearson Education. Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education. Kazazi, N. (2000). Udhzues metodik pr punn krkimore-shkencore. Shkodr: USH Luigj Gurakuqi - Shtpia Botuese Idromeno. Msimdhnia: teoria & praktika Kursi prqendrohet n kuptimin dhe zhvillimin e teorive bashkkohore t t nxnit dhe ndikimin e tyre n praktikn e msimdhnies dhe t kurikuls msimore. Temat q prfshihen n kt kurs jan: teorit e t nxnit (bihejviorizmi, kognitivizmi, konstruktivizmi, humanizmi) dhe ndikimi i tyre n procesin e msimdhnies dhe msimnxnies, stilet e t nxnit, motivimi i t nxnit, zhvillimi i t menduarit kritik tek nxnsit, zhvillimi socialo-kognitiv i nxnsit, msimdhnia e individualizuar, msimi ekipor dhe ndrveprues, msimdhnia si marrje vendimesh, msimi i programuar. Rezultatet e pritura N prfundim t kursit studentt do t jen n gjendje: - t analizojn teorit bashkkohore t t nxnit me qllim t bartjes dhe t shfrytzimit t tyre pr zhvillimin profesional; - t artikulojn arsyet pr zbatimin e teorive t t nxnit gjat praktiks s msimdhnies dhe t nxnit; - t identifikojn ndryshimet individuale dhe stilet e t nxnit; - t jen n gjendje t zbatojn qasjen msimdhnia e individualizuar. - t identifikojn aspektet e msimdhnies q ndikojn t zhvillimin e mendimit kritik t nxnsve; - t diskutojn praktikat bashkkohore t msimdhnies, t cilat mbshteten n teorit e msimit, n kontekstin shoqror dhe prvojn e msimdhnies.
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Literatura e sugjeruar: Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2001). How people learn: brain, mind, experience and school. Washington, D.C: National Academy Press. Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass. Grelder, M. (2001). Learning and Instruction. theory into practice. Upper Saddle River, NJ: Merrill Prenctice Hall. Milat, J. (2005). Pedagogija-teorija osposoblavanja. Zagreb: kolska knijga. Stevanovic, M. (2003). Modeli kreativne nastave. Rijeka: Andromeda. Ruggiero, V. R. (2003). Beyond feelings: a guide to critical thinking. Boston: McGra Hill. Vlersimi n arsim Kursi shqyrton aspektet dhe praktikat e vlersimit q influencojn reformn n shkoll. Ndr t tjera shqyrtohen edhe aspektet si: vlersimi i shikuar nga kndi etik dhe psikologjik, definimi i nocioneve, vlersimi dhe kontrolli, fazat e vlersimit, ndrlidhja e vlersimit me t nxnit, llojet e vlersimit, vlersimi me qllim msimnxnien, vlersimi i vazhdueshm n klas, vlersimi formsues dhe prmbledhs, zbatimi i vlersimeve t standardizuara kombtare, vlersimi i programeve, vlersimi prmes portofolios, vlersimi i punimeve t shkruara, etj. Rezultatet e pritura Deri n fund t kursit studentt do t jen n gjendje: - t diskutojn rolin e vlersimit n procesin e msimdhnies dhe n arsim; - t analizojn nocionet dhe teorit e ndryshme lidhur me vlersimin;
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- t diskutojn ngjashmrit dhe specifikat n mes kontrollimit dhe vlersimit si dhe ndrlidhjen midis tyre; - t zbatojn mnyra t prshtatshme t vlersimit n praktikn e tyre profesionale dhe t reflektojn rreth tyre me qllim t prmirsimit t procesit t msimdhnies dhe msimnxnies. - t prshkruajn llojet e vlersimeve n arsim, ndrlidhjen e tyre me praktikn profesionale, zhvillimin e arsimit n prgjithsi dhe institucioneve t arsimit parauniversitar n veanti. Literatura e sugjeruar Popham, J. (2003). Test better, teach better: the instructional role of assessment. Alexandria, Va : Association for Supervision and Curriculum Development. Dick, W. & Carey, L. (1985). The systematic design of instruction. Scott, Foresman and Co: Glenvie and London. Furlan, I. (1966). Upznavanje, ispitivanje i ocenivanje ucenika. Zagreb. Matijeviq, M. (Ed.). (1983). Pracenje i opisno ocenivanje ucenika u razrednoj nastavi. Zagreb. Gergin, T. (1987). Skolska dokimologija: procenjivanje i mjerenje znanja. Zagreb: kolskaknjiga. Silberman, C. E. (1973). The open classroom reader. New York: Random House. Kultur shkrimi Kursi prfshin nj lnd t rndsishme nga fusha e kulturs s gjuhs n prgjithsi e t kulturs n t shkruar n veanti. Pas nj trajtimi t shkurtr prkitazi me standardin gjuhsor dhe disa probleme rreth tij, do t diskutohen edhe temat: ndikimi i faktorve jashtgjuhsor mbi normn gjuhsore; disa shtje morfo-sintaksore (prshtatja e fjalve sipas kategorive gramatikore, renditja e fjalve n fjali, ndrtimi i fjalive dhe i periudhave
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sipas natyrs s shqipes etj.) dhe leksikore (tautologjia, kalket dhe problemi i mnjanimit t tyre; fjalt e huaja dhe mundsia e zvendsimit t tyre etj.), pr ngritjen e shkalls sa m t lart t kulturs n t shkruarit profesional, studentt do t njihen me stilet gjuhsore t shkrimit t eses, t referatit, t seminarit, t tems s diploms, t tezs s masterit, t doktorats etj. Po ashtu ata do t msojn pr redaktimin gjuhsor dhe realizimin e projekteve t ndryshme profesionale-shkencore, si dhe t formave t komunikimit profesional etj., gjithnj duke u mbshtetur n shqipen standarde. Rezultatet e pritura: Deri n fund t kursit studentt do t jen n gjendje: - t ngrejn shkalln e kulturs gjuhsore n prgjithsi e t kulturs n t shkruar n veanti; - t shkruajn shkrim (akademik) n nivelin prkats, sipas standardit gjuhsor; - t bjn renditjen e fjalve n fjali dhe ndrtimin e fjalive n periudh sipas natyrs s shqipes; - t formojn dhe prdorin fjal/terma dhe struktura gjuhsore t reja n fush t arsimit, duke mnjanuar (mundsisht) kalket dhe fjalt e huaja t panevojshme; - ti prdorin n praktik llojet e ndryshme t stileve gjuhsore e t formave t ndryshme t shkrimeve universitare, n veanti shkrimin e tezs s masterit, etj. Literatura e sugjeruar Kristal, D. (1987), The Cambridge encyclopedia of language, Publisher: Cambridge [Cambridgeshire]; New York : Cambridge University Press. Ose: Kristal, D. (1987) Enciklopedijski renik moderne lingvistike, Beograd: Nolit. Shkurtaj, Gj. (2008). Si t shkruajm shqip, Tiran: Toena. Ismajli, R. (2003). Standarde dhe identitete, Pej: Dukagjini. Memishaj, R. (2005). Shqipja standarde (Si t flasim dhe t shk21
ruajm), Tiran: Toena Ecco, U. (1997). Si shkruhet nj punim diplome, Copyright RCS Libri S.p.A.- Milano, (pr botimin shqip, Dituria 2006, prktheu Shptim Cuka). Lloshi, Xh. (2001). Stilistik e gjuhs shqipe dhe pragmatika, Tiran: ShBLU. Kryeziu, B. (2006). Si t flasim dhe si t shkruajm drejt, Prishtin: Libri shkollor. Arsimi gjithprfshirs N kt kurs do t paraqiten aspektet teorike dhe praktike pr planifikim t msimdhnies efektive n klasat me nxns me nevoja t veanta; nxnsve t talentuar dhe atyre me vshtirsi n msimnxnie. Poashtu, do t shqyrtohen strategjit e msimdhnies q prkrahin ndryshueshmrin e plot n klas dhe nevojat individuale t nxnsve. Kursi do t trajtoj gjithashtu edhe aspektet e ndryshme t barazis n arsim. Rezultatet e pritura N fund t kursit studentt do t jen n gjendje: - t shqyrtojn teorit dhe praktikat efektive pr klasat gjithprfshirse dhe rolin e msimdhnsit n ato klasa; - t prcaktojn nevojat e nxnsve dhe t prdorin strategji t ndryshme n klas q u prshtatet atyre n prgjithsi dhe n mnyr individuale; - t krahasojn konceptet e ndryshme pr t talentuarit dhe atyre me vshtirsi n nxnie dhe t konsiderojn modele sfiduese t msimdhnies pr ta; - t identifikojn problemet e veanta pr nxnsit e talentuar me qllim q t ndihmojn n rritjen e nivelit t ekspertizs s tyre. - t demonstrojn aftsi pr t komunikuar me prindrit e nxnsve me nevoja t veanta dhe me t tjer t interesuar n fushn e arsimit gjithprfshirs.
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- t shqyrtojn dhe analizojn sfidat e msimdhnsve n adresimin e aspekteve t barazis dhe korrektsis n klas dhe t sugjerojn strategji efikase pr to. - t reflektojn rreth aspekteve t ndryshme t barazis n arsim dhe prshtatjes s kurikulit shkollor ndaj grupeve t ndryshme. Literatura e sugjeruar Tomlinson, C. (2003) Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD Publications. Colangelo, N. & Davis, G.A. (Eds.) (2003). Handbook of gifted rd education (3 Ed). Needham Heights, MA: Allyn & Bacon. Forsten, C., Grant, J., Hollas, B. (2002). Differentiated instruction: Different strategies for different learners. Crystal Spring Books. FSDEK, (2007) The school as a learning community , Compendium for Master study in Special Needs Education/Inclusive Education; Faculty of Education University of Prishtina (botuar n gjuhn shqipe) Kurs i avancuar n msimdhnie Ky kurs sht plotsim i kursit Msimdhnia: teoria & praktika dhe trajton aspekte t ndryshme dhe tendencat bashkkohore n procesin e msimdhnies dhe msimnxnies n klas. Temat kryesore q trajtohen jan: arti i msimdhnies dhe te nxnit, t nxnit nga prvoja, t msuarit e bazuar n probleme dhe n projekte, msimdhnia e bazuar n kompetenca, msimdhnia me nxnsin n qendr, hartimi dhe prdorimi i rezultateve t pritura dhe ndikimi i tyre n procesin e msimdhnies si dhe etika dhe t nxnit. Rezultatet e pritura N fund t kursit studentt do t jen n gjendje: - t shqyrtojn praktikat bashkkohore t msimdhnies n klas dhe ndryshimet e konceptimit t t nxnit
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- t analizojn aspektet e zbatimit t msimit t bazuar n zgjidhjen e problemeve dhe ndikimin e ksaj qasje n msimnxnie; - t reflektojn pr procesin e t msuarit sipas prvojs dhe t planifikojn hapat pr zbatimin e ktij procesi; - t prshkruajn dhe zbatojn procesin e hartimit t rezultateve t pritura n kontekst t prmirsimit t procesit t msimdhnies; - t zhvillojn aftsit dhe qndrimet baz pr krkim t modeleve t reja t msimdhnies dhe nxnies. Literatura e sugjeruar Kraft, R. J., & Kielsmeier, J. (1995). Experiential learning. The Association for Experiential Education. Oakes, J., & Lipton, M. (2003). Teaching to change the orld. Ne York: McGra-Hill. Kennedy, D. (2008). T shkruarit dhe prdorimi i rezultateve t nxnies (Universiteti i Prishtins, Prkth.) Dublin: Dublin City University (Origjinali i botuar n gjuhn angleze n 2006). Metodat e hulumtimit N kt kurs do t shqyrtohen metodat e hulumtimit kualitativ dhe kuantitativ dhe metodat t prziera n fushn e arsimit. N kt kurs trajtohen shtje konceptuale dhe praktike t hulumtimeve kualitative dhe kuantitative duke u fokusuar n: dizajnimin e hulumtimit, mbledhjen e t dhnave, analizn dhe raportimin e hulumtimeve kualitative dhe kuantitative. Hapsir e veant do ti kushtohet shfrytzimit t programit kompjuterik (softuerit SPSS) pr analizn e t dhnave kuantitative dhe raportimin e t rezultateve duke shfrytzuar kt program. Kursi trajton edhe studimet e rasteve t caktuara n kontekstet arsimore. Rezultatet e pritura Me prfundimin e kursit, studentt do t jen n gjendje: - t identifikojn metodat kuantitative dhe kualitative t hu24
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lumtimit dhe t shqyrtojn karakteristikat e e tyre t prbashkta dhe t veanta; t identifikojn problemin e hulumtimit dhe t dallojn qllimin, pyetjet e hulumtimit, hipotezat dhe objektivat, procedurat pr mbledhjen e t dhnave dhe analizn e tyre n hulumtimet kuantitative dhe kualitative; t prshkruajn procedurat pr administrimin e t dhnave kuantitative dhe atyre kualitative, si dhe raportimin e atyre t dhnave; t formulojn projekte hulumtuese duke prdorur metodat kualitative dhe kuantitative t hulumtimit n arsim; t reflektojn rreth ndikimit t projekteve hulumtuese n zhvillimin profesional t individve dhe ngritjen e cilsis s shkollimit.
Literatura e sugjeruar Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education. Creswell, J. W. (2007). Mixed methods research. Thousand Oaks: Sage Publications. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks: Sage Publications. Teoria dhe procesi i zhvillimit t kurikuls Kursi trajton aspektet e zhvillimit historik t kurikuls, zhvillimet q ndikojn n formsimin e kurikuls, si dhe ndikimin e kurikuls n vlerat shoqrore, ekonomike dhe politike. shtjet tjera q adreson ku kurs jan orientimet dhe parimet baz n hartimin, zbatimit, dhe vlersimin e kurikuls. Rezultatet e pritura N fund t kursit studentt do t jen n gjendje: - t prshkruajn orientimet dhe parimet kryesore n zhvillimin e kurikulave;
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- t dallojn qasjen e bazuar n kompetenca nga qasja e bazuar n prmbajtje n procesin e hartimit t kurikulave; - t analizojn ndikimet e kurikuls n vlerat shoqrore dhe zhvillimet e shoqris n prgjithsi; - t analizojn procesin e hartimit, zbatimit, dhe vlersimit t kurikuls. Literatura e sugjeruar Allan, C., Orstein, F., & Hunkins, P. (2003). Kurikulat, bazat, parimet dhe problemet. Tiran: Instituti i Studimeve Pedagogjike. Gardner, H. (2003). Mendja e pashkolluar. Tiran: Instituti i Studimeve Pedagogjike, Prkthim. (Original ork published in 1991). Goodson, I. F. (1994). Studying curriculum. Ne York: Teachers College Press. Kenndy, D. (2006). T shkruarit dhe prdorimi i rezultateve t nxnies (Universiteti i Prishtins, Prkth.). (origjinali i botuar n gjuhn angleze n 2006). Shrytzimi i teknologjis n arsim Ky kurs do t shqyrton mnyrat m t prshtatshme pedagogjike t shfrytzimit t teknologjis s informacionit dhe komunikimit (TIK) n klas dhe n shkoll n prgjithsi, si dhe ndikimin q ka TIK n msimnxnie. Po ashtu, studentt do t zhvillojn njohuri t thella pr shfrytzimin e burimeve nga interneti dhe problemet e lidhura me shtjet specifike dhe interesat profesionale. Vmendje do ti kushtohet edhe zhvillimit dhe zbatimit t msimit elektronik dhe tendencave bashkkohore n kt fush. Rezultatet e pritura Me prfundimin e ktij kursi, studentt do t jen n gjendje: - t identifikojn mnyrat m t efektshme t integrimit t teknologjis n fushn e arsimit, me qllim t prmirsimit t tij dhe prvojave t nxnsve n shkoll;
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- t identifikojn rolin e msimdhnsit n integrimin e teknologjis n edukim; - t analizojn relacionin ndrmjet teknologjis dhe t arriturave t nxnsve; - t aplikojn dhe vlersojn hapat e nevojshm n planifikim pr integrimin e teknologjis n msimdhnie dhe msimnxnie; - t ndrtojn nj koncept racional pr shfrytzimin e teknologjis n mnyr specifike n lmin e tyre. Literatura e sugjeruar Apple Computer Inc. (2002). The impact of technology on student achievement: summary of research findings on technologys impact in the classroom. Retrieved from http://www. oten.info/conferences/jukes/ResearchSummary.pdf Early, S. R. (2002). The integration of technology into public education: promises and challenges. Retrieved from http:// www.bookstoread.com/etp/earle.pdf Grant, C. M. (2004). Professional development in a technological age: new definitions, old challenges, new resources. Retrieved from http://ra.terc.edu/publications/TERC_pubs/techinfusion/prof_dev/prof_dev_frame.html Hall, D. (2003). Power strategy toolkit Part 1: managing the vision. Learning and Leading with Technology, 31(1), 46-51. Hall, D. (2003). Power strategy toolkit Part 1: managing the performance. Learning and Leading with Technology, 31(2), 36-41. Hall, D. (2003). Power strategy toolkit Part 1: managing the operations. Learning and Leading with Technology, 31(3), 40-53. Levin, S., Waddoups, G., Levin, J., & Buell, J. (2001, January). Highly interactive and effective online learning environments for teacher professional development. International Journal of Educational Technology, 2(2). Retrieved February 16, 2007, from http://www.ascilite.org.au/ajet/ijet/v2n2/slevin/index.html Resta, P. (Ed.). (2002). Information and communication technologies in teacher education: a planning guide. UNESCO, Di27
vision of Higher Education. Yee, D. (2000). Images of school principals information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302. Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: methods and development (3rd ed.). Boston, MA: Allyn & Bacon. Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Shneiderman, B. & Plaisant, C. (2004). Designing the user interface: strategies for effective human: computer interaction (4th ed.). Boston, MA: Addison Wesley. Integration of pedagogy and technology http://www.ucalgary.ca/~ipt Information literacy: part of the digital equation http://www. ucalgary.ca/~ipt2 Exploring the value of telecollaborative projects - http://www. ucalgary.ca/~ipt3 Constructivism or confusion - http://www.ucalgary.ca/~ipt3 Planifikimi zhvillimor i shkolls Ky kurs sht nj ndrthurje e teoris, proceseve krkimore dhe e praktiks s planifikimit n arsim. Qllimi kryesor i ktij kursit sht prgatitja profesionale e studentve dhe aftsimi i tyre pr menaxhim dhe planifikim n nivel t shkollave fillore dhe t mesme. Gjithashtu, kursi n fjal zhvillon aftsit e studentve pr t hulumtuar dhe pr t reflektuar pr praktikat e planifikimit. Kursi do t shqyrtoj problematikn e planifikimit dhe zhvillimit t shkolls nga kndvshtrimi i procesit t msimdhnsit dhe msimdhnies. Rezultatet e pritura Deri n fund t kursit studentt do t jen n gjendje: - t shpjegojn, argumentojn dhe t demonstrojn modele t suksesshme t planifikimit pr transformimin e shkollave
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tradicionale n shkolla efektive; - t formulojn vizionin zhvillimor, misionin, qllimet, objektivat e prgjithshme dhe t veanta n procesin e zhvillimit n arsim, udhheqjes dhe t qeverisjes; - t demonstrojn aftsi pr pun me prioritete; - t prpilojn planin zhvillimor t shkolls dhe projekte shkollore n bashkpunim me ekipin e formuar; - t shfrytzojn metodn e kornizs logjike n punn e tyre; Literatura e sugjeruar Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC. Erlandson, D., Stark, P., & Ward, Sh. (1996). Organizational oversight, Planning and Scheduling for Effectiveness. Larchmont, NY: Eye on Education. Pupovci D. (n.d.). Planifikimi me an t metods s kornizs logjike (dispens). Komunikimi n arsim Ky kurs trajton teorin dhe hulumtimet e komunikimit n fushn e arsimit. Kursi sht i dizajnuar t trajtoj problemin e komunikimit n aspektin teorik dhe at praktik. Komunikimi n arsim trajton shtjet si: procesi i komunikimit, komunikimi efektiv, parimet pr komunikim t efektshm, komunikimi kompetent, barrierat pr komunikim efektiv, komunikimin interpersonal dhe komunikimin n grup t vogl, shkathtsit e t dgjuarit, komunikimi verbal dhe joverbal (nga perspektiva e nxnsit dhe msimdhnsit), strategjit pr t udhzuar pr debate, prezantime dhe rrfime n edukim. N kt kurs trajtohen edhe faktor t cilt ndikojn n komunikimin n arsim dhe shkathtsit e nevojshme pr t krijuar nj komunikim t efektshm n procesin e edukimit, duke prfshir ktu edhe komunikimin me prindr dhe komunitet si dhe komunikimin ndrkulturor.
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Rezultatet e pritura N fund t kursit studentt do t jen n gjendje : - t demostrojn aftsin e tyre pr t reflektuar pr komunikimin n mjedise arsimore; - t prshkruajn dhe analizojn teorit themelore dhe hulumtimet aktuale n komunikimin n arsim; - t analizojn dimensionin etik t komunikimit n arsim; - t analizojn qndrimet dhe shprehit e komunikimit t efektshm n klas; - t analizojn klimn e komunikimit efektiv ne klas; - t demonstrojn njohuri dhe shkathtsi n situata t caktuara (t dgjuarit aktiv, strategji t zgjidhjes s situatave konfliktuoze); - t analizojn modele t ndryshme t komunikimit n harmoni me teori t ndryshme t komunikimit n interes t prmirsimit t performancs s organizats dhe suksesit t nxnsve. Literatura e sugjeruar omo, B. (2001). Psikologji komunikimi. Tiran: Pegi. Adler, B. R., Rosenfeld, B. L., & Towne, N. (1983). Interplay: the process of interpersonal communication. New York: Holt, Rinehart, and Winston. Brajsa, P. (1994). Pedagoska komunikologija. Zagreb: kolske novine. Breakwell, G. M. (2007). Vjestine vodenja intervjua 2 izdanje. Zagreb: Naklada slap. Haynes, O. W., Moran, J. M., & Pindzola, H. R. (2006). Communication disorders in the classroom: an introduction for professionals in school setting. Sudbury, MA: Jones and Bartllet Publishers. Cooper, P. J., & Simonds, Ch. J. (2007). Communication for the classroom teacher. Boston: Pearson/Allyn & Bacon. Graorac, I. (1995). Vaspitanje i komunikacija. Novi Sad: Matica srpska. McCroscey, J. C., Richmond, Virginia. P. & McCroskey, L. L. (2005).
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An introduction to communication in the classroom: the role of communication in teaching and training. Boston: Allyn & Bacon. Neill, S. (1994). Neverbalna komunikacija u razredu. Zagreb: Educa. Reardon, K. K. (1998). Interpersonalna komunikacija: gdje se misli susrecu. Zagreb: Alinea. Rosenberg, M. B., & Eisler, R. (2003). Life enriching education: nonviolent communication helps schools improve performance, reduce conflict , and enhance relationships. Encinitas, CA: Pudlle Dancer Press. Schulz von Thun, F. (2001). Kako medusobno razgovaramo: 13-Opca Psihologija komunikacije. Erudita: Zagreb. Trenholm, S., & Jensen, A. (1999). Interpersonal communication. Wadsworth Publishing Company. Verderber, K. S., & Verderber, R. F. ( 2004) Inter-act, interpersonal communication concepts, skills, and contexts. New York: Oxford University Press. Hulumtimi n klas Si nj nga llojet e hulumtimeve n arsim, hulumtimi n klas sht nj komponent e zhvillimit profesional t msimdhnsve dhe edukatorve dhe reflektim kritik i praktiks s tyre profesionale dhe vlerave arsimore. Qllimi i ktij kursi sht prgatitja e studentve pr t prmirsuar praktikat e tyre nprmjet zhvillimit t projekteve hulumtuese n klas dhe n institucionet arsimore ku ata punojn. Gjat kursit do t shqyrtohen karakteristikat themelore t hulumtimeve n klas dhe llojet e tyre, mnyrat e identifikimit t problemeve, hapat e realizimit t hulumtimit n klas dhe raportimi i tij Rezultatet e pritura Me prfundimin e kursit, studentt do t fitojn shkathtsi t nevojshme pr prmirsimin e praktiks s tyre profesionale. Ata do t jen n gjendje:
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- t identifikojn, t shqyrtojn dhe t analizojn modele t zhvilluara t hulumtimeve n klas; - t planifikojn dhe t zhvillojn nj cikl hulumtimi n klas, nprmjet vzhgimit dhe reflektimit; - t shfrytzojn perspektiva t reja t marrdhnieve n mes t teoris dhe praktiks n fushn e arsimit duke vendosur hulumtimin n klas dhe institucionet shkollore n nj kontekst t ndrvarur; - t zhvillojn nj projekt hulumtimi n klas (institucion) dhe t shkruajn raportin e atij hulumtimi; - T reflektojn rreth praktiks s tyre profesionale n kontekst t prmirsimit t vazhdueshm dhe n interes t prmirsimit t rezultateve t nxnsve n klas. Literatura e sugjeruar Mills, G. E. (2003). Action research: a guide for the teacher researcher (2nd ed.). Upper Saddle River, Nj: Merrill/Prentice Hall. Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education.
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VIII. PUNIMI I TEZS

Teza e Masterit prmban 30 ECTS dhe paraqet pjesn prfundimtare t programit Master. Pr shkrimin e tezs duhet t zbatohen kto kritere: 1. Teza duhet t ket 12 000 15 000 fjal, n fontin 12, Times New Roman, double-spaced; 2. Referencat dhe citimi duhet t bhen sipas standardit t APA-s (American Psychological Association); 3. Teza duhet t demonstroj aftsin e studentit pr t zbatuar metodat dhe teorit e hulumtimit shkencor n fushn prkatse akademike; 4. Teza duhet t demonstroj aftsit e studentit pr t reflektuar dhe br pun hulumtuese n fushn prkatse; 5. Teza duhet t demonstroj njohurit, shkathtsit teorike dhe analitike t studentit, pr t treguar familjarizimin e tij/ saj me terminologjin, aspektet dhe zhvillimet n fushn prkatse; 6. Temn e punimit e zgjedh vet studenti n konsultim me personelin akademik t Fakultetit, e cila m pas duhet t aprovohet nga Kshilli i Fakultetit. Kur studenti regjistrohet pr t shkruar temn, duhet ti caktohet edhe afati i prfundimit t saj, ndrsa studentt inkurajohen t nisin diskutimet me personelin akademik pr temn para semestrit t tret. 7. Tema e zgjedhur duhet t jet e ndrlidhur me programin e studimit si dhe relevante pr fushat prioritare hulumtuese t Fakultetit dhe pr zhvillimin e sistemit shkollor n vend. 8. Prmbajtja akademike dhe aftsit shprehse t studentit duhet t jen n harmoni me rregullat e drejtshkrimit; 9. Tezat e shkruara n gjuhn shqipe duhet t ken t shkruar prmbledhjen edhe n gjuhn angleze, e nse tema
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shkruhet n gjuhn angleze prmbledhja duhet t jet e shkruar edhe n gjuhn shqipe; 10. Teza duhet t vlersohet m s shumti pr dy muaj nga dorzimi i dorshkrimit nga komisioni vlersues. Pas vlersimit, pason prezantimi me goj i tems, ku fillimisht paraqitet vlersimi nga komisioni vlersues dhe pastaj prezantimi nga kandidati; Hollsit e mtutjeshme rreth Tems s Masterit jan specifikuar n Doracakun prkats.
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PROGRAMI MASTER N UDHHEQJEN ARSIMORE
I. HYRJE
Krkesa n rritje pr t kualifikuar udhheqs dhe administrator kompetent, tashm sht br pjes e pandashme e sistemeve t arsimit modern n mbar botn. N nj koh t ndryshimeve t shpejta roli i administratorve dhe udhheqsve n arsimin parauniversitar sht i nj rndsie t veant n kontekstin e prmirsimit t vazhdueshm t institucioneve arsimore dhe shndrrimit t tyre n organizata t orientuara n ndryshime. N kt kontekst msimdhnsit jo rrall marrin detyra shtes prtej msimdhnies duke prfshir administrimin dhe udhheqjen formale dhe joformale t proceseve t ndryshme n institucionin e tyre. Ndrsa, administratort (zyrtart) e ndryshm n administratn e arsimit parauniversitar prballen me sfida t ndryshme n procesin e hartimit dhe zbatimit t politikave arsimore dhe realizimin e ndryshimeve n arsim. Tendencat bashkkohore favorizojn alternativn e specializimit n nivel Master pr personelin administrativ dhe udhheqs t institucioneve t arsimit parauniversitar pr arsye se detyra e udhheqsit dhe administratorit nuk shihet vetm si pun administrativo-teknike por edhe si lmi q duhet t studiohet n mnyr q t gjenden zgjidhjet m t mira pr ushtrimin e ktij profesioni. Ndrsa trajnimet shtes t zhvillimit profesional luajn rolin e vet n rifreskimin e njohurive dhe shkmbimin e prvojave. Procesi i Bolonjs sht nj aspekt tjetr q ka ndikuar n prgatitjen e msimdhnsve, administratorve dhe udhheqsve t institucioneve t arsimit parauniversitar. Ky proces prcakton nj numr standardesh pr arsimin e lart si pr shembull, qasja e ba35
zuar n kompetenc, krahasueshmria e diplomave dhe kualifikimeve ndr-shtetrore, dhe zhvillimi i komponents s hulumtimit shkencor n fushn prkatse. Ky program sht hartuar mbi bazn e ksaj kornize duke marr parasysh kto elemente: 1. Trendet bashkkohore t zhvillimit dhe prmirsimit t shkolls si organizat nga pikpamja e rolit t administrats dhe udhheqjes n kt proces. 2. Struktura dhe organizimi i tanishm i prgatitjes s msimdhnsve n Universitetin e Prishtins 3. Zhvillimet e fundit n aftsimin e msimdhnsve, administratorve dhe udhheqsve n nivel master n Evrop; 4. Cilsia e prgatitjes s msimdhnsve dhe drejtorve n shkollat e Kosovs n t kaluarn dhe tani; 5. Konteksti dhe sfidat e drejtorve n shkollat e Kosovs; 6. Konteksti dhe sfidat e sistemit t arsimit n prgjithsi n Kosov si dhe krkesat n nivel sistemi pr kualifikimin shtes t administratorve dhe udhheqsve n institucionet e arsimit parauniversitar dhe nevoja pr shkathtsi shtes pr zyrtart e administrats s arsimit parauniversitar. Shnim: N kontekst t ktij programi, n rastet kur prmendet shkolla nnkuptohen edhe institucionet e edukimit parashkollor.
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II. QLLIMI DHE ARSYESHMRIA

Organizimi i shkolls n Kosov ka kaluar npr nj numr reformash, duke iu prshtatur zhvillimeve shoqrore, kulturore dhe politike n vend, me qllim t prmirsimit t prvojave t nxnsve n shkoll dhe rezultateve t tyre n procesin e t nxnit.. Vizioni pr ngritjen e nj shkolle bashkkohore dhe cilsis n t gjitha institucionet e arsimit parauniversitar mund t realizohet vetm nse proceset n shkoll udhhiqen nga administrator efikas, t prgatitur dhe t prkushtuar ndaj ndryshimeve. Pr kt arsye, zhvillimi i nj programi pr specializimin e udhheqsve dhe administratorve t arsimit sht jo vetm nevoj por edhe domosdoshmri. T diplomuarit n kt program do t fitojn njohuri dhe shkathtsi t nevojshme pr t mbshtetur realizimin e reformave t vazhdueshme arsimore dhe ngritjen e cilsis n institucionet shkollore dhe zhvillimin e arsimit parauniversitar. Ky program duhet t shihet edhe nga aspekti i zhvillimeve n sistemin e arsimit n vend, dhe mungesa e trajnimit adekuat akademik pr administrator dhe udhheqs t institucioneve arsimore n vend. Programi sht i hartuar pr individ (edukator, msimdhns dhe administrator t institucioneve t arsimit parauniversitar dhe administrats s arsimit parauniversitar) t cilt duan t avancojn shkathtsit e tyre profesionale n mnyr q ti shrbejn zhvillimit organizativ t institucioneve prkatse. Programi ka pr qllim q: - t prgatis udhheqs, barts t ndryshimeve arsimore n Kosov;
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- t prgatis udhheqs q i kontribuojn n mnyr aktive procesit t hartimit dhe rishikimit t kurrikulave, si dhe zbatimit sa m efektiv t tyre bazuar n qasjen msimdhnia me nxnsin n qendr; - t prgatis administrator dhe udhheqs q do t jen n gjendje t kontribuojn n zhvillimin e vazhdueshm t institucionit t tyre dhe arsimit parauniversitar; - t prgatis administrator dhe udhheqs q n mnyr aktive i kontribuojn procesit t hartimit t politikave pr zhvillimin e arsimit parauniversitar nga pozita q kan.
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III. REZULTATET E PRITURA

Programi Master i Udhheqjes n Arsim ka pr qllim aftsimin e studentve pr t qen n gjendje t marrin rol udhheqs n institucionet e arsimit parauniversitar dhe administratn e arsimit parauniversitar. Ky program sht i drejtuar n ofrimin e njohurive dhe zhvillimin e kompetencave t nevojshme pr udhheqs dhe administrator modern t institucioneve t arsimit parauniversitar. q: Pas prfundimit t programit studentt do t jen n gjendje 1. t identifikojn nevojat zhvillimore dhe ndihmojn zbatimin e iniciativave zhvillimore duke u bazuar n teorit, politikat, vlerat dhe kontekstet arsimore; 2. t zbatojn bazat teorike t metodologjive t hulumtimit (kuantitative dhe kualitative) lidhur me shkolln dhe arsimin n prgjithsi; 3. t identifikojn dhe analizojn n mnyr kritike problemet n arsim dhe ti vendosin ato n kontekstin sociokulturor pr t sugjeruar zgjidhjet e mundshme; 4. t hartojn planin zhvillimor t shkolls/institucionit dhe t reflektojn rreth aspekteve t zbatimit t tyre n praktik me qllim t prmirsimit t performancs s institucionit; 5. t integrojn teknologjin informative dhe komunikuese n punn e institucionit t tyre dhe t reflektojn rreth ndikimit t saj n zhvillimin organizativ dhe prmirsimin e performancs s saj; 6. t analizojn strategjit m t mira pr administrim efikas t resurseve njerzore, infrastrukturs fizike dhe aspekteve ekonomike t institucioneve t arsimit parauniversitar;
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7. t analizojn dhe vlersojn prparsit dhe mangsit e stileve t ndryshme t udhheqjes duke marr pr baz kontekstin e sistemit shkollor n vend; 8. t vlersojn programet arsimore dhe strategjit e ndryshme t msimdhnies dhe msimnxnies sipas kndvshtrimit t msimdhnsit dhe udhheqsit t institucionit arsimor; 9. t vlersojn kontekstin n t cilin punojn dhe t gjurmojn metodat m t mira pr adresimin e sfidave me t cilat prballet institucioni prkats.
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IV. KRITERET PR REGJISTRIM

Pr tu regjistruar n programin Master i Udhheqjes n Arsim, studentt duhet t ken t prfunduar ndonjrin prej programeve t Fakultetit t Edukimit apo drejtimet arsimore (4 vjeare dhe/ose 240 ECTS) n njsit tjera t Universitetit t Prishtins ose Universitetet e tjera t licencuara dhe t akredituara n Kosov si dhe Universitetet jasht Kosovs diplomat e t cilave jan njohur nga autoritetet vendore prmes procedurave prkatse. Si kusht i par krkohet q nota mesatare gjat studimeve themelore t jet mbi 7.5. Studentt gjithashtu duhet t ken s paku nj vit prvoj pune dhe t jen n marrdhnie pune n institucionet e arsimit parauniversitar ose administratn arsimore para aplikimit pr pranim n kt program. Kandidatt t cilt nuk mbajn pozita udhheqse, pr t hyr n testin przgjedhs, n momentin e aplikimit, s bashku me dokumentet pr aplikim duhet t sjellin edhe dy rekomandime q mund t jen nga drejtoria e shkolls, Drejtoria Komunale e Arsimit, Ministria e Arsimit etj. Kto rekomandime shrbejn pr t dshmuar rolin e kandidatve n proceset e ndryshme zhvillimore n institucionet parauniversitare dhe potencialin e tyre udhheqs. Kandidatt e lists s ngusht, e cila krijohet n baz t kritereve m lart, do t hyjn n provim pranues q prcaktohet nga Fakulteti.
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V. MSIMDHNIA DHE VLERSIMI

Msimdhnia n kt program do t jet kryesisht ndrvepruese duke angazhuar studentt n debate t ndryshme rreth shtjeve prkatse, duke u ofruar hapsir pr t reflektuar rreth prvojs s tyre dhe duke u mundsuar t shprehin idet, bindjet dhe prvojat e tyre rreth temave t caktuara n kontekst t prmirsimit t praktiks s tyre profesionale. N munges t literaturs n gjuhn shqipe do t ofrohen materiale n form dispense te prgatitura n gjuhn shqipe dhe literatur ne gjuhn angleze dhe gjuht e tjera, ndrsa ligjratat do t jen t shkurtra dhe do t shrbejn si hyrje dhe udhzime pr debate, pun individuale dhe pun n grupe. Vlersimi i puns s studentve n kurse do t jet vlersim i vazhdueshm dhe do t bhet kryesisht prmes prezantimeve t studentve, punimeve t shkruara dhe projekteve t vogla rreth temave t caktuara si dhe testit prfundimtar. Si kriter i prgjithshm, studentt do t ken s paku nj punim akademik t shkruar, qoft analiz e ndonj artikulli apo shqyrtim i nj teme t caktuar dhe/ose reflektim rreth saj, dhe provimi prfundimtar q do t ket jo m shum se 40 % t vlersimit t prgjithshm. Testi prfundimtar mund t jet opcional nse msimdhnsit e kurseve nuk parashohin nj t till pr shkak t natyrs s kursit dhe mnyrs s tyre t planifikuar t vlersimit t studentve n kursin prkats. Hollsit e tjera rreth vlersimit n kurset prkatse specifikohen n sillabuset e kurseve q do t zhvillohen nga ana e msimdhnsve prkats. Ndarja e ECTS-ve sht br duke u bazuar n prshkrimin dhe natyrn e kursit si dhe fushat q mbulon kursi prkats. N sillabuset e lndve do t zbatohet parimi i llogaritjes 1 ECTS
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prkthehet n 25-30 or pun e studentit. Pr secilin kurs do t ket nga 3 or msim n jav n Fakultet gjat semestrit 15 javor, ndrsa ngarkesa tjetr dhe aktivitetet konkrete do t specifikohen n sillabusin e lnds prkatse. Msimi organizohet n at mnyr q ti prshtatet nevojave t studentve t cilt jan n marrdhnie pune. Platforma elektronike do t jet n dispozicion pr msimdhnsit e ktij programi.
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VI. STRUKTURA DHE PRMBAJTJA

Programi ka 90 ECTS dhe prmban tre semestra. Semestri i par prmban katr kurse t obliguara dhe pastaj studentt kan mund t zgjedhin njrin nga dy kurset q ofrohen varsisht nga interesimi i tyre dhe nevojat e tyre n praktik e tyre profesionale. N semestrin e dyt studentt do t ken katr kurse t obliguara dhe pastaj do t ken mundsi t zgjedhin nj nga dy kurset zgjedhore varsisht nga nevojat dhe specifikat e praktiks s tyre profesionale. Gjat semestrit t tret studenti do ta punoj Tezn e Masterit mbrojtja publike e t cils do t rezultoj me diplomimin e studentit. Radhitja e kurseve n semestra dhe struktura e propozuar sht prcaktuar duke pasur pr baz: - aspektin zhvillimor dhe natyrn e programin - ndrlidhjen e kurseve t ndryshme n program - rndsin e kurseve specifike pr faza t ndryshme t progresit t studentve n program.
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MASTER I UDHHEQJES N ARSIM Semestri i par Statusi Kursi O Udhheqja n arsim O Hyrje n hulumtimet arsimore O Planifikimi zhvillimor i shkolls O Shfrytzimi i teknologjis n arsim Z Komunikimi n arsim Z Teoria dhe procesi i zhvillimit t kurrikuls Semestri i dyt Statusi Kursi O Udhheqja dhe ndryshimet n arsim O Administrimi i shkolls O Kultur shkrimi O Metodat e hulumtimit Z Hulumtimi n veprim dhe zhvillimi i organizats Z Standardet dhe vlersimi n arsim Semestri i tret O Punimi i tezs Gjithsejt ECTS 7 6 6 6 5 5 30 ECTS Or 7 3 6 5 7 5 5 30 30 90 3 3 3 3 3 Msimdhnsi Or 3 3 3 3 3 3 Msimdhnsi
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VII. PRSHKRIMI I KURSEVE

Udhheqja n arsim N kt kurs do t shqyrtohen teorit dhe praktikat moderne t udhheqjes n arsim. Temat q do t mbulohen n kt kurs jan: motivimi, stilet e udhheqjes, aftsit, sjellja dhe kompetencat e udhheqsve n arsim, ndrtimi i vizionit t prbashkt, etj. shtjet tjera q trajton ky kurs kan t bjn me ndihmn dhe mbshtetjen e udhheqsit pr krijimin e kushteve dhe mjedisit t prshtatshm pr ngritjen e cilsis s msimdhnies dhe msimnxnies si dhe zhvillimit organizativ. Rezultatet e pritura N fund t kursit studentt do t jen n gjendje: - t analizojn teorit dhe praktikat e udhheqjes n institucione arsimore dhe t analizojn problemet dhe proceset e zhvillimeve n arsim; - t identifikojn stilet dhe kompetencat e udhheqsit n kontekst t zhvillimit t shkoll si organizat dhe prmirsimit t cilsis s procesit t msimdhnies dhe prvojave t nxnsve n shkoll; - t analizojn dhe t vlersojn rolin e udhheqsit n prmirsimin e performancs s shkolls; - t identifikojn fushat q duhet t prmirsohen n institucionet e arsimit parauniversitar me qllim t prmirsimit t prvojave t nxnsve n institucionet e arsimit parauniversitar. Literatura e sugjeruar Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC.
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Northouse, P.G (2007). Leadership Theory & Practice (4th Ed.). Thousand Oaks, CA: Sage. ISBN: 1-4129-4161-X Leithwood, K., Jantzi, D., & Steinbach, R. (1993) Changing leadership for changing times. Philadelphia, US: Open University Press. Administrimi i shkolls Kursi trajton proceset e administrimit n shkoll dhe ndrlidhjen e tyre me zhvillimin e shkolls dhe prmirsimin e performancs s organizats. Temat q do t trajtohen n kt kurs jan: menaxhimi i resurseve financiare dhe mnyra e sigurimit t resurseve shtes pr prmirsimin e performancs s organizats, menaxhimi i resurseve njerzore, zhvillimi profesional i personelit, legjislacioni n fushn e arsimit, menaxhimi i kohs, zhvillimi dhe menaxhimi i projekteve etj. Rezultatet e pritura N fund t kursit studentt do t jen n gjendje: - t analizojn proceset e ndryshme t administrimit t institucioneve parauniversitare n kontekst t prmirsimit t prvojave t nxnsve; - prshkruajn dhe analizojn mnyrat m efikase t menaxhimit t resurseve financiare, njerzore dhe kohs n interes t zhvillimit t institucionit; - prshkruaj legjislacionin e arsimit parauniversitar dhe t analizojn implikimet e tij n punn e administratorit dhe zhvillimin e shkolls n prgjithsi; - analizojn nevojat pr zhvillim profesional t personelit dhe identifikojn mnyrat e realizimit t zhvillimit profesional n interes t prmirsimit t cilsis s msimdhnies. Literatura e sugjeruar Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC.
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Wayne K.Hoy &Cecil G.Miskel(2005). Educational Administrational , Theory, Tesearch and Practice, McGraw-Hill Udhheqja dhe ndryshimet n arsim Ky kurs trajton aspektet e ndryshimit n arsim e n veanti ndryshimeve organizative dhe individuale. Temat kye jan: t kuptuarit e ndryshimit arsimor, rezistenca ndaj ndryshimit dhe prballja me t, shqyrtimi i perspektivave t ndryshme t ndryshimeve n arsim, menaxhimi i ndryshimit, etj. Kursi trajton edhe aspektet e ndryshimeve n arsim n nivel shkolle, rajoni dhe ndryshimet n nivel t sistemit si dhe roli i udhheqsit n krijimin e organizats t orientuar n ndryshime. Rezultatet e pritura Deri n fund t kursit studentt do t jen n gjendje t: - t analizojn procesin e ndryshimit n arsim dhe kontekstin n t cilin ndodhin kto ndryshime; - t zhvillojn t kuptuarit e perspektivave t ndryshme teorike pr ndryshimin - t analizojn aspektet e menaxhimit t ndryshimeve; - t rishikojn n mnyr kritike literaturn pr ndryshime organizative dhe udhheqje n arsim - t reflektojn pr shfrytzimin e koncepteve dhe modeleve t prshtatshme n proceset e ndryshimeve Literatura e sugjeruar Fullan, M. (2002). Forcat e ndryshimit. Tiran: Pegi. Fullan, M. (2001) Kuptimi i ri i ndryshimit n arsim. Tiran: Edualba Lusthaus, C., Adrien. M., Anderson G., Carden, F., (1999). Permiresimi i performances se organizates. Quebec: IDRC (Botuar ne shqip nga ADEA ne 2005). Fullan., M. (1999) Change forces the sequel. Philadelphia:
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Falmer Press. (Botuar ne shqip nga ADEA ne vitin 2005) Oakes, J & Lipton, M. (2003). Teaching to change the world. McGraw-Hill, New York. Hudson, B. & Zgaga, P. (2008). Teacher Education Policy in Europe. A voice of Higher Education Institutions.Umea:University of Umea, Faculty of Teacher Education. Planifikimi zhvillimor i shkolls Ky kurs sht nj ndrthurje e teoris, proceseve krkimore dhe e praktiks s planifikimit n arsim. Qllimi kryesor i ktij kursit sht prgatitja profesionale e studentve dhe aftsimi i tyre pr menaxhim t planifikim n nivel t shkollave fillore dhe t mesme. Gjithashtu, kursi n fjal zhvillon aftsit e studentve pr t hulumtuar dhe pr t reflektuar pr praktikat e planifikimit. Kursi do t shqyrtoj problematikn e planifikimit dhe zhvillimit t shkolls nga kndvshtrimi i administrimit dhe udhheqjes. Rezultatet e pritura Deri n fund t kursit studentt do t jen n gjendje: - t shpjegojn, argumentojn dhe t demonstrojn modele t suksesshme t planifikimit pr transformimin e shkollave tradicionale n shkolla efektive; - t formulojn vizionin zhvillimor, misionin, qllimet , objektivat e prgjithshme dhe t veanta n procesin e zhvillimit n arsim, udhheqjes dhe t qeverisjes; - t demonstrojn aftsi pr pun me prioritete; - t prpilojn planin zhvillimor t shkolls dhe projekte shkollore n bashkpunim me ekipin e formuar; - t shfrytzojn metodn e kornizs logjike n punn e tyre; Literatura e sugjeruar Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC.
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Erlandson, D., Stark, P., & Ward, Sh. (1996). Organizational oversight, Planning and Scheduling for Effectiveness. Larchmont, NY: Eye on Education. Pupovci D. (n.d.). Planifikimi me an t metods s kornizs logjike (dispens). Hyrje n hulumtimet arsimore Kursi sht hyrje n fushn e hulumtimeve arsimore me theks t veant n leximin e hulumtimeve dhe t kuptuarit e procesit t hulumtimit shkencor. Temat q prfshihen n kt kurs jan: natyra dhe llojet themelore t hulumtimeve, t lexuarit kritik dhe interpretimi i hulumtimeve, formulimi i propozimeve pr hulumtim, definimi i problemeve, formulimi i temave, formulimi i hipotezave, prcaktimi i mostrs, rishikimi i literaturs, instrumentet pr mbledhjen e t dhnave, analiza dhe interpretimi i t dhnave, raportimi i hulumtimeve arsimore etj. Studentt do tu ekspozohen ktyre shtjeve nga kndvshtrimi kritik dhe analitik i prgjithshm n mnyr q t njihen me kto koncepte baz t cilat pastaj do t studiohen dhe zbatohen m n hollsi m von gjat programit. Rezultatet e pritura Deri n fund t kursit studentt do t jen n gjendje: - t prshkruajn natyrn dhe procesin e hulumtimeve arsimore; - t prshkruajn llojet e ndryshme t hulumtimeve dhe reflektojn rreth aspekteve praktike t zbatimit t tyre; - t analizojn praktikn e tyre profesionale dhe arsimin nga kndvshtrimi i hulumtimeve arsimore me qllim t prmirsimit t saj;
Ndrlidhja me kurset e tjera: aspektet praktike t realizimit t hulumtimeve n arsim dhe studimi i aspekteve praktike t metodave hulumtuese (kualitative, kuantitative dhe t prziera) do t realizohen n kursin Metodat e Hulumtimit, ndrsa lloji i hulumtimit veprues (n klas) do t trajtohet n hollsi n kursin Hultimi n veprim. 50
- t analizojn hulumtime t publikuara n fushn e arsimit dhe t shkruajn raporte kritike n lidhje me to; - t definojn dhe formulojn nj projekt hulumtues. Literatura e sugjeruar Mertler, C. A. & Charles, C. M. (2005). Introduction to educational research. Boston: Pearson Education. Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education. Kazazi, N. (2000). Udhzues metodik pr punn krkimore-shkencore. Shkodr: USH Luigj Gurakuqi - Shtpia Botuese Idromeno. Standardet dhe vlersimi n arsim Kursi shqyrton teorin dhe praktikat e vlersimit q influencojn reformn n shkoll. Ndr t tjera shqyrtohen aspektet si: vlersimi shikuar nga kndi etik dhe psikologjik, ndrlidhja e vlersimit me t nxnit, llojet e vlersimit, vlersimi me qllim msimnxnien, vlersimi i vazhdueshm n klas, vlersimi formsues dhe prmbledhs, zbatimi i vlersimeve t standardizuara kombtare, vlersimi i programeve, vlersimi prmes portofolios, vlersimi i punimeve t shkruara, vlersimi i performancs s msimdhnsve etj. Kursi gjithashtu trajton edhe aspektet e ndryshme t standardeve n arsim n nivele dhe kontekste t ndryshe (n nivel vendi dhe n nivel ndrkombtar) duke prfshir edhe standardet kombtare t praktiks profesionale n shkollat e Kosovs, standardet e arritshmris pr nivele t ndryshme n baz t kurrikuls vendore etj. Rezultatet e pritura Deri n fund t kursit studentt do t jen n gjendje: - t diskutojn rolin e vlersimit n procesin e msimdhnies dhe n arsim;
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- t analizojn nocionet dhe teorit e ndryshme lidhur me vlersimin; - t diskutojn ngjashmrit dhe specifikat n mes kontrollimit dhe vlersimit si dhe ndrlidhjen midis tyre; - t zbatojn mnyra t prshtatshme t vlersimit n praktikn e tyre profesionale dhe t reflektojn rreth tyre me qllim t prmirsimit t procesit t msimdhnies dhe msimnxnies. - t prshkruajn llojet e vlersimeve n arsim, ndrlidhjen e tyre me praktikn profesionale, zhvillimin e arsimit n prgjithsi dhe institucioneve t arsimit parauniversitar n veanti. - T analizojn standardet e ndryshme n arsim q jan fuqi n Kosov, standardet ekzistuese ndrkombtare n fushn e arsimit, q mund t prdoren si pik referimi nga Kosova, si dhe ndikimin e tyre n institucionet e arsimit parauniversitar. Literatura e sugjeruar Popham, J. (2003). Test better, teach better: the instructional role of assessment. Alexandria, Va : Association for Supervision and Curriculum Development. Dick, W. & Carey, L. (1985). The systematic design of instruction. Scott, Foresman and Co: Glenview and London. Furlan, I. (1966). Upznavanje, ispitivanje i ocenivanje ucenika. Zagreb. Matijeviq, M. (Ed.). (1983). Pracenje i opisno ocenivanje ucenika u razrednoj nastavi. Zagreb. Gergin, T. (1987). Skolska dokimologija: procenjivanje i mjerenje znanja. Zagreb: kolskaknjiga. Silberman, C. E. (1973). The open classroom reader. New York: Random House. Kultur shkrimi Kursi prfshin nj lnd t rndsishme nga fusha e kulturs s gjuhs n prgjithsi e t kulturs n t shkruar n veanti.
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Pas nj trajtimi t shkurtr prkitazi me standardin gjuhsor dhe disa probleme rreth tij; ndikimi i faktorve jashtgjuhsor mbi normn gjuhsore; disa shtje morfo-sintaksore (prshtatja e fjalve sipas kategorive gramatikore, renditja e fjalve n fjali, ndrtimi i fjalive dhe i periudhave sipas natyrs s shqipes etj.) dhe leksikore (tautologjia, kalket dhe problemi i mnjanimit t tyre; fjalt e huaja dhe mundsia e zvendsimit t tyre etj.), pr ngritjen e shkalls sa m t lart t kulturs n t shkruarit profesional, studentt do t njihen me t shkruarit e eses, t referatit, t seminarit, t tems s diploms, t tezs s masterit, t doktorats etj. Po ashtu ata do t msojn pr hartimin dhe realizimin e projekteve t ndryshme profesionale-shkencore, si dhe t formave t komunikimit profesional etj., gjithnj duke u mbshtetur n shqipen standarde. Rezultatet e pritura: Deri n fund t kursit studentt do t jen n gjendje: - t ngritin shkalln e kulturs gjuhsore n prgjithsi e t kulturs n t shkruar n veanti; - t shkruajn shkrim (akademik) n nivelin prkats, sipas standardit gjuhsor; - t bjn renditjen e fjalve n fjali dhe ndrtimin e fjalive n periudh sipas natyrs s shqipes; - t formojn dhe prdorin fjal/terma dhe struktura gjuhsore t reja n fush t arsimit, duke mnjanuar (mundsisht) kalket dhe fjalt e huaja t panevojshme; - ti prdorin n praktik llojet e ndryshme t stileve gjuhsore e t formave t ndryshme t shkrimeve universitare, n veanti shkrimin e tezs s masterit, etj. Literatura e sugjeruar Kristal, D. (1987), The Cambridge encyclopedia of language, Publisher: Cambridge [Cambridgeshire]; New York : Cambridge University Press. Ose: Kristal, D. (1987) Enciklopedijski
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renik moderne lingvistike, Beograd: Nolit. Shkurtaj, Gj. (2008). Si t shkruajm shqip, Tiran: Toena. ami, M. (1977). Kako nastaje nauno djelo, Sarajevo: Svjetlost. Ecco, U. (1997). Si shkruhet nj punim diplome, Copyright RCS Libri S.p.A.- Milano, B. (pr botimin shqip, Dituria 2006, prktheu Shptim Cuka). Ismajli, R. (2003). Standarde dhe identitete, Pej: Dukagjini. Memishaj, R. (2005). Shqipja standarde (Si t flasim dhe t shkruajm), Tiran: Toena. Lloshi, Xh. (2001). Stilistik e gjuhs shqipe dhe pragmatika, Tiran: ShBLU. Kryeziu, B. (2006). Si t flasim dhe si t shkruajm drejt, Prishtin: Libri shkollor. Metodat e hulumtimit N kt kurs do t shqyrtohen metodat e hulumtimit kualitativ dhe kuantitativ dhe metodat t prziera n fushn e arsimit. N kt kurs trajtohen shtje konceptuale dhe praktike t hulumtimeve kualitative dhe kuantitative duke u fokusuar n: dizajnimin e hulumtimit, mbledhjen e t dhnave, analizn dhe raportimin e hulumtimeve kualitative dhe kuantitative. Hapsir e veant do ti kushtohet shfrytzimit t programit kompjuterik (softuerit SPSS) pr analizn e t dhnave kuantitative dhe raportimin e t rezultateve duke shfrytzuar kt program. Kursi trajton edhe studimet e rasteve t caktuara n kontekstet arsimore. Rezultatet e pritura Me prfundimin e kursit, studentt do t jen n gjendje: - t identifikojn metodat kuantitative dhe kualitative t hulumtimit dhe t shqyrtojn karakteristikat e e tyre t prbashkta dhe t veanta; - t identifikojn problemin e hulumtimit dhe t dallojn qllimin, pyetjet e hulumtimit, hipotezat dhe objektivat, pro54
cedurat pr mbledhjen e t dhnave dhe analizn e tyre n hulumtimet kuantitative dhe kualitative; - t prshkruajn procedurat pr administrimin e t dhnave kuantitative dhe atyre kualitative, si dhe raportimin e atyre t dhnave; - t formulojn projekte hulumtuese duke prdorur metodat kualitative dhe kuantitative t hulumtimit n arsim; - t reflektojn rreth ndikimit t projekteve hulumtuese n zhvillimin profesional t individve dhe ngritjen e cilsis s shkollimit. Literatura e sugjeruar Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education. Creswell, J. W. (2007). Mixed methods research. Thousand Oaks: Sage Publications. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks: Sage Publications. Teoria dhe procesi i zhvillimit t kurrikuls Kursi trajton aspektet e zhvillimit historik t kurrikuls, zhvillimet q ndikojn n formsimin e kurrikuls si ndikimin e kurrikuls n vlerat shoqrore, ekonomike dhe politike. shtjet tjera q adreson ku kurs jan orientimet dhe parimet baz n hartimin, zbatimit, dhe vlersimin e kurrikuls si dhe rolin e administratorit dhe udhheqsit n zbatimin e kurrikuls n shkoll. Rezultatet e pritura N fund t kursit studentt do t jen n gjendje: - t prshkruajn orientimet dhe parimet kryesore n zhvillimin e kurrikulave; - t dallojn qasjen e bazuar n kompetenca nga qasja e ba55
zuar n prmbajtje n procesin e hartimit t kurrikulave; - t analizojn ndikimet e kurrikuls n vlerat shoqrore dhe zhvillimet e shoqris n prgjithsi; - t analizojn procesin e hartimit, zbatimit, dhe vlersimit t kurrikuls. - T analizojn rolin e administratorit dhe udhheqsit n hartimin, zbatimin dhe monitorimin e zbatimit t kurrikuls n shkoll. Literatura e sugjeruar Allan, C., Orstein, F., & Hunkins, P. (2003). Kurrikulat, bazat, parimet dhe problemet. Tiran: Instituti i Studimeve Pedagogjike. Gardner, H. (2003). Mendja e pashkolluar. Tiran: Instituti i Studimeve Pedagogjike, Prkthim. (Original work published in 1991). Goodson, I. F. (1994). Studying curriculum. New York: Teachers College Press. Kenndy, D. (2006). T shkruarit dhe prdorimi i rezultateve t nxnies (Universiteti i Prishtins, Prkth.). (origjinali i botuar n gjuhn angleze n 2006). Shfrytzimi i teknologjis n arsim Ky kurs do t shqyrton mnyrat m t prshtatshme pedagogjike dhe administrative t shfrytzimit t teknologjis s informacionit dhe komunikimit (TIK) n klas dhe n shkoll n prgjithsi si dhe ndikimin q ka TIK n performancn dhe efikasitetin e organizats. Po ashtu, studentt do t zhvillojn njohuri t thella pr shfrytzimin e burimeve nga interneti dhe problemet e lidhura me shtjet specifike dhe interesimin profesional. Vmendje do ti kushtohet edhe zhvillimit dhe zbatimit t msimit elektronik dhe tendencave bashkkohore n kt fush. Rezultatet e pritura Me prfundimin e ktij kursi, studentt do t jen n gjendje t: - identifikojn mnyrat m t efektshme t integrimit t
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teknologjis n fushn arsimit me qllim t prmirsimit t tij dhe prvojave t nxnsve n shkoll; identifikojn rolin e drejtorit dhe personelit tjetr administrativ n integrimin e teknologjis n edukim; analizojn relacionin ndrmjet teknologjis dhe zhvillimit t shkolls dhe t arriturave t nxnsve; aplikojn dhe vlersojn hapat e nevojshm n planifikim pr integrimin e teknologjis n shkoll; ndrtojn nj koncept racional pr shfrytzimin e teknologjis n mnyr specifike n punn e tyre.
Literatura e sugjeruar Apple Computer Inc. (2002). The impact of technology on student achievement: summary of research findings on technologys impact in the classroom. Retrieved from http://www. oten.info/conferences/jukes/ResearchSummary.pdf Early, S. R. (2002). The integration of technology into public education: promises and challenges. Retrieved from http:// www.bookstoread.com/etp/earle.pdf Grant, C. M. (2004). Professional development in a technological age: new definitions, old challenges, new resources. Retrieved from http://ra.terc.edu/publications/TERC_pubs/techinfusion/prof_dev/prof_dev_frame.html Hall, D. (2003). Power strategy toolkit Part 1: managing the vision. Learning and Leading with Technology, 31(1), 46-51. Hall, D. (2003). Power strategy toolkit Part 1: managing the performance. Learning and Leading with Technology, 31(2), 36-41. Hall, D. (2003). Power strategy toolkit Part 1: managing the operations. Learning and Leading with Technology, 31(3), 40-53. Levin, S., Waddoups, G., Levin, J., & Buell, J. (2001, January). Highly interactive and effective online learning environments for teacher professional development. International Journal of Educational Technology, 2(2). Retrieved February 16, 2007, from http://www.ascilite.org.au/ajet/ijet/v2n2/slevin/index.html Resta, P. (Ed.). (2002). Information and communication tech57
nologies in teacher education: a planning guide. UNESCO, Division of Higher Education. Yee, D. (2000). Images of school principals information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302. Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: methods and development (3rd ed.). Boston, MA: Allyn & Bacon. Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Shneiderman, B. & Plaisant, C. (2004). Designing the user interface: strategies for effective human: computer interaction (4th ed.). Boston, MA: Addison Wesley. Integration of pedagogy and technology http://www.ucalgary.ca/~ipt Information literacy: part of the digital equation http://www. ucalgary.ca/~ipt2 Exploring the value of telecollaborative projects - http://www. ucalgary.ca/~ipt3 Constructivism or confusion - http://www.ucalgary.ca/~ipt3 Komunikimi n arsim Ky kurs trajton teorin dhe hulumtimet e komunikimit n fushn e arsimit. Kursi sht i dizajnuar t trajtoj problemin e komunikimit n aspektin teorik dhe at praktik. Komunikimi n arsim prfshin shtje si: procesi i komunikimit, komunikimi efektiv, parimet pr komunikim t efektshm, komunikimi kompetent, barrierat pr komunikim efektiv, komunikimin interpersonal dhe komunikimin n grup t vogl, shkathtsit e t dgjuarit, komunikimi verbal dhe joverbal (nga perspektiva e udhheqsit dhe administratorit), strategjit pr t udhzuar pr debate, prezantime, rrfime dhe persuazia n edukim. N kt kurs trajtohen edhe faktor t cilt ndikojn n komunikimin n arsim dhe shkathtsit e nevojshme pr t krijuar nj komunikim t efektshm n procesin e edukimit duke prfshir edhe komunikimin me prindr dhe komunitet si dhe komunikimin ndrkulturor.
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Rezultatet e pritura N fund t kursit studentt do t jen n gjendje : - t demostrojn aftsin e tyre pr t reflektuar pr komunikimin n mjedise arsimore; - t prshkruajn dhe analizojn teorit themelore dhe hulumtimet aktuale n komunikimin n arsim; - t kuptojn dimensionin etik t komunikimi n arsim; - t analizojn qndrimet dhe shprehit e komunikimit t efektshm n klas; - t analizojn klimn e komunikimit efektiv ne klas; - t demonstrojn njohuri dhe shkathtsi n situata t caktuara (t dgjuarit aktiv, strategji t zgjidhjes s situatave konfliktuoze); - t analizojn modele t ndryshme t komunikimit n harmoni me teori t ndryshme t komunikimit n interes t prmirsimit t performancs s organizats dhe suksesit t nxnsve. Literatura e sugjeruar omo, B. (2001). Psikologji komunikimi. Tiran: Pegi. Adler, B. R., Rosenfeld, B. L., & Towne, N. (1983). Interplay: the process of interpersonal communication. New York: Holt, Rinehart, and Winston. Brajsa, P. (1994). Pedagoska komunikologija. Zagreb: Skolske novine. Breakwell, G. M. (2007). Vjestine vodenja intervjua 2 izdanje. Zagreb: Naklada slap. Haynes, O. W., Moran, J. M., & Pindzola, H. R. (2006). Communication disorders in the classroom: an introduction for professionals in school setting. Sudbury, MA: Jones and Bartllet Publishers. Cooper, P. J., & Simonds, Ch. J. (2007). Communication for the classroom teacher. Boston: Pearson/Allyn & Bacon. Graorac, I. (1995). Vaspitanje i komunikacija. Novi Sad: Matica srpska. McCroscey, J. C., Richmond, Virginia. P. & McCroskey, L. L. (2005). An introduction to communication in the classroom: the role of
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communication in teaching and training. Boston: Allyn & Bacon. Neill, S. (1994). Neverbalna komunikacija u razredu. Zagreb: Educa. Reardon, K. K. (1998). Interpersonalna komunikacija: gdje se misli susrecu. Zagreb: Alinea. Rosenberg, M. B., & Eisler, R. (2003). Life enriching education: nonviolent communication helps schools improve performance, reduce conflict , and enhance relationships. Encinitas, CA: Pudlle Dancer Press. Schulz von Thun, F. (2001). Kako medusobno razgovaramo: 1-3Opca Psihologija komunikacije. Erudita: Zagreb. Trenholm, S., & Jensen, A. (1999). Interpersonal communication. Wadsworth Publishing Company. Verderber, K. S., & Verderber, R. F. ( 2004) Inter-act, interpersonal communication concepts, skills, and contexts. New York: Oxford University Press. Hulumtimi n veprim dhe zhvillimi i organizats Hulumtimi n veprim sht nj komponent e zhvillimit profesional t puntorve t arsimit dhe reflektim kritik i praktiks s tyre profesionale dhe vlerave arsimore. Qllimi i ktij kursi sht prgatitja e studentve pr t prmirsuar praktikat e tyre nprmjet zhvillimit t projekte t hulumtimeve n institucionet arsimore ku ata punojn me q qllim t adresimit t vshtirsive t tyre profesionale. Gjat kursit do t shqyrtohen karakteristikat themelore t hulumtimeve n veprim dhe llojet e tyre, mnyrat e identifikimit t problemeve dhe hapat e realizimit t hulumtimit n veprim si dhe ndikimi i hulumtimit n veprim n zhvillimin e organizats . Rezultatet e pritura Me prfundimin e kursit, studentt do t fitojn shkathtsi t nevojshme pr prmirsimin e praktiks s tyre profesionale. Ata do t jen n gjendje:
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- T identifikojn, t shqyrtojn dhe t analizojn modele t zhvilluara t hulumtimeve n veprim; - T planifikojn dhe t zhvillojn nj cikl hulumtimi n veprim, nprmjet vzhgimit dhe reflektimit; - T shfrytzojn perspektiva t reja t marrdhnieve n mes t teoris dhe praktiks n fushn e arsimit duke vendosur hulumtimin n veprim dhe institucionet shkollore n nj kontekst t ndrvarur; - T zhvillojn nj projekt hulumtimi n klas dhe t shkruajn raportin e atij hulumtimi; - T reflektojn rreth praktiks s tyre profesionale n kontekst t prmirsimit t vazhdueshm n interes t prmirsimit t prvojave t nxnsve n shkoll. Literatura e sugjeruar Mills, G. E. (2003). Action research: a guide for the teacher researcher (2nd ed.). Upper Saddle River, Nj: Merrill/Prentice Hall. Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education.
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VIII. PUNIMI I TEZS

Teza e Masterit prmban 30 ECTS dhe paraqet pjesn prfundimtare t programit Master. Pr shkrimin e tezs duhet t zbatohen kto kritere: 1. Teza duhet t ket 12 000 15 000 fjal, n fontin 12, Times New Roman, double-spaced; 2. Referencat dhe citimi duhet t bhen sipas standardit t APA-s (American Psychological Association); 3. Teza duhet t demonstroj aftsin e studentit pr t zbatuar metodat dhe teorit e hulumtimit shkencor n fushn prkatse akademike; 4. Teza duhet t demonstroj aftsit e studentit pr t reflektuar dhe br pun hulumtuese n fushn prkatse; 5. Teza duhet t demonstroj njohurit, shkathtsit teorike dhe analitike t studentit, pr t treguar familjarizimin e tij/saj me terminologjin, aspektet dhe zhvillimet n fushn prkatse; 6. Temn e punimit e zgjedh vet studenti n konsultim me personelin akademik t Fakultetit, e cila m pas duhet t aprovohet nga Kshilli i Fakultetit. Kur studenti regjistrohet pr t shkruar temn, duhet ti caktohet edhe afati i prfundimit t saj, ndrsa studentt inkurajohen t nisin diskutimet me personelin akademik pr temn para semestrit t tret. 7. Tema e zgjedhur duhet t jet e ndrlidhur me programin e studimit si dhe relevante pr fushat prioritare hulumtuese t Fakultetit dhe pr zhvillimin e sistemit shkollor n vend. 8. Prmbajtja akademike dhe aftsit shprehse t studentit duhet t jen n harmoni me rregullat e drejtshkrimit; 9. Tezat e shkruara n gjuhn shqipe duhet t ken t shkruar prmbledhjen edhe n gjuhn angleze, e nse tema
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shkruhet n gjuhn angleze prmbledhja duhet t jet e shkruar edhe n gjuhn shqipe; 10. Teza duhet t vlersohet m s shumti pr dy muaj nga dorzimi i dorshkrimit nga komisioni vlersues. Pas vlersimit, pason prezantimi me goj i tems, ku fillimisht paraqitet vlersimi nga komisioni vlersues dhe pastaj prezantimi nga kandidati; Hollsit e mtutjeshme rreth Tems s Masterit jan specifikuar n Doracakun prkats.
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MASTER PROGRAMS AT THE FACULTY OF EDUCATION CURRICULUM AND TEACHING EDUCATIONAL LEADERSHIP
University of Prishtina Faculty of Education
PRISHTINA, NOVEMBER 2010
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Content
FOREWORD MASTER PROGRAM TEACHING AND CURRICULUM I. INTRODUCTION II. GOAL AND RATIONALE III. EXPECTED OUTCOMES IV. ADDMISSION ELIGIBILITY CRITERIA V. TEACHING AND EVALUATION VI. STRUCTURE AND CONTENT VII. COURSE DESCRIPTIONS VIII. THESIS WORK MASTER PROGRAM EDUCATIONAL LEADERSHIP I. INTRODUCTION II. GOAL AND RATIONALE III. EXPECTED OUTCOMES IV. ADMISSION ELIGIBILITY CRITERIA V. TEACHING AND EVALUATION VI. STRUCTURE AND CONTENT VII. COURSE DESCRIPTIONS VIII. THESIS WORK 69 71 71 73 75 76 77 79 81 96 99 99 101 103 104 105 106 108 124
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FOREWORD
The Program Master on Teaching and Curriculum and Educational Leadership have been developed as part of the European Commission funded TEMPUS Project JEP 144677. Partner Universities in the project as beneficiaries are: University of Prishtina (Kosova), University of Tirana (Albania) and South East European University in Tetova (Macedonia), while Universities from European Union included University Roma 3 (Italy) as a grantholder, University of Aarhus (Denmark), and University of Nottingham (UK). A number of individual experts from Slovenia, UK, and Ukraine have also been involved. For this reason, the programs are considered comparable to similar programs in the field of education offered by the European Union Universities, but at the same time the necessary efforts have been made to make these programs suitable and relevant for the local context given the local capacities at the disposal too. This handbook contains all the necessary information related to these programs including the background, context these programs were developed in, as well as information related to the implementation of these programs. The handbook has all the information that staff ad students need for these programs.
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MASTER PROGRAM TEACHING AND CURRICULUM
I. INTRODUCTION
Teacher education has a long tradition in the region, however as a field of study it is relatively new. In Kosova, teacher education at the level of higher pedagogical schools started in the second half of the 60s (1958). Until 70s, many countries including Kosova considered that education in specific academic fields (mathematics, language, etc) was sufficient for the school context, and developments related to it. On the other hand, evolution of science and technology, socio-economic changes, and achievements in the field of education implied the need for changes in education policies and developments. In last decades, teacher education started to be integrated at the university level as a separate field of study, and to be seen from a wider perspective. As a result, teacher education moved away from the logic of only equipping prospective teachers with information on latest developments in a specific academic discipline. It focussed more on training teachers to transform the school and teaching process into a tool for maximizing the development of student potential. Bologna process is another factor influencing the field of teacher education and wider. Competence-based approach, cross-country comparability of degrees, and qualifications, as well as the development of research component in a specific field of study represent only some of the relevant aspects of the Bologna process in this context. This Master program has taken into account this framework. The increasing demands for University Teacher Education
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qualification led to the establishment of the Faculty of Education. In 2002 it started with the pre-primary and primary programs, while lower secondary programs started to be implemented in academic year 2003/2004. However, the continuous enhancement of classroom practice, developments in the educational research field, and the need for further enhancement of services in educational institutions require a more advanced teacher qualification and skills in general. The Program Master on Teaching and Curriculum was developed based on the framework elaborated above, and the following elements: 1. The current structure and organization of teacher education at the University of Prishtina (and this Master Program adapts to this reality); 2. The latest developments in teacher education at master level in Europe; 3. The quality of teacher education in Kosova in the past and present; 4. The context and challenges of teachers in Kosova schools; 5. Contemporary trends in the reform of teaching and learning process in schools; 6. Contemporary trends in the development and enhancement of school as an organizations, and improved quality of student experience in schools. Note: In the context of this program, in cases when school is mentioned it also includes the pre-school institutions.
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II. GOAL AND RATIONALE

School system in Kosova has gone through a number of reforms, in an effort to adapt to social, cultural and political developments in the country, and to improve student experiences in classroom and their learning achievements. However, the process of educational change never ends due to the ongoing developments in the society and the need for teaching profession to adapt to societal needs and, naturally, to student needs. The pressure on Kosova teachers to continuously change is higher due to the need to follow contemporary developments in the process of teaching and learning at international level and societal developments at local level. The Master Program in Teaching and Curriculum focuses on curriculum and the teaching process, with the purpose of preparing individuals, who will serve as experts in their professional context This program is designed for those students wishing to deepen their knowledge and develop their capacities to critically reflect on the theory of curriculum development, educational research and their professional practice preparing them thus to face the challenges of teaching profession. The Program aims at: - preparing students to be active contributors in the process of curriculum development and revision as well as its effective implementation based on the learner-centered approach;
The concept of curriculum in this program is used in the context of a topdown approach to determine the learning content in specific programs, as well as in the context of studying the process of classroom interaction, including learning theories and styles and the assessment of students work in the classroom. 73
- preparing leaders for educational change in classroom and school with emphasis on improving teaching and learning; - developing students abilities to implement educational programs that offer conducive environment for learning; - develop capacities of students to implement modern teaching strategies in the context of their professional practice; - preparing students to be able to contribute continuously to the development of their institution.
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III. EXPECTED OUTCOMES

Upon completion of the Master Program in Teaching and Curriculum, students should be able to: 1. contribute to the curriculum development and revision based on educational values, policies, contexts as well as learner-centered approach; 2. communicate effectively with parents, teachers, school leaders and other stakeholders to ensure continuous development of the school; 3. to apply modern teaching methodologies including the aspects of classroom planning and assessment taking as a basis the national curriculum intentions in the function of developing a conducive environment for learning; 4. apply theory-based research methods (quantitative and qualitative) in school context in particular, and educational context in general, to improve classroom teaching and learning; 5. analyze local and international developments in theory and practice of teaching, learning and curriculum development and reflection on the implications for their professional practice; 6. analyze the process of curriculum development (planning, development, evaluation and revision), and assess its influence on educational, social, cultural and political values; 7. integrate information and communication technology in teaching and learning process in schools in order to improve student performance;
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IV. ADDMISSION ELIGIBILITY CRITERIA

To be eligible for admission to the program Master of Teaching and Curriculum, students should have completed any of the undergraduate programs at the Faculty of Education or other education-related programs (4-year duration; 240 ECTS) in other faculties of the University of Prishtina or other licensed and accredited Universities in Kosova and those abroad (whose degrees are recognized by local authorities through procedures in place). The primary eligibility criterion is student average grade during his/her undergraduate studies, which should be 7.5 at minimum. Students should also have at least one year of teaching experience in a pre-school or school institution prior to applying for admission in this program. Short-listed candidates, based on the two criteria above, will write a test, which shall be determined by the Faculty.
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V. TEACHING AND EVALUATION

This master program applies interactive teaching methods by engaging students in discussions about relevant issues, enabling them thus to reflect on their experience and allowing them to express their ideas, beliefs, and experience about certain topics in the context of enhancing their professional practice. Regarding courses that there is a lack of literature in Albanian language, materials prepared in a form of course reader will be offered to students in Albanian language jointly with a list of reading resources in English and other languages. Lectures will be brief serving as introduction to discussions, individual and group work. Students work will be evaluated on a continuous basis through presentations, written papers and small projects on specific assigned topics as well as through the final test which shall be not more than 40% of the total evaluation. Final test can be optional if instructors (professors) plan it that way due to the nature of the course or planned method of evaluating students work for the specific course. As a general criterion, students will have to write an academic paper, be it an analysis of an article or elaboration of any relevant topic and/or a reflection on it. Other evaluation details will be defined in the syllabi of respective courses developed by instructors (Professors). ECTS distribution is based on course description as well as on learning areas covered in a course. In course syllabi, the principle of 1 ECTS equivalent to 25-30 hours of students workload will be applied. In each of the courses, there will be 3 hour classes per week on campus during a 15-week long semester, while other workload and activities will be specified in the syllabi of specific courses.
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Classes will be organized in a way that the needs of the students that are employed will be met too. The electronic platform will be at the disposal of the instructors of thus program.
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VI. STRUCTURE AND CONTENT

The program consists of three semesters with a total of 90 ECTS. The first semester consists of four required courses and an elective course that students may choose out of two elective courses based on their practical and professional interest and needs. The second semester consists of four required courses and an elective course that students may choose out of two elective courses depending on their interest and professional needs. During the third semester, students will work on their Master Thesis, which will be publicly defended resulting with their graduation. The sequence of the courses in semesters and the proposed structure was defined based on: - developmental aspect and the nature of the program - relationships among different courses in the program - relevance of specific courses for students at different stages of the program.
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MASTER OF TEACHING AND CURRICULUM First semester Status Course R Introduction to Educational Research R Teaching: Theory & Practice R Assessment in Education R Culture of writing E Inclusiveness in Education E Advanced Course in Teaching Second Semester Status Course R Research Methods R Curriculum Development Theory and Process R Technology in Education R School Development Planning E Communication in Education E Action Research Third Semester R Thesis Work Total
ECTS 6 7 6 6 5 5 30 ECTS 7 8 5 5 5 5 30 30 90
Hours 3 3 3 3 3 3
Instructor
Hours 3 3 3 3 3 3
Instructor
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VII. COURSE DESCRIPTIONS

Introduction to Educational Research This course is an introduction to educational research focusing on reading of research and on understanding the research process. The course covers the following topics: research nature and procedure, basic types of research, literature review, critical reading and interpretation of research, writing research proposals, problem definition, formulating research topics, defining hypotheses, determining the sample, data collection instruments, collecting and analyzing data, reporting educational research, etc. Students will be exposed to these issues from a general critical and analytical perspective so that they become familiar with basic concepts, which will be studied and applied in practice later during the course of the program. Expected Outcomes Upon completion of this course, students will be able to: - describe the nature and process of educational research; - describe different types of research and reflect on their practical application; - analyze their professional practice and education from the educational research perspective in order to improve it; - analyze published educational research and be able to critique them; - define and formulate a research project.
Interconnections with other courses: practical application aspects of educational research and the study of practical aspects of research methods (qualitative, quantitative and mixed) will be addressed in the course Research Methods, while research in the classroom will be addressed in the course Action Research. 81
Basic course readings Mertler, C. A. & Charles, C. M. (2005). Introduction to educational research. Boston: Pearson Education Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education. Kazazi, N. (2000). Udhzues metodik pr punn krkimoreshkencore. Shkodr: USH Luigj Gurakuqi - Shtpia Botuese Idromeno. Teaching: Theory & Practice This course focuses on the understanding and development of contemporary learning theories and their influence in teaching practice and curriculum. Topics to be covered in this course include: learning theories (behaviorism, cognitivism, constructivism, humanism) and their influence in the teaching and learning process, learning styles, learner motivation, critical thinking development, individualized teaching, interactive and team learning, teaching as decision making. Expected Outcomes Upon completion of this course, students will be able to: - analyze contemporary learning theories in order to use them in their professional development; - articulate the rationale for using learning theories in their teaching and learning practice; - identify individual differences and learning styles of students; - identify teaching aspects that influence student critical thinking development; - argue about contemporary teaching practices that rely on learning theories in the social context and during the experience of teaching.
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Basic course readings Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2001). How people learn: brain, mind, experience and school. Washington, D.C: National Academy Press. Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey-Bass. Grelder, M. (2001). Learning and Instruction. theory into practice. Upper Saddle River, NJ: Merrill Prenctice Hall. Milat, J. (2005). Pedagogija-teorija osposoblavanja. Zagreb: Skolska knijga. Stevanovic, M. ( 2003). Modeli kreativne nastave. Rijeka: Andromeda. Ruggiero, V. R. (2003). Beyond feelings: a guide to critical thinking. Boston: McGraw Hill Assessment in Education This course is about different aspects and practices of assessment, which influence school reform. Topics to be covered include: evaluation as seen from an ethical and pedagogical viewpoint, definitions of the notions of assessment and control, assessment phases, interconnections between assessment and learning, types of assessment, assessment for learning, classroom-based assessment, formative and summative assessment, application of national standardized assessments, program assessments, portfolio assessment, assessment of written papers, etc. Expected Outcomes Upon completion of this course, students will be able to: - discuss the role of assessment in the educational process; - analyse different notions and theories of assessment; - discuss the similarities and features of control and assessment and their interrelation; - apply the appropriate assessment strategies in their profes83
sional practice aiming at enhancing the teaching and learning process. - describe the types of assessment in education and their interrelation with professional practice, educational development in general and educational institutions in particular. Basic course readings Popham, J. (2003). Test better, teach better: the instructional role of assessment. Alexandria, Va : Association for Supervision and Curriculum Development, 2003. Dick, W. & Carey, L. (1985). The systematic design of instruction. Scott, Foresman and Co: Glenview and London. Furlan, I. (1966). Upznavanje, ispitivanje i ocenivanje. Zagreb. Matijeviq, M. (Ed.). (1983). Pracenje i opisno ocenivanje ucenika u razrednoj nastavi. Zagreb. Gergin, T. (1987). Skolska dokimologija: procenjivanje i mjerenje znanja. Zagreb: kolskaknjiga. Silberman, C. E. (1973). The open classroom reader. New York: Random House. Culture of Writing This course represents a significant field of linguistic culture, in general, and of writing culture, in particular. This course will briefly introduce topics related to: language standard and related issues; the influence of extra-linguistic factors in language norms; several morphologic and syntactic issues (word congruence according to grammatical categories, the order of words in a clause, the construction of clauses and sentences according to the nature of Albanian language, etc.), and; some lexical issues (tautology, calques and the problem of avoiding them; foreign words and the possibility to replace them, etc.). In order to achieve high level of professional writing, students will be exposed to writing essays, papers, term papers, thesis and dissertation papers, etc. They will also learn how to design and implement different pro84
fessional and scientific projects in written form based on Albanian language standard. Expected Outcomes Upon completion of this course, students will be able to: - raise their level of linguistic culture, in general, and their writing culture, in particular; - familiarize themselves with basic morphological, syntactical, lexical and stylistic issues that enable a high level of academic writing; - learn about congruence of words according to grammatical categories, based on Albanian language standard; - learn about word order in a clause and the construction of clauses in a sentences according to the nature of Albanian language; - learn how to practically use different types of language styles, and different forms of writing in the university level Basic course readings Kristal, D. (1987). The Cambridge encyclopedia of language. Cambridge; New York: Cambridge University Press. Or Kristal, D. (1985). Enciklopedijski renik moderne lingvistike. Beograd: Nolit. Shkurtaj, Gj. (2008). Si t shkruajm shqip. Tiran: Toena. ., M. (1977). Kako nastaje nauno djelo: Sarajevo: Svjetlost. Ecco, U. (1997). Si shkruhet nj punim diplome. Copyright RCS Libri S.p.A.- Milano, Bompiani 1997, (pr botimin shqip, Dituria 2006, prktheu Shptim Cuka). Ismajli, R. (2003). Standarde dhe identitete. Pej: Dukagjini. Memishaj, R. (2005). Shqipja standarde: si t flasim dhe t shkruajm. Tiran. Lloshi, Xh. (2001). Stilistik e gjuhs shqipe dhe pragmatika. Tiran: ShBLU. Kryeziu, B. (2006). Si t flasim dhe si t shkruajm drejt. Prishtin: Libri shkollor.
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Inclusiveness in Education This course deals with theoretical and practical aspects of planning effective classroom teaching of students with special needs; gifted students and those with learning difficulties. It also covers different teaching strategies that support the whole classroom change and individual students needs. In addition, different topics related to educational equality and equity will be discussed. Expected Outcomes Upon completion of this course, students will be able to: - discuss theories and effective practices for inclusive classrooms and the teachers role in those classrooms; - identify students needs and use different strategies in classroom that are generally and individually suitable; - compare different concepts related to gifted students and those with learning difficulties and consider challenging teaching models for them; - identify specific problems related to gifted students based on their gender and help them to achieve a higher level of expertise; - demonstrate communication skills with parents of students with special needs and with others interested in inclusive education; - discuss and analyze teachers challenges to address equality and equity aspects in classroom by providing effective strategies for addressing these aspects. Basic course readings FSDEK (Finish Support to the Development of Education in Kosovo). (2007) The school as a learning community , Compendium for Master study in Special Needs Education/Inclusive Education; Faculty of Education University of Prishtina. Tomlinson, C. (2003). Fulfilling the promise of the differenti86
ated classroom: strategies and tools for responsive Teaching. Alexandria, VA: ASCD Publications. Colangelo, N., & Davis, G. A. (Eds.). (2003). Handbook of gifted education (3rd Ed). Needham Heights, MA: Allyn & Bacon. Forsten, C., Grant, J., & Hollas, B. (2002). Differentiated instruction: different strategies for different learners. Crystal Spring Books. Advanced Course in Teaching This course complements the course Teaching: Theory & Practice addressing the issues and aspects of cotemporary tendencies in teaching and learning process in the classroom. Main topics to be covered are: the arts of teaching and learning, problem-based teaching and project-based learning, outcome-based teaching, learner-centered teaching, experiential learning, developing and using learning outcomes and their impact in teaching, as well as ethics and learning. Expected Outcomes Upon completion of this course, students will be able to: - review contemporary teaching practices in the classroom and changes in perceiving the learning; - analyse the aspects of implementing problem based teaching and its impact on student learning; - reflect on experiential learning and plan the steps of implementing this process; - describe and apply the process of designing learning outcomes in the context of enhancing teaching; - develop basic skills and attitudes for inquiring new models of teaching and learning. Basic course readings Kraft, R. J., & Kielsmeier, J. (1995). Experiential learning. The Association for Experiential Education.
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Kennedy, D. (2006). Writing and using learning outcomes (Translated into Albanian by University of Prishtina in 2008). Dublin: Dublin City University. Oakes, J, & Lipton, M. (2003). Teaching to change the world. New York: McGraw-Hill. Research Methods This course addresses the quantitative, qualitative and mixed methods in educational research. The course addresses conceptual and practical issues of qualitative and quantitative educational research, focusing on: research design, data collection, analysis and reporting of qualitative, quantitative and mixed methods research. A special emphasis will be paid to the computer application (SPSS software) in quantitative data analysis and results reporting. In addition, course addresses case studies model in education. Expected Outcomes Upon completion of this course, students will be able to: - identify quantitative and qualitative methods and discuss their common and distinctive features in different research models; - identify research problem, research purpose, research questions, hypotheses and objectives, data collection and data analysis procedure in both qualitative and quantitative research. - describe the procedures for administering quantitative and qualitative data as well as their reporting; - reflect on the influence of research projects on the professional development of individuals as well enhancement of school system in general. Basic course readings Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd
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ed.). Upper Saddle Creek, NJ: Pearson Education. Creswell, J. W. (2007). Mixed methods research. Thousand Oaks: Sage Publications. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks: Sage Publications. Curriculum Development Theory and Process This course deals with historical aspects of curriculum development, developments that shape curriculum development as well as its influence in social, economic and political values. Other issues to be addressed in this course include orientations and basic principles for curriculum development, implementation and assessment. Expected Outcomes Upon completion of this course, students will be able to: - describe main orientations and basic principles for curriculum development; - distinguish between competence-based approach and content-based approach of curriculum development process; - analyze curriculum influences in social values and societal development, in general; - analyze the process of curriculum development, implementation and assessment. Basic course readings Allan, C., Orstein, F., & Hunkins, P. (1999). Curriculum: foundations, principles and issues. Boston: Allyn and Bacon. (Translated in Albanian by Institute of Pedagogical Studies in Tirana in 2003). Gardner, H. (2003). Mendja e pashkolluar (Instituti i Studimeve Pedagogjike, Prkth.). Tiran. New York: Basic books. (Original work published in 1991).
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Goodson, I. F. (1994). Studying curriculum. New York: Teachers College Press. Kenndy, D. (2006). Writing and using learning outcomes (Translated by University of Prishtina.). (original published in English by Dublin City University in 2006). Technology in Education This course deals with best possible pedagogical ways of using Information and Communication Technology in classroom and school in general as well as its influence on teaching and learning process. Students will also develop deep knowledge of using internet resources as well as become knowledgeable about specific related issues to their professional interest. A special attention will be dedicated to e-learning development and application as well as to contemporary tendencies in this area. Expected Outcomes Upon completion of this course, students will be able to: - identify effective ways of integrating technology in education to improve both education and enrich students experience in school; - identify teachers role in the integration of technology in education; - analyze the relations between technology and student achievement; - apply and evaluate necessary steps in planning the integration of technology in teaching and learning; - construct a rational thinking about the use of technology in their subject area. Basic course readings Apple Computer Inc. (2002). The impact of technology on student achievement: summary of research findings on tech90
nologys impact in the classroom. Retrieved from http://www. oten.info/conferences/jukes/ResearchSummary.pdf Early, S. R. (2002). The integration of technology into public education: promises and challenges. Retrieved from http:// www.bookstoread.com/etp/earle.pdf Grant, C. M. (2004). Professional development in a technological age: new definitions, old challenges, new resources. Retrieved from http://ra.terc.edu/publications/TERC_pubs/ techinfusion/prof_dev/prof_dev_frame.html Hall, D. (2003). Power strategy toolkit Part 1: managing the vision. Learning and Leading with Technology, 31(1), 46-51. Hall, D. (2003). Power strategy toolkit Part 1: managing the performance. Learning and Leading with Technology, 31(2), 36-41. Hall, D. (2003). Power strategy toolkit Part 1: managing the operations. Learning and Leading with Technology, 31(3), 40-53. Levin, S., Waddoups, G., Levin, J., & Buell, J. (2001, January). Highly interactive and effective online learning environments for teacher professional development. International Journal of Educational Technology, 2(2). Retrieved February 16, 2007, from http://www.ascilite.org.au/ajet/ijet/v2n2/slevin/index.html Resta, P. (Ed.). (2002). Information and communication technologies in teacher education: a planning guide. UNESCO, Division of Higher Education. Yee, D. (2000). Images of school principals information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302. Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: methods and development (3rd ed.). Boston, MA: Allyn & Bacon. Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Shneiderman, B. & Plaisant, C. (2004). Designing the user interface: strategies for effective human: computer interaction (4th ed.). Boston, MA: Addison Wesley. Integration of pedagogy and technology http://www.ucalgary.ca/~ipt Information literacy: part of the digital equation http://www.
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ucalgary.ca/~ipt2 Exploring the value of telecollaborative projects - http://www. ucalgary.ca/~ipt3 Constructivism or confusion - http://www.ucalgary.ca/~ipt3 School Development Planning This course is a mix of theory, research processes and practice of educational planning. The main goal of this course is to prepare students professionally to be able to manage school planning in primary and secondary education. Through this course, students will obtain skills to research and reflect upon the planning practice. This course deals with school planning and development from the viewpoint of teaching and learning process. Expected Outcomes Upon completion of this course, students will be able to: - explain, argue, and demonstrate successful planning models for transformation of traditional schools into effective schools; - formulate the vision, mission, goals, general and particular objectives in the process of educational development, leadership and governance; - demonstrate the ability to prioritize work; - design school developmental plans and other school projects in cooperation with teams; - apply the logical framework approach in their work. Basic course readings Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC. Erlandson, D., Stark, P., & Ward, Sh. (1996). Organizational oversight, Planning and Scheduling for Effectiveness. Larchmont, NY: Eye on Education.
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Pupovci D. (n.d.). Planifikimi me an t metods s kornizs logjike (dispens). Communication in Education This course is an introduction to the theory of communication in the field of education. This course is designed to deal with communication problems from a theoretical and practical perspective. The course covers communication topics such as: communication process, effective communication, principles for effective communication, competent communication, barriers to the effective communication, interpersonal communication and communication in small group, listening skills, verbal and nonverbal communication (from student and teachers perspective), strategies for conducting discussions, presentations, persuasion in education. Other issues that influence communication in education will be also discussed. In addition, development of skills to effectively communicate in the educational process, including external communication with parents and community will be addressed in the course. Expected Outcomes Upon completion of this course, students will be able to: - demonstrate their capacity to reflect on the communication aspects in educational environment; - describe and analyze basic theories and current research on communication in education; - analyze attitudes and behaviors of effective communication in classroom; - demonstrate knowledge and ability in certain situations (active listening, conflict resolution strategies); - analyze different communication models in harmony with different theories of communication on behalf of improving the organizational performance and student achievement.
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Basic course readings omo, B. (2001). Psikologji komunikimi. Tiran: Pegi. Adler, B. R., Rosenfeld, B. L., & Towne, N. (1983). Interplay: the process of interpersonal communication. New York: Holt, Rinehart, and Winston. Brajsa, P. (1994). Pedagoska komunikologija. Zagreb: Skolske novine. Breakwell, G. M. (2007). Vjestine vodenja intervjua 2 izdanje. Zagreb: Naklada slap. Haynes, O. W., Moran, J. M., & Pindzola, H. R. (2006). Communication disorders in the classroom: an introduction for professionals in school setting. Sudbury, MA: Jones and Bartllet Publishers. Cooper, P. J., & Simonds, Ch. J. (2007). Communication for the classroom teacher. Boston: Pearson/Allyn & Bacon. Graorac, I. (1995). Vaspitanje i komunikacija. Novi Sad: Matica srpska. McCroscey, J. C., Richmond, Virginia. P. & McCroskey, L. L. (2005). An introduction to communication in the classroom: the role of communication in teaching and training. Boston: Allyn & Bacon. Neill, S. (1994). Neverbalna komunikacija u razredu. Zagreb: Educa. Reardon, K. K. (1998). Interpersonalna komunikacija: gdje se misli susrecu. Zagreb: Alinea. Rosenberg, M. B., & Eisler, R. (2003). Life enriching education: nonviolent communication helps schools improve performance, reduce conflict , and enhance relationships. Encinitas, CA: Pudlle Dancer Press. Schulz von Thun, F. (2001). Kako medusobno razgovaramo: Opca Psihologija komunikacije. Erudita: Zagreb. Trenholm, S., & Jensen, A. (1999). Interpersonal communication. Wadsworth Publishing Company. Verderber, K. S., & Verderber, R. F. ( 2004) Inter-act, interpersonal communication concepts, skills, and contexts. New York: Oxford University Press.
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Action Research Action Research is an essential component of teachers and educators professional development, which enables their critical reflection on their professional practice and educational values. This course aims at preparing students to improve their practice through research projects in classroom and in the institution where they work enabling them to address their difficulties in classroom. The main characteristics of research in action, its types, and ways of identifying problems and steps to implement research in action will be covered in this course. Expected Outcomes Upon completion of this course, students will obtain necessary skills to improve their professional practice. They will be able to: - identify, elaborate and analyze developed models of research in action; - plan and develop a cycle of research in action through observations and reflections; - use new perspectives of relationships between theory and practice in the field of education by placing research in action and school institutions in an interdependent context; - develop and action plan in classroom (institution) and write the research report; - reflect on their professional practice in the context of continuous improvement of students experience in classroom. Basic course readings Mills, G. E. (2003). Action research: a guide for the teacher researcher (2nd ed.). Upper Saddle River, Nj: Merrill/Prentice Hall. Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education.
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VIII. THESIS WORK

Thesis work consists of 30 ECTS and represents the final phase of this Master Program. The following general criteria will be followed: 1. Thesis should have between 20 000 25 000 words, Times New Roman, 12 point font, double-spaced; 2. APA style (American Psychological Association) for references and citations should be followed; 3. Thesis should demonstrate students ability to apply scientific methods and theories in a specific academic field; 4. Thesis should demonstrate students ability to reflect and conduct research in a specific field; 5. Thesis should demonstrate students knowledge, his/her theoretical and analytical skills in order to demonstrate his/her familiarity with the terminology, aspects and developments in a specific field; 6. The student will choose himself or herself his/her thesis topic in consultation with the academic staff of the Faculty to be followed by an approval of the Council of the Faculty. Once a student registers to write his/her thesis, a completion deadline will be determined and communicated to the student, while students are encouraged to start discussions with the academic staff before the start of the third semester. 7. The chosen topic should be related to the study program and be in line with research priorities of the Faculty and relevant to the development of the school system in the country; 8. The academic content and the students ability to express himself or herself should be in line with the actual language standards;
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9. Thesis written in Albanian language should have its summary written/translated in English too. If a thesis is written in English, then its summary should be in Albanian language as well; 10. Thesis should be evaluated within a two-month period from the day of submission to the Evaluation Committee. An oral presentation follows the evaluation, where the Evaluation Committee initially presents its evaluation to be then followed by candidates presentation. Further details on the Master Thesis are specified in the Thesis Handbook.
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MASTER PROGRAM EDUCATIONAL LEADERSHIP
I. INTRODUCTION
Nowadays, the ever increasing demand to qualify competent leaders and administrators has become an inseparable part of modern education systems worldwide. In a world of rapid changes, the role of administrators and leaders in pre-university education is of a significant importance to the ongoing improvement of educational institutions and to transforming them into a change oriented organizations. In this context, teachers quite often take on tasks beyond their teaching practices, which include formal and informal leadership and administration of different processes in their institutions. Meanwhile, administrators (officers) of the pre-university education face continuous challenges in the process of developing and implementing educational policies as well as implementation of changes in education. Contemporary tendencies favor a master level specialization for administrators and leaders of the pre-university education institutions due to the fact that the task of the leader and administrator is not seen only as an administrative-technical work, but more as a field that needs to be studied in order to identify the best practices of exercising this profession. Whereas, additional in-service professional development plays an important role in knowledge refreshing and exchanging of experiences. The Bologna Process is another aspect that has influenced education of teachers, administrators and leaders of pre-university education institutions. This process has defined a number of standards for higher education, such as competence-based ap99
proach, cross-states equivalency of degrees and qualifications, and the development of a scientific research component within a specific study field. This master program was developed based on this framework and having in mind the following elements: 1. Contemporary trends in the development and improvement of schools as organizations from the perspective of administrators and leaders and their role in this process; 2. The current structure and organization of teacher education at the University of Prishtina; 3. The latest developments in the education of teachers, administrators and leaders at master level in Europe; 4. The quality of teacher and school principal education in Kosova in the past and at present; 5. The context and challenges of Kosovas school principals; 6. The context and challenges of the education in Kosova in general and the ever-increasing demands at the system level for additional qualifications for administrators and leaders of the pre-university educational institutions ,as well as the need for additional skills for administrative officers of pre-university education administration. Note: In the context of this program, in cases when school is mentioned it also includes the pre-school institutions.
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II. GOAL AND RATIONALE

School organization underwent several reforms in the past with the purpose of adapting to the social, cultural and political developments in the country and improving student experiences in school and their learning achievements. The vision for contemporary schools and quality in all pre-university education institutions can become a reality only if school processes are managed by efficient administrators who are well prepared and committed to change. For this reason, the development of a specialization program to train educational leaders and administrator is not only a need but a requirement too. Graduates of this program will obtain the necessary knowledge and skills to support continuous implementation of educational reforms, enhancement of quality in schools and development of the pre-university education administration. This program should also be seen from the perspective of Kosovas educational system developments and the lack of adequate academic training for administrators and leaders of educational institutions in the country. This program has been designed for individuals (educators, teachers, administrators of pre-university education institutions, and of the administration of the pre-university education) who wish to advance their professional skills in order to foster organizational development in their respective institutions. The program aims at: - preparing change leaders in Kosovas education system; - preparing teachers to be active contributors to the process of curriculum development and revision as well as its effective
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implementation based on learner-centered approaches; - preparing administrators and leaders that will be able to contribute to the continuous development of their institutions and pre-university education; - preparing administrators and leaders who are active contributors to the process of educational policy development and development of pre-university education from their position they hold in their institutions.
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III. EXPECTED OUTCOMES

The Master Program of Educational Leadership aims at training students to be able to take a leading role in the pre-university educational institutions and in the administration of the pre-university education. This program aims at providing the necessary information and developing the competencies for modern education leaders and administrators of the pre-university education. Upon completion of this program, students should be able to: 1. identify developmental needs and help the implementation of developmental initiatives based on theories, policies, values and educational contexts; 2. apply theory-based research methodologies (quantitative and qualitative) in the context of school and education in general; 3. identify and analyze critically educational-related problems and put them into a socio-cultural context to further suggest possible solutions; 4. design school/institutional development plan and reflect upon its practical implementation aspects aiming at enhancing institutional performance; 5. integrate information and communication technology in their institutions and reflect upon its implications for the enhancement of organizational performance; 6. analyze best strategies for efficient administration of human resources, infrastructure and other economical aspects of pre-university education institutions; 7. analyze and assess advantages and disadvantages of different leadership styles related to the school system in the country; 8. evaluate educational programs and different strategies of teaching and learning from the perspective of teacher, leader and administrator. 9. assess the context in which they work and explore the best methods to address the challenges the institution is facing.
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IV. ADMISSION ELIGIBILITY CRITERIA

To be eligible for admission to the master program of Educational Leadership, students should have completed any of the study programs at the Faculty of Education or other education-related programs (4-year duration and/or 240 ECTS) in other faculties of the University of Prishtina or other licensed and accredited universities in Kosova and those abroad (whose degrees are recognized by local authorities through regular procedures in place). The primary eligibility criterion is students average grade during his/her undergraduate studies, which should be 7.5 at minimum. Students should also have at least one year of work experience and be employed in a pre-university education institution or educational administration prior to their application in this master program. Candidates who, at the moment of application, do not hold a leadership or administrator position should provide two recommendation letters along with the application package. The recommendations may be issued by school administration, Municipal Directorate for Education, Ministry of Education, etc., in order to be eligible to sit the selection test. Recommendation letters will serve to prove candidates role in different developmental processes in pre-university education institutions and their leadership potential. Short-listed candidates, selected according to the abovementioned criteria, will sit the admission test to be determined by the Faculty.
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V. TEACHING AND EVALUATION

This master program applies interactive teaching methods by engaging students in discussions on relevant issues and enabling them to reflect on their experiences and express their ideas, beliefs, and experiences related to specific topics aiming at enhancing their professional practice. Regarding courses that there is a lack of literature in Albanian language, materials prepared in a form of course reader will be offered to students in Albanian language jointly with a list of reading resources in English and other languages. Lectures will be brief serving as introduction to discussions, individual and group work. Students work will be evaluated on a continuous basis through presentations, written papers and small projects on specific assigned topics as well as through the final test which shall be not more than 40% of the total evaluation. Final test can be optional if instructors (professors) plan it that way due to the nature of the course or planned method of evaluating students work for the specific course. As a general criterion, students will have to write an academic paper, be it an analysis of an article or elaboration of any relevant topic and/ or a reflection on it. Other evaluation details will be defined in the syllabi of respective courses developed by instructors (Professors). ECTS distribution is based on course description as well as on learning areas covered in a course. In course syllabi, the principle of 1 ECTS equivalent to 25-30 hours of students workload will be applied. In each of the courses, there will be 3 hour classes per week on campus during a 15-week long semester, while other workload and activities will be specified in the syllabi of specific courses. Classes will be organized in a way that the needs of the students that are employed will be met too. The electronic platform will be at the disposal of the instructors of thus program.
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VI. STRUCTURE AND CONTENT

The program consists of three semesters with a total of 90 ECTS. The first semester consists of four required courses and an elective course that students may choose out of two elective courses depending on their practical and professional interests and needs. The second semester consists of four required courses and an elective course that students may choose out of two elective courses depending on their interests and professional needs. During the third semester, students will work on their Master Thesis, which will be publicly defended resulting with their graduation. The sequence of the courses across semesters and the proposed structure was defined based on: - developmental aspect and the nature of the program; - interrelations among different courses in the program; - relevance of specific courses for students progress at different stages of the program.
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MASTER OF EDUCATIONAL LEADERSHIP First Semester Status Course R Educational Leadership R Introduction to Educational Research R School Development Planning R Technology in Education E Communication in Education E Curriculum Development Theory and Process Second Semester Status Course R Leadership and Change in Education R School Administration R Culture of Writing R Research Methods E Action Research and Organizational Development E Standards and Evaluation in Education Third Semester R Thesis Work Total
ECTS 7 6 6 6 5 5 30 ECTS 7 7 5 7 5 4 30 30 90
Hours 3 3 3 3 3 3
Instructor
Hours 3 3 3 3 3 3
Instructor
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VII. COURSE DESCRIPTIONS

Educational Leadership This course is about modern theories and practices in educational leadership. Topics to be covered in this course include: motivation, leadership styles, skills, leadership competences and behaviors in education, building a common vision, etc. Other issues to be covered in the course relate to the leaders role and support in creation of a conducive environment for improving the quality of teaching and learning and organization development. Expected Outcomes Upon completion of this course, students will be able to: - analyze leadership theories and practices in educational institutions and analyze problems and development processes in education; - identify leadership styles and competences in the context of school restructuring and improving teaching and learning in it; - analyze and evaluate leaders role in enhancing school performance. - identify areas that require improvements within the pre-university educational institutions in order to improve student experiences in the pre-university educational institutions. Basic Course Readings Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC. Northouse, P.G (2007). Leadership Theory & Practice (4th Ed.). Thousand Oaks, CA: Sage. ISBN: 1-4129-4161-X. Leithwood, K., Jantzi, D., & Steinbach, R. (1993) Changing leadership for changing times. Philadelphia, US: Open University Press.
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School Administration This course addresses school administration processes and their relationships with school development and improvement of organizational performance. Topics covered in this course include: management of financial resources and ways of securing additional funds to improve organizational performance, management of human resources, staff professional development, legislation in the field of education, time management, project development and management, etc. Expected Outcomes Upon completion of this course, students will be able to: - analyze different processes of administering the pre-university education institutions in the context of improving student experiences; - describe and analyze efficient ways of financial resource management, human resource management and time management in the interest of institutional development; - describe the legislation of pre-university education and analyze its implications for the work of administrators and school development in general; - analyze the staff professional development needs and identify ways of professional development strategies in the interest of quality improvement of teaching. Basic Course Readings Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC. Wayne K.Hoy &Cecil G.Miskel(2005). Educational Administration , Theory, Research and Practice, McGraw-Hill. Leadership and Change in Education
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This course addresses different aspects of change in education in general and organizational and individual change in particular. Key topics include: understanding educational change, resistance to change and facing it, discussion of different perspectives of educational change, change management, etc. The course also addresses aspects of educational change in school, regional and system level as well as the role of leaders in creating a change oriented organization. Expected Outcomes Upon completion of this course, students will be able to: - analyze the process of educational change and the context in which those changes take place; - develop an understanding of different theoretical perspectives on change; - analyze the change management aspects; - review critically the literature on organizational change and educational leadership; - reflect on appropriate concepts and models to be used in the process of change. Basic Course Readings Fullan, M. (2002). Change forces. Published in Albanian by Pegi in Tirana. Fullan, M. (2001) New meaning of educational change. Published in Albanian by Edualba in Tirana. Lusthaus, C., Adrien. M., Anderson G., Carden, F., (1999). Enhancing organizational performance. Quebec: IDRC (Published in Albanian by ADEA in 2005). Fullan., M. (1999) Change forces the sequel. Philadelphia: Falmer Press. (Published in Albanian by ADEA in 2005). Oakes, J & Lipton, M. (2003). Teaching to change the world. McGraw-Hill, New York. Hudson,B. & Zgaga, P. (2008). Teacher Education Policy in Eu110
rope. A voice of Higher Education Institutions.Umea:University of Umea, Faculty of Teacher Education. School Development Planning This course is a mix of theory, research process and practice of educational planning. The main goal of this course is to prepare students professionally to be able to manage school planning in primary and secondary education. In addition, students will obtain skills to research and reflect upon the planning practice. This course deals with school planning and development from the viewpoint of administration and leadership. Expected Outcomes Upon completion of this course, students will be able to: - explain, argue, and demonstrate successful planning models for transformation of traditional schools into effective schools; - formulate the vision, mission, goals, general and particular objectives in the process of educational development, leadership and governance; - demonstrate the ability to prioritize work; - design school developmental plans and other school projects in cooperation with teams; - apply the logical framework approach in their work. Basic Course Readings Hyseni, H., Mita, N., Salihaj, J., & Pupovci, D. (2003). Qeverisja dhe udhheqja n arsim. Prishtin: KEC. Erlandson, D., Stark, P., & Ward, Sh. (1996). Organizational oversight, Planning and Scheduling for Effectiveness. Larchmont, NY: Eye on Education. Pupovci D. (n.d.). Planifikimi me an t metods s kornizs logjike (dispens).
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Introduction to Educational Research This course is an introduction to educational research focusing on reading of research and on understanding the research process. It covers the following topics: the nature of research and basic types of research, critical reading and interpretation of research, writing research proposals, problem statement, identifying themes, hypotheses formulation, choosing the sample, literature review, tools and instruments for data collection, data analysis and interpretation, reporting educational research, etc. Students will be exposed to these issues from a general critical and analytical viewpoint so that they become familiar with basic concepts, which will be studied and applied in practice later during the course of the program. Expected Outcomes Upon completion of this course, students will be able to: - describe the nature and process of educational research; - describe different types of research and reflect on their practical application; - analyze their professional practice and education from the educational research perspective in order to improve it; - analyze published educational research and be able to critique them; - define and formulate a research project. Basic course readings Mertler, C. A. & Charles, C. M. (2005). Introduction to educational research. Boston: Pearson Education. Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education.
Interconnections with other courses: practical application aspects of educational research and the study of practical aspects of research methods (qualitative, quantitative and mixed) will be addressed in the course Research Methods, while research in the classroom will be addressed in the course Action Research. 112
Kazazi, N. (2000). Udhzues metodik pr punn krkimore-shkencore. Shkodr: USH Luigj Gurakuqi - Shtpia Botuese Idromeno. Standards and Evaluation in Education This course is about evaluation theories and practices that influence school reform. Among other issues, this course covers the following topics: evaluation from an ethical and psychological point of view, relations between evaluation and learning, types of evaluation, assessment for learning, progressive assessment in classroom, formative and summative assessment, application of national standardized tests, program evaluation, portfolio assessment, assessment of written papers, evaluation of teachers performance, etc. This course also covers different aspects of standards applied in different levels and contexts in education (national and international level), including national standards of professional practice in schools, achievement standards for different levels based on curriculum. Expected Outcomes Upon completion of this course, students will be able to: - discuss the role of evaluation in the process of teaching in particular and in of education in general; - analyze different notions and theories related to evaluation; - discuss similarities and differences between control and evaluation and their relations; - apply appropriate evaluation methods in their professional practice and reflect upon them in order to improve the teaching and learning process; - describe types of evaluation in education, their relations with professional practice and with the development of education, in general and with pre-university educational institutions, in particular; - analyze different educational standards that are in effect in
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Kosova, international existing standards in the field of education, which may be used as a reference point in Kosova, as well as their influence on the pre-university educational institutions. Basic Course Readings Popham, J. (2003). Test better, teach better: the instructional role of assessment. Alexandria, Va : Association for Supervision and Curriculum Development. Dick, W. & Carey, L. (1985). The systematic design of instruction. Scott, Foresman and Co: Glenview and London. Furlan, I. (1966). Upznavanje, ispitivanje i ocenivanje ucenika. Zagreb. Matijeviq, M. (Ed.). (1983). Pracenje i opisno ocenivanje ucenika u razrednoj nastavi. Zagreb. Gergin, T. (1987). Skolska dokimologija: procenjivanje i mjerenje znanja. Zagreb: kolskaknjiga. Silberman, C. E. (1973). The open classroom reader. New York: Random House. Culture of Writing This course represents a significant field of linguistic culture, in general, and of culture of writing, in particular. This course will briefly introduce topics related to: language standard and related issues; the influence of extra-linguistic factors in language norms; several morphologic and syntactic issues (word congruence according to grammatical categories, the word order in a clause, the construction of clauses and sentences according to the nature of Albanian language, etc.), and; some lexical issues (tautology, calques and the problem of avoiding them; foreign words and the possibility of replacing them, etc.). In order to achieve high level of professional writing culture, students will be exposed to writing essays, papers, term papers, thesis and dissertation works, etc. They will also learn how to design and implement different professional and research projects, and other professional forms of communication, etc., always based on Albanian language standard.
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Expected Outcomes Upon completion of this course, students will be able to: - raise their level of linguistic culture, in general, and their culture of writing, in particular; - practice (academic) writing of appropriate level according to language standard; - order words appropriately in a clause and construct clauses in sentences according to the nature of Albanian language; - form and use words/terms and new linguistic structures in the field of education, avoiding (possibly) the use of calques and unnecessary foreign words; - use practically different types of language styles and different forms of writing at the university level, in general, and thesis writing, in particular. Basic Course Readings Kristal, D. (1987), The Cambridge encyclopedia of language, Publisher: Cambridge [Cambridgeshire]; New York : Cambridge University Press. Ose: Kristal, D. (1987) Enciklopedijski renik moderne lingvistike, Beograd: Nolit. Shkurtaj, Gj. (2008). Si t shkruajm shqip, Tiran: Toena. ami, M. (1977). Kako nastaje nauno djelo, Sarajevo: Svjetlost. Ecco, U. (1997). Si shkruhet nj punim diplome, Copyright RCS Libri S.p.A.- Milano, B. (pr botimin shqip, Dituria 2006, prktheu Shptim Cuka). Ismajli, R. (2003). Standarde dhe identitete, Pej: Dukagjini. Memishaj, R. (2005). Shqipja standarde (Si t flasim dhe t shkruajm), Tiran: Toena. Lloshi, Xh. (2001). Stilistik e gjuhs shqipe dhe pragmatika, Tiran: ShBLU. Kryeziu, B. (2006). Si t flasim dhe si t shkruajm drejt, Prishtin: Libri shkollor.
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Research Methods This course addresses the quantitative, qualitative and mixed methods in educational research. The course addresses conceptual and practical issues of qualitative and quantitative educational research, focusing on: research design, data collection, analysis and reporting of qualitative, quantitative and mixed methods research. A special emphasis will be given to the computer application (SPSS software) in quantitative data analysis and results reporting. In addition, course addresses case studies model in education. Expected Outcomes Upon completion of this course, students will be able to: - identify quantitative and qualitative methods and discuss their common and distinctive features in different research models; - identify research problem, research purpose, research questions, hypotheses and objectives, data collection and data analysis procedure in both qualitative and quantitative research. - describe the procedures for administering quantitative and qualitative data as well as their reporting; - reflect on the influence of research projects on the professional development of individuals as well enhancement of school system in general. Basic course readings Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education. Creswell, J. W. (2007). Mixed methods research. Thousand Oaks: Sage Publications. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks: Sage Publications.
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Curriculum Development Theory Process This course is about historical aspects of curriculum development that shape curriculum development as well as their influence in social, economic and political values. Other issues to be addressed in this course include orientations and basic principles to curriculum development, implementation and assessment as well as the role of administrators and leaders in the process of curriculum implementation in schools. Expected Outcomes Upon completion of this course, students will be able to: - describe main orientations and basic principles for curriculum development; - distinguish between competence-based approach and content-based approach of curriculum development process; - analyze curriculum influences in social values and societal development, in general; - analyze the process of curriculum development, implementation and assessment. - analyze the role of administrators and leaders in the process of curriculum development and implementation, as well as monitoring of curriculum implementation in school. Basic Course Readings Allan, C., Orstein, F., & Hunkins, P. (2003). Kurrikulat, bazat, parimet dhe problemet. Tiran: Instituti i Studimeve Pedagogjike. Gardner, H. (2003). Mendja e pashkolluar. Tiran: Instituti i Studimeve Pedagogjike, Prkthim. (Original work published in 1991). Goodson, I. F. (1994). Studying curriculum. New York: Teachers College Press. Kenndy, D. (2006). T shkruarit dhe prdorimi i rezultateve t nxnies (Universiteti i Prishtins, Prkth.). (origjinali i botuar n gjuhn angleze n 2006).
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Technology in Education This course deals with best possible pedagogical ways of using Information and Communication Technology (ICT) in classroom and school, in general as well as its influence in the performance and efficiency of the organization. Students will broaden their knowledge of using internet resources as well as become knowledgeable of specific related issues to their professional interest. A special attention will be paid to e-learning development and application as well as to contemporary tendencies in this area. Expected Outcomes Upon completion of this course, students will be able to: - identify the most effective ways of integrating technology in education to improve both education and enrich students experiences in school; - identify the role of principal and other administrative staff in the integration of technology in education; - analyze the relationships between technology and school development as well as students achievement; - apply and evaluate necessary steps in planning the integration of technology in school; - construct a rationale concept about the use of technology specifically in their work. Basic Course Readings Apple Computer Inc. (2002). The impact of technology on student achievement: summary of research findings on technologys impact in the classroom. Retrieved from http://www.oten. info/conferences/jukes/ResearchSummary.pdf Early, S. R. (2002). The integration of technology into public education: promises and challenges. Retrieved from http://www. bookstoread.com/etp/earle.pdf Grant, C. M. (2004). Professional development in a technological
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age: new definitions, old challenges, new resources. Retrieved from http://ra.terc.edu/publications/TERC_pubs/techinfusion/ prof_dev/prof_dev_frame.html Hall, D. (2003). Power strategy toolkit Part 1: managing the vision. Learning and Leading with Technology, 31(1), 46-51. Hall, D. (2003). Power strategy toolkit Part 1: managing the performance. Learning and Leading with Technology, 31(2), 3641. Hall, D. (2003). Power strategy toolkit Part 1: managing the operations. Learning and Leading with Technology, 31(3), 40-53. Levin, S., Waddoups, G., Levin, J., & Buell, J. (2001, January). Highly interactive and effective online learning environments for teacher professional development. International Journal of Educational Technology, 2(2). Retrieved February 16, 2007, from http://www.ascilite.org.au/ajet/ijet/v2n2/slevin/index.html Resta, P. (Ed.). (2002). Information and communication technologies in teacher education: a planning guide. UNESCO, Division of Higher Education. Yee, D. (2000). Images of school principals information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287-302. Alessi, S. M. & Trollip, S. R. (2001). Multimedia for learning: methods and development (3rd ed.). Boston, MA: Allyn & Bacon. Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Shneiderman, B. & Plaisant, C. (2004). Designing the user interface: strategies for effective human: computer interaction (4th ed.). Boston, MA: Addison Wesley. Integration of pedagogy and technology http://www.ucalgary.ca/~ipt Information literacy: part of the digital equation http://www. ucalgary.ca/~ipt2 Exploring the value of telecollaborative projects - http://www. ucalgary.ca/~ipt3 Constructivism or confusion - http://www.ucalgary.ca/~ipt3
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Communication in Education This course is about the theory of communication in the field of education. This course is designed in a way that discusses communication problems from a theoretical and practical perspective. Communication in education covers issues such as: communication process, effective communication, principles for effective communication, competent communication, barriers to the effective communication, interpersonal communication and communication in small group, listening skills, verbal and non-verbal communication (from leader and administrator viewpoint), strategies for conducting discussions, presentations, communication persuasion in education. Other issues that influence communication in education will also be discussed. In addition, development of skills to effectively communicate in the educational process, including communication with parents and community as well as intercultural communication will be dealt within this course. Expected Outcomes Upon completion of this course, students will be able to: - demonstrate their capacity to reflect upon communication aspects in an educational environment; - describe and analyze basic theories and current research on communication in education; - understand the ethical dimension of communication in education; - analyze the attitudes and behaviors of effective communication in classroom; - analyze the atmosphere of effective communication in classroom; - demonstrate knowledge and ability in certain situations (active listening, conflict resolution strategies); - analyze different communication models in harmony with different theories of communication on behalf of improving the organizational performance and students achievement.
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Basic Course Reading omo, B. (2001). Psikologji komunikimi. Tiran: Pegi. Adler, B. R., Rosenfeld, B. L., & Towne, N. (1983). Interplay: the process of interpersonal communication. New York: Holt, Rinehart, and Winston. Brajsa, P. (1994). Pedagoska komunikologija. Zagreb: Skolske novine. Breakwell, G. M. (2007). Vjestine vodenja intervjua 2 izdanje. Zagreb: Naklada slap. Haynes, O. W., Moran, J. M., & Pindzola, H. R. (2006). Communication disorders in the classroom: an introduction for professionals in school setting. Sudbury, MA: Jones and Bartllet Publishers. Cooper, P. J., & Simonds, Ch. J. (2007). Communication for the classroom teacher. Boston: Pearson/Allyn & Bacon. Graorac, I. (1995). Vaspitanje i komunikacija. Novi Sad: Matica srpska. McCroscey, J. C., Richmond, Virginia. P. & McCroskey, L. L. (2005). An introduction to communication in the classroom: the role of communication in teaching and training. Boston: Allyn & Bacon. Neill, S. (1994). Neverbalna komunikacija u razredu. Zagreb: Educa. Reardon, K. K. (1998). Interpersonalna komunikacija: gdje se misli susrecu. Zagreb: Alinea. Rosenberg, M. B., & Eisler, R. (2003). Life enriching education: nonviolent communication helps schools improve performance, reduce conflict , and enhance relationships. Encinitas, CA: Pudlle Dancer Press. Schulz von Thun, F. (2001). Kako medusobno razgovaramo: 1-3Opca Psihologija komunikacije. Erudita: Zagreb. Trenholm, S., & Jensen, A. (1999). Interpersonal communication. Wadsworth Publishing Company. Verderber, K. S., & Verderber, R. F. ( 2004) Inter-act, interpersonal communication concepts, skills, and contexts. New York: Oxford University Press.
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Action Research & Organizational Development Action Research is an essential component of teachers and educators professional development, which enables their critical reflection upon their professional practice and educational values. This course aims at preparing students to improve their practices through research projects in the educational institutions where they work enabling them to address their professional difficulties. The main characteristics of action research, its types, and ways of identifying problems and steps to implement action research as well as the influence of action research in the organization development will be covered in this course. Expected Outcomes Upon completion of this course, students will obtain necessary skills to improve their professional practice. They will be able to: - identify, elaborate and analyze developed models of action research; - plan and develop a cycle of action research through observations and critical reflections; - use new perspectives of relationships between theory and practice in the field of education by placing action research and school institutions in an interdependent context; - develop an action research in their institution and write a research report; - reflect upon their professional practice in the context of continuous enhancement of students experiences in school. Basic Course Readings Mills, G. E. (2003). Action research: a guide for the teacher researcher (2nd ed.). Upper Saddle River, Nj: Merrill/Prentice Hall. Creswell, J. W. (2008). Educational research, planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Creek, NJ: Pearson Education.
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VIII. THESIS WORK

Thesis work consists of 30 ECTS and represents the final phase of this Master Program. The following general criteria for thesis work will have to be followed: 1. Thesis should be 20 000 25 000 words long, Times New Roman, 12 point font, double-spaced; 2. APA style (American Psychological Association) for references and citations should be followed; 3. Thesis should demonstrate students ability to apply scientific methods and theories in a specific academic field; 4. Thesis should demonstrate students ability to reflect and conduct research work in a specific field; 5. Thesis should demonstrate students knowledge, his/her theoretical and analytical skills in order to demonstrate his/her familiarity with the terminology, aspects and developments in a specific field; 6. The student will choose himself or herself his/her thesis topic in consultation with the academic staff of the Faculty to be followed by an approval of the Council of the Faculty. Once a student registers to write his/her thesis, a completion deadline will be determined and communicated. Students are encouraged to initiate their discussion with the academic personnel related to thesis topic before the third semester 7. The chosen topic should be related to the study program and be in line with research priorities of the Faculty and relevant to the development of the school system in the country; 8. The academic content and the students ability to express himself or herself should be in line with the current language standards;
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9. Thesis written in Albanian language should have its summary written/translated in English too. If a thesis is written in English, then the summary should be written in Albanian language too; 10. Thesis should be evaluated within a two-month period from the day of submission to the Evaluation Committee. An oral presentation follows the evaluation, where the Evaluation Committee initially presents its assessment to be followed by candidates presentation. Further details on the Master Thesis are specified in the Thesis Handbook.
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