{"id":8877,"date":"2021-02-27T21:15:55","date_gmt":"2021-02-27T21:15:55","guid":{"rendered":"http:\/\/revistakuvendi.org\/?p=8877"},"modified":"2021-02-27T21:15:55","modified_gmt":"2021-02-27T21:15:55","slug":"kurset-kunder-analfabetizmit-ne-komunen-e-medvegjes","status":"publish","type":"post","link":"https:\/\/revistakuvendi.org\/?p=8877","title":{"rendered":"KURSET KUND\u00cbR ANALFABETIZMIT N\u00cb KOMUN\u00cbN E MEDVEGJ\u00cbS"},"content":{"rendered":"\n
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KURSET\nKUND\u00cbR ANALFABETIZMIT N\u00cb KOMUN\u00cbN E MEDVEGJ\u00cbS<\/strong><\/p>\n\n\n\n

1945-2000 ( Fotot ilustruese do ti publikojme ditet ne vazhdim)<\/em><\/p>\n\n\n\n

ARGJIRA (ARI) UKIMERI \u2013 MR.SC.\nPEDAGOGE<\/em><\/strong><\/p>\n\n\n\n

SHKURT,\n2021<\/em><\/p>\n\n\n\n

PRIZREN,\n<\/em><\/p>\n\n\n\n

P\u00ebrmbajtja:<\/p>\n\n\n\n

1. Hyrja<\/p>\n\n\n\n

1.1. Historiku i shkurt\u00ebr i hulumtimit<\/p>\n\n\n\n

1.2. Llojet e analfabetizmit \u2013 Roli i tij<\/p>\n\n\n\n

2. Kurset kund\u00ebr Analfabetizmit<\/p>\n\n\n\n

2.1.  Monografia e shkoll\u00ebs fillore \u201cGornja\nJabllanica\u201d<\/p>\n\n\n\n

2.2. Shkollimi i t\u00eb rriturve n\u00eb Komun\u00ebn e\nMedvegj\u00ebs<\/p>\n\n\n\n

3. Roli i mediave n\u00eb zhdukjen e\nAnalfabetizmit n\u00eb Komun\u00ebn e Medvegj\u00ebs<\/p>\n\n\n\n

3.1. Mjetet e informimit n\u00eb zhdukjen e\nanalfabetizmit<\/p>\n\n\n\n

3.2. Radio Medvegja \u2013 Mjet informimi p\u00ebr\nkomunitetin shqiptar n\u00eb Serbi<\/p>\n\n\n\n

3.3. Shfryt\u00ebzimi i koh\u00ebs s\u00eb lir\u00eb<\/p>\n\n\n\n

3.4. Femra \u2013 Puna dhe koha e lir\u00eb<\/p>\n\n\n\n

4. Fuqia pun\u00ebtore n\u00eb Serbi \u2013 Grafikone<\/p>\n\n\n\n

4.1. Struktura e fuqis\u00eb pun\u00ebtore n\u00eb Serbi \u2013\nGrafikone<\/p>\n\n\n\n

4.2. Regjistrimi i popullsis\u00eb mbi mosh\u00ebn 15\nvje\u00e7are nga niveli i gjinis\u00ebdhe arsimit \nViti 2002<\/p>\n\n\n\n

5. P\u00ebrfundimet<\/p>\n\n\n\n

1.\nHYRJE<\/em><\/p>\n\n\n\n

Dukuria e analfabetizmit, \u00ebsht\u00eb nj\u00eb fakt i\ngjall\u00eb q\u00eb nuk kemi arritur q\u00eb t\u00eb p\u00ebrmbledhim t\u00eb gjith\u00eb materialet q\u00eb lidhet n\u00eb\nm\u00ebnyr\u00eb t\u00eb drejt\u00ebp\u00ebrdrejt\u00eb me Analfabetizmin. Kjo tregon q\u00eb n\u00eb nj\u00eb studim dhe n\u00eb\nnj\u00eb arsye t\u00eb vetme, Analfabetizmi \u00ebsht\u00eb nj\u00eb fush\u00eb mjaft\u00eb e gjer\u00eb n\u00eb nivel komb\u00ebtar\ndhe nd\u00ebrkomb\u00ebtar. \u00c7\u00ebshtja e analfabetizmit \u00ebsht\u00eb nj\u00eb problem shum\u00eb i madh, q\u00eb\nk\u00ebrkon nj\u00eb zgjedhje t\u00eb drejt\u00eb dhe nj\u00eb pun\u00eb \nserioze. P\u00ebr t\u00eb arritur deri tek zhdukja e k\u00ebtij fenomeni mjaft\u00eb\nshqet\u00ebsues, ndikojn\u00eb shum\u00eb faktr\u00eb si: Faktori Social, Motivimi p\u00ebr nj\u00eb edukim\nsa m\u00eb cil\u00ebsor, d\u00ebshira p\u00ebr nj\u00eb t\u00eb ardhme m\u00eb t\u00eb mir\u00eb, e mbi t\u00eb gjitha edhe\nFamilja \u2013 si shtylla kryesore p\u00ebr eliminimin e k\u00ebtij problemi. Nj\u00eb problem\nkryesor gjat\u00eb k\u00ebtij hulumtimi ishte literatura n\u00eb gjuh\u00ebn serbe, zhdukja e disa\nt\u00eb dh\u00ebnave mbi k\u00ebt\u00eb element, q\u00eb ndikoj edhe n\u00eb p\u00ebrkthumin e t\u00eb dh\u00ebnave mbi k\u00ebt\u00eb\ntem\u00eb. Q\u00ebllimi kryesor i k\u00ebtij hulumtimi, \u00ebsht\u00eb q\u00eb populli shqiptar n\u00eb k\u00ebt\u00eb\npjes\u00eb, t\u00eb jet\u00eb m\u00eb i arsimuar dhe m\u00eb i p\u00ebrparuar n\u00eb \u00e7do fush\u00eb shkencore.Poashtu,\nn\u00eb k\u00ebt\u00eb tem\u00eb e pa studiuar mir\u00eb, kam dh\u00ebn\u00eb kontributin tim maksimal n\u00eb fush\u00ebn e\nedukimit dhe t\u00eb arsimit n\u00eb k\u00ebt\u00eb komun\u00eb, si dhe zhdukjen e analfabetizmit\nnj\u00ebher\u00eb e p\u00ebrgjithmon\u00eb.<\/p>\n\n\n\n

1.1.\nHISTORIKU I SHKURT\u00cbR I HULUMTIMIT<\/em><\/p>\n\n\n\n

[1]<\/a>Medvegja \u2013 si pjes\u00eb e lugin\u00ebs shqiptare n\u00eb pjes\u00ebn veriore t\u00eb Kosov\u00ebs p\u00ebrfshin\nnj\u00eb territor prej 524.24 km. N\u00eb jugper\u00ebndim, Medvegja kufizohet me k\u00ebto komuna:\nDardana, Prishtina dhe Podujeva.<\/em> N\u00eb\nveri me k\u00ebto komuna; Prokuple dhe Bojnik.<\/em>\nNd\u00ebrsa n\u00eb lindje kufizohet me vij\u00ebn ndar\u00ebse ujore mes lumit t\u00eb Jabllanic\u00ebs s\u00eb\nEp\u00ebrme dhe Shuman, si dhe me komun\u00ebn e Leban\u00ebs. Jabllanica e Ep\u00ebrme, paraqet\nnj\u00eb bosht kryesor kurrizor, q\u00eb n\u00eb vete p\u00ebrmbledhe t\u00eb gjitha hap\u00ebsirat e k\u00ebsaj\nkomune, n\u00eb t\u00eb dy an\u00ebt e burimit t\u00eb skajsh\u00ebm, duke filluar nga fshati Kik\u00ebs e\nderi n\u00eb Rukoc. Kjo vij\u00eb hap\u00ebsinore p\u00ebrfshin nj\u00eb gjat\u00ebsi prej 84.5 Km\/katror.\nGjat\u00eb k\u00ebsaj lugine, Medvegja ka lidhje rrugore dhe me k\u00ebto qytete si: Leskocin (42 km), Prishtin\u00ebn (63 km).<\/em> K\u00ebto\nvija rrugore, datojn\u00eb q\u00eb nga koha romake, q\u00eb njihet me emrin Lissus<\/em> \u2013 (Lezha \u2013 Sot qytet n\u00eb Shqip\u00ebri).\n [2]<\/a>Medvegja, si komun\u00eb edhe n\u00eb periudha t\u00eb hershme t\u00eb historis\u00eb ishte e\nbanuar me njer\u00ebz. Poashtu, pozita gjeografike e saj, dhe begatia natyrore e saj\nkishte nj\u00eb r\u00ebnd\u00ebsi t\u00eb madhe nd\u00ebr shekuj. [3]<\/a>Karakteristik\u00eb e Medvegj\u00ebs ishte popullsia shum\u00eb etnike q\u00eb jetonin n\u00eb\netapa t\u00eb ndryshme kohore. N\u00eb t\u00eb gjitha periudhat historike, dhe deri n\u00eb luft\u00ebrat\nserbo \u2013 turke (1877-1888), historia tregon q\u00eb para-ardh\u00ebsit tan\u00eb iliro-dardan\u00ebt\n kan\u00eb jetuar n\u00eb k\u00ebto troje. Kjo n\u00ebnkupton\nq\u00eb shqiptar\u00ebt \u00e7do her\u00eb kan\u00eb qen\u00eb element dominues n\u00eb k\u00ebto pjes\u00eb.<\/p>\n\n\n\n

1.2. Llojet\ne Analfabetizmit<\/em><\/p>\n\n\n\n

[4]<\/a>Si n\u00eb \u00e7do fush\u00eb shkencore dhe edukative, edhe Analfabetizimi ka llojet\ne tij. Ne po i p\u00ebrmendim disa prej llojeve t\u00eb tij:<\/p>\n\n\n\n

Analfabetizmi i plot\u00eb konsiderohet nj\u00eb\nperson q\u00eb nuk di shkrim lexim.<\/p>\n\n\n\n

Analfabetizmi i pjes-sh\u00ebm konsiderohet nj\u00eb\nperson q\u00eb di t\u00eb lexoi, por jo edhe t\u00eb shkruaj.<\/p>\n\n\n\n

P\u00ebrve\u00e7 k\u00ebtyre dy formave t\u00eb analfabetizmit,\negzsitojn\u00eb edhe disa forma t\u00eb tjera si n\u00eb vijim:<\/p>\n\n\n\n

N\u00eb form\u00ebn e par\u00eb t\u00eb Analfabetizmit hyjn\u00eb t\u00eb\ngjith\u00eb ata individ\u00eb q\u00eb p\u00ebr arsye t\u00eb ndryshme, nuk kan\u00eb arritur t\u00eb shkollohen\nasnj\u00ebher\u00eb<\/p>\n\n\n\n

N\u00eb form\u00ebn e dyt\u00eb, hyjn\u00eb ata individ\u00eb q\u00eb\nvijuan shkollimin, por me vones\u00eb, nuk arrit\u00ebn t\u00eb kultivojn\u00eb dijet e tyre. Dhe\nsi rezultat harruan ato se \u00e7far\u00eb kan\u00eb m\u00ebsuar m\u00eb par\u00eb.<\/p>\n\n\n\n

[5]<\/a>Poashtu, shtrohet nj\u00eb pyetje tjet\u00ebr lidhur me Analfabetizmit. Ku v\u00ebrehet\nAnalfabetizmi? P\u00ebrgjigjet jan\u00eb si n\u00eb vijim:<\/p>\n\n\n\n

Analfabetizmi v\u00ebrehet kryesisht n\u00eb vendet e\npazhvilluara, dhe ato m\u00eb pa t\u00eb zhvilluara.<\/p>\n\n\n\n

Analfabetizmi shfaqet n\u00eb ato vende, ku kemi\nmbi populliz\u00ebm (Popullsi t\u00eb lart\u00eb).<\/p>\n\n\n\n

N\u00eb vendet e pazhvilluara (t\u00eb varf\u00ebra), ku\nnevoja p\u00ebr mbijetes\u00eb i drejtojn\u00eb njer\u00ebzit p\u00ebr kushte m\u00eb t\u00eb mira, nevoja p\u00ebr\npun\u00ebsim dhe nj\u00eb jet\u00eb m\u00eb t\u00eb mir\u00eb dhe m\u00eb t\u00eb sigurt\u00eb, nga t\u00eb miturit e deri tek t\u00eb\nrriturit. Poashtu, shumica e njer\u00ebzve, braktis\u00ebn shkollimun p\u00ebr nevoja m\u00eb t\u00eb\nlarta financiare.<\/p>\n\n\n\n

Numri i analfabetizmit \u00ebsht\u00eb m\u00eb i lart\u00eb n\u00eb\nzonat rurale sesa n\u00eb ato urbane, p\u00ebr arsye t\u00eb ndryshme.<\/p>\n\n\n\n

F\u00ebmij\u00ebt e familjeve analfabete, kan\u00eb nj\u00eb\nprobabilitet m\u00eb t\u00eb madh p\u00ebr tu b\u00ebr\u00eb vazhdim\u00ebsi e prind\u00ebrve t\u00eb tyre, n\u00eb krahasim\nme f\u00ebmij\u00ebt e intelektual\u00ebve.<\/p>\n\n\n\n

[6]<\/strong><\/em><\/strong><\/a>Pasojat e analfabetizmit, i\nparaqesim si n\u00eb vijim:<\/em><\/p>\n\n\n\n

Analfabetizmi varet edhe nga faktor\u00eb dhe\nindivid\u00eb t\u00eb tjer\u00eb. Vlen t\u00eb p\u00ebrmendet q\u00eb shpesh-her\u00eb analfabetizmi sh\u00ebndrrohet n\u00eb\nobjekt shfryt\u00ebzimi,<\/p>\n\n\n\n

Pamund\u00ebsia p\u00ebr t\u00eb patur dhe gjetur nj\u00eb vend\npune, t\u00eb gjith\u00eb sektor\u00ebt jan\u00eb m\u00eb t\u00eb p\u00ebrkufizuar p\u00ebr kategorinn\u00eb e analfabetimit\n(njer\u00ebzit analfabet).<\/p>\n\n\n\n

1.2.Roli\ni Analfabetizmit \u2013 Emigracioni si shkak p\u00ebr mos arsimimin e njer\u00ebzve<\/em><\/p>\n\n\n\n

[7]<\/a>Nd\u00ebr shkaktar\u00ebt kryesor n\u00eb zhvillimin e analfabetizmit, \u00ebsht\u00eb edhe\nEmigracioni. Emigracioni p\u00ebrkufizohet si nj\u00eb \u201cLuft\u00eb e vazhdueshm\u00eb\u201d, n\u00eb nj\u00eb vendbanim\nt\u00eb pasigurt\u00eb. Nj\u00eb pjes\u00eb e emigracionit, p\u00ebrdoret p\u00ebr q\u00ebllime t\u00eb err\u00ebta t\u00eb\nshoq\u00ebris\u00eb, nga organizata t\u00eb ndryshme joqeveritare, politike dhe terroriste,\np\u00ebr nevojat e tyre personale. Nj\u00eb rol t\u00eb r\u00ebnd\u00ebsish\u00ebm e luan edhe Arsimimi i t\u00eb\nrriturve, q\u00eb z\u00eb vend t\u00eb r\u00ebnd\u00ebsish\u00ebm n\u00eb institucionet formale q\u00eb drejtojn\u00eb kah\nnj\u00eb kualifikim i drejt\u00eb dhe i sinqert\u00eb. Poashtu, k\u00ebto elemente p\u00ebrfshijn\u00eb edhe\nm\u00ebsimin joformal, q\u00eb z\u00eb nj\u00eb vend t\u00eb r\u00ebnd\u00ebsish\u00ebm n\u00eb pun\u00eb dhe n\u00eb komunitet. Vlen\nedhe logoja kund\u00ebr analfabetizmit \u201cMotivimi\ni t\u00eb rriturve \u00ebsht\u00eb m\u00eb i ul\u00ebt p\u00ebr t\u00eb vazhduar n\u00eb m\u00ebsim\u201d<\/em>. Me p\u00ebrkrahjen\nmaksimale t\u00eb familjes, shoq\u00ebris\u00eb, dhe ndihm\u00ebs fare t\u00eb vog\u00ebl financiare t\u00eb\ninstitucioneve publike, apo edhe ndihmat minimale nga pun\u00ebdh\u00ebn\u00ebsit, individ\u00ebt\nher\u00eb pas here detyrohen q\u00eb t\u00eb mbajn\u00eb familjet e tyre, duke mos patur koh\u00eb q\u00eb t\u00eb\nmerren me vet\u00ebveten.<\/p>\n\n\n\n

[8]<\/strong><\/em><\/strong><\/a>\u00c7\u00ebshtjet sistematike jan\u00eb\npjes\u00eb p\u00ebrb\u00ebr\u00ebse t\u00eb k\u00ebtij problemi t\u00eb hulumtimit:<\/em><\/p>\n\n\n\n

Vet\u00ebdije e ul\u00ebt n\u00eb mes t\u00eb partner\u00ebve, p\u00ebr\narsimimin e t\u00eb rriturve,<\/p>\n\n\n\n

Nuk ka ndonj\u00eb kualifikim t\u00eb profesioneve,<\/p>\n\n\n\n

Nuk ka ndonj\u00eb sistem q\u00eb njeh\u00eb dhe vler\u00ebson\narsimimin, edukimin dhe eksperienc\u00ebn e fituar m\u00eb her\u00ebt,<\/p>\n\n\n\n

[9]<\/a>Nuk ka asnj\u00eb sistem t\u00eb informimit, k\u00ebshillimit dhe orientimit\nprofesional p\u00ebr t\u00eb gjith\u00eb,<\/p>\n\n\n\n

Kemi k\u00ebrkesa t\u00eb ul\u00ebta p\u00ebr nj\u00eb aft\u00ebsim sa m\u00eb\nt\u00eb mir\u00eb p\u00ebr t\u00eb rriturit<\/p>\n\n\n\n

DEKLARATA\nP\u00cbR T\u00cb DREJTAT E NJERIUT<\/em> \u2013 sqaron n\u00eb nenin 26 t\u00eb saj\nse:<\/p>\n\n\n\n

[10]<\/a>Secili ka t\u00eb drejt\u00eb t\u00eb edukohet dhe t\u00eb arsimohet (E drejta p\u00ebr arsimim\ndhe edukim t\u00eb barabart\u00eb). Sipas k\u00ebsaj deklarate, Arsimi dhe Edukimi duhet t\u00eb\njen\u00eb falas n\u00eb t\u00eb gjitha nivelet. Poashtu, arsimi fillor duhet t\u00eb jet\u00eb i\nobliguar p\u00ebr secilin individ\/person. N\u00eb arsimin teknik dhe at\u00eb profesional, t\u00eb\ngjith\u00eb individ\u00ebt duhet t\u00eb ken\u00eb qasje dhe t\u00eb drejta t\u00eb barabarta. Nd\u00ebrsa n\u00eb\narsimin e lart\u00eb, duhet t\u00eb iu mund\u00ebsohet t\u00eb gjith\u00eb individ\u00ebve, dhe t\u00eb ken\u00eb qasje\nmbi baz\u00ebn e aft\u00ebsive edukativo-arsimore<\/p>\n\n\n\n

2.\nKURSET KUND\u00cbR ANALFABETIZMIT<\/em><\/p>\n\n\n\n

[11]<\/a>\u00c7do sukses n\u00eb fush\u00ebn e analfabetizmit, nuk ka qen\u00eb i suksessh\u00ebm me\nfitoren e luft\u00ebs kund\u00ebr tij, por ka qen\u00eb e e nevojshme q\u00eb n\u00eb liri t\u00eb arrihet nj\u00eb\ne ardhme m\u00eb p\u00ebrparimtare. Q\u00eb t\u00eb arrihen q\u00ebllimshm\u00ebrit\u00eb e k\u00ebsaj lufte t\u00eb dijes,\nduhet t\u00eb kemi njer\u00ebz t\u00eb shkolluar dhe t\u00eb krijuar mir\u00eb p\u00ebrk\u00ebt\u00eb fush\u00eb. Zbatimi\ndhe largimi i analfabetizmit nga shteti, duhet \nt\u00eb parashikohen m\u00ebnyrat e pun\u00ebs dhe duhet marr\u00eb k\u00ebto masa konkrete:<\/p>\n\n\n\n

Shkollimi i rregullt,<\/p>\n\n\n\n

Kurse analfabetike,<\/p>\n\n\n\n

Krijimi i grupeve kulturore dhe artistike,<\/p>\n\n\n\n

Pun\u00ebt botuese,<\/p>\n\n\n\n

Kurset p\u00ebr udh\u00ebheq\u00ebsit ushtarak dhe\npolitik,<\/p>\n\n\n\n

Krijimi i grupeve lexuese.<\/p>\n\n\n\n

Nj\u00eb rol t\u00eb r\u00ebnd\u00ebsish\u00ebm e luajn\u00eb kurset\nanalfabetike. Duhet t\u00eb fillojn\u00eb pun\u00ebn e tyre p\u00ebr zhdukjen e k\u00ebtij problemi.\nPlan-programet m\u00ebsimore, parashihnin q\u00eb k\u00ebto kurse t\u00eb fillojn\u00eb nga data 01.11.1945<\/em> dhe t\u00eb zgjasin 3 muaj. Nd\u00ebrsa\nkurset mund t\u00eb zgjasnin deri n\u00eb 5 muaj. Poashtu, m\u00ebsimdh\u00ebn\u00ebsit e shkollave\nfillore n\u00eb Medvegj\u00eb, m\u00ebsojn\u00eb programin e shkurtuar, p\u00ebr nj\u00eb l\u00ebnd\u00eb t\u00eb caktuar. N\u00eb\nk\u00ebto programe p\u00ebrfshiheshin k\u00ebto l\u00ebnd\u00eb: Gjuha Serbe, p\u00ebrgatitja e Abetares,\nShkrimi dhe Gramatika. Shumica e nx\u00ebn\u00ebsve n\u00eb at\u00eb koh\u00eb, mbajn\u00eb mend se gjat\u00eb\nkurseve kund\u00ebr Analfabetizmit s\u00eb bashku me prind, me k\u00ebshillin arsimor, si dhe\nqytetar t\u00eb tjer\u00eb kan\u00eb festuar s\u00eb bashku fest\u00ebn e madhe shkollore \u201cSveti Sava\u201d \u2013\nSh\u00ebn Sava\u201d. Gjithashtu, me p\u00ebrfundimin e kursevet\u00eb para, \u00ebsht\u00eb par\u00eb e nevojshme\np\u00ebr organizimin e kurseve t\u00eb tjera. Kjo vlen p\u00ebr ata individ q\u00eb nuk kishin\narritur t\u00eb marrin m\u00ebsimet e nevojshme. Por mendohej q\u00eb kishte akoma m\u00eb shum\u00eb\nanalfabet. Si m\u00ebsimdh\u00ebn\u00ebs n\u00eb k\u00ebto kurse ishin: Dostana Perishiq dhe Jovanka Stankoviq.<\/em> Gazeta \u201cNASTAJ RECI\u201d,<\/em> shkruante se pushteti ka detyr\u00eb t\u00eb r\u00ebnd\u00ebsishme\np\u00ebr m\u00ebsimin e shkrim-leximit t\u00eb t\u00eb rinj\u00ebve dhe grave. N\u00eb vitin 1945, n\u00eb Leban \u00ebsht\u00eb\nmbajtur mbledhja, q\u00eb \u00ebsht\u00eb paraqitur \u201cT\u00eb ndaluarit e analfabetizmit\u201d. <\/p>\n\n\n\n

Poashtu, n\u00eb fillim t\u00eb viit 1946, n\u00eb rrethin\ne Leskovecit, kan\u00eb punuar 194 kurse kund\u00ebr analfabetizmit. Pjes\u00eb e k\u00ebtyre\nkurseve kan\u00eb qen\u00eb gjith\u00ebsej 6.315 ndjek\u00ebs. Deri n\u00eb fund t\u00eb vitit 1946,\nvijueshm\u00ebria e kurseve ka arritur deri n\u00eb 274 t\u00eb tilla. N\u00eb Leskovec, k\u00ebto kurse\ni kan\u00eb ndjekur 550 frekuentues, ku kan\u00eb arritur t\u00eb m\u00ebsonin 6.871 analfabet.\nNd\u00ebrsa p\u00ebr 8 vitet e ardhshme, \u00ebsht\u00eb menduar q\u00eb Analfabeti t\u00eb likuiditohet. N\u00eb\ngarat p\u00ebr flamurin garues, q\u00eb u zhvilluan n\u00eb at\u00eb koh\u00eb n\u00eb rrethin\u00ebn e Jabllanic\u00eb\nn\u00eb N\u00ebntor t\u00eb 1946, sias rezultateve, m\u00eb t\u00eb mir\u00ebt ishin Rinia e Medvegj\u00ebs, n\u00eb\nshkrim dhe n\u00eb lexim. N\u00eb at\u00eb periudh\u00eb kursin kund\u00ebr analfabetizmit n\u00eb Medvegj\u00eb,\n57 vijues ndjekin kurset, ku prej tyre 32 jan\u00eb t\u00eb rinj\u00eb dhe t\u00eb reja.<\/p>\n\n\n\n

2.1. MONOGRAFIA\nE SHKOLL\u00cbS FILLORE \u201cGORNJA JABLLANICA\u201d<\/em><\/p>\n\n\n\n

[12]<\/a>N\u00eb Medvegj\u00eb, struktura e sistemit arsimor deri von\u00eb ishte mjaft\u00eb e\npak\u00ebnaqur. T\u00eb gjitha k\u00ebto pak\u00ebnaq\u00ebsi, kan\u00eb ndikuar edhe n\u00eb mos zhvillimin\nshoq\u00ebror dhe historik. Sipas t\u00eb dh\u00ebnave historike, Shkolla e par\u00eb n\u00eb Medvegj\u00eb\n\u00ebsht\u00eb hapur n\u00eb vitin 1899, n\u00eb gjuh\u00ebn serbe. Nd\u00ebrsa shkolla e par\u00eb n\u00eb gjuh\u00ebn\nshqipe \u00ebsht\u00eb hapur n\u00eb fshatin G\u00ebrbac n\u00eb\nvitin shkollor 1954-1955<\/em>. Sikur n\u00eb t\u00eb gjitha hap\u00ebsirat shqiptare, edhe n\u00eb\nkomun\u00ebn e Medvegj\u00ebs kemi nj\u00eb shkall\u00eb t\u00eb lart\u00eb t\u00eb analfabetizmit. Kjo ndodh\u00eb p\u00ebr\ndisa arsye si: Mungesa e shkollave shqipe, Dominimi i Bujq\u00ebsis\u00eb n\u00eb k\u00ebto treva,\nEkonomit\u00eb Sht\u00ebpiake etj. Si gjithmon\u00eb, femra shqiptare e k\u00ebsaj treve, ishte\nt\u00ebr\u00ebsisht analfebete, n\u00eb p\u00ebrjashtim t\u00eb ndonj\u00eb rasti.  N\u00eb Medvegj\u00eb, akoma kemi vet\u00ebm funskionimin e\nshkollave fillore. Shumica e nx\u00ebn\u00ebsve q\u00eb mbarojn\u00eb shkollimin fillor\u00eb, detyrohen\nq\u00eb shkollimin e mes\u00ebm dhe at\u00eb universitar t\u00eb mbarojn\u00eb n\u00eb Kosov\u00eb, ose edhe n\u00eb\nSerbi. Kushtet ekonomike dhe ato politike, kan\u00eb ndikuar q\u00eb shum\u00eb t\u00eb rinj\u00eb t\u00eb nd\u00ebrprejn\u00eb\nshkollimet e tyre. Ngritja e analfabetizmit u tregua qysh n\u00eb vitet e 1990. Nj\u00eb\nshembull konkret n\u00eb ngritjen arsimore t\u00eb t\u00eb rinj\u00ebve \u00ebsht\u00eb Shkolla Fillore e Banj\u00ebs s\u00eb Sijarin\u00ebs<\/em>, ku n\u00eb vitet 1978, 1979 dhe 1980<\/em>, m\u00ebsimi u organizua\nm\u00ebsimi n\u00eb gjuh\u00ebn shqipe. M\u00ebsimi u orientua p\u00ebr klas\u00ebn e par\u00eb dhe t\u00eb dyt\u00eb, si\ndhe paralele t\u00eb ndara t\u00eb shkoll\u00ebs s\u00eb mesme ekonomike \u201cNikolla Teslla\u201d,<\/em> n\u00eb Medvegj\u00eb. Mir\u00ebpo, pas dy vitesh, u shua kjo\nparalele p\u00ebr shkak t\u00eb mosinteresimir t\u00eb organeve p\u00ebrgjegj\u00ebse t\u00eb shkoll\u00ebs dhe t\u00eb\nKomun\u00ebs.<\/p>\n\n\n\n

2.2. SHKOLLIMI\nI T\u00cb RRITURVE N\u00cb KOMUN\u00cbN E MEDVEGJ\u00cbS<\/em><\/p>\n\n\n\n

[13]<\/a>Shkollimi i t\u00eb rinj\u00ebve n\u00eb komun\u00ebn e Medvegj\u00ebs, gjithmon\u00eb ka qen\u00eb i v\u00ebshtir\u00ebsuar.\nPas p\u00ebrfundimit t\u00eb luft\u00ebs s\u00eb Dyt\u00eb Bot\u00ebrore, kur n\u00eb IRFJ, m\u00eb fshatrat shqiptare,\nshum\u00eb von\u00eb u hap\u00ebn shkollat e para shqipe. Mir\u00ebpo, deri von\u00eb t\u00eb gjitha m\u00ebismet\nu b\u00ebn\u00eb n\u00eb gjuh\u00ebn serbe. Pas p\u00ebrfundimit t\u00eb luft\u00ebs s\u00eb dyt\u00eb bot\u00ebrore, kishte v\u00ebshtir\u00ebsi\np\u00ebr m\u00ebsimet n\u00eb gjuh\u00ebn shqipe. U mbajt\u00ebn kurse t\u00eb ndryshme p\u00ebr zhdukjen e\nanalfabetizmit, duke d\u00ebrguar k\u00ebshtu raporte p\u00ebr rezultate shum\u00eb t\u00eb mira deri n\u00eb\nshkall\u00ebn e zhdukjes s\u00eb analfabetizmit. Duket qart\u00eb  se shqiptar\u00ebt  ishin n\u00eb num\u00ebr t\u00eb vog\u00ebl, q\u00eb dinin shkrim\nlexim, edhe at\u00eb n\u00eb gjuh\u00ebn serbe. E gjith\u00eb kjo ishte nj\u00eb eufori e sistemit, se\nsa di\u00e7ka reale q\u00eb kishte t\u00eb b\u00ebnte me nj\u00eb pun\u00eb serioze n\u00eb arsimin e t\u00eb rriturve,\nsdimos t\u00eb shqiptar\u00ebve. M\u00ebsimi q\u00eb merrnin shqiptar\u00ebt n\u00eb koh\u00ebt e fundit ishte\nshkolla e fshatit Starabaj\u00eb. Kjo shkoll\u00eb u transformua n\u00eb shkoll\u00eb shqipe p\u00ebr\nher\u00eb t\u00eb par\u00eb n\u00eb vitin 1971. E gjith\u00eb kjo ndodhi me k\u00ebrkes\u00ebn e prind\u00ebrve\nshqiptar\u00eb. Vlen t\u00eb p\u00ebrmendet q\u00eb m\u00ebsimdh\u00ebn\u00ebsi i par\u00eb n\u00eb shkoll\u00ebn shqipe, n\u00eb k\u00ebt\u00eb\ntrev\u00eb, ishte REXHEP ABAZI,<\/em> i cili\npunoi p\u00ebr 10 vite rradhazi. Fatkeq\u00ebsisht, sot n\u00eb k\u00ebt\u00eb shkoll\u00eb nuk ka asnj\u00eb nx\u00ebn\u00ebs\nshqiptar. Kjo vjen si pasoj\u00eb e regjimit serb p\u00ebr zhdukjen e popull\u00ebsis\u00eb\nshqiptare nga k\u00ebto an\u00eb. Pavar\u00ebsisht regjimit serb, sadopak u eliminua\nanalfabetizmi. Numri i t\u00eb rriturve, tregon edhe pamund\u00ebsin\u00eb p\u00ebr t\u00eb vazhduar\nshkollimin p\u00ebr arsye t\u00eb ndryshme. Nj\u00eb vler\u00eb negative n\u00eb shkollimin e t\u00eb rinj\u00ebve\nshqiptar\u00eb n\u00eb Medvegj\u00eb, ishin edhe k\u00ebto: Larg\u00ebsia\ne shkoll\u00ebs nga sht\u00ebpia, Kushtet e v\u00ebshtira ekonomike, Politike.<\/em> Sidomos kjo\nndikoi p\u00ebr t\u00eb keq edhe n\u00eb edukimin e vajzave shqiptare, q\u00eb ndoq\u00ebn vet\u00ebm 4 vite\nshkoll\u00eb. Poashtu, edhe numri i djem\u00ebve ishte i vog\u00ebl n\u00eb ndjekjen e arsimit t\u00eb\ntyre. Nj\u00eb rol t\u00eb ve\u00e7ant\u00eb ka luajtur edhe \u201cShkolla\ne Nat\u00ebs\u201d.<\/em> Kjo shkoll\u00eb ishte p\u00ebr ata nx\u00ebn\u00ebs q\u00eb d\u00ebshironin t\u00eb vazhdonin\nshkollimin fillor n\u00eb t\u00ebr\u00ebsi. Kjo shkoll\u00eb kiste r\u00ebnd\u00ebsi t\u00eb ve\u00e7ant\u00eb p\u00ebr ata t\u00eb\nrritur q\u00eb d\u00ebshironin t\u00eb pun\u00ebsoheshin diku, apo edhe jen\u00eb pjes\u00eb e pun\u00ebtoris\u00eb\nteknike n\u00eb shkoll\u00eb. N\u00eb vitet e 70, kush mbaronte shkoll\u00ebn dy vje\u00e7are,\npajiseshin me d\u00ebftes\u00eb, e kishin m\u00eb t\u00eb leht\u00eb pun\u00ebsimin n\u00eb k\u00ebt\u00eb rajon. Nd\u00ebrsa pas\nviteve t\u00eb 70, kur n\u00eb Baj\u00eb t\u00eb Sijarin\u00ebs, shkolla u kompletua si t\u00ebr\u00ebsi, m\u00ebsimi\nzhvillohet n\u00eb gjuh\u00ebn shqipe. Karakteristik\u00eb e k\u00ebsaj shkolle, ishte dh\u00ebnia e\nprovimeve para komisioneve dhe organeve adekuate t\u00eb caktuar nga Ministria e\nArsimit t\u00eb Serbis\u00eb. <\/p>\n\n\n\n

K\u00ebshtu vite t\u00eb t\u00ebra, n\u00eb shkoll\u00ebn e Baj\u00ebs s\u00eb\nSijarin\u00ebs, u organizua p\u00ebr her\u00eb t\u00eb par\u00eb shkollimi n\u00eb gjuh\u00ebn shqipe, si dhe dh\u00ebnia\ne provimeve nga klasa V-VIII. Pavar\u00ebsisht k\u00ebrkesave t\u00eb Bashk\u00ebsis\u00eb Nd\u00ebrkmb\u00ebtare,\nq\u00eb t\u00eb respektohen t\u00eb drejtat e shqiptar\u00ebve n\u00eb Serbi, pushteti i at\u00ebhersh\u00ebm\nmerte vendime t\u00eb caktuara. Prandaj n\u00eb vitet 1987-1988, shteti ka urdh\u00ebruar q\u00eb\nt\u00eb b\u00ebhen regjistrimet e t\u00eb rriturve nga rajonet e tyre, q\u00eb nuk kan\u00eb mbaruar\nshkollimin fillor. I t\u00ebr\u00eb ky aksion u b\u00eb me q\u00ebllim t\u00eb dihet \u00e7rr\u00ebnjisja e\nanalfabetizimi i t\u00eb rinj\u00ebve. E gjith\u00eb kjo pun\u00eb u b\u00eb m\u00eb euforike, dhe m\u00eb tep\u00ebr\nformale, duke na dh\u00ebn\u00eb k\u00ebshtu edhe raporte p\u00ebr eliminimin e analfabetizmit n\u00eb\nKomun\u00ebn e Medvegj\u00ebs. Pas viteve t\u00eb 90, n\u00eb Medvegj\u00eb filluan ndryshimet e m\u00ebdha.\nMe shkat\u00ebrrimin e IRFJ, filluan edhe luft\u00ebrat p\u00ebr liri dhe pavar\u00ebsi. N\u00eb m\u00ebnyr\u00eb\nradikale ndryshuan edhe gj\u00ebrat. Shkarkime t\u00eb ndryshme, duke filluar nga drejtor\u00ebt\ne shkollave, me pretekstin q\u00eb ja\u00eb t\u00eb pad\u00ebgjuar dhe t\u00eb pap\u00ebrgjegjsh\u00ebm. Dhe si\npasoj\u00eb e gjith\u00eb k\u00ebsaj, t\u00eb gjith\u00eb drejtor\u00ebt n\u00eb vendbanimet me shumic\u00eb shqiptare,\nu shkarkuan. U z\u00ebv\u00ebd\u00ebsuan me drejtor\u00eb serb. Pavar\u00ebsisht, klim\u00ebs politike dhe\nrigoroze q\u00eb mbizot\u00ebronte n\u00eb at\u00eb koh\u00eb, shkollat shqipe b\u00ebn\u00eb nj\u00eb pun\u00eb shum\u00eb\npozitive dhe t\u00eb dobishme n\u00eb rajon. Komuniteti shqiptar ishte mir\u00eb i organizuar,\nduke u mund\u00ebsuar t\u00eb rinj\u00ebve q\u00eb t\u00eb fitojn\u00eb t\u00eb drejt\u00ebn e shkollimit. Vitet\n1999-2000, ishin vitet e d\u00ebbimit t\u00eb shqiptar\u00ebve nga trojet e tyre. Duke krijuar\nk\u00ebshtu neveri dhe frik\u00eb tek popullsia shqiptare, iu mohuan t\u00eb gjitha t\u00eb drejtat\nelementare jet\u00ebsore. Edhe pse ligjin p\u00ebr shkollimin fillor, nuk e ndalonin,\ndrejtor\u00ebt e shkollave fillore n\u00eb Medvegj\u00eb, n\u00eb K\u00ebshillin e Arsimtar\u00ebve dhe n\u00eb\nK\u00ebshillin e shkoll\u00ebs, k\u00ebrkonin q\u00eb t\u00eb merret vendimi p\u00ebr organizimin e provimeve\np\u00ebr t\u00eb rritur. Ngase kjo pun\u00eb nuk do t\u00eb kaloi pa pasoja.<\/p>\n\n\n\n

3. ROLI\nI MEDIAVE N\u00cb ZHDUKJEN E ANALFABETIZMIT<\/em><\/p>\n\n\n\n

[14]<\/a>Mediat jan\u00eb objekt i shum\u00eb teorive, bisedave dhe ideve. P\u00ebrmes mediave\nmarrim informacione dhe prej tyre dalin shum\u00eb informacione dhe p\u00ebrhapen shpejt\u00eb\nn\u00eb audienc\u00ebn e gjer\u00eb. Sot, mediat jan\u00eb nj\u00eb koorporat\u00eb e madhe e pun\u00ebsimit t\u00eb\nnjer\u00ebzve. Gjithashtu, mediat jan\u00eb burim i fam\u00ebs dhe i promovimit t\u00eb vlerave\ndemokratike. N\u00eb vendet totalitare, mediat jan\u00eb n\u00ebn kontrollin e drejt\u00ebp\u00ebrdrejt\u00eb\nt\u00eb pushtetar\u00ebve. Duke propaganduar k\u00ebshtu kund\u00ebr sistemit demokratik.<\/p>\n\n\n\n

3.1. PO,\n\u00c7FAR\u00cb JAN\u00cb N\u00cb T\u00cb V\u00cbRTET\u00cb MJETET E INFORMIMIT<\/em><\/p>\n\n\n\n

[15]<\/a>Vlen t\u00eb p\u00ebrmendet q\u00eb mjetet e informimit, mbledhin dhe shp\u00ebrndajn\u00eb\ninformacione t\u00eb ndryshme n\u00eb opinionin publik. N\u00eb baz\u00eb t\u00eb m\u00ebnyr\u00ebs dhe em\u00ebrtimit\nt\u00eb informacioneve, mediat mund t\u00eb jen\u00eb:<\/p>\n\n\n\n

Mjete t\u00eb shtypura t\u00eb informimit (gazetat\ndhe revistat).<\/p>\n\n\n\n

Mjetet elektronike t\u00eb informimit (TV,\nRrjetet televizive dhe Radiot),<\/p>\n\n\n\n

Mjetet virtuale t\u00eb informimit (Interneti,\nBlogu, Forumet, etj)<\/p>\n\n\n\n

3.2. RADIO\nMEDVEGJA \u2013 MJET INFORMIMI P\u00cbR KOMUNITETIN SHQIPTAR N\u00cb SERBI<\/em><\/p>\n\n\n\n

Radio\nMedvegja<\/em>, u themelua m\u00eb 22.03.2001.<\/em> Themelues i saj \u00ebsht\u00eb Kuvendi Komunal i Medvegj\u00ebs. P\u00ebr\nthemelimin e RM, \u00ebsht\u00eb marr\u00eb vendim nga trupi koordinu\u00ebs n\u00eb jug t\u00eb Serbis\u00eb.\nAktualisht, Radio Medvegja, ka gjith\u00ebsej 12 pun\u00ebtor n\u00eb k\u00ebto segmente: Gazetar\nn\u00eb redaksin\u00eb serbe, Gazetar n\u00eb redaksin\u00eb shqipe, punonj\u00ebs n\u00eb pun\u00eb teknike dhe\npun\u00ebtor\u00eb n\u00eb mir\u00ebmbajtjen e pajisjeve. Radio Medvegja, \u00ebsht\u00eb i vetmi mjet i\ninformimit, q\u00eb siguron informacione n\u00eb gjuh\u00ebn shqipe. Aktualisht, kjo Radio\npunon intenzivisht n\u00eb realizimin e programit , q\u00eb emetohet \u00e7do dit\u00eb nga ora 7 e\nm\u00ebngjesit deri n\u00eb ora 21 e mbr\u00ebmjes. Nd\u00ebrsa t\u00eb premteve, punohet deri n\u00eb ora\n22. Programet n\u00eb k\u00ebt\u00eb radio, emetohen n\u00eb frekuencat 96.5 MHZ FM STEREO, 24 or\u00eb.\nVlen t\u00eb p\u00ebrmendet q\u00eb, Radio Medvegja \u00ebsht\u00eb li\u00e7encuar nga Agjencioni Republikan\nRadioDifuziv i Serbis\u00eb. P\u00ebrve\u00e7 pjes\u00ebs s\u00eb lajmeve dhe informacioneve nga\nPolitika dhe Ekonomi, Radio Medvegja i kushton r\u00ebnd\u00ebsi t\u00eb madhe edhe Kultur\u00ebs.\nMe k\u00ebt\u00eb rast egzistojn\u00eb programe t\u00eb posa\u00e7me kulturore, q\u00eb i dedikohen k\u00ebsaj\nfushe n\u00eb Medvegj\u00eb dhe m\u00eb gjer\u00eb Duke marr\u00eb parasysh mosh\u00ebn e vjet\u00ebr q\u00eb jeton n\u00eb\nk\u00ebt\u00eb komun\u00eb, m\u00eb shum\u00eb preferohet t\u00eb nd\u00ebgjohet muzika folklorike dhe burimore\nshqiptare. [16]<\/a>Radio Medvegja, m\u00eb par\u00eb nuk funskiononte si mjet informimi, ku kjo\ngjendje luajti nj\u00eb rol negativ n\u00eb zhdukjen e Analfabetizmit. Kjo ndodhi sepse\nt\u00eb gjitha informacionet e sakta, vinin me vones\u00eb tek popullsia e k\u00ebsaj komune,\nose nuk ishin fare t\u00eb informuar p\u00ebr ndodhit\u00eb dhe ngjarjet aktuale n\u00eb vend[17]<\/a><\/p>\n\n\n\n

3.3. SHFRYT\u00cbZIMI\nI KOH\u00cbS S\u00cb LIR\u00cb<\/em><\/p>\n\n\n\n

[18]<\/a>Njeriu i rritur, n\u00eb rradh\u00eb t\u00eb par\u00eb \u00ebsht\u00eb i lir\u00eb q\u00eb t\u00eb shfryt\u00ebzoj\u00eb koh\u00ebn\ne tij p\u00ebr q\u00ebllime edukative, kulturore, sportive etj. Liria e \u00e7do individi ka t\u00eb\nb\u00ebj\u00eb me zgjedhjen e lir\u00eb t\u00eb p\u00ebrmbajtjeve, veprimtarive edukativo-arsimore,\nkulturore dhe sociale, si dhe zhvillimin e formave arsimore dhe vet\u00ebarsimore,\nkrijimin e institucioneve dhe metodat p\u00ebrkat\u00ebse p\u00ebr nj\u00eb edukim m\u00eb t\u00eb mir\u00ebfillt\u00eb.\n[19]<\/a>N\u00eb t\u00eb gjitha k\u00ebto drejtime, ndikojn\u00eb edhe Nivelet Arsimore, Shprehit\u00eb e\npun\u00ebs Ekipore, Synimet Q\u00ebndrimet, Bindjet p\u00ebrkitazi me Arsimin, Aft\u00ebsit\u00eb p\u00ebr\nVet\u00ebArsimim etj. [20]<\/a>Prandaj, shfryt\u00ebzimi i koh\u00ebs s\u00eb lir\u00eb p\u00ebr q\u00ebllime edukativo-arsimore, \u00ebsht\u00eb\n\u00e7\u00ebshtje individuale. N\u00eb k\u00ebt\u00eb drejtim, shfryt\u00ebzimi i koh\u00ebs s\u00eb lir\u00eb nga individ t\u00eb\nrritur, merret me veprimtari t\u00eb ndryshme si ato: Letrare, Nd\u00ebrtimore,\nVet\u00ebarsimore. E gjith\u00eb kjo ndodh\u00eb kur individi arrin t\u00eb plot\u00ebson t\u00eb gjitha\nnevojat e tij.<\/p>\n\n\n\n

3.4. FEMRAT\n\u2013 PUNA DHE KOHA E LIR\u00cb<\/em><\/p>\n\n\n\n

Pun\u00ebdoret, gjithmon\u00eb kan\u00eb qen\u00eb mjaft\u00eb t\u00eb\nzhvilluar ku p\u00ebrmes s\u00eb cilave jan\u00eb plot\u00ebsuar t\u00eb gjitha nevojat familjare n\u00eb Medvegj\u00eb.\nPoashtu, rol t\u00eb r\u00ebnd\u00ebsish\u00ebm ka luajtur edhe bujq\u00ebsia. P\u00ebrmes leshit t\u00eb deleve\njan\u00eb punuar sende p\u00ebr vesh\u00ebmbathje, shtroje dhe mbulesa gjumi. K\u00ebto gj\u00ebra n\u00eb\nJabllanic\u00eb njihen edhe si \u201cCopa t\u00eb\nM\u00ebdha\u201d.<\/em> Nd\u00ebrsa me kalimin e koh\u00ebs, n\u00eb k\u00ebto vende jan\u00eb p\u00ebrdorur Konopi dhe\nL\u00ebkura. N\u00eb fshatin Leskoc dhe n\u00eb Jabllanic\u00eb, deri von\u00eb ka egzistuar edhe veshja\ne Turqis\u00eb. Kjo ndodh\u00eb si pasoj\u00eb e pushtimeve dhe ndikimit t\u00eb periudh\u00ebs Otomane.\nPleqt\u00eb kan\u00eb veshur tirqe t\u00eb bardha, nd\u00ebrsa t\u00eb rinjt\u00eb n\u00eb maj\u00eb t\u00eb kok\u00ebs, linin\nble flok\u00ebsh. Meshkujt n\u00eb fshat b\u00ebnin kapela\nt\u00eb punuara me k\u00ebrrab\u00ebza (aty k\u00ebtu b\u00ebheshin edhe fesa),<\/em> q\u00eb i punon grat\u00eb\nshqiptare. Nd\u00ebrsa gruaja shqiptare kan\u00eb veshur Dimi, Shallvare t\u00eb q\u00ebndrueshme deri n\u00eb 20 vite, \u00e7ar\u00e7afe t\u00eb gjata,<\/em>\nku kryesisht mbathnin Nalle<\/em>. Kurse\nvajzat e e reja, visheshin nj\u00ebjt\u00eb sikur grat\u00eb (N\u00ebnat e tyre), flok\u00ebt i b\u00ebnin\ng\u00ebrsheta, nd\u00ebrsa deri n\u00eb dit\u00ebt e sotme i l\u00ebshonin nga dy g\u00ebrsheta flok\u00ebsh. Ky\nstil, n\u00eb Jabllanic\u00eb i quajn\u00eb SHIVE<\/em>[21]<\/strong><\/em><\/strong><\/a><\/em><\/p>\n\n\n\n

4.\nFuqia pun\u00ebtore n\u00eb Serbi \u2013 Grafikoni 1.<\/em><\/p>\n\n\n\n

[22]<\/strong><\/em><\/strong><\/a>FUQIA PUN\u00cbTORE N\u00cb SERBI<\/em><\/p>\n\n\n\n

5.2 % punojn\u00eb n\u00eb nd\u00ebrtimtari<\/p>\n\n\n\n

24% punojn\u00eb me bujq\u00ebsi,<\/p>\n\n\n\n

19.9 % punojn\u00eb n\u00eb industri,<\/p>\n\n\n\n

50.9, merren me sh\u00ebrbime t\u00eb tjera<\/p>\n\n\n\n

4.1.\nStruktura e fuqis\u00eb pun\u00ebtore n\u00eb Serbi \u2013 Grafikoni 2<\/em><\/p>\n\n\n\n

[23]<\/strong><\/em><\/strong><\/a>STRUKTURA E FUQIS\u00cb PUN\u00cbTORE N\u00cb\nSERBI<\/em><\/p>\n\n\n\n

20.1% me asimim t\u00eb lart\u00eb,<\/p>\n\n\n\n

55.4% me arsimim t\u00eb mes\u00ebm,<\/p>\n\n\n\n

24.4% me shkollim fillor, apo t\u00eb\npashkolluar.<\/p>\n\n\n\n

4.2. REGJISTRIMI I POPULLSIS\u00cb MBI MOSH\u00cbN 15\nVJE\u00c7ARE, NGA NIVELI I ARSIMIT DHE GJINIS\u00cb N\u00cb VITIN 2002.<\/em><\/p>\n\n\n\n

[24]<\/strong><\/em><\/strong><\/a>REGJISTRIMI I POPULLSIS\u00cb MBI\nMOSH\u00cbN 15 VJE\u00c7ARE, NGA NIVELI I ARSIMIT DHE GJINIS\u00cb N\u00cb VITIN 2002.<\/em><\/p>\n\n\n\n
\n Regjistrimi 2002<\/em>\n <\/td>\n Totali <\/em>\n <\/td>\n Meshkuj <\/em>\n <\/td>\n Femra <\/em>\n <\/td><\/tr>
\n Totali <\/em>\n <\/td>\n 4611453.00<\/em>\n <\/td>\n 2222062.00<\/em>\n <\/td>\n 2389391.00<\/em>\n <\/td><\/tr>
\n Pa shkoll\u00eb t\u00eb p\u00ebrgatitur<\/em>\n <\/td>\n 282175.00<\/em>\n <\/td>\n 57417.00<\/em>\n <\/td>\n 224758.00<\/em>\n <\/td><\/tr>
\n Klasa 1-3 \u2013 Shkolla fillore<\/em>\n <\/td>\n 91401.00<\/em>\n <\/td>\n 27013.00<\/em>\n <\/td>\n 64388.00<\/em>\n <\/td><\/tr>
\n Klasa 4-5 \u2013 Shkolla filore<\/em>\n <\/td>\n 651184.00<\/em>\n <\/td>\n 282559.00<\/em>\n <\/td>\n 368625.00<\/em>\n <\/td><\/tr>
\n Arsimi fillor<\/em>\n <\/td>\n 1083898.00<\/em>\n <\/td>\n 505863.00<\/em>\n <\/td>\n 578035.00<\/em>\n <\/td><\/tr>
\n Arsimi i mes\u00ebm<\/em>\n <\/td>\n 1845166.00<\/em>\n <\/td>\n 989067.00<\/em>\n <\/td>\n 856099.00<\/em>\n <\/td><\/tr>
\n Arsimi i lart\u00eb<\/em>\n <\/td>\n 323348.00<\/em>\n <\/td>\n 175840.00<\/em>\n <\/td>\n 147508.00<\/em>\n <\/td><\/tr>
\n T\u00eb panjohur<\/em>\n <\/td>\n 122710.00<\/em>\n <\/td>\n 70719.00<\/em>\n <\/td>\n 51991.00<\/em>\n <\/td><\/tr><\/tbody><\/table>\n\n\n\n
\n Arsimi dhe Edukimi i t\u00eb rriturve<\/em>\n <\/td>\n Drejt\u00ebp\u00ebrdrejt\u00eb (eksplicitet)<\/em>\n <\/td>\n T\u00ebrthorazi (i n\u00ebnkuptuar)<\/em>\n <\/td><\/tr>
\n Formale<\/em>\n <\/td>\n Kurset e etik\u00ebs profesionale<\/em>\n <\/td>\n Kurset e edukimit p\u00ebr prind\u00ebrit<\/em>\n <\/td><\/tr>
\n Joformale<\/em>\n <\/td>\n Kurse joshkollore. Hyrje n\u00eb etik\u00eb<\/em>\n <\/td>\n Komunikimi p\u00ebr pun\u00eb arsimore\n vullnetare n\u00eb organizatat bamir\u00ebsie<\/em>\n <\/td><\/tr>
\n Informale<\/em>\n <\/td>\n Seri televizive arsimore<\/em>\n <\/td>\n Literatur\u00eb relevante n\u00eb bibliotek\u00eb\n lokale<\/em>\n <\/td><\/tr><\/tbody><\/table>\n\n\n\n

[25]<\/a>Poashtu, faktor\u00eb t\u00eb jasht\u00ebm, ndikojn\u00eb n\u00eb funksionimin e sistemit p\u00ebr t\u00eb\nrritur si psh: Ndryshimet demografike,\nEkonomike, Riorientimi, Organizimi p\u00ebr ndryshimin e pun\u00ebs, Rritja e fondit t\u00eb\nkoh\u00ebs s\u00eb lir\u00eb<\/em>. E ardhmja nuk mund t\u00eb lihet pa dije, pa m\u00ebsuar, pa u mb\u00ebshtetur\nn\u00eb mendimin kritik dhe p\u00ebrvojat e m\u00ebparshme.<\/p>\n\n\n\n

P\u00ebrfundimet<\/em><\/p>\n\n\n\n

N\u00eb p\u00ebrfundim t\u00eb k\u00ebtij hulumtimi, syjerojm\u00eb\ndhe rekomandojm\u00eb lidhur me teknikat dhe metodat q\u00eb ndikojn\u00eb n\u00eb zhvillimin e\npun\u00ebs edukativo \u2013 arsimore. N\u00eb formimin dhe zhvillimin e personalitetit t\u00eb\nnjeriut n\u00eb \u00e7do aspect, nj\u00eb rol t\u00eb ve\u00e7ant\u00eb dhe dominant e luan shkolla. Vlen t\u00eb\np\u00ebrmendet se m\u00ebsimdh\u00ebnia dhe m\u00ebsimx\u00ebnia duhet t\u00eb fokusohen si n\u00eb aspektin arsimor,\nashtu dhe n\u00eb aspektin edukativ. P\u00ebrmes k\u00ebtij procesi, individi p\u00ebrfiton\nnjohuri, shkatht\u00ebsi, shprehi, vlera, q\u00ebndrime, bindje (faktor\u00eb t\u00eb tjer\u00eb si\nlindja, trash\u00ebgimia, mjedisi, aktiviteti i individit etj,) q\u00eb jan\u00eb t\u00eb nevojshme\np\u00ebr jet\u00ebn e njeriut. Pik\u00ebsynimi i m\u00ebsimdh\u00ebn\u00ebsve n\u00eb Komun\u00ebn e Medvegj\u00ebs, \u00ebsht\u00eb\nq\u00eb t\u00eb motivojn\u00eb t\u00eb rinjt\u00eb dhe  nx\u00ebn\u00ebsit\np\u00ebrmes teknikave t\u00eb ndryshme, bashk\u00ebbisedimit nd\u00ebrmejt tyre, n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb\nken\u00eb m\u00eb t\u00eb leht\u00eb p\u00ebr t\u2019i trajtuar problem, temat e ndryshme (qofshin ato\nm\u00ebsimore apo jo m\u00ebsimore), Pra p\u00ebrmes takimeve t\u00eb ndryshme, seminareve,\ntrajnimeve, q\u00eb n\u00eb m\u00ebnyr\u00eb  adekuate dhe\np\u00ebrmes komunikimit n\u00eb rrjetet sociale, q\u00eb secilit nx\u00ebn\u00ebs duhet dh\u00ebn\u00eb mund\u00ebsia\np\u00ebr t\u00eb shprehur t\u00eb gjitha njohurit\u00eb q\u00eb kan\u00eb n\u00eb form\u00eb t\u00eb p\u00ebrgjigjeve, bashk\u00ebbisedimeve,\ndiskutimeve t\u00eb ndryshme, debateve, m\u00ebnyr\u00ebs s\u00eb t\u00eb shkruarit eti. P\u00ebr t\u00eb arritur\nq\u00ebllimin e motivimit t\u00eb nx\u00ebn\u00ebsve, si dhe p\u00ebr t\u00eb zgjuar v\u00ebmendjen e tyre,\ninteresimin, kurshetjen mbi t\u00eb drejt\u00ebn e arsimit dhe t\u00eb edukimit t\u00eb tyre. E\ngjith\u00eb kjo duhet t\u00eb ndodh\u00eb, p\u00ebr shkak t\u00eb mos-asimilimit t\u00eb identitetit komb\u00ebtar\ndhe mos zhdukja e vlerave arsimore, kulturore dhe sociale.
<\/p>\n\n\n\n

\n\n\n\n

[1]<\/a> Muharremi Ismail,\n\u201cShqiptar\u00ebt n\u00ebp\u00ebr shekuj\u201d, fq 9<\/p>\n\n\n\n

[2]<\/a> Po aty, fq 11<\/p>\n\n\n\n

[3]<\/a> Po aty, fq 12<\/p>\n\n\n\n

[4]<\/a> www. Kosovarimedia.com<\/p>\n\n\n\n

[5]<\/a> Po aty<\/p>\n\n\n\n

[6]<\/a> Po aty<\/p>\n\n\n\n

[7]<\/a> N\u00eb rrjedha me Europ\u00ebn\nJuglundore, Strategjia p\u00ebr arsimimin e t\u00eb rriturve n\u00eb Kosov\u00eb, fq 17<\/p>\n\n\n\n

[8]<\/a> Po aty, fq 22<\/p>\n\n\n\n

[9]<\/a> Po aty, fq 23<\/p>\n\n\n\n

[10]<\/a> \u201cEdukimi Multikulturor\u201d,\nHyseni Halim dr.sc. fq 46, Prishtin\u00eb<\/p>\n\n\n\n

[11]<\/a> Monografia SHF \u201cGornja\nJabllanica\u201d \u2013 Medvegj\u00eb. Fq 99<\/p>\n\n\n\n

[12]<\/a> www.medvegja.net<\/p>\n\n\n\n

[13]<\/a> Intervista \u00ebsht\u00eb b\u00ebr\u00eb me\ndisa m\u00ebsimdh\u00ebn\u00ebs n\u00eb Medvegj\u00eb<\/p>\n\n\n\n

[14]<\/a> www.z\u00ebriyt.com<\/a>\nRoli I mediave n\u00eb demokraci<\/p>\n\n\n\n

[15]<\/a> www.forumistet.com<\/a> <\/p>\n\n\n\n

[16]<\/a> Intervista t\u00eb realizuar\nme gazter n\u00eb Medvegj\u00eb<\/p>\n\n\n\n

[17]<\/a> Po aty, Intervista n\u00eb\nMedvegj\u00eb.<\/p>\n\n\n\n

[18]<\/a> Koliqi Hajrullah dr.sc.\nAndragogji, Prishtin\u00eb, fq 158<\/p>\n\n\n\n

[19]<\/a> Po aty, fq 159<\/p>\n\n\n\n

[20]<\/a> Intervista t\u00eb realizuara\nme qytetar\u00eb t\u00eb Medvegj\u00ebs<\/p>\n\n\n\n

[21]<\/a> E folmja shqipe e\nJabllanic\u00ebs s\u00eb Ep\u00ebrme  t\u00eb Medvegj\u00ebs \u2013\nBislim Pireva<\/p>\n\n\n\n

[22]<\/a> T\u00eb dh\u00ebnat jan\u00eb marr\u00eb nga\nEnti republican Statistikor. Anketa e fuqis\u00eb Pun\u00ebtore. Oda Ekonomike e S\u00ebrbis\u00eb,\nTetor, 2009<\/p>\n\n\n\n

[23]<\/a> T\u00eb dh\u00ebnat jan\u00eb marr\u00eb nga\nEnti republican Statistikor. Anketa e fuqis\u00eb Pun\u00ebtore. Oda Ekonomike e S\u00ebrbis\u00eb,\nTetor, 2009<\/p>\n\n\n\n

[24]<\/a> Arkiva e S\u00ebrbis\u00eb, Libri\n09<\/p>\n\n\n\n

[25]<\/a> Obrazovanje odrazlih sa\npogledom na buduqnost, Dushan Svi\u00e7evi\u00e7, Beograd, 1995<\/p>\n","protected":false},"excerpt":{"rendered":"

KURSET KUND\u00cbR ANALFABETIZMIT N\u00cb KOMUN\u00cbN E MEDVEGJ\u00cbS 1945-2000 ( Fotot ilustruese do ti publikojme ditet ne vazhdim) ARGJIRA (ARI) UKIMERI \u2013 MR.SC. PEDAGOGE SHKURT, 2021 PRIZREN, P\u00ebrmbajtja: 1. Hyrja 1.1. Historiku i shkurt\u00ebr i hulumtimit 1.2. Llojet e analfabetizmit \u2013 Roli i tij 2. Kurset kund\u00ebr Analfabetizmit 2.1.  Monografia e shkoll\u00ebs fillore \u201cGornja Jabllanica\u201d 2.2.…<\/p>\n","protected":false},"author":1,"featured_media":8878,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[],"class_list":["post-8877","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-histori-gjeografi"],"_links":{"self":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts\/8877","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=8877"}],"version-history":[{"count":1,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts\/8877\/revisions"}],"predecessor-version":[{"id":8879,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts\/8877\/revisions\/8879"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/media\/8878"}],"wp:attachment":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=8877"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=8877"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=8877"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}