http://dspace.epoka.edu.al/handle/1/1999 2026-04-14T15:52:23Z http://dspace.epoka.edu.al/handle/1/2010 The 21ST Century Skills OECD Strategy and Curricular Reform Of Teacher Preparation Faculties in Albania ABDURRAHMANI, Tidita Many nations around the world have undertaken wide-ranging reforms of curriculum, instruction and assessments with the intention of better preparing all children for the higher educational demands of life and work in the 21st century. What are the skills that young people need to be successful in this rapidly changing world, and what competencies do teachers need in turn to teach those skills. This leads to the question what teacher preparation programs are needed to prepare graduates who are ready to teach well in a 21st century classroom. As the world of the 21st century bears little resemblance to that of the 19th century, education curricula and teacher preparation curricula need to be deeply redesigned for the full triad of Knowledge, Skills and Character, and keeping in the forefront the Meta-layer of learning how to learn, interdisciplinarity, personalization etc. OECD has lastly launched the OECD Skills Strategy responding to this by shifting the focus from a quantitative notion of human capital, measured in years of formal education, to the skills people actually acquire, enhance and nurture over their lifetimes. The curriculum is already overburdened with content, which makes it much harder for students to acquire skills via deep dive into projects. Drawing a parallelism between what is the rationale of the 2012 OECD Skills Strategy and what the Albanian pre-university and university education curriculum is like, the paper attempts to come up with recommendations about the measures to be taken to make Albanian universities and training programs become more responsive to the workforce and the societal needs of today. 2012-12-01T00:00:00Z http://dspace.epoka.edu.al/handle/1/2009 Teaching Quality Audits, As Quality Guarantee of Higher Education TABAKU, Elida; CELA, Elvana In response to the increasing need for better educated individuals higher education institutions have to work continuously to enhance the quality of the service provided. In addition to other factors quality teaching is one of the most important. It requires not only good academic knowledge but also knowledge on pedagogy and methodology, and assessment based on learning outcomes. Teaching must meet student’s needs and learning styles. The paper presents teachers and students’ beliefs on teaching quality. This is based on data collected through interviews and questionnaires with items on good teaching, clear goals and standards, proper assessment, generic skills, and appropriate learning environment. The results of the survey conducted show that both students and teachers recognize the importance of quality teaching in higher education and the need for using students-centered teaching techniques. Some suggestions are given on learning outcomes, active and cooperative learning as effective ways of improving teaching in higher education. 2012-12-01T00:00:00Z http://dspace.epoka.edu.al/handle/1/2008 Systemic Education in the Global Age GOLEMI, Suzana B.; KEÇIRA, Rajmonda These days we live in a society which is ever becoming essentially globalized and fundamentally affected by both decisions made irrespective of our will and events that take place far from us. Consequently, we are constantly under the pressure of global, cultural, social, economic, technological, and environmental tendencies and changes which come about very rapidly. Therefore, it is our duty and that of the entire society to increase students’ ability to think systemically in order that they could be able to face this ever globalizing world, think constructively of their future and the role they will play to shape it, and learn from the past systemic education has found application in all fields of science. It is related to the names of two professors, Fahmy dhe Lagowski, who gave a global vision to the science of education, which constitutes one of the most significant characteristics of globalism. The general strategy of systemic education has been based on the collection, systematization and presentation of the map of concepts through the interactive system which all who study resort to in order that they could clarify their concepts and issues. This way of thinking constitutes one of the most important characteristics of globalism because it increases student ability to find the main solution to the problem. In this way students’ capacity to think systemically is improved and their creativity is increased. 2012-12-01T00:00:00Z http://dspace.epoka.edu.al/handle/1/2007 Effective Tool in Teaching Communication Communication is considered effective only when students understand their teachers message correctly and respond appropriately. Effective communication helps teachers successfully manage their daily work, to improve the relationship with class students, to increase their intelligence. Effective communication helps teachers in the achievement of their success, as high up on the steps of hierarchy organization, the more important he becomes. Communication has a process that runs in 6 steps. Communication, empathy and reasoning are important elements that make effective teaching process. Dialogue and mutual support are the cornerstones of the learning process through communication. So, what teachers expect from students? Characteristics of effective communication. Communication process. Why communication is unique teaching? Reasons for making more effective communication. Communication skills of teachers as sending messages. Communication skills of teachers as recipients receiving ̸posts. Communication skills for understanding teachers linguistic styles. Teaching through communication. Communication of teachers yesterday and today. Communication of motivating teachers to students. 2012-12-01T00:00:00Z