Qasjet gjithëpërfshirëse në edukim - Roli i partneritetit shkollë–familje në realizimin e aktiviteteve jashtëshkollore
DOI:
https://doi.org/10.62928/kp.v3i.8935Abstract
Në qasjet bashkëkohore për edukim gjithëpërfshirës, partneriteti ndërmjet shkollës dhe familjes zë një vend thelbësor, veçanërisht në zhvillimin e aktiviteteve jashtëshkollore që mbështesin rritjen e gjithanshme të nxënësve. Aktivitetet jashtëshkollore – si projektet kreative, klubet tematike, ekskursionet dhe aktivitetet sportive – përbëjnë një mundësi të vlefshme për ndërtimin e aftësive sociale, emocionale dhe praktike te fëmijët, përtej përmbajtjes së kurrikulës formale. Ky punim mbështetet në një studim të thelluar cilësor të realizuar në dhjetë shkolla fillore publike në Kosovë, të përzgjedhura në mënyrë të balancuar nga mjedise urbane dhe rurale. Në qendër të hulumtimit qëndronin përvojat, perceptimet dhe praktikat e aktorëve kyç arsimor – mësuesve, prindërve, drejtorëve dhe koordinatorëve të cilësisë – lidhur me mënyrën se si ndërtohet dhe funksionon partneriteti shkollë–familje në kontekstin e aktiviteteve jashtëshkollore. Qëllimi i studimit ishte të shqyrtojë rolin e partneritetit shkollë–familje në funksionimin e suksesshëm të aktiviteteve jashtëshkollore. Përmes një metodologjie cilësore, me intervista gjysmë të strukturuara dhe analizë dokumentacioni, u vërejt se përfshirja aktive e prindërve në planifikim, mbështetje dhe pjesëmarrje kontribuon ndjeshëm në cilësinë dhe qëndrueshmërinë e këtyre aktiviteteve. Gjetjet theksojnë se kur partneriteti është i strukturuar dhe i vazhdueshëm, aktivitetet jashtëshkollore realizohen në mënyrë më efektive, duke ndikuar pozitivisht në përfshirjen dhe motivimin e nxënësve. Si përfundim, ky studim rekomandon fuqizimin institucional të këtij partneriteti si një shtyllë e rëndësishme për zhvillimin e arsimit gjithëpërfshirës gjatë gjithë jetës.Keywords:
Partneriteti shkollë–familje, Aktivitetet jashtëshkollore, Edukimi gjithëpërfshirës, Bashkëpunimi prindër–mësues, Arsimi fillor.Downloads
References
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Paseka, A., and S. Schwab. 2020. “Parents’ Attitudes towards Inclusive Education and Their Perceptions of Inclusive Teaching Practices and Resources.” European Journal of Special Needs Education 35 (2): 254–72. https://doi.org/10.1080/08856257.2019.1665232.
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UNESCO-IBE. 2021. Inclusion and Equity in Education: A Resource Pack for Supporting Inclusive Curriculum. Geneva: UNESCO International Bureau of Education. https://www.ibe.unesco.org/sites/default/files/medias/fichiers/2023/10/unesco_bie_2021_web_inclusive_education_resrouce_pack.pdf.
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References
Ainscow, M. 2020. “Promoting Inclusion and Equity in Education: Lessons from International Experiences.” Nordic Journal of Studies in Educational Policy 6 (1): 7–16. https://doi.org/10.1080/20020317.2020.1729587.
Anazia, I. U., B. Skinner, and C. Woods. 2025. “Home–School Partnerships: Values and Expectations of Rural Teachers and Parents.” Educational Review 67: 170–89. https://doi.org/10.1080/00131881.2025.2492143.
Bronfenbrenner, U. 1994. “Ecological Models of Human Development.” In International Encyclopedia of Education, 2nd ed., vol. 3. Oxford: Elsevier. https://www.ncj.nl/wp-content/uploads/mediaimport/docs/6a45c1a4-82ad-4f69-957e-1c76966678e2.pdf.
Bunjaku-Isufi, M., and S. Sadiku. 2024. The Effects of Partnership with Parents in the Development of Extracurricular Activities. Tetovo: South East European University. https://eprints.unite.edu.mk/1788/.
Capretta, T. J., J. Zhang, and B. J. Boone. 2024. “School and Family Partnership Can Reduce Chronic Absenteeism.” Phi Delta Kappan 106 (3): 13–18. https://doi.org/10.1177/00317217241295424.
Creswell, J. W., and J. D. Creswell. 2018. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 5th ed. Thousand Oaks, CA: SAGE.
Epstein, J. L. 2018. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. 2nd ed. New York: Routledge. https://doi.org/10.4324/9780429494673.
Fullan, M. 2016. The New Meaning of Educational Change. 5th ed. New York: Teachers College Press. https://michaelfullan.ca/books/new-meaning-educational-change/.
George, D., and P. Mallery. 2019. IBM SPSS Statistics 26 Step by Step: A Simple Guide and Reference. 16th ed. New York: Routledge. https://doi.org/10.4324/9780429056765.
Hsu, P.-C., and R.-S. Chen. 2023. “Analyzing the Mechanisms by Which Digital Platforms Influence Family–School Partnerships among Parents of Young Children.” Sustainability 15 (24): 16708. https://doi.org/10.3390/su152416708.
Markovich Morris, E., and Y.-L. Cheng. 2025. “Parents as Allies: Innovative Strategies for (Re)Imagining Family, School, and Community Partnerships.” Education Sciences 15 (5): 533. https://doi.org/10.3390/educsci15050533.
Paseka, A., and S. Schwab. 2020. “Parents’ Attitudes towards Inclusive Education and Their Perceptions of Inclusive Teaching Practices and Resources.” European Journal of Special Needs Education 35 (2): 254–72. https://doi.org/10.1080/08856257.2019.1665232.
UNESCO-IBE. 2021. Inclusion and Equity in Education: A Resource Pack for Supporting Inclusive Curriculum. Geneva: UNESCO International Bureau of Education. https://www.ibe.unesco.org/sites/default/files/medias/fichiers/2023/10/unesco_bie_2021_web_inclusive_education_resrouce_pack.pdf.
UNESCO. 2021. Recommendation on the Ethics of Artificial Intelligence. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000380455.
Zakirova-Engstrand, R., and J. Wilder. 2024. “Family Quality of Life and Family–School Collaboration during the COVID-19 Pandemic: Perceptions of Swedish Parents of Adolescents with Special Educational Needs.” Frontiers in Education 8. https://doi.org/10.3389/feduc.2023.1277218.
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