ONGOING OF THE EXPERIMENT OF PROFILISATION OF G.S.E. 1. Institutionalisation of experiment 2. Applying of experiment 3. Observation and monitoring 4. Comparability and evaluation 5. Duties towards the future 6.Activity plan for the Academic year

1.1 Institutionalization of experiment Central Group Group of Curricula Subjectscomissions P R I T P H Financial and recourse group Regional education Depart.group School group

1.2 EXECUTIVE STRUCTURE M O E S P R I Regional Education Department T P H SCHOOLS

2.1 Main Documents Ministers Orders for regulation and function of experiment Activity Plan Regulation paper for implementation,collaboration and procedures of experimentation

2.2Implementation of Experiment Design of New Education Plan of two tracks: a)Social Sciences b)Natural Sciences Design of New Subject Programes Design of New Textbooks

2.3 Work previewed on E D of districts and schools. Working plan of implementation Preparation work with actors to be self- conscious Propaganda and convincing arguments Creation of proper conditions and a kind of ethos. Preliminary organizational schema New education plan and curricula. Qualification of teachers involved Acquaintance of the students involved

3.1 Monitoring of experiment Directorate and board of school Education Regional Department Ministry of Education and Science

3.2 Ways of Monitoring and observation Every three months analysis Round tables Control and tests Information and feedback Questionnaires with students, teachers and parents

1 WHEN are completed with new textbooks? 2. How many classes are carried out up to now. 3. Are there any lost classes and how many.The way to recuperate. 4. The differences between existed textbooks and new designed for experiment in advanced knowledge,scientific treatment and didactic model b. How the textbooks realise a soft entrance from to the secondary school. c. Are there any overload d. Which of the programme gives a better rate between theory and practice, between new knowledge and known one. 5. Are there nonconformity between programme and text. 6. Your suggestion to improve the textbooks and programmes 7.Are you glad to involve in the experiment; comments. Are you wellknown with the main ideas of profilisation.Your background,experience and qualification. 8.Does this step fit your interest, talent. 3.3 Topics of questionnaire

9. What about new qualification in this framework.Are you interested to attend more courses of qualification.What kinds.(for teacher only) 10. Are you engaged on round tables discussion.What kind of topics do you have discussed and which are the conclusions. Model B 11.How do the teachers attend the ongoing of experiment (take regular notices and ways of solution ). 12. Numbers of observed classes or controlled and the problems get on evidence. 13. How has done self evaluation and outside evaluation. 14. Number of students included in experiment and their level.Did they accept this kind of reform and did they know the objectives. 15. Has it done any test about the preferences of the students to choose the profile. 6.What is the performance and the mean mark in different subjects of the students involved in profilisation, up to now.Some dates especially for the students of the first grade, in comparison with the other students not involved. 17. What are the parents and community opinions.

4. Comparison & Conclusion

Comparison of the performance according to the subjects Sociologji Letërsi Anglisht Histori Gjeografi Matematik Fizikë Kimi Biologji Kal (%).PP Kal (%).P

Comparison of the mean marks according to the subjects in Tirana city Sociologji Letërsi Anglisht Histori Gjeografi Matematik Fizikë Kimi Biologji Mes.PP Mes.P

5. Duties towards the future 1. A better coordination and harmonization through all the mechanism involved in this experiment. 2. Strong budget support of experiment, especially in qualification of teacher and preparation of other didactic materials. 3. A better qualification and training of the teachers of informatics, which is a new subject in four grades (up to now it is delivered only in tow last grades). 4. A better engagement of the teachers in all structures of new reform from top to down. 5. Normal and continues function of the subjects groups,especially in the documents preparation and conservation. 6. Realisation of a cross-curricula to avoid the repetitions and overlapping and to support reciprocally each other. 7. Further improvement of the ratio between new knowledge courses and the courses in disposition of teachers and the ratio between theory and practice. 8. Amelioration of teaching method in classes and in the textbooks, seeing in tow aspects: a) as a didactic model for teaching and b) as a guide model in learning.

9. Design of so called Teaching Method Paper,which will give instructions how to incarnate the main important ideas of programmes and textbooks. 10. Equipment with laboratories and other experimental facilities as a necessary support to a qualitative assimilation of the content and methodology of teaching. 11. Reducing the number of students per class to (there are some classes in the main cities with students ) to create proper condition for experiment. 12. To find ways and means to stimulate the teachers and students involved. 13. To dictate any change in the curricula of 8-years education system (compulssry) with the intention to decrease the overloading Disa lëndë, veçanërisht ato të shkencave të sakta, të të dy linjave, diktojnë ndryshime në programet e shkollës 8-vjeçare, qoftë për zbutjen e kalimit nga njeri cikël në tjetrin, qoftë edhe për mbështetjen ndërlëndore.

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