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With the integration of ICT to teaching and learning almost all disciplines which were conducted in the traditional mode throughout the years, are now being taught online in as well. The premier open and distance education university in Sri Lanka, the Open University of Sri Lanka (OUSL) which conducts teacher training courses and programmes at many levels in addition to many other programmes and courses in numerous disciplines is planning to conduct some teacher training courses online as well. Around 3000 graduate teachers of the country’s school system has enrolled in the post graduate diploma in Education (PGDE) programme in the 2017/2018 academic year and the programme is conducted in all the districts of the country through the university’s study centres. To follow online training courses conveniently teachers need resources. This study was conducted to find whether those resources are available with the teachers, whether there are differences in the availability of resources as per their locations and gender and to make suggestions to improve the resource availability. To select the sample of teachers, initially two districts and the 2 study centres in those districts were selected. After that, the teacher samples were selected randomly from those registered for the PGDE programme in the current academic year for the 2 centres. The main instrument for data collection was a questionnaire while a semi structured interviews were conducted with a few teachers from both centres. The findings were that the availability of some resources was good while some are not. The majority had the Internet facility; there were no remarkable differences between the teachers as per location of the centres. However, male teachers had more resources than the female teachers. Suggestions were made to improve the resource availability and facilitate online learning of teachers.
2017 •
The cooperation between the Preschool Institutions and the parents whose children attend these institutions is an important issue. We say so, because, as we know, children are very sensitive and they have complex needs. The children's development has several stages, and pedagogues (Vygotsky, Commenius, Dewei, Bruner, etc.) have given different ideas concerning these stages. People who work with children should be familiar with all of them. We suppose that educators who work with children know the stages of the children's development, but it is very important for the parents to be familiar with them as well. The cooperation between the PIs and the parents, the modalities of cooperation in Kosovo as well as the cooperation about the portfolios are just some of the issues treated in this article.
Cogent Education
Preschool teacher’s awareness, attitudes and challenges towards inclusive early childhood education: A qualitative studyInternational Journal of Learning, Teaching and Educational Research
Portfolio as a Tool for Self- Reflection and Professional Development for Pre-Service TeachersSelf-reflections, especially those done through the usage of portfolios, are an essential component of teaching. Portfolio reflections allow pre-service teachers to set professional goals. This research was conducted using qualitative methodology, and all semi-structured interviews were organised with students and graduates from the Early Childhood Department-Faculty of Education, University of Prishtina. The research results show that a portfolio provides future teachers with the opportunity to organise their work better while enabling cooperation between pre-service teachers, which ergo, directly affects their professional competencies. Owing to its benefits, portfolio should be integrated by the Faculty of Education of the University of Prishtina as an integral part of its work with students.
Wellbeing in our Schools. CIDREE-Yearbook 2017
Personal Development as a curricular theme – Deliberating wellbeing, freedom and success in the Dutch curricular landscape (2017)Initial plans for an integral reform or realignment of the Dutch ‘national’ curriculum-framework included the wish to arrive at a better balance between the three major aims of general education: qualification, socialisation and ‘personal development’. In anticipation of actual reforms to take place, the Netherlands institute for curriculum development, SLO, has tried to get more conceptual clarity on what ‘personal development’ is, and how it can be addressed and/or integrated in the curriculum in a more substantial way. In this chapter, we will show how we have come to analyse this ‘fuzzy’ concept as a typical melange of historical and contemporary strands in educational thinking and practice. Three cases of schools working consciously with concepts of ‘personal development’ are presented. These cases do seem to corroborate our hypothesis that, in practice, different perspectives on or aspects of ‘personal development’ seem to be invoked, albeit not always explicitly or consciously. Further curricular work at the meso-level of schools and schoolboards might benefit from a more deliberate focus on the basis of clearer concepts. A more concise and practical grid to help schools planning their curriculums in this respect will be therefore be presented.
European Journal of Education Studies
Separation Stress Management and Smooth Transition in Preschool Children and Parental Counseling - Theory and Research2020 •
Many children and their families experience the state of transition from their family's environment to the school which is the official institution of the organized state. Through the school, the wider socialization, child’s education is taking place at a time characterized by special requirements and needs and with a profound effect on the psych emotional balance of family and child who is in the early stages of their development. Through this paper, an effort is made to record the concerns that family has during the period of the children's transition to school, the preparation made by the family for the transition to an organized educational framework, the expectations of teachers during the transition, the need for a counselling process between school and family and of course, proposals for improvement in managing children's transition from family to school. Article visualizations:
International Journal of Instruction
Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo2017 •
This Situation Analysis of Children with Disabilities in Kosovo took place from December of 2016 until December of 2017, and aimed to: identify the main causes of child rights violations in Kosovo, particularly violations of the rights of children with disabilities vis-à-vis the Convention on the Rights of Persons with Disabilities and, assess the barriers and opportunities for access and participation of children with disabilities. The study was based upon the assumption that children with disabilities are children first, the future of Kosovo, and worthy of dignity and respect in the entire territory. Disability was defined according to the social model of disability, as the result of an interaction between a person’s impairment and the environmental obstacles they face and that prevent them from accessing life’s opportunities on an equal basis with others. Designed as a qualitative study, the research included a desk review and identification of stakeholders through a snowball effect. Throughout the 12 months of the study, over forty-five (45) Key Informant Interviews (KII) and twenty-seven (27) Focus Group Discussions (FGDs) were held in 7 locations: Ferizaj, Gjakova, Prizren, Mitrovica North, Prishtina, Fushë Kosova (Roma Mahalla), Graçanica (Roma Mahalla). In total, sixty-two (62) children with disabilities, fifty-two (52) children without disabilities, fifty- nine (59) parents/caregivers of children with disabilities, and fifty-eight (58) service providers of children with disabilities participated in the FGDs. Particular attention was paid to ensuring the participation of children with disabilities and families from the Roma, Ashkali and Egyptian communities in Kosovo.
2012 •
Balkan Sunflowers Kosova, with the support and partnership of the OSCE Mission in Kosovo, undertook to perform a survey on participation in education of the, Ashkali, Egyptian and Roma communities in 9 municipalities where we had developed a school mediation program during 2010 and 2011. The scope and ambition of the survey quickly outgrew the original plan. A new partnership with the Czech NGO People in Need, supported by the Czech Development Agency, allowed for implementation of a more extensive survey. This report presents the findings of the Survey, which was conducted during July and August 2011. The survey conducted face-to-face interviews, generally with the head of the family, in 2,346 homes in Kosovo Ashkali, Egyptian, and Roma, households. In all, this survey includes data on 12,711 people, spanning several generations. It provides information on the level of education through these several generations, the participation of current school attendees, the numbers of children who have left school prior to completion of compulsory education, attitudes and challenges, and more.
2007 •
This is the first inventory of national policies on special needs education since the disintegration of the former Republic of Yugoslavia and the armed conflicts in the region. The reports were drawn up by local examiners in collaboration with OECD experts. Their general and country-specific findings serve as an analytical reference point and an encouragement for further action in this field. The policy reviews describe education systems under the following headings: legal frameworks; the scope of policy development; statistics and indicators; teacher training; involvement of parents; pedagogical concepts; curriculum development; and school organisation. After two years of intensive work, the reviews were published in May 2006 in English and French. Translations into local languages are available. As part of the OECD initiative, a series of capacity-building seminars were held for project administrators, statisticians and representatives (school principals, psychologists and teacher...
Equal Rights for All
ENHANCING INCLUSIVE EDUCATION FOR ALL IN KOSOVO - Promoting Inclusive Education and Diversity in all Schools in Kosovo Policy Research2018 •
European Journal of Social Science Education and Research
The Impact of Education in Combating the Development of the Trafficking in Human Beings Process2020 •
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European Journal of Education Studies
The Cultivation of Musical Intelligence and Its Contribution to Child’s Development - a Digital Music Lesson in Kindergarden with Parents' Input2020 •
Study on Teacher Education and Training (Continuous Professional Development) Needs Analysis Systems in South Eastern Europe
Study on Teacher Education and Training Needs Analysis Systems in South Eastern Europe2020 •
Book "Current Studies in Educational Disciplines", ISBN: 978-605-74825-4-9, ISRES Publishing
Book : "Current Studies in Educational Disciplines" ; Chapter 1 - "Critical Security Approach to Climate Change With an Emphasis on Marginalized Global Inequalities"2021 •
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School Community Journal
Fostering Family-Centered Practices Through a Family-Created Portfolio2011 •
2022 •
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Journal of Qualitative Research in Education
A Common Language among Child, School and Parents: The Use of Pedagogical Documentation in the Parent Involvement ProcessEuropean Journal of Education Studies
Pre-School Friendship and Play. Possibilities and Limitations – a Comparative Report2020 •
2018 •
2008 •
European Journal of Education Studies
Ancient Greek Language in Pre-School Education Through Aesop’s Fables with the Contribution of Icts - an Intervention Program2020 •
European Journal of Education Studies
Impact of the COVID-19 Disruption on University Students’ Perceptions and BehaviorEuropean Journal of Education Studies
Relationship Between Motor Skills and Social Skills in Preschool ChildrenKEY POINTS FOR EARLY CHILDHOOD STEM EDUCATION and INVOLVING PARENTS: A Guidebook for Early Childhood Teachers
It is Never too Early to Start STEM Education2020 •