48 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017

Prof. Assoc. Ph.D. JANI SOTA 1

HISTORICAL DEVELOPMENT OF THE OPINION IN ADMINISTRATION AND MANAGEMENT OF EDUCATION INSTITUTIONS

Abstract

The purpose of this study work is the reflection of progressive processes related to the reformation of the administration of education, conditioned by the historical and social circumstances of the developed western countries into the centuries. Also it informs and creates possibilities for the recognition of the policies and practices of state institutions, religious institutions at the level of educational administration, through effective relationships of policy making and the implementation of pedagogic principles. Analyzing the educational culture in some periods, are discovered the influences of the educational social awareness in the general social development. The above mentioned aims have as a purpose the publication of the mentors opinion for the administration of the meaning in the below issues: - The interest to the new education ideas and patterns of the schools in the developed countries, regarding the function and administration of education in the developed western countries by the outstanding figures of education and world culture. - Some values of the tradition for the management of education in centers involving firstly: in education legislation in the time span of centuries and secondly: found in the programs of each category at schools. - The direction of education, seen by the education systems organisation point of view in the Western countries, accomplishments of obligatory education, of the control of educational organs, and qualification of the administrative units in the center. Key Words: Administration, planning, education reforms, education institution, standard.

1 “Aleksandër Moisiu” University, Durrës; [email protected] Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 49

Introduction

The influence of the social opinion is shaped and legalised through state institutions even though in the beginning they were not clear and well organised. The education development are closely related to political developments and their demands, closely by the military, economical, cultural and scientific aims. Historical data tell about the time and the way of the creation of opinion and education experience. First the experience and education opinion were articulate in non formal situations, but with the consolidation of the new slave countries, was seen necessary the habilitation of the employees for state affairs and raise of military facilities to defend the needs related to foundation of the schools by the state. The schools were founded thousand years ago in the countries of Old : in China, India, Babilona and then Egypt and Minor Assia. In Antique Greece and in Rome the schools were opened about VI-V Century before Christ in the time of slave owners democracy and latter in the philosophy pedagogy influence of that time. Since the schools in Greece were military oriented and supported by the state the first elementary schools in Rome were private. At this time Plato (427-347) proposes the education system for the assigned group ages of children and youths2. After the death punishment of Socrates (399), Plato founded the academy which he run up to the end of his life which is considered the first university in the world3. Latter in 335 was opened the other high school by Aristotel. The schools at this time were opened all over the developed countries4. The school was an institution of education of the children and youths were not well structured, organised and run properly. These were the first steps of their organisations. The first steps of the education system were formed for mastering and the running skills were owned by their managers. The education system involved all the legal pedagogic, programming and professional mechanisms (methodology and techniques of teaching and learning). Historically seen this mechanism has never been complete especially at its beginning. The legal frame was lacking too. However, the content of education and its formation were relied in meeting the demands of the dedicated people. In Old Greece and other countries of that time, the education had not the mission it has today. Then in the process of education were involved only the

2 Jani Sota, Histori e shkollave dhe ideve për edukimin në botë. Nga zanafilla deri në fund të shekullit XVIII (më tej: Histori e shkollave ...), Tiranë: Shtëpia Botuese EXTRA, 2015, f. 161. 3 Ibid, p. 162 4 Ibid, p. 166. 50 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 high society and it had different purposes from time to time. By the 8th century B.C up to the end of XX century, the purposes of education system were about creation and cultvation of moral views of society and abilitiation of epmloyees and military men in the state affairs. The type of education was dictated by the political system domination into centuries. The purpose of education was the creation of general and eternal principles that lead the human in life, stressing mainly the moral values of society. The first deep reforms in the international education system were scored in the middle of XX century. In 1967 in Great Britain, Plauden Community a parlmentary commission urged all the elementary schools of England to adopt e method of Education focused on children5. The world was rising on new concepts for the development of society also for the development of education. In the years 70 in USA a new and great movement of education was started for everyone. “World must know that if this idea means everyone must be educated, everyone must go to school”6. In 2000 after the liberation of also in after the political change, were restored deep foundation in education system in full accordance with improved international education development.

1. Historical opinion development in education reformation

Firstly schools were primitive institutions, without any organisational structure, some were private (i.e in Rome and ) while some others were state schools (i.e. Greece) and some others were religious schools, while their management was closely related to founder. Latter in the experience and way of organising the education process in all the respective education levels. The management of the schools was closely related to the management of education process and far less in the management of education. In the management of the schools the key role was played by the teacher, because the main duty of the school was related to the education process and this process was lead by the teacher. The first elements of the school reforming were encountered at the begging of the XVII century when John Komenks proposed a detailed organisation of the school works. He is the first to implement the academic year, academic

5 Samuel Bowles; Herbert Gintis, “Schoolling in capitalist America”, in: Sociology of Education, American Sociological Association, Vol. 75, No. 1, (Jan., 2002), New York: Basc Books, pp. 1-18. http://www.jstor.org/stable/3090251 6 Majkëll Fullan, Kuptimi i ndryshimit në arsim (më tej: Kuptimi i ndryshimit… ), botimi i tretë, botim i Qendrës për Arsim Demokratik (CDE), përkthyese: Majlinda Nishku, Tiranë, 2010, f. 19. Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 51 week, education class and formation of the class as an organisative constructive and functional unit of the school work, but also to the way of organising the education classes7. He also planned and implemented the vacation of the schools even though this was reached through the organizing of the education process, but as a manager of the process and institution he couldn’t reach education targets because in the planning process he could not plan the continuous number of classes. In the language of managment means that the volume of work was not well planned with the required time for unit of work. But he could involve since that time, managerial components such as:

• The education purpose of the school and the level of education • Work Planning • Work managment of school • Work methodology • Tools of work8.

The opinion of Komenks for organising the education process was continued by Zhan Zh. Ruso who was the first to explain the importance of the work, necessity, impossibility suc as elements of managerial process9. Than the important world lecturer Johan F. Herbart who explained many dimensions of achieving different results especially stressed the role of interests in achieving education purposes such as final products of work of school such as:

• Empiric Interest (mental) • Estethic interests (body) • Religious Interests (moral)10.

The man who scored a turn in the history of education institution managements was at no doubt John Dewey who brought a new philosophy in the determining the education purposes, content and practical acomplishment. By being a representative of pragmatism and progressivism, he influenced in

7 J. Sota, Histori e shkollave ..., f. 485. 8 Ibid, p. 486. 9 Ibid, p. 535. 10 Norbert Hilgenheger, “Johann Friedrich Herbart (1776-1841)”, in: Prospects: the quarterly review of comparative education, vol. XXIII, no. 3/4, Paris, UNESCO: International Bureau of Education, 1993, p. 649-684. 52 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 the flows of functioning of schools and their purposes. Dewey stressed that “purposes must be adopted to the needs requests and individuals profits in existing situations that may change in time and space”11. This gave a new dimension of flexibility to the purpose of school as a main managerial mean of the education process in school. His theory wanted to implement and to try in the first experimental school in 1986 in USA which he himself managed. He also stressed the importance of the experience in the experiment of the final process and results of an education institution. The opinion and experience of organisation and functioning of school was enriched further by the end of XIX century, and the beginning of XX century was introduced the famous ideologist of the school of work Georg Kershenshtanjer who the management of school guided in another way by his ancestor12. Some of his ancestors were involved for a school in function of individual education. Kershenshtanjer oriented the purpose of the school in function of political and economical strengthening the state, everything in function of the state. His main principle was, a minimum of subjects to reach the maximum skills, abilities and love for work regardless the education orientation13. The managment of the school according to Kershenshtenj influenced the strengthening of the German government of the XX century and increased his ambitions to extend his political and economical influence in the world with the blast of the second World War. After the Second World War fast and separate developments in two main divisions were made, in all the directions of life: in the centralised socialist direction and decentralized democratic capitalist direction. In those directions was proved that two theories of management and practice showed that the decentralized democratic management based in the free competition in accordance to the individual, social, national and international demands and needs were more successful more dynamic and more improved. Meanwhile the education system in Albania up to 90 of the past century belonged mainly to socialist education. Aftr the 1992 for the Albanian education started a new era where the government decided a new system of education in full accordance with the international developments of the modern education. The organisative frame requires powerful management of the system, its complete

11 John Dewey, Shkolla dhe Shoqëria, përktheu: Akil Bubesi, Tiranë: Plejad, 2003, f. 28. 12 Jani Sota, “Globalization and education for all: the challenge of the twenty-first century”, in: Sociology Study, Volume 3, Number 6, June 2013, (Serial Number 25), David Publishing Company Sociology, pp. 437-442. 13 Ibid. Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 53 dynamism since it represents the first step toward the consolidation of . But above all the management of education seeks full mobility of all the potentials of the country and sharing experiences with the systems and international experts14. Albania needs the creation of education institution mechanisms. The education for the Albanian society represent the biggest productive industry which actually professionally is not run properly. The Albanian education has joined a deep reformation of organisative system, which would require managing potentials and institutional political support, but especially social support. It must be stressed out that the appropriate dynamic social environment, creates appropriate conditions for qualitative development of education in our country. The education has no special value if it is not working in favor of social, cultural and economical development of the operating country.

2. Lectors who influenced in the reformation of the system of education through the centuries

School developments and directions in the world preceded the philosophical and pedagogic development for education during the centuries, by famous philosophers and lecturers for reformation of the world education institutions. They created theoretical foundation of the development of education, school and their role in the development of society in general. The most famous international philosophers that changed the history of development of school into the cunturies were: Prodagora (481-411), Sokrati (469–399), Platoni (427-348), Aristoteli (384-322), Mark F. Kuintiliani (42- 118 epoka e re), John Amos Komeksi (1592-1670), Xhon Loku (132-1704), Zhan Zhak Ruso (1712-1778), Johan Hajnerih Pestaloci (1746-1827), Johan Fredrih Herbart (1776-1841), Xhon Djui (1859-1952), Georg Kershenshtajner (1854-1932) etc. Meanwhile with their pedagogical and educational opinions in the development of the Albanian school influenced the famous albanian personalities of culture and history: Niketë Dardani (340-414), Jahn Kukuzeli (shek. XI-XII), Gjon Gazuli (1400-1465), Mikel Maruli (1453-1500), Marin Barleti (1450-1512), Nikollë Leonik Tomeu (1456—1531), Lekë Matranga (1560-1619), Pjetër Bogdani (1652- 1689), Theodor Kavalioti (1718-1789), Naum Viqilharxhi (1797-1846), Muhamet

14 Jani Sota, “Educational phenomena in Albania in the years of communist dictatorship and the reformation efforts after nineties”, in: Journal of Educational and Social Research (JFSR), Vol. 2, No. 2, May 2012, pp. 31-46. 54 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017

Çami Kyçyku (1784-1844), Hasan Tahasini (1811-1881), Jeronim de Rada (1814- 1903), Konstandin Kristoforidhi (1827-1895), Padeli Sotiri (1843-1891), Petri Nini Luarasi (1865-1911), Naim Frashëri (1846-1900), Sami Frashëri (1850- 1904), Dervish Hima (1868-1928), Salih Gjuka (1876-1928), (1879-1925), Parashqevi Qiriazi (1880-1970), Ibrahim Dalliu (1880-1952), Aleksandër Xhuvani (1880-1961), Mehmet Gjevori etc.

3. The first schools in the Albanian areas

Among the international development of international schools, the Albanian schools has scored an important development in emancipation and national development in important periods of history for Albanan people, the first ways of teaching in education institutions were seen since the time of ancient Illirym at the III century, while the children of age 7-11 years continued education in private schools15. The educational development may not be understood without chronological presentation of the development in Albanian schools along the centuries since Illiriym time to our days.

Tab. 1. HISTORICAL DEVELOPMENT OF ALBANIAN SCHOOL

No. Education Institutions Cent./Year 1 Gramar school for 7-11 years V - I B.C. 2 Gym school 12-14 years V - I B.C. 3 High schools, state institutions 15-17 Year V - I B.C. 4 Illirium Ephebs 18-20 Years V - I B.C. 5 Antique Illirium Unversity from 19 years onward II - I B.C. 6 Orthodox schools and Catholic Albanan schools (medeival) V - XV 7 Durrës University ( First medieval University in Balkan ) 1380 8 Catholic school in Prizren, Gjakove and Peje 1840 9 Elementary schools for boys in Prizren 1864 10 The first legalised school in Stubëll/Kosovë 1905 11 High school 1909 12 Otoman schools, high school of Scopje 1910

15 J. Sota, Histori e shkollave ..., f. 190. Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 55

13 Art school of Korça, the first Albanian school in general high 1917 education 1925 14 High school of 15 High medrese of king Aleksande I in Scopje 1925 16 Normal high school “Sami Frasheri” in 1941 17 High school "Zef Lush Marku" in Scopje 1947 18 The first Institutions for researches in Kosovo 1943 19 High school "Milladin Popoviq" in Pristina 1953 20 Tirana University 1957 21 Higher Pedagogy school in Shkodra 1957 22 The higher institution of figurative arts in Tirana 1959 23 State Conservatory in Tirana 1962 24 Pristina University 1991 25 State Unversity 1994

The types of education institutions, shapes and education scopes depended by the founders, respectively by the political and religious power. So the first schools in Albanian areas were founded n the second half of the XIX century in 1864 in Prizren16, while the first Albanian schools legally are opened in the period of Austro-Hungarian occupation from 1915-1918 to continue the development and their institutional improvement up to 1952 when the Tirana University is founded17, the highest system of education in the higher system in Albania. Management of the education Institution in Albania up to June of 1989 was made toward the orientation of centralizing policies of the state- party in power. The development of education in Albania can be divided in six stages:

Tab. 2. Stage Main education orientation Time Education system whole population involvement for 1944-1948 eradication of illiteracy. Starting new schools in every I village, foundation of high school for all the children, full organization of professional education. Reforms of 17 August 1946 and program change in accordance with the created conditions for building the new Albania

16 Jashar Rexhepagiq, Zhvillimi i arsimit dhe i sistemit shkollor të kombësisë shqiptare në territorin e Jugosllavisë së sotme deri në vitin 1918, botim i Entit të Teksteve dhe i Mjeteve Mësimore të Krahinës Socialiste Autonome të Kosovës, Prishtinë: “Rilindja”, 1970, f. 82. 17 Hajrrulla Koliqi, Historia e pedagogjisë botërore, vëll. I, botim i Universitetit të Prishtinës, Prishtinë: “Etruria”, 1997, f. 446. 56 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017

After the 1948, the Albanian schools passed further 1948- 1950 more under the influence of the experience of the soviet II pedagogy. The massivisation of education through a wide net of different schools of different levels starting from elementary schools to the education for adult people. The educational system had full features. The theoretical 1951- 1955 education influenced by the communist ideology. Besides the extension of high pedagogy schools too many vocational III schools were started. The guiding of education programs of schools led to termination of high school or vocational schools. In 1952 the Tirana university is founded, and other higher education institutions were founded The politisation has scored marxist-leninist point of views 1956-1965 and its consolidation in all the levels. The riorgansation IV of the education system in RA that decided to pass from the 7 years education into 8 years compulsory. The foundation of higher institutions of education: the higher pedagogy institution of Shkoder and the higher institution of Figurative Arts and Higher school of Actors in Tirana. The foundation of pedagogy cabinets in other towns etc. This stage is considered the period of implementation of 1966- 1989 education policies according to the directives of V Congress of Party of Labor of Albania (1966) up to the end of 80s. V In the center of education policies was the “war against the foreign ideologies” or “strengthening the ideology m-l of Albanian schools”. Tendencies of revolutionizing of the school, introduction of revolutionary triangle: school, productive labor and physical education. The creation of independent democratic institutions and 1999 up to upgrading the institutions of education toward the Bologna day VI process. Development of plan programs and publishing the new text books without the influence of ideologies and policies. Decentralisation and schools autonomy. New strategy of the Ministry of Education and Sports.

In this wide frame of developments in international scale the pre-elementary schools, university and post-university institutions have taken their first steps. In such deep democratic changes of our society, the process of reformation of the schools takes an important place. Through this system our school has taken its Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017 57 position in accordance to the conditions of a modern school, while the attempts to acquire the features of a full european school is an ongoing struggle.

Conclussions

The education is an important sector in the development of each society. The purpose of decentralisation in education is about improving the qualities of education standards, to raise the approach in education and to improve the academic levels of achievements. The process of decentralisation makes possible to the communes to manage the financial means of education and secures a more precise distinctions of the rights and responsblities of the central and local authorities. The decentralisation secures a higher participation of the local society in the decision taking process and an active and more transparent management of the schools with the involvement of more important subjects in the process of decission taking. It provides a more accurate supervision of the activities and of the schools works and quality of teaching. Within the system of elementary and high education three leveles could be dentified: the central governemental level (macrolevel), the local governmental level (average level) and scholar level (micro level). Each level has its own responsibilities and rights. The process of decentralization is followed by fiscal decentralization, which is performed gradually in two stages. Such process imposes the creation of a transparent mechanism for financing the communes based in criteria and objective assessment. Also some changes have affected the elementary and high education (the Law for elementary and high education). The pre-elementary education is compulsory for all the children (the law of elementary education law). The pre- elementary education is now under responsibility of the municipality, while Ministry of Education and Sports is responsible for the education programs. The elementary education lays in nine levels and according to the regulation is obligatory for all the children from 6 to 15 years old. The high education is implemented in public and private schools. The public high schools can be founded by the communes or by the government. The government may found high schools for assigned categories of students or for fields of special interests such as (art, music, schools for children with special needs and other specialized schools). 58 Interdisiplinary Journal of Research and Development, Vol. 4, no. 2, 2017

BIBLIOGRAFPHY

• Dewey, John: Shkolla dhe Shoqëria, përktheu: Akil Bubesi, Tiranë: Plejad, 2003 • Fullan, Majkëll: Kuptimi i ndryshimit në arsim, botimi i tretë, botim i Qendrës për Arsim Demokratik (CDE), përkthyese: Majlinda Nishku, Tiranë, 2010 • Hilgenheger, Norbert: “Johann Friedrich Herbart (1776-1841)”, in: Prospects: the quarterly review of comparative education, vol. XXIII, no. 3/4, Paris, UNESCO: International Bureau of Education, 1993 • Koliqi, Hajrrulla: Historia e pedagogjisë botërore, vëll. I, botim i Universitetit të Prishtinës, Prishtinë: “Etruria”, 1997 • Rexhepagiq, Jashar: Zhvillimi i arsimit dhe i sistemit shkollor të kombësisë shqiptare në territorin e Jugosllavisë së sotme deri në vitin 1918, botim i Entit të Teksteve dhe i Mjeteve Mësimore të Krahinës Socialiste Autonome të Kosovës, Prishtinë: “Rilindja”, 1970 • Sota, Jani: Histori e shkollave dhe ideve për edukimin në botë. Nga zanafilla deri në fund të shekullit XVIII, Tiranë: Shtëpia Botuese EXTRA, 2015 • Sota, Jani: “Globalization and education for all: the challenge of the twenty- first century”, in:Sociology Study, Volume 3, Number 6, June 2013, (Serial Number 25), David Publishing Company Sociology, 2013 • Jani Sota, “Educational phenomena in Albania in the years of communist dictatorship and the reformation efforts after nineties”, in: Journal of Educational and Social Research (JFSR), Vol. 2, No. 2 (May 2012), Rome, 2012