Ministry of Education, Science and Technology in Kosovo CURRICULUM FOR ALBANIAN SCHOOL OF SUPPLEMENTARY LEARNING IN DIASPORA Prishtina, November 2007 1 Editorial Board: Dr. Fehmi Ismaili (chief editor) Mr. Miranda Kasneci Ramush Lekaj Nuhi Gashi Lector; Nuhi Gashi 2 TABLE OF CONTENTS 1. Introduction 5 2. General Principles 7 3. General objectives of curriculum 9 4. General and specific objectives of the curriculum 10 5. Contents / thematic areas and topics / 14 6. Breakdown - content processing - objectives, expected outcomes and other educational literature and sources 15 7. Didactic-methodical guidelines for implementation of curriculum 64 8. Staff and its professional preparation 76 9. Space and equipment 77 10. Assessment / evaluation / of competencies 78 11. Teaching plan 80 3 4 1. INTRODUCTION Preservation and cultivation of national identity is a fundamental human right. First and most important sign of this identity is the mother tongue. Learning mother tongue in school means also learning about culture of the origin and its elements. Preservation and development of national identity is difficult in living conditions outside motherland1, and this is manifested much more in younger generations, especially among children born abroad. Therefore, the school is the most appropriate institution to developed and teach-learn linguistic and cultural competence with professional care, therefore, this school is already known as Albanian School of Supplementary Learning in Diaspora. Curriculum of Albanian School of Supplementary Learning in Diaspora, primarily is dedicated to Albanian children and youth (students) living abroad. This document is part of the permanent aim of new generation awareness raising in relation to the language and culture of origin, as an advantage, and in particular their personal and national identity, while on the other hand, a support for their integration in the society where they live. This curriculum provides them with an opportunity to return to their motherland, as well as their easier and more natural integration in the society. This curriculum is designed as an integral and complex entirety composed of a group of subjects, which together provide sufficient knowledge for linguistic, artistic, cultural, national, historical and nature thesaurus. Subjects2: Albanian language and literature, History, Geography, Music, and Fine art, provide sufficient-oriented thematic content for development of national identity. This curriculum with its goals, objectives, thematic content and interactive contemporary methodology, is open and suitable for other 1 A considerable number of Albanians (at least 1/4 of the nation) had to migrate abroad for various reasons (political, economic, etc..). This phenomenon has followed our nation at different times and with different intensity. However, fortunately, usually the Motherland-Diaspora connection has been strong. In today's circumstances this connection should be strengthened even more, therefore this new curriculum, dedicated to our students in exile, is also another commitment in this regard. 2 This curriculum, considering the classification of contents, and interpretation and break down of objectives according to the subjects, was conducted for easier orientation of teacher, otherwise, as the class, this curriculum is of an integrated type. Thus, in practice, there is no targeted-specified class per subject, but all subjects are included. 5 non-Albanian students who are willing to learn Albanian language and culture. Also, this curriculum, both for Albanian and non-Albanian students who are willing to learn Albanian language, is a supplementary lesson along regular education, and at the same time is a good support in forming their full personality by developing and enriching intellectual, aesthetic, moral and social competencies, while simultaneously promoting communication and cooperation among different cultures. Socio-psychological and cultural reality of Albanian children and youth in Diaspora requires their support for integration into local society, where knowledge and competencies of language and culture of origin, bilingualism, multilingualism and multi-culture are considered an advantage of personal and collective development in all fields. This curriculum aims to be a modern and objective-oriented for achieving expected outcomes. The Curriculum is flexible to adapt with different conditions and levels of practical implementation. For easier understanding, interpretation and implementation, this curriculum is structured in areas, content and thematic subjects. As such, it is more innovative, more exhaustive on its mission for students, teachers and parents. This document also contains the necessary methodical-didactic instructions, specified by curriculum areas and their features, and in harmony with contemporary developments in education, considering student`s interests, abilities, skills, and age. In order to create facilitations for interpretation and implementation, to a sufficient extent, a type of subject specification in terms of content, goals, objectives and outcomes has been done. Also, in order to consider the degree of substantial involvement in development of this curriculum in context of curricular subjects-areas, it is developed a teaching-learning instruction plan, which should always serve as teacher’s reference point in order to comply with specific teaching circumstances. 6 This curriculum is drafted to be implemented in 4 levels-grades, and in compliance with relevant Administrative Instruction of MEST/Kosovo on supplementary learning in Diaspora, drafted pursuant to the Law on Primary and Secondary Education in Kosovo3. This curriculum is also in compliance with relevant provisions of the countries where Albanians live and host countries where Albanian Diaspora lives and works. It is conceptually and substantially harmonized with relevant countries curricula, in all areas. Level one includes grades I-III. Level two includes grades IV-VI. Level three includes grades VII-IX. Level four includes grades X-XII4. 2. GENERAL PRINCIPLES Drafting and implementation of this curriculum is based on a number of general recognized principles, as follows: 2.1. Principle of national interest This principle refers to three main curriculum objectives expressed in relations: schools - national identity, school - integration, school - return to motherland. National and cultural identity of Albanians in Diaspora is uniquely, steadfastly, naturally and proudly felt and accepted, therefore, this curriculum is designed based on this. However, this curriculum in addition to identifying and defining the necessary minimum competencies within the aim of preservation and development of this identity, it also considers the existing legal and administrative differences of Albanians living in many countries. At the same time, this document represents an integral curriculum framework, considering the multiplicity and use and existence of curricula or syllabuses, drafted by the relevant official institutions of different countries (whether local-municipal, regional or cantonal, depending on the countries` organization forms, or even within the cultural-educational establishments of Albanian 3 Administrative Instruction on Schools of supplementary learning in the mother tongue in the Diaspora, number [I] 10/2005 (MEST), dated 04.03.2005 4 Curriculum for this level will be drafted at a later stage. 7 Diaspora), which defines national commonalities of optimal goals, objectives, standards, competencies and expected outcomes. 2.2. Principle of balanced representation In relevant curriculum areas it is required a balanced involvement and in line with cultural and educational requirements of children and youth and with the goals and objectives of this document. 2.3. Principle of continuity and coherence This principle is related to linking and adequate harmonization of elements in terms of depth and width expansion plan. 2.4. Principle of multiplicity of methods and approaches Respecting and promoting the free selection of methods implies open relation to all approaches, were acquired teachers experiences in the host countries represent a special interest. Therefore, this type of teaching requires multiplicity of methods and adequate preparation for implementation of the work pursuant to general goals and objectives that define the standard of knowledge, skills, stances, etc. All the above mentioned represent factors of particular importance that provide more accessible modalities for implementation of the program, by respecting and implementing different individual methods and styles of student- centred learning, student as a subject in learning, and his/her active and creative role (students as partners in teaching). 2.5. Principle of inclusiveness Inclusiveness shall imply compactness and integration within national space and identity and as such avoids any potential state, provincial, regional, religious, gender distinction etc. Inclusiveness in teaching, except for Albanian children and youth, shall imply also non-Albanian students interested to learn Albanian language and culture. 8 2.6. Principle of flexibility Flexibility is manifested especially in open and interactive relation with the school system, curriculum contents, and values of local society. Given the socio-cultural, family, psychological circumstances and conditions of our students in Diaspora, this curriculum is flexible in relation to the national curriculum and in many cases is an integral part