16 minutes agoCan you understand these sentences of the minister of education's adviser?
Periskopi(9 years ago)
(9 years ago)At a table organised by the Fund for Humanitarian Law in Kosovo, with the theme “Bazacon with the past in history school textbooks and civic education”, Education Minister Fatmir Bytyqi also attended. Bekim Blakaj, representative of this Fund, said history textbooks should be changed so that [...]
At a table organised by the Fund for Humanitarian Law in Kosovo, with the theme “Bazacon with the past in history school textbooks and civic education”, Education Minister Fatmir Bytyqi also attended.
Bekim Blakaj, representative of this Fund, said history textbooks should be changed in order for students to be informed correctly.
Competence for such a thing, taking into account evident shortcomings in the didaktico-pedagogic approach and in the inaccurate facts, is at the Ministry of Education. As is the competence of this ministry and the improvement of general quality in education, consider the tremendous level that was recently tested by PISA.
But the adviser to the minister who was attending the meeting, Mr. Bytyqi, was extremely confused and made no clear what would take place in that regard. His lips were unstructed, and they were not translated into meanings and messages. He said that “compliance on history books has influenced that very little to be believed in”. What that statement means is hardly understood.
How confusing really was the minister's adviser is testified to by three sentences that have no meaning: We're facing a situation where we can really erase the past. It's extremely difficult. However, the work to be done and I wish to do with these books is hard work because it is hard to forget. ”
It may be allude, since it is very difficult to draw clear meaning from the words of the minister's adviser, that he does not believe in textbooks that there are serious deviations and the use of an inappropriate method. He seems to believe that he is required to hide the entire past.
The presentation of the education minister at the table greatly disappoints anyone who expects decisive steps in the necessary improvement of quality in education in general, and in textbooks in particular. A confusion so clear in the minds of people who have the field of education in their hands suggests that nothing good will be done in the area where we mostly talk. Even if it does, it will be done by chance, not by means of a suitable course.
