Comparative Education ( IF 2.861 ) Pub Date : 2020-12-17 , DOI: 10.1080/03050068.2020.1845066 Armend Tahirsylaj 1
ABSTRACT
Kosovo introduced two major curriculum reforms over the past 20 years – in 2001 and 2011 – each aiming to bring education closer to international trends. Simultaneously, Kosovo underwent major political, social, and cultural changes after the war in 1999, and the declaration of independence in 2008. This article relies on document analysis and uses civic competences definitions in Kosovo and European Commission frameworks to compare conceptions of citizenship for democratic life along three theoretical constructs, namely personally responsible/individualist, participatory/social, and justice-oriented/political. It coins loud borrowing to describe the policy flow into Kosovo education, specifically focusing on the latest 2011 competence-based curriculum reform. The findings show that Kosovo’s curriculum alignment with the European Commission key competence approach in 2011 served larger political goals and aspirations to brand Kosovars as ‘Young Europeans.’ In addition, personally responsible/individualist conception and participatory/social conception of citizenship are dominant in Kosovo, as well as in European Commission frameworks.
中文翻译:
什么样的公民?通过在科索沃的课程政策制定中大量借用来培养“年轻的欧洲人”
摘要
在过去的20年中,科索沃在2001年和2011年进行了两项重大的课程改革,目的是使教育更贴近国际趋势。同时,科索沃在1999年战后和2008年宣布独立后经历了重大的政治,社会和文化变革。本文依靠文档分析,并使用科索沃和欧盟委员会框架中的公民能力定义来比较公民身份对民主的构想。生活遵循三种理论构架,即个人负责/个人主义,参与式/社会性和正义导向/政治性。它大笔借来描述科索沃教育的政策流程,特别侧重于2011年最新的基于能力的课程改革。调查结果表明,科索沃在2011年的课程设置与欧盟委员会的主要能力方针保持一致,这为科索沃人打上了“欧洲年轻人”的烙印,其政治目标和抱负更高。此外,在科索沃以及欧洲委员会的框架中,个人责任感/个人主义概念和公民参与性/社会性概念都占主导地位。