Education and Development

This paper is a case study to study the project-based learning method in the course “Travel Business Management”. This course focuses on the business model and problems in operation. The main objectives of this course were to teach students to understand the principles of operation and to be able to organize trips to the public. The purpose of this study is to evaluate the successfulness of the project-based learning method by peer assessment technique. Students were assigned to set up their own mock-up tour company and arranging the full tour program. The instructor has established assessment form for the assessment in 5 areas: 1) Collaboration 2) Problem Solving 3) Initiative 4) Responsibility and 5) Leadership which are essential skills for 21st century learning. The results show that the Collaboration, Initiative and Responsibility are satisfied while Problem Solving and Leadership is neutral. Moreover, students show excitement and enthusiasm.

A growing body of research suggests that parent-school partnership plays a crucial role in helping students achieve academic success. Moreover, research has demonstrated that collaboration between educational institutions, teacher and families can influence students’ social development in making them resilient citizens. However, despite evidence of the positive effects of family involvement, its potential is largely ignored in schools. Schools lack adequate strategies on how to involve parents, and parents do not always participate when they are encouraged to do so. This paper looks at this relationship in Kosovo study case and it investigates three major factors which affect effective school-parent partnership: a) the degree of compatibility between teachers and parent’s cultures and values, b) societal forces at work, on family and school, and c) how teachers and parents view their roles. Data collection of this study was collected in focus groups including teachers, school principals and parents in three different cities of Kosovo. Results indicated that although all parties have positive attitude towards parent’s engagement in school, they differ in how they perceive their roles in this relationship. Furthermore, results of this study imply that another major barrier in developing this partnership is the societal forces at work, in families and in school. The implications for future research and interventions are discussed.

A growing body of research suggests that parent-school partnership plays a crucial role in helping students achieve academic success. Moreover, research has demonstrated that collaboration between educational institutions, teacher and families can influence students’ social development in making them resilient citizens. However, despite evidence of the positive effects of family involvement, its potential is largely ignored in schools. Schools lack adequate strategies on how to involve parents, and parents do not always participate when they are encouraged to do so. This paper looks at this relationship in Kosovo study case and it investigates three major factors which affect effective school-parent partnership: a) the degree of compatibility between teachers and parent’s cultures and values, b) societal forces at work, on family and school, and c) how teachers and parents view their roles. Data collection of this study was collected in focus groups including teachers, school principals and parents in three different cities of Kosovo. Results indicated that although all parties have positive attitude towards parent’s engagement in school, they differ in how they perceive their roles in this relationship. Furthermore, results of this study imply that another major barrier in developing this partnership is the societal forces at work, in families and in school. The implications for future research and interventions are discussed.

Writing is a demanding process across every curriculum and as an integrated process within the school can be a great challenge for students with typical development but also with those who encounter specific learning difficulties, so finding effective ways to manage it can be a key for every student to succeed. Students in Kosovo struggle with writing in English and it seems like a great challenge to improve for all of those who have specific learning difficulties. Based on this fact, there are many quality methods on teaching children to write, as writing should be completed daily in a predictable method that asks students to create and revise their work. As of this statement, there might be lots of reasons why students have difficulties in writing, one of them can be the most obvious one that they have never been taught how to write in English or they might have never had a strategy that would help them accomplish the writing tasks as most of the time the writing skills were developed by learning parts of speech, various types of sentences or how to diagram sentences. Another reason could be that the teachers are more focused on developing creative and self-expression skills. This paper outlines the difficulties that students have in writing in ESL, steps of the writing process and the strategies teachers can use to assist students with learning difficulties, so there is no one left behind

This is a survey study that determines the Albanian teachers' attitudes toward multicultural education and the participants of the study were 50 teachers who are teaching different subjects in various grades and schools in region of Ferizaj. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes differ in a statistically significant way according to their gender, age, and professional seniority. Art and Sports teachers were found to have more positive attitudes than class teachers, but history teachers had the lowest attitude. Based on the findings, it can be suggested to develop, alter teaching methods and programs according to multicultural education and teachers with more positive attitude towards multicultural education can be the leading force in training other teachers.

From all that has been treated, we consider that we have made a valuable contribution to the question of the use of indefinite Pronouns, which very recently in many grammars were also referred to as Unlimited Pronouns. In the scope of morphology however, this treatment will take a meritorious place to extract during the class, examples with underlined sentences to fulfill the new requirements for indefinite pronouns by this incomparable author of our literature. Otherwise, in the syntactic scope, most of the indefinite pronouns can be used in various functions such as: subject, object, and different circumstantial. When associated with nouns they are used as determinants: As a subject: “askush nuk u përgjigj”. As a direct object: “Nuk tha asgjë”. As an indirect object: “Askujt nuk i pëlqeu mendimi yt”. As circumstantial: ”E kam parë te dikush këtë djalë”. It is therefore worth adding that in speaking and writing in today's Albanian literary language we encounter some writing errors in the field of pronouns in general, also those of indefinite pronouns in particular, which we will address, as follows: writing is done by, writing letter ë sometimes and sometimes without it at the end or somewhere between them, and sometimes in separate and in joined form. With the letter ë in the end are written these indefinite Pronouns: “gjithë, shumë, tërë, mbarë, gjë, një, asnjë, njëfarë, whereas without the ending letter ë these pronouns are written: “tjetër-tjetri, plot, aq, kaq, mjaft, pak, diç”.

Dr. Faust was written during the period of Humanism and Renaissance, with an everlasting value throughout history. It describes the never ceasing desire of the human soul and mind to try to lurk for things beyond the grasp of the human ratio. The author, Christopher Marlowe gave the seal of eternity to this book, by characterizing his main character with all the possible wishes that one can dream of. That is why Faust has got the PhD on law, medicine, theology and logics. Further on he met Mephistopheles, the main devil that reminds him of the seven deadly sins trying to change his mind in order to make him aware of the consequences awaiting for him. But, our main character continuous to be even more stubborn in his requests, thus he makes the pact for 26 years with the devil being aware of the fact that he will never be brought back his own soul. Unfortunately we meet these kind of people every day, with enormous wishes, ideas, needs, style of life, communication with others, with pathological needs to give the impression of being the best. Being categorical on their needs and requests, what is even worse moving and communicating within the circles full of people like themselves, makes them extremely dangerous. But the good has always fought the evil, and the good always prevails. Faust just before dying asks to see Helen of Troy, but it is too late!

This survey research aimed to 1) study correlations between some factors on student persistence, 2) study influences of some factors on student persistence, and 3) create regression equation for predicting student persistence in Sukhothai Thammathirat Open University. The sample were 787 graduated students of Sukhothai Thammathirat Open University which were selected by accidental sampling. Questionnaires were used to collect the data and analyze the data; percentage, correlation, coefficient of determination, and multiple regression analysis. The results were:

1) There were some correlations between each factor on student persistence; master degree program had the highest correlation = .76, 4-year bachelor degree program had the highest correlation = .30, 3-year bachelor degree program had the highest correlation = .32, and 2-year bachelor degree program had the highest correlation = .54.

2) Some predictor factors had the influences on student persistence; master degree program had coefficient of determination (R²) = 84%, 4-year bachelor degree program had coefficient of determination (R²) = 6%, 3-year bachelor degree program had coefficient of determination (R²) = 24%, and 2-year bachelor degree program had coefficient of determination (R²) = 20%.

3) Some factors can be formulated to predict the variation on student persistence: regression equation; for all master degree program, 4-year bachelor degree program, 3-year bachelor degree program, and 2-year bachelor degree program.

This article elaborates key aspects of the imagist poetry of twentieth century American poets E. Pound, A. Lowell and H. Doolittle. Twentieth century Imagism belongs to a literary movement in American modern era that is characterized by a tendency to break from the past of traditional literary styles, to a movement that reflects the simplicity, clarity and precision of reflective images. It covers a period from imagism to symbolism, a period of free expression, direct topics as well as images as an exact description. The study remains with highest relevance, despite that there is a wide range of articles, papers, analysis and books about American studies, yet it is a gap in specific topics and authors.

The intense nature of intercultural processes in today's society alters communication at a fundamental level - both in practice and in behavior. Modern socio and psycholinguistic theories call for intercultural discourse to be the key in interpreting social interactions among people in global society. At the same time, it is normal to change the requirements of individual competence, understood as a complex of knowledge, skills and attitudes, allowing the individual to deal effectively with situations that are increasingly determined by cultural differences. This paper points out that the learning process should extend from the teaching individual grammatical structures and theoretical knowledge to the promotion of communication skills and the acquisition of intercultural dialogue skills.

Performance management is important for an organization. In a top-down perspective, it emphasizes the strategic alignment of the agency's thrusts with the day-to-day operation. Also, from a bottom-up approach, it aligns and optimizes individual performance with the common goal of the group. This paper examined the extent of school heads’ implementation of the Results-based Performance Management System (RPMS) as performance management mechanism in the Department of Education (DepEd). It focused on the 61 school heads and 271 teaching personnel of Bayawan City Division, Negros Oriental, Philippines for SY 2018-2019. It utilized the descriptive, comparative, and correlational methods of research in the sense that the extent of school heads’ implementation of goal setting, monitoring and feedbacking practices was surveyed and the results were related to teachers’ job performance. The extent of implementation of the RPMS was measured in terms of the following phases: a) planning and commitment, b) monitoring and coaching, c) review and evaluation, and d) rewards and developmental planning. The study used a researcher-made questionnaire divided into three parts, namely: 1) profile of the respondents, 2) extent of implementation of the RPMS, and 3) job performance of the teachers. The study revealed that there is a very great extent of goal setting, monitoring and feedbacking practices as respectively assessed by both the school heads and teachers in all RPMS areas: a) planning and commitment (wx̄=4.49 and wx̄=4.47), b) monitoring and coaching (wx̄=4.43 and wx̄=4.44), c) review and evaluation (wx̄=4.43 and wx̄=4.47), and d) rewards and developmental planning (wx̄=4.38 and wx̄=4.45). There were also significant difference shown in the extent of school heads’ performance management mechanisms and teachers’ job performance when the former and the latter are grouped according to their profile items as to length of experience, educational attainment and position held. It concluded that there is a strong and significant relationship between the extent of performance management mechanisms and teachers’ job performance as all the values of r_s fall in the “strong relationship” category. In addition, all computed p-values are less than the level of significance (0.05).

This is a survey study that determines the Albanian teachers' attitudes toward multicultural education and the participants of the study were 50 teachers who are teaching different subjects in various grades and schools in region of Ferizaj. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes differ in a statistically significant way according to their gender, age, and professional seniority. Art and Sports teachers were found to have more positive attitudes than class teachers, but history teachers had the lowest attitude. Based on the findings, it can be suggested to develop, alter teaching methods and programs according to multicultural education and teachers with more positive attitude towards multicultural education can be the leading force in training other teachers.

Relying on documentary analysis, this paper seeks to critically analyze the centrality of outdoor learning/field trips and Information Communication Technologies (ICTs) in unpacking the history of Khoisan who once occupied much of Central and Southern Africa. More importantly, the 21^st century ‘teacher’ in the pedagogy of History resultantly plays out the role of a facilitator and learner-centered methodologies are vital. The Gods Must be Crazy! A film documentary and outdoor learning experiences to the National Museums and Monuments of Human Sciences in Harare, Zimbabwe are interesting case studies well exposited in the foregoing paper. Based on interviews with experienced History facilitators and interaction with History learners undergoing form 1-6, the paper argues that there is need for more resources to be channeled towards these methodologies unlike before. Newspapers, both print and online engaging with various narratives on the 21^st century History learning shall also be critically analyzed.

English language being widespread with it global impact serves as an international mean for communication among people from diverse backgrounds. In order to learn English, as a foreign language, it is suggested that culture as a crucial component should be included in the process of language teaching and learning. This is as a result of the fact that language and culture are two elements that are closely interrelated. Another important factor is that learning a language does not signify having a great command of its vocabulary, grammar, and phonology only, but also to learn the language within cultural framework. Thus, in this paper it will be discussed the role of learning the culture of the target language and the important aspects that can be integrated in such environment. Specifically, this paper will give an overview of the teacher’s role in developing cultural competence as well as suggest strategies that can be integrated in teaching culture in English language classroom.

The use of technology tools and online resources in the learning process has brought new experience to teachers and students in many parts of the world. Kosovo has made several efforts to achieve the integration of Technology within the education system. Part of it is the subscription of the `` SchoolMe`` Platform in some schools in Kosovo. This research aims at the successful integration of technology in learning activities from the point of view of delivering learning outcomes in different learning areas. The purpose of this research was to verify the application of Technology or online resources in primary schools and to enhance learning outcomes in the learning process. The data were collected from the questionnaire with 25 5th grade students in a primary school in Gjakova, which has a subscription to the online platform ``SchoolMe``. Sample selection was done randomly. To analyze the learning outcomes during the application of technology and applicability in other subjects I used the Post Hock test and the Correlation to measure the relationship between the two variables, respectively the correlation of perceptions about textbooks. The results of this research show that the application of technology and online resources in the classroom is necessary because it affects the increase of learning and learning outcomes in each subject, knowledge of new concepts, desire to learn independently, innovation during the learning process and the development of learning made it more attractive to students. The research recommends for the Ministry of Education, Science and Technology and the Directorates of Education to find opportunities or donors to install the Platform in all schools in Kosovo as a permanent part of the learning process.

This research used the descriptive-correlational method to determine the level of motivation in relation to teachers’ performance. The quantitative data were gathered from 89 teachers of District 6, Bayawan City Division, Negros Oriental for SY 2018-2019. Also, the researcher conducted a survey questionnaire. Descriptive–correlational method was used in this study. The statistical tools used in the analysis of the data were percentage, mean, weighted mean, and spearman rank correlation coefficient. The study found out that the level of motivation as perceived by the teachers was “very high” in terms of the following aspects: (a) existence needs; (b) relatedness; and (c) growth needs. In addition, it was also found out that the level of teachers’ job performance is at a “very satisfactory” level. Moreover, there is no significant difference in the level of teachers’ motivation when they are grouped and compared according to variables of age, sex and length of service, however, variables on highest educational attainment and average monthly income are found to be significant. Lastly, the relationship between the level of teachers’ motivation and the level of teachers’ job performance is found to be insignificant.

The online teaching and learning has became a necessity for Universities around the globe during COVID 19-pandemic. The expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web based teaching and learning (Chaney, 2010). Online learning is also becoming a more commonplace in settings for elementary and high schools students who have used different communication tools to learn. This paper presents and analyzes the benefits and challenges of online teaching at SEEU during COVID 19-pandemic. To answer the research questions, we have used a student questionnaire containing 15 questions and also student reflection papers used during the online courses. As a result, the paper raises important questions about how to best support students enrolled in an online courses. The participants of the study are students of the English Language and literature program and German Language and Literature of SEEU in Tetovë, North Macedonia. Overall, the research indicates the benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to take into account the impact of online teaching on student motivation. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.

Parent involvement is crucial toward successful child home learning, involving multitude of duties and responsibilities. Successful schools found that the role of parents in children’s education is invaluable and of paramount importance, therefore it is the most accurate predicator of a child’s success in school. Recent data shows that majority of research agree to the point that despite many strides made by schools to get things better, there are hindered barriers either coming from the family as well as from the school. Creating a sustainable collaborative partnership seems to be the biggest challenge faced by practitioners engaged in school reform, as many schools continue to struggle with defining and measuring substantial parent involvement. The aim of this study is to uncover some of the attitudes and perceptions and provide a more accurate picture of parent involvement, as well as understanding the barriers to increased involvement in schools. Teacher perceptions on this relation were used as supplementing part of the study. A group of 100 parents and 10 primary school teachers constituted the sample of the study. Two types of questionnaire were designed, each containing specific questions. Responses, when applicable were measured using a 5-point Likert scale. It is the researchers hope that this study will give voice to Kosovo parents in creating more collaborative efforts and in turn more successes for children as they continue on their educational journey.

This research used the descriptive method to determine the extent of utilization of Maintenance and Other Operating Expenses (MOOE) in relation to Students’ Academic Performance in the Public Elementary Schools of Bayawan City Division, Negros Oriental for SY 2018-2019. The quantitative data were gathered from 68 teachers’ league presidents and 68 school heads. Also, the researcher conducted a survey questionnaire. Descriptive method was used in this study. The statistical tools used in the analysis of the data were percentage, mean, weighted mean, and spearman rank correlation coefficient. The study found out that the extent of utilization of the Maintenance and Other Operating Expenses (MOOE) as perceived by the teachers’ league presidents and school heads was “high” in terms of the following aspects: (a) school operations and development; (b) teachers’ welfare and development and (c) students’ welfare and development. In addition, it was also found out that the level of students’ academic performance is at a “very satisfactory” level. Lastly, findings revealed that there is a significant relationship between the extent of utilization of the Maintenance and Other Operating Expenses (MOOE) and students’ academic performance.

This paper examines recent academic education system concerning the novelty level of the curriculum. How novel contented and labor market oriented are higher education curricula? The assumption is that the academic education system may not be on the pace with the practical technological developments since the curriculum novelty does not correspond with the speed of technological and market dynamics. The qualitative and quantitative investigation of several university curricula within the country and abroad is expected to deliver interesting findings. The model of novel teaching content could be based on a set of arrangements within the strategic development plan were universities may address the possible distress within academic staff when novel content comes to be teaching. Providing the rationale behind the need to teach novel and fitting content; developing the strategic plan to decide about the content and about the needed resources to implement the plan; developing the staff capacity capable of fulfilling the requirements of teaching novel content.

The educational indicators, like the rest of the social indicators, have experienced great diffusion in recent years. For this reason, education indicators are increasingly being talked about, in very different contexts and referring to very different realities. Despite the many drawbacks that present, quantitative indicators are still in the process of improvement and even creation, the truth is that they facilitate the analysis of education, although their values do not explain the causal relationships or allow conclusions to be drawn univocal. Although in the different editions (OECD, 2008) some concrete indicators have been varying, the general structure is maintained around four groups: context, resources, process, and results. Evaluating the number of students who complete the studies initiated serves not only to know the failure or academic success of a certain group of young people and, therefore, of a part of society, but also is a good way to measure the "efficiency" "of the educational system. The articulation between the education system and the world of work is one of the priority objectives of economic development policies. The finding that in most countries the qualification of workers does not correspond to that required by employers, converts these educational indicators - which evaluate the effectiveness of education in the training of workers - into indispensable for educational and labor planning. Effectiveness of education can be increased by: eliminating discrepancies between the competences acquired by graduates of higher education and the demand of the labor market and industry; lowering the disparity between the number of students enrolled in scientific careers and in the humanities, as well as the proliferation of private service providers.

This research examines the level of implementation of teaching profession standards by teachers, research how teachers perceive their profession standards, and identifies the factors that affect the preparation of teachers for teaching standards. Knowing how to learn about the teaching profession, it presents a real challenge. It's an emphasized side where we should do interventions to promote reflective practice and prepare teachers for transferring professional knowledge to their profession as teachers. Therefore perceptions as well as the experiences of teachers in this study, represent a good basis for reforming the quality of study programs and professional training. Through them the need is addressed, that in the future teacher training to be in line with the standards of the teaching profession. The research addresses these research questions: 1, How do teachers understand the standards of the teaching profession?2. How well do teachers apply the standards of the teaching profession?3 What are the factors that affect the preparation of teachers for the standards of the teaching profession? The nature of the research is qualitative and quantitative. The study has been created with the survey of 360 teachers and the interview of the 8 elementary school teachers. The instruments for data collection are: half structured questionnaire and half-structured interview. Quantitative data are analyzed through SPSS, while qualitative data are analyzed through the thematic analysis approach. The results obtained from this study show that teachers generally apply the standards of the teaching profession. The analyzes made resulted in differences between certain groups of teachers where p <.05 for the level of implementation of these standards. Significant differences were also examined between groups of teachers, to identify factors for professional development. Thematic analysis has reflected different perspectives on teachers' understanding of standards, but not so diverse from the concept that in reality teaching standards are recognized and defined.

The aim of this article is to review the literature on the implications of learning disabilities (LD) on foreign language (FL) learning. Learning an FL is an increasingly important part of education worldwide. With the rise of the number of students that learn FLs, so has the amount of research that provides different explanations as to why some students face difficulties, do not perform well, or even fail FL courses. Generally, the following factors were taken into consideration: foreign language aptitude, lack of motivation, poor attitude, increased level of anxiety, personality and mismatch of teacher-student learning styles, and learning strategies. This article reviews the existing literature which focuses on cognitive variables, affective variables, and native language differences. It also proposes ways in which effective teaching methods can be devised to identify and help at-risk FL students.

Think-Pair-Share and Uncertainty in general situations intersects several similarities with each other such as: thinking, communication, teamwork and creativity. Think-Pair-Share teaching strategy proceeds with three steps. Usually, it applies in all academic subjects; nonetheless, I employed it in algebra class when we analyzed open ended questions. As a teacher, I gave the question (real world situation question) to students, as a first step students read the question and analyzed the question individually. Second step, students paired in groups of four to five students; they discussed their thoughts (ideas how to solve the problem) about the question within their group. Step three, each group selects the best answer of their group; moreover, they share the answer with the class. Finally, students compared and contrast answers, then they evaluated the best answer that made a better sense (The best logical answer). Think-Pair-Share is closely related to uncertainty in new jobs. In the case, a worker faces an uncertain job; as a first step, he or she will think (analyze) the job. After the worker comes up with an answer, the worker will deliver the answer to other workers (to get a second opinion about the answer). Furthermore, all workers will share their ideas within the teamwork or company. Above all, workers with a consensus will select the best answers that might be practical during running their activities at the work- place.

The study aimed to determine the correlation between instructional supervision and performance evaluation in the Public Elementary Schools of Bayawan City Division. The survey was descriptive and correlational in nature. It utilized the percentage, mean, weighted mean, and spearman rank correlation coefficient. The study found out that the extent of implementation of instructional supervision as perceived by the experienced teachers was “very high” in terms of the following aspects:(a) concept and purpose of instructional supervision; (b) planning and preparations for instructional supervision; and (c) organization and implementation of instructional supervision; (d) dialogue and discussion in post-instructional supervision; and (e) satisfaction with and evaluation of instructional supervision. Likewise, the extent of implementation of instructional supervision as perceived by the novice teachers was also “very high” based on how they rated their instructional supervisors in terms of the first three areas. In addition, a moderate relationship was found to exist between the teachers’ job performance evaluation and the extent of implementation of instructional supervision in the following aspects: (a) concept and purpose of instructional supervision; (b) planning and preparations for instructional supervision; and (c) satisfaction with and evaluation of instructional supervision.

The Covid-19 virus appeared very fast around the globe and caused many damages to all of us. It caused many troubles in different fields such as: economics, business, factories, education etc. Many institutions around the world faced challenges and tried to find solutions. But the most difficult was about online teaching; most of the countries suggested many strategies and methods to teach students and learners through distinctive material and online platforms. It was suggested to use online programs as Google Classroom, Google Meet, Skype, Zoom and many other technological tools in order to help learners to continue with their studies. Using online platform in our country was very demanding because of many factors that influenced all of us. Although many teachers from different schools used many devices during the pandemic, Zoom was the main one. Teachers had different experiences and challenges during their teaching process through online platforms. They had many problems especially in the assessment and evaluation part; it was very difficult to evaluate learners through technological instruments and grading them correctly. This study is about teachers’ experience with the Zoom platform, to discover if teachers had difficulties with online teaching during the pandemic. This case study’s outcomes present valuable information to the teachers and future researchers because there is a limited number of studies in this field.

To date, no comparison has been made between the Muslim and Jewish educational systems regarding parental involvement. This preliminary study examines the perceptions about parental involvement as described by the pedagogic staff and compares the two sectors. 16 staff members from 4 elementary schools (two Jewish schools and two Muslim schools) were interviewed. The findings indicate that parental involvement in the Muslim sector is lower than in the Jewish sector. The Muslim parents have more respect and trust towards the school, the principal, and the teachers compared to the Jewish parents which is reflected by lower involvement of the Muslim parents compare to the Jewish parents. While Jewish parents who volunteer for parents' associations use their status to promote their personal interest (their child’s benefit) and less desire to contribute to the school, Muslim parents volunteer more to help the principals and teachers to get resources from the Mayor/ Head of the municipal council and less for their own child’s benefit. The depth and the type of parental involvement in the Jewish and the Muslim educational systems can be explained by cultural differences, namely an individualistic Jewish society vs. a collectivistic Muslim society.

Education is a fundamental right and we have to make sure we hold on to it despite any crisis and beyond. Just like in all the world, Kosovo has been affected by the pandemic COVID -19 in March 2020. The pandemic situation has changed how things function and it looks like this is going to be a new normal. As a result of it, all industries including the educational institutions, those private and public, had to reimagine how to switch into online performance and computer-based learning. Online learning has served as a lever to continue with education in an online platform and teachers worked hard to expect growth and productivity in every student. It is worth mentioning that since Kosovo became an independent country, we have never witnessed the educational disruption on this scale. We cannot predict exactly what the future information society will look like but at this time due to COVID -19 the world has experienced a new way of living and together with it we are witnessing the importance of having digital skills as a revolution which is impacting every industry but also in a dramatic way, in the field of education. How the education continued during the pandemic of COVID - 19, in Kosovo has raised different voices in education development during the second semester of the academic year 2019/2020. This paper will discuss the problems and challenges of teaching and learning during the pandemic time, the importance of digital skill and digitalization as a backup plan, and as a solution, so the education must not freeze in time as this.

Environmental education is an area that includes many disciplines, which develops knowledge, awareness, critical attitude, values and skills that will enable individuals and society to maintain and improve the quality of the environment in which they live. Environmental education teaches critical thinking, raises public awareness, directs the solution of environmental problems. It is the cornerstone of growing a society responsible for the future of our planet. And such encourages us to cooperate with national and international partners to acquire new techniques and methods in this regard. Environmental education, especially for students and young people, helps us to create a new relationship with the environment and nature. This teaching discipline is as important as mathematics, language, literature, etc. Students at school learn about great writers who have described nature in wonderful words; about painters who have presented extraordinary landscapes, but the students themselves have the opportunity to contribute individually to the preservation of the environment, and nature itself. The environment is also linked to sports and medicine because the nature is closely linked to public health. A clean environment brings more energy and less disease. Harmony with the environment brings harmony even within the community itself. The environment unites us with each other and is the legacy that connects us to future generations. Therefore, the younger generation needs to be more educated about the environment, because the nature that surrounds us, determines who we are as citizens, students, and human beings. The need for a more complete and multidimensional education is posed today not only as an alternative to having more civilized individuals, but often also as a single solution to challenge the various problems we face. Environmental problems at the local and global level make environmental education, and wider education, a criterion for developing sustainable lifestyles. Today more than ever, environmental education is being seen as a priority in national and international discussions of environmental issues and beyond.

One of the unethical practices in many Balkan countries, as well as in the Republic of Kosovo, is the realization of scientific works, diplomas and studies with stolen elements in different processes and levels of study. It often happens in such activities that copyright is obtained, so we have here the occurrence of plagiarism. Therefore, since I teach the subject of "Academic Writing and Methodology" I decided to do research on plagiarism and its relationship with academic ethics in Kosovo. The problems of the nature and development of science are important and closely related to them are the concepts of morality in science too. Based on the types of scientific fraud, in this paper we will address the issue of plagiarism, the causes and effects of plagiarism on the loss of scientific values. The methods used for conducting this research are the questionnaire and the literature study.