DORINA QIRJAKO GJIKOKA
Authors country of origin: Albania
Institutional affiliation: Teacher of English Language, Department of English Languages in Vlora.
If the right to education for all is to become a reality, all learners must have access to quality education that meets basic learning needs and enriches lives. The UNESCO Convention against Discrimination in Education (1960) and other international human rights treaties prohibit any exclusion from or limitation to educational opportunities on the basis of socially ascribed or perceived differences, such as gender, sexuality, ethnicity, language, religion, nationality, economic condition and/or ability.
Education should not be simply about making schools available for those who are already able to access them. Instead, it is about being proactive in identifying the barriers and obstacles learners encounter in attempting to access equal opportunities for quality education, as well as in removing those barriers and obstacles that lead 49 to marginalization and exclusion.
Education systems should be made inclusive and equitable; that is, every child and young person should have access to education that is welcoming and responsive to his or her characteristics and needs (UNESCO, 2012). Monitoring student progress with learning trackers (observation logs, observation forms, conferring logs, etc.) provides the teacher with data, e.g., the degree to which the student has mastered a learning target, who needs retouching, who needs additional challenges, what the next learning target should be, how students should be grouped for small-group instruction, and who needs to be observed more closely for a possible learning intervention. The existing
research does indicate, however, that well-designed classroom testing programs bear a positive relationship to later student achievement.
Key words: Albanian reforms, teacher working plan, Take Time to Reflect, Albanian language, Education directories, Practice, exams, working class, Teacher training, School documentation, Children, Class, School program, Performance, Educational teacher roles.
Volume 3.No.2(2020): December
ISSN 2661-2666 (Online) International Scientific Journal Monte (ISJM)
ISSN 2661-264X (Print)
DOI : 10.33807/monte.1.201904214
DOI URL: https://doi.org/10.33807/monte.1.201904214
Full Text: PDF
This is an open access article under the CC BY-NC-ND license (creativecommons.org/licenses/by-nc-nd/4.0/)