Entrepreneurship education is a recent field in education. From a field mainly related to small business, it is extended towards enhancement of students’ entrepreneurial attitudes and skills. It can support students in developing an independent and versatile way by growing the spirit of entrepreneurship. Developing entrepreneurship competence among students requires the mastery of concepts by teachers. Training teachers in entrepreneurship education helps them apply specific competences, methods, and tools to encourage confidence in learners’ own capabilities and to stimulate flexibility, leadership, and initiative. To understand the teachers’ entrepreneurial competence, an online survey was developed to assess the level of mastery of such competence in Albanian teachers. The survey was designed to analyze the development of entrepreneurial competence of teachers, and their entrepreneurship education and training. The research goal of the survey is to evaluate the influence mechanisms of gaining entrepreneurship education competence and the way of implementing this competence in pre-university education schools. Results from the questionnaire highlighted the teachers’ need for the acquisition of entrepreneurial competence at every professional level, starting from initial teacher education. The findings from the survey are analyzed by taking into consideration the European policies regarding entrepreneurship education, such as the European Entrepreneurship Competence Framework (EntreComp), and their implementation in the Albanian educational sector.
Digital competence is part of 21st Century skills that allow individual teaching professionals to engage in new and flexible ways of learning. Studies have shown that digital competence improves education and equips the teaching staff with expertise on how to use information, communication, and basic problem-solving. The need for digital competence is clearly evident in the current pandemic situation, where digital technologies have taken a more prominent role in communication and education processes. Beyond the digital competence of educators, proper school infrastructure and curricula are needed during pre-service training to help teachers achieve digital competence. To better understand this need, an online survey was developed to analyze digital education in Albania. The survey was designed to analyze the teaching competence of teachers in pre-service and in-service programs, as well as their schools’ curricula and infrastructure. Results from the questionnaire highlighted a need for the acquisition of digital knowledge for teachers according to different age groups. The results of the study found that difficulties teachers encountered in the acquisition of digital knowledge were not only due to deficiencies in teacher training but also other issues such as lack of infrastructure. The study concludes by recommending that providing digital education should be in line with European and national policy and legislation, as well as with national and international organizations. The paper reports findings assessing the level of preparedness of Albanian educators in regard to digital education and explores opportunities and identifies challenges for coping with enhancing digital development.
The purpose of this article is to analyze the critical language of racism in political communication reflected through online media. The analysis is focused on the elements of meaning and content structure of political statements and the context in which they are used. The analysis highlights the use of words with an intensity of meaning toward negative connotation, which manages to produce the harsh language of racism. Political communication develops an interactive discourse, which is simultaneously related not only to linguistic behavior but also to human behavior. Various political statements regarding immigration issues, the intensity of news published by media on the statements of politicians, as well as the influence they have on public opinion will be at the center of the discussion. Through descriptive and analytical methods, the article will argue and highlight the hostile, racial, and discriminatory language used by politicians, which is contradictory to the international framework on human rights and policies of the European Parliament which are focused on eliminating this approach.
The lexical structure of the word is open and changeable, which is always associated by the different of the time. These changes don't include only special word, but the whole fond of Albanian words reflected to the dictionary. So, for this study it has been necessary the support of the two biggest work of Albanian language: "The Albanian language dictionary of nowadays" 1980 and "The Albanian language dictionary" 2006. It's evident that language is enriched by new entry of lexical units, but the linguistic enrichment it is not seen only at the number of lexical units, which enter or get out the uses. We are trying to argue that the linguistic development is preceded from the relation between the words, which produces changes at many linguistic phenomena as mono semantism and polisemantism. The words give special types, so they create relationships between speaking and writing speech, create relationships between active and passive lexis, and at the semantic structure of the words, which is reflected at the changes of semantic versions of the words. So, they bring a qualify development of the Albanian semantic structure. There are estimated and brought out from the two dictionaries all the univocal words, ambiguity words and polisemantic words, the changes of this kind words during these years and the percent that mark them at the fond of the Albanian words. This numbering it makes us possible to give dates for the effects that give the increase of polisemantic and monosemantic words to Albanian language. The study of the changes at lexical structure of Albanian words gives help at the improvement of data for lexicological and semantic.
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