{"id":1930,"date":"2024-03-09T08:18:59","date_gmt":"2024-03-09T08:18:59","guid":{"rendered":"https:\/\/eduresplatform.org\/2-garantire-la-continuita\/"},"modified":"2024-08-08T09:51:28","modified_gmt":"2024-08-08T09:51:28","slug":"2-garantire-la-continuita","status":"publish","type":"page","link":"https:\/\/eduresplatform.org\/sq\/resilienza-educativa\/i-principi-di-resilienza-per-leducazione-del-consiglio-deuropa\/2-garantire-la-continuita\/","title":{"rendered":"#2 &#8211; SIGURIMI I VAZHDIM\u00cbSIS\u00cb"},"content":{"rendered":"<blockquote class=\"wp-block-quote\">\r\n<p>Sigurimi q\u00eb ekosistemet arsimore dhe komunitetet t\u00eb vazhdojn\u00eb t\u00eb funksionojn\u00eb, duke u p\u00ebrshtatur me emergjencat, \u00ebsht\u00eb \u00e7el\u00ebsi p\u00ebr t\u00eb garantuar pron\u00ebsin\u00eb n\u00eb nivelin e komunitetit.<\/p>\r\n<\/blockquote>\r\n<!-- \/wp:post-content --><!-- wp:paragraph -->\r\n<p>N\u00eb peizazhin e arsimit, Parimi 2 thekson r\u00ebnd\u00ebsin\u00eb e ruajtjes s\u00eb funksionalitetit t\u00eb sistemeve arsimore dhe strukturave t\u00eb komunitetit, ve\u00e7an\u00ebrisht gjat\u00eb koh\u00ebrave t\u00eb kriz\u00ebs.<\/p>\r\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\r\n<p>N\u00eb thelb t\u00eb saj q\u00ebndron nocioni i vazhdim\u00ebsis\u00eb\u2014imperativi p\u00ebr t\u00eb ruajtur proceset arsimore dhe angazhimin e komunitetit pavar\u00ebsisht nd\u00ebrprerjeve t\u00eb shkaktuara nga emergjencat. Kjo n\u00ebnkupton p\u00ebrshtatjen e shpejt\u00eb me rrethanat e ndryshuara, shfryt\u00ebzimin e qasjeve inovative dhe shfryt\u00ebzimin e burimeve t\u00eb komunitetit p\u00ebr t\u00eb mb\u00ebshtetur integritetin e ofrimit t\u00eb arsimit.<\/p>\r\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\r\n<p>Qendrore p\u00ebr k\u00ebt\u00eb parim \u00ebsht\u00eb koncepti i pron\u00ebsis\u00eb n\u00eb nivelin e komunitetit. Pron\u00ebsia n\u00ebnkupton pjes\u00ebmarrje aktive, p\u00ebrgjegj\u00ebsi dhe investim nga an\u00ebtar\u00ebt e komunitetit n\u00eb form\u00ebsimin dhe mbajtjen e nismave arsimore. Duke siguruar q\u00eb ekosistemet arsimore t\u00eb mbeten funksionale gjat\u00eb emergjencave, komunitetet fuqizohen t\u00eb marrin pron\u00ebsin\u00eb e rrug\u00ebve t\u00eb tyre arsimore, duke drejtuar ndryshimin dometh\u00ebn\u00ebs nga brenda.<\/p>\r\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\r\n<p>Brenda k\u00ebtij kuadri, dalin n\u00eb pah disa \u00e7\u00ebshtje kritike. S\u00eb pari, nevoja p\u00ebr t\u00eb prioritizuar p\u00ebrshtatshm\u00ebrin\u00eb dhe rezistenc\u00ebn n\u00eb ekosistemet arsimore b\u00ebhet e r\u00ebnd\u00ebsishme. Komunitetet duhet t\u00eb pajisen me mjetet, njohurit\u00eb dhe sistemet mb\u00ebshtet\u00ebse t\u00eb nevojshme p\u00ebr t\u00eb lundruar me efektivitet krizat, duke siguruar q\u00eb mund\u00ebsit\u00eb e t\u00eb m\u00ebsuarit t\u00eb mbeten t\u00eb arritshme dhe t\u00eb r\u00ebnd\u00ebsishme.<\/p>\r\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\r\n<p>P\u00ebrve\u00e7 k\u00ebsaj, nxitja e bashk\u00ebpunimit dhe partneritetit midis aktor\u00ebve arsimor\u00eb dhe an\u00ebtar\u00ebve t\u00eb komunitetit \u00ebsht\u00eb thelb\u00ebsore. Duke krijuar lidhje t\u00eb forta dhe kanale komunikimi, aktor\u00ebt mund t\u00eb shfryt\u00ebzojn\u00eb njohurit\u00eb, burimet dhe ekspertiz\u00ebn lokale p\u00ebr t\u00eb p\u00ebrshtatur p\u00ebrgjigjet ndaj nevojave specifike t\u00eb komuniteteve gjat\u00eb emergjencave.<\/p>\r\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\r\n<p>Po aq e r\u00ebnd\u00ebsishme \u00ebsht\u00eb imperativi p\u00ebr t\u00eb promovuar gjith\u00ebp\u00ebrfshirjen dhe barazin\u00eb n\u00eb ofrimin e arsimit. Grupet e cenueshme, p\u00ebrfshir\u00eb komunitetet e margjinalizuara dhe individ\u00ebt me nevoja t\u00eb ve\u00e7anta, nuk duhet t\u00eb mbeten prapa n\u00eb koh\u00eb krize. P\u00ebrpjekjet p\u00ebr t\u00eb siguruar vazhdim\u00ebsin\u00eb duhet t\u00eb udh\u00ebhiqen nga parimet e drejt\u00ebsis\u00eb dhe aksesit, duke synuar t\u00eb arrijn\u00eb \u00e7do nx\u00ebn\u00ebs brenda komunitetit.<\/p>\r\n<!-- \/wp:paragraph --><!-- wp:paragraph -->\r\n<p>P\u00ebr m\u00eb tep\u00ebr, nd\u00ebrtimi i besimit dhe rezistenc\u00ebs brenda komuniteteve \u00ebsht\u00eb themelor p\u00ebr t\u00eb nxitur pron\u00ebsin\u00eb. Duke ushqyer nj\u00eb ndjenj\u00eb p\u00ebrgjegj\u00ebsie kolektive dhe solidariteti, komunitetet mund t\u00eb mobilizojn\u00eb burimet dhe mekanizmat mb\u00ebshtet\u00ebs p\u00ebr t\u00eb p\u00ebrballuar sfidat e shkaktuara nga emergjencat, duke dal\u00eb m\u00eb t\u00eb fort\u00eb dhe m\u00eb t\u00eb lidhur n\u00eb k\u00ebt\u00eb proces.<\/p>\r\n<!-- \/wp:paragraph --><!-- wp:paragraph {\"style\":{\"color\":{\"background\":\"#eee216\"}}} -->\r\n<p class=\"has-background\" style=\"background-color:#eee216\"><strong>N\u00eb thelb, duke iu p\u00ebrmbajtur k\u00ebtij parimi, aktor\u00ebt arsimor\u00eb mund t\u00eb kultivojn\u00eb nj\u00eb ndjenj\u00eb pron\u00ebsie dhe agjensie n\u00eb nivelin e komunitetit, duke fuqizuar k\u00ebshtu komunitetet p\u00ebr t\u00eb angazhuar aktivisht n\u00eb form\u00ebsimin e fatit t\u00eb tyre arsimor. P\u00ebrmes p\u00ebrpjekjeve t\u00eb p\u00ebrbashk\u00ebta p\u00ebr t\u00eb siguruar vazhdim\u00ebsin\u00eb dhe p\u00ebrshtatshm\u00ebrin\u00eb n\u00eb ekosistemet arsimore, edhe n\u00eb mes t\u00eb emergjencave, aktor\u00ebt mund t\u00eb krijojn\u00eb komunitete rezistente q\u00eb jan\u00eb m\u00eb t\u00eb p\u00ebrgatitura p\u00ebr t\u00eb p\u00ebrballuar v\u00ebshtir\u00ebsit\u00eb dhe p\u00ebr t\u00eb lul\u00ebzuar p\u00ebrball\u00eb sfidave.<\/strong><\/p>\r\n<!-- \/wp:paragraph -->\r\n","protected":false},"excerpt":{"rendered":"<p>Sigurimi q\u00eb ekosistemet arsimore dhe komunitetet t\u00eb vazhdojn\u00eb t\u00eb funksionojn\u00eb, duke u p\u00ebrshtatur me emergjencat, \u00ebsht\u00eb \u00e7el\u00ebsi p\u00ebr t\u00eb garantuar pron\u00ebsin\u00eb n\u00eb nivelin e komunitetit. N\u00eb peizazhin e arsimit, Parimi 2 thekson r\u00ebnd\u00ebsin\u00eb e ruajtjes s\u00eb funksionalitetit t\u00eb sistemeve arsimore dhe strukturave t\u00eb komunitetit, ve\u00e7an\u00ebrisht gjat\u00eb koh\u00ebrave t\u00eb kriz\u00ebs. N\u00eb thelb t\u00eb saj q\u00ebndron nocioni [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":1631,"parent":1939,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"footnotes":""},"class_list":["post-1930","page","type-page","status-publish","has-post-thumbnail","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/pages\/1930","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/comments?post=1930"}],"version-history":[{"count":6,"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/pages\/1930\/revisions"}],"predecessor-version":[{"id":2960,"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/pages\/1930\/revisions\/2960"}],"up":[{"embeddable":true,"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/pages\/1939"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/media\/1631"}],"wp:attachment":[{"href":"https:\/\/eduresplatform.org\/sq\/wp-json\/wp\/v2\/media?parent=1930"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}