This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
“Aleksandër Moisiu” State University , Durrës , Albania
“Aleksandër Moisiu” State University , Durrës , Albania
This paper aims to analyze the need of change and improvement of curricula as one of the most important elements of the current reform in education. Albanian education system after the implementation of the Bologna Declaration, in the higher education system, was successful in adapting the study plans from the time viewpoint, in accordance with the 3 +2 system, but showed major problems in modernizing the curricula. Research results show that students in universities perceive learning as being something useful but not interesting, important, but difficult. The research methods used in this study are qualitative (National Strategy for the development of education) and quantitative (50 questionnaires and surveys completed by students of the "Aleksander Moisiu" State University, Durres. From the data obtained showed that over 65% of students surveyed largely use traditional ways of learning. About 90% of them do not have basic knowledge of academic writing (writing an essay, review and research paper) as a result of the lack of such subjects in the curriculum of high school, 75% of students write full of mistakes in their native language as a result of few study hours available, etc. As a conclusion it should be said that the improvement of curricula, the inclusion of subjects that are important to the professional knowledge of students (compared with successful curricula models of the countries that apply the Bologna Declaration, and elsewhere), would help to increase the quality of the learning process.
Curriculum Improvement, the Bologna Declaration, Higher Education System, “Aleksander Moisiu” State University, etc.
The statements, opinions and data contained in the journal are solely those of the individual authors and contributors and not of the publisher and the editor(s). We stay neutral with regard to jurisdictional claims in published maps and institutional affiliations.
