{"id":1502,"date":"2011-12-13T15:49:11","date_gmt":"2011-12-13T14:49:11","guid":{"rendered":"https:\/\/www.ascal.al\/vendim-nr95-date-28092010\/"},"modified":"2011-12-13T15:49:11","modified_gmt":"2011-12-13T14:49:11","slug":"vendim-nr95-date-28092010","status":"publish","type":"post","link":"https:\/\/dev.ascal.al\/sq\/vendim-nr95-date-28092010\/","title":{"rendered":"VENDIM Nr. 95 dat\u00eb 28.09.2010 – SHLUP “DYRRAHU”"},"content":{"rendered":"

K\u00cbSHILLI I AKREDITIMIT<\/strong>
VENDIM<\/strong>
Nr.95 dat\u00eb 28.09.2010<\/strong><\/p>\n

K\u00ebshilli i Akreditimit, pasi shqyrtoi propozimin p\u00ebr Programet e Reja t\u00eb Studimit t\u00eb<\/strong>\u00a0Ciklit t\u00eb Par\u00eb:<\/strong>
1. DNP n\u00eb Administrim Biznesi<\/strong>
2. DNP n\u00eb Financ\u00eb<\/strong>
3. DNP n\u00eb Psikologji<\/strong>
4. DNP n\u00eb Drejt\u00ebsi<\/strong>
5. DNP n\u00eb Infermieri<\/strong>
t\u00eb k\u00ebrkuara nga Shkolla e Lart\u00eb Private \u201cDYRRAHU\u201d, bazuar n\u00eb raportin e\u00a0vler\u00ebsimit teknik, raportin e vler\u00ebsimit n\u00eb p\u00ebrmbajtje me ekspert, raportimin e\u00a0Agjencis\u00eb Publike t\u00eb Akreditimit t\u00eb Arsimit t\u00eb Lart\u00eb p\u00ebr procedur\u00ebn e vler\u00ebsimit dhe\u00a0respektimin e kritereve, v\u00ebren se ka mang\u00ebsi t\u00eb konsiderueshme n\u00eb hartimin e k\u00ebtyre\u00a0programeve t\u00eb reja dhe, p\u00ebr k\u00ebt\u00eb q\u00ebllim, p\u00ebrpara marrjes s\u00eb Vendimit p\u00ebrfundimtar p\u00ebr\u00a0hapjen ose jo t\u00eb programeve t\u00eb propozuara, aplikuesi (subjekti) duhet t\u00eb plot\u00ebsoj\u00eb k\u00ebto\u00a0KUSHTE:
P\u00ebr t\u00eb gjitha programet e studimit t\u00eb azhurnohen em\u00ebrtimet e programeve n\u00eb\u00a0p\u00ebrputhje me ndryshimet e Ligjit t\u00eb arsimit t\u00eb lart\u00eb, dat\u00eb 22 korrik 2010.
P\u00ebr Programet e Ciklit t\u00eb Par\u00eb t\u00eb Studimit n\u00eb: \u201cAdministrim Biznesi\u201d dhe \u201cFinanc\u00eb\u201d:
1. T\u00eb b\u00ebhet ndarja e l\u00ebnd\u00ebs \u201cManaxhimi i burimeve njer\u00ebzore & i\u00a0operacioneve\u201d n\u00eb dy l\u00ebnd\u00eb t\u00eb ve\u00e7anta: \u201cMenaxhimi i burimeve njer\u00ebzore\u201d dhe\u00a0l\u00ebnda \u201cMenaxhim i i operacioneve\u201d (t\u00eb cilat mund t\u00eb jen\u00eb pjes\u00eb e nj\u00eb moduli).
2. T\u00eb rishikohet l\u00ebnda \u201cMenaxhim dhe komunikim biznesi\u201d, pasi n\u00eb\u00a0p\u00ebrmbajtjen e plan programit t\u00eb k\u00ebsaj l\u00ebnd\u00eb, mungojn\u00eb temat q\u00eb i p\u00ebrkasin\u00a0drejtimit t\u00eb menaxhimit. L\u00ebnda \u201cMenaxhim\u201d t\u00eb jet\u00eb l\u00ebnd\u00eb m\u00eb vete n\u00eb funksion\u00a0t\u00eb formimit t\u00eb studentit.
3. Or\u00ebt e ngarkes\u00ebs jasht\u00eb auditorit t\u00eb paraqiten n\u00eb tabela, ku t\u00eb pasqyrohet\u00a0e gjith\u00eb ngarkesa e ndar\u00eb sipas z\u00ebrave, q\u00eb edhe llogaritja e ECTS t\u00eb jet\u00eb m\u00eb e\u00a0verifikueshme dhe e sakt\u00eb.
4. K\u00ebto dy programe studimi kan\u00eb dy vite identike (me l\u00ebnd\u00eb t\u00eb p\u00ebrbashk\u00ebta)\u00a0dhe n\u00eb vitin e tret\u00eb ndryshojn\u00eb vet\u00ebm me 4 l\u00ebnd\u00eb nga shtat\u00eb gjithsej (pa\u00a0num\u00ebruar praktik\u00ebn dhe mikrotez\u00ebn), \u00ebsht\u00eb n\u00eb interes edhe t\u00eb k\u00ebtij IAL-je, q\u00eb\u00a0p\u00ebr nj\u00eb shfryt\u00ebzim efektiv t\u00eb burimeve t\u00eb kufizuara t\u00eb personelit t\u00eb tij t\u00eb\u00a0ofrohej nj\u00eb program i p\u00ebrbashk\u00ebt me specializime\/profilizime n\u00eb vitin III.
P\u00ebr Programin e Ciklit t\u00eb Par\u00eb t\u00eb Studimit n\u00eb \u201cPsikologji\u201d:
1. T\u00eb rip\u00ebrcaktohet qart\u00eb misioni i programit. IAL-ja t\u00eb zgjedh\u00eb ose t\u00eb\u00a0riformuloj\u00eb misionin sipas programit t\u00eb paraqitur dhe t\u00eb shprehet se\u00a0orientimi i tij \u00ebsht\u00eb psikologjia klinike, ose t\u00eb ridimensionoj\u00eb kurrikul\u00ebn\u00a0duke p\u00ebrfshir\u00eb l\u00ebnd\u00eb t\u00eb psikologjis\u00eb s\u00eb edukimit dhe t\u00eb psikologjis\u00eb s\u00eb\u00a0pun\u00ebs, sipas misionit t\u00eb shprehur i cili pretendon p\u00ebr nj\u00eb fokus n\u00eb\u00a0psikologji shkollore dhe psikologji pune. N\u00eb t\u00eb dyja rastet misioni duhet t\u00eb\u00a0artikulohet qart\u00eb dhe t\u00eb shoq\u00ebrohet me objektivat p\u00ebr realizimin e tij.
2. T\u00eb rishikohet plani m\u00ebsimor n\u00eb p\u00ebrputhje me misionin.
3. Programit t\u00eb studimit i mungon komponenti i vler\u00ebsimit n\u00eb\u00a0psikologji. \u00cbsht\u00eb i domosdosh\u00ebm nj\u00eb formim baz\u00eb n\u00eb fush\u00ebn e testimit\u00a0dhe t\u00eb vler\u00ebsimit psikologjik. Nevojitet t\u00eb p\u00ebrfshihet t\u00eb pakt\u00ebn nj\u00eb nj\u00eb\u00a0l\u00ebnd\u00eb q\u00eb t\u00eb realizoj\u00eb synimet p\u00ebr formimin e psikologut n\u00eb rolin e vler\u00ebsuesit.
4. T\u00eb p\u00ebrcaktohen n\u00eb m\u00ebnyr\u00eb t\u00eb specifikuar detyrimet e student\u00ebve\u00a0p\u00ebr l\u00ebnd\u00ebn si dhe format e vler\u00ebsimit t\u00eb specifikuara, n\u00eb p\u00ebrshtatje me\u00a0programin l\u00ebndor.
5. T\u00eb paraqitet nj\u00eb list\u00eb e personelit akademik p\u00ebr t\u00eb gjitha l\u00ebnd\u00ebt dhe\u00a0me treguesit e k\u00ebrkuar.
6. IAL-ja duhet t\u00eb d\u00ebshmoj\u00eb sesi do t\u2019u siguroj\u00eb dhe m\u00eb pas\u00a0mund\u00ebsoj\u00eb student\u00ebve p\u00ebrdorimin e literatur\u00ebs n\u00eb gjuh\u00eb t\u00eb huaj.
P\u00ebr Programin e Ciklit t\u00eb Par\u00eb t\u00eb Studimit n\u00eb \u201cDrejt\u00ebsi\u201d:
1. Programi i studimit do t\u00eb zbatohet nga nj\u00eb personel akademik i cili nuk ka\u00a0kualifikimin shkencor t\u00eb k\u00ebrkuar. Duke q\u00ebn\u00eb se dokumentacioni p\u00ebrmban\u00a0vet\u00ebm emrat e pedagog\u00ebve q\u00eb do t\u00eb angazhohen n\u00eb vitin e par\u00eb dhe ata jan\u00eb\u00a0t\u00eb panjohur \u00ebsht\u00eb e nevojshme t\u00eb sillen CV-t\u00eb e tyre, ku t\u00eb dal\u00eb qart\u00eb,\u00a0edukimi, formimi shkencor dhe profesional, p\u00ebrvoja n\u00eb m\u00ebsimdh\u00ebnie,\u00a0aktiviteti shkencor i tyre.
2. Ka mosp\u00ebrputhje mes p\u00ebrmbajtjes s\u00eb syllabuseve, kryesisht temave dhe\u00a0konceptimit t\u00eb literatur\u00ebs s\u00eb propozuar. \u00cbsht\u00eb e nevojshme t\u00eb rishikohet\u00a0p\u00ebrmbajtja e programeve t\u00eb l\u00ebnd\u00ebve dhe t\u00eb mb\u00ebshteten detyrimisht me\u00a0legjislacionin shqiptar dhe tekste m\u00ebsimore t\u00eb p\u00ebrdit\u00ebsuara. T\u00eb mbahet\u00a0parasysh q\u00eb literatur\u00eb legjislacioni dhe praktika shqiptare, t\u00eb\u00a0rekomandohen si t\u00eb detyrueshme dhe jo fakultative.
3. Ka nj\u00eb prirje p\u00ebr t\u00eb mos vler\u00ebsuar si detyruese njohjen e legjislacionit\u00a0shqiptar n\u00eb l\u00ebnd\u00eb formuese karakterizuese q\u00eb kan\u00eb t\u00eb b\u00ebjn\u00eb me t\u00eb drejt\u00ebn\u00a0shqiptare. N\u00eb disa l\u00ebnd\u00eb, referohen ligje t\u00eb cilat jan\u00eb shfyqizuar ose\u00a0ndryshuar. \u00cbsht\u00eb e nevojshme t\u00eb b\u00ebhet p\u00ebrdit\u00ebsimi i literatur\u00ebs dhe\u00a0legjislacionit t\u00eb propozuar.
4. Programet e disa l\u00ebnd\u00ebve nuk kan\u00eb p\u00ebrputhje me p\u00ebrmbajtjen e l\u00ebnd\u00ebs dhe\u00a0literatur\u00ebn e propozuar, sidomos n\u00eb l\u00ebnd\u00ebt q\u00eb nuk kan\u00eb t\u00eb p\u00ebrcaktuar\u00a0titullar\u00ebt e tyre. T\u00eb rishikohet literatura dhe t\u00eb b\u00ebhen rregullimet p\u00ebrkat\u00ebse.
5. Format e m\u00ebsimdh\u00ebnies jan\u00eb statike dhe nuk mund\u00ebsojn\u00eb (t\u00eb pakt\u00ebn nga\u00a0m\u00ebnyra sesi jan\u00eb p\u00ebrshkruar n\u00eb syllabuse) m\u00ebsimin nd\u00ebrveprues,\u00a0p\u00ebrdorimin e mjeteve dhe metodave bashk\u00ebkohore t\u00eb m\u00ebsimdh\u00ebnies. \u00cbsht\u00eb\u00a0e nevojshme q\u00eb t\u00eb p\u00ebrcaktohen n\u00ebse n\u00eb ndonj\u00eb l\u00ebnd\u00eb studenti do t\u00eb jet\u00eb i\u00a0detyruar t\u00eb p\u00ebrgatis\u00eb ese, diskutime ose punime n\u00eb grup.
6. Forma e kontrollit t\u00eb dijes (pik\u00ebzimi) dhe vler\u00ebsimi i student\u00ebve nuk\u00a0rezulton i sakt\u00eb. \u00cbsht\u00eb e nevojshme t\u00eb rishikohet vler\u00ebsimi dhe p\u00ebrcaktohet\u00a0qart\u00eb sesi formohet totali prej 100 pik\u00eb dhe detyrimi i studentit p\u00ebr\u00a0frekuentimin e l\u00ebnd\u00ebs.
P\u00ebr Programin e Ciklit t\u00eb Par\u00eb t\u00eb Studimit n\u00eb \u201cInfermieri\u201d:\u00a0
1. Plani m\u00ebsimor dhe programi i paraqitur, si nga p\u00ebrmbajtja ashtu dhe nga\u00a0m\u00ebnyra e paraqitjes \u00ebsht\u00eb i nj\u00ebjt\u00eb me programin aktual t\u00eb Fakultetit t\u00eb\u00a0Infermieris\u00eb t\u00eb Universitetit t\u00eb Tiran\u00ebs.
2. Nj\u00eb pjes\u00eb e konsiderueshme e personelit akademik t\u00eb deklaruar nuk kan\u00eb\u00a0kualifikimin e duhur p\u00ebr l\u00ebnd\u00ebn q\u00eb ato mbulojn\u00eb.
3. L\u00ebnd\u00eb t\u00eb r\u00ebnd\u00ebsishme si: Mikrobiologji, Biokimi, Histologji, Imunologji dhe\u00a0Gjenetik\u00eb, jan\u00eb parashikuar q\u00eb t\u00eb mbulohen vet\u00ebm nga nj\u00eb pedagog.
Institucioni aplikues \u201cShkolla e Lart\u00eb Universitare Private \u201cDYRRAHU\u201d\u201d, pasi t\u00eb\u00a0ket\u00eb plot\u00ebsuar kushtet e m\u00ebsip\u00ebrme, t\u00eb njoftoj\u00eb zyrtarisht K\u00ebshillin e\u00a0Akreditimit, i cili, pas verifikimit, do t\u00eb rifilloj\u00eb procedur\u00ebn p\u00ebr vler\u00ebsimin e\u00a0programeve t\u00eb m\u00ebsip\u00ebrme.<\/p>\n

\u00a0<\/p>\n

K\u00cbSHILLI i AKREDITIMIT<\/p>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

K\u00cbSHILLI I AKREDITIMITVENDIMNr.95 dat\u00eb 28.09.2010
\nK\u00ebshilli i Akreditimit, pasi shqyrtoi propozimin p\u00ebr Programet e Reja t\u00eb Studimit t\u00eb\u00a0Ciklit t\u00eb Par\u00eb:1. DNP n\u00eb Administrim Biznesi2. DNP n\u00eb Financ\u00eb3. DNP n\u00eb Psikologji4. DNP n\u00eb Drejt\u00ebsi5. DNP n\u00eb Infer<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[45],"tags":[],"class_list":["post-1502","post","type-post","status-publish","format-standard","hentry","category-vendimet-keshillit-te-akreditimit"],"_links":{"self":[{"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/posts\/1502","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/comments?post=1502"}],"version-history":[{"count":0,"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/posts\/1502\/revisions"}],"wp:attachment":[{"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/media?parent=1502"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/categories?post=1502"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dev.ascal.al\/sq\/wp-json\/wp\/v2\/tags?post=1502"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}