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Can we call the state matura a failed reform?
Written by Saba Lama 28 Janar 2023
I have written about the problems of the state matura several times in the daily press, but this time with a different lens and perspective. The motive that prompted me to address the problem with this line, are the results of the state matura over the years as well as the continuous complaints regarding the results experienced in the matura exams by graduating students, the parents of the respective students, the teachers of the subjects that take place in the exams of matura, school leaders, and even from the opinions given by some experts from higher education institutions regarding the success of matura. Undoubtedly, the next treatment of this problem is the desire to have a quality education in our country, as it is already known, education experiences pain in many of its parameters. I want to underline that the state matura first, based on the assessment and comments made by experts, spokespersons and senior officials of the Ministry of Education, it has been called one of the main reforms undertaken in the education sector. In the first years of its implementation, no doubt it, like many other approaches that were dictated to Albanian education, in the framework of integration processes with the countries of the world with advanced education (mainly the well-known European-Western countries and the U.S. ), was an innovation for Albanian education, but today the state matura in terms of its implementation in our country has already entered its 17th year (2006-2023), so it can no longer be called an innovation related with the expected results. If we analyze the progress of the matura during its journey over the years, the reality has shown that there were a series of problems, Such problems have been of different natures, where we can mention: 1. Cases of interference during the exams by different parents to unfairly help their children, or by other elements who had tribal ties with the children participating in the matura exams, including any representative from the local authority. Even in order to achieve the goal, there have been cases of violence and pressure towards the exam administrators from such elements. But I want to emphasize that anyone who threatens the administrators at the time when the matura exams are held, must be clear that they are not only seriously violating the state matura regulation, but they are facing the state, since the administrators at the time they take office during the exams according to the positions they have, are persons clothed with power starting from the moment they receive this task until they hand over the entrusted task, (since it is known that the state matura that we experience, unlike the former matura that was administered by the school, is a process that is administered by the state with all the mechanisms they used and the actors who participate for its success). This is the essence and the essential difference between this matura and the former matura). For the exam administrators, I would like to underline that they are key people for the smooth running of the state matura exams and precisely because of this assessment they receive during the exams related to the entrusted task, they are inviolable persons and their authority must be respected. Even anyone that violates or violates the duty that administrators have, deserves the relevant punishment according to the regulation that dictates the state matura.2. The cases of phenomena that have spoken about the misadministration of the exam, as a result of the insufficient training of the exam administrators by the relevant specialists of the higher educational institutions, committed to the smooth running of the state matriculation exams, or even from negligence and unwillingness for the purposes assigned by the exam administrators themselves.3. Problems arising in the direction of evaluation of tests. Of course, such a phenomenon has aroused indignation among students and their parents. In this regard, there is a norm for the correction of tests by teachers, and this norm, although known, has been violated and not respected, creating problems and paradoxes in terms of evaluating the tests developed by high school students. The test evaluation practice has also resulted in the fact that, in addition to the norm that is not evaluated and respected, the members of the test evaluation committee have not been consulted and have not reconciled their opinions regarding the grades with which they evaluated the students for the tests. developed, but they simply signed them, calling them as approved regarding the assessment made. Of course, such an assessment had costs for the students in terms of the non-objective assessment made by the teachers in question. Regarding the matura problems experienced over the years, in addition to the higher central instances of education, I would also call the following ministers of education sinners, as some more and some less, some out of ignorance or some for some other reason, did not set as an objective to transform the state matura into a reliable institution for the quality of education, as well as to conceive the matura reform as an educational policy, but judged it simply as an action of correcting some tests for the subjects that take place in the state exams prom. So, in addition to the shortcomings we mentioned above, there has been a lack of political will from successive governments to support and sensitize the state matura as an educational policy, in the framework of the policies that are drawn up for the smooth running of education. Based on the above-mentioned shortcomings and problems, it turns out that we are the actors ourselves, starting from the higher central bodies of education up to those at the local level, and the way it is thought and conceived to serve the functioning and achievement of success with students during the development of the exams. If we refer to the state matura regulation, starting from its context, for the way it was conceived and constructed, it defines quite well and with the correctness all the tasks of the actors participating in the process of developing the matura exams, which this process should be as successful as possible in terms of management, thus cutting off any opportunity and space for copying by the participating students, with the aim that their results for the knowledge they reveal in the conducted exam will be as reliable as possible. So I want to underline that singleness as a process does not have to be called failed, but it is its mismanagement as a result of the disabilities or for other reasons of all the actors who participate in it at the central and local level, as has happened and is happening in our country, starting from the preparation of the matura until its completion ( the release of the results), regardless of the voices we hear here and there from different elements, related to the hasty thoughts they express or from those who do not understand the right of this reform, related to the mentality they have, giving it the form of failure. Of course, I want to emphasize that the matura at the moment still felt the need for improvement and modification, in those parameters where it has limped in the direction of its progress to give the expected productivity and yield. In this regard, I suggest that the necessary improvement, started from the problems experienced, is the evaluation of the exam administration process through the training of administrators who engage in such a task, as well as their sense of responsibility for the entrusted task, another aspect is the correctness that must be shown for the evaluation of the exam tests developed by students , by the members of the selected commissions, according to the relevant subjects that take place in the matura exams. But of course, the main say and responsibility in this direction to make the necessary changes, are the specialists and experts of the central education institutions, based on the dynamics of the developments of the state matura exams experienced over the years. as well as the sense of responsibility on their part for the entrusted task, another aspect is the correctness that must be shown for the assessment of the exam tests that the students develop, by the members of the selected commissions, according to the relevant subjects that are developed in the matura examinations. But of course, the main say and responsibility in this direction to make the necessary changes, are the specialists and experts of the central education institutions, based on the dynamics of the developments of the state matura exams experienced over the years. as well as the sense of responsibility on their part for the entrusted task, another aspect is the correctness that must be shown for the assessment of the exam tests that the students develop, by the members of the selected commissions, according to the relevant subjects that are developed in the matura exams. But of course, the main say and responsibility in this direction to make the necessary changes, are the specialists and experts of the central education institutions, based on the dynamics of the developments of the state matura exams experienced over the years.