<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alma   Hafizi</style></author><author><style face="normal" font="default" size="100%">Mirela   Papa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING THE QUALITY OF EDUCATION BY STRENGTHENING THE COOPERATION BETWEEN SCHOOLS AND FAMILIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">communication and interaction</style></keyword><keyword><style  face="normal" font="default" size="100%">interests and opportunities</style></keyword><keyword><style  face="normal" font="default" size="100%">school-family</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410006195.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">42</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Different groups of teachers understand and interpret the issue of quality in education in different ways, but they all converge on the same key words which are reciprocal influence, school-family, interaction, synchrony, and cooperation. The studies conducted so far show that civic education is an ongoing general and multidimensional process. The school-family partnership is an important link in the educational process, but in everyday life the interaction is more spontaneous than motivated.
 This study focuses on discovering the underlying reasons for the barriers faced by the school-family partnership, which shall help solve the problems which hinder the normal process of cooperation between school and family. To find out the extent and reasons for parental involvement/non-involvement in the issues related to children’s education it was used the surveying method to conduct an analysis involving 27 schools, 365 teachers and school principals, 1086 pupils and 924 parents. The data processing will indicate the degree of integration and the different forms of integration of modern elements into the Albanian educational system as well as the causes of the present state of affairs. The study reaches in some findings and proposes some recommendations for improving and reinforcing communication between families and schools.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">38-49</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mirela   Papa</style></author><author><style face="normal" font="default" size="100%">Alma   Hafizi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING THE TRANSLATION–INTERPRETING CURRICULUM THROUGH ACKNOWLEDGING THE EDUCATIONAL NEEDS OF ALBANIAN STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">expectations</style></keyword><keyword><style  face="normal" font="default" size="100%">motivations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410007303.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">43</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The introduction of the Bologna Process into the higher education system in Albania has led to a review and improvement of the existing curricula. 
 Among the variables influencing the curriculum development the professors and students are the ones directly involved in the curriculum reform implementation project.
 Although the Bologna Charter advocates a student – centred approach, students are not given the priority they deserve. This remiss could lead to a conflict between the students’ expectations and the curricular approaches.
 First and second year Master students of Translation – Interpreting at the University of Tirana are the subject of a survey aiming at finding out how the students undertaking Translation and Interpreting find the courses they follow. The method used is the quantitative method of observation. 80% of the students have filled in a questionnaire.
 The data processing indicates the motives driving the students to choose this curriculum as well as their expectations for their future career.
 It is concluded with some findings and recommendations for curriculum reform, since the academic offer is seen as a means of providing answers for a society which, under the pressure of ongoing changes, is in need of professionals who respond to new stimuli. 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">69-85</style></section></record></records></xml>