Armend Tahirsylaj
Biographic Data
| ID | 4084690 |
|---|---|
| NAME | Armend Tahirsylaj |
| GIVEN NAMES | Armend |
| FAMILY NAME | Tahirsylaj |
| SIGNATURE | TAHIRSYLAJ A |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0002-3902-0338 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Five visions of competence-based education and curricula as travelling policies
The aim of this article is to provide an analysis and synthesis of how the policy trend of competence-based education (CBE) has been transforming curriculum policy into competence-based curricula (CBC) in pre-university education in different parts of the world for the last three decades. Based on a systematic research review covering 1997–2022, the analysis and synthesis present how the policy movement is not reducible to any singular account bu…
Mapping scholarship on Bildung in educational research
This article stems from a curiosity for a broader, deeper, and more complex understanding of the concept of Bildung. It has two aims: to advance an innovative and complex methodological approach for studying Bildung, and to present empirical results related to bibliometric characteristics of literature on Bildung. The empirical results map the literature on Bildung published in English language during the set timespan of 1990–2020. Concomitantly,…
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions
Teacher education is of vital importance for what teachers are capable to do for their pupils, but little is known about student teachers' pedagogical knowledge. The Didaktik and the curriculum traditions are two main education approaches underpinning formal schooling and teacher education programmes (TEPs) in the Western world. The main difference between the two traditions lies in the content and objectives of teacher education, which are eithe…
From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo
This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place. It is concluded that European education trends provided…
What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo
Kosovo introduced two major curriculum reforms over the past 20 years – in 2001 and 2011 – each aiming to bring education closer to international trends. Simultaneously, Kosovo underwent major political, social, and cultural changes after the war in 1999, and the declaration of independence in 2008. This article relies on document analysis and uses civic competences definitions in Kosovo and European Commission frameworks to compare conceptions o…
Student performance, school differentiation, and world cultures
What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo
Kosovo introduced two major curriculum reforms over the past 20 years – in 2001 and 2011 – each aiming to bring education closer to international trends. Simultaneously, Kosovo underwent major political, social, and cultural changes after the war in 1999, and the declaration of independence in 2008. This article relies on document analysis and uses civic competences definitions in Kosovo and European Commission frameworks to compare conceptions o…
Student performance, school differentiation, and world cultures
Student performance, school differentiation, and world cultures
What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo
Kosovo introduced two major curriculum reforms over the past 20 years – in 2001 and 2011 – each aiming to bring education closer to international trends. Simultaneously, Kosovo underwent major political, social, and cultural changes after the war in 1999, and the declaration of independence in 2008. This article relies on document analysis and uses civic competences definitions in Kosovo and European Commission frameworks to compare conceptions o…
From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo
This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place. It is concluded that European education trends provided…
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions
Teacher education is of vital importance for what teachers are capable to do for their pupils, but little is known about student teachers' pedagogical knowledge. The Didaktik and the curriculum traditions are two main education approaches underpinning formal schooling and teacher education programmes (TEPs) in the Western world. The main difference between the two traditions lies in the content and objectives of teacher education, which are eithe…
Mapping scholarship on Bildung in educational research
This article stems from a curiosity for a broader, deeper, and more complex understanding of the concept of Bildung. It has two aims: to advance an innovative and complex methodological approach for studying Bildung, and to present empirical results related to bibliometric characteristics of literature on Bildung. The empirical results map the literature on Bildung published in English language during the set timespan of 1990–2020. Concomitantly,…
Five visions of competence-based education and curricula as travelling policies
The aim of this article is to provide an analysis and synthesis of how the policy trend of competence-based education (CBE) has been transforming curriculum policy into competence-based curricula (CBC) in pre-university education in different parts of the world for the last three decades. Based on a systematic research review covering 1997–2022, the analysis and synthesis present how the policy movement is not reducible to any singular account bu…
Sociology (5 works) · Curriculum (4 works) · Pedagogy (4 works) · Psychology (4 works) · Global Educational Policies and Reforms (3 works) · Political science (3 works) · Curriculum development (2 works) · Economics (2 works) · Educator Training and Historical Pedagogy (2 works) · Higher Education Learning Practices (2 works)