THE NECESSITY OF REVISING THE CURRICULUM OF ALBANIAN LANGUAGE AND LITERATURE IN PRE-UNIVERSITY EDUCATION IN NORTH MACEDONIA

Abstract

Successful learning in the subject of Albanian Language and Literature in pre university education depends on a range of factors, among which the curriculum and textbooks constitute two of the most important objective factors. In North Macedonia, the curricula for Albanian Language and Literature, as well as the textbooks developed on the basis of these curricula, have not undergone changes for more than two decades. This situation highlights the need to examine their appropriateness in relation to the requirements of contemporary education and the needs of students.
The aim of this research is to analyse the curricula and textbooks for Albanian Language and Literature in pre-university education, focusing on the organisation and distribution of linguistic and literary content, the number of instructional hours, the repetition of content across different levels of education, as well as the relationship between theoretical knowledge and the development of students’ practical skills.
The research is based on a content analysis of the curricula and textbooks for Albanian Language and Literature. The study examines the organisation of the subject, the distribution of topics and instructional hours across different grades, as well as the selection and sequencing of linguistic and literary content. Through comparative analysis, the continuity of knowledge across different educational levels, the repetition of topics, and the balance between theoretical treatment and practical application were assessed.
The research findings indicate that the current structure of the curricula and textbooks contains inconsistencies that affect the effectiveness of the teaching process. In the linguistic content, the repetition of certain topics across different educational levels is evident, without a clear and gradual development of knowledge. This is particularly noticeable in morphology, syntax, and lexicology, where the same concepts are addressed from year to year without being sufficiently expanded and deepened. At the same time, some content does not adequately correspond to students’ age and level of development. In literature, the large number of authors and literary works planned for study places a considerable burden on the curriculum and limits opportunities for more in-depth reading, interpretation, and analysis. Another issue is the predominance of information and theoretical knowledge over activities that promote the practical use of language. Consequently, the development of listening, speaking, reading, and writing skills, as well as critical and creative thinking, does not receive the necessary attention. This imbalance between theory and practice encourages mechanical memorisation and limits students’ ability to apply their knowledge in new communication situations.
The research findings lead to the conclusion that the current curricula for Albanian Language and Literature in pre-university education do not fully respond to students’ needs and the requirements of contemporary education. The identified shortcomings make it necessary to review the current concept of the subject, with the aim of creating a more coherent, progressive, and functional structure.
It is recommended that the curricula be reconceptualised on the basis of a progressive organisation of content, adapted to students’ age, level, and needs. In particular, unnecessary repetition should be reduced, the workload related to authors and literary works should be reviewed, and the connection between linguistic knowledge and its practical application should be strengthened. In parallel, new textbooks should be developed that provide greater space for the development of linguistic, communicative, literary, critical, and creative competencies. For this process to be successfully implemented, coordinated work among specialists in linguistics, literature, didactics, pedagogy, psychology, and teaching is necessary.