TEXTBOOK PROBLEMS AND SHORTCOMINGS · TEXTBOOK PROBLEMS AND SHORTCOMINGS Study of Kosovo’s Middle...

TEXTBOOK PROBLEMS ANDSHORTCOMINGS

Study of Kosovo’s Middle School Textbooks(Grades VI, VII, VIII dhe IX)

Review of issues identified in the 2010 study

Pristina, January 2013

“This publication is produced with the assistance of the European Union. Contents of this publication are sole responsibility of BIRN and may not be considered as representing views of the European Union.”

Author: JUSUF THAÇIB I R N external education associate in Kosovo

Editor-in-chief: JETA XHARRADirector of BIRN for Kosovo

Botuar nga:

Balkan Investigative Reporting Network – BIRN (Kosovo)Mensa e Studentëve, Kati I, 10 000 Prishtina, KosovoTel.: & Fax: +381 (0)38 22 44 98E-mail: [email protected]: http://www.birn.eu.com

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TABLE OF CONTENTS

Given the importance of textbooks in students' information and education process, and the series of remarks on textbooks by teachers, students, parents, and experts, in 2010 BIRN published a study identifying issues and disadvantages of textbooks.

In 2012, BIRN picked up on this issue again,

to see i f correct ions were entered in

textbooks after 2010, particularly having in

mind the recommendations of our 2010

study. The intention of this study is not to

introduce new textbook problems, but

rather to ascertain potential improvements

in textbooks after the �irst publication in

2010.

As in the �irst study, the sample taken for the

analysis includes 16 equivalent middle

school textbooks, for both social and natural

sciences,. The majority of them have already

been reprinted, or should have been

reprinted, in order to al low mult iple

corrections.

This study will provide a summarized

review of seven problems addressed in the

2010 study, listing potential revisions in

textbooks.

1. SCIENTIFIC ACCURACY: Presence of

scienti�ic inaccuracies in textbooks was the

�irst problem identi�ied. It was supported by

many examples from the textbooks. After

over two years, several textbook authors

h a v e t a k e n o u r r e m a r k s a n d

recommendations into consideration and

made the necessary corrections in their

books. However, the majority of authors

have not considered the recommendations,

and consequently, our textbooks continue to

have mistakes.

2. LOAD: Textbooks overload with substance

and content was the second issue identi�ied

i n t h e 2 0 1 0 s t u dy. T h e s i t u a t i o n h a s

improved just slightly in 2012 as only minor

improvements have been made, with

textbooks generally remaining excessively

overloaded with substance and content.

3. CRITICAL THINKING: Textbooks failure to

encourage students to think critically was

and continues to be one of their biggest

�laws. No positive development has been

made in this direction.

4. MODERN METHODS: As of 2010, the majority of textbooks do not encourage teachers using modern

5

TEXTBOOK PROBLEMSAND SHORTCOMINGS

EXECUTIVE SUMMARY

teaching methods. Authors of texts have taken no steps to integrate these methods into their textbooks.

5. DIDACTIC-METHODOLOGICAL ASPECTS:

No posit ive change has been made in

didactic-methodological aspects and

textbooks fail to meet a series of didactic-

methodological requirements, such as

h a v i n g o b j e c t i v e s , k e y w o r d s , a n d

summaries and glossaries for each lesson.

6. GENDER ASPECTS: Unequal presentation

and representation of both genders in

t e x t b o o k s i s a n o t h e r f e a t u re w h i c h

remained unchanged, and there is no

positive development in this �iled. Contents

of textbooks seem to include various aspects

and forms of discrimination, prejudices and

gender stereotypes.

7 . ESSENTIAL ASPECTS: As far as the

uni�ication of several curriculums and

textbooks to be used by all Albanian schools

is concerned, the uni�ication of the ABC-

book resulted in a positive development. No

appropriate debates in relevant forums have

taken place addressing the fact that certain

features, periods, events and personalities

have been given far more space than others.

For example, more space is dedicated to

international events than local and national

ones.

We are hopeful that highl ight ing the

problems and shortcomings in textbooks

will encourage the revision of our textbooks

and enhance their precision, so they can

achieve the intended objective and mission.

6


PURPOSE OF THE STUDY

This analysis aims to review problems and shortcomings of textbooks and identify the level of revisions from 2010, in view of the recommendations presented in BIRN's detailed study in 2010.

This study aims to review these matters and encourage the authors of textbooks and other relevant factors to take steps to improve the issues identi�ied.

METHODOLOGY

The sample for this analysis included the textbooks reviewed in 2010, new editions of which could have been published in the meantime, as was the case with some of them. All textbooks used in the sample of this analysis are being used in the current school year. This analysis reviewed four textbooks for each grade of middle school education, two pertaining to natural sciences and two belonging to social sciences (biology and geography, and history and civic education respectively). The sample included a total of 16 textbooks:-Biology 6, 7, 8 and 9;-Geography 6, 7, 8 and 9;-History 6, 7, 8 and 9;-Civic education 6, 7, 8 and 9.

All details on textbooks included in this sample can be found in Annex A. In addition

to these textbooks, the study consulted all relevant workbooks. The details of this may also be found in Annex A.

7


1. SCIENTIFIC ACCURACY

Scienti�ic accuracy of textbooks was listed primary issue in our study, given the fact that scienti�ic mistakes in textbooks may have s i g n i � i c a n t c o n s e q u e n c e s fo r e n t i re generations of our student; consequences which would be di�icult to amend.

The 2010 study identi � ied a series of scienti�ic inaccuracies in textbooks. These inaccuracies were divided into four different categories:a)Inaccurate or distorted data and facts;b)Contradictory data and facts within the same text or different texts;c)Poorly presented and outdated data and facts;d)Confusing and illogical data and facts.

Al l such scienti � ic inaccuracies were identi�ied by using various sources and underlined, in order to allow the necessary corrections in the reprint of textbooks.

Over two and half years after the publication of the 2010 study, some authors made efforts to make the necessary corrections. However, there are authors who have corrected the scienti�ic inaccuracies in their textbooks, a lthough the textbooks in question have been reprinted or should have been reprinted with the correct ions (unclear sentence).

In the following paragraphs, we will present the summarized information on corrections

of scienti�ic inaccuracies, and lack thereof, which have been published and documented in the 2010 BIRN study.

a)Inaccurate or distorted data and facts

O u r s t u dy i d e n t i � i e d a n d p re s e n t e d numerous examples where textbooks included inaccurate and distorted facts, including matters well known to the public.

The 2010 study documented that the year of birth of Napoleon Bonaparte is erroneous in the textbook History 7 (page 142). The text q u o t e d t h e ye a r 1 7 6 0 a s t h e ye a r o f Bonaparte's birth 1760, although reliable

1literature, including various encyclopaedia, indicates that Napoleon Bonaparte was born in 1769. Nevertheless, this mistake remains in the textbook.

8

1 List of consulted sources related to the year of birth of Napoleon Bonaparte:- Gale Group. UXL Encyclopedia of World Biography (Volume VII). Detroid: GACL, 2002. (page 1376)


A similar mistake was identi�ied in textbook History 6 (page 46), which erroneously indicated that year 395 B.C. was the year when Philip II of Macedonia was born. Our

2study, based on many reliable sources , proved that Philip II was born in 382 B.C. Fortunately, this mistake was corrected in the textbook, and year 382 B.C. is listed as the year of birth of Philip II of Macedonia.

The same textbook, History 6 (page 118) also included inaccuracies about the basic principles of Islam, more precisely the Pillars of Islam. Speci�ically, the �irst, and main, obligation of Islam is not listed, and instead another principle which is not found in Islam (or non-Islam literature as part of the Islam obligations?) is mentioned. It cites, as it is speci�ied in the text, the obligation “to participate in the war against in�idels”. Nine

3(9) sources were consulted to con�irm this fact. Fortunately, this inaccuracy has already

been revised in the textbook, and the content was removed.

Another identi�ied inaccuracy was noticed in the Civic Education 8 textbook (page 81), stating that a tenth planet was found in the Solar System. Our study concluded that Solar System has 8 planets, and there were

4never 10. Fortunately, this mistake has already been revised and corrected, and the content was removed from the text.

9

- McNeill, William H., Senior editor. Berkshire Encyclopedia of World History (Volume IV). Massachusetts: Berkshire Publishing Group LLC, 2005. (page 1441)- Baku, Pasho. Fjalor Enciklopedik. Tiranë: BACCHUS, 2002. (page 493)2 List of consulted sources related to year of birth of Philip II of Macedonia:- Gale Group. UXL Encyclopedia of World Biography (Volume I). Detroid: GACL, 2002. (page 43)- Ackermann, Marsha E., et al. Encyclopedia of World History (Volume I). USA: Facts On File, Inc., 2008. (page 354)- Baku, Pasho. Fjalor Enciklopedik. Tiranë: BACCHUS, 2002. (page 212)3 List of consulted sources related to �ive obligations, or Pillars of Islam:- Ellwood, Robert S., General editor. The Encyclopedia of World Religions (Revised Edition). USA: Facts On File, Inc., 2007. (page 223)- Salamone, Frank A., Editor. The Encyclopedia of Religious Rites, Rituals, and Festivals. New York & London: Routledge, 2004. (page 195)- Newby, Gordon D. A Concise Encyclopedia of Islam. Oxford: ONEWORLD, 2002. (page 173)- Campo, Juan E., Series editor. Encyclopedia of Islam. USA: Facts On File, Inc., 2009. (page 242)- Groff, Peter S. Islamic Philosophy A–Z. Edinburgh: Edinburgh University Press, 2007. (page 111)- Leaman, Oliver, Editor. The Qur'an: an Encyclopedia. London & New York: Routledge, 2006. (page 316)- Ibrahim, I. A. A Brief Illustrated Guide to Understanding Islam. Houston: Darussalam, 1997. (page 65)- Murtezai, Ekrem. Fjalor i Feve. Prishtinë: Rilindja, 2000. (page 151 & 303)- Tërnava, Naim. Morali Islam – Ahlaku 2. Prishtinë: M.M. ALAUD'DIN, 1996. (page 64 & 66)4 List of consulted sources related to the number of Solar System Planets:- Mitton, Jacqueline. Cambridge Illustrated Dictionary of Astronomy. New York: Cambridge University Press, 2007. (page 269)


In textbook History 7 (page 81) Magellan is presented as Spanish, the �irst man who travelled around the world; however, the text states that Magellan died during his journey around the world. Our study concluded that Magellan was a Portuguese

5rather than a Spanish explorer. In addition, we introduced logical arguments which lead to the conclusion that Magellan did not travel around the world, as Magellan died midway. Therefore, considering either the time or space criterion, he died during this u n d e r t a k i n g a n d n e v e r � i n i s h e d i t . Unfortunately, this mistake remains in the textbook.

b)Contradictory data and facts

Our previous study identi�ied a series of d i s c re p a n c i e s o r c o n t ra d i c t i o n s o n n u m e r o u s d a t a a n d f a c t s , w h i c h automatical ly implies that one of the versions offered is not accurate . The following examples were given in our 2010 study.

Of �ive cases of inaccuracies presented in our 2010 study, two years later, only one was corrected. Speci�ically, in the textbook Geography 7, page 40, it stated that the

surface of Greece covers 131957 km2, while page 47 says that it is 131944 km2. This contradiction has been omitted and now the text (pages 40 and 47) list the same surface area of Greece, 131957 km2.

Textbook Geography 6 gives two different �igures for Earth's land mass. Page 13 stated that the land-covered surface area of Earth is 150 million km2, while page 60 said that this area is 149 million km2.

In textbooks Geography 8 and Geography 9 there is a discrepancy about the surface area of Turkey. Textbook Geography 8, page 22 states that Turkey's surface area is 780 580 km2, while Geography 9, page 163 reads that it is 779 452 km2

10

- McFadden, Lucy-Ann, Weissman, Paul R., and Johnson, Torrence V., Editors. Encyclopedia of the Solar System (second edition). Amsterdam, New York, Boston, London, Oxford, etc.: Academic Press – ELSEVIER, 2007. (page 3)- Morison, Ian. Introduction to Astronomy and Cosmology. UK: Wiley – John Wiley and Sons, Ltd., 2008. (page 77)- Liu, Charles. The Handy Astronomy Answer Book. Detroit: Visible Ink Press, 2008. (page 128)- Eales, Stephen. Planets and Planetary Systems. UK: Wiley-Blackwell – John Wiley and Sons, Ltd., 2009. (page 19)5 List of consulted sources related to Ferdinando Magellan:- Gale Group. UXL Encyclopedia of World Biography (Volume VII). Detroid: GACL, 2002. (page 1201)- McNeill, William H., Senior editor. Berkshire Encyclopedia of World History (Volume III) Massachusetts: Berkshire Publishing Group LLC, 2005. (page 1171)- Baku, Pasho. Fjalor Enciklopedik. Tiranë: BACCHUS, 2002. (page 440)


In textbooks History 5 (page 34) and History 7 (page 56) there are contradictions related to the Battle of Kosovo. One textbook states that the battle was fought on the “ Kosovo Plain”, which implies a more extensive geographic region of Kosovo, and the other states that the Battle was in “Fushë Kosovë”, which is a Municipal centre. One reads that the Sultan was killed by “Milosh Kopili”, and the other that the Sultan was killed by Millosh Kopiliqi”. One states that the person who killed the Sultan is from “Kopiliq of Drenica”, and the other states that “historical sources are not clear on the matter”. One speaks of the prince “Teodor Muzaka”, and the other, prince “Theodori II Muzaka”. One refers to the Prince as “Albanian”, while the other states that the Prince (prisi) was “Arbëror”. All these contradictions are rather confusing for students.

Textbooks History 6 and Geography 8 continue to have a profound contradiction on the length of China's Great Wall. Textbook Geography 8, page 57, says that the Great Wal l of China is 2414 km long , whi le textbook History 6, page 19, states that the length of the wall is 3460 km.

c)Poorly presented and outdated data and facts

In addit ion to two types of sc ienti � ic inaccuracies stated above, our study also

ident i � ied another form of sc ient i � ic mistakes in textbooks. It relates to poorly p re s e n te d d a t a a n d t h e p rov i s i o n o f outdated information. Such examples presented in the 2010 study are provided below.

Our study found a series of facts and arguments saying that polygamy, namely polygyny (marriage of a husband with more than one wife), is present and functions in several countries and societies in the world

6today. A simple internet search indicates that polygamy (polygyny) is a l lowed through civil laws in 48 countries, and allowed in 13 (others?) based on customary law. There are other countries which partially allow polygamy. Notwithstanding these facts presented in 2010, the textbook Civic Education 9 states that polygamy families were only present in “earlier

7societies”.

Textbooks Geography 7 and Geography 9 say read that the national identity of an ethnic g ro u p i n B o s n i a a n d H e r z e g ov i n a i s “Muslims” rather than “Bosniaks. Our 2010 study offered a series of logical arguments challenging the accuracy of this statement

11

6 Wikipedia – The Free Encyclopedia (www.wikipedia.org). For more information on the list of countries allowing polygamy, see Wikipedia, searching “polygamy”.7 See textbook Civic Education 9, page 10.


In addition to logical arguments, many other fa c t s we re p re s e n te d , i n c l u d i n g t h e Constitution of Bosnia and Herzegovina, whose Preamble states: “Recalling the Basic Principles agreed in Geneva on September 8, 1995, and in New York on September 26, 1995, Bosniacs, Croats , and Serbs, as constituent peoples (along with Others), and citizens of Bosnia and Herzegovina hereby determine [...] Constitution of Bosnia

8and Herzegovina” . In addition, other local 9and international sources have been

consulted to see how Bosniacs are referred to in today's literature, and we found that they are described as Bosniacs rather than Muslims. Nevertheless, despite these arguments and facts provided, the two textbooks refer to Bosniacs as Muslims to

10this day.

In addition, textbook Geography 7 identi�ied a n i s s u e c o n c e r n i n g o u td a te d m a p s . Speci�ically, almost all maps in the textbook which indicate our region were outdated. Serbia and Montenegro was listed a single country, although it has been years since they separated. Kosovo's Map was always improvised, and its borders looked as administrative boundaries rather than national borders. Moreover, there were maps where Kosovo was improvised (?) and no former Yugoslav Republic was listed as c o u n t r y , a l t h o u g h t h e y w e r e a l l internationally recognized many years before Kosovo. The most disappointing

issue was the presence of a map which didn't include Kosovo at all, but rather showed it as a part of Serbia and Montenegro Union, d e s p i te t h e fa c t Ko s ovo d e c l a re d i t s i n d e p e n d e n c e ove r t wo ye a r s p r i o r. However, fortunately, all these mistakes have been corrected, and now all maps are updated and �ixed, re�lecting an accurate

11picture of our regional countries.

d)Confusing and illogical data and facts

I n a d d i t i o n to a l l fo r m s o f s c i e n t i � i c inaccuracies mentioned above, textbooks also identi�ied examples of confusing and illogical content, which is also a form of scienti�ic inaccuracy. Below are examples listed in the 2010 study.

12

8 Original text in Bosnian language reads: “Podsjećajući se na Osnovna načela usaglašena u Ženevi 8. 9. 1995. godine i u Njujorku 26. 9. 1995. godine,

Bošnjaci, Hrvati i Srbi, kao konstitutivni narodi (u zajednici s ostalima), i gra-đani Bosne i Hercegovine ovim utvrđuju Ustav Bosne i Hercegovine”.9 Consulted sources related to references to Bosnian ethnicity - Encyclopedia Britannica & Time. ENCYCLOPEDIA BRITANNICA ALMANAC 2009. Chicago, London, Paris, etc.: Encyclopedia Britannica, Inc & TIME, Inc., 2009. (page 253)- Encyclopedia Britannica. ENCYCLOPEDIA BRITANNICA ALMANAC 2008. Chicago, London, Paris, etc.: Encyclopedia Britannica, Inc., 2008. (page 254)- Zoto, Vladimir. Enciklopedi Gjeogra�ike e Botës. Tiranë: DASARA, 2007. (page 33)10See textbook Geography 7, page 37 and textbook Geography 9, page 143.11

See textbook Geography 7, page 20, 21, 24, 26, 30, 80 and 134.


A typical example of confusing data and facts was in textbook Geography 8, is to be found in the text on continents and America. The text initially presents both Americas as a single continent, Continent of America, second in size only to Asia, while North and South America were presented as larger regions of America, rather than continents. However, further down in the text, North America and South America were presented as separate continents, which caused confusion, as it shows two continents which a re a lso a p a rt o f a s i n gle c o n t in en t . Unfortunately, this inaccuracy remains in

12the text to this date.

In addition to this, two other interesting examples were provided, showing the types of absurdities found in school textbooks. In textbook Geography 9, page 105, there was a case where numbers were misprinted. Instead of reading three mi l l ion one hundred and eighty thousand (3 180 000), it read three thousand one hundred and eighty thousand (3180 thousand). Textbook Geography 6, page 10 read: “...to analyse economic development, we need biology k n o wl e d g e ”. U n fo r t u n a te ly, t h e t wo mistakes are yet to be revised and textbooks

13remain unchanged.

Before concluding the chapter on scienti�ic inaccuracies, it is important to state two factors.

Our 2010 study noticed that of 16 analyzed

textbooks, only one – Civic Education 6, had b i b l i o g r a p h y i n t h e e n d , i n c l u d i n g references and sources consulted to draft the textbook. We recommended that all textbooks include a bibliography in the end. This would be useful for teachers and students and it would help them to identify and avoid mistakes. However, two years after the recommendation was made, we see that no textbook author has taken this into consideration, and Civic Education 6 r e m a i n s t h e o n l y t e x t b o o k w i t h a bibliography.

We have also recommended to authors to include their emails in textbooks so that teachers, students and parents can have an a d d r e s s t o s e n d t h e i r r e m a r k s a n d suggestions on various textbook issues to. This could be very helpful in avoiding large number of problems which occur when textbooks are reprinted. Some authors even ask teachers, students, parents and public scholars to contact them for any remark or suggestion, without offering any contact address.

13

12 See textbook Geography 8, page 140, 147, 149 and 184.13 See textbook Geography 9, page 105 and textbook Geography 6, page 10.


2. LOAD

Excessive overload of textbooks was listed as the second problem in our study, as this creates signi�icant dif�iculties for students, often giving them work beyond their intellectual possibilities and capacities to learn such high volume, d iverse and complicated materials.

The 2010 study identi�ied several forms and aspects of textbooks overload, divided into various categories:a ) L o a d w i t h i n f o r m a t i o n , f a c t s a n d numbers; b ) L o a d w i t h e x p r e s s i o n s , t e r m s , abstractions and concepts; c)Load with diverse and comprehensive content; d)Load with a high number of pages – volume;e ) L o a d w i t h d i d a c t i c m a t e r i a l s a n d workbooks; f)Load inconsistent with students' age.

All such forms and aspects of overload are elaborated based on many examples taken from textbooks, allowing authors to make revisions in textbooks so that passing the information to the students becomes more ef�icient.

Nevertheless, a very small number of our r e c o m m e n d a t i o n s w e r e t a k e n i n t o consideration and, as a result, textbook remain overloaded to this date.

To follow is a summarized presentation of cases of overload in textbooks, as cited in the 2010 BIRN study, and potential revisions two-years time.

a)Load with information, facts and �igures

Despite naming numerous examples of textbooks with excessive information, it seems that the arguments were not taken into consideration by textbook authors, as they continue to give excessive information. Moreover, in many cases information contained therein are irrelevant for the overall education and almost useless to s t u d e n t s , o f t e n p r o v i d i n g m i n u t e

14professional details.

14

14 See textbook Geography 8, page 70, textbook Geography 9, page 7 and textbook Biology 7, page 15.


In addition to excessive and unnecessary information, textbooks remain overloaded with facts, which are often condensed and compressed within one or few paragraphs, making the learning process dif�icult for

15students.

The biggest problem connected to this issue was the excessiveness of numbers and �igures in texts. We have provided a series of examples of extreme over-inclusion of numbers and �igures in textbooks; however, the situation remains unchanged and textbooks remain “a tool of torture” for students. For example, in 2010, textbook Geography 9 showed all statistics and i n fo r m a t i o n ex p re s s e d i n n u m b e r s , inc luding dates , years , percentages , temperature, inhabitants, distance, etc. A total of 1707 information in this textbook alone is expressed in numbers. In addition, the textbook also includes numerous tables which have 407 pieces of information and facts expressed in numbers, the majority of which are not repeated throughout the textbook. In total, textbook Geography 9 alone has 2114 data and facts expressed in numbers. The situation is worse considering the fact that the number of classes for Geography in the ninth grade is limited to only 35 per year. On average, 14-15-year-old students must learn 60 data and facts expressed in numbers per class of 45 minutes. In the same textbook (Geography 9, page 106), in less than one page there are 43 d i ff e r e n t n u m b e r s . E x a m p l e s o f

excessiveness in numbers and �igures are also found in other textbooks, such as History 9, page 129, which has 20 facts expressed in numbers (years) within only four lines of text.

Unfortunately, no positive development was m a d e i n t e r m s o f e x c e s s i v e n e s s i n information, facts and �igures from 2010.

b)Load with words, terms, abstractions and concepts

In addition to overload with information, facts and numbers, another aspect of textbooks overload is the frequent use of unknown words, dif�icult scienti�ic terms, abstract content and very dif�icult concepts.

When it comes to frequent use of new scienti�ic terms in textbooks, the situation, unfortunately, remains the same as in 2010. In History textbook there are 10 unknown new words, listed by authors in the glossary in the end of each lesson, despite the intents of authors that this book should be more student friendly (ages 12-

15

15 See textbook Biology 9, page 18, textbook Geography 9, page 8 and textbook History 9, page 24.


1614). Also, many textbooks include within a single unit up to 15 new scienti�ic concepts or terms. Often, this can be con�irmed (?) only by looking at the key words in the

17beginning of each unit.

As far as abstract content in textbooks is concerned, no improvement has been noted compared to situation in 2010. Although authors have a wide range of ways to present their complicated lesson material, in a mode b o t h s i m p l e a n d u n d e r s t a n d a b l e t o students, textbooks continue to have rather abstract content , which is dif� icult to

18understand and take in.

Our 2010 study also noticed the issue of f r e q u e n t u s e o f m a n y a b s t r a c t a n d complicated concepts, particularly when considering the age of students. Fortunately, the author of at least one textbook in which t h i s i s s u e wa s n o t i c e d i n 2 0 1 0 , to o k measures to reduce the number of concepts included in one paragraph. Concretely, textbook Geography 8, page 64, was an example where within one paragraph of four lines, authors used seven extensive, abstract and very dif�icult concepts for 8 graders to understand (concepts: “constitutional monarchy”, “parliamentary monarchy”, “capitalism”, “market economy”, “state regulation”, “societal regulation” and “feudal state”). This paragraph is now reduced to only four concepts, and three have been

19removed.

However, other authors have taken no

measures to simplify and reduce abstract concepts and content, despite causing considerable dif� iculties in students' learning process, and also presenting chal lenge for teachers to pass on the material. Such overload is often easily visible in many texts even without reading the content; it is suf�icient only to read the key

20words of a unit to see many such concepts.

c)Load with diverse and comprehensive content

Another aspect of the load in textbooks p r e s e n t e d i n t h e 2 0 1 0 s t u d y i s t h e encyclopaedic nature of textbooks, namely rather diverse and comprehensive content. This content

16

16 See textbook History 6, page 13 and page 91, or textbook History 8, page 55.17 See textbook Biology 6, page 22, textbook Geography 7, page 5 and 108, textbook Civic Education 6, page 23, 36 and 95 and textbook History 8, page 124.18

See textbook Biology 8, page 46 and textbook Biology 7, page 63.19

Removed concepts: “parliamentary monarchy”, “market economy” and “feudal state”20 To con�irm this, see textbook Civic Education 6, page 14 and 64, textbook Civic Education 7, page 81, textbook Civic Education 8, page 67, textbook Civic Education 9, page 73, textbook Geography 7, page 25 and textbook Geography 9, page 104.


is excessive for students, as in many cases the same text includes materials from many different �ields, longer time periods, or covers an extensive �ield. To con�irm this, one doesn't need to read the entire text. It is suf�icient to only carefully analyze the table of contents. Unfortunately, no positive change has occurred since 2010 when it comes to reducing the content of textbooks.

It is suf�icient to illustrate some examples provided in the 2010 study, which give suf�icient evidence of the encyclopaedic nature of textbooks and their very diverse and comprehensive contents.

Textbook Biology 9, which has 160 pages and a total of 70 classes per year, including c o n t e n t f r o m a n a t o m y, p h y s i o l o g y, pathology, orthopaedics , cardiology, neurology, genetics, psychophysiology, p s y c h o p a t h o l o g y, e n d o c r i n o l o g y,

21embryology, etc.

Textbook Civic Education 6, has less pages, 104, and a total of 37 classes per year, but it a lso includes various materials from different �ields like psychology, healthcare, legal, social, cultural, environmental and

22other areas.

Textbook Geography 8, which has 228 pages and a total of 74 classes per year, contains extensive, comprehensive, diverse and compressed materials related to physical, pol i t ica l and socia l geography of s ix continents, Asia, Africa, North America,

South America, Australia and Antarctica. In addition to including plenty of information about all continents, this textbook also includes detai led data on individual

23countries.

Textbook History 6, which has 132 pages and a total of 74 classes per year, covers hundreds of thousands of years of history, from prehistory to the Eleventh (XI) Century A.D. The book begins with Prehistoric Period, and continues with the Ancient East, Ancient Balkans, Ancient Greece, Ancient Macedonia, Ancient Rome, Illyria, Early Medievalism, Byzantine, Arbër, Arabs, until the arr ival o f Southern S laves to the

24Balkans.

Textbook Geography 6, which has 112 pages and a total of 74 classes per year, still looks like it is made of three different texts which are not related to each-other. This is because its �irst part includes various aspects and d a t a f r o m a s t r o n o m y, t o p o g r a p h y, cartography, seismology, geology, geodesy, geochemistry, geomorphology, etc. Its

17

21 See table of content of the textbook page 4 and 5.22 See table of content of the textbook page 6 and 7.23

See table of content of the textbook page 225 and 226.24

See table of content of the textbook page 130 and 131.


second part includes information on world's geography, and the third part is Kosovo's

25physical, political and social geography.

d)Load with the large number of pages – volume

Another problem identi�ied in 2010 was large volume of textbooks, this being a source of students overload. To documents this issue, a quantitative calculation of the load was done, indicating clearly the number of pages a student had to process in each unit, class, and year. After more than two years, textbooks continue to have the same volume, and textbook authors made no efforts to reduce the content and volume. Hence, no positive development is to be reported on this aspect comparing to

situation in 2010, other that the fact that a workbook for Civic Education was added, which was not in use in 2010.

Below we will again present graphical overviews of the level of overload which students face as a result of the large volume of textbooks. It is important to mention that although numbers below may not seem alarming, they are intended for generation age 11-15. In addition, we also have to take into account all other forms of overload in textbooks mentioned above.

The chart below indicates that students of lower secondary school, must process, on ave ra g e 2 . 3 t o 8 . 2 p a g e s o f t e x t a n d workbook per lesson, depending on the

26lesson.

18

27Chart 1: Load average per lesson (for each lesson individually)

25 See table of content of the textbook page 6 and 7.26 For more details see tables 1, 2, 3 e 4, attached as Annex B27

This calculation was done adding the total of pages of textbook and workbooks per subject and dividing it with the total of classes of the subject per year. This gives the average of pages (textbook and workbook combined) for students per lesson.


The following chart indicates the average number of pages students must process per lesson. This time, the average is for four

28subjects of one class (?), combined.

19

29Chart 2: Load average per class (for four subjects combined)

28 For more details see table 5, attached in Annex B 29 This calculation was done adding the total of pages of textbook and workbooks for four subjects (geography, history, biology and civic education). This number is divided with the total of classes per year for all subjects combined, giving the average per each grade (VI, VII, VIII and IX)


The Chart above represents a general calculat ion of the load for al l c lasses combined, based on the number of units per working day. Grades six and seven have �ive classes per day, while 8th and 9th grade students have, on average, 6 classes per day. According to this, students must process from 15.5 to 27 pages per day, depending on

30the grade.

20

31Chart 3: Load average per working day (for all subjects)

30 For more information see table 6 attached as Annex B.31 This calculation was done by multiplying the average number of pages per lesson with the average number of lessons per working day, giving the average per each grade (VI, VII, VIII and IX)


O ve r l o a d i n g s t u d e n t s w i t h d i d a c t i c equipment and workbooks represented another problem noted in the 2010 study. For practical reasons, the term 'didactic equipment' will be used in its narrow meaning referring merely to duties and tasks given at the end of each lesson, including workbooks. This includes all tasks given to students at the end of the lesson, which are aimed at assist ing them in learning and mastering faster and easier the respective lesson. Didactic equipment is found at the end of each lesson, and is framed in the form of questions, tasks, exercises, activities, actions, matters for discussion, etc. (depending on the author).

We provided numerous examples on how didactic equipment has an extraordinary

in�luence on student overload, especially since one of its characteristics is the lack of volume. As i t happens , i ts content is summarized in a couple of l ines , but students need hours to perform all tasks presented in such didactic equipment. However, contrary to our �indings, the study shows that there are no positive changes in this regard, since textbook authors failed to take any measures leading to reduction of

32didactic equipment in textbooks.

Similarly, workbooks continue to represent a signi�icant source of student overload and no positive changes have been seen here since 2010. Moreover, students now also have Civil Education 6 workbook, which was not in use in 2010

21

e) Overload with didactic equipment and workbooks

32 See Civic Education 8 Textbook, page 31, Civic Education 9 Textbook, page 26, Biology 6 Textbook, page 88, History 8 Textbook, page 87, Biology 9 Textbook, page 28, Geography 7 Textbook, page 165, Civil Education 7 Textbook, page 110.


when our initial study was conducted. Since workbooks comprise only of various questions, tasks, exercises and activities (didactic equipment), they consume a signi�icant portion of students' time and represent a great burden for them.

The diagram below presents a graphical o v e r v i e w o f s t u d e n t o v e r l o a d w i t h workbooks, which delineates that students have to process between 1 and 3 workbook pages per lesson (see below Chart 4, or for more details Tables 7, 8, 9 and 10 appended in Annex B).

22

33Chart 4: Workbook overload

33 Calculations made by dividing the total of workbook pages with the total of classes per year. This calculation yielded in the average number of pages that the student is foreseen to process per class.


Another problem related to the load in textbooks is the fact that the level of textbooks is not adequate for respective student age-groups. The 2010 study gave suf�icient proof that in most cases the loads are disproportionate with students' age. Regardless, the situation with textbooks remains unchanged.

The chart below clearly shows that there are signi�icant differences between the loads level even for textbooks for the same grade.

It is important to note that load variations a r e d e e m e d n o r m a l , a n d t h a t s m a l l difference in textbooks for the same grade are common, depending on the subject and dif�iculty level of its content, however, as noted in the chart below, the differences are

34unjusti�iably disproportionate.

23

Chart 5: Load level comparison

34 For further information, see tables 11, 12, 13 and 14 appended in Annex B.


The disproport ion between the load allocated to students and their age may as well be argued and presented in a different graphical form (see the following chart). Prior to analysis, it should be noted that logically there should be a proportion between student growth and the level of load they are subjected to by their textbooks. However, it is unfortunate to note that this principle is not duly considered by most textbook authors. As presented in the chart below, only history textbooks are a good example of how the load is increased in proportion to their age, whereas all other textbooks fail to adhere to that principle,

35especially Biology textbooks.

24

35 For more details, see again tables 1, 2, 3 and 4, appended in Annex B.


In conclusion, it can be said that student overload through textbooks continues to remain at the levels noted in 2010, and, unfortunately, textbook authors have not taken any measures to reduce or simplify textbook content.

3. CRITICAL THINKING

Another de�iciency of textbooks, identi�ied in our 2010 study, was the lack of suf�icient

stimulation of critical thinking among students. We argued that textbooks mostly provide dry information, which the students are required to memorize and mechanically reproduce.

25


Chart 6: Ratio between load and age

This is a result of the failure of most textbook 3 6authors to adhere to the taxonomy. We

u s e d a s r e f e r e n c e p o i n t t h e B l o o m Taxonomy, comprising six (6) progressive

3 7levels. Upon application of the Bloom Taxonomy, most textbook materials were divided in two categories (knowledge and comprehension), which require from students to understand and reproduce textbook materials. Occasionally, textbooks also include materials that fall under the third category (application), which strives to provide students with the ability to use in p ra c t i c e o r d a i ly l ive s t h e te c h n i c a l knowledge obtained in school. However, our textbooks very seldom contain materials that are classi�ied in three more advanced c a t e g o r i e s ( a n a ly s i s , s y n t h e s i s a n d evaluation), which stimulate the students to think and thus develop critical thinking skills.

In addition, an analysis of questions found in textbooks was conducted and most of them resulted to belong to convergent categories (with only one possible correct answer), and in order for the students to answer correctly, t h ey h ave to o b t a i n t h e i n fo r m a t i o n contained in the respective textbook. Meanwhile, there was a scarce number of divergent questions (with more than one possible correct answers), the response to which would require the students to make intellectual efforts.

The current study shows that no positive changes can be noticed in this �ield, since textbook authors have not taken measure to address this issue, although there was suf�icient time to intervene at least from the question formulation viewpoint, and, the truth be told, in order to have adequate textbooks that stimulate critical thinking, t h e c u r r e n t t e x t b o o k s s h o u l d b e substantially amended, re-conceptualized and redrafted, and this requires signi�icantly more time.

4 . C O N T E M P O R A R Y T E A C H I N G METHODS

Failure to integrate contemporary teaching methods into textbooks was another problem identi�ied in our 2010 study. This relates to the fact that most textbooks don't s t i m u l a t e o r a s s i s t t h e t e a c h e r s i n implementing contemporary teaching methods, which, among other,

26

36 Taxonomy is scienti�ic classi�ication of things according to a hierarchy, in which levels are placed from the lowest to the highest. (de�inition from the modules of Dr. Nikoleta Mita – Basis of Psychological Testing).37

Knowledge – aims to ensure that basic facts and knowledge is obtained; Understanding – aims to ensure that the material, ideas, facts and theories are understood; Application – aims to raise the students' skills to apply obtained knowledge in other situations; Analysis – aims to develop students' analytical skills; Synthesis – aims to develop students' synthesizing skills; Evaluation – aims to develop students' judgment and evaluation skills


are closely connected to supporting and developing critical thinking skills.

Our study argued that the failure to integrate c o n t e m p o ra r y t e a c h i n g m e t h o d s i n textbooks results in student passiveness, thus putting more burden on teachers. It is w i d e l y k n o w n t h a t a p p l i c a t i o n o f contemporary teaching methods depends, above all, on the teacher himself. However, if such methods were integrated in textbooks, t h ey wo u l d b e o f g re a t a s s i s t a n c e to teachers, and would somehow impose on them the application of such methods in the teaching process.

Hence, we suggested that al l authors integrate such methods when in future editions of textbooks, while recommending at least one method per lesson, which would assist in the best possible application of knowledge acquired at the respective lesson. Oblivious to our recommendations, two years on, the situation continues to remain similar to that of 2010, with most t e x t b o o k s n o t h av i n g i n c o r p o r a t e d contemporary teaching methods.

Noteworthy, Civic Education textbooks are more advanced from this perspective, since they are adapted to new teaching and learning methodologies . In the Civic Education 9 textbook, the authors have at the end of almost all lessons proposed certain methods to stimulate discussion among students, in order for the lesson's content to be more attractive to students.

In conclusion, it may be said that textbook a u t h o r s h ave h a d s u f � i c i e n t t i m e t o i n c o r p o ra te c o n te m p o ra r y te a c h i n g methods into their textbooks, but have failed to do this, probably because of their lack of competency or will.

5 . D I D A C T I C - M E T H O D O L O G I C A L ASPECTS

Another problem noted in our 2010 study was textbooks' non-compliance with a number of d idact ic - methodologica l requirements. The study also presented and elaborated on some of those requirements, focusing on those of greater importance. The study was focused on the signi�icance of the presence of objectives and keywords in the beginning, and the summary in the end, for facilitating students' learning experiences.

Although textbook authors had suf�icient time to comply with the mentioned didactic- methodological requirements, no changes in their textbooks have been noted from 2010 onwards. The following chart shows that only hal f of the textbooks have c lear objectives delineated in the beginning of the

27


relevant lessons, whereas most textbooks continue not to contain keywords in the beginning or the summary in the end of the

38respective lesson.

28

I n a d d i t i o n , B I R N a r g u e d a b o u t t h e i m p o r t a n c e o f a g l o s s a r y o f n e w l y introduced terms in the end of each lesson. Such glossaries would diminish the risk of loss of attention, coming from students being forced to consult the glossary at the end of the book. However, in some cases, textbooks don't contain a glossary at all, and, h e n c e , d o n' t p r o v i d e s t u d e n t s w i t h necessary clari�ications.

Regardless, the situation continues to remain the same as in 2010, since authors have not done anything positive in this regard. The following chart explains that most textbooks contain glossaries at the end of the book and not at the end of the lesson. Moreover, some textbooks continue not to

39have glossaries at all.

Chart 7:

38 For more details on individual textbooks, see tables 15, 16, 17, 18, 19 and 20, appended in Annex B39 For more details on individual textbooks, see tables 21, 22, 23, 24 and 25, appended in Annex B.


6. GENDER ASPECTS

Another concern raised in our 2010 study was the problem of unequal representation of both genders in textbook contents. This conclusion was based on the �indings from most textbooks included as samples in our study, as well as on other studies published by different organizations in Kosovo, which addressed speci�ically gender descriptions and representation in our textbooks.

Based on that data, it was argued that our textbooks contain certain forms and aspects of gender discrimination, prejudice and stereotypes.

The �irst aspect, gender discrimination, can be noted in more frequent presentation of male characters, both in written content and

in various illustrations in textbooks. One s u c h exa m p l e i s t h e c ove r o f h i s to r y textbooks for VI, VII and VIII grades, which a r e a b s o l u t e l y d o m i n a t e d b y m a l e characters and male historic �igures, with no female personality or characters (national or international) presented in them.

Another aspect of gender discrimination in textbooks is related to gender stereotypes, in which men are usually described more favourably. This indirectly results in gender roles and stereotypes being accepted as given and undisputable facts . Hence, students unconsciously endorse such stereotypes and later transmit them to behavioural patterns, which subsequently results in discrimination of women. Gender stereotypes are also visible in descriptions of roles of

29


Chart 8:

family members where men are presented in superior fashion compared to women. Gender stereotypes are also notable in texts pertaining to professional roles, in which women are again presented in inferior roles compared to men.

As to the gender aspect , the situation, unfortunately, remains the same. However it should be said that more time is required in order to conduct all the respective changes. Scepticism regarding the implementation of positive changes in a short-term future is further seconded by the fact that most textbook authors are still male. Among the authors of 16 textbooks included in this study, 21 are men (91%) and only two are women (9%).

7. ESSENTIAL ASPECTS

Our initial study in 2010 underlined the signi�icance of appropriate debates in relevant and adequate circles on issues pertaining to substantial textbook aspects, which are not dependent on the work of textbook authors. There are three main issues which need to be debated further.

1. It was argued that it is important to open a debate in academic and decision-making circles regarding the uni�ication of curricula and textbooks in all Albanian-inhabited countries (Albania, Kosovo, Macedonia, Montenegro and Serbia). This is especially applicable for Albania and Kosovo, due to

practical and pragmatic motives, as such uni�ication would result in better textbooks. Fortunately, there are certain developments in this �ield, since as of 2012 Kosovo and Albania have a common ABC-book, while the uni�ication of other textbooks is expected to occur in the not too distant future.

2. The need for debate on History textbooks was also highlighted by BIRN. Such an argument was made since certain historical periods, events and personalities are given too much space in history textbooks, while others are unjusti�iably barely mentioned. In this �ield, there were no changes in history textbooks nor debates among history academia. The scarce public debates on certain historic �igures were most often initiated and facilitated by political circles.

3. In addition to the two abovementioned i s s u e s , t h e re wa s a l s o a n e e d fo r a n appropriate debate on the signi�icance of national versus international aspects, and on the space they were to be given in geography and history textbooks. This is also supported by the fact that international aspects visibly dominate over national aspects in those textbooks, especially geography textbook, since history textbooks

30


were slightly more balanced from this perspective. Unfortunately, there were no developments in this regard, and a similar ratio continues to prevail. Concretely, when comparing the ratio between the national and international geography in total for the ent ire middle school ( grades IV-IX) , international geography has three times more space than the national geography (63.81% versus 22.53%). Meanwhile, in history textbooks the ratio between national history (43.86%) and international history (48.61%) seems to be more balanced, although international aspects do dominate (for more details, see tables 26, 27, 28 and 29, appended in Annex B).

31


CONCLUSION

The arguments presented above lead to the conclusion that scarce improvements were made in textbooks since 2010. A small n u m b e r o f t e x t b o o k a u t h o r s a n d re p re s e n t a t ive s o f o t h e r c o m p e te n t mechanisms took into consideration recommendations given in the previous BIRN study.

H e n c e , ove r t wo ye a r s o n , i t m ay b e concluded that textbook quality suffers from a plethora of problems, de�iciencies and gaps, which are quite concerning and which should be immediately addressed by competent bodies and responsible persons. Similar to 2010, it may be concluded that the following list presents some of the most signi�icant textbook de�iciencies and problems:1.Scienti � ic inaccuracies in textbook contents; 2.Redundant and unnecessary overload of textbooks;3.Failure of textbooks to stimulate critical thinking; 4 .Fai lure to integrate contemporary teaching methods into textbooks; 5 . F a i l u r e t o m e e t a l l d i d a c t i c -methodological requirements in textbooks; 6.Presence of gender discrimination, prejudice and stereotypes in textbooks;7.Substantial textbook de�iciencies related to curricula.

It is important to note that the purpose of this analysis was not to identify other textbook problems, but merely to reassess the implementations of BIRN's �indings from 2010. There are many other textbook-related problematic aspects and issues, which were not subject of our analysis in 2010 or in this document.

We continue to hope that raising these issues again wil l serve as an alert for textbook authors and other respective m e c h a n i s m s , w h i c h s h o u l d t a k e a l l measures necessary to implement the much needed improvements in of�icial textbooks, in order to ensure that they are once and for a l l s tr ipped of such de� ic iencies and problems, and subsequently best serve their envisaged function and mission.

32


BIBLIOGRAPHY

Literature:

- Ackermann, Marsha E., et al. Encyclopedia of World History (Volume I). USA: Facts on File, Inc., 2008.

- Baku, Pasho. Fjalor Enciklopedik. Tirana: BACCHUS, 2002.

- Campo, Juan E., Series editor. Encyclopedia of Islam. USA: Facts on File, Inc., 2009.

- Eales, Stephen. Planets and Planetary Systems. UK: Wiley-Blackwell – John Wiley and Sons, Ltd., 2009.

- Ellwood, Robert S., General editor. The Encyclopedia of World Religions (Revised Edition). USA: Facts on File, Inc., 2007.

- Encyclopedia Britannica. ENCYCLOPEDIA BRITANNICA ALMANAC 2008. Chicago, London, Paris, etc.: Encyclopedia Britannica, Inc., 2008.

- E n c y c l o p e d i a B r i t a n n i c a & T i m e . ENCYCLOPEDIA BRITANNICA ALMANAC 2 0 0 9 . C h i c a g o , L o n d o n , P a r i s , e t c . : Encyclopedia Britannica, Inc. & TIME, Inc., 2009.

- Gale Group. UXL Encyclopedia of World Biography (Volume I). Detroit: GACL, 2002.

- Gale Group. UXL Encyclopedia of World Biography (Volume VII). Detroit: GACL, 2002.

- Groff, Peter S. Islamic Philosophy A–Z. Edinburgh: Edinburgh University Press, 2007.

- Ibrahim, I. A. A Brief Illustrated Guide to Understanding Islam. Houston: Darussalam, 1997.

- Leaman, Oliver, Editor. The Qur'an: an E n c yc l o p e d i a . L o n d o n & N e w Yo r k : Routledge, 2006.

- Liu, Charles. The Handy Astronomy Answer Book. Detroit: Visible Ink Press, 2008.

33


- McFadden, Lucy-Ann, Weissman, Paul R., & Johnson, Torrence V., Editors. Encyclopedia of the Solar System (second edition). Amsterdam, New York, Boston, London, Oxford, etc.: Academic Press – ELSEVIER, 2007.

- M c N e i l l , W i l l i a m H . , S e n i o r e d i to r. Berkshire Encyclopedia of World History (Volume III). Massachusetts: Berkshire Publishing Group LLC, 2005.

- M c N e i l l , W i l l i a m H . , S e n i o r e d i to r. Berkshire Encyclopedia of World History (Volume IV). Massachusetts: Berkshire Publishing Group LLC, 2005.

- Mita, Nikoleta. Bazat e Testmit Psikolgjik (15 module). Prishtina: 2003.

- Mitton, Jacqueline. Cambridge Illustrated D i c t i o n a r y o f A s t ro n o my. N e w Yo rk : Cambridge University Press, 2007.

- Morison, Ian. Introduction to Astronomy and Cosmology. UK: Wiley – John Wiley and Sons, Ltd., 2008.

- Murtezai, Ekrem. Fjalor i Feve. Prishtina: Rilindja, 2000.

- Newby, Gordon D. A Concise Encyclopedia of Islam. Oxford: ONEWORLD, 2002.

- Balkans Investigative Reporting Network (BIRN). Problemet dhe të metat e teksteve shkollore. Prishtina: BIRN, April 2010.

- S a l a m o n e , F r a n k A . , E d i t o r. T h e Encyclopedia of Religious Rites, Rituals, and Festivals. New York & London: Rutledge, 2004.

- Tërnava, Naim. Morali Islam – Ahlaku 2. Prishtina: M.M. ALAUD'DIN, 1996.

- Zoto, Vladimir. Enciklopedi Geographyke e Botës. Tirana: DASARA, 2007.

34


Textbooks:

- Mustafa, Behxhet, et al. Biology 6. Peja: Dukagjini, 2010.

- Dauti, Esad, et al. Biology 7. Peja: Dukagjini, 2011.

- Hoxha, Esat, et al. Biology 8. Peja: Dukagjini, 2011.

- Bajraktari, Ismet D., Halili, Fetah M., & Gashi, Agim M. Biology 9. Peja: Dukagjini, 2011.

- Krasniqi, Shemsi. Civic Education 6. Peja: Dukagjini, 2010.

- Mato, Erlehta & Shatri, Bajram. Civic Education 7. Prishtina: Libri Shkollor, 2010.

- Bahtiri, Sheribane, Krasniqi, Shemsi, & Aliu, Habib. Civic Education 8. Peja: Dukagjini, 2011.

- Hoti, Demë & Zabeli, Naser. Civic Education 9. Prishtina: Libri Shkollor, 2009.

- Çavolli, Riza. Geography 6. Peja: Dukagjini, 2010.

- Pushka, Asllan. Geography 7. Prishtina: Libri Shkollor, 2010.

- Rexha, Nehat H. & Gashi, Nazif. Geography 8. Prishtina: Libri Shkollor, 2010.

- Pushka , Asl lan & Krasniqi , Nevzad. Geography 9. Prishtina: Libri Shkollor, 2009.

- Rexhepi, Fehmi & DeMay, Frashër. History 5. Prishtina: Libri Shkollor, 2012.


- Bicaj , Isa & Salihu, Arbër. History 7. Prishtina: Libri Shkollor, 2009.


- Rexhepi, Fehmi. History 9. Prishtina: Libri Shkollor, 2009.

35


Workbooks:

- Mustafa, Behxhet. Biology – Workbook 6. Peja: Dukagjini, 2011.



- Gashi, Shqipe. Civic Education – Workbook 6. Prishtina: Libri Shkollor, 2011.

- Gashi, Shqipe. Civic Education – Workbook 7. Prishtina: Libri Shkollor, 2011.

- Hoti, Demë & Zabeli, Naser. Civic Education – Workbook 9. Prishtina: Libri Shkollor, 2011.

- Gashi, Nazif. Geography – Workbook 6. Peja: Dukagjini, 2010.

- Gashi, Nazif. Geography – Workbook 7. Prishtina: Libri Shkollor, 2009.

- Gashi, Nazif. Geography – Workbook 8. Prishtina: Libri Shkollor, 2009.

- Gashi, Nazif, Pushka, Asllan & Isu�i, Florim. Geography – Workbook 9. Prishtina: Libri Shkollor, 2010.

- Rexhepi, Fehmi & DeMay, Frashër. History – Workbook 6. Prishtina: Libri Shkollor, 2009.

- Bicaj , Isa & Sal ihu, Arbër. History – Workbook 7. Prishtina: Libri Shkollor, 2009.

- Rexhepi, Fehmi & DeMay, Frashër. History – Workbook 8. Prishtina: Libri Shkollor, 2010.

- Rexhepi, Fehmi & DeMay, Frashër. History – Workbook9. Prishtina: Libri Shkollor, 2009.

36


Documents:

- Law on Publishing School Textbooks, Educational Teaching Resources, Reading Materials and Pedagogical Documentation (No. 02/L-67)

- MEST. Educational Curriculum 6. Prishtina: MEST, August 2003.

- MEST. Educational Curriculum 6. Prishtina: MEST, June 2004.

- MEST. Educational Curriculum 6. Prishtina: MEST, February 2005.

- MEST. Educational Curriculum 6. Prishtina: MEST, December 2005.

- Constitution of Bosnia and Herzegovina

Internet resources:

- Of� icial web-page of the Ministry of Education, Science and Technology – MEST, (www.masht-gov.net).

- O f � i c i a l w e b - p a g e o f t h e B a l k a n s Investigative Reporting Network – BIRN (www.birn.eu.com).

- Of � ic ia l web-page of the e lectronic e n c yc l o p e d i a W i k i p e d i a – T h e Fr e e Encyclopedia (www.wikipedia.org).

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38

ANNEXES

ANNEX A: List of textbooks and workbooks included in the sample

Biology textbooks:

Biology workbooks:


39

Geography textbooks:

Geography workbooks:


40

History textbooks:

History workbooks:


41

Civic Education textbooks:

Civic Education workbooks:


42

ANNEX B: Data tables

Table 1:

Table 2:

Table 3:


43

Table 4:

Table 5:

Table 6:


44

Table 7:

Table 8:

Table 9:


45

Table 10:

Table 11:

Table 12:


46

Table 13:

Table 14:

Table 15:


Table 16:

Table 17:

Table 18:


47

Table 19:

Table 20:

Table 21:


48

Table 22:

Table 23:

Table 24:

Table 25:


49

Table 26:

Table 27:


50

Table 28:

Table 29:


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