Institute for Holistic Learning Based on Montessori Education

Known as the PortAbilty Project, it is providing an opportunity <strong>for</strong> small groups of certificate and diploma students
to experience an environment where support is specifically business focussed and learning/assessment from their
specific vocational training is aligned to the business activities they undertake. This link with business enterprise
establishes real and interactive business links, as well as developing greater business understanding, providing
students with a new ‘Career’ option to consider – that of pursuing their own business ideas and dreams.
Through a closer working relationship with networked business and community structures, students are learning to
develop community relationships as well as have the confidence to step outside the com<strong>for</strong>t zone of their learning
environment or place of employment. The benefits to the individual, business and the community can ultimately help
to revitalise or reinvigorate a community through entrepreneurship in a variety of <strong>for</strong>ms. Feedback to date indicates
that learning partnerships have the potential to develop the small business sector, particularly as it introduces young
people to the concept of business ownership.
The PortAbility model is generating considerable interest in national and international <strong>for</strong>ums. The value of real
business mentoring provided through the local business incubator manager adds value to and complements both
the vocational and generic/employability skills being developed and assessed by DMIT staff. The further
development of this integrated learning model is continuing in 2004.
25 Demjaha, Luljeta Belegu - Kosovo - luljeta.demjaha@mashtgov.net
VET re<strong>for</strong>m in Kosovo
Contemporary societies tend to consider education as one of the most important treasures of mankind. It is
important to fully explore its potential in order to help people cope with the challenges of today’s world. In the
Delors Report to UNESCO Education: the treasure within (UNESCO, 1996), in accordance with today’s world
tendencies, four pillars of education are pointed out: to learn to know, to learn to do, to learn to be and to learn to
live together with others. In addition, UNICEF pointed out more recently a fifth pillar: learning to trans<strong>for</strong>m oneself
and one’s society. This means to not only comply with reality and accommodate or adapt to it, but also to trans<strong>for</strong>m
it, by being empowered through education to do so.
The constant need <strong>for</strong> redesigning school education and <strong>for</strong> redefining its aims and objectives is linked to changes
occurring in society, economy, politics, science, and technology. Consequences of this are:
New needs of the society;
changes in the labour market;
technological innovations;
changes in people’s aspirations regarding the knowledge and skills that students need to be equipped with in
schools;
changes in people’s views about what are the necessary preconditions of effective teaching and learning strategies;
Changes in the social context of education.
Taking into consideration, these changes, in today’s world, the functions of schools have to be reconsidered.
Schools are the places where students are equipped with systematic and instrumental knowledge and with basic
skills, which will give them the possibility of making more profitable use of knowledge in different situations, while
solving problems creatively. New functions also include encouraging independent learning capacities, and
developing a sense of responsibility <strong>for</strong> students themselves, <strong>for</strong> others, <strong>for</strong> society, and <strong>for</strong> the environment.
The place and the role of education, teaching and learning are redefined with a view to making <strong>for</strong>mal education
more able to help young people to accomplish their needs and aspirations, while also contributing in a competent
and responsible way to the welfare of society as a whole.
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