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The study examines how education systems engage in transferring transnational ideas and the challenges of making them succeed. It applies Discursive Institutionalism and contrasts the Didaktik and Curriculum Theory traditions to identify relevant discourses, showing limits in coordinative discourse among key actors. It argues reforms need balanced background/foreground ideas and communicative/coordiniative discourses, supported by school-based development and critical reflection.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-the-relation-of-policy-discourse-and-reconceptualising-curriculum-a-kosovo-perspective-on-a-new-meaning-of-context/599082/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-the-relation-of-policy-discourse-and-reconceptualising-curriculum-a-kosovo-perspective-on-a-new-meaning-of-context/599082.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article define the importance of context for curriculum reform?","Question",{"text":112,"@type":113},"Context is treated as more than static conditions; it must be re-meaningfully assigned to serve reform implementation, including through critical reflection when adopting curriculum policy orientations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which analytical framework does the article use to study curriculum reform in Kosovo?",{"text":117,"@type":113},"It uses Discursive Institutionalism and relies on the debate between the Didaktik and Curriculum Theory traditions to analyze the forms of ideas and relevant discourses for successful reform.",{"name":119,"@type":110,"acceptedAnswer":120},"What issue does the article highlight regarding coordinative discourse among reform actors?",{"text":121,"@type":113},"Although the Kosovo reform sought balance between the Didaktik and Curriculum Theory traditions, the two reform projects did not provide sufficient possibilities for coordinative discourse among key actors implementing the reform.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599082,1792190342,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi:10.26529/cepsj.559  \nUnderstanding the Relation of Policy Discourse and ReConceptualising Curriculum: A Kosovo Perspective on a New Meaning of Context  \nBlerim Saqipi1  \n• This article is an analysis of the meaning of context in implementing curriculum reform. It uses an analysis of two Kosovo curriculum reforms in the previous two decades to elaborate on how education systems engage in the transfer of transnational ideas as well as how they face challenges in making those ideas succeed. The article uses Discursive Institutionalism and the debate between the Didaktik and Curriculum Theory Traditions as a framework for analysis to understand the form of ideas and types of discourses that are relevant for successful curriculum reform. While the Kosovo curriculum reform has been struggling to find a balance between the Didaktik and Curriculum Theory Traditions, it is evident that two reform projects did not provide sufficient possibilities for coordinative discourse among key actors in the reform implementation. For reform to succeed, education systems need to balance between both background and foreground ideas as well as communicative and coordinative discourses. In education systems whose professional capacities are limited and whose resources are scarce, such a balance gains greater importance, indicating the need for more school-based development activities. Therefore, the context should not be viewed as solely static, but needs to be assigned a new meaning regarding what it is and should be placed at the service of reform implementation by recognising the importance of critical reflection when adopting a particular curriculum policy orientation and tailoring the discourse for promoting reform ideas.  \nKeywords: policy discourse, curriculum theory, context, Kosovo, discursive institutionalism, Didaktik curriculum reform  \n1 Faculty of Education, University of Prishtina, Kosovo; [blerim.saqipi@uni-pr.edu](blerim.saqipi@uni-pr.edu).  \nRazumevanje povezave med političnim diskurzomin novim konceptom kurikuluma: pogled Kosova naspremenjen kontekst  \nBlerim Saqipi  \n• V članku je analiziran pomen konteksta izvajanja kurikularne prenove. Gre za analizo dveh kurikularnih prenov v zadnjih dveh desetletjih na Kosovem, katere namen je pojasniti način vključevanja izobraževalnihsistemov v prenos transnacionalnih idej in spoprijemanja z izzivi priuresničevanju teh idej. V članku sta prikazana diskurzivni institucionalizem ter razprava o tradicionalni teoriji didaktike in kurikularni teoriji kot okvir za analizo razumevanja oblikovanja idej in vrst diskurzov, kiso pomembni za uspešno kurikularno prenovo. Medtem ko si kurikularna prenova na Kosovem prizadeva vzpostaviti ravnovesje med tradicionalnima teorijama didaktike in kurikuluma, je očitno, da ta reformna projekta nista omogočila usklajenega diskurza med ključnimi akterji izvedbe prenove. Za uspeh reforme je nujno, da izobraževalni sistemiuravnovesijo neizpostavljene pa tudi izpostavljene ideje ter komunikacijske in koordinativne diskurze. V izobraževalnih sistemih, katerih profesionalne zmogljivosti in sredstva so omejena, narašča pomen tovrstnegaravnovesja in posledično se povečuje potreba po razvojnih dejavnostihv šolah. Zato konteksta ne bi smeli obravnavati kot izključno statičnega, ampak mu je treba pripisati drugačen pomen glede na njegov položaj glede omogočanja izvajanja reform; prav tako mu je treba priznatipomen kritične refleksije pri sprejemanju določene usmeritve kurikularne politike in prilagajanju diskurza za spodbujanje reformnih idej.  \nKljučne besede: politični diskurz, kurikularna teorija, kontekst, Kosovo, diskurzivni institucionalizem, didaktika, kurikularna reforma  \nIntroduction  \nThough curriculum policy is considered a national matter, it is not resistant to transnational policies or the policy transfer phenomenon. The transnational policy flow takes different forms in various countries due to the specific historical, social, and cultural traditions (Wahl","cbCaii0Q2AtC1u7e","https://ap.wps.com/l/cbCaii0Q2AtC1u7e","pdf",180724,"English","# Introduction\n## Policy transfer and re-contextualisation\n## Studying curriculum policy and success criteria\n## Kosovo education context and reform agenda","[{\"question\":\"How does the article define the importance of context for curriculum reform?\",\"answer\":\"Context is treated as more than static conditions; it must be re-meaningfully assigned to serve reform implementation, including through critical reflection when adopting curriculum policy orientations.\"},{\"question\":\"Which analytical framework does the article use to study curriculum reform in Kosovo?\",\"answer\":\"It uses Discursive Institutionalism and relies on the debate between the Didaktik and Curriculum Theory traditions to analyze the forms of ideas and relevant discourses for successful reform.\"},{\"question\":\"What issue does the article highlight regarding coordinative discourse among reform actors?\",\"answer\":\"Although the Kosovo reform sought balance between the Didaktik and Curriculum Theory traditions, the two reform projects did not provide sufficient possibilities for coordinative discourse among key actors implementing the reform.\"}]","Understanding the Relation of Policy Discourse and ReConceptualising Curriculum - A Kosovo Perspective on a New Meaning of Context | PDF",1792088138]