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ﺍﻟﻣﺗﺯﺍﻳﺩ ﻓﻲ ﺇﻳﻘﺎﻉ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻁﺎﻝ ﺍﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ، ’ !πeÉc º«∏©J Ωɶf óLƒj
ﺣﺗﻰ ﻟﻭ ﻣﺭﺕ ﻋﻘﻭﺩ ﺳﺎﺭ ﻓﻳﻬﺎ ﺃﺩﺍء ﺍﻟﺗﺭﺑﻭﻳﻳﻥ ﻋﻠﻰ ﻧﻔﺱ
ﺍﻟﻣﻧﻭﺍﻝ .ﻟﻡ ﻳﻛﻥ ﻧﺟﺎﺡ ﺗﻠﻙ ﺍﻟﺩﻭﻝ ﻣﺣﺽ ﻣﺻﺎﺩﻓﺔ ،ﺑﻝ ﻭﻟﻳﺩ ﺗﺣﺩﻳﺎﺕ ﻣﻥ ﻧﻭﻉ ﺃﻭ ﺁﺧﺭ ﻋﻠﻰ ﺍﻟﺟﻣﻳﻊ .ﺣﺗﻰ
ٍ ﺗﻔﺭﺽ ﺍﻟﻌﻭﻟﻣﺔ
ﺍﺧﺗﻳﺎﺭﻫﺎ ﻟﻠﺳﻳﺎﺳﺎﺕ ﺍﻟﺻﺣﻳﺣﺔ ﺑﻌﻧﺎﻳﺔ ﻭﺗﻁﺑﻳﻘﻬﺎ ﺑﻔﻌﺎﻟﻳﺔ .ﻓﻣﻥ ﺃﻧﻅﻣﺔ ﺍﻟﺗﻌﻠﻳﻡ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ ﻟﻡ ﺗﺳﻠﻡ ﻣﻥ ﻫﺫﻩ ﺍﻟﺗﺣﺩﻳﺎﺕ؛ ﻓﻛﻝ
ﺧﻼﻝ ﺍﻟﺟﻣﻊ ﺑﻳﻥ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﻭﺃﺳﺎﻟﻳﺏ ﺍﻟﻘﻳﺎﺩﺓ ﺍﻟﻧﺎﺟﺣﺔ ﻣﻊ ﻣﻧﻬﺎ ﻳﻛﺎﻓﺢ ﺑﺩﺭﺟ ٍﺔ ﻣﺎ ﻟﻛﻲ ﻳﻭﺍﻛﺏ ﺍﻹﻳﻘﺎﻉ ﺍﻟﺳﺭﻳﻊ ﻟﻠﺗﻐﻳﻳﺭ
ﻭﺟﻭﺩ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺑﻧﺎء ﺍﻟﻣﻬﺎﺭﺍﺕ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﻣﺩﺭﺳﺔ، ﺍﻟﺫﻱ ﻁﺎﻝ ﻛﻝ ﺷﻲء ﻓﻲ ﺣﻳﺎﺗﻧﺎ .ﻭﺍﻟﺩﻭﻝ ً
ﺃﻳﺿﺎ ﺗﻭﺍﺟﻪ ﺍﻟﻌﺩﻳﺩ
ﺗﻣﻛﻧﺕ ﺗﻠﻙ ﺍﻟﺩﻭﻝ ﻣﻥ ﺇﺣﺭﺍﺯ ﺍﻟﺗﻣﻳﺯ ﻓﻲ ﺃﺩﺍء ﻁﻼﺑﻬﺎ ﻣﻥ ﺍﻟﺗﺣﺩﻳﺎﺕ ﺍﻟﻣﻣﺎﺛﻠﺔ .ﻓﻌﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ :ﺗﺳﺑﺑﺕ ﺍﻟﻣﻌﺩﻻﺕ
ﻭﺇﻧﺟﺎﺯﺍﺗﻬﻡ ،ﻭﺗﻘﻠﻳﺹ ﻣﻌﺩﻝ ﺗﻐﻳﻳﺭﻫﻡ ﻟﻣﺩﺍﺭﺳﻬﻡ ،ﻭﻣﻌﺎﻣﻠﺗﻬﻡ ﺍﻟﻣﺗﺯﺍﻳﺩﺓ ﻟﻠﻬﺟﺭﺓ ﺍﻟﺩﺍﺧﻠﻳﺔ ﻭﺍﻟﺧﺎﺭﺟﻳﺔ ﻓﻲ ﻅﻬﻭﺭ ﺍﻟﻛﺛﻳﺭ ﻣﻥ
ﻋﻠﻰ ﻗﺩﻡ ﺍﻟﻣﺳﺎﻭﺍﺓ ،ﻭﻣﺳﺎﻋﺩﺗﻬﻡ ﻋﻠﻰ ﺍﻟﺗﻔﻭﻕ ،ﻭﻛﻝ ﻫﺫﺍ ﻳﺗﻡ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﻏﻳﺭ ﺍﻟﻣﺗﺟﺎﻧﺳﺔ ﻓﻲ ﻛﻝ ﻣﻛﺎﻥ ،ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﻠﻘﻲ
ﺑﺗﻛﻠﻔﺔ ﺃﻗﻝ ﻣﻥ ﺍﻟﺩﻭﻝ ﺍﻷﺧﺭﻯ .ﻗﺩ ﻳﺟﺎﺩﻝ ﺍﻟﺑﻌﺽ ﻗﺎﺋﻠﻳﻥ ﺇﻥ ﺑﻣﺳﺅﻭﻟﻳﺎﺕ ﺟﺩﻳﺩﺓ ﻋﻠﻰ ﻋﺎﺗﻕ ﺍﻟﺗﺭﺑﻭﻳﻳﻥ ﺍﻟﺫﻳﻥ ﻳﺿﻁﺭﻭﻥ
ﺗﺟﺎﺭﺏ ﺍﻟﺩﻭﻝ ﺍﻟﺻﻐﻳﺭﺓ ﻧﺳﺑﻳًﺎ ﻻ ﺗﻼﺋﻡ ﺩﻭﻟﺔ ﺑﺣﺟﻡ ”ﺍﻟﻭﻻﻳﺎﺕ ﺇﻟﻰ ﺍﻟﺗﻌﺎﻣﻝ ﻣﻊ ﻁﻼﺏ ﻭﻋﺎﺋﻼﺕ ﻣﻥ ﺧﻠﻔﻳﺎﺕ ﺛﻘﺎﻓﻳﺔ ﻭﻟﻐﻭﻳﺔ
ﺍﻟﻣﺗﺣﺩﺓ“ ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ ،ﻟﻛﻥ ﺣﺟﻡ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﻫﺫﻩ ﺍﻟﺩﻭﻝ ﻣﺗﺑﺎﻳﻧﺔ .ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺗﺣﺩﻳﺎﺕ ﺍﻟﺗﻲ ﺗﻭﺍﺟﻬﻬﺎ ﺍﻟﻣﺩﺍﺭﺱ
ﻟﺗﺗﺄﻗﻠﻡ ﻣﻊ ﺗﻠﻙ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﺍﻟﺟﺩﻳﺩﺓ ،ﺗﻁﺭﺡ ﺍﻟﻌﻭﻟﻣﺔ ً
ﺃﻳﺿﺎ
– ﻓﻲ ﺍﻟﺣﻘﻳﻘﺔ – ﻳﻭﺍﺯﻱ ﺣﺟﻡ ﻭﻻﻳﺔ ﺃﻣﺭﻳﻛﻳﺔ ،ﻭﺑﺎﻟﺗﺎﻟﻲ ﻳﻣﻛﻥ
ﺃﺳﺋﻠﺔ ﺟﻭﻫﺭﻳﺔ ﻋﻥ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻲ ﻳﺟﺏ ﺃﻥ ﺗﻘﺩﻣﻬﺎ
ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻛﻧﻣﻭﺫﺝ ﻟﺗﻁﻭﻳﺭ ﻧﻅﺎﻡ
ﺍﻟﻣﺩﺍﺭﺱ ﻟﻠﺧﺭﻳﺟﻳﻥ ﺍﻟﻳﻭﻡ ﻭﺍﻟﺗﻲ
ﺍﻟﺗﻌﻠﻳﻡ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﻭﻻﻳﺔ .ﻋﻼﻭﺓ
‘ á°UÓÿG √òg ﺍﺧﺗﻠﻔﺕ ﺗﻣﺎﻣًﺎ ﻋﻥ ﺗﻠﻙ ﺍﻟﺗﻲ ﻛﺎﻧﺕ
ﻋﻠﻰ ﺫﻟﻙ ،ﻳﻣﻛﻧﻧﺎ ﺃﻥ ﻧﺗﻌﻠﻡ ﻣﻥ ﺩﻭﻝ
ﺗﻘﺩﻣﻬﺎ ﻟﻠﺧﺭﻳﺟﻳﻥ ﺑﺎﻷﻣﺱ.
ﺃﻛﺑﺭ ﻣﻥ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ ﺑﻛﺛﻳﺭ ▼ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺷﺗﺭﻛﺔ ﻓﻲ ﺍﻟﻧﻅﻡ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻧﺎﺟﺣﺔ
ﻟﻛﻧﻬﺎ ﺗﺧﻁﻭ ﺧﻁﻭﺍﺕ ﻭﺍﺳﻌﺔ ﻓﻲ ﻫﺫﺍ ▼ ﺩﺭﻭﺱ ﻳﺳﺗﻔﻳﺩ ﻣﻧﻬﺎ ﺍﻟﺗﺭﺑﻭﻳﻭﻥ ﻓﻲ ﺟﻣﻳﻊ ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ
ﻣﻊ ﺫﻟﻙ ،ﻫﻧﺎﻙ ﺑﻌﺽ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻡ
▼ ﻭﺿﻊ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺻﺣﻳﺢ ﻟﻠﻣﺳﺎءﻟﺔ
ﺍﻟﺻﺩﺩ ،ﻣﺛﻝ ”ﺍﻟﻬﻧﺩ“ ﻭ”ﺍﻟﺻﻳﻥ“. ﺍﻟﺗﻲ ﺃﺛﺑﺗﺕ ﺇﻣﻛﺎﻧﻳﺔ ﻣﻭﺍﻛﺑﺔ ﺍﻟﺗﺳﺎﺭﻉ
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ﺍﻟﺳﻧـﺔ ﺍﻟﺛﺎﻟﺛﺔ -ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ) -ﻓﺑﺭﺍﻳﺭ 26 - (2013 ﺟﻬﻭﺩ ﺗﻠﻙ ﺍﻟﺩﻭﻝ ﺛﻣﺎﺭﻫﺎ ﻓﻲ ﺯﻳﺎﺩﺓ ﻣﻌﺩﻻﺕ ﺍﻟﺗﺧﺭﺝ ،ﻭﺭﻓﻊ ﺗﺻﺏ ﺍﻟﺩﻭﻝ ﺍﻟﺗﻲ ﺗﺗﻣﺗﻊ ﺑﺄﺩﺍء ﺗﻌﻠﻳﻣﻲ ﻣﺗﻣﻳﺯ – ﺃﻭ ﺳﺭﻳﻊ
ﻣﺳﺗﻭﻯ ﺃﺩﺍء ﺍﻟﻁﻼﺏ ،ﻭﺗﻘﻠﻳﻝ ﺍﻟﻔﺟﻭﺓ ﺑﻳﻥ ﺍﻟﺟﻬﻭﺩ ﺍﻟﻣﺑﺫﻭﻟﺔ ﺍﻟﺗﻁﻭﺭ – ﺟﻝ ﺍﻫﺗﻣﺎﻣﻬﺎ ﻋﻠﻰ ﺗﻁﺑﻳﻕ ﺍﻷﻧﻅﻣﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ
ﻭﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺄﻣﻭﻟﺔ؟ ﺗﺟﻳﺏ ﺍﻟﻧﻘﺎﻁ ﺍﻟﺛﻣﺎﻧﻲ ﺍﻟﺗﺎﻟﻳﺔ ﻋﻥ ﻫﺫﺍ ﺍﻟﻣﻧﺎﺳﺑﺔ ،ﻭﺗﺣﺩﻳﺙ ﻁﺭﻳﻘﺔ ﺗﻘﻳﻳﻣﻬﺎ ﻟﺗﻠﻙ ﺍﻷﻧﻅﻣﺔ ﻟﻣﻌﺭﻓﺔ ﻣﺎ
ﺍﻟﺳﺅﺍﻝ ،ﻛﻣﺎ ﺗﺳﺗﻌﺭﺽ ﺃﻫﻡ ﺍﻟﺩﺭﻭﺱ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ ﻳﺳﺗﻔﻳﺩ ﺇﺫﺍ ﻛﺎﻧﺕ ﺗﺅﻫﻝ ﺍﻟﻁﻼﺏ ﺑﺎﻟﻔﻌﻝ ﻟﻼﻧﺧﺭﺍﻁ ﻓﻲ ﻋﺎﻟﻡ ﻳﺗﻐﻳﺭ
ﻣﻧﻬﺎ ﺍﻟﺗﺭﺑﻭﻳﻭﻥ ﻓﻲ ﺟﻣﻳﻊ ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ. ﻋﻧﺩﻣﺎ ﻳﻼﺣﻅ ﺍﻟﻘﺎﺩﺓ ﻣﺧﺯﻭﻧﻪ ﺍﻟﻣﻌﺭﻓﻲ ﺑﺳﺭﻋﺔ ﻓﺎﺋﻘﺔ.
ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻁﺭﺃ ﻋﻠﻰ ﺳﻳﺎﺳﺎﺕ ﺃﻭ ﻣﻣﺎﺭﺳﺎﺕ ﺗﻌﻠﻳﻣﻳﺔ
IOÉ«≤dGh ájDhôdG -1 ﺑﻌﻳﻧﻬﺎ – ﺳﻭﺍء ﺃﻛﺎﻧﺕ ﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻌﻠﻭﻡ ﻭﺍﻟﺭﻳﺎﺿﻳﺎﺕ ،ﺃﻡ
ﺑﺗﻁﻭﻳﺭ ﺃﺳﺎﻟﻳﺏ ﺍﻟﺗﻌﻠﻳﻡ ﻭﺍﻟﻘﻳﺎﺩﺓ ،ﺃﻡ ﺑﺎﻟﺗﺩﺧﻝ ﺍﻟﻣﺑﻛﺭ ﻟﺣﻝ
ﺃﺻﺑﺢ ﺍﻟﺩﻭﺭ ﺍﻟﺫﻱ ﺗﻠﻌﺑﻪ ﺍﻟﻣﻭﺍﻫﺏ ﻭﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺑﺷﺭﻳﺔ ﻓﻲ ﻣﺷﻛﻠﺔ ﻣﺎ ﻗﺑﻝ ﺃﻥ ﺗﺗﻔﺎﻗﻡ – ﻓﺈﻧﻬﻡ ﻋﺎﺩﺓ ﻣﺎ ﻳﻘﺎﺭﻧﻭﻥ ﺍﻟﻭﺳﺎﺋﻝ
ﺍﻗﺗﺻﺎﺩﺍﺕ ﺍﻟﻌﺻﺭ ﺍﻟﺣﺩﻳﺙ ﻣﺣﻭﺭﻳًﺎ ﺃﻛﺛﺭ ﻣﻥ ﺫﻱ ﻗﺑﻝ ،ﻣﻣﺎ ﺍﻟﺗﻲ ﺗﺗﺑﻌﻬﺎ ﺩﻭﻟﻬﻡ ﺑﺄﻓﺿﻝ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﻭﺍﻟﻣﻧﻬﺟﻳﺎﺕ ﺍﻟﻣﺗﺑﻌﺔ
ﺯﺍﺩ ﻣﻥ ﻋﺩﺩ ﺍﻟﻣﺟﺗﻣﻌﺎﺕ ﺍﻟﺗﻲ ﺗﻌﻲ ﺃﻫﻣﻳﺔ ﺍﻟﺗﻌﻠﻳﻡ ﻟﺗﺣﻘﻳﻕ ﻓﻲ ﺟﻣﻳﻊ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻡ ﺑﻣﺎ ﻓﻳﻬﺎ ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﺗﺣﺩﺓ .ﻳﻁﻠﻕ ﻋﻠﻰ
ﺍﻟﺭﺧﺎء ﺍﻻﻗﺗﺻﺎﺩﻱ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ .ﻟﺫﻟﻙ ﺃﺻﺑﺢ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﻫﺫﻩ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺍﺳﻡ ”ﺍﻟﻣﺭﺟﻌﻳﺔ ﺍﻟﻌﺎﻟﻣﻳﺔ؛“ ﻭﻗﺩ ﺃﺻﺑﺣﺕ
ﺍﻟﺩﻭﻝ ﻳﻬﺗﻡ ﺑﺈﺩﺧﺎﻝ ﺇﺻﻼﺣﺎﺕ ﺷﺎﻣﻠﺔ ﻋﻠﻰ ﺍﻟﺗﻌﻠﻳﻡ ﺑﻬﺩﻑ ﻣﻥ ﺃﻫﻡ ﺍﻷﺩﻭﺍﺕ ﻟﺩﻯ ﺍﻟﺣﻛﻭﻣﺎﺕ ﻭﺍﻟﺗﺭﺑﻭﻳﻳﻥ ﺍﻟﺫﻳﻥ ﻳﺳﻌﻭﻥ
ﺗﺣﺳﻳﻥ ﺃﺩﺍء ﺍﻟﻁﻼﺏ .ﻳﺯﺩﺍﺩ ﺍﻟﻁﻠﺏ ﻋﻠﻰ ﺗﻁﻭﻳﺭ ﺍﻟﺗﻌﻠﻳﻡ ﺇﻟﻰ ﻭﺿﻊ ﺃﻧﻅﻣﺔ ﺗﻌﻠﻳﻣﻳﺔ ﻋﺎﻟﻣﻳﺔ ﺍﻟﻣﺳﺗﻭﻯ .ﻭﺳﻧﺗﻌﺭﻑ
ﻓﻲ ﺟﻣﻳﻊ ﺃﺭﺟﺎء ﺍﻟﻌﺎﻟﻡ ﻳﻭﻣًﺎ ﺑﻌﺩ ﻳﻭﻡ ،ﻭﻏﺎﻟﺑًﺎ ﻣﺎ ﺗﺑﺩﺃ ﻓﻲ ﺍﻟﺳﻁﻭﺭ ﺍﻟﺗﺎﻟﻳﺔ ﻋﻠﻰ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﻣﺷﺗﺭﻛﺔ ﻓﻲ ﺍﻷﻧﻅﻣﺔ
ﺍﻹﺻﻼﺣﺎﺕ ﺍﻟﺗﻲ ﺗﻬﺩﻑ ﺇﻟﻰ ﺗﺣﻘﻳﻕ ﺫﻟﻙ ﺍﻟﺗﻁﻭﻳﺭ ﻋﻠﻰ ﺍﻟﻧﺎﺟﺣﺔ ﺍﻟﺗﻲ ﻭﺿﻌﺗﻬﺎ ﺩﻭﻝ ﻣﺧﺗﻠﻔﺔ ﺣﻭﻝ ﺍﻟﻌﺎﻟﻡ ﺑﺩءًﺍ ﻣﻥ
ﻳﺩ ﻗﺎﺋﺩ ﻭﺍﺣﺩ ﻗﻭﻱ .ﻟﻬﺫﺍ ﺍﻟﺳﺑﺏ ،ﺇﺫﺍ ﻛﺎﻥ ﺗﻐﻳﻳﺭ ﺍﻟﻘﻳﺎﺩﺍﺕ ً
ﻭﺻﻭﻻ ﺇﻟﻰ ”ﻛﻧﺩﺍ“ ﻭﻣﺭﻭﺭً ﺍ ﺑـ”ﺍﻟﺻﻳﻥ“، ”ﺃﺳﺗﺭﺍﻟﻳﺎ“
ﺍﻟﺳﻳﺎﺳﻳﺔ ﻓﻲ ﺃﻱ ﻣﻛﺎﻥ – ﺳﻭﺍء ﺃﻛﺎﻥ ﺩﻭﻟﺔ ﺃﻡ ﻭﻻﻳﺔ ﺃﻡ ﻣﺩﻳﻧﺔ ﻭ”ﺳﻧﻐﺎﻓﻭﺭﺓ“ ،ﻭ”ﻓﻧﻠﻧﺩﺍ“.
– ﻳﺗﻡ ﺑﺻﻭﺭﺓ ﺳﺭﻳﻌﺔ ﻭﻣﺗﻛﺭﺭﺓ ،ﻓﺈﻥ ﺫﻟﻙ ﻳﺟﻌﻝ ﻣﻥ ﺗﻁﺑﻳﻕ
ﺧﻁﻁ ﺍﻹﺻﻼﺡ ﻁﻭﻳﻠﺔ ﺍﻟﻣﺩﻯ )ﺍﻟﺗﻲ ﻳُﻧﺗﻅﺭ ﺃﻥ ﺗﺅﺗﻲ ﺛﻣﺎﺭﻫﺎ º¶f ‘ ácΰûŸG öUÉæ©dG
ﺑﻳﻥ ﺧﻣﺱ ﻭﻋﺷﺭ ﺳﻧﻭﺍﺕ( ﺃﻣﺭً ﺍ ﺑﺎﻟﻎ ﺍﻟﺻﻌﻭﺑﺔ .ﻭﻣﻥ ﺃﻫﻡ áëLÉædG º«∏©àdG
ﺍﻟﺩﺭﻭﺱ ﺍﻟﻣﺳﺗﻔﺎﺩﺓ ﻣﻥ ﺗﻠﻙ ﺍﻟﺩﻭﻝ ﻫﻭ ﺃﻫﻣﻳﺔ ﺗﻛﺎﺗﻑ ﺃﺻﺣﺎﺏ
ﺍﻟﻣﺻﻠﺣﺔ ﻟﻭﺿﻊ ﺧﻁﺔ ﻟﻺﺻﻼﺣﺎﺕ ﺍﻟﺗﻲ ﺗﺣﻘﻕ ﺃﻗﺻﻰ ﺗﻁﻭﻳﺭ ﺍﻟﻣﺩﺍﺭﺱ ﻟﻳﺱ ﺑﺎﻷﻣﺭ ﺍﻟﺳﻬﻝ .ﻓﻛﻝ ﻋﺎﻡ ،ﺗُﺩﺧﻝ
ﺍﺳﺗﻔﺎﺩﺓ ﻟﻠﻣﺩﺭﺳﻳﻥ ،ﻭﺃﻭﻟﻳﺎء ﺍﻷﻣﻭﺭ ،ﻭﺍﻟﻣﻧﺎﻁﻕ ﻭﺍﻟﻣﺅﺳﺳﺎﺕ ﺍﻟﻣﺩﺍﺭﺱ ﻓﻲ ﻛﻝ ﻣﻛﺎﻥ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺗﻘﺭﻳﺑًﺎ ﺗﻌﺩﻳﻼﺕ ﻻ ﺣﺻﺭ
ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ،ﻭﺫﻟﻙ ﻟﻣﻭﺍﺟﻬﺔ ﺍﻟﺗﺣﺩﻳﺎﺕ ﺍﻟﺗﻲ ﻗﺩ ﺗﻁﺭﺃ ﻧﺗﻳﺟﺔ ﻟﻬﺎ ﻋﻠﻰ ﺍﻟﻣﻧﺎﻫﺞ ،ﺃﻭ ﻁﺭﻕ ﺍﻟﺗﺩﺭﻳﺱ ،ﺃﻭ ﺍﻟﻧﻅﺎﻡ ،ﺃﻭ ﺍﻹﺩﺍﺭﺓ،
ﻟﺗﻐﻳﻳﺭ ﺍﻟﻘﻳﺎﺩﺍﺕ ﺍﻟﺳﻳﺎﺳﻳﺔ .ﻳﺗﻣﺛﻝ ﺫﻟﻙ ﺍﻟﺗﻛﺎﺗﻑ ﻓﻲ ﺃﻥ ﺃﻭ ﺍﻟﺗﻛﻧﻭﻟﻭﺟﻳﺎ ،ﻭﻣﺎ ﺇﻟﻰ ﺫﻟﻙ ،ﻟﻛﻥ ﻣﻌﻅﻡ ﻫﺫﻩ ﺍﻟﺗﻌﺩﻳﻼﺕ
ﻳﺟﺗﻣﻊ ﺃﺻﺣﺎﺏ ﺍﻟﻣﺻﻠﺣﺔ ﺍﻟﺭﺋﻳﺳﻳﻭﻥ ﻋﻠﻰ ﻁﺎﻭﻟﺔ ﺍﻟﻧﻘﺎﺵ ﻳﻔﺷﻝ ﻓﻲ ﺗﺣﻘﻳﻕ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﺟﻭﻫﺭﻳﺔ ﺍﻟﻣﻧﺷﻭﺩﺓ .ﻭﺑﻔﺿﻝ
ﺑﺻﻔﺔ ﻣﻧﺗﻅﻣﺔ ﻟﻣﺭﺍﻗﺑﺔ ﺍﻟﺗﻘﺩﻡ ﺍﻟﺫﻱ ﺗﺣﺭﺯﻩ ﺧﻁﺔ ﺍﻹﺻﻼﺡ، ﺍﻷﺑﺣﺎﺙ ﺍﻟﻣﺩﺭﺳﻳﺔ ﺍﻟﺟﺎﺩﺓ ﺍﻟﺗﻲ ﺑﺩﺃﺕ ﻓﻲ ﺍﻟﺛﻣﺎﻧﻳﻧﻳﺎﺕ ،ﻋﺭﻓﻧﺎ
ﻭﺗﻌﺩﻳﻠﻬﺎ ﺇﺫﺍ ﻟﺯﻡ ﺍﻷﻣﺭ ﻟﻠﺣﻔﺎﻅ ﻋﻠﻰ ﻣﻌﺩﻝ ﺗﻘﺩﻣﻬﺎ .ﻓﻔﻲ ﺍﻟﻛﺛﻳﺭ ﻋﻥ ﺃﻫﻡ ﺍﻟﻌﻧﺎﺻﺭ ﻟﺻﻧﻊ ﺍﻟﻣﺩﺍﺭﺱ ﺍﻟﻧﺎﺟﺣﺔ ﺑﺎﻟﻔﻌﻝ.
”ﻓﻧﻠﻧﺩﺍ“ ،ﺗﻡ ﺍﻟﻘﻳﺎﻡ ﺑﺟﻬﻭﺩ ﺣﺛﻳﺛﺔ ﻋﻠﻰ ﻣﺩﺍﺭ ﺳﻧﻭﺍﺕ ﻹﻳﺟﺎﺩ ﻭﺍﻟﺗﺣﺩﻱ ﺍﻵﻥ ﻫﻭ ﺃﻥ ﻧﺻﻧﻊ ﺃﻧﻅﻣﺔ ﺗﻌﻠﻳﻣﻳﺔ ﻧﺎﺟﺣﺔ ،ﻭﺫﻟﻙ
ﺍﻟﺗﻭﺍﻓﻕ ﺑﻳﻥ ﺍﻟﻘﻭﻯ ﺍﻟﺳﻳﺎﺳﻳﺔ ﺍﻟﻔﻧﻠﻧﺩﻳﺔ ﺑﻬﺩﻑ ﺿﻣﺎﻥ ﺍﻟﺗﻘﺩﻡ ﺃﻻ ﻧﻬﺩﻑ ﺇﻟﻰ ﺗﺄﺳﻳﺱ ﻋﺩﺩ ﻣﻌﻘﻭﻝ ﻣﻥ ﺍﻟﻣﺩﺍﺭﺱ ﻳﻘﺗﺿﻲ ّ
ﺍﻟﺛﺎﺑﺕ ﻟﺧﻁﺔ ﺍﻹﺻﻼﺡ ﻟﻣﺩﺓ ﻋﺷﺭﻳﻥ ﻋﺎﻣًﺎ ﻗﺎﺩﻣﺔ ،ﻭﻗﺩ ﺧﺭﺝ ً
ﺃﻳﺿﺎ ﻋﻠﻰ ﺗﻁﻭﻳﺭ ﺁﻻﻑ ﺍﻟﺟﻳﺩﺓ ﻓﺣﺳﺏ ،ﺑﻝ ﺃﻥ ﻧﻌﻣﻝ
ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ
ﻫﺫﺍ ﺍﻟﺗﻭﺍﻓﻕ ﺑﺎﻟﻔﻌﻝ ﺇﻟﻰ ﺣﻳﺯ ﺍﻟﻭﺟﻭﺩ ﺑﻌﺩ ﺃﻥ ﺃﺛﺑﺗﺕ ”ﻓﻧﻠﻧﺩﺍ“ ﺍﻟﻣﺩﺍﺭﺱ ﺍﻟﻣﻭﺟﻭﺩﺓ ﺑﺎﻟﻔﻌﻝ .ﻭﻫﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ ﺍﻟﻧﺟﺎﺡ ﻫﻭ ﻣﺎ
ﻧﺟﺎﺣﻬﺎ ً
ﻭﻓﻘﺎ ﻟﻠﻣﻌﺎﻳﻳﺭ ﺍﻟﺩﻭﻟﻳﺔ. ﺗﻣﻛﻧﺕ ﺍﻟﺩﻭﻝ ﺍﻟﻣﺫﻛﻭﺭﺓ ﻣﻥ ﺗﺣﻘﻳﻘﻪ ،ﻟﺫﻟﻙ ﻗﺩﻣﺕ ﺗﻌﻠﻳﻣًﺎ ﻋﺎﻟﻲ
ﺍﻟﺟﻭﺩﺓ ﻟﻣﺋﺎﺕ ﺍﻵﻻﻑ ﻣﻥ ﺍﻟﻁﻼﺏ.
ً
ﺃﻳﺿﺎ ﺇﻟﻰ ﺃﻥ ﺗﺗﺳﻊ ﻟﺗﺷﻣﻝ ﻧﻅﺎﻡ ﺍﻟﺗﻌﻠﻳﻡ ﺗﺣﺗﺎﺝ ﺍﻟﺭﺅﻳﺔ
ﺑﺄﻛﻣﻠﻪ .ﻭﺭﻏﻡ ﺃﻥ ﺍﻷﻧﻅﻣﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺗﺳﺗﻁﻳﻊ ﺃﻥ ﺗﻭﺍﻛﺏ ﺭﺣﻠﺔ ﺍﻟﺗﻌﻠﻳﻡ ﻓﻲ ﻛﻝ ﺑﻠﺩ ﻫﻲ ﺭﺣﻠﺔ ﻓﺭﻳﺩﺓ ﻭﻣﺳﺗﻣﺭﺓ ،ﻓﻛﻝ
ﻋﺩ ًﺩﺍ ﻣﺣﺩﻭ ًﺩﺍ ﻣﻥ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﻓﻲ ﻧﻔﺱ ﺍﻟﻭﻗﺕ ،ﻓﺈﻧﻪ ﻓﻲ ﺣﺎﻟﺔ ﺑﻠﺩ ﻟﻪ ﻣﺎ ﻳﻣﻳﺯﻩ ﻣﻥ ﺗﻘﺎﻟﻳﺩ ﺛﻘﺎﻓﻳﺔ ،ﻭﺗﺭﻛﻳﺑﺔ ﺳﻛﺎﻧﻳﺔ ،ﻭﺃﻧﻅﻣﺔ
ﺗﻐﻳﻳﺭ ﺃﺣﺩ ﺃﺟﺯﺍء ﻧﻅﺎﻡ ﻣﺎ ﻭﺑﻘﺎء ﺍﻷﺟﺯﺍء ﺍﻷﺧﺭﻯ ﻛﻣﺎ ﻫﻲ ﻭﻛﻝ ﻫﺫﺍ ﻳﺅﺛﺭ ﻋﻠﻰ ﺳﻳﺎﺳﻳﺔ ،ﻭﺗﻁﻭﺭﺍﺕ ﺍﻗﺗﺻﺎﺩﻳﺔ.
ﺩﻭﻥ ﺗﻐﻳﻳﺭ ،ﻓﺈﻥ ﺟﻬﻭﺩ ﺍﻹﺻﻼﺡ ﺗﺑﻭء ﺑﺎﻟﻔﺷﻝ .ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻷﻭﻟﻭﻳﺔ ﺍﻟﺗﻲ ﻳﻣﻧﺣﻬﺎ ﺫﻟﻙ ﺍﻟﺑﻠﺩ ﻟﺗﻁﻭﻳﺭ ﻣﺟﺎﻻﺕ ﻣﻌﻳﻧﺔ ﺩﻭﻥ
2 ﺍﻟﻣﺛﺎﻝ :ﺇﺫﺍ ﺗﻡ ﺑﺫﻝ ﺟﻬﺩ ﻓﻲ ﺗﻌﻳﻳﻥ ﻣﺩﺭﺳﻳﻥ ﻋﻠﻰ ﺩﺭﺟﺔ ﻏﻳﺭﻫﺎ .ﻓﻣﺎ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﻣﺷﺗﺭﻛﺔ ﺍﻟﺗﻲ ﺳﺎﻫﻣﺕ ﻓﻲ ﺃﻥ ﺗﺅﺗﻲ
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ﺗﻐﻁﻲ ﻋﺩ ًﺩﺍ ﺃﻗﻝ ﻣﻥ ﺍﻟﻣﻭﺿﻭﻋﺎﺕ ﺑﻌﻣﻕ ﺃﻛﺑﺭ ،ﻣﻣﺎ ﱢ
ﻳﻣﻛﻥ ﻋﺎﻟﻳﺔ ﻣﻥ ﺍﻟﻛﻔﺎءﺓ ،ﻟﻛﻥ ﻟﻡ ﻳﺗﻡ ﺇﺣﺩﺍﺙ ﺃﻱ ﺗﻁﻭﻳﺭ ﻓﻲ ﻗﻳﺎﺩﺍﺕ
ﻷﻥ ﺍﻟﻛﺛﻳﺭﻳﻥ ﻣﻧﻬﻡ ﻻ ﻳﺗﺣﺩﺛﻭﻥ ﺍﻹﻧﺟﻠﻳﺯﻳﺔ ﻓﻲ ﺍﻟﻣﻧﺯﻝ ﺭﻏﻡ ﻭﻣﺛﻘﻔﺔ ﺃﻓﺿﻝ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﻣﻥ ﺃﺩﺍء ﺍﻷﻁﻔﺎﻝ ﺍﻟﻔﻘﺭﺍء ﺍﻟﺫﻳﻥ ﻟﻡ
ﺃﻧﻬﺎ ﻟﻐﺔ ﺍﻟﺩﺭﺍﺳﺔ ﻓﻲ ”ﺳﻧﻐﺎﻓﻭﺭﺓ“. ﻳﺣﺻﻝ ﺁﺑﺎﺅﻫﻡ ﻋﻠﻰ ﻗﺩﺭ ﻛﺑﻳﺭ ﻣﻥ ﺍﻟﺗﻌﻠﻳﻡ ،ﻟﻛﻥ ﺍﻟﺩﻭﻝ ﺫﺍﺕ
ﺍﻷﻧﻅﻣﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﺗﻣﻳﺯﺓ ﺗﺳﺗﺧﺩﻡ ﻋﺩ ًﺩﺍ ﻣﻥ ﺍﻟﻭﺳﺎﺋﻝ ﻟﻠﺣﺩ
ﺇﺻﻼﺡ ﺑﻧﻳﺔ ﺍﻟﻣﺩﺭﺳﺔ ﻳﻣﻛﻧﻪ ً
ﺃﻳﺿﺎ ﺃﻥ ﻳﻌﺯﺯ ﻣﻥ ﺗﻛﺎﻓﺅ ﻣﻥ ﺗﺄﺛﻳﺭ ﺍﻟﺧﻠﻔﻳﺔ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ ﻋﻠﻰ ﺃﺩﺍء ﺍﻟﻁﻼﺏ ،ﻣﻣﺎ ﻳﺧﻠﻕ
ﺍﻟﻔﺭﺹ .ﻓﻌﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ :ﻳﺧﻠﻕ ﺍﻟﻔﺻﻝ ﺍﻟﻣﺑﻛﺭ ﺑﻳﻥ ﻣﺟﺗﻣﻌًﺎ ﻣﻔﺗﻭﺣً ﺎ ﻟﻠﻣﻭﺍﻫﺏ ﺃﻳًﺎ ﻛﺎﻧﺕ ﺍﻟﺑﻳﺋﺔ ﺍﻟﺗﻲ ﺃﺧﺭﺟﺗﻬﺎ.
)ﺍﻟﻣﺳﻣﻰ ﺑﺎﻟﻣﻌﻬﺩ ﺍﻟﻭﻁﻧﻲ ﻟﻠﺗﻌﻠﻳﻡ( ﻟﺟﻌﻝ ﺍﻟﻣﺷﺭﻓﻳﻥ ﻭﺍﻟﻣﺩﻳﺭﻳﻥ ﻭﺍﻟﻣﺩﺭﺳﻳﻥ ﻳﻌﻣﻠﻭﻥ ﻣﻌًﺎ ﻟﺗﺣﻭﻳﻝ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﻣﻧﺷﻭﺩﺓ ﺇﻟﻰ ﻭﺍﻗﻊ
ﻣﻠﻣﻭﺱ .ﺃﻣﺎ ﺍﻟﻧﻅﺎﻡ ﺍﻟﻔﻧﻠﻧﺩﻱ – ﺍﻟﻣﺧﺗﻠﻑ ﺗﻣﺎﻣًﺎ – ﻓﻳﻌﺗﻣﺩ ﻓﻲ ﺍﻟﻣﻘﺎﻡ ﺍﻷﻭﻝ ﻋﻠﻰ ﺍﻟﺟﻬﻭﺩ ﺍﻟﻔﺭﺩﻳﺔ ﻟﻛﻧﻪ ﻳﺣﺭﺹ ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﺍﻟﺗﻭﺍﻓﻕ
ﺑﻳﻥ ﺃﺳﺎﻟﻳﺏ ﺍﻟﺗﺩﺭﻳﺱ ﻭﻣﻣﺎﺭﺳﺎﺗﻪ ﻋﻥ ﻁﺭﻳﻕ ﺑﺭﺍﻣﺞ ﺟﺎﻣﻌﻳﺔ ﻋﻠﻳﺎ ﻹﻋﺩﺍﺩ ﺍﻟﻣﻌﻠﻣﻳﻥ ﺍﻟﺗﻲ ﺗﻣﻭﻟﻬﺎ ﺍﻟﺣﻛﻭﻣﺔ ،ﻭﺟﻣﻳﻌﻬﺎ ﺗﺷﺗﺭﻙ ﻓﻲ
ﻓﻠﺳﻔﺔ ﻭﺍﺣﺩﺓ ﻭﺃﺳﻠﻭﺏ ﻭﺍﺣﺩ ﻟﻠﺗﻌﻠﻳﻡ ﻭﻫﻭ ﺗﻭﻓﻳﺭ ﻣﺩﺭﺳﻳﻥ ﻋﻠﻰ ﺩﺭﺟﺔ ﻋﺎﻟﻳﺔ ﻣﻥ ﺍﻟﻛﻔﺎءﺓ ﻭﻭﺟﻭﺩ ﺷﺑﻛﺔ ﺗﻭﺍﺻﻝ ﺑﻳﻥ ﺍﻟﻣﺩﺍﺭﺱ
ﻟﻣﺷﺎﺭﻛﺔ ﺃﻓﺿﻝ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ .ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﺩﻭﻝ ﻋﺎﻟﻳﺔ ﺍﻷﺩﺍء ﻟﺩﻳﻬﺎ ﺃﻧﻅﻣﺔ ﺗﺩﺭﻳﺱ ﻭﺍﺧﺗﺑﺎﺭ ﻣﺗﺭﺍﺑﻁﺔ ﻭﻣﺗﺳﻘﺔ ﺗﺗﻁﻭﺭ ﻓﻳﻬﺎ ﺍﻟﻣﻌﺎﻳﻳﺭ
ﺃﻳﺿﺎ ﺗﻌﺗﺑﺭ ﺃﺳﺎﺱ ﺇﻋﺩﺍﺩ ﺍﻟﻣﺩﺭﺱ ﻭﺗﻁﻭﻳﺭﻩ ﻣﻬﻧﻳًﺎ .ﻓﻲ ﺍﻷﻧﻅﻣﺔﺇﻟﻰ ﻣﻧﺎﻫﺞ ﻭﺍﺧﺗﺑﺎﺭﺍﺕ ﻗﺎﺋﻣﺔ ﻋﻠﻰ ﻣﺣﺗﻭﻯ ﺗﻠﻙ ﺍﻟﻣﻧﺎﻫﺞ ،ﻭﻫﻲ ً
ﺍﻟﺷﺭﻕ ﺁﺳﻳﻭﻳﺔ ،ﻳﺟﺗﻣﻊ ﺍﻟﻣﺩﺭﺳﻭﻥ ﻣﻌًﺎ ﻛﻝ ﺃﺳﺑﻭﻉ ﻟﻣﻧﺎﻗﺷﺔ ﺳﺑﻝ ﺗﻁﻭﻳﺭ ﺃﺩﺍﺋﻬﻡ ،ﻛﻣﺎ ﻳﻔﺗﺣﻭﻥ ﻓﺻﻭﻟﻬﻡ ﺑﺻﻔﺔ ﺭﻭﺗﻳﻧﻳﺔ ﻟﻠﻣﺩﺭﺳﻳﻥ
ﺍﻵﺧﺭﻳﻥ ﻟﺗﺑﺎﺩﻝ ﺍﻟﺧﺑﺭﺍﺕ .ﻳﻧﺗﺞ ﻋﻥ ﻫﺫﻩ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﻧﻅﺎﻡ ﺗﻌﻠﻳﻣﻲ ﻣﺗﻧﺎﺳﻕ ﻭﻁﺭﻳﻘﺔ ﻟﺗﻭﺯﻳﻊ ﺍﻟﻣﻧﺎﻫﺞ ﺍﻟﺟﺩﻳﺩﺓ ﺑﻣﺎ ﻳﺿﻣﻥ ﻭﺟﻭﺩ
ﻣﻣﺎﺭﺳﺎﺕ ﻣﺗﺳﻘﺔ ﻓﻲ ﻋﺩﺩ ﻛﺑﻳﺭ ﻣﻥ ﺍﻟﻣﺩﺍﺭﺱ.
4
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ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﻣﻧﻅﻡ ،ﻭﺑﻣﻘﺩﻭﺭﻫﻡ ﺃﻥ ﻳﺳﺎﻋﺩﻭﺍ ﻛﻝ ﻁﻔﻝ ﺍﻟﻁﻼﺏ – ﺑﺩءًﺍ ﻣﻥ ﺍﻟﻣﺭﺣﻠﺗﻳﻥ ﺍﻻﺑﺗﺩﺍﺋﻳﺔ ﻭﺍﻹﻋﺩﺍﺩﻳﺔ –
ﻓﻲ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ – ﻣﻌﺭﻓﺔ ﺍﻷﺳﺑﻕ ﻓﻲ ”ﺃﻭﻧﺗﺎﺭﻳﻭ“” :ﻻ ﻳﻣﻛﻥ ﺇﺟﺑﺎﺭ ﺍﻟﻧﺎﺱ ﻋﻠﻰ ﺗﻠﻘﻳﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻳﺔ ،ﻭﻻ
ﺑﺎﻟﻘﻭﺓ ﻟﻳﻛﻭﻧﻭﺍ ﻋﻅﻣﺎء “.ﻟﻛﻥ ﺍﻹﺩﻻء ﺑﺎﻵﺭﺍء
ﺑﺎﺳﺗﺭﺍﺗﻳﺟﻳﺎﺕ ﻭﺳﻳﺎﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺃﻛﺛﺭ ً ﺍﻟﻣﻬﻧﻳﺔ ﺍﻟﺗﻲ ﻻ ﺃﺳﺎﺱ ﻟﻬﺎ ﻟﻳﺱ ً ﺗﻬﺗﻡ ﺑﺷﻛﻝ ﻛﺑﻳﺭ ﺑﻛﻔﺎءﺓ ﺍﻟﻣﻌﻠﻣﻳﻥ ،ﺑﻝ
ﻓﻌﺎﻻ ً
ﺃﻳﺿﺎ. ﺣﻼ
ﻣﻥ ﺃﻱ ﺷﺧﺹ ﺁﺧﺭ .ﻓﻲ ”ﻛﻧﺩﺍ“، ﻛﺎﻑ ﻣﻧﻬﻡ ﻓﻲ ﺍﻟﻣﺩﺍﺭﺱ.
ﺑﻭﺟﻭﺩ ﻋﺩﺩ ٍ
ﻣﺎ ﺗﻔﻌﻠﻪ ﺍﻷﻧﻅﻣﺔ ﻋﺎﻟﻳﺔ ﺍﻷﺩﺍء ﺃﻭ ﺍﻟﺗﻲ ﺗﺗﻁﻭﺭ
ﻛﺎﻧﺕ ﻣﺑﺎﺩﺭﺍﺕ ﺗﻌﻠﻳﻡ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ ﺑﺷﻛﻝ ﻣﻠﺣﻭﻅ ﻫﻭ ﺃﻧﻬﺎ ﺗﺟﻣﻊ ﺑﻳﻥ ﺍﻟﻣﺳﺎءﻟﺔ ﻟﻛﻥ ﻓﻲ ﺍﻟﺩﻭﻝ ﺍﻟﺗﻲ ﺗﻧﺷﺩ ﺍﻟﺗﻣﻳﺯ ﻓﻲ
ﻭﺍﻟﺣﺳﺎﺏ ﻓﻲ ﻣﻘﺎﻁﻌﺔ ”ﺃﻭﻧﺗﺎﺭﻳﻭ“ ﺍﻟﺫﻛﻳﺔ ﻣﺗﻌﺩﺩﺓ ﺍﻟﺟﻭﺍﻧﺏ – ﻭﺍﻟﺗﻲ ﺗﺗﻣﺗﻊ ﺑﺎﻟﺷﻔﺎﻓﻳﺔ ﺍﻗﺗﺻﺎﺩ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﻌﺎﻟﻣﻲ ،ﻓﺈﻥ ﺍﻷﺩﻭﺍﺭ
ﺗﺩﺍﺭ ﺑﻣﻌﺭﻓﺔ ﺍﻟﺧﺑﺭﺍء ﻓﻲ ﻭﺣﺩﺓ ﺟﺩﻳﺩﺓ – ﻭﺑﻳﻥ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﻲ ﺗﺑﻧﻲ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﻣﻬﻧﻳﺔ ﻭﺍﻟﻣﺳﺅﻭﻟﻳﺎﺕ ﻟﻠﻣﻌﻠﻣﻳﻥ ﺍﻟﻣﺣﺩﺩﺓ
ﺑﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ ﻓﻲ ﺍﻟﻣﻘﺎﻁﻌﺔ، ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺗﻧﻔﻳﺫ ﻭﺗﻘﻳﻳﻡ ﺃﻓﺿﻝ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﻣﻠﻘﺎﺓ ﻋﻠﻰ ﻋﺎﺗﻘﻬﻡ ﺗﺗﻐﻳﺭ ﺑﺳﺭﻋﺔ.
ﻭﺃﻳﺿﺎ ﺑﻭﺍﺳﻁﺔ ﺗﻛﻭﻳﻥ ﻓﺭﻕ ﻟﺗﻌﻠﻳﻡ ً ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﻣﺩﺭﺳﺔ ،ﻭﻫﺫﺍ ﻳﺧﻠﻕ ﺛﻘﺎﻓﺔ ﺗﺣﺗﺎﺝ ﻫﺫﻩ ﺍﻟﺩﻭﻝ ﺇﻟﻰ ﻣﺩﺭﺳﻳﻥ
ﺍﻟﺗﻁﻭﻳﺭ ﺍﻟﻣﺳﺗﻣﺭ ﻭﻳﺭﻓﻊ ﺳﻘﻑ ﺍﻟﺗﻭﻗﻌﺎﺕ ﺩﺍﺋﻣًﺎ.
ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻛﺗﺎﺑﺔ ﻭﺍﻟﺣﺳﺎﺏ ،ﻭﺟﻬﻭﺩ ﻳﻣﻛﻧﻬﻡ ﺗﻌﻠﻳﻡ ﺍﻟﻁﻼﺏ ﺃﻋﻠﻰ ﺃﻧﻭﺍﻉ 5
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of Edara.com intellectual property rights. Without further notice we will prosecute to the fullest extent allowed by law.
ﺍﻟﺳﻧـﺔ ﺍﻟﺛﺎﻟﺛﺔ -ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ ) -ﻓﺑﺭﺍﻳﺭ 26 - (2013 ﻭﺿﻊ ﻧﻅﺎﻡ ﺻﺣﻳﺢ ﻟﻠﻣﺳﺎءﻟﺔ ﻫﻭ ﺃﻣﺭ ﻓﻲ ﻏﺎﻳﺔ ﺍﻷﻫﻣﻳﺔ، ﺃﻓﺭﺍﺩ ﻣﺗﺧﺻﺻﻳﻥ ﻓﻲ ﺗﺣﺳﻳﻥ ﺃﺩﺍء ﺍﻟﻁﻼﺏ ﻓﻲ ﻣﺧﺗﻠﻑ
ً
ﻓﻣﺛﻼ ﺍﻟﻣﺣﺎﺳﺑﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﻫﻧﺎﻙ ﺃﺷﻛﺎﻝ ﻋﺩﻳﺩﺓ ﻟﺗﺣﻘﻳﻕ ﺫﻟﻙ. ﻭﻋﻠﻰ ﺍﻟﻧﻘﻳﺽ ﻣﻥ ﺫﻟﻙ ،ﺗﺧﺳﺭ ”ﺍﻟﻭﻻﻳﺎﺕ ﺍﻟﻣﻧﺎﻁﻕ.
ﻓﻲ ﺍﻟﻣﺩﺍﺭﺱ ﺗﺷﺑﻪ ﺗﻠﻙ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﺷﺭﻛﺎﺕ ،ﺣﻳﺙ ﺍﻟﻣﺗﺣﺩﺓ“ ﻣﻧﺫ ﺃﻋﻭﺍﻡ ﻋﺩﻳﺩﺓ ﺧﺑﺭﺍﺕ ﻓﻲ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻭﺍﻟﻣﻛﺎﺗﺏ
ﺗﺑﺣﺙ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻳﺎ ﻋﻥ ﻣﺅﺷﺭﺍﺕ ﺗﺩﻝ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺃﺩﺍء ً
ﻭﺃﻳﺿﺎ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺑﻣﺧﺗﻠﻑ ﺍﻟﻭﻻﻳﺎﺕ ﻭﺍﻟﻣﻧﺎﻁﻕ،
ﺍﻟﻣﺩﺭﺳﻳﻥ ﻭﺗﺣﺻﻝ ﻋﻠﻰ ﺗﻠﻙ ﺍﻟﻣﺅﺷﺭﺍﺕ ﻋﻥ ﻁﺭﻳﻕ ﺇﺭﺳﺎﻝ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻷﻣﺭﻳﻛﻳﺔ ،ﺣﻳﺙ ﺃﺻﺑﺢ ﺩﻭﺭ ﻣﻌﻅﻡ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻲ
ﺍﻟﻣﺷﺭﻓﻳﻥ ﺃﻭ ﻓﺣﺹ ﻧﺗﺎﺋﺞ ﺍﻻﻣﺗﺣﺎﻧﺎﺕ .ﻳﺭﻛﺯ ﺍﻟﻘﺎﻧﻭﻥ ﻫﺫﻩ ﺍﻟﻣﺅﺳﺳﺎﺕ ﻳﻧﺻﺏ ﻋﻠﻰ ﻣﺭﺍﻗﺑﺔ ﺍﻻﻟﺗﺯﺍﻡ ﺑﺎﻟﻠﻭﺍﺋﺢ ﺃﻛﺛﺭ
ﻣﻥ ﺗﻭﻓﻳﺭ ﺍﻟﺧﺑﺭﺍﺕ ﻭﻣﺳﺎﻋﺩﺓ ﺍﻟﻣﺩﺍﺭﺱ ﻋﻠﻰ ﺍﻟﻘﻳﺎﻡ ﺑﺎﻟﺟﻬﻭﺩ
ﺍﻟﺗﺭﺑﻭﻱ ﺍﻟﻔﻳﺩﺭﺍﻟﻲ ﺍﻟﻣﺳﻣﻰ ﺑـ”ﻻ ﻁﻔﻝ ﻳﺗﺧﻠﻑ“ – ﻭﻫﻭ
ﺍﻟﻼﺯﻣﺔ ﻟﻠﺗﻁﻭﻳﺭ.
ﻗﺎﻧﻭﻥ ﺃﻣﺭﻳﻛﻲ ﻳﻬﺩﻑ ﺇﻟﻰ ﺗﻭﻓﻳﺭ ﻓﺭﺹ ﺍﻟﺗﻌﻠﻡ ﻭﺍﻟﻧﺟﺎﺡ
ﻟﺟﻣﻳﻊ ﺍﻷﻁﻔﺎﻝ – ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ ﺍﻟﻣﺳﺎءﻟﺔ ﺍﻹﺩﺍﺭﻳﺔ
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ﺍﻟﻘﺎﺋﻣﺔ ﻋﻠﻰ ﺍﻻﺧﺗﺑﺎﺭ .ﻓﺑﻳﻧﻣﺎ ﺟﺫﺏ ﻫﺫﺍ ﺍﻟﻧﻭﻉ ﻣﻥ ﺍﻟﻣﺳﺎءﻟﺔ
ﺍﻻﻧﺗﺑﺎﻩ ﺇﻟﻰ ﻣﺟﻣﻭﻋﺎﺕ ﻛﺎﻧﺕ ﻣﻬ َﻣﻠﺔ ﻓﻳﻣﺎ ﻣﺿﻰ ،ﻓﻘﺩ ﺃﺩﻯ
ﻣﻥ ﺃﻛﺑﺭ ﺍﻻﺧﺗﻼﻓﺎﺕ ﺑﻳﻥ ﺍﻟﺩﻭﻝ ﻋﺎﻟﻳﺔ ﺍﻷﺩﺍء ﻭﺍﻟﺩﻭﻝ
ً
ﺃﻳﺿﺎ ﺇﻟﻰ ﺗﺷﻭﻳﻪ ﺍﻟﻣﻧﺎﻫﺞ ﻭﺗﻘﻠﻳﺻﻬﺎ ،ﻭﻟﻡ ﻳﻘﻡ ﺑﺷﻲء ﻳﺫﻛﺭ
ﻣﻧﺧﻔﺿﺔ ﺍﻷﺩﺍء ﻫﻭ ﺃﻥ ﺍﻷﺧﻳﺭﺓ ﺗﻔﺗﻘﺭ ﺇﻟﻰ ﺍﻟﻣﻭﺍءﻣﺔ ﺑﻳﻥ
ﻣﻥ ﺃﺟﻝ ﺗﻁﻭﻳﺭ ﻗﺩﺭﺓ ﺍﻟﻣﺩﺍﺭﺱ ﻣﻧﺧﻔﺿﺔ ﺍﻷﺩﺍء ﻋﻠﻰ ﺍﻟﺗﻘﺩﻡ
ﺃﻫﺩﺍﻑ ﺍﻟﻧﻅﺎﻡ ﺍﻟﺗﻌﻠﻳﻣﻲ )ﺍﻟﺗﻲ ﻳﺗﻡ ﻭﺿﻌﻬﺎ ﻋﻠﻰ ﻣﺳﺗﻭﻯ
ﻭﺇﺣﺭﺍﺯ ﻧﺗﺎﺋﺞ ﺃﻓﺿﻝ. ﺍﻟﺩﻭﻟﺔ ،ﺃﻭ ﺍﻟﻭﻻﻳﺔ ،ﺃﻭ ﺍﻟﻣﻘﺎﻁﻌﺔ( ﻭﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﻔﻌﻠﻳﺔ ﻓﻲ
ﺍﻟﻣﺩﺍﺭﺱ ﻭﺍﻟﻔﺻﻭﻝ .ﺃﻣﺎ ﺍﻟﺩﻭﻝ ﻋﺎﻟﻳﺔ ﺍﻷﺩﺍء ﻓﺗﺛﺑﺕ ﺃﻥ ﻫﻧﺎﻙ
ﻋﻠﻰ ﺍﻟﻧﻘﻳﺽ ﺗﻣﺎﻣًﺎ ﻓﻲ ”ﻓﻧﻠﻧﺩﺍ“ – ﻭﻫﻲ ﺃﻋﻠﻰ ﺍﻟﺩﻭﻝ ﻋﺩﺓ ﻁﺭﻕ ﻟﺗﺣﻘﻳﻕ ﺍﻟﻣﻭﺍءﻣﺔ ﻭﺍﻻﺗﺳﺎﻕ.
ﺍﻷﻭﺭﻭﺑﻳﺔ ﺃﺩﺍ ًء – ﻻ ﻳﻭﺟﺩ ﺇﺷﺭﺍﻑ ﺧﺎﺭﺟﻲ ﻋﻠﻰ ﺍﻟﻣﺩﺍﺭﺱ
ﺃﻭ ﺍﺧﺗﺑﺎﺭﺍﺕ ﺧﺎﺭﺟﻳﺔ ﻗﺑﻝ ﺍﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﺗﺧﺭﺝ ﻣﻥ ﺍﻟﻣﺭﺣﻠﺔ
ﺍﻟﺛﺎﻧﻭﻳﺔ ،ﺣﻳﺙ ﺗﻌﺗﻣﺩ ﺍﻟﻣﺳﺎءﻟﺔ ﻓﻲ ”ﻓﻧﻠﻧﺩﺍ“ ﻋﻠﻰ ﺍﻟﺛﻘﺔ ádAÉ°ùŸGh IQGOE’G -6
ﺍﻟﺗﻲ ﺗﻭﻟﻳﻬﺎ ﺍﻟﻌﺎﺋﻼﺕ ﻭﺍﻟﺣﻛﻭﻣﺔ ﻋﻠﻰ ﺣﺩ ﺳﻭﺍء ﻟﻣﻬﺎﺭﺍﺕ
ﺍﻟﻣﺩﺭﺳﻳﻥ ﺍﻟﻣﻬﻧﻳﺔ ﻭﻛﻔﺎءﺗﻬﻡ ﺍﻟﻌﺎﻟﻳﺔ .ﺃﻣﺎ ”ﺳﻧﻐﺎﻓﻭﺭﺓ“ ﻓﻠﺩﻳﻬﺎ ﺗﻌﺎﻧﻲ ﺟﻣﻳﻊ ﺍﻷﻧﻅﻣﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﻓﻲ ﺳﺑﻳﻝ ﺗﺣﻘﻳﻕ ﺍﻟﺗﻭﺍﺯﻥ
ﻧﻅﺎﻡ ﻳﻔﻌﱢﻝ ﻋﺩﺓ ﺃﻧﻣﺎﻁ ﻣﻥ ﺍﻟﻣﺳﺎءﻟﺔ ،ﻓﻬﻧﺎﻙ ﻧﻅﺎﻡ ﺇﺩﺍﺭﺓ ﺑﻳﻥ ﺍﻟﻣﺭﻛﺯﻳﺔ ﻭﺍﻟﻼﻣﺭﻛﺯﻳﺔ ،ﻭﺑﻳﻥ ﺍﻟﺗﻭﺟﻳﻬﺎﺕ ﺍﻟﺗﻲ ﺗﺄﺗﻲ
ﺍﻷﺩﺍء ﻟﻠﻣﺩﺭﺳﻳﻥ ﻭﺍﻟﻣﺩﻳﺭﻳﻥ ﻭﺍﻟﺫﻱ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﻣﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻳﺎ ﺇﻟﻰ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺳﻔﻠﻰ ﺃﻭ ﺍﻟﻣﺳﺅﻭﻟﻳﺎﺕ ﺍﻟﺗﻲ
ﺍﻟﻣﺅﺷﺭﺍﺕ ﻣﺛﻝ ﺇﺳﻬﺎﻣﺎﺗﻬﻡ ﻓﻲ ﺗﻁﻭﻳﺭ ﺍﻟﻣﺩﺭﺳﺔ ﻭﺍﻟﻣﺟﺗﻣﻊ، ﺗﺗﺯﺍﻳﺩ ﻣﻥ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺳﻔﻠﻰ ﺇﻟﻰ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻳﺎ .ﻓﻲ ﺍﻟﺳﻧﻭﺍﺕ
ﻭﻣﺳﺗﻭﻯ ﺃﺩﺍء ﻁﻼﺑﻬﻡ ،ﻭﻋﻼﻗﺗﻬﻡ ﻣﻊ ﺃﻭﻟﻳﺎء ﺍﻷﻣﻭﺭ، ﺍﻷﺧﻳﺭﺓ ،ﺃﺻﺑﺣﺕ ﺍﻷﻧﻅﻣﺔ ﺍﻟﺗﻲ ﺗﻣﻳﻝ ﻏﺎﻟﺑًﺎ ﺇﻟﻰ ﺍﻟﻣﺭﻛﺯﻳﺔ –
ﻭﺇﻛﻣﺎﻟﻬﻡ ﻟﺩﺭﺍﺳﺎﺗﻬﻡ ﺍﻟﻣﻬﻧﻳﺔ ﺑﻧﺟﺎﺡ .ﻭﻫﻧﺎﻙ ً ﻣﺛﻝ ”ﺍﻟﺻﻳﻥ“ ﻭ”ﺳﻧﻐﺎﻓﻭﺭﺓ“ – ﺗﻠﻘﻲ ﺑﻣﺳﺅﻭﻟﻳﺎﺕ ﺃﻛﺑﺭ ﻋﻠﻰ
ﺃﻳﺿﺎ ﻧﻅﺎﻡ
ﺍﻟﻣﺩﺭﺳﺔ ،ﺑﻳﻧﻣﺎ ﺍﻷﻧﻅﻣﺔ ﺍﻷﺧﺭﻯ – ﻣﺛﻝ ”ﺇﻧﺟﻠﺗﺭﺍ“ ﻋﻧﺩﻣﺎ
ﺍﺳﺗﺛﻣﺎﺭ ﻣﻭﺍﺭﺩ ﻋﺩﻳﺩﺓ ﻓﻲ ﺗﻁﻭﻳﺭ ﺇﻣﻛﺎﻧﺎﺕ ﺍﻟﻣﺩﺍﺭﺱ ﻋﻥ
ﻛﺎﻥ ”ﺗﻭﻧﻲ ﺑﻠﻳﺭ“ ﻳﺭﺃﺱ ﻭﺯﺍﺭﺗﻬﺎ ،ﻭ”ﺃﺳﺗﺭﺍﻟﻳﺎ“ ﻭ”ﺍﻟﻭﻻﻳﺎﺕ
ﻁﺭﻳﻕ ﺟﺫﺏ ﺍﻟﻣﺩﺭﺳﻳﻥ ﺍﻷﻛﻔﺎء ،ﻭﺍﻻﺣﺗﻔﺎﻅ ﺑﻬﻡ ،ﻭﺍﻟﺳﻣﺎﺡ
ﺍﻟﻣﺗﺣﺩﺓ“ ﻋﻥ ﻁﺭﻳﻕ ﺍﻟﺗﺷﺭﻳﻌﺎﺕ ﺍﻟﻔﻳﺩﺭﺍﻟﻳﺔ – ﺗﺅﻛﺩ ﻋﻠﻰ
ﻟﻬﻡ ﺑﺎﻹﺩﻻء ﺑﺂﺭﺍﺋﻬﻡ ﺍﻟﻣﻬﻧﻳﺔ.
ﺗﺣﻛﻡ ﺃﻛﺛﺭ ﻣﺭﻛﺯﻳﺔ ﻟﻣﺣﺎﻭﻟﺔ ﺗﺣﺳﻳﻥ ﺍﻷﺩﺍء ﻭﺯﻳﺎﺩﺓ ﺍﻟﻣﺳﺎءﻟﺔ.
ﺧﻼﺻــــﺎﺕ ﻛﺗﺏ ﺍﻟﺗﺭﺑﻳــــﺔ ﻭﺍﻟﺗﻌﻠﻳﻡ
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»ŸÉ©dG Qƒ¶æŸG -8 ÜÓ£dG õ«Ø– -7
ﻭﺃﺧﻳﺭً ﺍ ،ﺗﺗﺟﻪ ﺍﻟﺩﻭﻝ ﺫﺍﺕ ﺍﻷﺩﺍء ﺍﻟﻣﺗﻣﻳﺯ ﻧﺣﻭ ﺍﻟﻣﺳﺗﻘﺑﻝ ﺃﻛﺛﺭ ﺍﻟﻣﻌﺭﺿﻳﻥ ﻟﺧﻁﺭ ﺍﻟﺗﺳﺭﺏ ﻣﻥ ﺍﻟﺗﻌﻠﻳﻡ ،ﻭﺗﻌﻳﻳﻥ ﻣﻭﻅﻔﻳﻥ
ﻣﻥ ﺍﻟﻣﺎﺿﻲ” .ﺳﻧﻐﺎﻓﻭﺭﺓ“ – ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ – ﺗﺭﺍﻗﺏ ﻣﺗﺧﺻﺻﻳﻥ ﻓﻲ ﻣﺟﺎﻝ ﻧﺟﺎﺡ ﺍﻟﻁﻼﺏ ﻟﻳﻌﻣﻠﻭﺍ ﻣﻊ ﻛﻝ ﻁﺎﻟﺏ
ﻭﺗﺗﺎﺑﻊ ﺑﺎﻧﺗﻅﺎﻡ ﻣﺎ ﻳﺣﺩﺙ ﻓﻲ ﺍﻷﻓﻕ ﺍﻟﻌﺎﻟﻣﻲ ﺑﻬﺩﻑ ﻭﺿﻊ ﻋﻠﻰ ﺣﺩﺓ ﻭﻳﺳﺎﻋﺩﻭﻩ ﻋﻠﻰ ﺇﻛﻣﺎﻝ ﻣﺳﻳﺭﺗﻪ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺣﺗﻰ
ﺗﺻﻣﻳﻣﺎﺕ ﻟﻣﺩﺍﺭﺱ ﺍﻟﻣﺳﺗﻘﺑﻝ ،ﻭﺍﺷﺗﺭﻛﺕ ﻣﻘﺎﻁﻌﺔ ”ﺃﻟﺑﺭﺗﺎ“ ﻳﺗﺧﺭﺝ .ﻛﻣﺎ ﺍﺳﺗﺣﺩﺛﺕ ﺍﻟﻣﻘﺎﻁﻌﺔ ﺗﺧﺻﺻﺎﺕ ﺟﺩﻳﺩﺓ ﻟﺫﻭﻱ
ﺍﻟﻛﻧﺩﻳﺔ ﻓﻲ ﺣﻭﺍﺭ ﻋﺎﻡ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻘﺎﻁﻌﺔ ﻟﺗﺻﻝ ﺇﻟﻰ ﺍﻟﻣﻬﺎﺭﺍﺕ ﺍﻟﻣﻣﻳﺯﺓ .ﻭﻫﻛﺫﺍ ،ﺗﺳﻌﻰ ﺍﻟﺩﻭﻝ ﺍﻟﻧﺎﺟﺣﺔ ﺑﺷﺗﻰ
ﻣﺎ ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﻋﻠﻳﻪ ﺍﻟﻣﻭﺍﻁﻥ ”ﺍﻷﻟﺑﺭﺗﻲ“ ﺍﻟﻣﺗﻌﻠﻡ ﻓﻲ ﺍﻟﺳﺑﻝ ﺇﻟﻰ ﻣﺳﺎﻋﺩﺓ ﺟﻣﻳﻊ ﺍﻟﻁﻼﺏ ﻋﻠﻰ ﺍﻟﺗﺧﺭﺝ ﻭﺗﺣﻘﻳﻕ
ﺳﻧﺔ ،2039ﻭﻛﺎﻥ ﺫﻟﻙ ﻋﻠﻰ ﺧﻠﻔﻳﺔ ﻣﻧﺎﻗﺷﺔ ﺃﻫﺩﺍﻑ ﺍﻟﺗﻌﻠﻳﻡ ﺃﻋﻠﻰ ﺍﻟﻣﻌﺎﻳﻳﺭ.
ﻭﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺗﺷﺭﻳﻌﻳﺔ ﺍﻟﻣﻌﺩﻟﺔ. 7
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26 - (2013 )ﻓﺑﺭﺍﻳﺭ- ﺍﻟـﻌـﺩﺩ ﺍﻟﺛﺎﻧﻲ- ﺍﻟﺳﻧـﺔ ﺍﻟﺛﺎﻟﺛﺔ iƒà°ùŸG »ŸÉY º«∏©J
ﻻ ﺳﺑﻳﻝ ﺇﻟﻰ ﺗﻔﻌﻳﻝ ﻧﻅﺎﻡ ﺗﻌﻠﻳﻣﻲ ﻭﺍﺣﺩ ﺩﻭﻥ ﻏﻳﺭﻩ ﻋﻠﻰ ﻣﺳﺗﻭﻯ
ﻛﻝ ﺍﻷﻧﻅﻣﺔ ﻳﺟﺏ ﺃﻥ ﺗﺳﻌﻰ ﺟﺎﻫﺩﺓ ﻹﻳﺟﺎﺩ.ﺍﻟﺩﻭﻟﺔ ﺃﻭ ﺍﻟﻭﻻﻳﺔ
ﺑﻳﻥ،ﺍﻟﺗﻭﺍﺯﻥ ﺍﻟﺻﺣﻳﺢ ﺑﻳﻥ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﻭﺍﻟﻣﺳﺅﻭﻟﻳﺎﺕ ﺍﻹﺩﺍﺭﻳﺔ
. ﺑﻳﻥ ﺍﻟﺗﺣﻛﻡ ﺍﻟﻣﺭﻛﺯﻱ ﻭﺍﻻﺳﺗﻘﻼﻝ ﺍﻟﻣﺣﻠﻲ،ﺍﻟﺗﻭﺣﺩ ﻭﺍﻟﺗﻧﻭﻉ
ﻋﻧﺩﻣﺎ ﻳﻛﻭﻥ ﻣﺳﺗﻭﻯ ﺍﻹﻧﺟﺎﺯ ﺍﻟﺗﻌﻠﻳﻣﻲ ﻣﺗﺩﻧﻳًﺎ ﺃﻭ،ﺑﻭﺟﻪ ﻋﺎﻡ
ájõ«∏‚E’Gh á«Hô©dG Úà¨∏dÉH Iôaƒàe á°UÓÿG √òg ﻓﺈﻥ ﺍﻟﺗﺩﺧﻝ ﺍﻟﻘﻭﻱ ﻣﻥ ﺟﺎﻧﺏ ﺍﻟﺣﻛﻭﻣﺔ ﻳﺻﻳﺭ،ﻏﻳﺭ ﻣﺗﻛﺎﻓﺊ
This publication is available in both Arabic & English
ﻟﻛﻥ ﺗﻐﻳﻳﺭ ﻧﻅﺎﻡ ﻣﺎ ﻣﻥ ﺟﻳﺩ ﺇﻟﻰ ﺭﺍﺋﻊ – ﺃﻭ،ﺃﻣﺭً ﺍ ﻣﻁﻠﻭﺑًﺎ
:øY Qó°üJ ájô¡°T ∞°üf Iöûf ﺟﻌﻝ ﺍﻟﻣﺩﺍﺭﺱ ﻛﻠﻬﺎ ﻋﻅﻳﻣﺔ – ﻳﻘﺗﺿﻲ ﺍﻟﻘﻳﺎﻡ ﺑﻣﺎ ﻫﻭ ﺃﻛﺛﺭ ﻣﻥ
ﻭﺧﻠﻕ ﺛﻘﺎﻓﺔ، ﻭﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺗﻁﻭﻳﺭ ﺇﻣﻛﺎﻧﺎﺕ ﺍﻟﻣﺩﺍﺭﺱ،ﺫﻟﻙ
z´É©°T{ »ª∏©dG ΩÓYEÓd á«Hô©dG ácöûdG
ﻭﻣﻥ.ﻣﻥ ﺍﻟﻣﻌﺭﻓﺔ ﺍﻟﻣﻬﻧﻳﺔ ﺗﺗﻡ ﻓﻳﻬﺎ ﻣﺷﺎﺭﻛﺔ ﺃﻓﺿﻝ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ
ﺍﻷﻫﻣﻳﺔ ﺑﻣﻛﺎﻥ ﺃﻥ ﺗﺿﻊ ﺳﻳﺎﺳﺎﺕ ﻭﻗﻭﺍﻋﺩ ﻟﻠﺗﻌﺎﻣﻝ ﻣﻊ ﺃﻭﺟﻪ
ﻭﺗﻧﻣﻳﺔ،ﺍﻟﻘﺻﻭﺭ ﻓﻲ ﺃﺩﺍء ﺃﻁﻔﺎﻝ ﺍﻷﻗﻠﻳﺎﺕ ﻭﻣﺣﺩﻭﺩﻱ ﺍﻟﺩﺧﻝ
(äÉ°UÓN) ‘ ∑GΰTÓd ﻭﻭﺿﻊ ﺍﻟﻣﻧﺎﻫﺞ،ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻔﻛﻳﺭ ﺍﻟﻣﻧﻅﻡ ﻟﺩﻯ ﻛﻝ ﺍﻷﻁﻔﺎﻝ
¢ShDhô``e hCG ¢ù«Fôd É¡FGógE’ hCG ºμà°ù°SDƒŸ hCG ºμd ﺍﻟﺷﺎﻣﻠﺔ ﺍﻟﻼﺯﻣﺔ ﻓﻲ ﻋﺻﺭ ﺍﻻﻗﺗﺻﺎﺩ ﺍﻟﻌﺎﻟﻣﻲ ﺍﻟﻘﺎﺋﻡ ﻋﻠﻰ
.ﺍﻟﻣﻌﺭﻓﺔ
º```μæμÁ ;π```«ªY hCG π``«eõd É`¡Áó≤àd hCG
.ø`«cΰûŸG äÉeóN IQGOEÉH ∫É``°üJ’G
ﻭﻫﻛﺫﺍ ﻧﺭﻯ ﺃﻥ ﺍﻟﻧﺟﺎﺡ ﻓﻲ ﺗﻁﺑﻳﻕ ﻧﻅﺎﻡ ﺗﻌﻠﻳﻣﻲ ﻋﺎﻟﻣﻲ ﺍﻟﻣﺳﺗﻭﻯ
IôgÉ≤dG :á«Hô©dG öüe ájQƒ¡ªL ، ﻭﺍﺳﺗﻘﺭﺍﺭً ﺍ ﺳﻳﺎﺳﻳًﺎ، ﻭﺣﺳً ﺎ ﺃﺧﻼﻗﻳًﺎ،ﻳﺗﻁﻠﺏ ﺭﺅﻳﺔ ﻭﺍﺿﺣﺔ
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âjƒμdGh øª«dGh ¿OQC’Gh äGQÉeE’Gh ájOƒ©°ùdGh ÉjQƒ°S .ﺩﻋﻡ ﺃﻛﺑﺭ ﻣﻥ ِﻗﺑﻝ ﺍﻟﻣﺟﺗﻣﻊ
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äÉ`````bÓY
…QGOE’G QÉàîŸG
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ﻭﻛﺎﻧﺕ،ﺳﺎﺑﻘﺎ “ﻣﻥ ﻛﺑﺎﺭ ﻣﺳﺗﺷﺎﺭﻱ ﺍﻟﺗﻌﻠﻳﻡ ﻭﻧﺎﺋﺏ ﺭﺋﻳﺱ ﺟﻣﻌﻳﺔ ”ﺁﺳﻳﺎ
ΩÉ©dG QGóe ≈∏Y ΩÉ¡dEG ﺗﻘﻭﺩ ﺍﻟﺟﻬﻭﺩ ﺍﻟﻭﻁﻧﻳﺔ ﻹﻋﺩﺍﺩ ﺍﻟﻁﻼﺏ ﻭﺍﻟﺗﺭﺑﻭﻳﻳﻥ ﺍﻷﻣﺭﻳﻛﻳﻳﻥ ﻟﻣﻭﺍﺟﻬﺔ
IQÉ«°ùdG ‘ IQGOE’G :á«Jƒ°üdG á∏°ù∏°ùdG
.ﺗﺣﺩﻳﺎﺕ ﺍﻟﻘﺭﻥ ﺍﻟﺣﺎﺩﻱ ﻭﺍﻟﻌﺷﺭﻳﻥ
ÜÉ`````àμ`dG
Author: Vivien Stewart
(äÉ°UÓN) Qó°üJ
Title: A World-Class Education: Learning From
á`«ŸÉ©dG ÖàμdG π°†aCG ,á«Hô©dG á¨∏dÉH ¢üî∏Jh 1993 ΩÉY ™∏£e òæe International Models of Excellence and Innovation
ÖàμdG ≈∏Y õ````«cÎdG ™``e ,∫É```ªYC’G ∫É````LQh ø````jôjóª∏d á`¡LƒŸG
±ó``¡`J .…QGOE’G ô`μ``Ø∏d G kójó`L ∞`«`°†J »`à`dGh É`©``«``Ñ`e
k Ì``cC’G Publisher: Association for Supervision & Curriculum
Development (February 13, 2012)
ájQGOE’G äÉjô¶ædGh äÉ°SQɪŸG ÚH Iƒ```éØdG ó°S ≈dEG (äÉ``°UÓN)
ô``aƒJ å«M ;á```«Hô©dG IQGOE’G á```Ä«Hh ,á````eó≤àŸG ∫hódG ‘ á``ãjó◊G ISBN: 978-1-4166-1374-9
.≥````«Ñ£à∏d á```∏HÉbh á```Hô›
q á````jQGOEG áaô©e º```¡d Pages: 121
ÖcôŸG åëÑdG ∑ôfi ∫ÓN øe É¡JÉjƒàfi πc ‘ åëÑdG øμÁh
.Éæ©bƒe ≈∏Y
6454 : ´GójE’G ºbQ To read more about this book, use this link:
ISSN: 110/2357 http://www.amazon.com
8
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»ª∏©dG ΩÓYEÓd á«Hô©dG ácöû∏d áXƒØfi
ﺣﻘﻮق اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ ﻟﻬﺬا اﻟﻌﺪد وﻟﻜﻞ اﻋﺪاد واﻟﻜﺘﺐ اﻟﻜﺘﺮوﻧﻴﺔ واﻟﺼﻮﺗﻴﺔ اﻟﻤﻨﺸﻮرة
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ﻓﺈﻧﻨﺎ ﻧﺘﻮﻗﻊ ﻣﻨﻜﻢ اﻻﻟﺘﺰام ﺑﺎﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺣﻘﻮﻗﻨﺎ ﻛﺎﻣﻠﺔ وذﻟﻚ ﺑﻌﺪم ﻧﺴﺦ أو رﻓﻊ أو
إرﺳﺎل أﻋﺪادﻧﺎ ﺧﺎرج ﺣﺪود اﺳﺘﺨﺪاﻣﻜﻢ اﻟﺸﺨﺼﻲ واﻟﻤﻬﻨﻲ واﻟﻤﺆﺳﺴﻲ دون ﻣﻮاﻓﻘﺔ
ﺧﻄﻴﺔ ﻣﻨﺎ .ﻋﻠﻰ أﻧﻨﺎ ﻧﺴﻤﺢ ﻟﻠﻤﺸﺘﺮﻛﻴﻦ ﺑﺤﻔﻆ وﻃﺒﺎﻋﺔ اﻋﺪاد ﻟﻼﺳﺘﺨﺪام اﻟﺪاﺧﻠﻲ ﻓﻘﻂ.
وﻋﻠﻴﻪ ،ﻧﺮﺟﻮ أن ﻳﺘﻌﻬﺪ اﻟﺠﻤﻴﻊ ﺑﻌﺪم ﻧﻘﻞ أو ﺗﻤﺮﻳﺮ أو ﻣﺸﺎرﻛﺔ اPﺧﺮﻳﻦ ﻓﻲ ﺣﻘﻮﻗﻨﺎ ﻫﺬه.
ً
وﻓﻘﺎ ﻟﻘﻮاﻧﻴﻦ اﻟﻤﻠﻜﻴﺔ اﻟﻔﻜﺮﻳﺔ اﻟﻤﺤﻠﻴﺔ ﻋﻠﻤﺎ ﺑﺄﻧﻨﺎ ﺳﻨﻘﺎﺿﻲ ﻛﻞ ﻣﻦ ﻻ ﻳﺤﺘﺮم ﻫﺬا اﻟﺘﻌﻬﺪ
ً
واﻗﻠﻴﻤﻴﺔ واﻟﺪوﻟﻴﺔ.
“º«∏©àdGh á«HÎdG Öàc” á°UÓN “ôjóŸG Öàc” á°UÓN “ôjóŸG Öàc” á°UÓN
26 :ºbQ 501 :ºbQ 502 :ºbQ
äQGƒ«à°S ¿É«Ø«a :∞«dCÉJ êhO ¿ƒ°ùjQÉgh ¢ShGôc øØ«à°Sh ô∏«J º«L :∞«dCÉJ ôÁôc …QÉg :∞«dCÉJ
ô¡°ûdG Gòg “äÉ`````bÓY” ä’É≤e øe ô¡°ûdG Gòg “…QGOE’G QÉàîŸG” ä’É≤e
❂ ﻣﻮاﺻﻔﺎت اﳌﻮﻗﻊ اﻹﻟﻜﱰوين اﻷﻛرث ﻣﺼﺪاﻗﻴﺔ ❂ ﻓﻴﻠﻴﻜﺲ ﺑﻮﻣﺠﺎرﺗرن ﺻﺎﺣﺐ اﻟﻘﻔﺰة اﻟﺘﺎرﻳﺨﻴﺔ
❂ ﻛﻴﻒ ﺗﺒﻴﻊ ﻟﻌﻤﻼء ﻻ ﻳﺤﺘــﺎﺟــﻮن إﻟــﻰ ﺑﺎﺋﻌـني
❂ ﻣﻮاﺻﻔﺎت أﻋﻀﺎء ﻓﺮﻳﻖ اﻟﻌﻤﻞ اﻟﻨﺎﺟﺢ
❂ ﴍﻛﺘﻚ ..ﻣﺴﺘﺪاﻣﺔ
❂ أﺧﻄﺎء اﻟﺘﺪوﻳﻦ اﻹﻟﻜﱰوين
❂ ﻃﺒﻴﺐ دوت ﻛﻮم
❂ ﺣﻘﻖ اﻻﻧﺘﺸﺎر ﻣﻦ ﺧﻼل ﻳﻮﺗﻴﻮب