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8,364 Results found
A Vision for a Policy of Arabization in Algeria Year of publication: 2017 Author: جرادي، حفصة Corporate author: University of Ouargla The political authorities in the Algeria of the seventies of last century bet culturally on the ‘Arabization policy’ as a means of reclaiming Algeria’s national identity determinants, of which Arabic is considered to be one of their most important elements. They worked towards ‘Arabizing’ the social environment in general and education being the ideal space for spreading Arabic as a challenge to French colonialism which distorted Algeria’s cultural character. However, this challenge resulted into a set of outputs that generally characterized a language conflict between Arabophones and Francophones – despite all the gains in favor of Arabic. 
Cultural Identity in Contemporary Arab Educational Thought Year of publication: 2009 Author: الرقب، سعيد محمد Corporate author: University of Jordan The study aimed at revealing the reality of the “Cultural Identity” in the contemporary Arab thought, by tracing the most important references that the” Cultural Identity” stemmed from This study followed a descriptive analytic method: information and data related to the study were gathered, analysed and evaluated. The comparative method is used as well to study the reality of “the Identity”, from Pre-Islam era till present.The study concluded the followings: 1. A person’s Identity that distinguishes him is a result of his interaction with his culture that he belongs to. 2. In pre-Islam era, the identity was based on two dimensions: the first was physical and this included knowledge; the second was non-physical and was formulated from habits, traditions, customs, and values. 3. In the Early Islamic period, identity was based on the elimination of tribal fanatical values and on the transformation into positive values. That lead to the unification of the Islamic cultural identity. 4. In the Umayyad period, the identity was featured by its pure Arab identity. 5. In the Abbasid period, the identity elevated from the ethnic level to the language level which is considered as integral factor for identity formulation. 6. At present, “the Identity” is a national one aligned with the one political status, and connected with Arabism, the varied geographical environments and the administrative diversity, and hence appeared what is called the 'identity of the Arab World'. 7. The references of the “cultural identity” in the modern educational thought are multi, the most prominent of these elements are Islam, nationalism, secularism and socialism, while taking into consideration that Islam and Arabism are the first references for the unification and preservation of the identity. 
Educational Programs and the Unification of History Textbooks in the Lebanon: Programs to Unite or Divide? Year of publication: 2012 Author: حلاق، حسان Corporate author: Lebanese Association for Educational Studies (LAES) Educational programs and the question of the unification of history textbooks constitute a major problem which has been ongoing for several decades. It remains till today a hindrance on the way to unifying the Lebanese in terms of their political, cultural, historical and national perspectives.This has a negative impact not only on their present, but also on their future. Educational and cultural considerations, including the multiplicity and variety of history books and the differences and discrepancies in their content, are among the major causes for the division of the Lebanese, whether under the French mandate or since the independence years preceding the breakout of the Lebanese war in 1975 as well as in post-war years. In spite of the fact that the Taef Acord noted the importance of establishing a unified history textbook in the Lebanon, all attempts by all the ministers of national education between 1990 and 2011 failed in producing a unified history textbook satisfying all the Lebanese factions.The author presents in this paper his experience on the committees for the “unification of the history textbook”, and offers several suggestions for addressing the problems of education, including that of the history textbook. These include: 1) Reeducating Lebanese students to make them attuned to national concerns, as they constitute a valuable national and developmental resource. 2) Revising educational programs and curricula away from partisanship, sectarianism and confessionalism. 3) Preparing teachers professionally, nationally and educationally. 4) Appointing nationally minded personnel to write the history books and unify them. 5) Reintegrating the teaching staff in schools and universities to replace the current sorting by sect, confession, region, politics and partisanship, all of which works to the detriment of education and teaching. 6) Supervising the media whose programs have a negative impact by contributing to the division of the Lebanese as unifying the history textbook without putting constraints on the media will not lead to the unification of the Lebanese. 
Designing a Model of the Content of Social Education Books for Primary Stage in Jordan according to the Concepts and Values of the Global, Scientific and Technological Education Year of publication: 2012 Author: الصبحيين، عيد Corporate author: Yarmouk University The study aimed to design a model for the contents of the social studies educational books, for the primary stage in Jordan according to the concepts and values of the global, scientific and technological education. The researchers developed an instrument of 26 standards of the relevant main concepts and values. Validity and reliability were checked. Results indicated that the books did not take into account the concepts and values in question. The researchers developed a model that can be used to include the concepts and values of the global, scientific and technological education in the curriculla of social studies educational books. The study included details of the model and recommendations for its use. 
Challenges of Arab Education in the Twenty-First Century and Its Effect in Determining the Role of Teachers in the Future Year of publication: 2007 Author: ملكاوي، نازم محمود Corporate author: University of Sharjah This study aims at recognizing the most important challenges and issues, which Arab education has encountered during the current century in order to initiate a starting point for highlighting the role of teaching and its importance for future teachers. Among such challenges have been cultural hurdles, sustainable education, change leadership, the information revolution, vocational instruction, and environmental crises.The study points out that the role of a teacher in previous centuries was substantially different from the role teachers are required to perform in this century, this with reference to electronic education, which has already been established throughout the world, and future electronic schools. The teacher is no longer the sole source of knowledge and information. In fact, there are various means and sources available with huge quantities of information that can be easily retrieved and applied to teaching, which might in turn encourage instructors to develop their thought processes and cultural and technical capabilities.Current and future instructors must have an understanding of their new role in directing all of these sources in order to serve educational objectives in the interest of their countries and the Arab nation as a whole. Knowledge and its use should be viewed as among the most important sources of wealth. It is unity not division, wholeness not partiality, swiftness not reluctance that should form the basis of the new educational model. The study focuses on the features and role of the future teacher so that he/she might perform the teaching mission properly. The importance of the teaching profession is made clear along with the need for instructors to participate in higher levels of the educational decision-making process.Instructors need to participate in the educational process inside and outside school and realize the importance of teaching in this age of globalization, progress and openness. Instructors need to be experts in the means and methods for accessing information. They should depend upon a solid and thoughtful educational basis, supported by a strong belief in the career of teaching as a profession and the importance of the instructor’s own behaviour so as to prepare students with creativity, innovation and their constant learning in mind.The study recommends building a comprehensive educational plan for the Arab nation, where similar circumstances permit, the planning of which should be based on field and scientific research and encompass both the teacher and the educational process. 
Developing Vocational Education: An Introduction to Abolish Classism and Realize Social Justice Year of publication: 2013 Author: سكران، محمد محمد Corporate author: Cairo University The paper deals with technical education in Egypt that is going through a tragic situation due to its founding circumstances and its position among the education systems that do not allow technical education a space. The problems facing technical education include: 1) 80% unemployment among its graduates; 2) the obvious shortcomings in financial and human capacities, the obvious shortage in equipment, the relying on rote learning and the failure to connect theory to practice. 3) the lack of participation and coordination between technical education and institutions of production and services and the severe deficit in in the specializations that the labor market needs. 4) the clear absence of the role of the private sector in this type of education. The paper also presents some suggestions that could put a limit to class aspect in and create social justice for the technical education. The suggestions include: 1) the necessity to redefine the basic objectives of technical secondary education in light of the economic, social and political factors that influence the directions of development; 2) Reconsider the policies of the institutions of technical secondary education in order to transform them from traditional education institutions to productive technical ones by providing them with modern teaching means and attending to training and qualification; 3) the nescessity to connect technical education planning to the economic and social planning; 4) coping with the policies and programs of the of contemporary technological advancement. 
Value of Justice Application Degree in School from the Perspective of High School Students in Mecca Year of publication: 2016 Author: حمد، حياة عبد العزيز محمد نياز Corporate author: International Group for Consulting and Training (IGCT) The study aimed to clarify the status of the Value of Justice in Islamic education and identify the degree to which this value is applied by the school headmaster, the teacher and the school advisor from the perspective of secondary school students, in the Mecca city community. The study used the descriptive analytical approach and a questionnaire containing 42 items distributed among 3 axes: the principal, the teacher, the advisor. The sample consisted of 395 males and females, selected randomly. The results showed that the degree of application by the teacher of the justice value as a whole came first, followed by the degree of application by the headmaster, while the degree of application by the school advisor came third. The assumptions of the study found that there are statistically significant differences attributed to the variables of gender (male, female) in favor of males regarding the degree of application of the justice value by the headmaster and the teacher, whereas there were no statistically significant difference regarding the application by the advisor attributed to the gender variable. The study found statistically significant differences due to the variable of specialization (literary/scientific) in favor of literary students while there were no differences due to the variable of education level. 
Proposed Measures to Immunize Arab Youth against Hostile Currents: A Field Study on the Education Qualification Diploma Students at the Faculty of Education, University of Damascus Year of publication: 2008 Author: كنعان، أحمد علي Corporate author: Damascus University This study aimed at exploring the hostile currents that target Arab youth in the 21st century and identifying their main channels and approaches in influencing their principles, values, behaviour and personalities and the extent to which Arab youth and their behaviour are influenced by these currents. A special questionnaire of seven parameters was designed and used with 200 male and female students of the qualification diploma in education, all of whom were graduate students, both arts and sciences faculties, of 2004/2005. The results showed that the media came in first place among the channels through which hostile curents reach out to our Arab Nation. Imitating, social copying, the wish to change, resenting their reality and rebelling against it came first among the reasons behind allowing youth to be influenced by hostile currents, while moving away from all that is Arab came as the last reason. The values carried by hostile currents were ranked as follows: lying, hypocracy,secterianism, classicism, arrogance, lack of self confidence and dependency. The negative impact on the youth reflects itself in practices that show: deviation in moral behaviour, imitating the West in clothing and eating in addition to imitating Western ways in talking and language while ignoring the values and principles of religion. Results also show that the negative effects on the personalities of the youth include duplicity, dependency and alienation and that the ways of providing them with immunity against those currents include synergizing the efforts of the educational, media, religious and social institutions against those currents. 
Culture of Accepting Others among Student Teacher in the Faculty of Kindergarten, Cairo University: Pilot Study Year of publication: 2016 Author: علي، زينب علي محمد Corporate author: Kuwait Society for the Advancement of Arab Children (KSAAC) The study aimed at knowing in the actual reality of accepting the others’ culture by the students/ teachers of the Kindergarten Faculty at Cairo University. This study is descriptive and includes all students (1113) of the Kindergarten Faculty. The study used selected stratified random sampling. A questionnaire composed of two parts was employed to include the essential data. The results showed a moderate level of 'discussion and teamwork', a high level of 'rights and duties, tolerance and responsibility'. Concerning the study’s tools, tolerance came first, while rights and duties came second, and responsibility came last. 
The Role of Palestinian Universities in Instilling the Culture of Community Dialogue from the Perspective of Students and Ways to Strengthen it Year of publication: 2017 Author: سليمان حسين موسى Corporate author: Al-Quds Open University The study aimed to identify the role of Palestinian universities in consolidating the culture of community dialogue from the perspective of students, and ways to strengthen it. The researchers used the analytical descriptive method to achieve the goals of the study. To collect the data, they prepared a questionnaire consisting of (35) items in (4) fields. The study reached the following: the total degree of Palestinian universities in consolidating the culture of community dialogue from the perspective of their students was a (52.02%) in an average degree. There were no statistically significant differences between the means of the members of the study sample due to the study variables: gender, university, specialization or study level. The researchers’ recommendations included: - provide a university environment of dialogue and its concepts in order to activate the culture and language of community dialogue between the universities and their social communities; - pursue administrative measures based on the language of dialogue in order to consolidate a culture of community dialogue in the university outcomes.