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دمج الأطفال ذوي الإعاقة مجتمعياً
دمج الأطفال ذوي الإعاقة مجتمعياً
الحملة العالمية للتعليم
الحملة العالمية للتعليم
مسابقة " أفضل معلم في العالم "
مسابقة " أفضل معلم في العالم "
الخطة الاستراتيجية
الخطة الاستراتيجية
التقرير المالي
التقرير المالي
فينود راينا
فينود راينا
Towards Creative Change in Palestinian Education
Towards Creative Change in Palestinian Education
Teacher Creativity Center Concludes Educational Enlightenment Days Conference
Teacher Creativity Center Concludes Educational Enlightenment Days Conference

Teacher Creativity Center Concludes Educational Enlightenment Days Conference
The Teacher Creativity Center concluded the activities of their second yearly conference, 'The Educational Enlightenment Days “We Care: United for an Educational Renaissance in Palestine”'. The conference convened in the headquarters of the Palestinian Red Crescent in Ramallah on the 25th and 26th/July/ 2011, with more than 250 participants, including educators, experts, politicians, teachers, members of parents’ councils, and representatives from civil and private sector organizations.  
The conference addressed, and utilized the issues of effective educational partnerships, and investment in social capital as the main focus in the sessions. Over the two days the conference included thirty four distinctive educational initiatives, presented by teachers, educational supervisors, representatives of civil and private sector organization, and members of parents’ councils. 
Under the title 'Means to Activate Real Partnerships for Educational Reform in Palestine', the session on the first day of the conference saw serious debate about the joint responsibility of education shared by the local, civil, private, and official sectors of the society.  Tharwat Zaid, General Manager of Supervision and Educational Qualification in the Ministry of Education, stressed in his speech that the Ministry is aware that the community is a partner equally responsible for education, and therefore the initiative put forward by the Ministry to establish Community Education Councils comes in this context. He also outlined the full perspective of the Ministry on these boards and their responsibilities and operating mechanisms to achieve effective partnership between all stakeholders in education. 
For his part, Dr. Abdul Rahman Tamimi in his speech dealt with the vision to build an effective partnership between all parties of the education process; he stressed that the Palestinian education requires a partnership based on awareness by everyone of the importance that education produces intellectually and cognitively liberal educators. He also said that these effective partnerships would create a stimulating and supportive educational environment for learners.
The participants in the debate discussed in this session core issues more closely. The initiative to establish Community Education Councils received a large share of the discussion, with the participants urging more space be made for the direct work of these councils with the schools, in addition to increasing their level of independence. The participants also explained that the educational process is a social process, in which all parties are responsible and accountable, and therefore partnerships needs to exist in all levels including planning, policy development, as well as decision-making and activation. This partnership does not only entail the execution of joint projects, but also involves team work that ensures accomplishment of reform, and holds all partners accountable.
The first day of the conference was used to discuss the issue of educational partnerships. In the sessions that followed a number of educational initiatives that came within a partnership framework were presented. These partnerships varied from ones between the school and the private sector such as the initiative of the Industrial School of Jenin, which focused on activating a model partnership between vocational education and the Labor market. Another example of a partnership between the private sector and the school is the initiative put forward by Neiraba Animation Studios to improve the quality of education by designing enriching educational multimedia that facilitates the learning process. A different kind of partnership is that between the school and the community, such as the experience between Jafar High School for Boys and the Parents’ Council, which has worked on creating spaces for greater involvement by the community in the school environment and pressing affairs. Partnerships between the school and civil organizations include the one with Sharek Youth Forum to bring together school children and university students via a project called “Josur”, meaning bridges; in addition to the experience of Tamer Institute in engaging the community in the process to create a safe learning environment for children, and other examples of successful educational partnerships.
The second day of the conference dealt with the issue of development of investment in social capital in pursuit of Palestinian education reform. In light of the scarcity of resources experienced by the Palestinian community, social capital is one of the most important sources of wealth for the Palestinians. Mr. Farid Murra elaborated in his speech about the importance of the exploitation of human resources available to us in the process of promoting education. He pointed out that knowledge, education, school and the community are overlapping elements, and the school is no longer the only source of knowledge and this affects the relationship between them and the community. On the subject of investment in human resources, Mr. Farid said that knowledge is not useful if it is not used. On the subject of the relationship between the school and the community, Murra pointed out that the current reality shows the reluctance of parents to interact with the school, which hinders the development of this relationship in a way that is consistent with the diversity of current cognitive sources. It was emphasized that the relationship between the school and the community should be governed by the foundations of a real partnership in all stages and this requires changing the pattern of thinking that determines our vision for the designated roles.
In the same context, Mr. Hassan Ladadweh said that social capital is the base of partnerships and cooperation, and that interest in it comes as a result of the knowledge of educators of the educational problems they are facing, which is beyond the capacity of one party to solve. There may be an effect of the prevailing culture that facilitates access of a group to physical capital. The aim of the investment in social capital is to facilitate access to resources while reducing the cost of access to information. This concept also promotes solidarity, increases the empowerment of individuals, develops their attitudes, and reduces the potential waste of available capital.
The discussions on the topic of investment in social capital addressed issues such as the need to respect the circumstances of the Palestinian position in regards to policy-making due to the occupation and internal strife, which contribute to the tendency of exclusion, leading to waste of capital. The participants also discussed the importance of structures and procedures to facilitate sustainable partnerships to achieve better investment in social capital. The interlocutors pointed to the existence of a gap between policy and practice, particularly in the area of joint decision-making.
The second day’s sessions saw the presentation of a number of distinguished educational initiatives, which were presented not only as successful stories, but also as proof of the existence of sufficient expertise, skills, and individual abilities in Palestinian society for the advancement of the educational process, provided that investment in social capital is optimum. Twenty-two individual initiatives by educators, teachers, supervisors, parents, and students were presented within the three session of the conference. These initiatives deal with educational issues ranging from ways to improve education in the classroom to improve students' creativity, extracurricular activities, and use of drama and animation to ensure enrichment of the curriculum,  integration of students with special needs, activation of the library, encourage a healthy lifestyle of students, increase the sense of social responsibility among students and student parliaments, and methods of integrating e-learning and other initiatives that utilised a wide range of expertise and human capacity that is available to the Palestinians for the advancement of education.
Refat Sabah, Director of Teacher Creativity Center, confirmed that the creative initiatives that were presented throughout the conference sessions is a glimmer of hope for all those interested in education in Palestine, since it is promising that we have the minds, energy, and thoughts necessary for the educational renaissance. However, these initiatives are still submerged, hidden, and unfamiliar to the vast majority, and thus are still not effective. From this point, strengthening and promoting confidence in partnerships for the integration of these efforts to invest for the advancement of education is critical. Sabbah said that the results of the discussions and deep educational controversy in the conference is a reaffirmation that education is the responsibility of everyone, and that this responsibility requires all parties to immediately act to develop real partnerships for the advancement of education within a clear framework that is sensitive to the utilization of the huge capacity that is available to the Palestinian people. Out of the faith of Teacher Creativity Center that everyone is responsible for education, it was seen that work that highlights these experiences and valuable initiatives should be presented to public educators to be considered as models in the development, sponsorship, promotion and, dissemination.
The conferees produced several recommendations that touch the essence of the Palestinian education, including:
Need to develop education in Jerusalem and Area C as a priority because of the clear threat faced by education in these areas.
The need to strengthen individual and social values in the educational environment and teaching methods.
Focus on the qualitative aspect of education.
Screening and approval of successful educational initiatives in Palestinian schools, and then document these methods and experiences, develop, implement and disseminate them at the national level.

Work on preparation of alternative creative educational models to deal with the difficulties facing the education sector in Palestine, provided that these models are competent in terms of cost efficiency, their ability to deal with financial constraints and obstacles resulting from the infrastructure. These models can be prepared by teachers, school administrators, non-governmental organizations, the ministry, or through a partnership between the many stakeholders.
The need to allocate a substantial amount of money to scientific research and the development of this aspect, in addition to encouraging the private sector to assist in the funding process, and to encourage universities and research institutes to undertake as much research as possible to provide solutions to the educational problems.
Invite all sectors of society to engage and interact with the initiative of the Ministry of Education, calling for the formation of Community Education Councils.