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Fate of Education in Gaza & the Pandemic COVID19

Online Education … the Myth ?

Documentation of the phone conversations on the 21st of August, and the follow up phone call with Mr. Refat S, GM & president of TCC & ACEA RESPECTIVELY, on the 25th of August 2020.

The core of the conversation was to clarify my query about the difference between the impact of lockdown on education for the periods before and after the breakout of COVID 19. What triggered this clarification, is the blockade applied on Gaza by the Israeli occupying forces (Iof) since 2005, and the cut off of purchasing educational supplies, schools’ construction materials, and exchange of experts and services. Two situations that makes educational services supply to students suffer similarly.

Mr. Refat and Ms. Wafaa replied to this inquiry as follows:

  • The breakout of COVID19 pandemic added struggles and difficulties to the existing challenges of existential psychological being, social comportment, and global integration. The breakout caused a status of continuous raised anxiety among families from what yet to happen. People in Gaza are now more threatened than before.  Beside the existing threats of security, safety, economic catastrophe, and social existence, that were created by the cruelty of the recurrent hostilities performed by the occupying forces and the blockade, there is now the added health threat. These triggered worries caused tension within families, and consequently affected the psychological wellness of parents and children. The resulting deteriorated psychological wellness in families will hinder or even block the child’s learning chances and abilities.

Until this moment, while these points are being documented, when the official commencement time of the academic year in Gaza has arrived, the health and security statuses are still vague. The option of online schooling is still being discussed, so is the regular schooling system with implementation of periodic schools’ shifts.

  1. If regular schooling system with implementation of periodic schools’ shifts is to be approved”, challenges that are associated with this choice will be tremendous. For example:
  • Because students’ numbers in regular classrooms in Gaza in regular days vary between 40 to 50 students, then with the periodic shifts system, students will be divided into new classroom arrangements of 20 to 25 students per classroom. A number that will make social distancing among students during the school day impossible.
  • In regular school days, the school’s buildings operate on a two to three shifts a day. This is due to the irrelative ration of schools’ buildings numbers to the number of school aged children in Gaza. Rescheduling the use of the same schools buildings to serve extra shifts,  will require to have schools operate till night shifts, and will create an enormous shortage in teaching staff numbers, as well as administrators and special services specialists.
  • Due to the blockade which resulted in absence of maintenance materials, and due to continuous hostility strikes, schools building are already dilapidated. Extra load of use of the buildings will require immediate maintenance, an option that is not possible. Moreover, the destroyed or unmaintained sewage systems and the nonhygienic toilets and water fountains, will be a health hazard and an extra health threat, specifically in the current situation with COVID19 breakout.
  • Parents’ elevated fear from having their children carry the virus home, to the family members, specifically the elderly, and in particular with the very limited availability of medical aids due to the blockade,  such fear will push the parents to withdraw their children from schools for this coming academic year.

In the past 10 days, since the 15th of August, and until documenting this conversation on the 25th of August, Gaza lives under daily air strikes and missile attacks performed by the (Iof). In such circumstances, civilians rush to help with rescue operations of the casualties and the injured citizens, in alignment with health and local authorities. After the breakout of COVID19, the measures have changed. Such civilians support will be banned by health authorities, and / or will not be offered by volunteers. Moreover, due to the lack of safety wear, and hygiene equipment, the authorized health rescue teams are more exposed to the pandemic, which triggers a eider spread out. A situation, that causes chaos and panic, and elevated unemployment. University, tertiary institutions, and high school students has been negatively impacted by the elevated unemployment and started dropping out from education institutions. Withdrawal, of high school students, is a noticed action among high school male students in Gaza. They drop out to join a casual job for a quick cash in hand to support their own  and families daily living.

  • Since August 24, Gaza has monitored the spread of some cases of corona due to an infected woman coming to Gaza from the Palestinian occupied territories. Until this moment, the reason for her arrival was not known, and the reason for agreeing to give her an entry permit by the occupation authorities controlling the Peres crossing between Gaza and the occupying Zionist entity. This woman entered Gaza and moved between its institutions and neighborhoods, mixing with many people and transmitting the infection to them. Accordingly, the local authorities in Gaza imposed a complete quarantine with the imposition of a 24-hour curfew for a period of two weeks.

The health conditions will be monitored afterwards, and a decision will be made later to stop the quarantine or to continue it accordingly. This situation occurred at a time when schools were preparing for the start of the new school year. An order that will inevitably force the guardian to reconsider registering his children in schools, in consideration of the consequences resulting from the outbreak of the pandemic.

  • If online schooling systems are approved:
  • Until now, no information was available to us about the readiness of parents and their ability to pursue distance learning. In this regard, we will conduct a field questionnaire through the Teacher Creativity Center and the Arab Campaign for Education for All to measure this readiness. (The questionnaire is attached).
  • Primary level Students between first and fifth grade level, students of learning difficulties, and slow learning students, will face a great challenge in distance learning through electronic platforms. They need to be accompanied by a parent or a professional who can follow up on their learning. The situation that will interfere with the daily life of these adults. Some of them will have to leave their job, and others might hire someone to do their part during their work. This will cause financial hardship for the family due to the tight living conditions, which may prompt a lot of the families to stop registering their children in schools for the next academic year.
Featured

A little bit about Me …

Was born and raised up in in Kuwait for a:

  • Palestinian Jordanian father
  • Lebanese mother
  • Syrian grandmother

and a

  • Turkish great Grandmother.

A holder of

  • Master of International Development (RMIT – Australia) – current
  • Master of Education – Schools Management and Leadership (USQ – Australia) – 2007
  • Master of Applied Science – Analytical Chemistry (RMIT – Australia) – 1996
  • Bachelor of Science – Biochemistry and Zoology (Kuwait University) – 1986

Who believes that

Education is like politics, an overly complex process, however education is like water flows to all meadows, rocks and deserts regardless of politics of those lands …

Although education is affected by internal and external factors, a variety of actors, and bias of strict implementation of policy (Viennet & Pont, 2017), yet all students (young and old) around the world will still learn something new everyday .. The question is “what will they learn?

Now, education, lives through tough times all around the world, specifically after the breakout of the 2020 pandemic. Variations in inputs and outputs become huge. Between the teaching and learning processes, lies a whole planet of “interferences” and disparities to the input and output “desires” of education providers . These interferences are interpreted in the vast differences in literacy rates around the world (Roland, Rubens, Azupogo, 2018), and in the reduced desire to learning among adolescence around the world (Viennet & Pont, 2017). Due to increased exposure to the internet world, increased bullying and disturbed feelings (Houston, 2018), both learners and educators have become confused, and lost access to productive communication among each other. Most importantly they positioned themselves far apart that they have list the essential power of “listening”.

Moreover, because education has become an economic product, that can be provided for a fee whether it is a governmental service or private business (Viennet & Pont, 2017), accordingly, qualitative and quantitative education that is based on international standards is no longer “valid” as a source of development.

From a humanitarian point of view, education is indeed a human right for all, throughout life. From a development point of view, UNESCO is entrusted to lead the Global Education 2030 Agenda through Sustainable Development Goal 4”. Therefore, the educational agenda for the coming years must undergo a divergent path and focus on sustainable development through (UNESCO 2019):

  1. Changing content to serve Needs of Survival: Integrating emerging critical disciplines into the curriculum, such as climate change, biodiversity, disaster risk reduction (DRR), and sustainable consumption and production (SCP).
  2. Designing teaching and learning pedagogy and environments in an interactive, learner-centered way that enables exploratory, action oriented and transformative learning in both physical as well as virtual / online learning environments to inspire learners to act for sustainability.
  3. Empowering learners of any age, in any education setting, in every part of the world, to transform themselves and the society they live in to:
    • Transfer to green economies, green jobs and to adopt a suitable lifestyle.
    • Become an empowered “global citizen” who assumes local and global responsibilities to resolve global challenges and contribute to a more just and secure world. Pedagogy and learning environments:
  4. Stimulating learning outcomes and promoting core competencies, such as critical and systemic thinking, collaborative decision-making, and taking responsibility for present and future generations.

BUT, THE PRIORITY to ALL OF THE ABOVE, THAT IS REQUIRED TO BE ADDED TO THE UNSESCO’s EDUCATION AGENDA IS:

TO SET A GLOBAL BUDGET TO EDUCATE ALL. EDUCATION MUST BE TAKEN OUT OF THE STATE HEIRACHIAL ORGANISATION. THE EDUCATION GLOBAL MAP OF THE WORLD MUSN’T BE THE SAME AS THE POLITICAL MAP.

For the Globe to be rescued … WE “the humans of the world” are in urgent need for a new EDUCATION ORDER

“Listen” …

https://internationaleducationdevelopment.files.wordpress.com/2021/01/listening-pedagogy.pptm

Amani Al Amad

EDUCATION CONSULTANT & LEARNING DEVELOPMENT MANAGER

ستسألك فلسطين يوما ما عمّا ابكاك .. أقتلت حبيباً، أم قشرت البصل ؟

‏في حروب ‎#التحرير .. الثمن اوضح بكثير من تعقيد يفرضه الترف

كما في حروب ‎#القلب .. الثمن جليّ وثير تحاربه النفس

ستسألك ‎#فلسطين يوما عمّا ابكاك ..
اقتلت حبيب ؟
ام قشرت البصل ؟

‎#palestinian_classroom

Transformation Agenda 2030

Join us ..

The #conference about Transformational initiative on #Europe, the #Asia Pacific and the #Global #Transformation
Agenda, hosted by the #European_Union_Centre_of_Excellence at #RMIT University and supported by the Erasmus+ Programme of the #European_Union

The #program is attached.

https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:f74039df-5512-4491-93dd-53bc3142ffdc

Join on your computer or mobile app

Click here to join the meeting

DAY 1 24th March 2021 starts at 9:30 am #Melbourne time

1:30 am #Kuwait time

https://teams.microsoft.com/l/meetup-join/19%3ameeting_MDFhY2FiYjEtMDI2NS00NDFmLWI4OGQtNTAxYzEwMTE5NDEy%40thread.v2/0?context=%7b%22Tid%22%3a%22d1323671-cdbe-4417-b4d4-bdb24b51316b%22%2c%22Oid%22%3a%22a839d74f-7b20-4be2-9bff-2f35a42a3e89%22%7d

DAY 2 25th March 2021

https://teams.microsoft.com/l/meetup-join/19%3ameeting_ZThhNGE5YzEtOWNhZC00OTVhLWIxZDAtMDFiNWQzNmYzZmU0%40thread.v2/0?context=%7b%22Tid%22%3a%22d1323671-cdbe-4417-b4d4-bdb24b51316b%22%2c%22Oid%22%3a%22a839d74f-7b20-4be2-9bff-2f35a42a3e89%22%7d

DAY 3 26th March 2021

Link will be provided

Or call in (audio only)

+61 3 9067 5001,,41762235# Australia, Melbourne

Phone Conference ID: 417 622 35#

كن جنين من جديد

وعدنا ننتظر أن تدق ساعة الحظر …
ذات المشهد ولكن الشعور غريب …
شعور حنين حتى للمحظور من السنين …
رغم أنه حظر … ولكنه ليس بكئيب ولا بحزين ولا بقديم …
ولكن …
إما أنه حظرٌ جديد … فيه من تكرار الهوى نستزيد …
وإما إنه حظرُ استِزاده … كما هي الأرحام تزداد من بعد أن تغيض …

كلٌ وظنّه لنفسه وبربه … ومن الظن يأتي الحسن أو يغيب …
فمن حُظِر راضٍ … فهو من الله له خلوات استفاضه … وهو له من الزمان بهاء سيمتد لبعيد …
ومن حُظر متململ معترض مستنكر مستعتب … فله في حظره عمرٌ يزيد عددا ولكنه عن المعنى يضيع …

من تحدى القانون … مَعيب …
ومن تباهاى بكسر الحظر … وضيع …
ومن تجمّع ليستأنس ويضحك ويأكل من وحي اللامبالاة … فالزمان والوطن وكل الشعور منه برئ …

وعدنا ننتظر أن تدق ساعة الحظر …ومشاعر بين السلب والتَرَنّم والهدر … والمشهد لنفسه يعيد …
كن جنين من جديد ..
في رحم الحظر تغيض ..
ولكن هي لقلبي ولعلها لقلوبكم ساعات غيض من وحي الرحمان … فيها القلب للحنين و للنور وللإرتقاء بالمعاني مُستعيد …

كالأرحام لا تزداد حتى تغيض …
“وَمَا تَغِيضُ الْأَرْحَامُ وَمَا تَزْدَادُ” …

Curriculum Vitae

AMANI AL-AMAD

amani.alamad@international-education-development-amaniamad.com

amanialamad@hotmail.com / amanialamad@gmail.com

Contact No.: 965-90930111, cc: 965-66855575
Accomplished, dynamic and well-rounded educational and development leader with extensive experience, spanning 25+ years, in establishing global concepts and consultancy for international education development programs.
A proven track record in leading, developing, planning, designing & delivering an interactive educational atmosphere for schools and communities alike.
Past responsibilities include designing and providing professional development training and coaching, for the education community in Kuwait and staff, as well as catering for community growth needs, professional and personal needs; along with organizing, preparing, and delivering workshops and educational conferences.
Possesses a deep and thorough understanding of educational business needs and the areas of improvement; alongside full awareness of the skill sets required for maximizing the efficiency of educational delivery and reception in class, or virtually online.

1st place Winner of IOM Kuwait – UN Photography Award for Expats Successful Integration in Kuwait – Dec 2018

Proven expertise in:

  • Training and Development Executive Decision Making
  • Strategic Educational Planning
  • Learning Difficulties Education Management
  • Integrating New Policies & Processes
  • Social Cultural Methods of Early Intervention
  • Managing Stakeholders Teaching and Counselling
  • Guidance and Leadership
  • Curriculum Management
  • Bilingual Student Bodies
  • Inclusion Schools Management
  • Intelligence Corporate Leadership by Storytelling

AREAS OF EXPERTISE

Afaq for Educational Services  – Kuwait

Educational Manager, May 2019 – May 2020

  • Generate Strategic Education Development Plans  
  •  Evaluate & Revise and Make Education Schools Policies
  •  Counsel and Manage Stakeholders Communication Intervention Plans
  •  Integrate Policies into designing Global Schooling Systems, Online Education Systems, and
  •  Social Cultural Intelligence Integration Programs.

And as an Education Development Specialist, achieved to train educators and education leaders on personal development and professional development programs, that enabled them to lead into success. Examples of workshops conducted:

  • Methods of Appreciation and Differentiation (3 days workshop)
  • Skillful Inclusive Communities (4 days workshop)
  • Class Management tools and tactics
  • Adaptive Schools
  • Inclusion Schools
  • Early Intervention
  • Cultural Intelligence – Core & Reflex (4 hours Community Development Program)

Al Nibras International Bilingual School

School Principal, Dec 2014 – Aug 2018

  • Manage, evaluate and supervise effective and clear procedures for the operation and    functioning of the school consistent with the philosophy, mission, values and goals of the school.
  • Ensure compliance with all laws, Head Office policies, and Ministry of Education policies
  • Supervise the instructional programs of the school, evaluating lesson plans and Individualized Educational Plans (IEP), and observing classes on a regular basis to encourage the use of a variety of instructional strategies and materials.
  • Supervise in a fair and consistent manner effective discipline and attendance systems. Ensure a safe, orderly environment that encourages students to take responsibility for behaviour and creates high morale among staff and students.
  • Establish a professional rapport with students and with staff that has their respect. Display the highest ethical and professional behaviour and standards when working with students, parents and school personnel.
  • Assume responsibility for the health, safety, and welfare of students, employees, and visitors.
  • Develop clearly understood procedures and provide regular drills for emergencies and disasters.
  • Maintain visibility and liaison between students, teachers, parents, and the Head Office.
  • Use excellent written and oral Arabic and English skills when communicating with students, parents, teachers, and other staff members.
  • Complete in a timely fashioned detailed record and reports as requested by the Head Office.
  • Protect confidentiality of records and information gained as part of exercising professional duties and use discretion in sharing such information within legal confines.

Additional Experience:

  • June’ 2012 – December 2015: ICES Company the owner of Al-Nibras International Schools as a senior Research Associate and Professional Development Coordinator
  • Sep’ 2009 – June 2012: Al-Resala Bilingual School as Managing Assistant & Deputy Principal
  • Sep’ 97 – August 2009: Bayan Bilingual School as Science Teacher & Advisor – Biology/chemistry
  • Dec’ 96 – Aug’ 97: Amman Ahliya University as Lecturer – Analytical Chemistry
  • Jan’ 96 – Jul’ 96: Commonwealth Serum Laboratories – Australia (CSL) as Quality Control Chemist, Bio-plasma Division, and Quality Assurance Laboratory
  • Mar’ 93 – Dec’ 96: Doncaster Arabic Sunday School as Principal

Education & CREDENTIALS

2021 – M.ID – International Development from Department of Social & Urban Studies from RMIT, the Royal Melbourne Institute of Technology University, Australia

2007   M.Ed – Leadership & Management from University of Southern Queensland       Australia

1996   M.Sc (Analytical Chemistry) from Department of Chemistry from RMIT, the Royal Melbourne       Institute of Technology University, Australia

1986   B.Sc in Biochemistry from Kuwait University

Professional Development

  • International Project Management
  • Research Management
  • International Practical Ethics Development
  • Leading by Mentoring
  • Teambuilding
  • Communication Management for Social Change
  • Practical Ethics for Development
  • Teenagers Guidance

LANGUAGES

English & Arabic: Fluent in written & spoken

البيان الختامي للمنتدى التربوي النسوي

الحركات النسوية العربية ودورها في الحركة التربوية: رهان المساواة وتكافؤ الفرص

بتنظيم: الحملة العربية للتعليم بالشراكة مع الحملة ا لعالمية للتعليم

18 -20/12/2020 -افتراضيا- عبر منصة زوم

.
على مدار ثالثة أيام، جاء منتدى “الحركات النسوية العربية ودورها في الحركة التربوية: رهان المساواة وتكافؤ الفرص
ليكون أكبر تظاهرة مجتمعية عربية بمشاركة دولية. في ظل جائحة كورونا، وبما تجاوز النطاق التربوي ليكون األكثر
ّ شمولية على المستويات كافة. وهذا ما جسد الحضور غير المسبوق للهيئات واألفراد والقضايا، إذ جمع المنتدى
التحالفات التربوية الوطنية، والمؤسسات الأعضاء في الحملة العربية للتعليم، ومؤسسات نسوية وتربوية، وخبراء
.وناشطين /ات تربويين وحقوقيين.
شّكل حضور هذه الأطراف البارزة ومساهمتها القائمة على خبراتها، أمرا بالغ الأهمية لتعزيز نهج الشراكة, بهدف رصد
واقع الحركات النسوية, وهو ما سيقودنا بدوره إلى تحليل واقع هذه الحركات ومدى مساهمتها في رفد جهود الحركة
التربوية, والإرتقاء بمكانة المرأة والتعليم في العالم العربي. فقد جاء المؤتمر ليعيد للإستحضار قضايا غابت أو كادت أن
تتوارى، جامعا بين تقييم واقع ترك تداعياته على مدار سنوات، وتحليل لما أفرزته جائحة كورونا من تداعيات، ومن
.هنا؛ كان واقع المرأة بما فيه من إرهاصات وتحديات الخيط الناظم بين النقاشات التي اتسمت بالعمق والشفافية والمكاشفة.
جاءت جلسة الإفتتاح لتحمل معها خطابا متعدد االأبعاد؛ رسميا وأهليا، ومؤسساتيا، حيث شهدت مشاركة الحملة العالمية
للتعليم والحملة العربية للتعليم للجميع عبر أ. رفعت الصباح, اليونسكو عبر أ.ستيفانيا جيانيني، و الأمم المتحدة عبر
د. كومبو بولي باريو-المقرر الخاص للتعليم، ووزيرة شؤون المرأة في فلسطين د.آمال حمد، و كلمات لكل من هالديس
هولست نائبة الأمين العام للدولية للتربية/EI ، ود. سلمى النمس الأمينة العامة للجنة الوطنية الأردنية لشؤون المرأة،
ود. مايا مرسي رئيس المجلس القومي للمرأة – مصر، وأ. لما الخطيب مسئولة في البرنامج الإقليمي (الشرقالأوسط
, وشمال إفريقيا) لمؤسسات المجتمع المفتوح. في مثل هذا النوع من المؤتمرات والمنتديات، كان هناك صوت,
ولأول مرة لطفلة واعدة؛ أطلقت صرختها باسم كل األطفال اللاجئين المشردين، لتضعنا أمام مسؤو لياتنا تجاه تعليم الفتيات، وأهمية الفصل بين الحقوق الإنسانية، والتجاذب السياسي؛ موردة أزمة وكالة الغوث التي ما أن تغيب حتى تأتي من جديد.
المشترك بين جميع المتحدثين/ات هو المساهمة في توحيد جهود الحركات النسو ية في المنطقة العربية لبلورة آلية عمل
قائمة على تعزيز دور الحركات النسوية في الحركة التربوية ودعم مكانة المرأة في التعليم.

عبر جلسات متتالية انبرى المشاركون- متحدثون ومحاورون ومتابعون إلى نقاش جدي ومعمق ؛ أملا في تحديد جوانب
االإجاز والإخفاق في عمل الحركات النسوية على قطاع التربية والتعليم، ونقاش مدى تأثير التداعي الإقتصادي
والإجتماعي والصحي لجائحة كوفيد 19 على حياة المرأة بشكل عام , وعلى تعليم المرأة والفتيات بشكل خاص، وتخلله
عرض مبادرات وخبرات متميزة في مجال المرأة والتعليم على المستو يات المحلية والوطنية واإلقليمية، واستشراف الدور
المستقبلي للحركات النسوية ولعملها في مجال التربية والتعليم، وبما يؤسس لوضع إستراتيجية عمل تضمن استدامة
تعليم المرأة وتمكينها ؛ خاصة في وقت الأزمات وحالات الطوارئ.

محاور عدة تم نقاشها خلال المنتدى عبر جلسات متخصصة ورؤى متعددة ، بتركيز على الدور التاريخي للحركات
النسوية في التربية والتعليم، وقدرة الحركات النسوية في التأثير على الحركة التربوية في العالم العربي، بما في ذلك أوجه
التحديات في تبني أجندة التعليم، والحركات النسوية العربية والمؤسسات الدولية، واستشراف الحركات النسوية ومستقبل
توقف المنتدى مطوّال التعليم. و و انعكاسا للظرف الراهن، فقد توقف المنتدى مطولا عند قضية المرأة وجائحة كورونا، بتناول واقع حياة المرأة في ظل جائحة كورونا، وتعليم المرأة في ظل جائحة كورونا، و حال التعليم المستمر خالل الجائحة، ودور النساء في رسم ملامح مستقبل التعليم في ظل جائحة كورونا، مع توفير فرصة لعرض مبادرات وخبرات متميزة في مشاركة الحركات النسوية في التربية والتعليم في ظل جائحة كورونا وفيما بعدها.
وانطلاقا مما يؤسس له المنتدى من آفاق رحبة لمواصلة العمل؛ تم نقاش تحديات تواجه الحركات النسوية في المشاركة
بالحركة التربوية في العالم العربي، بما يتطلبه ذلك من إثارة حوار حول التحديات االجتماعية والثقافية والسياسية
والاقتصادية والبيئية، وعرض مبادرات وخبرات متميزة في مجال مشاركة الحركات النسوية بالحركة التربوية.
هنا؛ من االأهمية بمكان التذكير بأن هذا المنتدى الأول من نوعه؛ يندرج في سياق ما تقوم به الحملة العربية للتعليم
للجميع من محاولات للإسهام في تعزيز التعليم كحق أساسي من حقوق الإنسان؛ بالتعاون مع الإتلافات التربوية العربية
الوطنية ومنظمات المجتمع المدني الأعضاء، فمن الأهداف الرئيسة لهذا المنتدى توحيد جهود المجتمع المدني وتعبئتها
لضمان تحقيق أهداف أجندة التعليم 2030 استنادا إلى إعلان انشيون وأهداف التعليم الوطنية وغيرها من قضايا التعليم
الهامة، وقد ارتأينا أن هذا الهدف الرئيس يمكن تحقيقه من خلال أنشطة توعية عامة وتعبئة مشاركة في السياسات ،
وأيضا من خالال المناصرة والبحث، علما أن الحملة تعمل ضمن خطة التنمية العالمية التي طرحتها الأمم المتحدة
بالعمل على تنفيذ الهدف الرابع من أهداف التنمية المستدامة المكون من 17 هدفا مستداما، خاصة التعهد “بضمان
التعليم الجيد المنصف والشامل للجميع، وتعزيز فرص التعلم مدى الحياة للجميع.

هنا؛ ينبغي التأكيد على الإفادة مما يوفره التكامل بين الهدفين الرابع والخامس الخاصين” لتحقيق المساواة بين الجنسين
وتمكين النساء والفتيات”، فالمرأة في حال تزودت بالعلم فإنها تستطيع لعب دور حاسم في تحقيق الهدفين لصالح المرأة
ُ والمجتمع معا، و أساس المساواة بين الجنسين ليست مجرد حق أساسي من حقوق المرأة كإنسان، لكنها قاعدة ضرورية
لعالم مسالم ومزدهٍر ومستدام، فعلى مدار العقود الماضية كان هناك تقدم واضح من ناحية زيادة عدد الفتيات الملتحقات
بالمدارس؛ ما نتج عنه قلة عدد حاالت الزواج المبكر ، و زيادة تمثيل النساء في المناصب القيادية، ووضع قوانين لتعزيز
المساواة بين الجنسين .
ومن ناحية أخرى, كشف المنتدى بما تخلله من حوارات وأوراق ونقاشات، أنه ورغم ما تحقق جزئيا على هذا الصعيد
ّحينا، والثقافة حينا، والأنظمة والقوانين حينا آخر, إالا أن ثمة فجوات لا زالت تحكم المشرع، مما أبقى على تحديات عدة ماثلة في الطريق , وليس أدل من ذلك أن المرأة لا تزال خارج نطاق التمثيل في جميع مستويات القيادة السياسية والتربوية والمجتمعية.

بناء على ما سبق، وتحقيقا لرؤى إستراتيجية مستقبلية، يؤكد المنتدى على أهمية السعي إلى والإلتزام بالتوصيات التالي ذكرها:


مجال الحوكمة والتشريع I


1 .إلزام متخذي القرار باتخاذ خطوات عملية لترقية تعليم البنات والمرأة من خالل:
أ. دعم التشريعات للحد من زواج القاصرات الذي يحول دون تكملة تعليم البنات.
ّ ب. حث الجهات المختصة على متابعة العنف ضد المرأة بذل جهود موجهة لتشريع حماية المرأة
ت. وجوب استهداف المناطق التي لا يلقى فيها تعليم البنت تاتهتمام الواضح، والتعاون والمساهمة بدعم
الأسر لإرجاع البنات اللواتي تركن مقاعد الدراسة بسبب الفقر أو أي ممارسات أخرى ضارة.
ث. بلورة إطار عربي ناظم لتمكين المرأة، وحشد كل الجهود لصالح الخروج برؤية عربية نسوية موحدة، ثم
تمرير أنظمة وتشريعات تعزز حصول المرأة على حقها كامال غير منقوص في المجالات جميعها.
ج. جندرة الميزانيات بتخصيص مصادر خاصة لمشاريع دعم المرأة اجتماعيا واقتصاديا وتربويا وثقافيا
ح. تخصيص نسبة من المناصب القيادية للنساء
خ. تعظيم التدخالات وتنسيق الجهود بما يضمن تكامل الجهود لتشمل تفعيل دور الإعلام ليستهدف شرائح المجتمع كلها عبر حملات توعية بحقوق البنت بالتركيز على:
1 .زواج القاصرات.
2 .العمل في سن مبكرة .
3 .الممارسات الضارة
4 .تعزيز الصورة الفاعلة والإيجابية للبنت لدى البنت نفسها ؛ و لدى جميع أفراد المجتمع عن
طريق تمكينها من حقوقها، وعبر إحياء نماذ ج نسائية قائدة وفاعلة من التاريخ القديم
والحديث، وعن طريق
توثيق التجارب الرائدة في الدول العربية ونشرها في صفوف المجتمع
المدني و الجهات الحكومية
.
5 .تعديل مفهوم “النسوية” و”الجندرة”
6 .تعديل المفاهيم الدينية المسيرة لخدمة الذكورية، ونشر خطاب توعية دينية مؤكد على
تمكين المرأة من خالل الشرع والقرآن الكريم.
7 .تأكيد وصول الحملات التوعوية للقرى النائية والفقيرة وغير الموصولة افتراضيا
2 .تفعيل دور البحث في تشخيص واقع المرأة، وبلورة آليات عمل واضحة للإفادة من نتائج البحوث
وتوصيات المؤتمرات وورش العمل لصالح تعزيز دور المرأة.
ملاحظة: علينا عدم انتظار ما سيصدر بعد شهور من إحصائيات عن ذلك، إذ من المؤسف ألأأنرى أي
مبادرات لرصد الظاهرة مبكرا

II .مجال التعليم


ّ 1 .جعل مجانية التعليم األساسي وإلزاميته أولوية، وبما يؤسس لإتساع النقاش حيال مجانية التعليم
ليشمل التعليم الجامعي، إذ إن من القصور مواصلة الإنغالق في دائرة التعليم الإزامي رغم أهميته،
ودون تناسي أهمية اضطلاع الحكومات بدورها في إل ازمية التعليم والتصدي للتسرب الذي يتزايد في
أتون جائحة كورونا وفق ما تعكسه المتابعات.
2 .إحداث تغيير في المناهج؛ بما يتيح تجاوز نمطية التعاطي التي عكست ذاتها على نمطية الصورة .
3.إيجاد بدائل تعليمية تتناسب مع المرأة في مختلف األعمار
ّ 4 .التركيز على إعداد المعلمات ورفع الكفاءات
التعليمية والمهنية والمعرفية لديهن بما يثبت فكر المساواة وتكافؤ الفرص.
5 .تبني خطوات كفيلة بتوثيق إبداع المعلمات وإشهاره وتعميمه، وبذل كل جهد ممكن لتوفير فرص
للمعلمات العربيات للمشاركة في المسابقات والمنتديات الدولية، بالتوازي مع السعي لمهننة التعليم
6 .الإهتمام بالوضع الإقتصادي للمعلمين/ات ، والعمل على الإرتقاء به
7 .منح برامج الطفولة المبكرة وتعليم الكبار الإهتمام ذاته الذي يحظى به التعليم المدرسي والجامعي،
فالطفولة المبكرة وتعليم الكبار قطاعان مغيبان أصلا وجاءت جائحة كورونا لتزيد من تغييبهما.
8 .دعوة القطاع الخاص لتحمل مسئولياته تجاه دعم برامج التعليم والإفادة من المسؤولية المجتمعية
لصالح ذلك مع تعزيز الشراكات المندرجة في إطار تعليم الفتيات.
9 .رفد التدخلات التعليمية بتدخلات تشمل جوانب الصحة النفسية؛ خاصة وأن تداعيات جائحة كورونا
وانعكاسات القضايا المرتبطة بتعليم الفتيات تتطلب استحضار هذا الجانب
ّ10 .توفير ضمانات لتوفير دعم مستدام يعزز الأستقرار للمؤسسات التعليمية في وكالة الغوث الدولية.


III .مجال الحراك من خالل جمعيات النفع العام ومن خالل الحراك الشعبي والمجتمعي، عبر:

1 .توحيد خطاب الحركة النسوية على المستوى المحلي واإلقليمي في العالم العربي من خالل تكوين لجان
محلية وتحالفات دولية تعمل على تكوين اجندات استراتيجية عملية قابلة للتطبيق وشاملة للعوامل:
الإجتماعية، التربوية، السياسة (الإضطرابات الداخلية، الإحتلال، الحروب)، والتحررية الفكرية.
2 .متابعة مهمات التحالف لتشكيل جبهة ضاغطة على الحكومات لإصالح المناهج ونشر الوعي النسوي،
علاوة على أهمية أن تبادر الحركات النسوية لتقديم بدائل عملية لتجاوز مرحلة تشخيص الحالة إلى
مرحلة تقديم حلول عملية تؤكد من جهة؛ ما تحوزه الحركة النسوية من خبرات، وتضع من جهة أخرى
الأطراف الأخرى أمام مسئولياتها التاريخية.
3 .تفعيل الحراك الشبابي لدعم الحركة النسوية وتعزيز مفهومي المساواة وتكافؤ الفرص.
4 .إنفاذا لكل ما سبق، تأتي التوصية بتشكيل:
أ. فريق متابعة مركزي لمتابعة التوصيات كلها، على أن يتم رفده بفرق وطنية تتابع تنفيذ التوصيات
في كل دولة على حدة .
ب. تشكيل لجنة لمتابعة التوصيات في كل دولة ورصد استجابة الجهات المعنية , ومن ثم جمعها
لدي اللجنة المركزية والخروج بتقرير متابعة شامل يعمم على جميع اللجان لنقله للجهات التنفيذية
المعنية.

لقد حان الوقت للتعامل مع القضايا التي تخص المرأة باعتبارها قضايا نابعة من صلب الحراك الدائر لتغيير الواقع
في المجتمعات، فالمرأة تاريخيا لم تكن ضيف شرف على المجتمعات، بل شريكة فاعلة ، و جزء لا يتجزأ من أي نقاش
يستهدف تطوير المنظومة الاجتماعية، سياسيا، وفكريا، وتربويا.
وفي الختام؛ لا بد من كلمة شكر للجنة التحضيرية، و للجنة االإعداد والمتابعة، ولكل اللجان التي عملت على مدار
الساعة ليكون المنتدى حدثا استثنائيا في ظروف استثنائية ، و الشكر موصول لكل من تحدثوا في الجلسة الإفتتاحية
والجلسات الموازية ولكل من تفاعلوا مع المنتدى سواء باالإنخراط في نقاشاته أو عبر مواقع التواصل الإجتماعي،
ووسائل الإعالم التي أولت المؤتمر اهتماما خاصا.


نتهى المنتدى، ولم تنته الحكاية، فالحكاية متواصلة بتواصل العطاء النسوي المقترن بالمد حتى وإن تعامل البعض
مع حقوق المرأة بمنطق الجزر، وعلى التناغم والتنسيق يبقى الرهان للحفاظ على هوية واضحة للعمل الهادف إلى
تمكين المرأة، فالتربية السوية أساسها النسوية.


دامت المرأة العربية رائدة للعطاء والتنوير، وبوركت الجهود التي تولي الإبداع النسوي ما يستحقه من اهتمام
فعلى تكامل الجهود يبقى الرهان، وتتواصل المسيرة، ونحو بذل أقصى ما يمكن لجعل الجهود الهادفة إلى
تعزيز دور المرأة العربية؛ جهودا محكومة بالإستدامة.

Parents’ Survey Fate of Education in Gaza due to Recurrence of Conflicts and the 2020 COVID-19 Pandemic

Access to Online Schooling

International Development Research Project

Written a and Communicated by: Amani Al Amad

Royal Melbourne Institute of Technology University

Student/ Master of International Development

June 2020

Industry Partner: Mr., Refat Sabbah

Teachers Creativity Center – TCC

Palestine – Ministry of Interior – Ministry of Education

General Manager

TCC Research Support Team (Team Conducted the survey)

Baha Al Shatli / Education Cluster Coordinator in Emergencies in Gaza

Wafa Al Ghusain / Teacher Creativity Center Branch Manager – Gaza

Hala Al Sourani – Data Analyst – TCC

Majdoline Al Tilbani & Rami Al Gurrah / Survey Distribution and Data Collection   

TCC team member from the West Bank / Rawan Ayyash and Hala Qubbaj

Parents Survey

The purpose of the survey:

Readiness for Online Schooling in Gaza after the Breakout of COVID – 19

  1. Do you have internet access?                                                            هل لديك اتصال انترنت خاص بك في البيت؟
  2. Yes                                                                                                 نعم
  3. No (go to question 10)                                             لا (اذهب إلى سؤال 10)
  • Is your internet access of مواصفات شبكة الانترنت الخاصة بك هل هي                                                  
  • Fiber High speed                                                                      حديثة لا سلكية وفائقة السرعة
  • DSL Low speed                                                                حديثة لا سلكية لكن بطيئة السرعة                                                                                                                                  
  • Dial up connection                      نظام قديم لا سلكي عن طريق الاتصال من خلال خط التلفون الأرضي
  • Only on mobile phone    الانترنت متوفر فقط على الهاتف النقال                                   
  • How many devices with internet connection your children can use for online learning at the same time?

كم جهاز الكتروني موصول بشبكة الانترنت يستطيع أولادك من الطلبة استخدامها في نفس الوقت؟                         

  • one device                                                                                  جهاز واحد
    • 2 devices                                                                                     جهازان  
    • 3 devices  ثلاث أجهزة                                                                                 
    • 4 devices                                                                                    أربع أجهزة
    •  more than 4 devices                                      أكثر من أربع أجهزة                             
  • Are all adults at home able to use the internet to access online education tools?

هل لديكم كبالغين مسؤولين عن متابعة عملية تعلّم أبناءكم عن بعد, المعرفة والقدرة على استخدام الانترنت للوصول الى مصادر التربية؟

  • Yes                                                                                                 نعم
  • No                                                                                                  لا
  • If you answered No to question 4, can you support your children’s online learning with hiring adults to follow up with them?

في حال كانت إجابتكم نعم لسؤال 4, هل تستطيعون دعم أبناءكم للتعلم عن بعد بتعيين مسؤول يتالبع معهم عملية التعلّم؟     

  • Yes                                                                                                 نعم
  • No                                                                                                  لا
  • How many children (below 18 years old) live at home?

كم عدد الأبناء الطلبة الذين يعيشون معكم في نفس البيت والذين هم دون سن ال 18؟                                                   

  • o   1 child                                                                                                        واحد
  • 2 children    اثنان                                                                              
  • 3 children                                                                                  ثلاثة
  • 4 children                                                                                 أربعة
  • More than 4 children   أكثر من أربعة                                                    
  • Are you able to help your child with educational content during online schooling?

هل لديك القدرة على مساعدة ابنك أو ابنتك في تحصيل المحتوى أثناء عملية التعلم عن بعد؟                                       

  • Yes, able comfortably                                                  نعم وبأريحية
    • Yes, able reservedly                                                 نعم ولكن بتحفظ
    • Not able  ليس لدي القدرة                                                                
  • Will electricity be a problem to stay connected to online learning?

هل توفر الكهرباء يعتبر عائق لديك لللبقاء متصلا بشبكة النترنت أثناء عملية التعلم عن بعد؟                                      

  • Yes                                                                                       نعم
  • No                                                                                          لا
  • If you have answered yes to Q8, do you have a private generator replacement?

إذا كان جوابك نعم لسؤال رقم 8, هل لديك مصادر اخرى غير الخط الرئيس من شركة الكهرباء لتفادي انقطاع الاتاصال بالشبكة أثناء عملية التعلم عن بعد برجاء اختر واحد او اكثر من القائمة ادناه؟

  • Solar system  نظام طاقة شمسية                                                       
  • Private generator                                                          مولد كهربائي خاص بك
  • Community generator DS     مولد كهربائي بالحي                                      
  • UPS for charging batteries system           نظام يو بي اس لشحن البطاريات      
  • Others                                           أخرى حدد                                                                         
  1. Do you receive any support from the ministry of education to assure access to online learning?

هل تتلقى الأسرة دعم من وزارة التربية لتأكيد توفر عملية التعلم عن بعد لأبنائكم؟                                                  

  • Yes  نعم                                                                                           
  • No  لا                                                                                             
  1. If you have answered yes to Q10, choose one or more of the following choices that best describes the support you receive?

إذا كان جوابك نعم لسؤال رقم 10, اختر من الاختيارات التالية ما يصف نوع الدعم المقدم لك (لك أن تختار أكثر من اختيار)؟

  • Financial   مادي                                                                                            
  • Supply of Devices توفير الأجهزة الإلكترونية                                                         
  • Training in using technology                     تدريب لاستخدام الأجهزة والخدمات الألكترونية
  • Academic Support دعم أكاديمي                                                                        
  • Special Services (counseling, therapy … etc.)  خدمات خاصة (نفسية, علاجية … الخ)        
  • Printed Self-learning materials and/0r learning cards مواد تعلم ذاتي او بطاقات تعلم ذاتي مطبوعة

If you have answered no to question 1

  1. What will you do with your children education if schools were operated online for the academic year 2010-2021?
    1. They will continue school next year when operations go back to regular
    1. I will buy internet connection with access to of my children
    1. I will buy internet connection with one access to one child. My children will take turns as time permits
    1. I do not know

Amani Al Amad

International Research Project – RMIT 2020

In Affiliation with ACEA and TCC

Data Sheet – Fate of Education In Gaza due to Recurrence of Conflicts and the 2020 COVID 19 Pandemic

Re: “Access to Online Education”

October 2020 – Gaza Strip

Survey Initiand as a research component for IDR2 course as a core requirement for the study of

Mater of International Development – IntD

At RMIT University – Australia – Melbourne

Collaborative Efforts

Survey initiated & Prepared by Amani Al Amad – RMIT IntD Master Student – Melbourne Australia

Survey revised and approved by TCC General Manager: Mr. Refaat Sabbah – Ramallah Palestine

Survey Authorized by the Palestinian Ministry of Education and High Education

Survey edited, electronically generated, and conducted by TCC Team – Gaza

Introduction and Objectives

CTT is a nonprofit Education Development Center in Palestine. TCC is the Industry Partner for the research conducted by Amani AL Amad, a Master’s Student at RMIT University- Melbourne Australia.

The survey was constructed upon need to actual data that supports the ministry of education decision to conduct online education for the academic year 2020 – 2021 as a response to the pandemic breakout. The survey aims to exploring the readiness of parents and education schooling institutes to participating in online education through exploring some infrastructure aspects of online education.

A total of 1,000 surveys were distributed to parents, teachers, and administrative educational staff that includes social workers, counselors, and principals. The survey was conducted in October 2020 in Gaza Strip. The survey was distributed electronically upon approval from the ministry of education in Palestine.

Access to the targeted sample was restricted due to schools’ closure, limited accessibility to internet, frequent electricity blackouts, and concerns regarding keeping confidentiality of participants.

Due to these restrictions, a team from TCC was formed and field visits to schools in the 5 governates of Gaza were visited. Targeted samples were approached via phone and / or in person during their presence in schools. The team approached the participants to explain the objective of conducting this survey and assuring confidentiality of information shared.

In the period between Oct 11th ad Nov 5th, responses to 867 surveys were received and found valid to be used for statistical data.

Statistical methods appropriate to the nature of the data were used using excel, as an import tool to the collected electronic data. Then after, the results were discussed with skilled analysts from assigned authorities and the final statistical report was written and submitted to Amani on the 9th of November 2020.

Data Analysis (Conducted, calculated and formed by TCC Team) – Revised, rearranged and interpreted by amani

Targeted sample was composed of school principals, teachers, school educational and parents of students in the Gaza Strip.

1. Metadata

Targeted sample was composed of school principals, teachers, school educational and parents of students in the Gaza Strip.

  1. Categories of respondent participants

2. Respondents by Province

 The GovernatesNumber of respondents% of Respondents
Northern Gaza11013
Gaza33238
Central Gaza – Dair Al Balah14617
Khanyounis17220
Rafah10712
Total867100

3. Respondents by Guardian – Family member as the main source of income

GuardianNumber of Respondents% of Respondents
Family of mother and father57166
Single Father Guardian13816
Single Mother Guardian12414
Family Relative as Guardian293
Shelter / Orphanage51
Total867100

2. Specific Data – Content related to Infrastructure of Online Education

  1. Respondents by Accessibility to Internet at Home
Accessibility to Internet at HomeNumber of Respondents% of Respondents
With Access to Internet at Home64474
With no Access to Internet at Home22326
Total867100

2. Guardians Responses when asked “What will you do with your children education if schools were operated online for the academic year 2010-2021?”

Guardian’s Decision Regarding Children Online Education in 2020 – 2021Number of respondents  % of Respondents
Don’t Know what they will do511  59
Withdraw Children from School in 2020 – 2021. Children will continue school next year when operations go back to regular191      22
Will buy internet access to one child. Children Will alternate use of internet during school hours as time permits12214
Will buy internet connection with access to all children435
Total867100

3. Internet Specifications – Competency for Online Education

Internet SpecificationsNumber of Respondents% of Respondents
Dial Up Connection14322
Internet on Mobile Phone only10617
DSL Low Speed31048
Fiber High Speed8513
Total with access to internet (867 – 223)644100

3. Internet Specifications – Competency for Online Education

4. Number of electronic devices connected to the Internet that students can use simultaneously

Number of Devices with Access to Internet Children Can Use for Online Schooling SimultaneouslyNumber of Respondents% of Respondents
1 Device26841
2 Devices19230
3 Devices8313
4 Devices518
More than 4 Devices508
Total with access to internet (867 – 223)644100
5. Number of children living in the same house who are under the age of 18
Number of children living in the same house who are under the age of 18  Number of Respondents% of Respondents
1 Child8713
2 Children12219
3 Children15524
4 Children14623
More than 4 Children13421
Total with access to internet (867 – 223)644100
 
 
 
 

6. Ability of at least 1 adult at home to use the internet to access online education tools

7. Those who are unknowledgeable in accessing online education tools, can you support your children’s online learning with hiring adults to follow up with them?

8. Those who are knowledgeable in accessing online education tools, can you support your children’s online learning with explaining content?

9. Will electricity be a problem to stay connected to online schooling?

10. If electricity is a problem, do you have a private generator replacement?

Number of children living in the same house who are under the age of 18  Number of Respondents% of Respondents
Solar System355
Private Generator152
Community Generator DS10617
UPS Battery Charger12019
No Other Options36857
Total with access to internet (867 – 223)644100
  
  
  
  
 

11. Do you receive any support from the ministry of education to assure access to online learning?

12. For those who receive support from the ministry to assure access to online education, choose one or more of the following choices that best describes the support you receive?

Type of Support received from MoEHE to assure access to online education  Number of Respondents% of Respondents out of 68
Training on using technology 34.4
Financial913,2
Printed Self-learning materials, study material, supporting worksheets, learning cards …etc5682.3
Supply of electronic devices913.2
Academic Support4058.8
Special Services (counseling, therapy … etc.)811.7
68 Total Number of Families Receiving MoEHE Support125 (Some receive more than 1 service) 

3. Challenges faced in which delayed conducting the Survey

  1. Communication with staff was difficult due to the lockdown and unavailability of internet caused by long term and frequent blackouts of electricity.
  2. Communication with parents was difficult due to closure of schools.
  3. The TCC team decided to conduct filed visits, to physically reach staff and parents upon appointment.
  4.  illiteracy or limited literacy of parents and many teachers made filling the survey electronically a challenge. Weeks passed by until alternative ways were arranged
  5. Limited or absent internet access to many parents and staff members
  6. Many parents required one to one assistance in filling the survey, which required time

Stakeholders Engagement & Emergent Media

Assessment 3   –   Reflective Blog Post 

Will Robots Become Organisations’ Essential Stakeholders ?

In this inclusive blog, stakeholders of participatory media will be reflected upon. For the reader, please be prepared to “jump” between reflections and ideas. Jumping efficiently among information is an essential skill required to survive in the world of participatory media (#PM); the monarchy of the royal queen. The monarch of #PM is the GLOBE that is changing on the tik of the tok.

People of the 21st century, are stakeholders of participatory media by default, and must be loyal to the queen. Each person is either an owner of parts of the kingdom, a creator, a supplier, a dealer, a consumer, or a source of content on the queen’s platforms. In whatever form a person exists, he / she must #be _in_it_to_win_it. But what does win mean in such context? Is serving the queen the optimal win? Or do people reflect their own views to win even though our views at sometimes irritate the queen? The queen has dominated the space of all, and “me” as a queen’s citizen, really wanted to communicate with all stakeholders in the monarchy mutually, profitably, and constructively. How to do so?

Participatory media platforms, personal accounts and their content became like stars in dark skies, which people seek to find their way home. However, while seeking the stars, all people must make sure not to consume all the stars that come across their way (watch here to #Understand_Remember_Retell) …. 

(xGalaxi Girlx, 2016, 03:15–05:21).

Not all stars lead home, neither all stars are safe to be looked at. Consequently, selecting the stars requires skills, equipment and knowledge, that enables people “how” to choose where to look and which way to move forward.

The question that emerges through these thoughts, if only 4.57 billion people around the world now use the internet, and from those 92 % of internet users are on participatory media (Chaffey, 2020), then what about the few other billions that are not connected online? Are they abandoned from the global intake? Or are they better off finding their way home safer, and more exact? Or are they not loyal to the queen?

Moreover, by looking at figure -1 (Chaffey, 2020), the millions of monthly active users of virtual media on all forms of platforms, raises a flag and asks: is surviving among this flood of participation guaranteed? How are people identified and what impact does this intense use of participatory media leave on all these people? And what impact are these stakeholders leaving on each other? Are they all aright?

(Rheingold, 2008), said with an ongoing increasing number of users of participatory media, many people became suspicious of their identities. Many people started defining themselves as active creators or consumers of a new virtual culture which identifies them as the civilized criticizes. Is this #virtual_identity real, sustainable, profitable, and ethical? Or is it as Emma Gannon described (TEDxHullYouTube, 2017, 03:15–05:21) …

Rheingold argued these virtual merging identities, inevitably have become integrated by preset logarithms, into prosocial goals. Through activities they enjoy, people become political participatory victims. At this point, Rheingold paused and asked what implies: “the merging notions of participatory media that ignore, devalue, and then marginalize how citizens are connecting with one another, do they collectively make a “development” in each person’s world?”

(Curley, 2010b; Mennis et al., 2013), stated multiplicity of virtual connectivity and disorder in #neighborhoods can reduce trust among people, and reduce the ability of communities to produce #collective_efficacy. On the other hand, Putnam, R. D. (2000), reflected how research showed broad evidence of how collective efficacy is a key aspect of prosperity of communities and growth of organizations.

In such context, in the era of #PM, what about the collective efficacy of billions who are not connected by participatory media? Will development of the international community, facilitated by #PM, elevates poverty, gives access to education to all, imposes equality? Or is just as reflected by research; #PM facilitates political authorities, and organizational growth among some stakeholders, however enlarges the gap between online communities and the rest of the world that lives offline. What about research evidence of how poverty and conventional social connections can lead to stronger collective efficacy, hence more networked communities (Rheingold, 2008)?

Practically, people with online access will continue to be networked. Likewise, the billions of people who are deprived from access to online connectivity, are wasted stakeholders that are required to be included. Accordingly, in such context, what is recommend to enhance global organization-stakeholder relationships, and innovate new global inclusive strategies for stakeholders’ engagement. Three key point are found essential to answer that question.

  1. Knowledge Economy

To be unique, explore new markets, attract new clients, recruit unique ideas, and even participate in innovated international development programs that are promoted by UN global agencies, inclusive participatory media is the way. One way of doing this is in investing in the new emerging capital as explained here.

  • Automated “Social” Algorithms

Many organizations do consider the science of algorithms as a basic need to study trends of competitors and clients, to study behavior and interest of participants, and to politically advertise social / economical leads. Yet, utilizing social trends to write the algorithms is the new evolving market. This means to change social cultures into automated algorithms, that feed participatory media. Very soon robots will be able to change cultures and social behaviors into numerical language and provide outlooks of what news and learning material will look like (Lindén, 2017).

(Lindén, 2017), talked about software-generated news and academics material (“robot journalism”). The world will be completely scanned by robots and become triangulated as explained here.

Accordingly, robotic algorithms will continue to choose information for users, but will also construct the social processes and practices for communities that they will consume with no choice. The aim of this robotization is: increased efficiency of global monotonous and error-inclined routine tasks; reduced coast automated informing and teaching, and creation of new forms of global computational thinking. Thus, Social development of ontological networks as shown in figure 2

will be triangulated on real ground, and translated into algorithms language like the one shown in figure 3 (A Kröller, 2013, 03:15–05:21).

Such new algorithmic paradigms will enable organizations to create new emerging stakeholders, become global through enacting anti-poverty strategies to improve lives of the poor, and generate maximization of income. Maximization of income as (Lindén, 2017) stated, is the best way to ensure all stakeholders can access and participate in social networks and gain benefits on longer terms. Moreover, this will provide sustainability for the organization through supporting global community development activities in deprived neighborhoods (Matthews & Besemer, 2014, August).

3. Marketing Mind Shifts

Involving stakeholders in the growth plans through feedback is the way.

Nike for example have raised the bar for digital stakeholder engagement inclusively. They have created many few words stories to tell and remember. For example, “Just do it”, and “Is Nike the future?” Also, interactive events on all social media platforms were enacted. For example, the “What Do You Play For” campaign, in which Nike calls on teens to share their sports stories. Participants are encouraged to upload photos of themselves playing sports and share their inspirational tales. Visitors vote on their favorites, and winners receive various cash and/or scholarship prizes. (Penna, 2009).

Ford, the American honoured cars brand, when their market share declined to almost ZERO, they created the “Fiesta Movement” campaign. They invited 100 “Gen Yers” young agents selected from more than 4,000 applicants to drive a Ford Fiesta for six months and report their experiences on various social media sites and blogs. Hundreds of thousands of shares and likes were generated that put the company back in the market (Penna, 2009). They have made few-words short stories to remember and retell as “ created by the people to the people”.

Starbucks allowed their customers to talk to each other. They did so because they see themselves as part of the community, thus what the community says is important to them. They have enacted the “I’m In” program. They encouraged visitors to go to Starbucks.com and serve to pledge five hours of community service. In exchange, Starbucks gave pledgers a free cup of coffee. Participants received a pledge card and an “I’m In” badge that can be embedded on their websites to help spread the word (Penna, 2009). Yet, Starbucks failed in Australia, although, they has applied their marketing strategies.

Starbucks failure in Australia, was due to ignorance to the concept of affordances, and how client’s actions are driven by interactions with their immediate environment. Thus, Starbucks perceived utilization of affordances concept was prejudiced by their own American coffee concepts. Consequently, they failed to comprehend how Australians’ perceive coffee. Culture comes before self and politics when engaging with stakeholders.

In conclusion, in the emerging media era, stakeholder’s engagement is a survival need. To serve this need, participants need to tell their own stories, design their unique call outs, and personalize organisations’ products. They also need to talk smart and talk short. As freeman said, feedback is a critical source of sustainability in the market. And utilizing feedback requires learning the skills of background listening, reciprocal listening, and delegated listening. Being inclusive via recruiting indigenous knowledge into scientific practices will increase the base of the organization’s platform and thus increase its global value and sustainability. Being updated with the emerging trends is also an essential trait if organizations. Learning how to utilize cultures through robotics is the emerging media driver that organizations need to look at.

References

A Kröller. (2013, April 29). Triangulating Unknown Environments using Robot Swarms [Video]. YouTube. https://www.youtube.com/watch?v=V5vpwVFMPqs&feature=youtu.be

Bagadiya, J. (2018, January). 309 Social Media Statistics You Must Know In 2020. SocialPilot. https://www.socialpilot.co/blog/social-media-statistics

Chaffey, D. (2020, October 7). Global social media research summary August 2020. Smart Insights. https://www.smartinsights.com/social-media-marketing/social-media-strategy/new-global-social-media-research/

Lindén, C.-G. (2017). Algorithms for journalism: The future of news work. The Journal of Media Innovations, 4(1), 60–76. https://doi.org/10.5617/jmi.v4i1.2420

Matthews, P., & Besemer, K. (2014, August). what is the percentage of poor individuals that have socil media – Google zoeken. School of Applied Social Science University of Stirling (Stirling) – School of the Built Environment Heriot-Watt University (Edinburgh). https://www.google.com/search?q=what+is+the+percentage+of+poor+individuals+that+have+socil+media&rlz=1C1NDCM_enKW869KW869&oq=what+is+the+percentage+of+poor+individuals+that+have+socil+media&aqs=chrome..69i57.19011j1j15&sourceid=chrome&ie=UTF-8

Penna, M. (2009, October 1). 4 powerful examples of participatory marketing in action. Target Marketing. https://www.targetmarketingmag.com/article/participatory-marketing-pull-marketings-new-push/

Putnam, R. D. (2000). Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster | socialcapitalgateway.org. Social Capital Gateway – SCG. http://www.socialcapitalgateway.org/content/book/putnam-r-d-2000-bowling-alone-collapse-and-revival-american-community-new-york-simon-sc

Rheingold, H. (2008). Using participatory media and public voice to encourage civic engagement. MacArthur Foundation Digital Media and Learning Initiative.

TEDxHullYouTube. (2017, June 2). Which identity is your true identity? Emma Gannon [Video]. YouTube. https://www.youtube.com/watch?v=WBYPMQsAZNI&feature=youtu.be

xGalaxi Girlx. (2016, August 2). 6 Words Stories [Video]. YouTube. https://www.youtube.com/watch?v=16sY1iLc2d4

Stakeholders & Emergent Media

Assignment 2B – Toktikking the USA – Chineses TikTok Conflict

The USA announced concerns about the TilTok App, President Trump said: “TikTok is a threat to the American National Security“. USA said the Security Concerns are summed up as: – TikTok conspiracy theories   (ex. PizzaGate Groups) , TikTok misinformation (ex. Coronavirus Death Tolls and Vaccine  Conspiracy), and TikTok extremism (ex. the Boogaloo Bois Group Videos).

Doing some research and a bit of Analysis, shows that the real problem is not a security concern. Technology Rivalry – Authorities and Hierarchies. All of this might have been overlooked or forgiven, except for one fact. TikTok is owned by ByteDance, one of the largest tech companies in China”. The Chinese algorithms used to spread the users videos and notify them with recommended videos are strange to the USA Technology mainstream.

Moreover, the American administrative analysists, reported that if the USA does not overcome this political economic rivalry, then there are possible hits that will fall on the USA if TikTok is banned. The Hits can be : A new president might reallow TikTok, Users might get online access from abroad accounts, and Gate walls that will suppress access to TikTok will similarly suppress American Apps and Websites.

THis Video, proposes a solution, that embeds the development current global language. as (Wenger, 1998:4) proposes that for ‘communities of practice’ to meaningfully cohere, they need three further elements: –mutual engagement = shared norms and expectations that gives community identity –joint enterprise = key practice domain of the group that gives community vitality (ex hashtags and emojis) –shared repertoire = resources, tools, techniques and standards.

We will always be #bettertogather

And will always be able to overcome power and money hierarchical conflicts using soft powers and social enterprise. A #hashtag, #shared _values, and empowerment of all impacted stakeholders can always be a parallel power to politics and economy.

Stakeholders Engagement

Assignment 1Live blog post: 1,250 words 

Contents

Introduction

This short essay will take the reader through an open thought journey, of an educator’s dilemma in marketing the “to be learned intangible piece of knowledge”. The Discussion will display the educator’s dilemma, while attempting to go public, participate in communal sharing, compete online, and find a spot in the cyber world to talk “education”, to a generation that will live in the future. This discussion will reflect on WordPress as the technology tool, using stakeholder’s communication strategies, social media politics & regulations, and to the future impact of such “marketing – teaching & learning” combo. The essay will start with an introduction to WordPress, followed by a discussion about the emerging image new forms of stakeholders engagement, then the concept of social media affordances will be argued within the context of a social participative way of learning for the desired impact.

WordPress

WordPress is a site that provides free published blogs, operated by content management systems, with templates, themes, and plugins. It is suitable teaching tool, because it facilitates an online “learning Management System (LMS)”.  Many security issues have been encountered with the website when it was first founded in 2003, that made it vulnerable to users. Yet, the security was optimized over the years to be protected with search engine optimization (SEO) tools, Canvas Security System, affiliation to Amazon website, and authorized by General Data Protection Regulation (GDPR). GDPR is a cyber data security system applied in Europe and countries that complies with European laws. Affiliation with Amazon and serving under the umbrella of GDPR gave the website a customer trust-based reciprocity, a legal existence, and maintained hierarchical authority.

In such setting, the product is “knowledge”, the customer is “a future entity”, and the management is virtual that is absent from the direct seen. A unique emerging image of business, in which the intangible product of knowledge will grow in the world of the learner upon use, influence social interactions, impact economy & politics, and become materialized (Adler, 2001). Also, the uniqueness of such a business model is what (Freeman, 2009) explained, a business with Nobel goals, that targets to make the world a better place, by creating values for another group of stakeholders, who are unknow to the business owner. Therefore, the management of communication of stakeholders is different, it is no more about changing the business plan to meet their interest, however the strategy emerged, is changing the story of business to suit the global community of stakeholders. Accordingly, the major link between the business sector and the customers is the globalization of code (Boredpanda.com, 2020), and in the language codes by which the message is designed (Halpern, Valenzuela and E Katz, 2017).

WordPress, has dealt with this concept through providing readymade teaching designs. Moreover, for a “cling” and “hook” in the message to the virtual customers, (Wenger, 1998:4) proposed three elements for a meaningful interactive coherence: mutual engagement to define a shared identity, joint enterprise via hashtags and emojis to give vitality, and a shared collection of tools, resources and standards; WordPress also provides a set of plugins as displayed in this video, to enhance spread of content.

Plugins – WordPress

Furthermore, WordPress has left space for choice of the previously discussed concepts of codesign, globalization of code, language codes and message design. This is to allow the virtual blog designer to consider self-oriented media impacting tools, from the owner’s perspective, which is thought to prepare digital environment to be a “homepage” for the customer.

Affordances

Text Box: Affordances Affordances will consider the psychological impact on stakeholders’ relations by which the common desired emotions, designs, interests, and outcome are recruited. They’re used to direct the user’s attention to a desired outcome planned by the hosting website. Consequently, the actions of the designer of the blog are directed accordingly. Affordances are explained in the video below.

Affordances

From another point, scholars identified affordances as manipulators. Globalization of thoughts became a target of many politically oriented website hosts as symbolized in Figure 1.


Figure 1: The world connected via WIFI (Available a: (Boredpanda.com, 2020) image.)

In the era of technology control, the perception of affordances is identified as impact. (Wenger, 1998:4), quoted (Fowler and Mayes, 1999, p. 7) explaining that professional learning and development are about communities of practice, involvement, and participation of identities. Manipulation is happening anyway, as we all strive to participate in the cyber world.  However, to redesign the through of the designer or the consumer from manipulation to impact, the outcome will be more likely accepted. (Wenger, 1998:4) quoted (Efimova et al., 2005), to explain how a series of interlinked weblog posts and comments on a specific topic, emojis, and reflections buttons, create a narrative rhythm, pattern and linking practices of members. Wenger affirms how these practices support a basic content analysis to the participants, thus supports, and sustains stakeholder’s communication. It is not manipulation in its unpleasant meaning. It is an emergent meaning of a social participative way of learning, developed within a situated learning environment. An example of participative way of learning WordPress provides tens of teaching models to support the WordPress user enhance the desired outcome (explore).

Link Between Social Media and the World

Figure 2: Like Button And Self Ego. [image] Available at: <https://images.app.goo.gl/4S6LvJRZRKXtnN16A&gt;

In conventional business model, dialogue is introductory to the vital discussion session where decisions are made based upon its outcome. Politics, culture, and community practices where managed through the organizational policies. However, in the new emerging form of social media online business, dialogue occupies more space. The clear set boundaries became vague (Freeman 2009), with more freedom to bring the political, cultural and community views to the platform. This in turn, feeds a minimized discussion, through virtual Q & A, notifications, and comment. The decision-making process is then a matter of analysis and conclusions based on the interactive reflections on the post. (Johansson, 2020) elaborated on this shift with focus on the strategies required to sustain the emerging business form. He put the performance indicators as;  the number of people who learn message content (measured through , number of people who change opinions, number of people who change attitudes , number of people who behave in the desired fashion, and / or number of people who repeat or sustain desired behavior.

Johansson cited (Sundar, 2008), who explained how these number of people will raise or drop based on achieving a higher sense of personal empowerment by assuming a “forwarder” of information role, or assuming a “helper in teaching the information role”. Thus, when people provide information to others, they boost their confidence in dealing with issues, which again suggests an increase in their efficacy on cultural, political, economic and interactive communication (Johansson, 2020). In this regard, WordPress provides instant analytics of interactive moments, numbers of all types of responses as in like, comments notifications … etc as in here.

Conclusion

To find a way through all these challenges and reach a mass audience, is obviously not an easy task. Mass audiences, mass markets and mass media have been artificially created and largely illusory groupings of people (Macnamara, 2008). Therefore, taking attention of audience require creative in what is provided on the blog.  Using provided templates will certainly become ineffective with time. Accordingly, with emergent media business, here comes the Attention Economy business. Maybe the next teaching blog should focus on buying attention strategies, for more resilient aspects of social structure. Eventually, designing a mutual interest embedded in trendy attractions.  Will virtual interactions ever replace reality, specifically in teaching and learning? What about small ages, will social skills be acquired effectively? On an economic scale, will revenues of selling intangible products match? Will owners of competitive market preferences, be involved in a less economic value project, and accept a paradigm shifts in desired outcomes from profit to social values?

I understand that the disadvantaged will accept this shift out of need, but what is in the “need” of an owner with a high market position to accept undertaking such a shift? 

References

  • Adler P., 2001. Market, Hierarchy, and Trust: The Knowledge Economy and the Future of Capitalism. Organization Science, 12(2), pp.215-234.
  • Benkler, Y., & Nissenbaum, H. (2006). Commons‐based peer production and virtue. Journal of Political Philosophy, 14(4), 394-419.
  • Bonney, V., 2018. How Social Media Is Shaping Our Political Future | Victoria Bonney | Tedxdirigo. Available at: <https://www.youtube.com/watch?v=9Kd99IIWJUw&gt; [Accessed 11 August 2020].
  • Boredpanda.com, 2020. Globalization Of Thoughts. [image] Available at: <https://www.pinterest.com/pin/591660469782583859/&gt; [Accessed 15 August 2020].
  • Brewer, K., 2020. It’s Not Manipulation, It’s Strategic Communication | Keisha Brewer | Tedxgeorgetown. Available at: <https://www.youtube.com/watch?v=QGeHS4jO0X0&gt; [Accessed 13 August 2020].
  1. Halpern, D., Valenzuela, S. and E Katz, J., 2017. We Face, I Tweet: How Different Social Media Influence Political Participation Through Collective And Internal Efficacy. [online] Journal of Computer-Mediated Communication. Available at: <https://doi.org/10.1111/jcc4.12198&gt; [Accessed 14 August 2020].
  1. Hosmer, LT., Kiewitz,. C, 2005. “Organizational Justice: A Behavioral Science Concept with Critical Implications for Business Ethics and Stakeholder Theory,” Business Ethics Quarterly, Cambridge University Press, vol. 15(1), pages 67-91, January.
  2.  JOHANSSON, C., 2020. STRATEGIC COMMUNICATION THEORY. [online] MEUN.SE. Available at: <http://file:///C:/Users/amani/Desktop/Amani/RMIT/Sem%202%20July%202020/Stakeholders%20Relations%20and%20Emergent%20Media%20COMM1107/Assignments/Strategic%20Communication%20THeory%20ppt.pdf&gt; [Accessed 14 August 2020].
  1. Lock, I., Wonneberger, A., Verhoeven, P. and Hellsten, I., 2020. ack to the Roots? The Applications of Communication Science Theories in Strategic Communication Research, International Journal of Strategic Communication,. Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=hstc20 International Journal of Strategic Communication, [online] 14(1), pp.1 – 24. Available at: <https://www.tandfonline.com/loi/hstc20&gt; [Accessed 12 August 2020].
  1. Macnamara, J., 2008. Emergent Media And What They Mean For Society, Politics And Organisations. [online] http://www.uts.edu.au/new/speaks/2008/June/resources/1106-talk.pdf. Available at: <https://www.researchgate.net/profile/Jim_Macnamara/publication/242728445_Emergent_media_and_what_they_mean_for_society_politics_and_organisations/links/0deec53225e5d56783000000.pdf&gt; [Accessed 16 August 2020].
  1.  Sliptalk.com, 2020. Politics of Social Media Communication – Like Button And Self Ego. [image] Available at: <https://images.app.goo.gl/4S6LvJRZRKXtnN16A&gt; [Accessed 17 August 2020].
  2. Verbeke, A. and Tung, V., 2012. The Future Of Stakeholder Management Theory: A Temporal Perspective. [online] J Bus Ethics. Available at: <http://file:///C:/Users/amani/Desktop/Amani/RMIT/Sem%202%20July%202020/Stakeholders%20Relations%20and%20Emergent%20Media%20COMM1107/Assignments/The%20Future%20of%20Stakeholder%20Management%20Theory.pdf&gt; [Accessed 14 August 2020].
  1. Winner, Langdon. “Do Artifacts Have Politics?” Daedalus, vol. 109, no. 1, 1980, pp. 121–136. JSTOR, www.jstor.org/stable/20024652 (Links to an external site.).
  2. WordPress. 2020. Blog Tool, Publishing Platform, And CMS – WordPress. [online] Available at: <https://wordpress.org/&gt; [Accessed 16 August 2020].

(Blog Tool, Publishing Platform, and CMS – WordPress, 2020)

DopaMe … Instagram & Me …

#Instagram

“The desire for a ‘hit’ of dopamine, coupled with a failure to gain instant indulgence, may prompt users to perpetually refresh their social media feeds”.

#Instagram and the #quicksand colloidal effect of pictures on #emotional health.

As every other social media platform, Instagram is marketed as a free choice. Moreover, a free choice that gives “Opportunities to create, connect, communicate, discover, and share; Fostering a positive, inclusive, and safe environment” as specifies in their policy. Also, they provide users with privacy, and access to complains and spasm reporting.

From another point, Instagram is product of Facebook that is determined to create a cybersafe with its own governance. Eventually, they have created a platform that is purely devoted to utilizing a human natural trait of the brain and its emotional dependence. The brain is designed to be affected by images more than words and audios. The psychological impact of pictures triggers emotional depth, and specifically prior to sleep. Specialists specified the impact of the last 10 pictures that are stored in mind prior to sleep, will multiply during sleep and creates a drive of stimulations that will direct action after waking up.

Furthermore, the platform reads, stores, sorts out and systemizes the “likes”, search history and profile clicks. Accordingly, the user, who slept under the influence of the last 10 images, will wake up to find a set of suggested pictures that enforces what has been multiplied through the night. This person will become determined to what the images emphasized. Another criterion that Instagram suggests images, is based on the search history of friends followed by the account user, and interactions between these followers / followed accounts, on Instagram and Facebook.

This process is ongoing and will occur even if the search history is deleted and is no longer visible to the user. The process is also indulged in millions of robotic accounts, that will CommNet on automated suggested images with a wording system that instill the connection between the viewer and the systemized themes of these images. Total containment of one’s brain. And total systemization of a virtual community.

All that is topped with a system of beatification. Beautifying of photos and chosen pictures by applying a range of enhancement filters. This function changed the way people present themselves online, and the peer interpretation of “perfect” beauty that will affect viewers’ emotional and psychological responses.

The result of all that, is a “product” user, who developed increased social anxiety. An anxiety that is developed because of the fear of missing out, or being missed out upon, and the feeling of jealousy. Two main social factors that “ads” use to emphasize the bias political and economic messages required in a language that navigates street jargon.

Instagram, is a main cause of many social movements that called to create campaigns of theoretical and practical implications for the design of health campaigns and education to enhance the positive effect of social media on health and emotional well-being, instead of the social comparison, distorted image of beauty, that lowered self-esteem.

How could the platform be improved? I believe the content is the target that needs to be improved and not the platform. Education psychology is to utilize this ready-made platform to instill “learning” of non bias information and knowledge. An emotional intelligence fertile ground ready to use. But are educators and education institutions trained to emotionally reshape education?

As Manuel Castells described such a platform, a Global Surveillance Agency that is a form of a picture or a message that cannot be intercepted, or prisoned.

Instagram … Can we do ant better ?

Related Links

  1. Influencers and directed politics and capital

https://brandequity.economictimes.indiatimes.com/news/digital/study-states-16-million-accounts-of-indian-instagram-influencers-are-fake/70212014

  • Deceptions of photos

https://www.rand.org/pubs/research_reports/RR2961.html

  • #Wellbeing

https://www.centreformentalhealth.org.uk/blog/centre-mental-health-blog/anxiety-loneliness-fear-missing-out-social-media

Even “Spider Man” analogy is a Colonized Gender Identity …

Socio-cultural diversity and values of gender development through the scope of the world’s systems

“Woman” as a concept is to be freed from being traded in as a hot agenda weapon in international development concepts and programs. In a more general scope, “gender” is also a concept that should be freed from being the focus on the agenda of international development.

It might be difficult though to build such a progressive concept as the word gender was not an official common term in ancient history. Yet, in this short essay, the future of gender development will be critically reflected upon from three different angles, based on intersections of the concept of gender (man and woman for the ancient periods) between an ancient pre “third world” pre-Islamic Arab Peninsula concept, then from a Red Indian’s woman positioning prior to the European Colonization, and lastly from a post-colonial African concept through the role and impact of the Woman Bureau (WB) in Kenya. Next, the three concepts will be discussed from an international development approach. Lastly the three aspects will inform the concluding discussion with impact of gender focus on international development discussing the nature of transformation from WID to WAD and recently to GAD.

A 7th century inspirational marriage relationship, initiated by a woman who was admired for her acumen and sought after for her legacy. Khadija excelled to manage her tradelines across the Arab Peninsula and the Levant. She hired Muhammad to accompany her trade, due to his reputable attributes of sincerity, honesty, truthfulness, and compassion to the less privileged. Khadija chose to deem in Muhammad, and her choice to spend her life with him as her husband led to abandoning socially equivalent wealthy businessmen whom she frequently worked and traded with.

Khadija later came to be “The Mother of all Faithfull’s”, and Muhammad (peace be upon him) became to be the very last Prophet of God and the messenger of the Religion of Islam. Prophet Muhammad, who used to run for sanctuary between her arms, and was emotionally, mentally and socially supported by her until she died 15 years after their marriage. A divine preparation to a man through a woman to be able to serve a hard responsibility. The Islamic revelations stopped girl’s infanticide, defined the inheritance system, in which woman officially inherits her family, and forbid the market of prostitution, which is an area where women work in more than men. Some of these sex workers start at an extremely young age, but that is a story for another report (Bancroft-Hinchey, 2014).

The paradox in this relationship is that it happened in Mecca; in an era where newborn females were buried alive because the father would be ashamed of announcing a newborn female.  It was also common for widows and divorcees not to remarry. Her attributes embedded hope and empowerment for women weather it being a manager, a businesswoman, a leader, a source of knowledge, or a source of advice and inspiration to her family, community and of course her husband. There are many social and physical characteristics that are expected by gender, and this creates a social and mental impact on the upbringing of children as explained by WHO (Newman, T., 2018). An example of where this doesn’t exist would be the Yoruba society. (Maria Lugones, 2016). Khadija’s role in the prophet’s life included norms of behavior set for both men and women. Khadija as woman, a one-sexed person, acted as a woman in containing her husband and her children with love, care and advise, and on the other hand as a man in managing her trade across cultures. This is if we agree to the categorized characteristics of feminine or masculine back in the 7th century in the Arabian Peninsula, which still exists on a smaller scale now!

Eight centuries later, in the 15th century, we sense another historical positioning of women. The Indian American Navajo’s dances, songs and celebrations are all based on woman. The Spider-Woman. She appears in their stories as the heroic woman who is the protector of the needy, the less privileged, teacher of art and trainer of the indigenous methods of agriculture who’s primary goal was to create a universe with women at its center (Maria Lugones, 2016). With the European colonization of North America, gynocritic spirituality was replaced by the hierarchical gender system of the one supreme male. A change in system that require Social Adjustment Programs (SAP’s) to be introduced and men were trained to take over this new role, through which woman lost most of her role in the community (Maria Lugones, 2016).

In the 20st century WID (Woman and Development 1970’s) changed to WAD (Women and Development 1970’s), which later changed to GAD (Gender and Development 1980’s) (Glaser 1991). WID focused on the idea of egalitarianism and how everyone, no matter their sex or race, should have the same economic opportunities. This included strategies of integrating them into development processes. The WAD perspective focusses on the relationship between women and development processes rather than purely on strategies for the integration of women into development. Finally, GAD is about what socialist feminists have identified the social construction of production and reproduction as the basis of women’s oppression. GAD focuses its attention on the social relations of gender, questioning the validity of roles which have been delegated to both women and men in different societies (Snyder 1995). In modernized Kenya, men dominated the social, economic, and political fields. Women were viewed as mothers and housewives (Snyder 1995). Not until mid-1970’s that woman started being viewed as a source of participation to the urban industrial life, specifically after the World Bank developed Social Adjustment Programs (SAP) after the economic deterioration in Kenya, in an attempt to increase the workers for government trade practices and help improve the economy (Woestman 1994). Soon after that, the term gender was infused into the market to integrate the labor market to the westernized SAP (Schuurman). A confusion is caused, between the Marxist Socialists Feminists GAD supporters, and the WID liberal radical supporters (Stamp 1990). Local socialists announced the subordination of woman and exploitation to her identity and worked on an agenda of “Women as Victims of Patriarchal Structures” (Stamp 1990). A total new image stripped many women of the responsibilities they once had in indigenous pre colonized Kenya (Gatwiri Kariuki, Claris, 2010).

From the above “global” cross sectional view of “gender development” through history, it seems that indigenous communities are more developed than modernized societies in terms of woman productive involvement in the community. Moreover, although there has always been heterosexuality, exploitation of woman in prostitution industries, and devaluation of girls and woman, yet, woman indigenous communities were less gender biased. Men and women’s roles tend to negatively be altered through contact with embedded cultures and economic systems. Views on men and women’s relative status remains connected to the original underlying cultural estimates of maleness and femaleness. They are neglected in “gender‑focused” development policies.

 My comprehension of gender development reflects as a human error. An error that will multiply with time. From WID to WAD then GAD, the benefits of local and global development practices for communities engaged in development processes is decreasing the influence of woman in overall value for societies. Gender to replace sex is a “dangerous” development approach that is embedded in globalization and political drives.

I support the approach that gender development, with categorizing binary sex system into a rainbow of genders scheme, will enlarge the intersections among more layers of inequalities. Therefore, positions of women and men, and other gendered based groups, will be burdened even more with the new policies to be created to serve the full scope of genders (Patel, P., & Evans, A. 2011). Moreover, this approach is going to increase the racial segregation based on gender. Levels of discrimination will be experienced differently by male and female-based sexes, different hormonal, psychological and environmental backgrounds (Patel, P., & Evans, A. 2011).

Social Media twirls Education Specialists Creativity

Ignorance in Social Media Hacks & the Struggle of Education Professionals

Social Media, International Education Development and Facebook …

Starting an analysis of an existing platform, by a “beginner’ in social media is a “weird” task I am conducting.

As an educational consultant, I have always shared my work via organizational set up in meetings, training sessions, development workshops and in demo classrooms, Mentoring meetings, evaluation conferences and other personal development strategies were also followed. I have my Facebook, twitter, Instagram, and LinkedIn accounts, yet they have not been used for professional development. I used them to blog a comment, share an achievement, participate in social interactions, and occasionally share a professional blog that related the news or political situations to education. Collecting likes, and shared was left to natural interactions, I never worked to assure my online existence as a professional and specialist.

Marketing the Educational Institution is a real struggle. It takes a non-educational marketing specialist to work out the marketing strategy from a devoted business view. However, the link between business and education is a vague concept for both ends of the joint venture. Different objectives and different disciplines make the product vibrates between selling the institution or selling the content to be learned from the institution. Academic or Vocational, developing nonprofit social service or for-profit corporate with social responsibility?

From another point, spreading the educational content through social media platforms is another struggle. The “to be learned content” is not an appealing product to be marketed, especially for school aged clients. The “to be learned content” is also required to be prepared by many professionals (the academics, techno people, the creative designers, and the delivers). Having all these professionals brought together under one umbrella is almost not possible, regardless to the fact that the combo does exist in real ground.

Furthermore, another true struggle is the struggle of branding the educational institution as unique and different, yet, serve committed to the latest trends in serving “learning”  To be creative, productive, educative, and falls within limits & standards, rules & regulations, yet stay unique? Reading content, following the steps, watching the videos, dramatizing the content, even naming the domain, and specifying the position is always available on the web and for all. Professional designs, processes and procedures are no longer a scarce resource. Then what makes a new brad stands out?

This website is devoted for International Education Development. IED as a GLOBAL CONCEPT that will be presented as a Web-learning Page that provides learning in the steps of developing the page. Learning at the spur of the moment as never happened before. Founded and managed by an Educational Expert who has experienced education as academic and vocational paradigms. The main purpose of this website tis to “analyses” the emotional trigger in the educational posts and development material. As per my interactions through my leading roles, all has agreed that this is a unique “power” of my leadership style. A heart to heart education was always my motive .

This website aims to lead beginner education specialists to construct unconventional Global Educational Platforms through published trial and error. On-site training and step by step practice to edit and develop already published pages, is going to be the innovative practice in this page. The website focuses on interrelating educational, economic, technological creative skills into a “Knowledge Economy World Bank” in a platform that spread Global Concept via Education out of a heart, hence my Slogan.

The website is designed to provide an everlasting renewable resources of INTERNATIONAL EDUCATION DEVELOPMENT – content and ideas. The content will be shared via twitter, Instagram, Facebook and linked in platforms, where I already have accounts and followers to start with.

An example of a shred blog:

https://international-education-development-amaniamad.com/2020/07/21/blog-1-17th-july-2020/

Considering Facebook as the platform that will be used to share the website’s posts on, and how is it suitable for its purpose.

Analyzing Facebook had given me insights in what to think of when designing my web page. My web page is just starting to be shaped and constructed.

Facebook Analysis

Domain:

Facebook domain has been changed in 2004 after many years of use of Facebook in full word, into FB. FB has as well bought all similar possible typing mistakes as fAcebool, or gacebook …etc to own search get redirected to their main domain page.

FB mission: “to give people the power to build community and bring the world closer together. People use Facebook to stay connected with friends and family, to discover what’s going on in the world, and to share and express what matters to them”. This mission as per (Thorelli, 1968), fulfills defined scope, specific objectives, function, of service and clients served.

Interrelated sources of Power of FB:

FB with sources of power provided, will be a technology and economic leadership power of identity and legitimacy. FB as per literature, provided

  • long-term contracts
  • part ownership of another network member
  • interlocking directorates
  • joint-venture arrangements

These sources of power dominates:

Economic: Economic Impact of FB in 2014 Facebook developed to be: cash generator, jobs opportunities creator, marketing platform, entertainment business, socio-economic, information search, and other businesses stimulator and developer. In 2014, the FB company had a revenue of 1.4 bn USD in profit in its 1st quarter. It created a 4.5 million jobs globally.

Position and Expertise: After being a social interaction platform that was developed to become an economic and information source of impact. A question was raised of FB: Can a social network become a governor? A new position is being questioned as well in 201: Can FB role have a role in as a principal human rights monitor for freedom of expression? With a 130 million $USD budgeted to advocate for this new positioning. Facebook is taking a significant step toward self-governance of online speech.

Legitimacy: A global platform is legitimate by individual states government laws as well as international law depending on the situation, location, topic, and content.  And when such a platform seeks a new positioning as a role in HR freedom of expression advocacy, new laws and a new board of legitimacy will be defined, although this is will not help legitimize content and practices that many find objectionable, such as the increased use of automation to make decisions about content. “If the board’s decisions are rooted in the kinds of human rights standards that individuals around the world cherish, if they genuinely absorb the input of communities worldwide, Facebook’s legitimacy and influence may rise”.

Trust:

With time FB might build that trust to expand to govern a worldwide industry of online speech and provide an umbrella to “all” other online platforms to publish under its governance for a lower legitimate responsibility and economic coast. And this will encourage competition in this market specifically by encouraging new platforms to join the industry specially those that come with innovative ideas.

Furthermore, strategic management purposes forecast, is to look upon the entire network as a single organization, by forming joint product development.

Now the next step to be taken is to apply all this on my website and see how it goes with pricing, marketing, positioning and legitimating my services via horizontal and vertical hierarchies.

International Education Development – Social Media beats Education Profession

Research Blog 3

Initiation with ACEA

IDR 1 – Blog 3

23rd July 2020

Research Title:    Fate of Education in Gazza due to Recurrence of Conflicts and

the 2020 COVID 19 Pandemic

The link with ACEA has been initiated. Mr. Refat thankfully has granted approval and all support to make this research project come to the light. A highly appreciated opportunity to work research a region, district and topics that will serve education and learning in & around the Arab Region and will be enlightening all other education regions.

We started by a conversation over a phone call, to get to greet each other, introduce the research objectives, and discuss ACEA’s interests as an educational movement; what research topics are of interest to them, and what areas are required to be emphasized through research during the COVID19 pandemic global emergency.  

A glance about my background that was shared with ACEA;

an educational professional with background science research, education, and senior management. My work experience has been progressively developed through teaching in international schools, to team leading & administrative roles. Furthermore, participating in strategic educational top management, consultancy and policy making occurred over the past 7 years of my work experience. I have worked in general education fields and inclusive education. I have worked with mainstream education systems, inclusive education systems, of local and international governance. Policies for general education, learning difficulties and learning disabilities were written and evaluated.

I am currently based in Kuwait where all schools and educational companies are currently closed due to the pandemic. The exception being a few international schools, that have allowed part of their student base to continue with distance schooling, based on parents’ approval and students’ choice. 

Mr. Refat explained the interest of ACEA in the research topic and have added that he will introduce me to his team from TCC (Teachers Creativity Center). He expressed the interest of the center in following up closely on the via the research about education after the pandemic and demonstrate a report about the actual findings.

We agreed to discuss the areas that we will cover in the research study over a Skype meeting with the TCC representatives, Ms. Hala and Ms. Rawan.

A glance about TCC

The Teacher’s Creativity Center (TCC), is a non-for-profit, non-governmental Palestinian organization, registered officially to the specialized department of the Ministry of Interior, in Palestine.  TCC advocates for a community-driven, rights-based education and for an outcome-oriented planning for education in Palestine and MENA. TCC is mainly devoted to transforming the role of education to become socially responsible education. TCC is based in the city of Ramallah in the West Bank.

The work of TCC is aligned with SDG4, article 4.7, and the article 26 of the Universal Declaration on Human Rights, the Socially Responsible Education.

TCC homepage link is provided below for reference and more information.

Teacher Creativity Center. (n.d.). Retrieved from, Palestine, Ramallah

http://www.teachercc.org/articles/view/1