نرحب بالزوار الكرام لموقعنا المتواضع

نرحب بالزوار الكرام لموقعنا المتواضع

Tuesday, June 7, 2011

أهــــــمــــيــــة تعـــــــــليــــم الـــمــــرأة

علم امرأة فانك تعلم أمة بحالها 
***
 العلم نور
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 العلم يرفع بيت لاعماد له ** والجهل يهدم بيت العزة والشرف


 التعليم بصوره عامه مهم جدا والتعليم انواع:-
 تعليم زاتي: (اي تتعلم لوحدك بدون معلم واكبر مثل لذلك في الوطن العربي الكاتب العربي محمود العقاد)
تعليم رسمي :اي التعليم في المدارس العادية
تعليم ديني: وهو مهم لفهم اصول الدين وابجدياته.
تعليم مهني : وعاجة ما يكون الهدف منه تعلم مهنة او خرفة معينه من اجل العمل بها.
تعليم لابد منه : (كما يقول الكبار فك الحرف ) وذلك كتعلم اللغة في بلد المهجر اذا انه شرط اساسي للتأقلم في المهجر وهذا ما نفرد له هذه المساحة اليوم .
 فأنتي الأبنة او الأخت  يوما ماستصبحين أما ومسؤليتك تعليم ابنايئك لذا التعليم مهم جدا لك.
الام مدرسة اذا أعددتها ***اعددة شعباً طيب الأعراقي 
التعليم مهم جدا خصوصا لك انتي اختي المهاجرة كما اسلفت لك لذاتك ولتعليم ابنائيك وان اردتي العمل لابد من معرفة اللغة للتفاهم في مجال العمل وكذلك  للتعايش والتأقلم مع المجتمع الكندي بدا من التسوق وانتهاً لزيارتك للطبيب عند مرضك او مرض احد من افراد اسرتك صحيح هناك مترجمون ( مترجمون شفويون) ولكن هذا المترجم سيساعدك في حد معين لذا التعلم للغة واجب علي الاقل من اجل التعايش وحتي لا تشعرين بدونية ونقص وكما نقول نحن العرب (  من عرف لغة قوم امن شرهم) فتعلمك للغة يفيدك كثيرا وحتي تتمكني من امتحان الجنسية الكندية او جنسية بلد المهجرالذي تقيمين به لابد من تعلم احدي اللغات الرسمية (بكندا الإنجليزية او الفرنسية) . 
وان كنتي ام فيجب ان تكوني اكثر حرصا علي تعلم اللغة الإنجليزية  لأن هنا التعليم المدرسي  بكندا يعتمد علي متابعة الواجبات المدرسية لابنائيك  وبالمناسبة الاطفال هنا يتعلمون سريعا وان لم تتعلمي فسوف يؤثر ذلك علي نفساتهم لأنك لاتزاكريين معهم . 
قد تقول لي بعضكن والدهم يعرف اللغه هذا يكفي ! اقول لكي كلا ياعزيزتي  انتي أيها الأم من تنشي أولادك مهما كان الأب متعلم تعلمي انتي ان كان الوضع السابق في بلادنا العربيه يحتم في بعض الدول عدم تعلم المرأة هنا خذي حقك من الحياة ولا تتهاوني ولا تتعللي ان كنت ام بان الأطفال يشغلونك عن التعلم فتعلمك سيكون من اجلهم بحيث يساعدك تعلمك  للغة في تربية الأبناء وهنا الحكومة توفر لك الدعم المالي لإلتحاقهم بدور الحضانة(الروضه) او الاستعانة بأحدي إخواتك من الجالية العربية من تثقين بها و تتركي أطفالك في ساعات وجودك في المدرسة اذا كان الزوج يعمل نفس الوقت او يدرس نفس الزمن  وهذا موضوع اخر سنفرد له مساحه اخري ( دور الحضانة) وايضا تعلمك للغة يجعلك متفهمة للمجتمع الجديد واخذ رخصة القيادة وأخذ امتحان الجنسية وخلافه  لهذا اكرر لكي تعلمي ان لم تكن دراسه راسيه او لأجل العمل علي الاقل تعلم اللغة ESL
 اما اين تاخذين دروس اللغة  عليك الاتصال بمستشاريين الاستقرار بكندا كمنظمة مساعدة المهاجريين الجدد ISS
أخيرا اقول لكي التعليم مهم وقد حسنا الدين الحنيف علي ذلك والرسول (ص) ذكر في كثير من الأحاديث مثلا ( تعلموا من المهد الي اللحد) اي ان هنالك ليس عمر محدد للتعلم سواء كان دنيوي أو أخروي(لا تقولي راحة علينا) وكذلك( تعلمو ولو في الصين) ونحنا في اقصي الارض حيث ان الاراضي الجديدة حينها لم تعرف وهي كندا وامريكا الشمالية
وأخيرا اقول لك انت سفيرة لبلادك ولحضاراتك العربية والإسلامية فبتعلمك  للغة سوف تتحاورين مع الكنديين وتعريفهم من انتي ومن بلدك الموطن الاصل .
اكرر تعلمي والعلم انواع كما اسلفنا سابقا فسنخوض اكثرفي مساحة اخري وعليك ان تعلمي تعلمك للغة قراءة وكتابة هوالاساس الذي  ينقلك للمرحلة المتقدمة من التعلم الراسي او المهني.
 موضوع بالانجليزية يؤكد أهمية تعليم المراة:-

Importance of girls’/women’s education

Defining the right to education


©David San Millan/ ActionAid
©David San Millan/ ActionAid
The right to education has been universally recognised since the Universal Declaration of Human Rights in 1948 (though referred to by the ILO as early as the 1920s) and has since been enshrined in various international conventions, national constitutions and development plans. However, while the vast majority of countries have signed up to, and ratified, international conventions (such as the UN Convention on the Rights of the Child) far fewer have integrated these rights into their national constitutions or provided the legislative and administrative frameworks to ensure that these rights are realised in practice. In some cases the right exists along with the assumption that the user should pay for this right, undermining the very concept of a right. In others, the right exists in theory but there is no capacity to implement this right in practice. Inevitably, a lack of government support for the right to education hits the poorest hardest. Today, the right to education is still denied to millions around the world

As well as being a right in itself, the right to education is also an enabling right. Education ‘creates the “voice” through which rights can be claimed and protected’, and without education people lack the capacity to ‘achieve valuable functionings as part of the living’. If people have access to education they can develop the skills, capacity and confidence to secure other rights. Education gives people the ability to access information detailing the range of rights that they hold, and government’s obligations. It supports people to develop the communication skills to demand these rights, the confidence to speak in a variety oforums, and the ability to negotiate with a wide range of government officials and power holders

There is - of course, one might say - no absolute agreement as to how to define human rights, but among ESC rights, the substance ofg the right to education is relatively well defined: universal access to free and compulsory primary education, universal availability/accessibility of secondary education, in particular by the progressive introduction of free education; equal access to higher education on the basis of capacity, in particular by the progressive introduction of free education. These standards are much more clear than, for example, the standards regarding the right to health, the right to housing, the right to participate in cultural life, or the right to an adequate standard of living. This doesn't mean, of course, that these standards exhaust the definition of the right - the issue of quality issue remains a big definitional problem.
Some of the aims and objectives of education, as defined in the international covenants and treaties, may include the following
  • The development human personality and individual talent, a sense of dignity and self-worth, and mental and physical ability.
  • To instill respect for human rights and fundamental freedoms, as well as for cultural identity, language and values.
  • To enable people to participate effectively in a free society.
  • The promotion of understanding, tolerance, friendship among all groups, and to maintain peace
  • To promote gender equality and respect for the environment
However, it should be noted that these criteria are undoubtedly also among the most malleable and least enforceable with regards to the righ to education: it is much easier to check whether or not primary education is free and available to all, than to check whether or not education is has as its objective the development of a sense of dignity, individual talent or to enable people to participate effectively in a free society. These issues are not impossible to define, but they give States a broader leeway than accessibility or availability

Education and the 4 As


©ActionAid
©ActionAid
For education to be a meaningful right it must be available, accessible, acceptable and adaptable. The concept of these 4 As was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, and it is one of the best ways to assess and act upon the situation
However, it should be noted from the outset that these 4 As are not definitive. Whilst they are an extremely useful way of explaining the right to education in terms of tangible factors, they are not necessarily the standard used in every international treaty and as such should not be treated as a generic, comprehensive guide to what the right to education means under every law
The 4 As are to be respected, protected and fulfilled by the government, as the prime duty-bearer, but there are also duties on other actors in the education process: the child as the privileged subject of the right to education and the bearer of the duty to comply with compulsory-education requirements; the child’s parents who are the ‘first educators’; and professional educators, namely teachers
By using a participatory process this framework of the 4 As can become a tool to enable people to think through what the right to education means to them, and compare their current reality to this ideal context

Importance of girls’/women’s education


Gender inequality in education is extreme. Girls are less likely to access school, to remain in school or to achieve in education. Education helps men and women claim their rights and realise their potential in the economic, political and social arenas .It is also the single most powerful way to lift people out of poverty. Education plays a particularly important role as a foundation for girls’ development towards adult life. It should be an intrinsic part of any strategy to address the gender-based discrimination against women and girls that remains prevalent in many societies

Education is a right
Everybody has the right to education, which has been recognised since the Universal Declaration of Human Rights (UDHR) in 1948. The right to free and compulsory primary education, without discrimination and of good quality, has been reaffirmed in all major international human rights conventions. Many of these same instruments encourage, but do not guarantee, post-primary education. These rights have been further elaborated to address issues like quality and equity, moving forward the issue of what the right to education means, and exploring how it can be achieved. As a minimum: states must ensure that basic education is available, accessible, acceptable and adaptable for all. (4A scheme) The right of girls to education is one of the most critical of all rights – because education plays an important role in enabling girls and women to secure other rights


Cultural changes
Cultural and traditional values stand between girls and their prospects for education. The achievement of girls’ right to education can address some of societies’ deeply rooted inequalities, which condemn millions of girls to a life without quality education – and, therefore, also all too often to a life of missed opportunities. Improving educational opportunities for girls and women helps them to develop skills that allow them to make decisions and influence community change in key areas. One reason for denying girls and women their right to an education is rarely articulated by those in charge: that is their fear of the power that girls will have through education. There is still some resistance to the idea that girls and women can be trusted with education. Education is also seen in some societies as a fear of change and now with globalization, the fear becomes even greater- fear to lose the cultural identity, fear of moving towards the unknown or the unwanted, fear of dissolving in the many others

Better health
Basic education provides girls and women with an understanding of basic health, nutrition and family planning, giving them choices and the power to decide over their own lives and bodies. Women's education leads directly to better reproductive health, improved family health, economic growth, for the family and for society, as well as lower rates of child mortality and malnutrition. It is also key in the fight against the spread of 
HIV and AIDS 

Poverty reduction
Educating girls and women is an important step in overcoming poverty. Inequality and poverty are not inevitable. “The focus on poverty reduction enables the right to education to be a powerful tool in making a change in the lives of girls and women. Poverty has been universally affirmed as a key obstacle to the enjoyment of human rights, and it has a visible gender profile. The main reason for this is the fact that poverty results from violations of human rights, including the right to education, which disproportionately affect girls and women. Various grounds of discrimination combine, trapping girls in a vicious downward circle of denied rights. Denial of the right to education leads to exclusion from the labour market and marginalisation into the informal sector or unpaid work. This perpetuates and increases women’s poverty.(Tomasevski, 2005 )” 

       










  والي مساحة اخري في التعايش السليم الايجابي بكندا 

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7يونيو2011م