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CARRYING THE VOICE OF THE AMERICAN UNIVERSITY IN CAIRO COMMUNITY

CAN SUBALTERN WOMEN SPEAK?

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UNESCO BRINGS TECH TO EDUCATION

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GOODBYES TO THE CARAVAN ARE IN ORDER

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SUNDAY MAY 13, 2018 VOL 99 / ISSUE 16

Cairokee Perform in Mashrou’ Kheir’s Annual Charity Festival BY DEENA SABRY @BONBONTALKS AUC’s community service club Mashrou’ Kheir hosted rapper Zap Tharwat and contemporary music band Cairokee on May 4, with all profits from the show going toward supplying water to homes in Upper Egypt. Their initiative is in collaboration with Misr El Kheir Foundation, a non-profit institution that works toward development. “The whole idea behind our event is to send a message that doing good can be fun. We want to engage Egyptian youth in community development in ways that are easy for them, interactive and fun,” Mashrou’ Kheir President Nour Khalil told The Caravan. The concerts were part of the annual Kheir Festival designed to engage the community in charity work. On May 4, concert-goers entering campus were greeted by a stickynote filled board and a diverse collection of drawings created by sick and needy children. Members of the club asked the audience to write down their wishes, which ranged from being happy to traveling the world. “Some of the children’s wishes that we granted were posted. The space available was for attendees to write down their wishes so they

can see what they wish for and what children in need wish for. It’s a way of making people realize that something they do every day may be a sick child’s wish,” said Khalil. While there were other forms of entertainment, like an Anghami booth where attendees could perform karaoke, and all sorts of snacks available, the highlights of the festival were the two performers that lit up the stage once the sun set. Tharwat opened the show by performing a number of his songs from his latest album, Al Madina (The City), which marked his first show since its release in April. Even though audience members were not singing along to every lyric, Tharwat was able to capture their attention, with the crowd clearly following every word he sang. His lyrics are known to be powerful, given the fact that he usually raps about prevailing social problems, which clearly kept the crowd on edge until they erupted in cheers at the chorus of every song. After performing for 30 minutes, he stepped off the stage as the crowd began calling for Cairokee. “Cairokee! Cairokee! Cairokee!” everyone chanted, with some screaming out the titles of their favorite songs. Once on stage, the band kickstarted their performance with the title track from their 2017 album No’ta Beida (White Dot).

After performing some of their older songs, Amir Eid, the band’s lead vocalist, asked the crowd if they know the words of the upcoming song as he began strumming on his guitar the opening notes of Ana Mesh Menhom (I Am Not One of Them), which marked the beginning of a revolutionary medley that Tharwat joined them on stage for.. Up next was Ethbat Makanak (Stay in Your Place), another 2011 song about resistance. It was one of the few songs where everyone in the crowd was singing along at the top of their lungs to every word that flowed out from the duo. Other than a bass that was at times too loud, it was pretty clear the band shied away from performing their new politically charged songs. “I really enjoyed [the festival] but I wish they played more of their famous songs, especially the controversial Dinosaur,” said Reim Maklad, an undeclared freshman. However, for a band whose latest album was banned from the market for being too political, they sure did not stir away from politics altogether. While they did not perform any of their overtly controversial songs, specifically from the banned album, they seemed pretty adamant on taking the crowd seven years back in time, when a lot more hope was prevalent among the country’s

Cairokee and Zap Tharwat performed together to raise money for households in Upper Egypt

youth. Perhaps one of the show’s striking moments was when Eid shrugged and looked down as he sang about talk show hosts telling viewers what happened in 2011 was not a revolution. The crowd, in return, erupted in loud cheers and applause.

“It’s like they’re trying to revive the revolution,” an attendee could be heard saying halfway into the show. Some songs later, the show took an intimate turn when the band’s bass guitarist Adam el-Alfy took Eid’s place centre stage and sang Ma A’ad Sagheran (He Is No Longer

Deena Sabry

Young). The song’s lyrics are from Sharayin Tajih (Coronary Arteries), a poem written by prominent Egyptian author Ahmed Khaled Tawfik. The band recorded the song as a tribute to the late author who passed away in April.

Committee: Wide Differences in Student and Faculty Perceptions of Quality of Education

The committee found wide differences in student and faculty perceptions of education

BY NADA MOSTAFA @NADAMNAGUIB The ad-hoc committee formed at the start of the semester to look into the quality of education at AUC found wide gaps between faculty and student perceptions, it was revealed at a University forum on May 6.

The committee produced a report not only detailing the quality of education at AUC, but also providing proposals for reform and recommendations for improvement, according to Provost Ehab Abdelrahman. The results from the report were presented at the forum for discussion.

Heba Abdelwahab

“Our mandate was to raise the quality of education at AUC, but we were also asked to devise mechanisms that enhance and improve good teaching practices,” said Associate Provost for Transformative Learning and Teaching and Chair of the Committee Aziza Ellozy. The presentation and report

were mostly based on a survey given to students, faculty, parents and university Chairs, tailored specifically for each group. “Before [distributing] the survey, we had focus groups with parents and students, and the results of the focus groups were the ones that fed the questions we put on the survey,” Ellozy added. The most alarming finding from the survey were the wide discrepancies between how often students said they were exposed to certain aspects of learning, such as exposure to real-life problems, in their courses and how often faculty said that they incorporate these aspects in their teaching. Students across all standings consistently said that of the 19 learning aspects, they were only somewhat exposed to each of them. However, the survey revealed that faculty members themselves believe that they incorporate each of these 19 aspects to a large extent. “That is where the contrast lies - between how students perceive [education] and how faculty perceive it,” said Ellozy. Some students expressed

concern with the limitations of resources and facilities on campus as a significant barrier to their learning experience. “In engineering, we rely a lot on our labs, but we need good lab equipment,” said Samer Basta, a computer engineering junior. He added that the problem lies in having to constantly replace equipment even after having started their experiments after realizing that the equipment is faulty. Among the main points that the research revealed was that both students and faculty agreed that the quality of teaching was the most important factor determining quality of education. However, students added that the content of major courses and liberal arts were just as important as quality of teaching. “I never thought I’d like philosophy but I ended up liking it despite being forced to take it as a core course,” said Farah Sherif, an Economics sophomore. The next point in the forum was how often students said they were challenged at AUC. While the results from freshmen indicated that they are somewhat high, students said

they got less and less challenged as they advanced further in their academic career. The only exception were graduating seniors, who said they were very challenged by course content. “Here something is different; they seem to be happier. They’re very happy they’re getting out,” joked Ellozy. “But the reality is that this is probably where they are doing their most challenging work or their theses.” After the end of their exploratory research, the committee had to present a framework to improve the quality of education. “The very first recommendation is something to do with the teaching evaluation process,” said Ellozy. “We have to develop a comprehensive evaluation process.” Further recommendations were to establish a set of department expectations for high quality of teaching, establish a faculty development program and address the lack of English language proficiency among faculty.


2 |GENDER AND WOMEN Spivak on Representing Gender: Can Subaltern Women Speak? Sunday May 13, 2018

BY AMY ISMAIL @AIMYI The term ‘subaltern’ in the Oxford English Dictionary is derived from the Latin root subalternus and is defined as being below everything else, said Professor of English and Comparative Literature Ferial Ghazoul in a session of the interdisciplinary Brownbag Lunch Series. While other speakers throughout the series presented their research, Ghazoul said she would instead pose a number of questions. “Why is it that some concepts become so widespread, moving from one culture to another, while others remain local?” she asked, using ripped jeans as an example. “It is a teenage mode, and a sign of a certain sub-culture, which is not an inferior culture, but a culture of a minority, which in this case is a bourgeois clientele,” she said. The example highlights the duality in the meaning of the prefix “sub”, which not only refers to that which is below something else, but also that which is part of a larger whole. As a comparativist, Ghazoul is primarily interested in what she calls the cosmopolitan circulation of concepts and how they defy both cultural and national borders. “Subaltern” is one such concept. Her focus shifted to trace how the term “subaltern” travelled and changed its identity from its original Marxist use to its gendering at the hands of

Gayatri Chakravorty Spivak, evoking Edward Said’s concept of a travelling theory. Spivak’s groundbreaking article “Can the Subaltern Speak?” has received so much attention and, she argues, ironically become hegemonic. But the origins of the word are much older. “Both in English and Italian, the term “subaltern” stands for a military rank that indicates subordination,” said Ghazoul on one of its many usages. Antonio Gramsci, an Italian neo-Marxist known for his theory on cultural hegemony, used the term “subaltern” in his Prison Notebook and from there it was taken up by the Indian group that named their collective after the term Subaltern Studies. Gramsci was imprisoned for a decade under Mussolini’s Italy but managed to write several volumes by replacing key Marxist terms with other less conspicuous terms, among which was the “subaltern” in place of the proletariat. An Italian critic writing on Gramsci traces three meanings of the term “subaltern” in his work: a military rank, a subgenre, and the dispossessed. This last definition manifests itself in three different ways as well: first, to refer to the people at the margin of history; second, the proletariats; and thirdly, the individuals in relation to their cultural limits and social class. “The Subaltern Studies Collective, under its heading figure Ranajit Guha, the term changed the prevailing

discourse not only in social and political compacts, but also within the Marxist version,” Ghazoul said. The Subaltern Studies Collective posed challenged elite historiography by presenting historical studies on colonial India, focusing on the struggle of the oppressed as they themselves would perceive it. They brought in what was neglected before: the voice of the masses and their unclassified resistance - a history from below, a people’s history, a term popularized in the US. The term owes its cultural significance, however, to Spivak’s question. The genesis of her article goes back to a lecture under the title of “Power And Desire” that ended up being the famous essay. “Spivak the Europeanist, the Marxist, was looking more inwards towards her own culture, family and country for a theoretical frame. The subaltern approach came handy to her,” said Ghazoul. She added to subaltern studies by extending it to women, devoting a large amount of her work to Sati - widow sacrifice and the critique of the colonial mentality of white men coming to save brown women. “But this is a standard [mentality] in Afghanistan, in Iraq, maybe even in Egypt. They’re always coming in to “save” the women,” Ghazoul added. The significance of her contribution is that we cannot

Spivak’s real contribution to subaltern studies was gendering representations of the oppressed and downtrodden

anymore speak or refer to “subaltern” without visualizing women. Spivak brings in the importance of women in people’s struggles, such as Algerian women’s participation in the war for independence, and the impossibility of articulation without a platform, which is why she says in the end that the sublatern cannot speak. Spivak is essentially trying to create a structure that does not normalize the subaltern. “The message is not to speak for the subaltern but to speak with the subaltern.” Most of us speak of things we

learn from books or films, we talk about slums and villages, but we do not have contact with the subaltern. “Spivak’s success is in gendering the subaltern, bringing together gender, class and race. We cannot separate them, as Western feminism does. We cannot subordinate one in favor of the other.” Ghazoul expresses concerns that the term “subaltern” has become a fashionable concept and devolved into a buzzword, where it can be casually said that “we are subalterns” without properly understanding the context in which it emerged.

Yasmeen Shaheen

However, she insists that while that may be the case, it still remains a tool through which we can investigate the dispossessed with a particular focus on women. Ghazoul ended the lecture by asking the audience if she were to use the word “surgeon”, or if we think of an orchestra conductor, what comes to your mind, a man or a woman? The crowd replied by saying “man”, prompting Ghazoul to respond by saying that when we hear the word “subaltern”, we cannot help but think of women. And that is Spivak’s contribution.”

Parliament Amends Inheritance Laws to Tackle Gender Discrimination BY SARA MOHAMED @SARAAASHRAF3 SENIOR STAFF WRITER Like many women of her generation, Samia Medhat, a housekeeper for many New Cairo villas, says that while she is the breadwinner for the family, she has little control over the salary she receives. Her husband, who “refuses to get off the couch”, demands she hand it over every month, keeping in line with societal norms which dictate that men are in charge of the family’s economic decisions. More importantly, however, when Medhat received her inheritance from her late father, her husband also took the money and used it for his own personal purposes. But the Egyptian Parliament is trying to strengthen women’s inheritance rights. Following a year of deliberations on amending the Inheritance Law (Law No. 77 of 1943), the Egyptian Parliament passed a law on December 5 guaranteeing women their legitimate right to receive their inheritance. The parliament approved the new law after the Cabinet, the National Council for Women (NCW) and civil associations submitted several drafts in

January 2016, December 2016 and September 2017 respectively, to amend the existing law. Article 49 of the new law stipulates that anyone who deliberately denies the heir, be it a male or a female, their legal share of the inheritance or confiscates a document confirming this share shall be imprisoned for at least six months and be subject to a fine ranging between EGP 20,000100,000. The sentence shall be prolonged to no less than one year in prison upon the second offence. “This amendment is consistent with Article 11 of Egypt’s Constitution which stresses the State’s responsibility of protecting women against all forms of violence,” Member of the Executive Committee at the NCW Rania Yehia told The Caravan. She added that such amendments represent a great step for women’s empowerment in Egypt, given that many families deprive women of their inheritance rights. “Deliberately denying the inheritor from the legal share of their inheritance is a form of economic violence and [NCW] seeks to put an end to the violence imposed on women in all its forms. The amendment is considered

as part of the council’s plan for women’s empowerment in Egypt.” Yehia added that NCW had not yet been able to determine the proportion of women who consider the amendment “useful” and who therefore filed lawsuits against their brothers or cousins demanding their inheritance. But she believes that the number of women who claim their rights surged after the amendment of the inheritance law and that the figure will boost dramatically as awareness increases through the media and will therefore have a powerful impact in the near future. However, Nada Nashaat, advocacy coordinator at the Centre for Egyptian Women’s Legal Assistance (CEWLA), told The Caravan that the new law is impractical due to the consistent number of women who still visit CEWLA seeking for their inheritance. “The government should provide clear mechanisms that unfairly treated women can rely on. The legislation would then become a real tool rather than a judicial text to obtain rights. Many women have spent years in court hallways in vain,” she said. She described the legislation as “overlooking other vital dimensions to the problem,”

referring to the majority of the females, who despite encountering inheritance issues refuse to “disgrace their families” by filing a case against their siblings or cousins. “Ordinarily, the heirs must draw up an estate declaration that lists all the assets and liabilities of the deceased along with their corresponding values. In order to make the legislation effective, the women ought to withhold a personal document proving her legal right to an inheritance on spot rather than waiting for it to be distributed by her brother,” Nashaat told The Caravan. According to online newspaper Al-Monitor, a 2010 survey of 200 Egyptian women indicated that 59 percent of them did not receive any inheritance, and women in Upper Egypt in particular do not dare to demand their rights in legacy. Egyptian law follows an interpretation of Shari’a, which maintains that a man inherit double that of a female based on what is stated in Surat Al-Nisaa in the Qur’an (4:11). However, there are various interpretations concerning Islamic inheritance laws. Pursuant to Dar Al-Ifta AlMissriyyah’s website, the variation

in inheritance is not based on the gender of the heir, but on three primary conditions: the degree of kinship to the deceased, the generation to which the heir belongs and the financial responsibility of the heir. According to a 2009 study conducted by sociologist Salwa alMahdi titled “The Inheritance of Women in Upper Egypt Between Reality and Hope,” families in Upper Egypt follow a custom called “radwa” where the female is assuaged with a sum of money in lieu of inheritance. The study revealed that nearly 96 percent of women in the governorates of Sohag and Qena did not receive their proper inheritance under norms and customs that do not favor inheritance for women. “The women’s siblings or cousins often refuse to give them their inheritance out of fear that their husbands or children would take it. Therefore, it would be transferred to outsiders, which is unacceptable especially in Upper Egypt,” Yehia told The Caravan. Nashaat added that regardless of the religious pillars of the law, Egyptian men often exploit Islamic laws in their personal interest. “Under Islamic Law, husbands must fully finance their wives and

children, yet [CEWLA] constantly receives thousands of cases every month where men refuse to be obliged with their financial responsibilities, especially after divorce, leaving women with no source of income,” she added. Helen Rizzo, associate professor of sociology, says that a reason why women refrain from filing cases against their siblings is that many do not want to get on their male sibling’s bad side in case they need support in times of crisis, such as getting a divorce. Because of a man’s upper hand in the process of farming in agricultural areas, he projects this upperhand as strength and dominance over the women who are seen as more “reproductive” than “productive,” Rizzo said. However, Rizzo says, with industrialization, things are changing. In the post-modern world, women can be more present in all work forms; more and more women are entering fields that have high levels of manual labor. Nevertheless, Rizzo believes the recent amendment is a crucial step. “At least let us get it on paper. Women have a right to their inheritance... For those who decide to fight, it gives them an upper hand to fight with,” Rizzo adds.


Sunday May 13, 2018

Beit al Sura Founder Discusses the Art of Photography

The Changing Shape of Journalism BY DANIA AKKAWI @DANIAAKKAWI

Hayman encouraged photographers to establish a personal connection with their subjects

BY MARIAM ISMAIL @MARIAM_ISMAIL1 It was a “horrible good opportunity” that famed photographer Ahmed Hayman began his career as a crime beat photographer, taking pictures of dead bodies, murderers, and other grim scenes. “I met some of the best people in the world and some of the worst people in the world, but most of all I learned how to talk to people in many situations,” Hayman said at the Photographic Gallery where the Pop The Bubble exhibition is running until the end of May. He then went on to work with Egyptian newspaper Masry El Youm for eight years, taking photos ranging from landscapes to people to sports to news.

“You learn to do anything and everything. There’s no such thing as saying this is not my specialty,” he said. It took him eight years to decide that he wanted a change. He then gathered his things and began to travel the world, becoming one of the best Egyptian travel photographers at the time. After staying abroad for a few years, he came back and established Beit El Sura, a studio, exhibition and collective photography space that teaches photography in Maadi. Hayman talked about how to approach people from different cultures and get them comfortable enough to be photographed. “You have to become their friends. They’re not your subjects, they’re humans, and if they allow

Mariam Ismail

you to get close to them, you don’t just take a picture and forget them,” he said. When you talk to someone, they’re very likely to open up about their personal lives as well. “To really establish a bond, you could go back and give them the picture. It really shows that you’re involved for more than just your personal benefit,” he said. Hayman’s last project was a series of portraits of old women in a refugee camp in Jordan accompanied by the text of their dreams. “When taking photos of people in difficult situations, you have to put your emotions aside. You can cry or dance at home, but the moment you’re holding your camera you have to focus,” he said.

ARTS AND CULTURE | 3

The Cairo Media Conference held at AUC’s Tahrir Campus discussed the changing role of journalists and emerging best practices as technology and social media continue to dominate the media industry on May 8. Under the title “Changing Paradigms in the Digital Age”, the conference was a collaborative effort by educators from AUC and the Oslo Metropolitan University, alongside media practitioners from the Egyptian Editors Forum and the Association of Norwegian Editors. “Both educators and practitioners face ever evolving paradigms and definitions [of journalism],” said Chair of the Journalism and Mass Communication (JRMC) Department Firas Al-Atraqchi. Editor-in-Chief of Norwegian newspaper Aftenposten Espen Egil Hansen said that it is important to discuss journalism in the context of technology because media practitioners are in the midst of the digital revolution. “This revolution, not only gives us great opportunities, but also challenges to the core of journalism, to our business and to society,” he said. Much of the discussion was on whether or not the rise of digital directly implies the end of print or at least, the merging or print, television and radio. “The answer is definitely no and for some parts yes,” said SecretaryGeneral of the Association of Norwegian Editors, Arne Jensen. The panelists were posed with the question of the future direction of journalism, but none could provide a direct answer. “I get questions like, what is the

future of media?... I always say, if I had the ability to predict this, my banking accounts would look quite different,” said Jensen. Although some predictions of the future of journalism might be hazy, some are more clear, especially with regards to print. Most panelists agreed that print is on the verge of going completely digital. If it were to survive the digital innovation currently happening, then it would have to become something different from what it is today, said Jensen. Giselle Khoury, reporter and talk show host on BBC Arabic, questioned the audience if any of their children read the newspaper or watch TV to show that the future of television and print is coming to an end. “Some said in 10 years time, printed papers will be dead. Well, they were wrong but they are going to be right at some point at some time… We have a tendency to overestimate the impact on technical changes in short term and underestimate them in the long term,” added Jensen. With the rise of fake news, people are in need of real, accurate journalism that can stand as proper, credible sources of information, added Director of JRMC’s Graduate Studies program Naila Hamdy. “It’s a good time for journalists and journalism educators to capture this moment and maybe think of it as an opportunity for real journalism.” The end of print and rise of new technologies does not mean the end of journalism in its basic form. The panelists said that it is an opportunity to transform journalism into something new. “I think we can do one thing and that is to still produce important, accurate, solid, credible quality

journalism because that is the core of our business model,” said Jensen. Yet this is not to say educators do not participate in the contribution of changing journalism itself, added Hamdy. “We need to help shape it. I also think there should be a collaboration between industry and educators while we shape this never-stopping and ever changing media landscape,” said Hamdy. The point of incorporating educators and practitioners is to realize what is missing from the field and how that can be taken advantage of by students about to enter the media workforce. With regards to citizen journalism, social media and the digital rise have also proven to be more authentic than journalists, especially in conflict zones. “A local, especially in countries at war, is more important than the journalist or correspondent because he can give a real picture of what is happening,” said Khoury. Al-Atraqchi added that technology is both an opportunity and a danger. “Fact checking is becoming an absolute necessity in every turn. This is necessary to deter the agenda of fascist, neo-nazi, xenophobic and extremist groups that have become all too comfortable using social media platforms to indoctrinate the vulnerable and economically pliable,” said Al-Atraqchi. A major danger to news, when it comes to young journalists, is that they no longer want it to be solely objectivite, but rather to contain some elements of opinion too, said Khoury. “This is the damage or this is what social media caused. It changed the definition of journalism,” added Khoury.

Cairo Guitar Collective Experiment with the Limits of Music BY MARIAM ISMAIL @MARIAM_ISMAIL1 The Cairo Guitar Collective (CGC), a group of musicians armed with classical guitars, and oud, held a concert in the Tahrir Campus Oriental Hall last week in one of their last performances before heading to a short tour of California. Adjunct Professor Pawel Kuzma and Assistant Professor Chelsea Green - both from AUC’s own Department of Arts - and guitarist Taha El Mansy took to the stage to perform original pieces from local composers, starting with Ashraf Fouad. CGC played pieces by four composers, Ashraf Fouad, Bahaa El Ansary, Amr Okba, and Karim Frege. Fouad’s Tre Angoli symbolized the musicians’ individual home cities. Kuzma played melodies from Silesia, Poland; El-Mansy from Mansoura, Egypt, and Green from Los Angeles, U.S. Green explained the background behind the

composition, as her two colleagues continued on with their melodies, playing to the beat of her voice. The outcome was a symphony of different sounds. But it was really Bahaa El Ansary’s composition that left the 50 or so people in the audience dumbfounded. It started off with a screech; Kuzma’s guitar is no longer in his arms, but laid on his lap so he can run his fingers up and down the strings. He does this slowly, creating sounds that are not so pleasing to the ear. El Mansy and Green then begin working around these sounds, creating a mashup of music and noise, one that both appeals to and repels the ears. “Love the sounds, which sounds, as it sounds” is the name of the piece, and from the name it can be gathered that the audience are pushed to appreciate what they are not used to. CGC does not just introduce the guitar as a widely eccentric and malleable instrument,

but also as one that can push the boundaries of music as a concept. Amr Okba addresses a sort of dual identity in his composition, A Case Of Meditation. His piece explores how two identities live together and interact. Western music laces with oriental music, to create a mix between pop culture and traditions. His composition is one that touched most of the audience because of how relatable it is. Finally, Karim Frege’s had four compositions played. The one that stood out the most was “The Silk Road.” The Silk Road is a set of six variations on the famous Arabian Folk song, Bint El Shalabeya by Fairuz. The song is transformed six times, each time telling a different story through the rhythm and melody. The next stop for the CGC will be California, where the group will perform a series of similar concerts from May 29 to June 4.

The next step for the Cairo Guitar Collective will be California this summer

Mariam Ismail


4 | BUSINESS

Sunday May 13, 2018

Has Data Become “The New Gold”?

Economic Growth Challenged by Informal Sector

BY MAHMOUD SAEED @MAHMOUDHSAID

BY MAHY MOHAMED @MAHYMOHAMED_

“Data is everything and data is everywhere,” said Ahmed Salah, Big Data analytics manager at Etisalat Egypt, during the Elevent Association for Information Systems held last week. Salah discussed the role of data analytics in the modern economy, calling raw data “the new gold.” Data accumulation, he said, has become virtually equivalent to gold mining for tech-savvy corporations like Etisalat. Whether in the form of GPS locations, which can be monitored through the surveillance of seemingly unsuspicious applications on our phones, or in the form of the easily extractable personal information we put on social media platforms, your data is out there in the cybersphere, he said. In the age of information, data is an essential and abundant commodity. If a business is incapable of utilizing technology to survey and observe the markets they operate within, they will be rendered unable to prepare and accurately make predictions about the changes that could affect them in the near future. Salah then used Mark Zuckerberg, Facebook founder, as an example of those who can and do profit from data collection and data distribution. Zuckeberg during a House committee hearing disclosed that data pertaining to 87 million people was in fact being sold to Cambridge Analytica, among other analytics firms. Salah added that new technologies would be needed to

deal with, monitor and control the gargantuan amount of data that is generated on a daily basis. For instance, Salah mentioned that 4 billion hours of video are watched monthly on Youtube. “Using the right tools and technologies, one can generate meticulous predictions about the future of the business in order to adapt and ultimately be more efficient,” he said. He added that data analytics is vital to all industries, large or small, and that decision making should always be centered around thorough analysis of the data available. Salah explained how in Etisalat, they collect and use data, to better understand and manipulate customer behavior in order to make more profits. “For example, now we can collect all the data regarding our customers, even the data we couldn’t collect before,” Salah said “We can now track and collect call center calls. We analyze them, and generate sentiment analysis from them. We learn what makes customers angry, we can also predict who is going to leave, and we try to stop them by recommending products or services,” Salah added. Salah ended his speech by predicting that Egyptian businesses in the next few years will be divided into three categories: corporations depending on and utilizing the powers of data analysis, other companies preparing to efficiently use data but struggling to do so ,and lastly, reluctant business owners that will have done neither and whose companies will inevitably go extinct along with their ancient ways.

First Deputy Managing Director of the International Monetary Fund (IMF) David Lipton told an AUC audience that the Egyptian economy had stabilized but that the question remained “where do we go from here?” During his lecture “The Egyptian Economy: Growth and Job Creation” on May 7, Lipton discussed the economic effects of currency floatation on growth. The Washington-based IMF usually finances developing countries experiencing budget deficits by offering short-term capital aid. Egypt acquired a $12.6 billion loan from the international organization in 2016, delivered in several packages, the next of which amounts to $2 billion and is expected in the summer. Lipton said that Egypt had to deal with three main issues: a fixed exchange rate, the budget deficit, energy subsidies. “The fixed exchange rate was not appropriate to the Egyptian economy and that was one of the main economic problems that Egypt was facing,” said Lipton. He added that the savings the government can accumulate from cutting out energy subsidies can contribute toward bettering the country’s public education and infrastructure. Lipton explained that highincome families can afford to pay the full price of gasoline and that the subsidy provided by the government in Egypt over the past few years has resulted in overconsumption. “One of Egypt’s biggest challenges is the demographics.” Lipton discussed the importance of trade to the

According to Lipton, the informal sector and demographic distribution are Egypt’s geatest economic challenges

Egyptian economy, calling it a key factor for a country’s growth. He then tackled the problem of the informal sector in Egypt. Because businesses in the informal sector do not pay taxes, they decrease the government’s total revenue despite contributing to the country’s overall GDP. He used Mexico as an example of a high-population country that had similar economic problems, but which implemented adjustments to their labor law policies to encourage the entry of business to the formal sector. “In Mexico, there were labor law reforms that allowed the

country to hire every citizen to work in the formal sector and in three years, three-and-a-half million people came to work in the formal sector,” he said. Lipton said that one way to encourage people to enter the formal sector is by reducing tax rates to incentify informal businesses to migrate to the formal sector. Lipton explained that the tax revenue for Egypt contributes to 13 percent of the total GDP and added that this is considered a relatively low percentage. “Creating a modern and a more dynamic econmy isn’t something easy,” he said. The audience asked Lipton several questions about the

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effect of income and social inequalities on economic policies. “We really are trying to make sure and consider the social impact and effects of these economic policies,” he said. Lipton also emphasized the important role of women in the Egyptian economy. “When women have full labor rights and they are participating in the market this is not only good for the women but also, good for the whole economy and will help it grow.” The event was organized in collaboration with the Business Association (BA) and moderated by its Vice-President Nour Beshir.

V-Lab Demo Day Shows Off Student Entrepreneurship BY MAHY MOHAMED @MAHYMOHAMED_

Khaled Ismail won the V-Lab Award for outstanding entrepreneurial endeavors in April

Courtesy of V-Lab

Dean of the School of Business Sherif Kamel kicked off the 10th incubation cycle of AUC’s Venture Lab (V-Lab) “demo day” on April 30. “We are here to celebrate passion, effort, innovation and success,” he said. V-Lab, established in 2013, is the first university-based incubator and accelerator in Egypt, providing management and skills training to upcoming startups and connecting businesses to investors. In this cycle, 13 startups took three to four minutes to pitch their business plans and ideas to the audience. Participating startups had already gone through the startup accelerator, a 12-week program that provides entrepreneurs with business knowledge through mentorship classes. Cubezy, an online platform that allows consumers to connect to educational centers and book their place in courses to learn new skills,

is one of those startups. “Our goal is to help parents develop their children’s skills,” said Youssef Meet at one of its founders. The platform offers a wide range of courses that are related to social skills, sports, art and other educational content. In order to ensure quality of education, Cubezy asks for customer feedback through surveys once courses are completed. “In the future we want to enlarge and have bigger numbers of students,” added Medhat. Another startup at Demo Day was Sports in Egypt, an online platform with information about national sports competitions and official sports entities in Egypt, including federations and clubs. “There is a lack of available data about sports competition in Egypt and that is why I decided to make Sports in Egypt,” said founder Ibrahim Nofal. For these startups and others, funding becomes a lifeline to help achieve success with their business models. Hassan Abdallah, chief executive

officer (CEO) of the Arab African International Bank (AAIB), and a speaker at the event, said that AAIB offers prizes for creative entrepreneurial ideas, across eight universities in Egypt. AAIB partnered with V-Lab as the leader corporate co-founder in 2013 to provide guidance and mentorship to startups. There are several rounds of financing for startups, starting with banks, which follow the seed financing process, where they provide startups with the exact amount of capital needed to kickstart the business. As a startup expands, it requires a larger amount of capital, which is often also provided by the bank. “Venture Lab has surpassed supporting more than one hundred startups in different fields over the past five years,” said V-Lab Director Mohamed Hamza. “The reason we [launched] Venture Lab was that the notion of entrepreneurship was at the core of the School of Business’s vision and mission and it is still is,” said Kamel.


Sunday May 13, 2018

SCIENCE AND TECHNOLOGY | 5

UNESCO Symposium Seeks to Incorporate Technology in Public Education BY DANIA AKKAWI @DANIAAKKAWI Technical glitches and problems with the University’s Wifi at a symposium focusing on the role of Open Education Resources (OERs) and Information & Communication Technologies (ICTs) in developing the education of Egyptian Public Schools brought home the challenges that tech-based education must overcome. The event was delayed for about 45 minutes due to technical difficulties that arose from the lack of translation headphones for the Arabic speaking participants. The symposium, which is also co-sponsored by United Nations Education, Scientific and Cultural Organization (UNESCO)’s Cairo Office in the Regional Bureau of Sciences in the Arab States, in collaboration with the Graduate School of Education (GSE), looked at ways that teachers can incorporate new communication tools in their classrooms. A paper survey regarding the use of technology in classrooms was distributed to the audience members to explore how often they use technology in the classrooms, the challenges they face with it and the benefit it brings to the class. As the typical public school classroom often lacks facilities, OERs can be accessed freely for teaching and learning. “We look at building the capacity of teachers and to raise awareness

on important educational resources by providing them with enough information about OERS so that they know and are prepared to take action to incorporate this into the development of their school and lessons,” Paul Hector, on behalf of Dr.Ghaith Fariz, Director of UNESCO Regional Bureau for Science in the Arab States told The Caravan. Assistant Professor at the GSE and the Center of Learning and Teaching (CLT), and moderator of the symposium, Gihan Osman said that the event is all about teachers and how they can use these resources to help improve education in Egypt. Aside from discussing innovative teaching for developing education standards, Chair of the International and Comparative Education Department from the GSE Heba El Degheidy said that they want to hear what the teachers have to say. “We want to think about the future with you,” said El Degheidy. The event consisted of two panels; one about the potential for using technology in Egyptian public schools and the second on OERS in particular. “Both are similar, but we can’t talk about OERS without talking about technology,” said Osman. Education has evolved to incorporate technology and online resources have become part of the learning experience in classrooms, she added. However, public schools do not

have the facilities and the level of skilled teachers that would allow for the same experience, said Shaimaa Ismail, a technology education specialist in the Egyptian Ministry of Education. “Out of 54,000 schools in Egypt, if we are going to talk about those qualified enough to use technology, there are about only four,” said Ismail. Although there are many calls for educational reform in the Arab world due to increasing unemployment levels, there are fears that a change would create a confused identity, added Osman. “Unemployment in the Arab world is pretty high and this is because our young people often do not have the skills desired and needed in the 21st century, such as creativity, collaboration, communication, critical thinking and digital literacy.” OERs are supposed to present a solution to the challenges that face public schools by providing them with a toolkit that can keep up with rapidly changing knowledge for the sake of lifelong learning, Hector told The Caravan. However, the issue remains in the culture and lack of resources that prohibit a move to technology. Previous education systems prioritized competition and required students to work individually, said Hector. “The more to OERs represents a paradigm shift asking educators and students to work together to produce

The UNESCO symposium discussed the role of technology in bettering public education in Egypt

joint work,” added Hector. To go forward with this change in Egypt requires a change in the core of syllabus that does not include technology and rarely incorporates collaborative work. “In Egypt, we are different...We have a syllabus we must follow... Teachers want to finish this syllabus. At the same time, this syllabus does not include technology. The student is not tested in technology,” said Ismail. However, Head of the English and Translation Department in Notre Dame University in Lebanon,

George Abdelnour, said that simply placing computers will not solve any issues. “I am not a believer that just putting computers in the classroom will solve the problems we face. You know this. You are educators. With the issue of sustainability and training teachers to keep up with changes, all of this requires a lot of resources and governments aren’t always able to meet that,” said Abdelnour. The matter of concern in Lebanon is rather with “internal digital divide,” he added.

Dania Akkawi

“You have a system of public education that is administered by the the state and then you have a large, maybe better, more qualified private education sector. My fear is that the digital divide reflects us in that public-private divide in the government,” he said. OERs, however, are the tool that should transcend the public-private divide, said Hector. Despite lack of resources and challenges, the general consensus is for educators to unite and come out with something that can be an interface for our country, said Ismail.

Science-Based Policy in a Changing Globe Pale Blue Dot: Between Science and Faith BY NADA MOSTAFA @NADAMNAGUIB

Sustainable growth can only be accomplished through international cooperation and recognition of ecological limits

BY THE CARAVAN @CARAVAN_AUC In a talk organized by the Department of Public Policy and Public Administration last week, Professor at Fundacao Getulio Vargas Jose A. Puppim de Oliviera discussed how economic development and transformation will only occur if policymaking frameworks are able to recognize local and planetary ecological limits. Today’s policymakers have an abundance of data, which can connect their plans to what happens on the ground.

“Theory and practice has been constrained to the administrative boundaries, and has been disconnected from evidence-based science,” he said. On the slideshow behind him, a graph showed that as countries tried to copy the development strategies of European nations, both their ecological footprint and level of inequality increased. “When you develop, you also have an increase in your carbon footprint... China’s path of development, where it is trying to catch up, has increased CO2 emissions,” he said. This is irreversible, he added. Only

Mohamed Kouta

Cuba was able to follow economic growth in an eco-friendly manner, presumably because of its socialist political system. The United Nations 2030 Development Agenda sets sustainable economic development as its target goals. Whereas the Millennium Development Goals were for developing countries, the SDGs are for all countries, because even the West has room for improvement on the environmental level. From a policy perspective, this shows a much greater need for international cooperation.

Given the vastness of space, and the possibility of billions upon billions of star system, planet earth just about a pale blue dot swimming in a galactic ocean of unknowns. Does this make life on earth insignificant? “Imagine how insignificant we are in space - we are very, very small,” said alumnus Ahmed Fathelbab, an engineer who writes about faith and passion in the midst of these cosmic comparisons, during a lecture hosted by the community service-oriented Sabeel Club. The session’s title - Pale Blue Dot - was inspired by a photograph of planet Earth taken by the Hubble Telescope in 1990 at the request of Carl Sagan, a philosopher and astronomer who later wrote a book with the same name. Fathelbab explained that our planet exists within a solar system, that exists within a galaxy, that exists in an ever-expanding universe. A human being, living on a ‘Pale Blue Dot,’ when compared to the grand scheme of things, appears insignificant. This theory, Fathelbab said, is often used by writers who want to make an argument for atheism.

He referenced Sagan’s writing about the possibility of intelligent life on another ‘Pale Blue Dot’: if that form of intelligent life also believed in a diety, how seriously would we take their claim? However, Fathelbab did not want to argue for nihilism, the belief that life is ultimately meaningless, either. Instead, he told the audience to find meaning in the world around us - in love and passion. “The person who asks themselves why they are doing what they are doing is the person who has never been overcome by a passion for what they are doing,” he said. “These existential questions often occur to people when they have lost their passion, when they feel they don’t have enough drive.” Fathelbab argued for finding an intrinsic value in pursuing passions. In pursuit of a deeper meaning to life, he referenced ‘Confessions’ by Leo Tolstoy, the Russian literary philosopher who asked why he should live and whether there could be something he could create that death cannot destroy. In looking for such meaning in experimental science, Tolstoy was disappointed. “It is only necessary for experimental science to use the question of final cause for

it to become nonsensical,” said Fathelbab, summarizing Tolstoy’s observation. In essence, limiting thinking to cause-and-effect takes away the person’s attention from the bigger picture, and in turn loses the meaning of life. Fathelbab continued to draw from philosophy to arrive at the conclusion that everyone knows life will ultimately end; it is not a mystery. Yet, everyone still lives and life goes on. So where do they find the value of living? “The source of this value is in faith,” he said. “Any faith transcends life; it gives people hope that this life is not everything. It gives hope that after death, there is another chance where a person can lead a better life.” Fathelbab added that the pursuit of science should give the person a better understanding of the universe, cosmic insignificance and, ultimately, the value of life. “It’s not everyday that you find people who are ready to let go and question everything, starting from why they did what they did until why people exist,” said Psychology Junior Leena Rowan. “I was very happy with the discussion and the relationship he was trying to find between science and these big questions that people think about but shy away from.”


6 | OPINION: FAREWELLS BLOOD, SWEAT AND TEARS: TWO YEARS OF TERROR AND COUNTLESS BRAIN ANEURYSMS LATER Sunday May 13, 2018

Most of my friends know that I am not a Multimedia Journalism major, which might come as a surprise to many of The Caravan’s readers. Ifoundmyselfherepartlybyaccident, partly by the serendipity of having taken a godforsaken class with former Editorin-Chief Nadine Awadalla, and partly by the insistence of the Managing Director Firas Al-Atraqchi, who saw something in me I didn’t nearly two years ago. And those two years have been the most stressful, most exhausting and most draining. I was put in a leadership position, with no leadership experience. I was put in an editorial position, with no experience in editing. I was put in a position where I had to teach and uphold principles of journalism, with no formal training in the principles of journalism. And that anxiety has remained with me throughout these two years, but alongside it something else carried me through. Perhaps it was determination, perhaps it was the community around me that supported me whenever I had

doubts, that corrected me whenever I made mistakes. A community I could turn to for advice about hirings and firings, crop marks and color schemes, reporting beats and assignments, among an inexhaustible list. Perhaps I found inspiration in Firas, who himself was not a journalism major, but has shown me what it means to step outside your box and to do it with confidence. And out my box I not just stepped but leapt - at times with hesitation, but more often with a temper God knows how my staff put up with for so long. There are people who have read every word I’ve written for the past two years, just as they have read the words you’re reading if you’ve stuck through this far. They’ve read my rants on feminism, on imperialism, on Palestine (over and over and over again), on racism, on why we should not celebrate labor day, or Mother’s Day, or just about every other thought that entered my frenzied mind. But The Caravan gave me a platform where I could speak for the first time and have my voice heard. The first time someone told me they enjoyed reading what I had written struck a chord. It made me realize that even on this scale, our words matter and they could get people to think from another perspective - and isn’t that what it’s supposed to be about? As I look back at my first editorials, I see not only a younger version of myself but also past reflections of these people. I see then-Politics Editor and current Managing Editor Deena Sabry, who worked as a reporter when I first joined

The Caravan in Spring 2016 and now works at Nile F.M. I see how the person who wrote an article covering a lecture about religious violence is nothing at all like the person who filled up the Op-Ed pages of my issues with her voice on feminism . I am indebted not only to a pair of eyes that picked up what I didn’t, or an editor on a similar wavelength, but also a mind which opened up my own to new ways of thinking. And although she’s not with us anymore, The Caravan is not the paper it is today without former Managing Arabic Editor Heba Fouad, who slaved away in the newsroom with me every single day of the week until her mother would call her at precisely 10:30 p.m. to ask if she’s eaten. “Bye, room!” we’d say on our way out, in ironic reference to the 2015 film. In those long hours, passersby could hear us laughing at the most ridiculous things, making the dumbest jokes, or listening to Alt-J - it’s a wonder we got any work done at all. But Heba brought a creativity that was lacking not just to the Arabic section, but to the paper as a whole both visually and substantively. She would always very simply and casually ask “why aren’t we covering that?” in reference to something I thought was out of our reach. I will never forget when she went to the State Council right after her graduation party to break the news about the Administrative Court’s ruling against AUC regarding tuition fees. Not only was that our most successful coverage, but we were the very first news outlet to report on it in the entire

country. The Caravan I’m leaving today is almost unrecognizable from The Caravan I first joined. It doesn’t feel like the same newspaper. And it isn’t. Both the paper and the website look different (although I broke the latter in my (successful) attempt to redesign it under the mistaken belief that I knew how to code with no coding experience). But much of that initiative I owe to the entire editorial staff, who have given me the courage and the confidence to implement new ideas and changes to our entire work ethic. I look at The Caravan today and see it as something much more than a newspaper. Our video work has doubled; we’ve brought audio into the fold and launched our own (still nascent) SoundCloud page. I forced reporters to report on issues that were neglected before, making Business, Gender and Science and Technology permanent pages in our print editions. In particular, I’ve paid special attention to refugee, gender and environmental issues in recognition of their growing importance in times like these and I’ve tried to tune our entire paper into that global consciousness. Our Special Issue on women in Egypt was our most well received. I forced reporters to visit ministries, talk to members of parliament (although that seemed to be Heba’s favorite pastime) and step outside the gated walls of our campus. I remember for my very first issue, I couldn’t write an editorial in Arabic. That was how bad I was. Having barely learned it in high school, written Arabic

was almost as foreign to me as Polish. It is then when I felt most ashamed of myself and of my privilege for distancing me from my culture and my heritage. But here I am, almost two years later and I write all my editorials in both English and Arabic. Yes, of course, I end up writing something that gets scribbled all over in angry red pens and rewritten as something else entirely. But at least I can do that now. And I owe that almost entirely to the Arabic Faculty Advisor, Professor Rasha Allam, and my Managing Arabic Editor Judy Taha. I have them to thank for reconnecting me to my language. I now get “effeyhat aflam ‘araby” thanks to Heba, and I now know to start sentences with the verb and not the noun thanks to Judy. But Judy taught me a lot more than just Arabic skills. She taught me to be patient, to contain my temper, to give people a second chance and take things slowly. I learned how to deal with issues of plagiarism, how to remain professional when my friends enrolled in the course but I was still expected to asses them, and how to deal with students who weren’t doing their work ... as a student myself. Somewhere along the line, I seem to have earned myself a reputation of being the angry little dictator. If you ask Mariam Mazhar, she’ll tell you that I habitually terrorize her at 4 am to finish editing articles - she has the phone records to prove it. But I think she’ll forgive me, although she’ll never let me forget the day I rejected her very first pitch on anxiety.

She was too scared to approach me, but she worked on that article for an entire year anyway and in that process I saw her change from being a timid writer to the inspiration behind my Special Issue on Mental Health (the black one, remember?). The next semester, she had a permanent column on the editorial page called “The Anxious Writer” where she told her story, and it was not just a story of anxiety, but one of transformation. She has inspired me in more ways than one. Maybe it’s a little cliche, but it’s hard to think of Mariam as the same girl who first told me she wanted to write about anxiety - what a daring, confident writer and an essential pillar to The Caravan’s voice she has become. There were times, including up until I wrote this, where all I wanted was to be done with The Caravan, but as I’m wrapping this spiel up, I cannot help but feel like I’ll leave a part of me behind. You might read this and think of it as something I would post on Facebook the night before graduation, but The Caravan is nothing if not it’s people that is its secret.

Mohamed Kouta Editor-in-Chief mohamedkouta@aucegypt.edu

So Long, Farewell, Auf Wiedersehen A Little Less Anxious with The Caravan

Deena Sabry Managing English Editor Journalists are known to constantly have something to say. As people who write for a living, we never seem to run out of words; something I never thought I’d experience, at least not at 22. I’ve been at The Caravan for twoand-a-half years, starting out as a reporter who was too timid to write about anything other than campus news and features. A few months later, I found my voice in feminist op-eds. Throughout this time, The Caravan has provided me with a space I will forever be grateful for – a space where I could freely talk about whatever my heart desired, whether that’s art, politics or gender and women. For the most

part, I always had something to say, after all, I am a journalist and writer in training. Today, the tables have turned. The day I was asked to write my farewell op-ed, I’ve become a journalist who has nothing to say; a writer who has forgotten every word there possibly is out there - proving to me if there’s anything I can’t write, other than really good business stories, it’s a farewell letter to this place. I knew I was going to have to work on farewell piece months ago, but I somehow continued to sideline that responsibility. About a week ago, I was reminded of the deadline I’d have to meet soon, but I kept delaying it, convincing myself I have enough time to think of something that’ll ensure I go out with a bang. However, my deadline has come and I continue to be rendered speechless. Suddenly, it feels like no words, no leads, no nut graphs can ever convey what I’m feeling as I write this. As someone who only graduated three months ago and was forced to set foot in the ‘real world,’ I realized that, ever since, my writing is constantly being restricted in every aspect, something The Caravan never did to me. While this paper is simply a student newspaper to many, to me, it’s a

safe space where I could write about whatever I wanted, which is every writer’s safe haven; one that doesn’t exist outside our university walls. Since February, every place I’ve been to has imposed some degrees of restriction on my writing. Politics is a big no and discussing problems in society is usually frowned upon. “How about we stick to business?” is what I’ve become used to hearing. The space I’ve come to use to freely write about the terrible patriarchy has become nothing but thoughts floating aggressively in my mind, yet to be written in a journal I don’t have or an anonymous blog I am yet to create. A couple of weeks ago, my best friend told me I need to stop comparing every job I come across to the experience I’ve had in The Caravan, a habit I quickly developed right around January. “Please don’t. Leave it aside as it’s own thing because you’re not going to feel that way about anything else,” I remember her telling me. Initially, I aimed for this to be the best op-ed I’ve written to date. But somehow the only thing I’ve managed to do is give this piece a headline that I will constantly remind me of it every time I come across my favorite musical; going out with nothing short of emotions scattered on paper.

MOHAMED KOUTA EDITOR-IN-CHIEF DEENA SABRY MANAGING ENGLISH EDITOR JAIDAA TAHA MANAGING ARABIC EDITOR MARIAM MAZHAR DEPUTY ARABIC EDITOR NOURAN ALLAM NEWS EDITOR YASMEEN MAMDOUH CAMPUS EDITOR DANAH AL ANSARI SPOTLIGHT EDITOR MALAK ABDLENABI AND NADINE FAHMY ARTS AND CULTURE EDITORS NOURANE SELIM BUSINESS EDITOR AHMED ZADA SPORTS EDITOR DOAA ABDELGHANY SCIENCE AND TECHNOLOGY EDITOR SARA MOHAMED SENIOR STAFF WRITER RANIA YEHIA, NOURAN EL ASHRY, HANIN QANDEEL, HUSSEIN EL MOATAZ, YASMIN NABIL ARABIC EDITORS MALAK SEKALY COLUMNIST AND SOCIAL MEDIA MANAGER FIRAS AL ATRAQCHI MANAGING DIRECTOR AND FACULTY ADVISOR RASHA ALLAM ARABIC ADVISOR MAHER EL MELIGY ADMINISTRATIVE ASSISTANT

Mariam Mazhar Deputy Managing Arabic Editor My first years at AUC were all about being timid and anxious; they were about being lost and having no clue of whom I wanted to be. I didn’t have a plan on which path to take. High school was much more than a comfort zone, and I was never ready to leave it behind. Consequently, the first two years of my life at AUC were full of confusion and fear. When I decided to become a journalism student, I passed by The Caravan newsroom daily, hearing noises, laughs and very loud conversations that intimidated me for some reason. “What do these people have to share that gave them the luxury of always being excited?” I wondered to myself every time I passed the newsroom. Until I had to take The Caravan as part of my major, not only did stepping into the newsroom scare me

but I was filled with endless doubt and insecurity. Every pitch, every article and every idea was a burden that I had to share with my editors and Mohamed Kouta, the Editor-in-Chief. My anxiety was not mine alone to carry, because it pronounced itself and was highlighted every time I was asked to cover an event, write an article or report on literally anything. But not once was I discouraged or frowned upon by any of my editors, senior editors or even our professor and director Firas Al Atraqchi. I remember very well when Kouta rejected my very first pitch about anxiety, the only thing I cared about at the time. I thought that being in The Caravan was not going to be about expressing myself as a writer or journalist but more about writing articles that filled space. Turns out it was just a badly written pitch. Professor Firas not only encouraged me to go out and do an in-depth story about the issue, he followed up on it with me for an entire year even after I was done with the course and became an editor, until not only was the article published but it also inspired a whole issue about mental health. In the following semester when I became the Arabic Senior Editor, Kouta asked me to have a column named “The Anxious Writer” to tell my story and express my journey with anxiety and how it affected and changed me in different ways.

Not only did The Caravan give me a voice and a platform to express myself, but its student staff were a true manifestation of what support for mental health truly meant. Professor Firas would come up to me and ask me about my journey, my experiences and showed endless support and encouragement for everything I did or wrote about. Kouta gave me a constant space to share my story with the community which I am a part of. He made sure to tell me every day how important it was. Every week I would get a text that read, “where is Anxious Writer?” - he never forgot. Heba Fouad and Judy Taha supported, pushed and kind of forced me to write in Arabic and not only did I just write in Arabic and get published but I eventually became its Senior Editor. I was never afraid to speak of my anxiety to Kouta, Professor Firas, Judy, Heba or Deena Sabry. Each and every one of them either showed signs of support by pushing me to do something I was completely uncomfortable with or encouraging me to share those experiences through The Caravan. The Caravan is an example of what mental health support should be, the Caravaners are people who have directly and deeply affected me and my mental health. Everyone I met, every encounter and every article was a building block in my self-confidence and self esteem. Every Sunday was a battle they made me win against my anxiety.


‫‪ | 4‬آراء‪ :‬الوداع‬ ‫اإلمبراليية ‪ ..‬ال بهزر‪ :‬كيف وجدت صوتي وســط تشــنجاتي الالنهائية يف القافلة‬ ‫اﻷﺣﺪ ‪ ١٣‬ﻣﺎﻳﻮ‪٢٠١٨ ،‬‬

‫ﻣﻌﻈــﻢ اﺻﺪﻗــﺎيئ ﻳﻌﺮﻓــﻮن اين مل‬ ‫ادرس اﻟﺼﺤﺎﻓــﺔ وﻻ اﻹﻋــﻼم وﻫــﺬا‬ ‫ﻗــﺪ ﻳﻔﺎﺟــﺊ ﻗــﺮاء اﻟﻘﺎﻓﻠــﺔ‪.‬‬ ‫ﻗــﺪ أﻛــﻮن وﺟــﺪت ﻧﻔــﴘ ﻫﻨــﺎ‬ ‫ﺟﺰﺋﻴــﺎ ﺑﺴــﺒﺐ اﻟﺤــﻆ‪ ،‬ﺟﺰﺋﻴ ـﺎً ﺑﺴــﺒﺐ‬ ‫اﻟﺼﺪﻓــﺔ ﰲ اﺗﺨــﺎذ ﻣــﺎدة ﻛﺎرﺛﻴــﺔ ﻣــﻊ‬ ‫رﺋﻴﺴــﺔ اﻟﺘﺤﺮﻳــﺮ اﻟﺴــﺎﺑﻘﺔ ﻧﺎدﻳــﻦ‬ ‫ﻋــﻮض اﻟﻠــﻪ ‪ ،‬وﺟﺰﺋﻴ ـﺎً ﺑــﺈﴏار اﳌﺪﻳــﺮ‬ ‫اﻟﻌــﺎم ﻓــﺮاس اﻷﻃﺮﻗــﴚ‪ ،‬اﻟــﺬي رأى‬ ‫إﻣﻜﺎﻧﻴــﺔ ﰲ ﻗــﺪرايت أﻧــﺎ ﻋــﻦ ﻧﻔــﴘ‬ ‫ﻛﻨــﺖ ﻻ أرى ﻣﻨــﺬ ﻣــﺎ ﻳﻘــﺮب ﻣــﻦ‬ ‫ﻋﺎﻣــني‪.‬‬ ‫وﻫﺎﺗــﺎن اﻟﺴــﻨﺘﺎن ﻛﺎﻧﺘــﺎ اﻷﻛــرث‬ ‫إرﻫﺎﻗــﺎ ‪ ،‬وأﻛرثﻫــﺎ اﺳــﺘﻨﻔﺎدا وأﻛرثﻫــﺎ‬ ‫اﺳــﺘﻨﺰاﻓﺎ ﰲ ﻣــﺪار ﻋﻤــﺮي‪.‬‬ ‫ﻟﻘــﺪ وﺿﻌــﺖ ﰲ ﻣﻨﺼــﺐ ﻗﻴــﺎدي‬ ‫دون أي ﺧــﱪة ﰲ اﻟﻘﻴــﺎدة‪.‬‬ ‫ﻟﻘــﺪ وﺿﻌــﺖ ﰲ ﻣﻨﺼــﺐ اﻟﺘﺤﺮﻳــﺮ‪،‬‬ ‫دون ﺧــﱪة ﰲ اﻟﺘﺤﺮﻳــﺮ‪ .‬ﻟﻘــﺪ ﺗــﻢ‬ ‫وﺿﻌــﻲ ﰲ ﻣﻨﺼــﺐ ﻛﺎن ﻋــﲇ‬ ‫أن أدرس ﻓﻴــﻪ ﻣﺒــﺎدئ اﻟﺼﺤﺎﻓــﺔ‬ ‫وأؤﻳﺪﻫــﺎ ‪ ،‬دون ﺗﺪرﻳــﺐ رﺳــﻤﻲ ﻋــﲆ‬ ‫ﻣﺒــﺎدئ اﻟﺼﺤﺎﻓــﺔ‪.‬‬ ‫وﻗــﺪ ﺑﻘــﻲ ﻫــﺬا اﻟﻘﻠــﻖ ﻣﻌــﻲ‬ ‫ﻃــﻮال ﻫﺬﻳــﻦ اﻟﻌﺎﻣــني‪ :‬ﻻ زﻟــﺖ ﻗﻠﻘـﺎً‬ ‫ﻋﻨﺪﻣــﺎ أرﺳــﻞ ﻛﻞ ﻋــﺪد ﻣــﻦ اﻟﻘﺎﻓﻠــﺔ‬

‫إﱃ اﳌﻄﺒﻌــﺔ ‪ ،‬أو ﻋﻨﺪﻣــﺎ ﻳﺘﺼــﻞ يب‬ ‫أﺣــﺪ اﻟﺼﺤﻔﻴــني ﻟﻴﺨــﱪين ﺑــﺄن ﻟﺪﻳــﻪ‬ ‫ﻣﺸــﻜﻠﺔ ‪ ،‬أو ﻋﻨﺪﻣــﺎ ﻳﻜــﻮن ﻫﻨــﺎك‬ ‫أﺳــﺘﺎذ أو ﻣﺪﻳــﺮ ﻣﺴــﺆوﻻً ﻋــﻦ ﻣﻘــﺎل‪.‬‬ ‫ﻟﻜــﻦ إﱃ ﺟﺎﻧــﺐ ﻫــﺬا اﻟﻘﻠــﻖ‪،‬‬ ‫ﺣﻤﻠﻨــﻲ ﳾء آﺧــﺮ‪.‬‬ ‫رمبــﺎ ﻛﺎن ذﻟــﻚ ﻫــﻮ اﻟﻌﺰم‪ ،‬رمبــﺎ ﻛﺎن‬ ‫اﳌﺠﺘﻤــﻊ اﻟــﺬي وﺟﺪﺗــﻪ ﰲ ﻧﻔــﴘ ﻫــﻮ‬ ‫اﻟــﺬي دﻋﻤﻨــﻲ ﻛﻠــام ﻛﺎن ﻟﺪي ﺷــﻜﻮك‬ ‫‪ ،‬وﻫــﻮ اﳌﺠﺘﻤــﻊ اﻟــﺬي ﺻﺤﺤﻨــﻲ‬ ‫ﻛﻠــام ارﺗﻜﺒــﺖ أﺧﻄــﺎء ‪ ،‬أو ﻣﺠﺘﻤ ًﻌــﺎ‬ ‫ميﻜﻨﻨــﻲ اﻟﻠﺠــﻮء إﻟﻴــﻪ ﻟﻠﺤﺼــﻮل ﻋــﲆ‬ ‫اﳌﺸــﻮرة ﺣــﻮل أﻧﻈﻤــﺔ اﻟﺘﺸــﻐﻴﻞ‬ ‫أو اﻷﻟــﻮان ‪ ،‬أو اﳌﻬــﺎم ‪ ،‬ﻣــﻦ ﺑــني‬ ‫ﻗــﺮارات أﺧــﺮى ﰲ ﻗﺎمئــﺔ ﻻ ﺗﻨﻀــﺐ‪.‬‬ ‫رمبــﺎ وﺟــﺪت اﻹﻟﻬــﺎم ﰲ ﻓــﺮاس‬ ‫‪ ،‬اﻟــﺬي مل ﻳــﺪرس اﻟﺼﺤﺎﻓــﺔ أﻳﻀــﺎً‬ ‫‪ ،‬ﻟﻜﻨــﻪ أﻇﻬــﺮ ﱄ ﻣﻌﻨــﻰ اﻟﺨــﺮوج‬ ‫ﺧــﺎرج ﻣﻨﻄﻘــﺔ راﺣﺘــﻚ ﺑﺜﻘــﺔ‪.‬‬ ‫وأﻧــﺎ ﻻ أﺧﻄــﻮ ﻓﻘــﻂ ﺧــﺎرج ﻣﻨﻄﻘــﺔ‬ ‫راﺣﺘــﻲ ‪ ،‬ﻟﻜﻨﻨــﻲ ﻗﻔــﺰت‪ .‬ﰲ ﺑﻌــﺾ‬ ‫اﻷﺣﻴــﺎن ‪ ،‬ﻗﻔــﺰت ﻣــﻊ اﻹرﺗﻔــﺎع ‪ ،‬ﻟﻜــﻦ‬ ‫ﰲ أﻏﻠــﺐ اﻷﺣﻴــﺎن ﻗﻔــﺰت ﺑﻌﺼﺒﻴــﺔ‬ ‫ﻻ ﻳﻌﻠــﻢ إﻻ اﻟﻠــﻪ ﻛﻴــﻒ اﺳــﺘﻐﺮﻗﺖ‬ ‫ﻓﺮﻳــﻖ اﻟﻘﺎﻓﻠــﺔ ﻟﻔــﱰة ﻃﻮﻳﻠــﺔ‪.‬‬ ‫ﻫﻨــﺎك أﺷــﺨﺎص ﻗــﺮأوا ﻛﻞ ﻛﻠﻤــﺔ‬ ‫ﻛﺘﺒﺘﻬــﺎ ﺧــﻼل اﻟﻌﺎﻣــني اﳌﺎﺿﻴــني‪.‬‬ ‫ﻟﻘــﺪ ﻗــﺮأوا ﺗﺸــﺪﻗﺎيت ﻋــﲆ‬ ‫اﻟﻨﺴــﻮﻳﺔ‪ ،‬ﻋــﲆ اﻹﻣﱪﻳﺎﻟﻴــﺔ‪ ،‬ﻋــﲆ‬ ‫ﻓﻠﺴــﻄني )ﻣــﺮارا ً وﺗﻜــﺮارا ً(‪ ،‬ﻋــﲆ‬ ‫اﻟﻌﻨﴫﻳــﺔ‪ ،‬ﻋــﲆ اﳌــﺮض اﻟﻌﻘــﲇ‪،‬‬ ‫ﻋــﲆ اﺣﺘﺠﺎﺟــﺎت اﻟﻄــﻼب‪ ،‬أو أي‬ ‫ﻓﻜــﺮ آﺧــﺮ دﺧــﻞ ﻋﻘــﲇ اﳌﺴــﻌﻮر‪.‬‬ ‫ﻟﻜــﻦ اﻟﻘﺎﻓﻠــﺔ أﻋﻄﺘــﺎين ﻣﻨﺼــﺔ‬ ‫ﺣﻴــﺚ ميﻜﻨﻨــﻲ اﻟﺘﺤــﺪث ﻷول ﻣــﺮة‬ ‫وﻣﻨﺼــﺔ ﺣﻴــﺚ ميﻜــﻦ ﻟﻶﺧﺮﻳــﻦ‬ ‫ﺳــامع ﺻــﻮيت‪.‬‬ ‫ﺷــﻌﺮت ﺑﻔﺨــﺮ ﺟﺪﻳــﺪ مل أﺷــﻌﺮ ﺑــﻪ‬ ‫ﰲ اﳌــﺮة اﻷوﱃ اﻟﺘــﻲ أﺧــﱪين ﻓﻴﻬــﺎ‬ ‫أﺣﺪﻫــﻢ أﻧﻬــﻢ ﻳﺴــﺘﻤﺘﻌﻮن ﺑﻘــﺮاءة‬ ‫ﻣﻘــﺎل ﻛﺘﺒﺘــﻪ‪.‬‬

‫أدرﻛــﺖ أﻧــﻪ ﺣﺘــﻰ ﻋــﲆ ﻫــﺬا‬ ‫اﳌﻘﻴــﺎس‪ ،‬ﻓــﺈن ﻛﻠامﺗﻨــﺎ ﻣﻬﻤــﺔ وميﻜــﻦ‬ ‫أن ﺗﺠﻌــﻞ اﻟﻨــﺎس ﻳﻔﻜــﺮون ﻣــﻦ‬ ‫ﻣﻨﻈــﻮر آﺧــﺮ ‪ -‬وﻫــﺬا ﻫــﻮ اﻟﻬــﺪف‬ ‫وراء ﻛﻞ ﻣــﺎ ﻧﻘــﻮم ﺑــﻪ‪.‬‬ ‫ﻋﻨﺪﻣــﺎ أﻧﻈــﺮ إﱃ ﻣﻘــﺎﻻيت اﻷوﱃ‪ ،‬ﻻ‬ ‫أرى ﻧﺴــﺨﺔ أﺻﻐــﺮ ﻣــﻦ ﻧﻔــﴘ ﻓﻘــﻂ‪،‬‬ ‫ﺑــﻞ أرى أﻳﻀــﺎً اﻧﻌﻜﺎﺳــﺎت ﺳــﺎﺑﻘﺔ‬ ‫ﻟﻠﻨــﺎس اﻟﺬﻳــﻦ أﺣﺎﻃــﻮا يب‪.‬‬ ‫أرى ﻣﺤــﺮرة اﻟﺴﻴﺎﺳــﺔ اﻟﺴــﺎﺑﻖ و‬ ‫ﻧﺎﺋــﺐ ﻣﺪﻳــﺮ اﻟﺘﺤﺮﻳــﺮ اﻟﺤﺎﻟﻴــﺔ دﻳﻨــﺎ‬ ‫ﺻــﱪي ‪ ،‬اﻟﺘــﻲ ﻋﻤﻠــﺖ ﻛﺼﺤﻔﻴــﺔ‬ ‫ﻋﻨﺪﻣــﺎ اﻧﻀﻤﻤــﺖ ﻷول ﻣــﺮة إﱃ‬ ‫اﻟﻘﺎﻓﻠــﺔ ﰲ رﺑﻴــﻊ ‪ ، ٢٠١٦‬وﺗﻌﻤــﻞ اﻵن‬ ‫ﰲ ‪.Nile F.M.‬‬ ‫أرى ﻛﻴــﻒ أن اﻹﻧﺴــﺎﻧﺔ اﻟﺘــﻲ ﻛﺘﺒــﺖ‬ ‫ﻣﻘــﺎﻻً ﻳﻐﻄــﻲ ﻣﺤــﺎﴐة ﻋــﻦ اﻟﻌﻨــﻒ‬ ‫اﻟﺪﻳﻨــﻲ ﻟﻴﺴــﺖ ﻋــﲆ اﻹﻃــﻼق ﻣﺜــﻞ‬ ‫اﻹﻧﺴــﺎﻧﺔ اﻟﺘــﻲ ﻣــﻸت ﺻﻔﺤــﺎت اﻷراء‬ ‫ﺑﺼﻮﺗﻬــﺎ ﺣــﻮل اﳌﻮاﺿﻴــﻊ اﻟﺠﻨﺪرﻳــﺔ‬ ‫ﺑﺸــﻜﻞ ﺧــﺎص‪ .‬أﻧــﺎ ﻣﺪﻳــﻦ ﻟﻴــﺲ‬ ‫ﻓﻘــﻂ ﻟﻠﻌﻴــﻮن اﻟﺘــﻲ اﻟﺘﻘﻄــﺖ ﻣــﺎ‬ ‫مل أﻓﻌﻠــﻪ‪ ،‬أو ﻣﺤــﺮرة ﻣﺜــﲇ‪ ،‬وﻟﻜــﻦ‬ ‫أﻳﻀً ــﺎ ﻋﻘﻠﻬــﺎ اﻟــﺬي ﻗــﺎدين إﱃ ﻃــﺮق‬ ‫ﺗﻔﻜــري ﺟﺪﻳــﺪة‪.‬‬ ‫وﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ أﻧﻬــﺎ ﻟﻴﺴــﺖ‬ ‫ﻣﻌﻨــﺎ ﺑﻌــﺪ اﻵن ‪ ،‬ﻓــﺈن اﻟﻘﺎﻓﻠــﺔ‬ ‫ﻟﻴﺴــﺖ اﻟﺠﺮﻳــﺪة ﺑﺸــﻜﻠﻬﺎ اﻟﺤــﺎﱄ‬ ‫ﺑــﺪون ﻣﺤﺮرﻫــﺎ اﻟﻌــﺮيب اﻟﺴــﺎﺑﻖ‬ ‫ﻫﺒــﺔ ﻓــﺆاد اﻟﺘــﻲ ﻋﻤﻠــﺖ ﰲ ﻣﻜﺘــﺐ‬ ‫اﻟﺘﺤﺮﻳــﺮ ﻣﻌــﻲ ﻛﻞ ﻳــﻮم ﻣــﻦ أﻳــﺎم‬ ‫اﻷﺳــﺒﻮع ﺣﺘــﻰ ﺗﺼــﻞ واﻟﺪﺗﻬــﺎ إﻟﻴﻬــﺎ‬ ‫اﻟﺴــﺎﻋﺔ ‪ ١٠:٣٠‬ﻣﺴــﺎ ًء ﻟﻠﺘﺄﻛــﺪ ﻣــﻦ‬ ‫أﻧﻬــﺎ ﻗــﺪ أﻛﻠــﺖ ﻃــﻮال اﻟﻴــﻮم‪.‬‬ ‫ﺟﻠﺒــﺖ ﻫﺒــﺔ إﺑﺪا ًﻋــﺎ مل ﻳﻜــﻦ‬ ‫ﻳﻘﺘــﴫ ﻋــﲆ اﻟﻘﺴــﻢ اﻟﻌــﺮيب ﻓﻘــﻂ‪،‬‬ ‫ﺑــﻞ أﻳﻀً ــﺎ ﻋــﲆ اﻟﺠﺮﻳــﺪة ﻛﻜﻞ ﺷــﻜﻼً‬ ‫وﻣﻮﺿﻮﻋﻴًــﺎ‪ .‬ﻛﺎﻧــﺖ دامئــﺎ ﺗﺘﺴــﺎءل‬ ‫ﺑﺒﺴــﺎﻃﺔ وﺑﺼــﻮرة ﻋﺮﺿﻴــﺔ »ﳌــﺎذا ﻻ‬ ‫ﻧﻐﻄــﻲ ذﻟــﻚ؟« ﰲ إﺷــﺎرة إﱃ ﳾء‬ ‫اﻋﺘﻘــﺪت أﻧــﻪ ﺑﻌﻴــﺪ اﳌﻨــﺎل‪.‬‬

‫ﻟــﻦ أﻧــﴗ أﺑــﺪا ً اﻟﻴــﻮم اﻟــﺬي‬ ‫ذﻫﺒــﺖ ﻓﻴــﻪ إﱃ ﻣﺠﻠــﺲ اﻟﺪوﻟــﺔ ﰲ‬ ‫اﻟﻴــﻮم اﻟﺘــﺎﱄ ﻣــﻦ ﺣﻔــﻞ ﺗﺨﺮﺟﻬــﺎ‬ ‫ﻟﺘﻐﻄﻴــﺔ ﻗــﺮار اﳌﺤﻜﻤــﺔ اﻹدارﻳــﺔ‬ ‫ﺿــﺪ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺨﺼــﻮص‬ ‫اﻟﺮﺳــﻮم اﻟﺪراﺳــﻴﺔ‪.‬‬ ‫مل ﻳﻜــﻦ ﻫــﺬا اﻟﺘﻘﺮﻳــﺮ ﻫــﻮ أﻛــرث‬ ‫ﺗﻘﺎرﻳﺮﻧــﺎ ﻧﺠﺎ ًﺣــﺎ ﻟﻠﻘﺎﻓﻠــﺔ‪ ،‬ﺑــﻞ ﻛﻨــﺎ‬ ‫أﻳﻀــﺎً أول ﺟﺮﻳــﺪة ﺗﻘــﺪم ﺗﻘﺎرﻳــﺮ‬ ‫ﻋــﻦ ﻫــﺬا اﳌﻮﺿــﻮع ﰲ ﺟﻤﻴــﻊ أﻧﺤــﺎء‬ ‫اﻟﺒﻠــﺪ‪.‬‬ ‫إن اﻟﻘﺎﻓﻠــﺔ اﻟﺘــﻲ أﻏﺎدرﻫــﺎ اﻟﻴــﻮم‬ ‫ﻻ ميﻜــﻦ اﻟﺘﻌــﺮف ﻋﻠﻴﻬــﺎ ﺗﻘﺮﻳ ًﺒــﺎ ﻣــﻦ‬ ‫اﻟﻘﺎﻓﻠــﺔ اﻟــﺬي اﻧﻀﻤﻤــﺖ إﻟﻴــﻪ ﻣﻨــﺬ‬ ‫ﻋﺎﻣــني‪.‬‬ ‫ﻟﻜــﻦ اﻟﻜﺜــري ﻣــﻦ ﻫــﺬه اﳌﺒــﺎدرة‬ ‫أدﻳــﻦ ﳌﻮﻇﻔــﻲ اﻟﺘﺤﺮﻳــﺮ اﻟﺬﻳــﻦ‬ ‫ﻗﺪﻣــﻮا ﱄ اﻟﺸــﺠﺎﻋﺔ واﻟﺜﻘــﺔ ﻟﺘﻨﻔﻴــﺬ‬ ‫اﻷﻓــﻜﺎر اﻟﺠﺪﻳــﺪة واﻟﺘﻐﻴــريات ﰲ‬ ‫ﻫﻴﻜﻠﻨــﺎ ‪.‬‬ ‫أﻧﻈــﺮ إﱃ اﻟﻘﺎﻓﻠــﺔ اﻟﻴــﻮم وأراه‬ ‫ﻛــﴚء أﻛــرث ﺑﻜﺜــري ﻣــﻦ ﻣﺠــﺮد‬ ‫ﺻﺤﻴﻔــﺔ‪ .‬ﻟﺪﻳﻨــﺎ اﻵن اﳌﺰﻳــﺪ ﻣــﻦ‬ ‫ﺗﻐﻄﻴــﺔ اﻟﻔﻴﺪﻳــﻮ واﻟﺼــﻮت ‪ ،‬ﻋــﲆ‬ ‫ﺳــﺒﻴﻞ اﳌﺜــﺎل‪.‬‬ ‫أﺟــﱪت اﻟﺼﺤﻔﻴــني ﻋــﲆ اﻹﺑــﻼغ‬ ‫ﻋــﻦ اﻟﻘﻀﺎﻳــﺎ اﻟﺘــﻲ ﺗــﻢ إﻫامﻟﻬــﺎ ﻣــﻦ‬ ‫ﻗﺒــﻞ‪ ،‬ﻣــام ﺟﻌﻠــﺖ ﺻﻔﺤــﺎت اﻷﻋامل‪،‬‬ ‫واﻟﺠﻨــﺪر واﻟﻌﻠــﻮم واﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‬ ‫دامئــﺔ ﰲ إﺻﺪاراﺗﻨــﺎ اﳌﻄﺒﻮﻋــﺔ‪.‬‬ ‫ﻋــﲆ وﺟــﻪ اﻟﺨﺼــﻮص ‪ ،‬ﻟﻘــﺪ أوﻟــﺖ‬ ‫اﻫﺘامﻣــﺎ ﺧﺎﺻــﺎ ﻟﻘﻀﺎﻳــﺎ اﻟﻼﺟﺌــني‬ ‫اﳌــﺮأة واﻟﺒﻴﺌﻴــﺔ اﻋﱰاﻓًــﺎ ﺑﺄﻫﻤﻴﺘﻬــﺎ‬ ‫اﳌﺘﺰاﻳــﺪة ﰲ أوﻗــﺎت ﻛﻬــﺬه ‪،‬‬ ‫وﺣﺎوﻟــﺖ ﺿﺒــﻂ ﺟﺮﻳﺪﺗﻨــﺎ ﺑﺎﻟﻜﺎﻣــﻞ‬ ‫ﰲ ﻫــﺬا اﻟﻮﻋــﻲ اﻟﻌﺎﳌــﻲ‪.‬‬ ‫أﺟــﱪت اﻟﺼﺤﻔﻴــني ﻋــﲆ زﻳــﺎرة‬ ‫اﻟــﻮزارات واﻟﺘﺤــﺪث إﱃ أﻋﻀــﺎء‬ ‫اﻟﱪﳌــﺎن )ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ أن‬ ‫ﻫــﺬا ﻳﺒــﺪو ﻫﻮاﻳــﺔ ﻫﺒــﺔ اﳌﻔﻀﻠــﺔ(‬ ‫واﻟﺨــﺮوج ﻋــﻦ ﺟــﺪران ﺣــﺮم‬

‫ا ﻟﺠﺎ ﻣﻌــﺔ ‪.‬‬ ‫أﺗﺬﻛــﺮ ﻟﻠﻌــﺪد اﻷول‪ ،‬مل أمتﻜــﻦ ﻣــﻦ‬ ‫ﻛﺘﺎﺑــﺔ ﻣﻘــﺎل ﺑﺎﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‪ .‬ﻛﺎن‬ ‫ﻫــﺬا ﻫــﻮ ﻣــﺪى ﺳــﻮءي‪.‬‬ ‫ﻛﺎﻧــﺖ اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ اﳌﻜﺘﻮﺑــﺔ‬ ‫ﻣــﻊ اﻷﺳــﻒ ﻏﺮﺑﻴــﺔ ﺑﺎﻟﻨﺴــﺒﺔ ﱄ ﻣﺜــﻞ‬ ‫اﻟﻠﻐــﺔ اﻟﺒﻮﻟﻨﺪﻳــﺔ‪.‬‬ ‫ي ﺗﻠــﻚ اﻟﻠﺤﻈــﺔ ﺷــﻌﺮت ﺑﺎﻟﺨﺠــﻞ‬ ‫أﻛــرث ﻣــﻦ ﻧﻔــﴘ وﻣــﻦ اﻣﺘﻴــﺎزيت‬ ‫ﻹﺑﻌــﺎدين ﻋــﻦ ﺛﻘﺎﻓﺘــﻲ وﺗــﺮايث‪.‬‬ ‫ﻟﻜﻨﻨــﻲ ﻫﻨــﺎ ‪ ،‬ﺑﻌــﺪ ﻋﺎﻣــني ﺗﻘﺮﻳﺒــﺎ ‪،‬‬ ‫ﺣﻴــﺚ أﻛﺘــﺐ ﻛﻞ ﻣﻘــﺎﻻيت ﺑﺎﻟﻠﻐﺘــني‬ ‫ﺑﻨﻔــﴘ‪.‬‬ ‫وأﻧــﺎ ﻣﺪﻳــﻦ ﺑﺎﻟﻜﺎﻣــﻞ ﺗﻘﺮﻳﺒــﺎ‬ ‫ﳌﺴﺘﺸــﺎر اﻟﻘﺴــﻢ اﻟﻌﺮﺑﻴــﺔ‪ ،‬اﻻﺳــﺘﺎذة‬ ‫رﺷــﺎ ﻋــﻼم ‪ ،‬وﻣﺤــﺮريت اﻹدارﻳــﺔ‬ ‫اﻟﻌﺮﺑﻴــﺔ ﺟــﻮدي ﻃــﻪ‪.‬‬ ‫ﺑــﺪون ﻫــﺆﻻء اﻟﻨﺴــﺎء‪ ،‬ﻛﻨــﺖ ﺳــﺄﻇﻞ‬ ‫اﻟﺼﺒــﻲ اﻟــﺬي ﻧﺎﺿــﻞ ﻣــﻦ أﺟــﻞ ﻛﺘﺎﺑــﺔ‬ ‫أﻛــرث ﻣــﻦ ‪ ٣٠‬ﻛﻠﻤــﺔ ﺑﻠﻐﺘــﻲ اﻷﺻﻠﻴــﺔ‪.‬‬ ‫ﻟﻜــﻦ ﺟــﻮدي ﻋﻠﻤﺘﻨــﻲ أﻛــرث ﻣــﻦ‬ ‫ﻣﺠــﺮد ﻣﻬــﺎرات اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‪.‬‬ ‫ﻋﻠﻤﺘﻨــﻲ أن أﺗﺤــﲆ ﺑﺎﻟﺼــﱪ ‪ ،‬ﻻﺣﺘــﻮاء‬ ‫أﻋﺼــﺎيب ‪ ،‬ﻹﻋﻄــﺎء اﻟﻨــﺎس ﻓﺮﺻــﺔ‬ ‫ﺛﺎﻧﻴــﺔ وأﺧــﺬ اﻷﻣــﻮر ﺑﺒــﻂء‪.‬‬ ‫ﺗﻌﻠﻤــﺖ ﻛﻴﻔﻴــﺔ اﻟﺘﻌﺎﻣــﻞ ﻣــﻊ‬ ‫ﻗﻀﺎﻳــﺎ اﻟﴪﻗــﺔ اﻷدﺑﻴــﺔ‪ ،‬وﻛﻴــﻒ أﻇــﻞ‬ ‫ﻣﺤﱰﻓــﺔ ﻋﻨﺪﻣــﺎ اﻟﺘﺤــﻖ أﺻﺪﻗــﺎؤك‬ ‫ﺑﺎﻟﺠﺮﻳــﺪة‪ ،‬وﻛﻴــﻒ أﺗﻌﺎﻣــﻞ ﻣــﻊ‬ ‫اﻟﻄــﻼب اﻟﺬﻳــﻦ مل ﻳﻘﻮﻣــﻮا ﺑﻌﻤﻠﻬــﻢ‬ ‫‪ ...‬ﻛﻄﺎﻟــﺐ ﻧﻔــﴘ‪.‬‬ ‫ﰲ ﻣــﻜﺎن ﻣــﺎ ﻋــﲆ ﻃــﻮل ﻫــﺬا اﻟﺨﻂ‬ ‫‪ ،‬ﻳﺒــﺪو أﻧﻨــﻲ ﻗــﺪ اﻛﺘﺴــﺒﺖ ﺳــﻤﻌﺔ‬ ‫ﺑﻜــﻮين اﻟﺪﻳﻜﺘﺎﺗــﻮر اﻟﺼﻐــري اﻟﻐﺎﺿــﺐ‬ ‫اﻟــﺬي أرﻋــﺐ ﻗﺴــﻢ اﻟﺼﺤﺎﻓــﺔ‪.‬‬ ‫إذا ﺳــﺄﻟﺖ ﻣﺮﻳــﻢ ﻣﻈﻬــﺮ ‪ ،‬ﺳــﺘﻘﻮل‬ ‫ﻟــﻚ إﻧﻨــﻲ أرﻫﺒﻬــﺎ ﺑﺸــﻜﻞ ﻣﻌﺘــﺎد‬ ‫ﰲ اﻟﺴــﺎﻋﺔ اﻟﺮاﺑﻌــﺔ ﺻﺒﺎﺣــﺎً ﻹﻧﻬــﺎء‬ ‫ﺗﺤﺮﻳــﺮ ﻣﻘــﺎﻻت ‪ -‬ﻟﺪﻳﻬــﺎ ﺳــﺠﻼت‬ ‫اﻟﻬﺎﺗــﻒ ﻹﺛﺒــﺎت ذﻟــﻚ‪.‬‬ ‫وﻟﻜــﻦ أﻋﺘﻘــﺪ أﻧﻬــﺎ ﺳــﻮف‬

‫ﺗﺴــﺎﻣﺤﻨﻲ ‪ ،‬ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ أﻧﻬــﺎ‬ ‫ﻟــﻦ ﺗﺪﻋﻨــﻲ أﺑــﺪا ً أﻧــﴗ اﻟﻴــﻮم اﻟــﺬي‬ ‫رﻓﻀــﺖ ﻓﻴــﻪ ﻣﻘﺎﻟﺘﻬــﺎ اﻷوﱃ ﻋــﻦ‬ ‫اﻟﻘﻠــﻖ‪.‬‬ ‫ﻛﺎﻧــﺖ ﺧﺎﺋﻔــﺔ ﻟﻠﻐﺎﻳــﺔ ﻣــﻦ‬ ‫اﻻﻗــﱰاب ﻣﻨــﻲ ‪ ،‬ﻟﻜﻨﻬــﺎ ﻋﻤﻠــﺖ ﻋــﲆ‬ ‫ﻫــﺬا اﳌﻘــﺎل ﳌــﺪة ﻋــﺎم ﻛﺎﻣــﻞ ﻋــﲆ‬ ‫أي ﺣــﺎل ‪ ،‬وﰲ ﺗﻠــﻚ اﻟﻌﻤﻠﻴــﺔ رأﻳــﺖ‬ ‫ﺗﻐﻴريﻫــﺎ ﻣــﻦ ﻛﻮﻧﻬــﺎ ﻛﺎﺗﺒــﺔ ﺧﺠﻮﻟــﺔ‬ ‫إﱃ اﻹﻟﻬــﺎم وراء اﻟﻌــﺪد اﻟﺨﺎﺻــﺔ ﻋــﻦ‬ ‫اﻟﺼﺤــﺔ اﻟﻌﻘﻠﻴــﺔ‪.‬‬ ‫ﰲ اﻟﻔﺼــﻞ اﻟــﺪراﳼ اﻟﺘــﺎﱄ ‪ ،‬ﻛﺎن‬ ‫ﻟﺪﻳﻬــﺎ ﻋﻤــﻮد داﺋــﻢ ﰲ اﻟﺼﻔﺤــﺔ اﻷراء‬ ‫ﺑﻌﻨــﻮان »اﻟﻜﺎﺗــﺐ اﻟﻘﻠــﻖ« ‪ ،‬ﺣﻴــﺚ‬ ‫أﺧــﱪت ﻗﺼﺘﻬــﺎ‪ ،‬ومل ﺗﻜــﻦ ﻣﺠــﺮد‬ ‫ﻗﺼــﺔ ﻗﻠــﻖ ‪ ،‬ﺑــﻞ ﻗﺼــﺔ ﺗﺤــﻮل‪ .‬ﻟﻘــﺪ‬ ‫أﻟﻬﻤﺘﻨــﻲ ﺑﻄــﺮق أﻛــرث ﻣــﻦ واﺣــﺪة‪.‬‬ ‫رمبــﺎ ﻳﻜــﻮن اﻷﻣــﺮ ﻣﺒﺘــﺬﻻً ﻗﻠﻴــﻼً‪،‬‬ ‫ﻟﻜــﻦ ﻣــﻦ اﻟﺼﻌــﺐ اﻟﺘﻔﻜــري ﰲ‬ ‫ﻣﺮﻳــﻢ ﻋــﲆ أﻧﻬــﺎ ﻧﻔــﺲ اﻟﻔﺘــﺎة اﻟﺘــﻲ‬ ‫أﺧﱪﺗﻨــﻲ أﻧﻬــﺎ ﺗﺮﻳــﺪ اﻟﻜﺘﺎﺑــﺔ ﻋــﻦ‬ ‫اﻟﻘﻠــﻖ ‪ -‬أﻧــﺎ ﻣﻨﺪﻫــﺶ ﻣــﻦ ﺗﺤﻮﻟﻬــﺎ‬ ‫إﱃ ﻛﺎﺗﺒــﺔ ﺟﺮﻳﺌــﺔ وواﺛﻘــﺔ ودﻋﺎﻣــﺔ‬ ‫أﺳﺎﺳــﻴﺔ ﻟﺼــﻮت اﻟﻘﺎﻓﻠــﺔ‪.‬‬ ‫ﻫــﺬا ﻟﻴــﺲ ﻣﺠــﺮد ﺧﻄــﺎب ﺗﺨــﺮج‬ ‫آﺧــﺮ ﻋــﻦ اﻷﺷــﺨﺎص اﻟﺬﻳــﻦ اﻟﺘﻘﻴــﺖ‬ ‫ﺑﻬــﻢ ‪ ،‬ﻟﻜﻨﻬــﺎ رﺳــﺎﻟﺔ‪ .‬ﻣــﺎ ﺗﻌﻠﻤﺘــﻪ ﻫﻨــﺎ‬ ‫ﻫــﻮ أن اﳌــﻜﺎن ﻻ ﻳﻌﻨــﻲ أي ﳾء دون‬ ‫اﻟﻨــﺎس ﻓﻴــﻪ‪ :‬ﻫــﺬا ﻫــﻮ اﻟــﴪ‪.‬‬

‫‪Mohamed Kouta‬‬ ‫‪Editor-in-Chief‬‬ ‫‪mohamedkouta@aucegypt.edu‬‬

‫عــن القافلــة ومــن القافلــة أودع كتاباتــي يف األمريكية غير مؤهلة نفسيا للرحيل‬

‫كتبت‪ :‬مرمي مظهر‬

‫اﺗﺬﻛــﺮ ﺟﻴــﺪا اﻷﻳــﺎم اﻟﺘــﻲ ﻛﻨــﺖ‬ ‫أﻣــﺮ ﻣــﻦ أﻣــﺎم اﻟﻘﺎﻓﻠــﺔ دون أن‬ ‫أوﺟــﻪ ﻧﻈــﺮي داﺧــﻞ ﻫــﺬه اﻟﻐﺮﻓــﺔ‬ ‫اﳌﻐﻠﻘــﺔ‪ ،‬اﻟﺘــﻲ أﺳــﻤﻊ ﺿﻮﺿــﺎء‬ ‫أﺻﺤﺎﺑﻬــﺎ ﻣــﻦ اﻟﻠﺤﻈــﺔ اﻟﺘــﻲ أدﺧــﻞ‬ ‫ﻓﻴﻬــﺎ ﻣﻤــﺮ ﻗﺴــﻢ اﻹﻋــﻼم‪ .‬ﻛﻨــﺖ‬ ‫أﺗﻌﺠــﺐ دامئ ـﺎً ﻣــﻦ اﻟﺤــامس اﻟــﺬي‬ ‫ﻛﻨــﺖ أﺳــﻤﻌﻪ ﰲ ﻛﻞ ﻣــﺮة أﻣــﺮ ﺑﻬــﺎ‪.‬‬ ‫وﻛﺜــريا ﻣــﺎ ﻛﻨــﺖ أﺗﻌﺠــﺐ وأﻗــﻮل‬ ‫ﻟﻨﻔــﴘ ﻟــﻦ أﻛــﻮن ﺟــﺰء ﻣــﻦ ﻫــﺬا‬ ‫أﺑــﺪ ا ً ﺣﺘــﻰ ﻣــﻊ اﺗﺨــﺎذي اﻟﺼــﻒ‬ ‫اﳌﻘــﺮر ﰲ اﻟﻘﺎﻓﻠــﺔ ﻛﻨــﺖ دامئــﺎً ﻣــﺎ‬ ‫أﺷــﻌﺮ أين ﻟــﻦ ﻳﻜــﻮن ﻟــﺪي وﺟــﻮد‬ ‫ﰲ ﻫــﺬا اﳌــﻜﺎن‪ ،‬أو ﻋــﲆ اﻷﻗــﻞ‬ ‫ﻟــﻦ ﻳﻜــﻮن ﱄ اﻟﻮﺟــﻮد اﻟــﺬي ﻳــﱪر‬ ‫ﻫــﺬا اﻟﺤــامس اﻟــﺬي ﻛﻨــﺖ أراه‬ ‫وأﺳــﻤﻌﻪ‪.‬‬

‫وﻋﻨﺪﻣــﺎ ﺑــﺪأت ﰲ اﻟﺘﻌﺎﻣــﻞ ﻣــﻊ‬ ‫ﻣﺤﻤــﺪ ﻗﻮﻃــﺔ‪ ،‬رﺋﻴــﺲ اﻟﺘﺤﺮﻳــﺮ‪،‬‬ ‫ﺗﺄﻛــﺪت أين ﻟــﻦ أﺻــﻞ ﻷي ﳾء‬ ‫ﰲ ﻫــﺬا اﳌــﻜﺎن وﻛﺎن ﻛﻞ أﻣــﲇ‬ ‫أن أﻧﺠــﺢ ﻓﻘــﻂ ﺑﺴــﺒﺐ ﺟﺪﻳﺘــﻪ‬ ‫وﺗﻨﻈﻴﻤــﻪ اﻟــﺬي ﻛﺎن ﻳﺨﻴﻔﻨــﻲ ﰲ‬ ‫ذﻟــﻚ اﻟﻮﻗــﺖ‪.‬‬ ‫وﻋﻨﺪﻣــﺎ ﺑــﺪأت ﺑﺎﻟﺘﻌﺎﻣــﻞ ﻣــﻊ‬ ‫ﺑﺮوﻓﻴﺴــﻮر ﻓــﺮاس ‪ ،‬ﻛﻨــﺖ أﻛــرث‬ ‫ﺗﺮوﻳﻌــﺎ ﳌــﺪى ارﺗﻔــﺎع ﻣﻌﺎﻳــريه‬ ‫ﻋــﲆ ﻣﺴــﺘﻮى اﻟﻜﺘﺎﺑــﺔ واﻟﺘﺤﺮﻳــﺮ‬ ‫وﻛﻨــﺖ ﺧﺎﺋﻔــﺔ ﻣــﻦ ﻛــﻮين مل أﻛــﻦ‬ ‫ﻗﺮﻳﺒــﺔ ﻣــﻦ ﻣــﺎ أرادﻧــﺎ أن ﻧﻜــﻮن‪.‬‬ ‫وﻋﻨﺪﻣــﺎ ﺣﺜﺘﻨــﻲ ﻫﺒــﺔ ﻓــﺆاد‪،‬‬ ‫اﳌﺤــﺮرة اﻹدارﻳــﺔ ﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‬ ‫ﰲ ذﻟــﻚ اﻟﻮﻗــﺖ‪ ،‬أﻧﻨــﻲ ﻳﺠــﺐ أن‬ ‫أﺑــﺪأ اﻟﻜﺘﺎﺑــﺔ ﺑﺎﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‪ ،‬أو‬ ‫ﻋــﲆ اﻷﻗــﻞ أن أﺣــﺎول أزداد ﺧــﻮﰲ‬ ‫وﻗﻠﻘــﻲ‪.‬‬ ‫مل أﻛــﻦ أﻋــﺮف أن ﻫــﺆﻻء اﻟﻨــﺎس‬ ‫ﻟــﻦ ﻳﻐــريوا ﺣﻴــﺎيت ﻓﻘــﺖ ﻛﺼﺤﻔﻴــﺔ‬ ‫‪ ،‬وﻛﺎﺗﺒــﺔ ‪ ،‬وﻟﻜــﻦ أﻳﻀــﺎً ﻛﺸــﺨﺺ‪.‬‬ ‫ﻋﻨﺪﻣــﺎ رﻓــﺾ ﻗﻮﻃــﺔ أول ﻣﻘــﺎﻻيت‬ ‫ﻋــﻦ اﻟﻘﻠــﻖ‪ .‬وﻋﻨﺪﻣــﺎ ﻃﻠــﺐ ﻣﻨــﻲ‬ ‫ﻓــﺮاس ﻣﻮاﺻﻠــﺔ ﻫــﺬا اﳌﻘــﺎل وأن‬ ‫أﺻﻨــﻊ ﻣﻨــﻪ ﳾء ﻣــﻦ ﺷــﺄﻧﻪ أن‬ ‫ﻳﺴــﺎﻋﺪ اﻵﺧﺮﻳــﻦ‪.‬‬ ‫ﻋﻨﺪﻣــﺎ دﻓﻌﺘﻨــﻲ ﻫﺒــﺔ إﱃ ﺗﺤﺴــني‬ ‫ﻛﺘﺎﺑﺘــﻲ اﻟﻌﺮﺑﻴــﺔ وأﻋﻄﺘﻨــﻲ اﳌﺰﻳــﺪ‬ ‫ﻣــﻦ اﳌﻘــﺎﻻت ﻟﻠﻜﺘﺎﺑــﺔ‪ .‬ﻋﻨﺪﻣــﺎ‬ ‫ﺷــ ّﺠﻌﻨﻲ ﻗﻮﻃــﺔ ﻋــﲆ إﺟــﺮاء‬ ‫ﺗﻘﺎرﻳــﺮ ﻓﻮرﻳــﺔ ﺣــﻮل اﻷﺣــﺪاث ﰲ‬ ‫اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‪.‬‬

‫دﻓﻌﻨــﻲ ﺟﻤﻴﻌﻬــﻢ إﱃ ﺗﺠــﺎرب مل‬ ‫أﻛــﻦ ﻷﺣــﺎول أﺑــﺪ ا ً أن أﺧــﻮض ﺑﻬــﺎ‬ ‫ﻟﻮﺣــﺪي ‪ ،‬ﻣــﺎ ﻛﻨــﺖ ﻷﺻــﺪق أﺑــﺪ ا ً‬ ‫أﻧﻨــﻲ أﺳــﺘﻄﻴﻊ أن أﻓﻌــﻞ ذﻟــﻚ‪.‬‬ ‫ﰲ اﻟﻘﺎﻓﻠــﺔ‪ ،‬اﻟﺘﻘﻴــﺖ ﺑﺄﺷــﺨﺎص‬ ‫أﻟﻬﻤــﻮين ﻷن أﺣــﺎول دامئــﺎ أن‬ ‫أﻛــﻮن إﻧﺴــﺎن أﻓﻀــﻞ‪ .‬ﻟﻘــﺪ ﺗﻌﻠﻤــﺖ‬ ‫أﺳــﺘﺎذ أﺑــﺪى اﻫﺘام ًﻣــﺎ دا مئًــﺎ مبــﺎ‬ ‫ﻧﻘــﻮل وﻧﺮﻳــﺪ‪.‬‬ ‫ﺗﻌﻠﻤــﺖ ﻣــﻦ ﻗﺒــﻞ ﻛﻞ ﻣﺮاﺳــﻞ‬ ‫وﻣﺤــﺮر ﻋﻤﻠــﺖ ﻣﻌــﺎه‪.‬‬ ‫ذﻫﺒــﺖ ﻣــﻦ ﻛــﻮين ﻏــري ﻗــﺎدرة‬ ‫ﻋــﲆ ﻛﺘﺎﺑــﺔ ﻣﻘــﺎل ﻋــﺮيب ﻛﺎﻣــﻞ‬ ‫ﻷﺻﺒــﺢ ﻧﺎﺋــﺐ رﺋﻴــﺲ اﻟﺘﺤﺮﻳــﺮ‬ ‫اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‪.‬‬ ‫ﻟﻘــﺪ ﺻﻨﻌــﺖ ﺻﺪاﻗــﺎت وﺑﻨﻴــﺖ‬ ‫ﻋﻼﻗــﺎت ﻣــﻊ أﺷــﺨﺎص رأوا اﻷﻓﻀــﻞ‬ ‫ﰲ ﺑﻌﻀﻬــﻢ اﻟﺒﻌــﺾ وﰲ‪ .‬اﺗﺨــﺬت‬ ‫ﺧﻄــﻮات ﺗﺠــﺎه ﻣــﻦ أرﻳــﺪ أن‬ ‫أﻛــﻮن ﻛﻜﺎﺗﺒــﺔ‪ .‬ﺗــﻢ ﺗﺸــﺠﻴﻌﻲ ﻋــﲆ‬ ‫اﻟﻜﺘﺎﺑــﺔ ﻋــﻦ اﻟﺘﺠــﺎرب اﻟﺸــﺨﺼﻴﺔ‬ ‫ﻹﻟﻬــﺎم اﻵﺧﺮﻳــﻦ وﻣﺴــﺎﻋﺪﺗﻬﻢ‪.‬‬ ‫وﺗﻠﻘﻴــﺖ دﻋــﻢ ﺑﻄــﺮق مل أﺗﺨﻴﻠﻬــﺎ‬ ‫أﺑــﺪ ا ً‪.‬‬ ‫واﻟﻴــﻮم ‪ ،‬ﺑﻌــﺪ ﻋﺎﻣــني ﻣــﻦ اﻟﻘﺎﻓﻠــﺔ‬ ‫ﻛﻤﺮاﺳــﻠﺔ ‪ ،‬ﻣﺤــﺮرة و ﻧﺎﺋــﺐ رﺋﻴــﺲ‬ ‫اﻟﺘﺤﺮﻳــﺮ اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ ‪ ،‬وﻗﺘــﻲ‬ ‫ﰲ اﻟﻘﺎﻓﻠــﺔ ﻗــﺪ وﺻــﻞ إﱃ ﻧﻬﺎﻳﺘــﻪ‬ ‫‪ ،‬متﺎﻣــﺎ ﻣﺜــﻞ وﻗﺘــﻲ ﰲ اﻟﺠﺎﻣﻌــﺔ‬ ‫ﻳﻘــﱰب ﻣــﻦ ﻧﻬﺎﻳﺘــﻪ‪.‬‬ ‫أﻧــﺎ أرﺳــﻞ ﻣﻘــﺎﻻيت اﻷﺧــرية ﻷﺧــﺮ‬ ‫اﻷﻋــﺪاد اﻟﺘــﻲ ﺳﺄﺷــﺎرك ﰲ إﻧﺘﺎﺟﻬــﺎ‪.‬‬ ‫ﻋــﲆ وﺷــﻚ أن أرﺗــﺪي ﻗﺒﻌــﺔ‬

‫وﻋﺒــﺎءة ﻟﻠﺘﺨــﺮج وأﻗــﻮل وداع‬ ‫ﻟﻠﻤــﻜﺎن اﻟــﺬي ﻋﻤــﻞ ﻋــﲆ ﺗﻐــري‬ ‫ﻗﻠﻴــﻼً ﰲ ﻛﻞ واﺣــﺪ ﻣﻨــﺎ‪ .‬ﻟﻴــﺲ‬ ‫ﺑﺴــﺒﺐ ﻣﻘــﺪار ﻣــﺎ ﺗﻌﻠﻤﻨــﺎه ﻋــﻦ‬ ‫اﻟﻜﺘﺎﺑــﺔ واﻟﺘﺤﺮﻳــﺮ‪.‬‬ ‫وﻟﻜــﻦ ﺑﺴــﺒﺐ ﻣﻘــﺪار ﻣــﺎ‬ ‫ﺗﻌﻠﻤﻨــﺎه ﻋــﻦ ﻟﻠﻌﻤــﻞ ﻛﻔﺮﻳــﻖ ﰲ‬ ‫اﻷﻳــﺎم اﻟﺠﻴــﺪة واﻟﺴــﻴﺌﺔ‪.‬‬ ‫وﻣــﺎ ﺗﻌﻠﻤﻨــﺎه ﻋــﲆ اﻟﺨــﻮض‬ ‫ﺑﺘﺠــﺎرب ﻗــﺪ ﺗﻜــﻮن ﻣﺨﻴﻔــﺔ‬ ‫ﺑﺎﻟﻨﺴــﺒﺔ ﻟﻨــﺎ ﰲ اﻟﺒﺪاﻳــﺔ‪.‬‬ ‫اﻟﻴــﻮم‪ ،‬أﻓﻬــﻢ ﻣــﻦ أﻳــﻦ ﺟــﺎءت‬ ‫اﻹﺛــﺎرة اﻟﺘــﻲ ﻛﻨــﺖ أﺳــﻤﻌﻬﺎ وأﻧــﺎ‬ ‫أﻣــﺮ ﻣــﻦ أﻣــﺎم اﻟﻘﺎﻓﻠــﺔ‪ .‬اﻟﻴــﻮم‬ ‫أﻋــﺮف ﳌــﺎذا ﻫــﺬا اﳌــﻜﺎن ﻳﻌﻨــﻲ‬ ‫اﻟﻜﺜــري ﻟﻸﺷــﺨﺎص اﻟﺬﻳــﻦ ﻛﺎﻧــﻮا‬ ‫ﻫﻨــﺎ ﻣــﻦ ﻗﺒﻠﻨــﺎ‪.‬‬ ‫اﻟﻴــﻮم ﺗﻌﻠﻤــﺖ ﺣﻘــﺎ ﻣــﺎ ﻣﻌﻨــﻰ أن‬ ‫ﺗﻜــﻮن ﺧﺎﺋﻔــﺎ ﻣــﻦ ﳾء ﺛــﻢ ﻳﺼﺒــﺢ‬ ‫واﺣــﺪ ﻣــﻦ أﻓﻀــﻞ اﻷﺷــﻴﺎء اﻟﺘــﻲ‬ ‫ﺣﺪﺛــﺖ ﻟــﻚ واﻷﻗــﺮب إﱃ ﻗﻠﺒــﻚ‪.‬‬ ‫ﰲ اﻟﻘﺎﻓﻠــﺔ اﻟﺘﻘﻴــﺖ ﺑﺄﻧــﺎس‬ ‫ﺳــﻴﻜﻮن ﻟﺪﻳﻬــﻢ ﰲ ﻗﻠﺒــﻲ ﻣﻜﺎﻧــﺔ ﻟــﻦ‬ ‫ﺗﺘﻐــري أﺑــﺪ ا ً‪ .‬ﰲ اﻟﻘﺎﻓﻠــﺔ ﻛﺘﺒــﺖ ﻋــﻦ‬ ‫ﻧﻔــﴘ ‪ ،‬ﺧــﱪايت ‪ ،‬واﻟــﺪي وﻣﺸــﺎﻋﺮي‪.‬‬ ‫ﰲ اﻟﻘﺎﻓﻠــﺔ ‪،‬اﻛﺘﺴــﺒﺖ ﻋﻼﻗــﺎت‬ ‫وﺑﻨﻴــﺖ ﺻﺪاﻗــﺎت ﻟﻴــﺲ ﻟﻬــﺎ أي‬ ‫ﻋﻼﻗــﺔ ﺑﻘــﺪريت ﻋــﲆ اﻟﻜﺘﺎﺑــﺔ‪.‬‬ ‫أﻋﻄﺘﻨــﻲ اﻟﻘﺎﻓﻠــﺔ ﺻــﻮت وﻣﻨﺼــﺔ‬ ‫ﻟﻠﺘﻌﺒــري ﻋــﻦ رأﻳــﻲ‪ .‬ﻟــﺬا ‪ ،‬ﻣــﻦ‬ ‫اﻟﻘﺎﻓﻠــﺔ وﻋــﻦ اﻟﻘﺎﻓﻠــﺔ أﻛﺘــﺐ‬ ‫ﻣﻘــﺎﻻيت اﻷﺧــرية‪ .‬واﻟﻘﺎﻓﻠــﺔ ﺳــﺄﻛﻮن‬ ‫ﻣﻤﺘﻨــﺎ إﱃ اﻷﺑــﺪ‪.‬‬

‫اآلراء املنشــورة بالقافلــة ال تعبــر‬ ‫عــن وجهــة نظــر اجلر يــدة‬ ‫أو مجتمــع اجلامعــي وتخــص أصحابهــا‬

‫كتبت‪ :‬جيداء طه‬

‫ﻻ أﺳــﺘﻄﻴﻊ أن أﻛﺘــﺐ ﻋــﻦ ﺷــﻌﻮري‬ ‫ﺗﺠــﺎه إﻧﻬــﺎء أﻋــﻮام دراﺳــﺘﻲ أو‬ ‫أﻳﺎﻣــﻲ ﺑﺎﻟﻘﺎﻓﻠــﺔ ﻣﺜــﻞ اﻟﺒﺎﻗــﻮن ﻷﻧﻨــﻲ‬ ‫ﺑﺒﺴــﺎﻃﺔ ﺷــﺪﻳﺪة ﻟﺴــﺖ ﻣﺴــﺘﻌﺪة‬ ‫ﻋــﲆ اﻟﺮﺣﻴــﻞ‪.‬‬ ‫أﺗﺬﻛــﺮ ﺑﺪاﻳــﺔ ﻫــﺬا اﻟﻌــﺎم اﻟــﺪراﳼ‬ ‫ﻛﻨــﺖ ﰲ ﺣــرية ﺗﺄﺟﻴــﻞ اﻟﺘﺨــﺮج‪ ,‬ﻓﻘــﺪ‬ ‫ﻗــﺮرت اﻟﺒﻘــﺎء ﻟﻔﺼــﻞ إﺿــﺎﰲ ﻣــﻦ أﺟــﻞ‬ ‫ﺗﺨﺼــﺺ ﺛﺎﻧــﻮي‪ .‬ﺑﴫاﺣــﺔ‪ ,‬مل ﻳﻜﻦ ﻫﺬا‬ ‫اﻟﺘﺨﺼــﺺ ﻫــﺪﰲ اﻷﺳــﺎﳼ‪ ,‬ﺗﺤﺠﺠــﺖ‬ ‫ﺑــﻪ ﻓﻘــﻂ ﻣــﻦ أﺟــﻞ اﻟﺘﺄﺟﻴــﻞ‪.‬‬ ‫ميﺜــﻞ اﻟﺘﺨــﺮج ﱄ ﺗﻘﺮﻳﺒــﺎ ﻛﻞ ﳾ‬ ‫ﻣﺮﻋــﺐ أﺳــﻤﻊ ﻋﻨــﻪ ﻣﺨﺘﺒﺌــﺔ ﰲ‬ ‫اﻟﻘﻮﻗﻌــﺔ اﻟﺠﺎﻣﻌﻴــﺔ‪ .‬ﻟﻴــﺲ ﻓﻘــﻂ‬ ‫ﳌــﺎ ﻳﻘﺼــﻪ زﻣــﻼيئ ﻋــﲇ ﻣــﻦ ﻣــﺂﳼ‬ ‫ﻳﻮاﺟﻬﻮﻧﻬــﺎ ﺑﺎﻟﺨــﺎرج‪ ,‬وﻟﻜــﻦ أﻳﻀــﺎ‬ ‫ﻷﻧــﻪ ﻳﻌﺘــﱪ ﺟــﺮس اﻻﻓﺎﻗــﺔ واﻟﺒﺪاﻳــﺔ‬ ‫اﻟﺤﻘﻴﻘﻴــﺔ‪ .‬ﻓﻬــﻮ ﺑﺪاﻳــﺔ اﻻﺳــﺘﻘﻼل‬ ‫واﻟﺠﻬــﻮد واﻹﻧﺠــﺎزات‪.‬‬ ‫ﻻ أﻋﻠــﻢ إذا ﻛﺎﻧــﺖ ﻓﻜــﺮة اﻟﺘﺨــﺮج‬ ‫ﺣﻘــﺎ ﺑﻬــﺬا اﻟﺤﺠــﻢ‪ ,‬ﻟﻜﻨﻨــﻲ دامئــﺎ‬ ‫أﺟــﺪ ﺻﻌﻮﺑــﺔ ﰲ إدراك ﻫــﺬه‬ ‫اﻟﻠﺤﻈــﺎت اﻻﻧﺘﻘﺎﻟﻴــﺔ‪ .‬ﻓﺎﻟﺘﺨــﺮج ﻣﺜﻠــﻪ‬ ‫ﻣﺜــﻞ أﻋﻴــﺎد اﳌﻴــﻼد‪ ,‬ﻳﺬﻛــﺮين مبــﺮور‬ ‫اﻟﻮﻗــﺖ واﻟﺘﻘــﺪم ﰲ اﻟﺴــﻦ‪ .‬اﳌﺸــﻜﻠﺔ‬ ‫ﻫﻨــﺎ ﻟﻴﺴــﺖ اﻟﺨــﻮف ﻣــﻦ اﻟﻜــﱪ‪,‬‬ ‫ﺑــﻞ اﻟﺨــﻮف ﻣــﻦ ﻣــﺮور اﻟﻮﻗــﺖ‬ ‫ﴎﻳﻌــﺎ ﺑــﺪون ﺗﺤﻘﻴــﻖ أي إﻧﺠــﺎزات‬

‫وﻃﻤﻮﺣــﺎت‪.‬‬ ‫ﻓﺎﻟﺘﺨــﺮج ﻫــﻮ ﺧــﻂ اﻟﺒﺪاﻳــﺔ‬ ‫اﻟﺤﻘﻴﻘــﻲ ﻟﻠﺴــﺒﺎق ﻣــﻊ اﻟﻮﻗــﺖ‬ ‫وﻟﻜــﻦ ﻫــﺬا اﻟﺴــﺒﺎق ﻏــري ﻣﻌﻠــﻦ‬ ‫ﻋــﻦ ﺧــﻂ ﻧﻬﺎﻳﺘــﻪ‪ .‬ﺗﻜﻤــﻦ ﺻﻌﻮﺑــﺔ‬ ‫ﻫــﺬا اﻟﺴــﺒﺎق ﰲ ﻋــﺪم وﺟــﻮد ﺣﻠﺒــﺔ‬ ‫ﻣﻨﺎﻓﺴــﺔ واﺿﺤــﺔ أو وﻗــﺖ ﻣﺤــﺪد‬ ‫ﺗﺼــﺐ اﻫﺘامﻣــﻚ ﻋﻠﻴــﻪ‪ ,‬ﺑــﻞ اﻟﺴــﺒﺎق‬ ‫داﺋــﻢ وﻣﺴــﺘﻤﺮ ﺣﺘــﻰ ﻋﻨﺪﻣــﺎ ﻻ ﺗﻌﻴــري‬ ‫اﻧﺘﺒﺎﻫــﻚ اﻟﻴــﻪ‪.‬‬ ‫ﻫــﺬا أﻛــرث ﻣــﺎ ﻳﺨﻴﻔﻨــﻲ ﺑﺎﳌﻮﺿــﻮع‪,‬‬ ‫أن ﻳﻀﻴــﻊ اﻟﻮﻗــﺖ ﻣــﻦ دون أن أﺷــﻌﺮ‬ ‫ﺑــﻪ‪ ,‬ﻷﺟــﺪ ﻧﻔــﴗ ﺑــﺪون اﻧﺠــﺎزات ﻟﻬــﺎ‬ ‫ﻣﻌﻨــﻰ‪.‬‬ ‫وﻻ أﻗﺼــﺪ ﻫﻨــﺎ اﻹﻧﺠــﺎزات اﳌﻬﻨﻴــﺔ‪,‬‬ ‫ﺑــﻞ أﻋﻨــﻲ اﻻﺳــﺘﻔﺎدة ﻣــﻦ اﻟﻮﻗــﺖ‬ ‫واﺳــﺘﺜامره ﰲ أي ﳾء ذو ﻗﻴﻤــﺔ‪.‬‬ ‫ﻛــام ﺗﺨﻴﻔﻨــﻲ ﻓﻜــﺮة اﻻﺧﺘﻴــﺎرات‬ ‫اﻟﺘــﻲ ﻻ ﺣــﺪود ﻟﻬــﺎ واﻟﻄــﺮق اﻟﻼﻧﻬﺎﺋﻴــﺔ‬ ‫اﻟﺘــﻲ ﻣــﻦ اﳌﻤﻜــﻦ ﺳــﻠﻜﻬﺎ ﰲ اﻟﻮﻗــﺖ‬ ‫اﳌﺤــﺪود اﻟــﺬي منﻠﻜــﻪ‪ .‬وﻟــﻜﻞ ﻃﺮﻳــﻖ‬ ‫ﻃــﺮق ﺟﺎﻧﺒﻴــﺔ أﺧــﺮى‪ ,‬ﻓﺄﺻﺒــﺢ اﻟﺨﻴــﺎر‬ ‫أﺻﻌــﺐ وأﻛــرث ﺗﻮﺗ ـﺮا‪.‬‬ ‫وﻟﻜــﻦ اﻵن‪ ,‬ﺑﺘﺨــﺮج ﻣﻌﻈــﻢ‬ ‫أﺻﺪﻗــﺎيئ‪ ,‬أدرﻛــﺖ أن اﺧﺘﺒــﺎيئ وراء‬ ‫اﻟﺠﺎﻣﻌــﺔ ﳾ ﻣﺆﻗــﺖ وﺧــﻮﰲ اﻟﺰاﺋــﺪ‬ ‫ﻏــري ﻣﻔﻴــﺪ‪ .‬اﺿﻄــﺮرت إﱃ ﻣﻮاﺟﻬــﺔ‬ ‫ﻫــﺬه اﳌﺮﺣﻠــﺔ اﻻﻧﺘﻘﺎﻟﻴــﺔ ﻣــﻊ أﻧﻨــﻲ ﻻ‬ ‫زال أﻣﺎﻣــﻲ ﻓﺼــﻞ دراﳼ آﺧــﺮ‪.‬‬ ‫ﻓﺘﻤﺴــﻜﻨﺎ ﺑﺎﻷﺷــﻴﺎء اﻟﺘــﻲ ﻧﻌﺘﻘــﺪ أﻧﻬﺎ‬ ‫ﺗﺤﻤﻴﻨــﺎ ﻻ ﻳﻮﻗــﻒ ﻣــﺮور اﻟﻮﻗــﺖ وﻻ‬ ‫ﻳﻨﺠــﺰ اﻷﺣــﻼم اﻟﺘــﻲ ﻧــﻮد ﻟﺤﺎﻗﻬــﺎ‪ .‬أﻋﻠﻢ‬ ‫أن اﻟﻜﺜــري ﻣﺜــﲇ ﻳﺮاودﻫــﻢ اﻟﺨــﻮف‬ ‫واﻟﻘﻠــﻖ ﻣــﻦ اﳌﺴــﺘﻘﺒﻞ واﻟﺨﻄــﻮات‬ ‫اﻟﻜﺒــرية‪ .‬ﻟﻜﻨﻨــﻲ أﻋﻠــﻢ أﻳﻀــﺎ أن اﻟﻘــﺪر‬ ‫اﳌﻌﻘــﻮل ﻣــﻦ ﺗﻠــﻚ اﳌﺨــﺎوف ﻣــﻦ‬ ‫اﳌﻤﻜــﻦ أن ﻳﺪﻓﻌﻨــﺎ إﱃ اﻷﻣــﺎم ﺑــﺪﻻ‬ ‫ﻣــﻦ ﺗﻌﻄﻴﻠﻨــﺎ وﻗﻠﻘﻨــﺎ‪.‬‬ ‫ﻛــام أن اﻟﺘﻔﻜــري اﻟﺰاﺋــﺪ ﰲ ﻣــﺮور‬ ‫اﻟﻮﻗــﺖ وﺿﻴــﺎع اﻟﻔــﺮص ﻏــري ﺻﺎﺋــﺐ‪.‬‬ ‫ﻓــﻜﻞ ﺗﺠﺮﺑــﺔ أو ﻣﻮﻗــﻒ منــﺮ ﺑــﻪ‬ ‫ﻣﻬــام ﺑــﺪى ﺗﺎﻓﻬــﺎ أو ﻋﺪﻳــﻢ اﻟﻔﺎﺋــﺪة‪,‬‬ ‫ﻳﻀﻴــﻒ إﱃ ﺧﱪاﺗﻨــﺎ اﻟﺤﻴﺎﺗﻴــﺔ وﻳﻮﻓــﺮ‬ ‫اﳌﺰﻳــﺪ ﻣــﻦ اﻟﻮﻗــﺖ ﻻﺣﻘــﺎ‪.‬‬


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‫اﻷﺣﺪ ‪ ١٣‬ﻣﺎﻳﻮ‪٢٠١٨ ،‬‬

‫مؤمتــر القاهــرة لإلعالم يناقش شــكل الصحافة الـــجديد‬ ‫تقرير‪ :‬دانيا عكاوي‬

‫ُﻋﻘــﺪ ﻣﺆمتــﺮ اﻟﻘﺎﻫــﺮة ﻟﻺﻋــﻼم ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة ﻳــﻮم ‪٨‬‬ ‫ﻣﺎﻳــﻮ ﻟﻴﻮﺿــﺢ اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﻘﻀﺎﻳــﺎ‬ ‫اﻟﺤﺎﻟﻴــﺔ اﻟﺘــﻲ ﺗﻮاﺟــﻪ اﻟﺼﺤﻔﻴــني‬ ‫ﺑﻌــﺪ أن ﺳــﻴﻄﺮت اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‬ ‫ووﺳــﺎﺋﻞ اﻹﻋــﻼم اﻻﺟﺘامﻋﻴــﺔ ﻋــﲆ‬ ‫اﳌﻬﻨــﺔ‪.‬‬ ‫ﺣــﴬ اﻷﻛﺎدميﻴــﻮن واﳌﻬﻨﻴــﻮن‬ ‫ﻣــﻦ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‪،‬‬ ‫ﺟﺎﻣﻌــﺔ أوﺳــﻠﻮ ﻣﱰوﺑﻮﻟﻴﺘــﺎن‪،‬‬ ‫ﻣﻨﺘــﺪى اﳌﺤﺮرﻳــﻦ اﳌــﴫي وراﺑﻄــﺔ‬ ‫اﳌﺤﺮرﻳــﻦ اﻟرنوﻳﺠﻴــني اﳌﺆمتــﺮ‬ ‫ﳌﻨﺎﻗﺸــﺔ أﻓﻀــﻞ اﳌامرﺳــﺎت ﳌﻬﻨﻴــﻲ‬ ‫اﻹﻋــﻼم واﳌﺘﺨﺮﺟــني اﻹﻋﻼﻣﻴــني‬ ‫اﻟﻘﺎدﻣــني‪.‬‬ ‫وﻗــﺎل رﺋﻴــﺲ ﻗﺴــﻢ اﻟﺼﺤﺎﻓــﺔ‬ ‫واﻹﻋــﻼم ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﰲ‬ ‫اﻟﻘﺎﻫــﺮة‪ ،‬ﻓــﺮاس اﻷﻃﺮﻗﺠــﻲ‪» ،‬ﻳﻮاﺟــﻪ‬ ‫ﻛﻞ ﻣــﻦ اﳌﻌﻠﻤــني واﳌامرﺳــني‬ ‫منــﺎذج وﺗﻄــﻮرات دامئــﺔ ﰲ ﻣﺠــﺎل‬ ‫اﻟﺼﺤﺎﻓــﺔ‪«.‬‬ ‫أوﺿــﺢ رﺋﻴــﺲ ﺗﺤﺮﻳــﺮ ﺻﺤﻴﻔــﺔ‬ ‫أﻓﺘﻨﺒﻮﺳــﺘني ﰲ اﻟرنوﻳــﺞ‪ ،‬إﺳــنب إﺟﻴــﻞ‬ ‫ﻫﺎﻧﺴــﻦ‪ ،‬أﻧــﻪ ﻣــﻦ اﳌﻬــﻢ ﻣﻨﺎﻗﺸــﺔ‬ ‫اﻟﺼﺤﺎﻓــﺔ ﰲ ﺳــﻴﺎق اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﻷن‬ ‫ﻣــامرﳼ اﻹﻋــﻼم ﻳﻌﻴﺸــﻮن ﰲ ﻋــﴫ‬ ‫اﻟﺜــﻮرة اﻟﺮﻗﻤﻴــﺔ‪.‬‬ ‫ﻗــﺎل ﻫﺎﻧﺴــﻦ ‪» ،‬ﻫــﺬه اﻟﺜــﻮرة‪ ،‬ﻻ‬ ‫ﻓﺮﺻــﺎ ﻛﺒــرية ﻓﻘــﻂ‪ ،‬ﺑــﻞ أﻳﻀً ــﺎ‬ ‫ﺗﻌﻄﻴﻨــﺎ ً‬ ‫ﺗﺤﺪﻳــﺎت ﰲ اﳌﻬﻨــﺔ اﻟﺼﺤﻔﻴــﺔ‪«.‬‬ ‫ﻗــﺎل ﻣﻌﻈــﻢ اﳌﺘﺤﺪﺛــني اﻟﺤﺎﴐﻳــﻦ‬ ‫إن اﻟﺘﻐﻴــريات ﰲ وﺳــﺎﺋﻞ اﻹﻋــﻼم‬ ‫ﺑﺴــﺒﺐ اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﺳــﺘﺆﺛﺮ ﻋــﲆ‬ ‫ﻣﺴــﺘﻮﻳﺎت اﳌﻨﺎﻓﺴــﺔ ﰲ اﳌﺠــﺎل‪،‬‬ ‫وﻫــﺬا ﻳﺘﻮﻗــﻒ ﻋــﲆ ﺗﻨﻈﻴــﻢ اﻷﺧﺒــﺎر‬ ‫اﻟــﺬي ميﻜﻨــﻪ اﻟﺘﻐﻴــري ﻣ ًﻌــﺎ واﻟــﺬي ﻻ‬ ‫ﻳﻘــﺪر ﻋــﲆ اﻟﺘﻐﻴــري‪.‬‬ ‫ﻛﺎن ﻫﻨــﺎك اﻟﻜﺜــري ﻣــﻦ اﻟﻨﻘــﺎش‬ ‫ﺣــﻮل إذا ﻛﺎن ﻇﻬــﻮر اﻟﺮﻗﻤﻴــﺔ ﻳﻌﻨــﻲ‬ ‫ﻧﻬﺎﻳــﺔ اﻟﻄﺒﺎﻋــﺔ أو ﻋــﲆ اﻷﻗــﻞ‬

‫اﻟﺪﻣــﺞ ﺑــني اﻟﻄﺒﺎﻋــﺔ واﻟﺘﻠﻔﺰﻳــﻮن‬ ‫واﻹذاﻋــﺔ‪.‬‬ ‫ﻗــﺎل اﻷﻣــني اﻟﻌــﺎم ﻟﺮاﺑﻄــﺔ‬ ‫اﳌﺤﺮرﻳــﻦ اﻟرنوﻳﺠﻴــني‪ ،‬آرين ﺟﻨﺴــﻦ‬ ‫‪«:‬اﻟﺠــﻮاب ﻫــﻮ ﺑﺎﻟﺘﺄﻛﻴــﺪ ﻻ ‪ ،‬وﻟﻜــﻦ‬ ‫ﻟﺠــﺰء ﻣــﻦ اﻟــﻜﻼم‪ ،‬ﻧﻌــﻢ‪«.‬‬ ‫ﺗــﻢ ﻃــﺮح إﺟﺎﺑــﺎت ﺟﻤﻴــﻊ‬ ‫اﳌﺸــﺎرﻛني ﰲ اﻟﻨﻘــﺎش ﻣــﻊ ﻧﻔــﺲ‬ ‫اﻟﺴــﺆال ﺣــﻮل ﻣــﺎ ﺳــﻴﺤﺪث ﻣــﻊ‬ ‫اﻟﺼﺤﺎﻓــﺔ وأﻳــﻦ ﺗﺴــري ﰲ اﻷﻋــﻮام‬ ‫اﻟﻘﺎدﻣــﺔ‪ ،‬وﻟﻜــﻦ ﻻ ميﻜــﻦ ﻷﺣــﺪ‬ ‫اﻹﺟﺎﺑــﺔ ﻣﺒــﺎﴍة‪.‬‬ ‫ﻗــﺎل ﺟﻨﺴــﻦ ‪«:‬أﺗﻠﻘــﻰ أﺳــﺌﻠﺔ ﻣﺜــﻞ‪،‬‬ ‫ﻣــﺎ ﻫــﻮ ﻣﺴــﺘﻘﺒﻞ وﺳــﺎﺋﻞ اﻹﻋــﻼم؟ ‪...‬‬ ‫أﻗــﻮل دامئًــﺎ‪ ،‬إذا ﻛﺎن ﻟــﺪي اﻟﻘــﺪرة‬ ‫ﻋــﲆ ﺟــﻮاب ﻫــﺬا اﻟﺴــﺆال‪ ،‬ﻟﻜﺎﻧــﺖ‬ ‫ﺣﺴــﺎﺑﺎيت اﳌﴫﻓﻴــﺔ ﻣﺨﺘﻠﻔــﺔ متﺎ ًﻣــﺎ‪«.‬‬ ‫ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ أن ﺑﻌــﺾ‬ ‫اﻟﺘﻮﻗﻌــﺎت اﳌﺘﻌﻠﻘــﺔ مبﺴــﺘﻘﺒﻞ‬ ‫اﻟﺼﺤﺎﻓــﺔ ﻗــﺪ ﺗﻜــﻮن ﻏــري واﺿﺤــﺔ‪،‬‬ ‫إﻻ أن ﺑﻌﻀﻬــﺎ واﺿــﺢ ﻛﺎﻟﺸــﻤﺲ‪،‬‬ ‫ﺧﺎﺻــﺔ ﻓﻴــام ﻳﺘﻌﻠــﻖ ﺑﺎﻟﻄﺒﺎﻋــﺔ‪.‬‬ ‫اﺗﻔــﻖ ﻣﻌﻈــﻢ أﻋﻀــﺎء اﻟﻠﺠﻨــﺔ ﻋــﲆ‬ ‫أن اﻟﻄﺒﺎﻋــﺔ ﻋــﲆ وﺷــﻚ اﻟﺘﺤــﻮل‬ ‫إﱃ رﻗﻤﻴــﺔ ﺑﺎﻟﻜﺎﻣــﻞ‪ .‬وﻗــﺎل ﺟﻨﺴــﻦ‬ ‫‪:‬إذا ﺑﻘﻴــﺖ اﻟﻄﺒﺎﻋــﺔ ﻋــﲆ ﻗﻴــﺪ‬ ‫اﻟﺤﻴــﺎة ﺟﺎﻧــﺐ اﻟﺘﻐــري اﻟﺮﻗﻤــﻲ‪ ،‬ﻓﺈﻧــﻪ‬ ‫ﺳــﻴﺼﺒﺢ ﺷــﻴﺌًﺎ ﻣﺨﺘﻠﻔًــﺎ ﻋــام ﻫــﻮ‬ ‫اﻟﻴــﻮم‪.‬‬ ‫ﺟﻴﺰﻳــﻞ ﺧــﻮري‪ ،‬اﻟﺼﺤﻔﻴــﺔ‬ ‫وﻣﻘﺪﻣــﺔ ﺑﺮﻧﺎﻣــﺞ ﺑﻘﻨــﺎة يب يب ﳼ‬ ‫اﻟﻌﺮﺑﻴــﺔ‪ ،‬ﺳــﺄﻟﺖ اﻟﺠﻤﻬــﻮر إذا أي‬ ‫ﺷــﺨﺺ ﻣــﻦ أﻃﻔﺎﻟــﻪ ﻳﻘــﺮأ اﻟﺼﺤﻴﻔــﺔ‬ ‫أو ﻳﺸــﺎﻫﺪ اﻟﺘﻠﻔﺰﻳــﻮن ﻟــيك ﺗﻮﺿــﺢ‬ ‫أن ﻣﺴــﺘﻘﺒﻞ اﻟﺘﻠﻔﺰﻳــﻮن واﻟﺠﺮاﺋــﺪ‬ ‫ﻫــﻮ ﳾء ﻏﺎﻣــﺾ‪.‬‬ ‫ﻗﺎﻟــﺖ ﺧــﻮري ‪«:‬اﻟﻬﺎﺗــﻒ ﻫــﻮ‬ ‫ﺻﺪ ﻳﻘﻬــﻢ ‪« .‬‬ ‫أﺿــﺎف ﺟﻨﺴــﻦ‪» ،‬ﻗــﺎل اﻟﺒﻌــﺾ ﰲ‬ ‫ﻋــﴩ ﺳــﻨﻮات‪ ،‬ﺳــﺘﻜﻮن اﻟﺼﺤــﻒ‬ ‫اﳌﻄﺒﻮﻋــﺔ ﻣﻴﺘــﺔ‪ .‬ﻟﻜــﻦ ﻛﺎﻧــﻮا‬ ‫ﻣﺨﻄﺌــني‪ .‬ﻟﻜﻨﻬــﻢ ﺳــﻴﻜﻮﻧﻮن ﻋــﲆ‬

‫ﺣــﻖ ﰲ وﻗــﺖ ﻣــﺎ‪ .‬ﻧﺤــﻦ ﻧﺒﺎﻟــﻎ ﰲ‬ ‫اﻟﺘﺄﺛــري ﻋــﲆ اﻟﺘﻐــريات اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺔ‬ ‫ﻋــﲆ اﳌــﺪى اﻟﻘﺼــري واﻟﺘﻘﻠﻴــﻞ ﻣــﻦ‬ ‫ﺷــﺄﻧﻬﻢ ﻋــﲆ اﳌــﺪى اﻟﻄﻮﻳــﻞ‪«.‬‬ ‫وﻗــﺪ ﻋــﱪت ﻧﺎﺋﻠــﺔ ﺣﻤــﺪي‪ ،‬ﻣﺪﻳــﺮ‬ ‫اﻟﺪراﺳــﺎت اﻟﻌﻠﻴــﺎ ﺑﻘﺴــﻢ اﻟﺼﺤﺎﻓــﺔ‬ ‫واﻹﻋــﻼم ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة‪ ،‬ﻋــﻦ أن اﻟﺤﺪﻳــﺚ ﻋــﻦ‬ ‫ﺣﻘﻴﻘــﺔ اﻟﺘﻐﻴــري ﰲ اﻟﺼﺤﺎﻓــﺔ ﻗــﺪ ﺗــﻢ‬ ‫ﻣــﺮا ًرا وﺗﻜــﺮا ًرا‪.‬‬ ‫أﺿﺎﻓــﺖ ﺣﻤــﺪي‪ ،‬ﺑــﻜﻞ اﻷﺧﺒــﺎر‬ ‫اﻟﺨﺎﻃﺌــﺔ‪ ،‬ﻳﺤﺘــﺎج اﻟﻨــﺎس إﱃ ﺻﺤﺎﻓــﺔ‬ ‫ﺣﻘﻴﻘﻴــﺔ ودﻗﻴﻘــﺔ ﺣﻴــﺚ ﺗﻜــﻮن‬ ‫ﻣﺼــﺎدر ﻣﻌﻠﻮﻣــﺎت ﺻﺤﻴﺤــﺔ وذات‬ ‫ﻣﺼﺪاﻗﻴــﺔ‪.‬‬ ‫وﻗﺎﻟــﺖ ﺣﻤــﺪي ‪» ،‬أﻋﺘﻘــﺪ أن‬ ‫اﻟﻮﻗــﺖ ﻣﻨﺎﺳــﺐ ﻟﻠﺼﺤﻔﻴــني اﻟــﺬي‬ ‫ﻳﻌﻤﻠــﻮن ﰲ اﳌﻬﻨــﺔ واﳌﻌﻠﻤــني‬ ‫اﻟﺼﺤﻔﻴــني ﻟﻠﺘﻌﺒــري ﻋــﻦ ﻫــﺬه‬ ‫اﻟﻠﺤﻈــﺔ ورمبــﺎ اﻟﺘﻔﻜــري ﻓﻴﻬــﺎ ﻛﻔﺮﺻــﺔ‬ ‫ﻟﻠﺼﺤﺎﻓــﺔ اﻟﺤﻘﻴﻘﻴــﺔ‪«.‬‬ ‫ﻻ ﺗﻌﻨــﻲ ﻧﻬﺎﻳــﺔ اﻟﻄﺒﺎﻋــﺔ و ﻇﻬــﻮر‬ ‫اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎت اﻟﺠﺪﻳــﺪة ﻧﻬﺎﻳــﺔ‬ ‫اﻟﺼﺤﺎﻓــﺔ ﰲ ﺷــﻜﻠﻬﺎ اﻷﺳــﺎﳼ‬ ‫ﺑــﻞ إﻧﻬــﺎ ﻣﺠــﺮد ﻓﺮﺻــﺔ ﻟﺘﻄﻮﻳــﺮ‬ ‫اﻟﺼﺤﺎﻓــﺔ إﱃ ﳾء ﺟﺪﻳــﺪ‪.‬‬ ‫ﻗــﺎل ﺟﻨﺴــﻦ ‪» :‬أﻋﺘﻘــﺪ أﻧﻨــﺎ‬ ‫ﻧﺴــﺘﻄﻴﻊ أن ﻧﻔﻌــﻞ ﺷــﻴﺌًﺎ واﺣــ ًﺪا‬ ‫وﻫــﻮ أن ﻧﺴــﺘﻤﺮ ﰲ إﻧﺘــﺎج ﺻﺤﺎﻓــﺔ‬ ‫ذات ﺟــﻮدة ﻋﺎﻟﻴــﺔ ودﻗﻴﻘــﺔ وذات‬ ‫ﻣﺼﺪاﻗﻴــﺔ ﻷن ﻫــﺬا ﻫــﻮ ﺟﻮﻫــﺮ‬ ‫منــﻮذج أﻋامﻟﻨــﺎ‪«.‬‬ ‫ﻟﻜــﻦ‪ ،‬ﻛــام وﺿﺤــﺖ ﺣﻤــﺪي‪ ،‬ﻫــﺬا‬ ‫ﻻ ﻳﻌﻨــﻲ أن اﳌﻌﻠﻤــني ﻻ ﻳﺸــﺎرﻛﻮن ﰲ‬ ‫ﻣﺴــﺎﻫﻤﺔ ﺗﻐﻴــري اﻟﺼﺤﺎﻓــﺔ ﻧﻔﺴــﻬﺎ‪.‬‬ ‫ﻗﺎﻟــﺖ ﺣﻤــﺪي ‪«،‬ﻧﺤــﻦ ﺑﺤﺎﺟــﺔ‬ ‫ﻟﻠﻤﺴــﺎﻋﺪة ﰲ ﺗﺸــﻜﻴﻞ اﻟﺼﺤﺎﻓــﺔ‪.‬‬ ‫ﻛــام‬ ‫أﻋﺘﻘــﺪ أﻧــﻪ ﻳﺠــﺐ أن ﻳﻜــﻮن‬ ‫ﻫﻨــﺎك ﺗﻌــﺎون ﺑــني اﳌﻬﻨــﺔ واﳌﻌﻠﻤــني‬ ‫ﰲ ﺣــني أﻧﻨــﺎ ﻧﺸــﻜﻞ ﻫــﺬا اﳌﺸــﻬﺪ‬ ‫اﻹﻋﻼﻣــﻲ اﻟــﺬي ﻻ ﻳﺘﻮﻗــﻒ أﺑــ ًﺪا‬

‫ﻣﺆمتــﺮ اﻟﻘﺎﻫــﺮة ﻟﻺﻋــﻼم ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬

‫واﳌﺘﻐــري ﺑﺎﺳــﺘﻤﺮار‪«.‬‬ ‫إن اﻟﻬــﺪف ﻣــﻦ دﻣــﺞ اﳌﻌﻠﻤــني‬ ‫واﳌامرﺳــني ﻫــﻮ إدراك ﻣــﺎ ﻫــﻮ‬ ‫ﻣﻔﻘــﻮد ﰲ اﻟﻮﺳــﻂ وﻛﻴــﻒ ميﻜــﻦ‬ ‫إﺻــﻼح ذﻟــﻚ ﻟﻠﻄــﻼب اﻟﺬﻳــﻦ ﻫــﻢ‬ ‫ﻋــﲆ وﺷــﻚ اﻟﺘﺨــﺮج وﺑــﺪء اﳌامرﺳــﺔ‬ ‫ﰲ اﻹﻋــﻼم‪.‬‬ ‫أﺛﺒﺘــﺖ وﺳــﺎﺋﻞ اﻹﻋــﻼم اﻻﺟﺘامﻋﻴــﺔ‬ ‫وﺗﻄــﻮر اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ اﻟﺮﻗﻤﻴــﺔ أﻧﻬــﺎ‬

‫داﻧﻴﺎ ﻋﻜﺎوي‬

‫ﻣﻨﺎﻓﺴــﺔ ﻟﻠﺼﺤﺎﻓــﺔ ﺧﺎﺻــﺔ ﰲ أوﻗــﺎت‬ ‫اﻟﺤــﺮب ﻓﻴــام ﻳﺘﻌﻠــﻖ »ﺑﺼﺤﺎﻓــﺔ‬ ‫اﳌﻮاﻃــﻦ‪«.‬‬ ‫وﻗﺎﻟــﺖ ﺧــﻮري‪» ،‬اﳌﻮاﻃــﻦ‪ ،‬ﺧﺎﺻــﺔ‬ ‫ﰲ اﻟﺒﻠــﺪان اﻟﺘــﻲ ﺗﺸــﻬﺪ ﺣﺮﺑًــﺎ‪،‬‬ ‫ﻫــﻮ أﻛــرث أﻫﻤﻴــﺔ ﻣــﻦ اﻟﺼﺤﻔــﻲ‬ ‫أو اﳌﺮاﺳــﻞ ﻷﻧــﻪ ﻳﺴــﺘﻄﻴﻊ إﻋﻄــﺎء‬ ‫ﺻــﻮرة ﺣﻘﻴﻘﻴــﺔ ﳌــﺎ ﻳﺤــﺪث‪«.‬‬ ‫أوﺿــﺢ اﻷﻃﺮﻗﺠــﻲ أن اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‬

‫ﻫــﻲ ﻓﺮﺻــﺔ وﺧﻄــﺮ ﰲ ﻧﻔــﺲ‬ ‫اﻟﻮﻗــﺖ‪.‬‬ ‫ﻗــﺎل اﻷﻃﺮﻗﺠــﻲ ‪«:‬أﺻﺒــﺢ اﻟﺘﺄﻛــﺪ‬ ‫ﻣــﻦ اﳌﻌﻠﻮﻣــﺎت ﴐورة دامئًــﺎ‪ .‬وﻫــﺬا‬ ‫ﴐوري ﻟــﺮدع اﻟﺠامﻋــﺎت اﻟﻔﺎﺷــﻴﺔ‬ ‫واﻟﻨﺎزﻳــﺔ اﻟﺠﺪﻳــﺪة واﻟﺘﻄــﺮف اﻟــﺬي‬ ‫أﺻﺒــﺢ أﻛــرث راﺣــﺔ ﺑﺎﺳــﺘﺨﺪام‬ ‫ﻣﻨﺼــﺎت اﻟﺘﻮاﺻــﻞ اﻻﺟﺘامﻋــﻲ‬ ‫ﻟﺘﻠﻘــني اﻟﻔﺌــﺎت اﻟﻀﻌﻴﻔــﺔ‪«.‬‬

‫اليونســكو‪ :‬التكنولوجيــا واملــوارد التعليميــة املفتوحــة يف املــدارس احلكومية‬

‫ﻧــﺪوة ﻣﻨﺎﻗﺸــﺔ دور اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ واﳌــﻮارد اﻟﺘﻌﻠﻴﻤﻴــﺔ اﳌﻔﺘﻮﺣــﺔ ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫تقرير‪ :‬دانيا عكاوي‬

‫إﺳــﺘﻀﺎف ﻣﻜﺘــﺐ اﻟﻴﻮﻧﺴــﻜﻮ اﻹﻗﻠﻴﻤــﻲ‬ ‫ﻟﻠﻌﻠــﻮم ﰲ اﻟــﺪول اﻟﻌﺮﺑﻴــﺔ‪ ،‬ﺑﺎﻟﺘﻌــﺎون‬ ‫ﻣــﻊ ﻛﻠﻴــﺔ اﻟﺪراﺳــﺎت اﻟﻌﻠﻴــﺎ ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﰲ اﻟﻘﺎﻫــﺮة‪ ،‬ﻧــﺪوة ﳌﻨﺎﻗﺸــﺔ‬ ‫دور اﳌــﻮارد اﻟﺘﻌﻠﻴﻤﻴــﺔ اﳌﻔﺘﻮﺣــﺔ‬ ‫وﺗﻜﻨﻮﻟﻮﺟﻴــﺎ اﳌﻌﻠﻮﻣــﺎت واﻻﺗﺼــﺎﻻت‬ ‫ﰲ ﺗﻄﻮﻳــﺮ ﺗﻌﻠﻴــﻢ اﳌــﺪارس اﻟﺤﻜﻮﻣﻴــﺔ‬

‫اﳌﴫﻳــﺔ‪.‬‬ ‫ﻗــﺪ ﺗﺄﺧــﺮ ﺑــﺪء اﻟﻨــﺪوة ﳌــﺪة ‪٤٥‬‬ ‫دﻗﻴﻘــﺔ ﺑﺴــﺒﺐ اﻟﺼﻌﻮﺑــﺎت اﻟﺘﻘﻨﻴــﺔ‬ ‫اﻟﺘــﻲ ﻧﺘﺠــﺖ ﻋــﻦ ﻋــﺪم وﺟــﻮد‬ ‫ﺳــامﻋﺎت اﻟﱰﺟﻤــﺔ ﺣﻴــﺚ أن ﻣﻌﻈــﻢ‬ ‫اﻟﺤﻀــﻮر ﻳﺘﺤﺪﺛــﻮن اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‪.‬‬ ‫ﻧﺎﻗﺸــﺖ اﻟﻨــﺪوة ﻣﻮﺿﻮﻋــني‪ ،‬واﺣــﺪ‬ ‫ﻋــﻦ إﻣﻜﺎﻧﻴــﺔ اﺳــﺘﺨﺪام اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﰲ‬ ‫اﳌــﺪارس اﳌﴫﻳــﺔ اﻟﺤﻜﻮﻣﻴــﺔ واﻟﺜــﺎين‬

‫داﻧﻴﺎ ﻋﻜﺎوي‬

‫ﻋــﻦ اﳌــﻮارد اﻟﺘﻌﻠﻴﻤﻴــﺔ اﳌﻔﺘﻮﺣــﺔ‪.‬‬ ‫ﺗﺤــﺪث ﺑــﻮل ﻫﻴﻜﺘــﻮر‪ ،‬ﻧﻴﺎﺑــﺔ‬ ‫ﻋــﻦ ﻏﻴــﺚ ﻓﺮﻳــﺰ‪ ،‬ﻣﺪﻳــﺮ اﳌﻜﺘــﺐ‬ ‫اﻹﻗﻠﻴﻤــﻲ ﻟﻠﻌﻠــﻮم ﰲ اﻟــﺪول اﻟﻌﺮﺑﻴــﺔ‪،‬‬ ‫ﻣــﻊ اﻟﻘﺎﻓﻠــﺔ ﺣــﻮل أﻫﻤﻴــﺔ اﳌــﻮارد‬ ‫اﻟﺘﻌﻠﻴﻤﻴــﺔ اﳌﻔﺘﻮﺣــﺔ ﳌﺴــﺘﻘﺒﻞ‬ ‫ا ﻟﺘﻌﻠﻴــﻢ ‪.‬‬ ‫ﻗــﺎل ﻫﻴﻜﺘــﻮر‪» ،‬ﻧﺤــﻦ ﻧﺘﻄﻠــﻊ إﱃ‬ ‫ﺑﻨــﺎء ﻗــﺪرات اﳌﻌﻠﻤــني ورﻓــﻊ ﻣﺴــﺘﻮى‬

‫اﻟﻮﻋــﻲ ﺣــﻮل اﳌــﻮارد اﻟﺘﻌﻠﻴﻤﻴــﺔ‬ ‫اﻟﻬﺎﻣــﺔ ﻣــﻦ ﺧــﻼل ﺗﺰوﻳﺪﻫــﻢ‬ ‫ﺑﺎﳌﻌﻠﻮﻣــﺎت اﻟﻜﺎﻓﻴــﺔ ﻋــﻦ اﳌــﻮارد‬ ‫اﻟﺘﻌﻠﻴﻤﻴــﺔ اﳌﻔﺘﻮﺣــﺔ ﺣﺘــﻰ ﻳﺴــﺘﻄﻴﻌﻮا‬ ‫ﻻﺗﺨــﺎذ دﻣــﺞ ذﻟــﻚ ﰲ ﺗﻄﻮﻳــﺮ‬ ‫ﻣﺪرﺳــﺘﻬﻢ ودروﺳــﻬﻢ‪«.‬‬ ‫أوﺿﺤــﺖ ﺟﻴﻬــﺎن ﻋﺜــامن‪ ،‬ﻣﺪﻳــﺮة‬ ‫اﻟﺠﻠﺴــﺔ وﻣﺴــﺎﻋﺪ أﺳــﺘﺎذ ﰲ ﻛﻠﻴــﺔ‬ ‫اﻟﺪراﺳــﺎت اﻟﻌﻠﻴــﺎ وﻣﺮﻛــﺰ اﻟﺘﻌﻠﻴــﻢ‬ ‫واﻟﺘﺪرﻳــﺲ‪ ،‬أن اﻟﻨــﺪوة ﺗﺮﻛــﺰ ﻋــﲆ‬ ‫اﳌﻌﻠﻤــني وﻛﻴــﻒ ميﻜﻨﻬــﻢ اﺳــﺘﺨﺪام‬ ‫ﻫــﺬه اﳌــﻮارد ﰲ ﺗﻄﻮﻳــﺮ أﺳــﺎﻟﻴﺐ‬ ‫ﺗﺪرﻳﺴــﻬﻢ‪.‬‬ ‫ﺑﺠﺎﻧــﺐ اﻟﺤﺪﻳــﺚ ﻋــﻦ اﻟﺘﺪرﻳــﺲ‬ ‫اﳌﺒﺘﻜــﺮ ﻟﺘﻄﻮﻳــﺮ ﻣﻌﺎﻳــري اﻟﺘﻌﻠﻴــﻢ‪،‬‬ ‫ﺷــﺎرﻛﺖ ﻫﺒــﺔ اﻟﺪﻏﻴــﺪي‪ ،‬رﺋﻴﺴــﺔ‬ ‫ﻗﺴــﻢ اﻟﺘﻌﻠﻴــﻢ اﻟــﺪوﱄ واﳌﻘــﺎرن ﰲ‬ ‫ﻛﻠﻴــﺔ اﻟﺪراﺳــﺎت اﻟﻌﻠﻴــﺎ‪ ،‬ﺑﺄﻧﻬــﺎ ﺗﺮﻳــﺪ‬ ‫أن ﺗﺴــﺘﻤﻊ ﳌــﺎ ﻳﻘﻮﻟــﻪ اﳌﻌﻠﻤــﻮن ﻟــيك‬ ‫ﺗﻔﻬــﻢ وﺟﻬــﺔ ﻧﻈﺮﻫــﻢ‪.‬‬ ‫وﻗﺎﻟــﺖ اﻟﺪﻏﻴــﺪي‪» ،‬ﻧﺤــﻦ ﻧﺮﻳــﺪ أن‬ ‫ﻧﻔﻜــﺮ ﰲ اﳌﺴــﺘﻘﺒﻞ ﻣﻌﻜــﻢ‪«.‬‬ ‫ﻗﺎﻟــﺖ ﺷــﻴامء إﺳــامﻋﻴﻞ‪ ،‬أﺧﺼﺎﺋﻴــﺔ‬ ‫اﻟﺘﻌﻠﻴــﻢ اﻟﺘﻜﻨﻮﻟﻮﺟــﻲ ﰲ وزارة‬ ‫اﻟﱰﺑﻴــﺔ واﻟﺘﻌﻠﻴــﻢ اﳌﴫﻳــﺔ‪ ،‬اﳌــﺪارس‬ ‫اﻟﺤﻜﻮﻣﻴــﺔ ﻻ متﻠــﻚ اﻹﻣﻜﺎﻧﻴــﺎت أو‬ ‫اﳌﺴــﺘﻮى اﻟــﺬي ﻳﺴــﻤﺢ ﺑﺎﻟﺘﺠﺮﺑــﺔ‬ ‫ا ﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺔ ‪.‬‬ ‫أوﺿﺤــﺖ إﺳــامﻋﻴﻞ‪» ،‬ﻣــﻦ ﺑــني‬ ‫‪ ٥٤‬أﻟــﻒ ﻣﺪرﺳــﺔ ﰲ ﻣــﴫ‪ ،‬إذا ﻛﻨــﺎ‬ ‫ﺳــﻨﺘﺤﺪث ﻋــﻦ ﻫــﺆﻻء اﳌﺆﻫﻠــني مبــﺎ‬ ‫ﻳﻜﻔــﻲ ﻻﺳــﺘﺨﺪام اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‪ ،‬ﻓــﺈن‬ ‫ﻫﻨــﺎك أرﺑﻌــﺔ ﻣــﺪارس ﻓﻘــﻂ‪«.‬‬ ‫أﺿﺎﻓــﺖ ﻋﺜــامن‪ ،‬ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ‬ ‫وﺟــﻮد اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﺪﻋــﻮات ﻹﺻــﻼح‬ ‫اﻟﺘﻌﻠﻴــﻢ ﰲ اﻟﻌــﺎمل اﻟﻌــﺮيب ﺑﺴــﺒﺐ‬ ‫ارﺗﻔــﺎع ﻧﺴــﺐ اﻟﺒﻄﺎﻟــﺔ‪ ،‬إﻻ أن ﻫﻨــﺎك‬ ‫ﻣﺨــﺎوف ﻣــﻦ ﺧﻠــﻖ ﻫﻮﻳــﺔ ﻣﺸﻮﺷــﺔ‪.‬‬ ‫وﻗﺎﻟــﺖ‪» ،‬اﻟﺒﻄﺎﻟــﺔ ﰲ اﻟﻌــﺎمل اﻟﻌــﺮيب‬ ‫ﻣﺮﺗﻔﻌــﺔ ﻟﻠﻐﺎﻳــﺔ‪ ،‬وذﻟــﻚ ﻷن ﺷــﺒﺎﺑﻨﺎ‬ ‫ﻻ ميﻠﻜــﻮن ﰲ اﻟﻜﺜــري ﻣــﻦ اﻷﺣﻴــﺎن‪،‬‬

‫اﳌﻬــﺎرات اﳌﻄﻠﻮﺑــﺔ ﰲ اﻟﻘــﺮن اﻟﺤــﺎدي‬ ‫واﻟﻌﴩﻳــﻦ‪ ،‬ﻣﺜــﻞ اﻹﺑــﺪاع واﻟﺘﻌــﺎون‬ ‫واﻟﺘﻮاﺻــﻞ واﻟﺘﻔﻜــري اﻟﻨﻘــﺪي وﻣﺤــﻮ‬ ‫اﻷﻣﻴــﺔ اﻟﺮﻗﻤﻴــﺔ‪«.‬‬ ‫وﺿــﺢ ﻫﻴﻜﺘــﻮر ﻟﻠﻘﺎﻓﻠــﺔ أن ﻣــﻦ‬ ‫اﳌﻔــﱰض أن اﳌــﻮارد اﻟﺘﻌﻠﻴﻤﻴــﺔ‬ ‫اﳌﻔﺘﻮﺣــﺔ ﺗﻘــﺪم ﺣﻠــﻮل ﻟﻠﺘﺤﺪﻳــﺎت‬ ‫اﻟﺘــﻲ ﺗﻮاﺟــﻪ اﳌــﺪارس اﻟﺤﻜﻮﻣﻴــﺔ‬ ‫ﻣــﻦ ﺧــﻼل ﺗﺰوﻳﺪﻫــﺎ ﺑــﺄداة ميﻜﻨﻬــﺎ‬ ‫ﻣﻮاﻛﺒــﺔ اﻟﻌﻠــﻢ اﳌﺘﻐــرية ﻣــﻦ أﺟــﻞ‬ ‫ﺗﻌﻠﻴــﻢ ﻣــﺪى اﻟﺤﻴــﺎة‪ .‬وﻣــﻊ ذﻟــﻚ‪،‬‬ ‫ﻓــﺈن اﻟﻘﻀﻴــﺔ ﺗــﺰال ﻗﺎمئــﺔ ﰲ اﻟﺜﻘﺎﻓــﺔ‬ ‫وﻧﻘــﺺ اﳌــﻮارد اﻟﺘــﻲ ﺗﻮﻗــﻒ اﻻﻧﺘﻘــﺎل‬ ‫إﱃ اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‪.‬‬ ‫ﻗــﺎل ﻫﻴﻜﺘــﻮر إن أﻧﻈﻤــﺔ اﻟﺘﻌﻠﻴــﻢ‬ ‫اﻟﺴــﺎﺑﻘﺔ ﺗﻌﻄــﻲ اﻷوﻟﻮﻳــﺔ ﻟﻠﻤﻨﺎﻓﺴــﺔ‬ ‫وﺗﻄﻠــﺐ ﻣــﻦ اﻟﻄــﻼب اﻟﻌﻤــﻞ ﺑﺸــﻜﻞ‬ ‫ﻓــﺮدي‪.‬‬ ‫»متﺜــﻞ زﻳــﺎدة اﳌــﻮارد اﻟﺘﻌﻠﻴﻤﻴــﺔ‬ ‫اﳌﻔﺘﻮﺣــﺔ ﺗﺤــﻮﻻ منﻄﻴــﺎ ﻳﻄﻠــﺐ ﻣــﻦ‬ ‫اﳌﻌﻠﻤــني واﻟﻄــﻼب اﻟﻌﻤــﻞ ﻣﻌــﺎ‬ ‫ﻹﻧﺘــﺎج ﻋﻤــﻞ ﻣﺸــﱰك‪«.‬‬ ‫ﻟــيك ﺗﺘﻘــﺪم ﻣــﴫ ﻧﺤــﻮ ﻫــﺬا‬ ‫اﻟﺘﻐﻴــري‪ ،‬ﺗﺤﺘــﺎج اﱃ ﺗﻐﻴــريات ﰲ ﻗﻠــﺐ‬ ‫اﳌﻨﻬــﺞ اﻟــﺬي ﻻ ﻳﺸــﻤﻞ اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‬ ‫وﻧــﺎدرا ً ﻣــﺎ ﻳﺪﻣــﺞ اﻟﻌﻤــﻞ اﻟﺘﻌــﺎوين‪.‬‬ ‫»ﰲ ﻣــﴫ‪ ،‬ﻧﺤــﻦ ﻣﺨﺘﻠﻔــﻮن ‪...‬‬ ‫ﻟﺪﻳﻨــﺎ ﻣﻨﻬــﺞ دراﳼ ﻳﺠــﺐ أن ﻧﺘﺒﻌــﻪ‬ ‫‪ ...‬اﳌﻌﻠﻤــﻮن ﻳﺮﻳــﺪون ﺗﻜﻤﻴــﻞ ﻫــﺬا‬ ‫اﳌﻨﻬــﺞ اﻟــﺪراﳼ‪ .‬ﰲ ﻧﻔــﺲ اﻟﻮﻗــﺖ‪،‬‬ ‫ﻻ ﻳﺸــﺘﻤﻞ ﻫــﺬا اﳌﻨﻬــﺞ ﻋــﲆ‬ ‫اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‪ .‬اﻟﻄﺎﻟــﺐ مل ﻳﺨﺘــﱪ ﰲ‬ ‫ا ﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ‪« .‬‬ ‫أوﺿــﺢ رﺋﻴــﺲ ﻗﺴــﻢ اﻟﻠﻐــﺔ‬ ‫اﻹﻧﺠﻠﻴﺰﻳــﺔ واﻟﱰﺟﻤــﺔ ﰲ ﺟﺎﻣﻌــﺔ‬ ‫ﻧﻮﺗــﺮدام ﰲ ﻟﺒﻨــﺎن‪ ،‬ﺟــﻮرج ﻋﺒــﺪ اﻟﻨــﻮر‪،‬‬ ‫أن ﻣﺠــﺮد وﺿــﻊ أﺟﻬــﺰة اﻟﻜﻤﺒﻴﻮﺗــﺮ ﻟــﻦ‬ ‫ﻳﺤــﻞ أي ﻣﺸــﺎﻛﻞ‪.‬‬ ‫»أﻧﺘــﻢ ﺗﻌﺮﻓــﻮن ذﻟــﻚ‪ .‬أﻧﺘــﻢ ﻣﻌﻠﻤــني‪.‬‬ ‫ﻣــﻊ ﻗﻀﻴــﺔ اﻻﺳــﺘﺪاﻣﺔ وﺗﺪرﻳــﺐ‬ ‫اﳌﻌﻠﻤــني ﻋــﲆ ﻣﻮاﻛﺒــﺔ اﻟﺘﻐﻴــريات‪ ،‬ﻓــﺈن‬

‫ﻛﻞ ﻫــﺬا ﻳﺘﻄﻠــﺐ اﻟﻜﺜــري ﻣــﻦ اﳌــﻮارد‪،‬‬ ‫واﻟﺤﻜﻮﻣــﺎت ﻟﻴﺴــﺖ ﻗــﺎدرة دامئًــﺎ ﻋــﲆ‬ ‫ﺗﻠﺒﻴــﺔ ذﻟــﻚ‪«.‬‬ ‫اﳌﺴــﺄﻟﺔ اﳌﻘﻠﻘــﺔ ﰲ ﻟﺒﻨــﺎن ﻫــﻲ‬ ‫اﻻﻧﻘﺴــﺎم اﻟﺮﻗﻤــﻲ اﻟﺪاﺧــﲇ‪ ،‬اﻟــﺬي‬ ‫ﻋــﱪ ﻋﻨــﻪ ﻋﺒــﺪ اﻟﻨــﻮر ﺑﺄﻧــﻪ ﺧﻄــري‬ ‫ّ‬ ‫وﻣﺆﺳــﻒ‪.‬‬ ‫ﻗــﺎل ﻋﺒــﺪ اﻟﻨﻮر‪«،‬ﺧــﻮﰲ ﻫــﻮ أن‬ ‫اﻟﻔﺠــﻮة اﻟﺮﻗﻤﻴــﺔ ﺗﻌﻜﺴــﻨﺎ ﰲ ﻫــﺬا‬ ‫اﻻﻧﻘﺴــﺎم ﺑــني اﻟﻘﻄﺎﻋــني اﻟﻌــﺎم‬ ‫واﻟﺨــﺎص ﰲ اﻟﺤﻜﻮﻣــﺔ‪«.‬‬ ‫أﺿــﺎف‪ ،‬ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ أن اﻟﺘﻌﻠﻴــﻢ‬ ‫اﻟﻌــﺎم ﻟــﻪ دور ﰲ اﻟﺒــﻼد‪ ،‬ﻓــﺈن ﻋﺎﻣــﺔ‬ ‫اﻟﻨــﺎس ﻳﻨﻈــﺮون إﱃ ﺗﻌﻠﻴــﻢ اﻟﻘﻄــﺎع‬ ‫اﻟﻌــﺎم ﻋــﲆ أﻧــﻪ أﻗــﻞ ﻣﺴــﺘﻮى ﻣــﻦ‬ ‫اﻟﺘﻌﻠﻴــﻢ اﻟﺨــﺎص‪ ،‬ﻣــام ﻳﺨﻠــﻖ ﻋﺒﺌًــﺎ‬ ‫ﻣﺎﻟﻴًــﺎ ﻋــﲆ اﻷﴎ اﻟﺘــﻲ ﺗﺮﻳــﺪ أن‬ ‫ﻳﺤﺼــﻞ أﻃﻔﺎﻟﻬــﺎ ﻋــﲆ ﻧــﻮع ﻣﺴــﺘﻮى‬ ‫ﻣــﻦ اﻟﺘﻌﻠﻴــﻢ اﻟﺨــﺎص‪.‬‬ ‫ﻛــام ﻗــﺎل ﻫﻴﻜﺘــﻮر‪ ،‬ﻓــﺈن اﳌــﻮارد‬ ‫اﻟﺘﻌﻠﻴﻤﻴــﺔ اﳌﻔﺘﻮﺣــﺔ ﻫــﻲ اﻷداة‬ ‫اﻟﺘــﻲ ﻳﺠــﺐ أن ﺗﺘﺠــﺎوز اﻟﻔﺠــﻮة ﺑــني‬ ‫اﻟﻘﻄﺎﻋــني اﻟﻌــﺎم واﻟﺨــﺎص‪.‬‬ ‫أﻛــﺪت إﺳــامﻋﻴﻞ‪ ،‬ﻋــﲆ اﻟﺮﻏــﻢ‬ ‫ﻣــﻦ ﻋــﺪم وﺟــﻮد اﳌــﻮارد اﻟﻜﺎﻓﻴــﺔ‬ ‫واﻟﺘﺤﺪﻳــﺎت‪ ،‬إﻻ أن اﻹﺟــامع اﻟﻌــﺎم ﻫــﻮ‬ ‫أن ﻳﺘﻮﺣــﺪ اﳌﻌﻠﻤــﻮن وﻳﺨﺮﺟــﻮن ﺑــﴚء‬ ‫ميﻜــﻦ أن ﻳﻜــﻮن واﺟﻬــﺔ ﻟﺪوﻟﺘﻨــﺎ‪.‬‬ ‫أﺿــﺎف ﻫﻴﻜﺘــﻮر إن اﺳــﺘﺨﺪام‬ ‫اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﰲ اﻟﺘﻌﻠﻴــﻢ ﻳﻌــﻮد‬ ‫ﺑﺎﻟﻔﺎﺋــﺪة ﻋــﲆ اﻟﺠﻤﻴــﻊ ﻷﻧــﻪ ﻳﺨﻠــﻖ‬ ‫ﺗﺠﺮﺑــﺔ ﺗﻌﻠﻴﻤﻴــﺔ أﻛــرث إﺛــﺎرة ﻟﻼﻫﺘــامم‬ ‫وﻳﺴــﺎﻋﺪ أﻳﻀً ــﺎ اﳌﻌﻠﻤــني ﻋــﲆ ﺗﻄﻮﻳــﺮ‬ ‫ﻣﻬﺎراﺗﻬــﻢ وﺑﺎﻟﺘــﺎﱄ ﺗﻌﺰﻳــﺰ ﻣﻬﺎراﺗﻬــﻢ‬ ‫اﳌﻬﻨﻴــﺔ‪.‬‬ ‫اﻟﻨــﺪوة أﻳﻀــﺎ ﺗــﻢ ﻓﻴﻬــﺎ اﺳــﺘﻄﻼع‬ ‫رأي ﺣــﻮل ﻋــﺪد اﳌــﺮات اﻟﺘــﻲ‬ ‫ﺗﺴــﺘﺨﺪم ﻓﻴﻬــﺎ اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﰲ‬ ‫اﻟﻔﺼــﻮل اﻟﺪراﺳــﻴﺔ واﻟﺘﺤﺪﻳــﺎت اﻟﺘــﻲ‬ ‫ﻳﻮاﺟﻬﻬــﺎ اﳌﺴــﺘﺨﺪﻣﻮن واﻟﻔﻮاﺋــﺪ اﻟﺘــﻲ‬ ‫ﻗــﺪ ﺗﺠﻠﺒﻬــﺎ ﻟﻠﻔﺼــﻞ‪.‬‬


‫‪ | 2‬أخـــبار‬

‫اﻷﺣﺪ ‪ ١٣‬ﻣﺎﻳﻮ‪٢٠١٨ ،‬‬

‫مشــاريع رواد األعمــال يف اجلامعــة إحتفــاال بــدورة ‪ V-Lab‬اخلامســة‬

‫إﺣﺘﻔــﺎل ال ‪ AUC Venture Lab‬ﺑﻘﺎﻋــﺔ ﻣﻌﺘﺰ اﻷﻟﻔﻲ‬ ‫تقرير‪ :‬ماهي محمد‬

‫ﻛﺠــﺰء ﻣــﻦ اﺣﺘﻔﺎﻟﻬــﻢ مبــﺮور ﺧﻤــﺲ‬ ‫ﺳــﻨﻮات ﻋــﲆ إﻧﺸــﺎﺋﻪ واﻻﺣﺘﻔــﺎل‬ ‫ﺑﺪورﺗــﻪ اﻟﻌــﺎﴍة‪ ،‬أﻗــﺎم ‪AUC‬‬ ‫‪ Venture Lab‬ﻳﻮ ًﻣــﺎ ﺗﺠﺮﻳﺒﻴٍّــﺎ‬ ‫ﻟﻠــﴩﻛﺎت ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة ﻳــﻮم ‪ ٣٠‬أﺑﺮﻳــﻞ‪ ،‬ﺑﻘﺎﻋــﺔ‬ ‫ﻣﻌﺘــﺰ اﻷﻟﻔــﻲ‪.‬‬ ‫ﺗﻌــﺪ ‪ AUC Venture Lab‬أول‬ ‫ﺣﺎﺿﻨــﺔ ﻟﻠﻤﴩوﻋــﺎت اﻟﺼﻐــرية‬

‫ﺗﻌﻤــﻞ ﰲ اﻟﺠﺎﻣﻌــﺎت ﰲ ﻣــﴫ‪.‬‬ ‫وﻫــﻲ ﺗﺴــﺎﻋﺪ اﻟــﴩﻛﺎت اﳌﺒﺘﺪﺋــﺔ‬ ‫ﻣــﻦ ﺧــﻼل ﺗﻮﻓــري اﻟﺘﺪرﻳــﺐ اﻹداري‬ ‫ﻟﻬــﺎ‪ .‬ﻛــام ﻳﻌﻄــﻲ ﻣﺨﺘــﱪ اﳌﺸــﺎرﻳﻊ‬ ‫ﻟﻠــﴩﻛﺎت اﻟﻨﺎﺷــﺌﺔ إﻣﻜﺎﻧﻴــﺔ‬ ‫اﻟﻮﺻــﻮل إﱃ اﳌﺴــﺘﺜﻤﺮﻳﻦ اﻟﺬﻳــﻦ‬ ‫ميﻜﻨﻬــﻢ اﻻﺳــﺘﺜامر ﰲ ﴍﻛﺎﺗﻬــﻢ‪.‬‬ ‫دﻋــﻢ ذﻟــﻚ‪ .‬ﺗــﻢ إﻧﺸــﺎء ﻣﺨﺘــﱪ‬ ‫اﳌــﴩوع ﰲ ﻋــﺎم ‪.٢٠١٣‬‬ ‫ﺗﻮاﺟــﺪت ‪ ١٣‬ﴍﻛــﺔ ﻧﺎﺷــﺌﺔ‬ ‫ﻣﻮﺟــﻮدة ﰲ اﻟﻴــﻮم‪ ،‬وﺗــﺮوج ﻟﺨﻄــﺔ‬

‫اﻟﻌﻤــﻞ اﻟﺨﺎﺻــﺔ ﺑﻬــﺎ وﻓﻜــﺮة اﻟﺒــﺪء‪.‬‬ ‫ﻛﻞ ﻣﺘﺤــﺪث ﺑﺎﺳــﻢ ﴍﻛــﺔ ﻧﺎﺷــﺌﺔ‬ ‫ﻟﺪﻳــﻪ ﻣــﻦ ﺛــﻼث إﱃ أرﺑــﻊ دﻗﺎﺋــﻖ‬ ‫ﻟﻌــﺮض أﻓــﻜﺎره أﻣــﺎم اﻟﺠﻤﻬــﻮر‪.‬‬ ‫ﻛﺎﻧــﺖ اﻟــﴩﻛﺎت اﻟﻨﺎﺷــﺌﺔ ﻣــﻦ‬ ‫ﻣﺠــﺎﻻت ﻣﺨﺘﻠﻔــﺔ وﻷﻏــﺮاض‬ ‫ﻣﺨﺘﻠﻔــﺔ‪ .‬ﻗــﺎل ﴍﻳــﻒ ﻛﺎﻣــﻞ‬ ‫ﻋﻤﻴــﺪ ﻛﻠﻴــﺔ إدارة اﻷﻋــامل ‪«،‬ﻧﺤــﻦ‬ ‫ﻫﻨــﺎ ﻟﻼﺣﺘﻔــﺎل ﺑﺎﻟﺠﻬــﺪ واﻻﺑﺘــﻜﺎر‬ ‫واﻟﻨﺠــﺎح«‪.‬‬

‫أﺿــﺎف ﻛﺎﻣــﻞ‪«،‬ﻛﺎن اﻟﺴــﺒﺐ‬ ‫ﰲ ﻗﻴﺎﻣﻨــﺎ مبﺨﺘــﱪ اﳌــﴩوع ﻫــﻮ‬ ‫أن ﻓﻜــﺮة رﻳــﺎدة اﻷﻋــامل ﻛﺎﻧــﺖ‬ ‫ﰲ ﺻﻤﻴــﻢ رؤﻳــﺔ ورﺳــﺎﻟﺔ ﻛﻠﻴــﺔ‬ ‫اﻟﺘﺠــﺎرة‪ ،‬وﻣــﺎ زاﻟــﺖ ﻛﺬﻟــﻚ«‪.‬‬ ‫ﻳﺮﺑــﻂ ﺗﻄﺒﻴــﻖ ‪، Cubezy‬‬ ‫ﺑــني اﻷﺷــﺨﺎص اﻟﺬﻳــﻦ ﻳﻘﺪﻣــﻮن‬ ‫اﻟﺨﺪﻣــﺎت اﻻﻛﺎدميﻴــﺔ ﻣﺜــﻞ‪:‬‬ ‫اﳌﺪرﺳــني واﳌﺮاﻛــﺰ‪ ،‬ﻣــﻊ اﻟﻌﻤــﻼء‬ ‫اﻟﺬﻳــﻦ ﻳﺮﻏﺒــﻮن ﰲ ﺣﺠــﺰ دورات‬ ‫ﻋــﱪ اﻹﻧﱰﻧــﺖ وﺧﺎرﺟﻬــﺎ‪ .‬اﻟــﺪورات‬ ‫اﻟﺪراﺳــﻴﺔ ﻫــﻲ اﻟــﺪورات اﻟﺘﻌﻠﻴﻤﻴــﺔ‬ ‫واﻟﻌﻤــﻼء اﻟﺬﻳــﻦ ﻳﺘﻌﻠﻤــﻮن‬ ‫اﳌﻬــﺎرات‪ ،‬وﻣــﻊ ﻫــﺬا اﻟﺘﻄﺒﻴــﻖ‬ ‫ميﻜــﻦ ﻟﻸﺷــﺨﺎص ﺗﺴــﺠﻴﻞ أي‬ ‫دورات ﺗﻄﻮﻳﺮﻳــﺔ‪.‬‬ ‫ﻳﻘــﻮل ﻳﻮﺳــﻒ ﻣﺪﺣــﺖ‪ ،‬أﺣــﺪ‬ ‫ﻣﺆﺳــﴘ ﺗﻄﺒﻴــﻖ ‪» ،Cubezy‬ﻫﺪﻓﻨــﺎ‬ ‫ﻫــﻮ ﻣﺴــﺎﻋﺪة أوﻟﻴــﺎء اﻷﻣــﻮر ﻋــﲆ‬ ‫ﺗﻨﻤﻴــﺔ ﻣﻬــﺎرات أﻃﻔﺎﻟﻬــﻢ«‪.‬‬ ‫ﻣــﻦ أﺟــﻞ ﺿــامن ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ‪،‬‬ ‫ﺗﺮﺳــﻞ ‪ Cubezy‬اﺳــﺘﺒﻴﺎﻧﺎت‬ ‫ﻟﻌﻤﻼﺋﻬــﺎ ﻟﻠﺤﺼــﻮل ﻋــﲆ ﺗﻌﻠﻴﻘﺎﺗﻬــﻢ‬ ‫ﺑﻌــﺪ اﻻﻧﺘﻬــﺎء ﻣــﻦ اﻟﺪورة‪.‬أﺿــﺎف‬ ‫ﻣﺪﺣــﺖ ‪«،‬ﰲ اﳌﺴــﺘﻘﺒﻞ ﻧﺮﻏــﺐ ﰲ‬ ‫اﻟﺘﻮﺳــﻊ وﻟﺪﻳﻨــﺎ ﻋــﺪد أﻛــﱪ ﻣــﻦ‬ ‫اﻟﻄــﻼب«‪.‬‬ ‫ﻛــام ﻗــﺎل ﺣﺴــﻦ ﻋﺒــﺪ اﻟﻠــﻪ ‪،‬‬ ‫اﳌﺪﻳــﺮ اﻟﺘﻨﻔﻴــﺬي ﻟﻠﺒﻨــﻚ اﻟﻌــﺮيب‬ ‫اﻷﻓﺮﻳﻘــﻲ اﻟــﺪوﱄ )اﻟﺮﺋﻴــﺲ‬ ‫اﻟﺘﻨﻔﻴــﺬي(‪» ،‬إن اﻟﺘﻤﻮﻳــﻞ ﻣﻬــﻢ‬ ‫ﻟﻠﻐﺎﻳــﺔ ﻟﺘﺤﻘﻴــﻖ اﻟﻨﺠــﺎح ﰲ أي‬ ‫منــﻮذج ﻣــﻦ ﻣﴩوﻋــﺎت اﻷﻋــامل‬ ‫اﻟﺘﺠﺎرﻳــﺔ« ‪ ،‬وأﺿــﺎف ﻋﺒــﺪ اﻟﻠــﻪ‬ ‫أن اﻟﺒﻨــﻚ اﻟﻌــﺮيب اﻷﻓﺮﻳﻘــﻲ ﻳﻘــﺪم‬ ‫ﺟﻮاﺋــﺰ ﻷﻓــﻜﺎر رواد اﻷﻋــامل‬ ‫اﳌﺒﺘﻜــﺮة ﺗﺘﻌﻠــﻖ ﺑﺎﳌﺒــﺎدرات اﳌﺤﻠﻴــﺔ‬ ‫ﻟﻠﻤﺴــﺎﻋﺪة ﰲ دﻋــﻢ ﻫــﺬه اﻟﻔﻜــﺮة‪.‬‬ ‫ﴍح ﻋﺒــﺪ اﻟﻠــﻪ أن ﻫــﺬه اﻟﻔﻜــﺮة‬ ‫ﻣﺘﻀﻤﻨــﺔ ﰲ مثــﺎىن ﺟﺎﻣﻌــﺎت ﰲ‬ ‫ﻣــﴫ‪.‬‬ ‫وﻗــﺎل ﺑﻴــﱰ ﻧــﺎوم‪ ،‬أﺣــﺪ ﻣﺆﺳــﴘ‬ ‫ﴍﻛــﺔ ‪» ، Indot‬ﺗﺘﻴــﺢ ﻟــﻚ أﻧﻈﻤﺘﻨــﺎ‬

‫ﻣﻌﺮﻓــﺔ ﻣــﺎ إذا ﻛﺎﻧــﺖ ﻫﻨــﺎك ﴎﻗــﺔ‬ ‫أو ﺣﺮﻳــﻖ ﰲ ﻣﻨﺰﻟــﻚ‪ ،‬ﻣــﻦ ﺧــﻼل‬ ‫أﺟﻬــﺰة ﺗﺴــﻤﻰ اﻟﻨﻘــﺎط«‪.‬‬ ‫ﺳــﻮف ﻳﺨﻄــﺮك ﺗﻄﺒﻴــﻖ اﻟﻬﺎﺗــﻒ‬ ‫اﳌﺤﻤــﻮل إذا ﻛﺎن ﻫﻨــﺎك أي ﺧﻄــﺮ‬ ‫ﻳﺤــﺪث ﰲ ﻣﻨﺰﻟــﻚ ‪ ،‬ﻣﺜــﻞ اﻟﺴــﻄﻮ‬ ‫أو اﻟﺤﺮاﺋــﻖ‪» .‬أوﺿــﺢ ﻧﻌــﻮم أن‬ ‫اﻟﻌﻤﻠﻴــﺔ اﳌﻌﺘــﺎدة ﻟﱰﻛﻴــﺐ أﺟﻬــﺰة‬ ‫اﻟﺘﺘﺒــﻊ ﺗﻜــﻮن ﻋــﺎدة ﻃﻮﻳﻠــﺔ وأن‬ ‫ﻫﺪﻓــﻪ ﺗﺨﻔﻴــﻒ اﻷﻣــﻮر ﺑﺎﻟﻨﺴــﺒﺔ‬ ‫ﻟﻠﻨــﺎس‪ .‬وأوﺿــﺢ أﻧــﻪ ميﻜــﻦ ﻟﻠﻌﻤﻴــﻞ‬ ‫ﻃﻠــﺐ ﻫــﺬه اﻷﺟﻬــﺰة اﳌﺨﺼﺼــﺔ‬ ‫ﺣﺴــﺐ ﺣﺠــﻢ اﳌﻨــﺰل وميﻜﻨــﻪ‬ ‫ﺗﺜﺒﻴﺘﻬــﺎ ﰲ ﻣﻨﺰﻟــﻪ ﺑﻌــﺪ اﺗﺒــﺎع ﺑﻌــﺾ‬ ‫اﻟﺨﻄــﻮات دون ﻣﺴــﺎﻋﺪة ﻓﻨــﻲ‪.‬‬ ‫أﺿــﺎف ﻧﻌﻮم‪«،‬ﻧﺮﻳــﺪ أن ﻳﺸــﻌﺮ‬ ‫ﻋﻤﻼؤﻧــﺎ دامئًــﺎ ﺑﺎﻷﻣــﺎن و ﻫــﺬه ﻫــﻲ‬ ‫اﻟﻘﻴﻤــﺔ اﻟﺘــﻲ ﻧﺮﻳــﺪ أن ﻧﻮﺻﻠﻬــﺎ‬ ‫ﻟﻠﻌﻤــﻼء«‪.‬‬ ‫دﺧــﻞ اﻟﺒﻨــﻚ اﻟﻌــﺮيب اﻷﻓﺮﻳﻘــﻲ‬ ‫اﻟــﺪوﱄ ﰲ ﴍاﻛــﺔ ﻣــﻊ ‪AUC‬‬ ‫‪ Venture Lab‬ﻛﻤﺆﺳــﺲ ﻣﺸــﺎرك‬ ‫ﰲ ﻋــﺎم ‪ .٢٠١٣‬ﻋــﺎد ًة ﻣــﺎ ﺗﺴــﺎﻋﺪ‬ ‫اﻟﺒﻨــﻮك اﻟــﴩﻛﺎت اﻟﻨﺎﺷــﺌﺔ ﰲ‬ ‫رﺣﻠﺘﻬــﺎ‪ .‬ﻫﻨــﺎك اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫ﺟــﻮﻻت اﻟﺘﻤﻮﻳــﻞ ﻟﺒــﺪء اﻷﻋــامل‪.‬‬ ‫ميﻜــﻦ ﻟﻠﺒﻨــﻮك أن ﺗﺘﺒــﻊ ﻋﻤﻠﻴــﺔ‬ ‫متﻮﻳــﻞ اﻟﺒــﺬور ‪ ،‬وﻫــﺬا ﻳﻌﻨــﻲ أﻧﻬــﺎ‬ ‫ﺗﻘــﻮم ﺑﺘﻤﻮﻳــﻞ اﻟــﴩﻛﺎت اﻟﻨﺎﺷــﺌﺔ‬ ‫ﺑﺎﳌﺒﻠــﻎ اﻟــﻜﺎﰲ ﻣــﻦ رأس اﳌــﺎل‬ ‫اﻟــﺬي ﺗﺤﺘﺎﺟﻪ‪.‬ﺣﻴﻨــام ﻳﺘــﻢ ﺗﻮﺳــﻊ‬

‫اﳌﻨﺸــﺄة ‪ ،‬ﻓﺈﻧﻬــﺎ ﺗﺘﻄﻠــﺐ ﻗــﺪ ًرا أﻛــﱪ‬ ‫ﻣــﻦ رأس اﳌــﺎل وميﻜــﻦ أن ﺗﻘــﺪم‬ ‫اﻟﺒﻨــﻮك ﻫــﺬه اﳌﺒﺎﻟــﻎ أﻳﻀً ــﺎ‬ ‫اﻟــﴩﻛﺎت اﻟﻨﺎﺷــﺌﺔ اﻟﺤــﺎﴐة‬ ‫ﰲ ﻫــﺬا اﻟﺤــﺪث ﻣــﺮوا ﺑﱪﻧﺎﻣــﺞ‬ ‫ﺗﺪرﻳﺒــﻲ ﳌــﺪة ‪ ١٢‬أﺳــﺒﻮ ًﻋﺎ‬ ‫ﻳﺴــﻤﻲ »‪start-up acclerator‬‬ ‫‪.«program‬ﻫــﺬا اﻟﱪﻧﺎﻣــﺞ ﻳﻮﻓــﺮ‬ ‫دﻋــام ﻣــﻦ ﺧــﻼل‬ ‫ﻟــﺮواد اﻷﻋــامل‬ ‫ً‬ ‫إﻋﻄﺎﺋﻬــﻢ دروس إرﺷــﺎدات ﺗﺠﺎرﻳــﺔ‬ ‫وﻫﻨــﺎك ﴍﻛــﺔ أﺧــﺮى ﻧﺎﺷــﺌﺔ‬ ‫ﻛﺎﻧــﺖ ﻣﻮﺟــﻮدة ﰲ ﻫــﺬا اﻟﺤــﺪث‪،‬‬ ‫وﻫــﻲ ﴍﻛــﺔ ﻧﺎﺷــﺌﺔ ﺗﺴــﻤﻰ‬ ‫اﻟﺮﻳﺎﺿــﺔ ﰲ ﻣــﴫ »‪Sports in‬‬ ‫‪» Egypt‬‬ ‫ﻗــﺎل إﺑﺮاﻫﻴــﻢ ﻧﻮﻓــﻞ ‪ ،‬ﻣﺆﺳــﺲ‬ ‫»اﻟﺮﻳﺎﺿــﺔ ﰲ ﻣــﴫ«‪» ،‬ﻫﻨــﺎك ﻧﻘــﺺ‬ ‫ﺣــﺎد ﰲ اﻟﺒﻴﺎﻧــﺎت اﳌﺘﻮﻓــﺮة ﻋــﻦ‬ ‫اﻟﺮﻳﺎﺿــﺔ و اﻟﺮﻳﺎﺿﻴــني ﰲ ﻣــﴫ‪،‬‬ ‫وﻟﻬــﺬا اﻟﺴــﺒﺐ ﻗــﺮرت أن أﺻﻨــﻊ«‬ ‫اﻟﺮﻳﺎﺿــﺔ ﰲ ﻣــﴫ ‪«.‬‬ ‫اﻟﺮﻳﺎﺿــﺔ ﰲ ﻣــﴫ ﻫــﻮ ﻣﻮﻗــﻊ‬ ‫إﻟﻜــﱰوين ﻋــﲇ اﻹﻧﱰﻧــﺖ ﺗﺘﺠﻤــﻊ‬ ‫ﻓﻴــﻪ اﳌﻌﻠﻮﻣــﺎت ﻋــﻦ ﺟﻤﻴــﻊ‬ ‫اﳌﺴــﺎﺑﻘﺎت اﻟﺮﻳﺎﺿﻴــﺔ ﺟﻨ ًﺒــﺎ إﱃ‬ ‫ﺟﻨــﺐ ﻣــﻊ ﺟﻤﻴــﻊ اﳌﻌﻠﻮﻣــﺎت‬ ‫اﻟﻼزﻣــﺔ ﺣــﻮل اﻷﻣﺎﻛــﻦ اﻟﺮﻳﺎﺿﻴــﺔ‬ ‫اﻟﺮﺳــﻤﻴﺔ ﰲ ﻣــﴫ ﻣﺜــﻞ‪ :‬اﻻﺗﺤــﺎدات‬ ‫واﻟﻨﻮادي‪.‬ميﻜــﻦ ﻟﻼﻋــﺐ ﻣــﻦ ﺧــﻼل‬ ‫ﻫــﺬا اﳌﻮﻗــﻊ اﻻﻃــﻼع ﻋــﲇ ﻛﻞ‬ ‫اﻟﺒﻴﺎﻧــﺎت اﻟﺮﻳﺎﺿﻴــﺔ اﻟﺘــﻲ ﺗﻠﺰﻣــﻪ‪.‬‬

‫إذا كنــت ترغــب ف ــي املشــاركة جلريــدة القافلــة‪،‬‬ ‫ارســل لنــا على‬ ‫‪caravannews@aucegypt.edu‬‬

‫أو قم بزيارة مكتب التحرير‬ ‫‪jameel po28‬‬

‫ســعر الصرف الثابت‪ ،‬عجز امليزانية ودعم الطاقة من مشــاكل اإلقتصاد املصري‬ ‫تقرير‪ :‬ماهي محمد‬

‫ﻋﻘــﺪت ﻛﻠﻴــﺔ اﻟﺘﺠــﺎرة ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫اﻻﻣﺮﻳﻜﻴــﺔ ﺣﺪﻳــﺚ ﻣــﻦ دﻳﻔﻴــﺪ‬ ‫ﻟﻴﺒﺘــﻮن‪ ،‬اﻟﻨﺎﺋــﺐ اﻷول ﻟﻠﻤﺪﻳــﺮ‬ ‫اﻟﻌــﺎم ﻟﺼﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ‪،‬‬ ‫ﺑﻌﻨــﻮان »اﻻﻗﺘﺼــﺎد اﳌــﴫي‪ :‬اﻟﻨﻤــﻮ‬ ‫واﻟﻮﻇﻴﻔــﺔ« ﻳــﻮم ‪ ٧‬ﻣﺎﻳــﻮ ‪.‬‬ ‫ﺷــﻐﻞ ﻟﻴﺒﺘــﻮن ﻣﻨﺼــﺐ اﳌﺪﻳــﺮ‬ ‫اﻷول ﻟﻠﺸــﺆون اﻻﻗﺘﺼﺎدﻳــﺔ اﻟﺪوﻟﻴــﺔ‬ ‫ﰲ اﳌﺠﻠــﺲ اﻻﻗﺘﺼــﺎدي اﻟﻮﻃﻨــﻲ‬ ‫وﻣﺠﻠــﺲ اﻷﻣــﻦ اﻟﻘﻮﻣــﻲ ﰲ اﻟﺒﻴــﺖ‬ ‫اﻷﺑﻴــﺾ‪.‬‬ ‫ﻗﺎﻟــﺖ ﻧــﻮر ﺑﺸــري ‪،‬ﻧﺎﺋــﺐ رﺋﻴــﺲ‬ ‫ﺟﻤﻌﻴــﺔ إدارة اﻷﻋــامل‪» ،‬ﻧﺮﻳــﺪ‬ ‫ﻣــﻦ اﻟﻄــﻼب ﻣﻌﺮﻓــﺔ اﳌﺰﻳــﺪ ﻋــﻦ‬ ‫وﻇﺎﺋــﻒ ﺻﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ‬ ‫اﻟﻮﻇﺎﺋــﻒ اﳌﻨﺸــﻮرة ﰲ ﻣــﴫ‬ ‫ﺑﺸــﻜﻞ ﻋــﺎم‪«.‬‬ ‫ﺧــﻼل ﺣﺪﻳﺜــﻪ ‪ ،‬ﴍح ﻟﻴﺒﺘــﻮن‬ ‫اﻟﻘﻀﺎﻳــﺎ اﻟﺮﺋﻴﺴــﻴﺔ اﻟﺜــﻼث اﻟﺘــﻲ‬ ‫واﺟﻬﺘﻬــﺎ ﻣــﴫ واﻟﺘــﻲ ﻗﺪﻣﻬــﺎ‬ ‫ﺻﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ ﻟﻠﺴﻴﺎﺳــﺔ‬ ‫ﻛﺠــﺰء ﻣــﻦ ﺑﺮﻧﺎﻣﺠــﻪ ﻟﻌــﺎم ‪.٢٠١٦‬‬ ‫ﻫــﺬه اﳌﺸــﺎﻛﻞ ﻫــﻲ‪ ،‬ﺳــﻌﺮ ﴏف‬ ‫ﺛﺎﺑــﺖ‪ ،‬ﻋﺠــﺰ اﳌﻴﺰاﻧﻴــﺔ‪ ،‬ودﻋــﻢ‬ ‫اﻟﻄﺎﻗــﺔ‪.‬‬ ‫أﺿــﺎف ﻟﻴﺒﺘــﻮن‪» ،‬أﻋﺘﻘــﺪ أن‬ ‫ﻫــﺬه اﳌﺪﺧــﺮات اﻟﺘــﻲ ﺟــﺎءت‬ ‫ﻣــﻦ ﺧﻔــﺾ دﻋــﻢ اﻟﻄﺎﻗــﺔ ميﻜــﻦ‬ ‫أن ﺗﺴــﺎﻋﺪ ﰲ اﻟﺘﻌﻠﻴــﻢ واﻟﺒﻨﻴــﺔ‬ ‫اﻟﺘﺤﺘﻴــﺔ ﻟﻠﺒــﻼد‪«.‬‬ ‫وأوﺿــﺢ أن اﻷﺷــﺨﺎص ذوي‬ ‫اﻟﺪﺧــﻞ اﳌﺮﺗﻔــﻊ ﻳﺴــﺘﻄﻴﻌﻮن دﻓــﻊ‬ ‫اﻟﺜﻤــﻦ اﻟﻜﺎﻣــﻞ ﻟﻠﺒﻨﺰﻳــﻦ وأن‬ ‫اﻟﺪﻋــﻢ ﰲ ﻣــﴫ ﺧــﻼل اﻟﺴــﻨﻮات‬ ‫اﳌﺎﺿﻴــﺔ ﻗــﺪ أدى إﱃ اﻹﺳــﺘﻬﻼك‬ ‫اﳌﻔــﺮط ﻣــﻦ ﻗﺒــﻞ اﳌﻮاﻃﻨــني‪.‬‬ ‫وأﺿــﺎف ﻟﻴﺒﺘــﻮن‪» ،‬أﺣــﺪ أﻛــﱪ‬ ‫اﻟﺘﺤﺪﻳــﺎت اﻟﺘــﻲ ﺗﻮاﺟــﻪ ﻣــﴫ ﻫــﻲ‬ ‫اﻟﺘﻌــﺪاد اﻟﺴــﻜﺎين اﻟﻜﺒــري‪ .‬ﻟﻘــﺪ‬ ‫اﺳــﺘﻘﺮ اﻻﻗﺘﺼــﺎد اﳌــﴫى وﻟﻜــﻦ‬

‫اﻟﺴــﺆال ﻫــﻮ إﱃ أﻳــﻦ ﻧﺬﻫــﺐ ﻣــﻦ‬ ‫ﻫﻨــﺎ؟«‬ ‫ﻧﺎﻗــﺶ ﻟﻴﺒﺘــﻮن أﻫﻤﻴــﺔ اﻟﺘﺠــﺎرة‬ ‫ﻟﻼﻗﺘﺼــﺎد اﳌــﴫي‪ ،‬وأﺿــﺎف أن‬ ‫اﻟﺘﺠــﺎرة ﻋﺎﻣــﻞ رﺋﻴــﴘ ﻟﻨﻤــﻮ اﻟﺒــﻼد‪.‬‬ ‫ﻛــام ﺗﺤــﺪث ﻋــﻦ ﻣﺸــﻜﻠﺔ‬ ‫اﻟﻘﻄــﺎع اﻟﻐــري اﻟﺮﺳــﻤﻲ ﰲ ﻣــﴫ‬ ‫وﻫــﻮ اﻟﻘﻄــﺎع اﻟــﺬي ﻻ ﻳﺪﻓــﻊ‬ ‫اﻟﴬاﺋــﺐ وﺑﺎﻟﺘــﺎﱄ ﻳﻨﻘــﺺ إﻳــﺮادات‬ ‫ا ﻟﺤﻜﻮ ﻣــﺔ ‪.‬‬ ‫ﻗــﺎل ﻟﻴﺒﺘــﻮن‪» ،‬ﰲ اﳌﻜﺴــﻴﻚ ‪،‬‬ ‫ﻛﺎﻧــﺖ ﻫﻨــﺎك إﺻﻼﺣــﺎت ﰲ ﻗﺎﻧــﻮن‬ ‫اﻟﻌﻤــﻞ ﺳــﻤﺤﺖ ﻟﻠﺒــﻼد ﺑﺘﻮﻇﻴــﻒ‬ ‫ﻛﻞ ﻣﻮاﻃــﻦ ﻟﻠﻌﻤــﻞ ﰲ اﻟﻘﻄــﺎع‬ ‫اﻟﺮﺳــﻤﻲ وﰲ ﺛــﻼث ﺳــﻨﻮات ‪ ،‬ﻋﻤــﻞ‬ ‫ﺛﻼﺛــﺔ ﻣﻼﻳــني ﺷــﺨﺺ ﰲ اﻟﻘﻄــﺎع‬ ‫اﻟﺮﺳــﻤﻲ‪«.‬‬ ‫أوﺿــﺢ ﻟﻴﺒﺘــﻮن أن إﺣــﺪى اﻟﻄــﺮق‬ ‫ﻟﺘﺸــﺠﻴﻊ اﻟﻨــﺎس ﻋــﲆ اﻟﺪﺧــﻮل‬ ‫إﱃ اﻟﻘﻄــﺎع اﻟﺮﺳــﻤﻲ ﻫــﻮ ﻋــﻦ‬ ‫ﻃﺮﻳــﻖ ﺧﻔــﺾ ﻣﻌــﺪﻻت اﻟﴬاﺋــﺐ‬ ‫ﻟﺘﺸــﺠﻴﻊ اﻟــﴩﻛﺎت وﺗﺤﻔﻴﺰﻫــﻢ‬ ‫ﻋــﲆ اﻟﺘﺤــﻮل ﻣــﻦ اﻟﻌﻤــﻞ ﰲ‬ ‫اﻟﻘﻄــﺎع ﻏــري اﻟﺮﺳــﻤﻲ إﱃ اﻟﻘﻄــﺎع‬ ‫اﻟﺮﺳــﻤﻲ‪.‬‬ ‫أﻋﻄــﻰ ﻟﻴﺒﺘــﻮن ﻣﺜــﺎ ﻻً ﻋــﲆ‬ ‫اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﺒﻠــﺪان اﻟﺘــﻲ‬ ‫أﻇﻬــﺮت ﻣﺸــﻜﻼت ﻣامﺛﻠــﺔ ﳌــﴫ‪.‬‬ ‫وﻗــﺪ ذﻛــﺮ اﳌﻜﺴــﻴﻚ ﻛﻤﺜــﺎل ﻋــﲆ‬ ‫ﺑﻠــﺪ ﻋــﺎﱄ اﻟﻜﺜﺎﻓــﺔ ﻳﻌــﺎين ﻣــﻦ‬ ‫ﻣﺸــﻜﻼت اﻗﺘﺼﺎدﻳــﺔ ‪ ،‬وﻣــﻊ ذﻟــﻚ‬ ‫ﻗﺎﻣــﻮا ﺑﺈﺟــﺮاء ﺗﻌﺪﻳــﻼت ﻋــﲆ‬ ‫ﺳﻴﺎﺳــﺎت ﻗﻮاﻧــني اﻟﻌﻤــﻞ اﻟﺨﺎﺻــﺔ‬ ‫ﺑﻬــﻢ ﻟﺘﺸــﺠﻴﻊ دﺧــﻮل اﻷﻋــامل إﱃ‬ ‫اﻟﻘﻄــﺎع اﻟﺮﺳــﻤﻲ‪.‬‬ ‫ﴏح ﻟﻴﺒﺘــﻮن أن إﻳــﺮادات‬ ‫ﻛــام ّ‬ ‫اﻟﴬاﺋــﺐ ﰲ ﻣــﴫ ﺗﺴــﺎﻫﻢ ﺑﻨﺴــﺒﺔ‬ ‫‪ ١٣‬ﺑﺎﳌﺎﺋــﺔ ﻣــﻦ إﺟــامﱄ اﻟﻨﺎﺗــﺞ‬ ‫اﳌﺤــﲇ اﻹﺟــامﱄ ‪ ،‬وﻫــﻮ ﻣــﺎ‬ ‫ﻳﻔــﴪ أﻳﻀً ــﺎ أن ﻫــﺬا ﻳﻌﺘــﱪ ﻧﺴــﺒﺔ‬ ‫ﻣﻨﺨﻔﻀــﺔ ﻧﺴــﺒﻴﺎً‪.‬‬ ‫وﻗﺎﻟــﺖ ﻳــﺎرا ﺣﺴــﻦ‪ ،‬ﻃﺎﻟﺒــﺔ‬

‫ﺑﺎﻟﻔﺮﻗــﺔ اﻟﺜﺎﻟﺜــﺔ ﺑﻜﻠﻴــﺔ اﻻﻗﺘﺼــﺎد‬ ‫‪» ،‬ﻛﻄﺎﻟﺒــﺔ ﰲ اﻻﻗﺘﺼــﺎد‪ ،‬ﻗــﺮأت‬ ‫اﻟﻜﺜــري ﻣــﻦ اﳌﻘــﺎﻻت ﺣــﻮل اﻟﺒﻨــﻚ‬ ‫اﻟــﺪوﱄ واﳌﺆﺳﺴــﺔ اﻟﻌﺎﳌﻴــﺔ ﻟﻺﻋــﻼم‬ ‫‪ ،‬وأردت ﺣﻘ ـﺎً ﻣﻌﺮﻓــﺔ اﻟﻘﻴﻤــﺔ اﻟﺘــﻲ‬ ‫ﻳﻀﻴﻔﻬــﺎ ﺻﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ إﱃ‬ ‫اﻟﺒﻠــﺪان‪«.‬‬ ‫ﻗﺎﻟــﺖ ﺑﺸــري‪» ،‬ﺑﺼﻔﺘﻨــﺎ ﺟﻤﻌﻴــﺔ‬ ‫ادارة اﻻﻋــامل‪ ،‬ﻓﻨﺤــﻦ ﻧﻨﻈــﻢ دا مئًــﺎ‬ ‫أﺣﺪا ﺛ ًــﺎ وﻣﺤﺎدﺛــﺎت ﳌﺴــﺎﻋﺪة‬ ‫اﻟﻄــﻼب‪«.‬‬ ‫أدار اﻟﻨﻘــﺎش ﻧــﻮر ﺑﺸــري اﻟﺘــﻲ‬ ‫ﺳــﺎﻟﺖ ﻟﻴﺒﺘــﻮن ﻋــﺪة أﺳــﺌﻠﺔ ﺗﺘﻌﻠــﻖ‬ ‫ﺑﺎﳌﻮﺿــﻮع اﻟــﺬي ﻛﺎن ﻳﺤﻠﻠــﻪ‪ ،‬ﺛــﻢ‬ ‫أﺗﻴﺤــﺖ اﻟﻔﺮﺻــﺔ ﻟﻠﺤﺎﴐﻳــﻦ ﻟﻄــﺮح‬ ‫أﺳــﺌﻠﺘﻬﻢ‪.‬‬ ‫ﻗﺎﻟــﺖ ﺑﺸــري«ﻧﺤﻦ ﻧﺮﻳــﺪ أن‬ ‫ﻧﻌﻄــﻲ اﻟﻄــﻼب ﻧﻈــﺮة ﺛﺎﻗﺒــﺔ ﻋــﻦ‬ ‫اﻻﻗﺘﺼــﺎد اﳌــﴫى‪«.‬‬ ‫أﺿﺎﻓــﺖ ﺣﺴــﻦ‪» ،‬أﻋﺠﺒﻨــﻲ‬ ‫ﺑﻮﺿــﻮح أﻧــﻪ أﺷــﺎر إﱃ اﳌﺸــﺎﻛﻞ‬ ‫اﻟﺮﺋﻴﺴــﻴﺔ اﻟﺘــﻲ ﺗﻮاﺟﻬﻬــﺎ ﻣــﴫ‪،‬‬ ‫ﻣﺜــﻞ اﻟﱰﻛﻴﺒــﺔ اﻟﺴــﻜﺎﻧﻴﺔ واﻟﻘﻄــﺎع‬ ‫ﻏــري اﻟﺮﺳــﻤﻲ‪«.‬‬ ‫وﻗﺎﻟــﺖ أن اﳌﺘﺤــﺪث ﴍح‬ ‫اﳌﻔﺎﻫﻴــﻢ اﻻﻗﺘﺼﺎدﻳــﺔ ﺑﻮﺿــﻮح‬ ‫واﻟﺘــﻲ ﻳﻔﻬﻤﻬــﺎ ﺟﻤﻴــﻊ اﻟﻄــﻼب‬ ‫ﺑﺸــﻜﻞ واﺿــﺢ ﻷﻧﻬــﺎ ﻛﺎﻧــﺖ اﻟﻬــﺪف‬ ‫اﻟﺮﺋﻴــﴘ ﻟﻠﺠﻤﻬــﻮر‪.‬‬ ‫ﺳــﺄل اﻟﺤﻀــﻮر ﻟﻴﺒﺘــﻮن ﻋــﺪة‬ ‫أﺳــﺌﻠﺔ ﺣــﻮل ﻋــﺪم اﳌﺴــﺎواة‬ ‫ﰲ اﻟﺪﺧــﻞ وﻋــﺪم اﳌﺴــﺎواة‬ ‫اﻻﺟﺘامﻋﻴــﺔ وﺗﺄﺛريﻫــﺎ ﻋــﲆ‬ ‫اﻻﻗﺘﺼﺎدﻳــﺔ‪.‬‬ ‫اﻟﺴﻴﺎﺳــﺎت‬ ‫»ﻧﺤــﻦ ﻧﺤــﺎول اﻟﺘﺄﻛــﺪ ﻣــﻦ اﻟﺘﺄﺛــري‬ ‫اﻻﺟﺘامﻋــﻲ ﻟﺘﺄﺛــريات اﻟﺴﻴﺎﺳــﺎت‬ ‫اﻻﻗﺘﺼﺎدﻳــﺔ‪«.‬‬ ‫أﻛــﺪ ﻟﻴﺒﺘــﻮن ﻋــﲆ أﻫﻤﻴــﺔ دور‬ ‫اﳌــﺮأة ﰲ اﻻﻗﺘﺼــﺎد اﳌﴫي‪«،‬ﻋﻨﺪﻣــﺎ‬ ‫ﺗﺘﻤﺘــﻊ اﳌــﺮأة ﺑﺤﻘــﻮق ﻋامﻟﻴــﺔ‬ ‫ﻛﺎﻣﻠــﺔ وﺗﺸــﺎرك ﰲ اﻟﺴــﻮق ‪ ،‬ﻓﻬــﺬا‬ ‫ﻟﻴــﺲ ﺟﻴــ ًﺪ ا ﻟﻠﻨﺴــﺎء ﻓﺤﺴــﺐ‬

‫ﻟﻠﻘﻠــﻖ أﺳــﺒﺎب وأﻋــﺮاض ﻣــﻦ اﳌﻤﻜــﻦ ﻣﻮاﺣﻬﺘﻬــﺎ‬

‫وﻟﻜﻨــﻪ ﺟﻴــﺪ ﻟﻼﻗﺘﺼــﺎد ﻛﻜﻞ‬ ‫وﻳﺴــﺎﻋﺪه ﻋــﲆ اﻟﻨﻤــﻮ‪«.‬‬ ‫ﺻﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ ﻫــﻮ‬ ‫ﻣﻨﻈﻤــﺔ دوﻟﻴــﺔ‪ ،‬ﻣﻘﺮﻫــﺎ ﰲ‬ ‫واﺷــﻨﺠﺘﻮن‪ ،‬واﻟﺘــﻲ ﺗﻬــﺪف إﱃ‬ ‫ﻣﺴــﺎﻋﺪة اﻟﺒﻠــﺪان اﻟﻨﺎﻣﻴــﺔ ﻋــﲆ‬ ‫ﺧﻔــﺾ ﻣﻌــﺪﻻت اﻟﻔﻘــﺮ وﺗﺤﻘﻴــﻖ‬ ‫اﻻﺳــﺘﻘﺮار اﻻﻗﺘﺼــﺎدي ﻣــﻦ ﺧــﻼل‬ ‫ﺗﻘﺪﻳــﻢ اﻟﻨﺼﺎﺋــﺢ اﻟﺴﻴﺎﺳــﻴﺔ‪.‬‬

‫ميــﻮل ﺻﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ‬ ‫ﻋــﺎدة اﻟﺒﻠــﺪان اﻟﻨﺎﻣﻴــﺔ ﻣــﻦ ﺧــﻼل‬ ‫ﺗﻘﺪﻳــﻢ ﻣﺴــﺎﻋﺪات رأس ﻣﺎﻟﻴــﺔ‬ ‫ﻗﺼــرية اﻷﺟــﻞ‪.‬‬ ‫ﺗﺴــﺘﺨﺪم اﻟــﺪول اﻟﻨﺎﻣﻴــﺔ ﻫــﺬه‬ ‫اﳌﺴــﺎﻋﺪات اﳌﺎدﻳــﺔ ﰲ ﺳــﺪ‬ ‫اﺣﺘﻴﺎﺟﺎﺗﻬــﺎ اﻻﻗﺘﺼﺎدﻳــﺔ واﻟﺘﻨﻤﻮﻳــﺔ‬ ‫وﻳﻌﻤــﻞ ﺻﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ‬ ‫ﻣــﻊ ‪ ١٨٩‬دوﻟــﺔ ﺣــﻮل اﻟﻌــﺎمل‪.‬‬

‫أرﺷــﻴﻒ اﻟﻘﺎﻓﻠــﺔ‬

‫ﻗــﺎل ﺑﺸــري‪» ،‬ﻧﺤــﻦ ﻧﺮﻳــﺪ أن‬ ‫ﻳﻌــﺮف اﻟﻄــﻼب اﳌﺰﻳــﺪ ﻋــﻦ دور‬ ‫ﺻﻨــﺪوق اﻟﻨﻘــﺪ اﻟــﺪوﱄ ﰲ ﻣــﴫ‬ ‫ﺑﺸــﻜﻞ ﻋــﺎم‪«.‬‬ ‫وﻗــﺎل ﻟﻴﺒﺘــﻮن‪» ،‬إن ﺳــﻌﺮ اﻟــﴫف‬ ‫اﻟﺜﺎﺑــﺖ مل ﻳﻜــﻦ ﻣﻨﺎﺳــﺒﺎ ﻟﻼﻗﺘﺼــﺎد‬ ‫اﳌــﴫي ‪ ،‬وﻛﺎن ذﻟــﻚ أﺣــﺪ أﻫــﻢ‬ ‫اﳌﺸــﻜﻼت اﻻﻗﺘﺼﺎدﻳــﺔ اﻟﺘــﻲ‬ ‫ﺗﻮاﺟﻬﻬــﺎ ﻣــﴫ ﻣﻨــﺬ ﻓــﱰة‪«.‬‬


‫مشاكل اإلقتصاد املصري‬

‫ص‪٢‬‬

‫شــكل جديــد للصحافة‬

‫ص‪٣‬‬

‫اإلمبرالييــة ‪ ..‬ال بهزر‬

‫ص‪٤‬‬

‫اﻷﺣﺪ ‪ ١٣‬ﻣﺎﻳﻮ‪ ٢٠١٨ ،‬اﳌﺠﻠﺪ ‪ ٩٩‬اﻟﻌﺪد ‪١٦‬‬

‫كايروكي يحيي مهرجان مشــروع خير الســنوى باجلامعة‬ ‫تقرير‪ :‬دينا سبري‬ ‫ترجمة‪ :‬حسني املعتز‬

‫دﻳﻨﺎ ﺳﱪي‬

‫ﺣﻔــﻞ ﻛﺎﻳــﺮويك ﺑﺎﳌــﴪح اﻟﺮوﻣــﺎين ﺑﺤــﺮم اﻟﺠﺎﻣﻌــﺔ‬

‫ﻣــﻦ أﺟــﻞ ﺗﻮﺻﻴــﻞ ﻣﻴــﺎه ﻟﻠﻤﻨــﺎزل‬ ‫ﺑﺼﻌﻴــﺪ ﻣــﴫ‪ ,‬أﻗﺎﻣــﺖ ﻣﺆﺳﺴــﺔ‬ ‫»ﻣــﴩوع ﺧــري« اﻟﻄﻼﺑﻴــﺔ ﺣﻔــﻞ‬ ‫ﺧــريي أﺣﻴــﺎه ﻛﻞ ﻣــﻦ ﻣﻄــﺮب اﻟــﺮاب‬ ‫زاب ﺛــﺮوت وﻓﺮﻳــﻖ ﻛﺎﻳــﺮويك اﻟﻐﻨــﺎيئ‪.‬‬ ‫وأﻗﻴــﻢ اﻟﺤﻔــﻞ ﺑﺎﳌــﴪح اﻟﺮوﻣــﺎين‬ ‫ﺑﺤــﺮم اﻟﺠﺎﻣﻌــﺔ ﻳــﻮم ‪ ٤‬ﻣﺎﻳــﻮ اﻟﺠــﺎري‬ ‫و ﺳــﻴﺘﻢ اﻟﺘﻌــﺎون ﻣــﻊ ﺟﻤﻌﻴــﺔ »ﻣــﴫ‬ ‫اﻟﺨــري« اﻷﻫﻠﻴــﺔ ﻣــﻦ أﺟــﻞ اﻟﻌﻤــﻞ‬ ‫ﻋــﲆ ﺗﻮﺻﻴــﻞ اﳌﻴــﺎه‪.‬‬ ‫ﻗﺎﻟــﺖ ﻧــﻮر ﺧﻠﻴــﻞ رﺋﻴﺴــﺔ ﻣــﴩوع‬ ‫ﺧــري ﻟﻠﻘﺎﻓﻠــﺔ‪ » ,‬ﻫﺪﻓﻨــﺎ اﻷﺳــﺎﳼ ﻫــﻮ‬ ‫ﺗﻮﺻﻴــﻞ رﺳــﺎﻟﺔ ﻟﻠﺸــﺒﺎب أن اﻷﻋــامل‬ ‫اﻟﺨريﻳــﺔ ميﻜﻨﻬــﺎ أن ﺗﻜــﻮن ﻣﻤﺘﻌــﺔ‬ ‫أﻳﻀــﺎ‪ ,‬ﻛﻞ ﻣــﺎ ﻧﺮﻳــﺪه ﻫــﻮ ﻣﺸــﺎرﻛﺔ‬ ‫اﻟﻨــﺎس ﰲ اﻟﻌﻤــﻞ اﻟﺨــريي ﺑﻄــﺮق‬ ‫ﺳــﻬﻠﺔ وﻣﻤﺘﻌــﺔ‪«.‬‬ ‫ﻛﺎن اﻟﺤﻔــﻞ ﺟــﺰءا ﻣــﻦ ﻣﻬﺮﺟــﺎن‬ ‫اﻟﺨــري اﻟﺴــﻨﻮي اﻟــﺬي ﻳﻬــﺪف إﱃ‬ ‫زﻳــﺎدة وﻋــﻲ و ﻣﺸــﺎرﻛﺔ اﻟﺠﺎﻣﻌــﺔ ﰲ‬ ‫اﻟﻘﻀﺎﻳــﺎ اﻟﺨريﻳــﺔ‪.‬‬ ‫اﺳــﺘﻘﺒﻞ اﳌﻨﻈﻤــﻮن رواد اﻟﺤﻔﻠــﺔ‬ ‫ﺑﺘﺸــﻜﻴﻠﺔ ﻣﺨﺘﻠﻔــﺔ ﻣــﻦ اﻟﺮﺳــﻮﻣﺎت‬ ‫رﺳــﻤﻬﺎ اﻷﻃﻔــﺎل اﳌــﺮﴇ واﻷﻛــرث‬ ‫اﺣﺘﻴﺎﺟــﺎ‪ .‬ﻛــام ﻃﻠــﺐ أﻋﻀــﺎء اﳌﺆﺳﺴــﺔ‬ ‫ﻣــﻦ اﻟﺤﻀــﻮر أن ﻳﻜﺘﺒــﻮا أﻣﻨﻴﺎﺗﻬــﻢ‪،‬‬ ‫واﻟﺘــﻲ ﺗﺮاوﺣــﺖ ﺑــني اﻟﺸــﻌﻮر‬ ‫ﺑﺎﻟﺴــﻌﺎدة وﺳــﻔﺮ اﻟﻌــﺎمل ﻟﻴﻀﻌﻮﻫــﺎ‬ ‫ﺑﺤﺎﺋــﻂ ﰲ ﻣــﻜﺎن اﻟﺤﻔــﻞ‪.‬‬ ‫وأﺿﺎﻓــﺖ ﺧﻠﻴــﻞ‪» ,‬ﻟﺪﻳﻨــﺎ ﺑﻌــﺾ‬ ‫اﻣﻨﻴــﺎت ﻣﻜﺘﻮﺑــﺔ ﻣــﻦ أﻃﻔــﺎل‬ ‫ﻣﺤﺘﺎﺟــﺔ وﻣﺮﻳﻀــﺔ‪ ,‬ﻫﺪﻓﻨــﺎ ﻣــﻦ‬ ‫ﻫــﺬه اﻟﺘﺠﺮﺑــﺔ أن ﻧﻈﻬــﺮ ﻟﻠﻨــﺎس أن‬ ‫أﻋامﻟﻬــﻢ اﻟﻴﻮﻣﻴــﺔ ﻣــﻦ اﳌﻤﻜــﻦ أن‬ ‫ﺗﻜــﻮن أﻣﻨﻴــﺔ ﻃﻔــﻞ ﻣﺮﻳــﺾ‪«.‬‬

‫ﺑﻴﻨــام ﻛﺎن ﻫﻨــﺎك اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫أﺷــﻜﺎل اﻟﱰﻓﻴــﻪ ﰲ اﻟﺤﻔــﻞ ﻣﺜــﻞ ﻣــﻜﺎن‬ ‫»أﻧﻐﺎﻣــﻲ« ﺣﻴــﺚ ﻏﻨــﻰ اﻟﺤﻀــﻮر‬ ‫ووﺟــﺪوا اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﻮﺟﺒــﺎت‬ ‫اﻟﴪﻳﻌــﺔ‪ .‬ﻟﻜــﻦ ﻛﺎن أﻓﻀــﻞ ﺟــﺰء ﰲ‬ ‫اﻟﺤﻔــﻞ ﻫــﻮ أداء اﳌﻐﻨﻴــﻮن‪.‬‬ ‫وﻗــﺎم ﺛــﺮوت ﺑﻐﻨــﺎء ﻣﻘﻄﻮﻋــﺎت ﻣــﻦ‬ ‫اﻟﺒﻮﻣــﻪ اﻟﺠﺪﻳــﺪ »اﳌﺪﻳﻨــﺔ«‪ .‬واﺳــﺘﻄﺎع‬ ‫ﺧــﻼل اﻟﺤﻔــﻞ ﺟــﺬب اﻟﺤﻀــﻮر رﻏــﻢ‬ ‫ﻋــﺪم ﻗﺪرﺗﻬــﻢ ﻋــﲇ ﻏﻨــﺎء ﻛﻠامﺗــﻪ‬ ‫ﻋــﲆ اﻟﻠﺤــﻦ اﻟﴪﻳــﻊ‪.‬‬ ‫وﻣــﻦ اﳌﻌــﺮوف أن ﺛــﺮوت ﻳﻘــﺪم‬ ‫أﻏــﺎين ﻋــﻦ اﳌﺸــﺎﻛﻞ اﻹﺟﺘامﻋﻴــﺔ ﻋــﲆ‬ ‫ﻃﺮﻳﻘــﺔ »اﻟــﺮاب« اﻟﺘــﻲ ﺗﻌﺘﻤــﺪ ﻋــﲆ‬ ‫اﻟﻠﺤــﻦ اﻟﴪﻳــﻊ ﻣــﻊ اﻟــﻜﻼم اﳌﺘﻮاﺻــﻞ‪.‬‬ ‫ﻣــﻊ أن اﻟﺤﻀــﻮر مل ﻳﻐﻨــﻮا ﻛﻞ ﻛﻠﻤــﺔ‬ ‫ﻟــرثوت‪ ،‬وﻟﻜﻨــﻪ إﺳــﺘﻄﺎع أن ﻳﺠــﺬب‬ ‫اﻧﺘﺒﺎﻫﻬــﻢ‪.‬‬ ‫ﻋﺮﻓــﺖ ﻛﻠامﺗــﻪ ﺑﻘﻮﺗﻬــﺎ ﺣﻴــﺚ إﺷــﺘﻬﺮ‬ ‫ﺑﺄﻧــﻪ ﻳﻐﻨــﻲ ﻟﻠﻤﺸــﺎﻛﻞ اﻹﺟﺘامﻋﻴــﺔ‬ ‫اﳌﻨﺘــﴩة اﻟﺘــﻲ ﺟﻌﻠــﺖ اﻟﺤﺸــﻮد ﰲ‬ ‫ﺗﺮﻗــﺐ ﺣﺘــﻰ ﻏﻨــﻮا ﻣﻘﺎﻃــﻊ ﻛﻞ أﻏﻨﻴــﺔ‪.‬‬ ‫وﺑﻌــﺪ ﻧﺼــﻒ اﻟﺴــﺎﻋﺔ ﺗﻘﺮﻳﺒــﺎً ﻣــﻦ‬ ‫اﻟﻐﻨــﺎء اﳌﺘﻮاﺻــﻞ‪ ,‬اﻧﺘﻬــﻰ ﺛــﺮوت ﻣــﻦ‬ ‫ﻓﻘﺮﺗــﻪ وﺑــﺪأت ﻣﻄﺎﻟﺒــﺔ اﻟﺠﻤﻬــﻮر‬ ‫ﻟﻜﺎﻳــﺮويك ﺣﺘــﻰ ﻇﻬــﺮوا ﻋــﲆ اﳌــﴪح‬ ‫ﺑــﺄوﱄ أﻏﺎﻧﻴﻬــﻢ »ﻧﻘﻄــﺔ ﺑﻴﻀــﺎء« وﻫــﻲ‬ ‫اﻷﻏﻨﻴــﺔ اﻟﺮﺋﻴﺴــﻴﺔ ﻟﻸﻟﺒــﻮم اﻟﺠﺪﻳــﺪ ﰲ‬ ‫‪.٢٠١٧‬‬ ‫وﺑــﺪأ أﻣــري ﻋﻴــﺪ ﻣﻐﻨــﻲ اﻟﻔﺮﻳــﻖ ﰲ‬ ‫ﻏﻨــﺎء ﺑﻌــﺾ أﻏﺎﻧﻴــﻪ اﻟﻘﺪميــﺔ ﻣﺜــﻞ‬ ‫»أﻧــﺎ ﻣــﺶ ﻣﻨﻬــﻢ« اﻟﺘــﻲ ﺷــﺎرك ﺛــﺮوت‬ ‫ﰲ ﻏﻨﺎﺋﻬــﺎ‪.‬‬ ‫وأﻋــﺎد اﻟﻔﺮﻳــﻖ اﱄ أذﻫــﺎن اﻟﺤﻀــﻮر‬ ‫ذﻛﺮﻳــﺎت ﺛــﻮرة ‪ ٢٠١١‬ﺑﻐﻨــﺎء »أﺛﺒــﺖ‬ ‫ﻣﻜﺎﻧــﻚ« اﻟﺘــﻲ ﺷــﺎرك ﺟﻤﻴــﻊ اﻟﺤﻀــﻮر‬ ‫ﰲ ﻏﻨﺎﺋﻬــﺎ‪.‬‬ ‫وﻛﺎن ﻣــﻦ اﻟﻮاﺿــﺢ أن ﻛﺎﻳــﺮويك‬

‫ﻛﺎﻧــﻮا ﻳﺘﺠﻨﺒــﻮن أداء اﻏﻨﻴﺎﺗﻬــﻢ ذات‬ ‫اﻟﻄﺎﺑــﻊ اﻟﺴــﻴﺎﳼ‪.‬‬ ‫وﻗﺎﻟــﺖ رﻳــﻢ ﻣﻘﻠــﺪ ﻃﺎﻟﺒــﺔ ﺑﺎﻟﺴــﻨﺔ‬ ‫اﻷوﱃ‪«,‬اﺳــﺘﻤﺘﻌﺖ ﺑﺎﻟﺤﻔﻠــﺔ‪ ,‬ﻟﻜﻨﻨــﻲ‬ ‫ﻛﻨــﺖ امتﻨــﻲ ﻏﻨــﺎء اﻏــﺎين أﻛــرث ﺷــﻬﺮة‬ ‫ﻣﺜــﻞ أﻏﻨﻴــﺔ« دﻳﻨﺎﺻــﻮر«‪«.‬‬ ‫واﺳــﺘﻜﻤﻞ ﻛﺎﻳــﺮويك ﰲ ﻏﻨــﺎء‬ ‫اﻏﺎﻧﻴﻬــﻢ اﻟﻘﺪميــﺔ اﻟﺘــﻲ ﻛﺎﻧــﺖ ﺗﺠــﺬب‬ ‫اﻟﺸــﺒﺎب ﰲ ﻫــﺬا اﻟﻮﻗــﺖ واﺳــﺘﻤﺘﻊ‬ ‫اﻟﺤﻀــﻮر ﺑﺄداﺋﻬــﻢ ﺧﺎﺻــﺔ ﻣــﻊ ﻇﻬــﻮر‬ ‫آدم اﻷﻟﻔــﻲ ﻻﻋــﺐ اﻟﺠﻴﺘــﺎر ﺑﺎﻟﻔﺮﻳــﻖ‬ ‫ﻋــﲆ واﺟﻬــﺔ اﳌــﴪح‪.‬‬ ‫واﺣﻴــﺎ ﻛﺎﻳــﺮويك ذﻛــﺮى اﻟﻜﺎﺗــﺐ‬ ‫اﻟﺮاﺣــﻞ أﺣﻤــﺪ ﺧﺎﻟــﺪ ﺗﻮﻓﻴــﻖ ﺑﻐﻨــﺎء‬ ‫ﻛﻠامﺗــﻪ »ﻣــﺎ ﻋــﺎد ﺻﻐــريا‪«.‬‬ ‫ودﻋــﺎ اﻟﻔﺮﻳــﻖ اﻟﻐﻨــﺎيئ اﻟﺤﻀــﻮر‬ ‫ﻣﺸــﺎرﻛﺘﻬﻢ ﰲ ﺣﻔﻠﻬــﻢ اﻟﺸــﻬري‬ ‫»‪ «Cairokee Empire‬اﻟــﺬي ﺗــﻢ‬ ‫اﻟﻐﺎﺋــﻪ ﻋــﺪة ﻣــﺮات ﻷﺳــﺒﺎب ﻏــري‬ ‫ﻣﻌﻠﻮ ﻣــﺔ ‪.‬‬ ‫ﻏــري أن اﻟﺼــﻮت ﻛﺎن أﺣﻴﺎﻧــﺎ ﻋﺎﻟﻴــﺎ‬ ‫ﺑﺰﻳــﺎدة‪ ،‬ﻛﺎن واﺿــﺢ أن اﻟﻔﺮﻗــﺔ‬ ‫ﺗﺠﻨﺒــﺖ أداء أﻳــﺎ ﻣــﻦ أﻏﺎﻧﻴﻬــﻢ‬ ‫اﻟﺠﺪﻳــﺪة ذات اﻟﻄﺎﺑــﻊ اﻟﺴــﻴﺎﳼ‪.‬‬ ‫ﻟﻜــﻦ ﺑﺎﻟﻨﺴــﺒﺔ ﻟﻔﺮﻗــﺔ ﺗــﻢ ﻣﻨﻌﻬــﺎ‬ ‫ﻟﻄﺎﺑﻌﻬــﺎ اﻟﺴــﻴﺎﳼ‪ ،‬مل ﺗﺒﻌــﺪ اﻟﻔﺮﻗــﺔ‬ ‫ﻋــﻦ اﻟﺴﻴﺎﺳــﺔ ﰲ اﻟﻌﻤــﻮم‪.‬‬ ‫ﻛــام ﻋﺰﻣــﺖ اﻟﻔﺮﻗــﺔ ﻋــﲆ أﺧــﺬ‬ ‫اﻟﺤﺸــﺪ ﺳــﺒﻌﺔ أﻋــﻮام إﱃ اﻟــﻮراء‬ ‫ﻟﻮﻗــﺖ اﻟﺜــﻮرة‪ .‬ﻛﺎﻧــﺖ أﻛــرث اﻟﻠﺤﻈــﺎت‬ ‫اﳌﻤﺘﻌــﺔ ﰲ اﻟﺤﻔــﻞ ﻋﻨﺪﻣــﺎ اﺳــﺘﻬﺰأ‬ ‫ﻋﻴــﺪ وﻫــﻮ ﻳﻐﻨــﻲ ﺑﺎﻟﱪاﻣــﺞ اﻹﻋﻼﻣﻴــﺔ‬ ‫اﻟﺘــﻲ ﺗﺨــﱪ اﻟﻨــﺎس آن ﺛــﻮرة ‪٢٠١١‬‬ ‫مل ﺗﻜــﻦ ﺛــﻮرة‪ .‬رد ﻋﻠﻴــﻪ اﻟﺤﺸــﺪ ﰲ‬ ‫اﳌﻘﺎﺑــﻞ ﺑﺎﻟﺘﺸــﺠﻴﻊ‪.‬‬ ‫إﺣــﺪى اﻟﺤﻀــﻮر ﻗﺎﻟــﺖ ﺑﻨﺼــﻒ‬ ‫اﻟﻌــﺮض‪» ،‬ﻛﺄﻧﻬــﻢ ﻳــﻮدون إﺣﻴــﺎء روح‬ ‫اﻟﺜــﻮرة!«‬

‫جـ ــودة الت ــعليم باجل ــامــعة األمـ ــريكية حتـ ــت الـتـقــييم‬ ‫تقرير‪ :‬هبة عبدالوهاب‬

‫ﺗــﻢ ﺗﺸــﻜﻴﻞ ﻟﺠﻨــﺔ ﻣﺨﺼﺼــﺔ ﰲ‬ ‫ﺑﺪاﻳــﺔ اﻟﻔﺼــﻞ اﻟــﺪراﳼ ﻟﻠﻨﻈــﺮ ﰲ‬ ‫ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة ورﻛــﺰ اﳌﻨﺘــﺪى ﻋــﲆ ﻓﺠــﻮات‬ ‫ﻛﺒــرية ﺑــني أﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ‬ ‫واﳌﻔﺎﻫﻴــﻢ اﻟﻄﻼﺑﻴــﺔ ﻋــﲆ ﻣﺴــﺘﻮى‬ ‫اﻟﺠﺎﻣﻌــﺔ ﰲ ‪ ٦‬ﻣﺎﻳــﻮ ﰲ ﻣﻌﺘــﺰ اﻷﻟﻔــﻲ‪.‬‬ ‫ﻧﺎﻗــﺶ اﳌﻨﺘــﺪى أﺣــﺪث اﻟﻨﺘﺎﺋــﺞ‬ ‫ﺑﺨﺼــﻮص دراﺳــﺔ أﻗﻴﻤــﺖ ﰲ ﺑﺪاﻳــﺔ‬ ‫اﻟﻔﺼــﻞ اﻟــﺪراﳼ‪ ،‬وﻓﻘــﺎ ﻟﺮﺋﻴــﺲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻛﺪميــﻲ اﻳﻬــﺎب ﻋﺒــﺪ‬ ‫اﻟﺮﺣﻤــﻦ‪ .‬ﻋﺮﺿــﺖ اﻟﻨﺘﺎﺋــﺞ اﻟﺘــﻲ‬ ‫وﺟﺪﺗﻬــﺎ اﻟﻠﺠﻨــﺔ ﰲ ﺧــﻼل اﳌﻨﺘــﺪى‪.‬‬ ‫ﻗﺎﻟــﺖ ﻋﺰﻳــﺰة اﻟﻠــﻮزي‪ ،‬اﻟﺮﺋﻴــﺲ‬ ‫اﻷﻛﺎدميــﻲ اﳌﺸــﺎرك ﻟﻠﺘﻌﻠﻴــﻢ واﻟﺘﺪرﻳﺲ‬ ‫اﻟﺘﺤﻮﻳﲇ‪»،‬ﻛﺎﻧــﺖ ﻣﻬﻤﺘﻨــﺎ ﻫــﻲ رﻓــﻊ‬ ‫ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة ‪ ،‬ﻟﻜﻨﻨــﺎ ﻃﻠﺒﻨــﺎ أﻳﻀً ــﺎ أن‬ ‫ﻧﺒﺘﻜﺮاﻵﻟﻴــﺎت اﻟﺘــﻲ ﺗﻌــﺰز وﺗﺤﺴــﻦ‬ ‫ﻣامرﺳــﺎت اﻟﺘﺪرﻳــﺲ اﻟﺠﻴــﺪة‪«.‬‬ ‫اﺳــﺘﻨﺪ اﻟﻌــﺮض واﻟﺘﻘﺮﻳــﺮ ﰲ اﻟﻐﺎﻟــﺐ‬ ‫إﱃ دراﺳــﺔ اﺳــﺘﻘﺼﺎﺋﻴﺔ أﻋﻄﻴــﺖ‬ ‫ﻟﻠﻄــﻼب وأﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ‬ ‫وأوﻟﻴــﺎء اﻷﻣــﻮر واﺳــﺎﺗﺬة اﻟﻜﻠﻴــﺎت ﺛــﻢ‬ ‫ﺗــﻢ ﻋــﺮض اﻟﻨﺘﺎﺋــﺞ واﳌﺨﺮﺟــﺎت ﻟــﻜﻞ‬ ‫ﻣﺠﻤﻮﻋــﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ اﻟﻠــﻮزي ‪»،‬ﻗﺒــﻞ اﻻﺳــﺘﺒﻴﺎن‪،‬‬ ‫ﻛﺎن ﻟﺪﻳﻨــﺎ ﻣﺠﻤﻮﻋــﺎت اﺳــﺘﻄﻼع رأي‬ ‫ﻣــﻊ أوﻟﻴــﺎء اﻷﻣــﻮر واﻟﻄــﻼب‪ .‬ﻛﺎﻧــﺖ‬ ‫اﳌﺠﻤﻮﻋــﺎت ﻫــﻲ اﻟﺘــﻲ ﺗﻐﺬي اﻷﺳــﺌﻠﺔ‬

‫اﻟﺘــﻲ ﻃﺮﺣﻨﺎﻫــﺎ ﻋــﲆ اﻻﺳــﺘﻄﻼع‪«.‬‬ ‫وأﺿﺎﻓــﺖ اﻟﻠــﻮزي‪ ،‬إن اﻟﻬــﺪف ﻫــﻮ‬ ‫ﺗﻄﻮﻳــﺮ اﻟﺘﻌﻠــﻢ واﻟﺘﻮاﺻــﻞ ﺑــني اﻟﻄــﻼب‬ ‫وﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ و اﻳﻀــﺎ ﺗﺤﻀــري‬ ‫اﻟﻄــﻼب اﻟﺨﺮﻳﺠــني ﻟﺴــﻮق اﻟﻌﻤــﻞ‬ ‫وﻣﺘﻄﻠﺒﺎﺗــﻪ وإﻧﺠــﺎز ﻣﺸــﺎرﻳﻊ ﻣﺒﺘﻜــﺮة‪.‬‬ ‫ﻣــﻦ ﺑــني اﻟﻨﻘــﺎط اﻟﺮﺋﻴﺴــﻴﺔ اﻟﺘــﻲ‬ ‫ﻛﺸــﻒ ﻋﻨﻬــﺎ اﻟﺒﺤــﺚ ﻫــﻲ أن اﻟﻄــﻼب‬ ‫وأﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ ﻣﺘﻔﻘــﻮن‪ ,‬أن‬ ‫ﺟــﻮدة اﻟﺘﺪرﻳــﺲ ﻫــﻲ اﻟﻌﺎﻣــﻞ اﻷﻫــﻢ‬ ‫ﻟﺘﺤﺪﻳــﺪ ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ‪ .‬وﻣــﻊ ذﻟــﻚ‪،‬‬ ‫أﺿــﺎف اﻟﻄــﻼب أن ﻣﺤﺘــﻮى اﻟــﺪورات‬ ‫اﻟﺮﺋﻴﺴــﻴﺔ واﻟﻔﻨــﻮن اﻟﻠﻴﱪاﻟﻴــﺔ ﻛﺎن‬ ‫ﺑﻨﻔــﺲ اﻷﻫﻤﻴــﺔ ﻛﻨﻮﻋﻴــﺔ اﻟﺘﺪرﻳــﺲ‪.‬‬ ‫أﺿــﺎف اﻟﻄــﻼب أن ﻣﺤﺘــﻮى‬ ‫اﻟــﺪورات اﻟﺮﺋﻴﺴــﻴﺔ واﻟﻔﻨــﻮن اﻟﻠﻴﱪاﻟﻴــﺔ‬ ‫ﻻ ﻳﻘــﻞ أﻫﻤﻴــﺔ ﻋــﻦ ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ‪.‬‬ ‫أﻛــﺪ إﻳﻬــﺎب ﻋﺒــﺪ اﻟﺮﺣﻤــﻦ‪ ،‬رﺋﻴــﺲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻛﺪميــﻲ‪ ،‬ﻋــﲆ إﻟﺘــﺰام‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‬ ‫ﺑﺈﺳﺘﻜﺸــﺎف اﺳــﱰاﺗﻴﺠﻴﺎت ﺗﻌﻠﻴﻤﻴــﺔ‬ ‫راﺋــﺪة متﻨــﺢ اﻟﻄﺎﻟــﺐ اﻟﻘــﺪرة ﻋــﲆ‬ ‫ﻣﻮاﺟﻬــﺔ واﻗــﻊ اﻟﻌﻤــﻞ واﻟﺘﻔﻜــري‬ ‫ﺑﻄﺮﻳﻘــﺔ ﻧﻘﺪﻳــﺔ ﻟﺘﺤــﺎيك اﻹﺑــﺪاع‬ ‫واﻻﺑﺘــﻜﺎر‪.‬‬ ‫وﻗﺎﻟــﺖ ﻓــﺮح ﴍﻳــﻒ‪ ،‬ﻃﺎﻟﺒــﺔ ﰲ‬ ‫اﻟﺴــﻨﺔ اﻟﺜﺎﻧﻴــﺔ ﰲ اﻻﻗﺘﺼــﺎد‪» ،‬مل أﻛــﻦ‬ ‫أﻋﺘﻘــﺪ أﺑــ ًﺪا أﻧﻨــﻲ أﺣــﺐ اﻟﻔﻠﺴــﻔﺔ ‪،‬‬ ‫ﻟﻜــﻦ اﻧﺘﻬــﻰ اﻷﻣــﺮ ﺑﺎﻹﻋﺠــﺎب ﺑﻬــﺎ ﻋــﲆ‬ ‫اﻟﺮﻏــﻢ ﻣــﻦ إﺟﺒــﺎرى ﻋــﲆ أﺧﺬﻫــﺎ ﻣــﻦ‬ ‫ﻣﺘﻄﻠﺒــﺎت اﻟﺘﺨــﺮج‪«.‬‬ ‫اﻟﻨﻘﻄــﺔ اﻟﺘﺎﻟﻴــﺔ ﰲ اﳌﻨﺘــﺪى ﻛﺎﻧــﺖ‬

‫ﻛــﻢ ﻋــﺪد اﻟﻄــﻼب اﻟﺬﻳــﻦ ﻗﺎﻟــﻮا إﻧﻬــﻢ‬ ‫واﺟﻬــﻮا ﺗﺤﺪﻳــﺎت ﰲ اﻟﺠﺎﻣﻌــﺔ‪.‬‬ ‫ﰲ ﺣﻴﻨــﺄن اﻟﻨﺘﺎﺋــﺞ ﻛﺎﻧــﺖ ﻣــﻦ‬ ‫اﳌﺴــﺘﺠﺪﻳﻦ ﺑﺎﻟﺠﺎﻣﻌــﺔ ﻣﺮﺗﻔﻌــﺔ إﱃ‬ ‫ﺣــﺪ ﻣــﺎ‪ .‬ﻗــﺎل اﻟﻄــﻼب أﻧﻬــﻢ ﺣﺼﻠــﻮا‬ ‫ﻋــﲆ ﺗﺤﺪﻳــﺎت أﻗــﻞ ﻛﻠــام ﺗﻘﺪﻣــﻮا أﻛرث‬ ‫ﰲ ﻣﺴــريﺗﻬﻢ اﻷﻛﺎدميﻴــﺔ ﻋــﲆ ﻋﻜــﺲ‬ ‫اﻟﺨﺮﻳﺠــني ﰲ ﺟﺎﻣﻌــﺎت ﺧﺎرﺟﻴــﺔ‬ ‫ﺑﺄﻣﺮﻳــﻜﺎ‪ ،‬اﻟﺬﻳــﻦ ﻗﺎﻟــﻮا إﻧﻬــﻢ واﺟﻬــﻮا‬ ‫ﺗﺤﺪﻳًــﺎ ﻛﺒ ـ ًريا ﺑﺴــﺒﺐ ﻣﺤﺘــﻮى اﳌﻘــﺮر‬ ‫اﻟــﺪراﳼ‪.‬‬ ‫ﻛﺎن ﻋــﲆ اﻟﻠﺠﻨــﺔ ﺗﻘﺪﻳــﻢ إﻃــﺎر ﻋﻤــﻞ‬ ‫ﻟﺘﺤﺴــني ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ وإﻧﺸــﺎء‬ ‫ﺧﻄــﺔ ﺗﻘﻴﻴــﻢ ﺷــﺎﻣﻠﺔ واﻟﺘﻮﺻﻴــﺔ اﻷوﱃ‬ ‫ﻫــﻲ ﳾء ﻣﺘﻌﻠــﻖ ﺑﻌﻤﻠﻴــﺔ ﺗﻘﻴﻴــﻢ‬ ‫اﻟﺘﺪرﻳــﺲ‪.‬‬ ‫وﻣــﻊ ذﻟــﻚ ‪ ،‬ﻛﺸــﻔﺖ اﻟﺪراﺳــﺔ أن‬ ‫أﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ أﻧﻔﺴــﻬﻢ‬ ‫ﻳﻌﺘﻘــﺪون أﻧﻬــﻢ ﻳﺪﻣﺠــﻮن ﻛﻞ واﺣــﺪ‬ ‫ﻣــﻦ اﻟﺨﻴــﺎرات اﻟﺘــﻲ ﻛﺎﻧــﺖ ﻣﺘﻮﻓــﺮة‬ ‫ﺑﺎﻻﺳــﺘﻄﻼع إﱃ ﺣــﺪ ﻛﺒــري‪.‬‬ ‫وﻛﺎﻧــﺖ ﺗﻮﺻﻴــﺎت أﺧــﺮى ﻹﻧﺸــﺎء‬ ‫ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ ﺗﻮﻗﻌــﺎت اﻹدارة‬ ‫ﻟﻠﺠــﻮدة اﻟﻌﺎﻟﻴــﺔ ﻟﻠﺘﺪرﻳــﺲ‪ ،‬وإﻧﺸــﺎء‬ ‫ﺑﺮﻧﺎﻣــﺞ ﺗﻄﻮﻳــﺮ أﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳﺲ‬ ‫وﻣﻌﺎﻟﺠــﺔ ﻋــﺪم إﺟــﺎدة اﻟﻠﻐــﺔ‪.‬‬ ‫ﻳﻮﺿــﺢ ﻣﻮﻗــﻊ اﻟﺠﺎﻣﻌــﻪ اﻟﺮﺳــﻤﻲ إن‬ ‫ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ اﻟــﺬي ﻳﻘﺪﻣــﻪ اﻟﺠﺎﻣﻌﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ مبﺜﺎﺑــﺔ ﺷــﻬﺎدة ﻋــﲆ متﻴــﺰ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﺳــﻮاء ﻋــﲆ ﻣﺴــﺘﻮى ﻣــﴫ‬ ‫أو اﳌﻨﻄﻘــﺔ اﻟﻌﺮﺑﻴــﺔ ﺑﺎﻛﻤﻠﻬــﺎ‪ .‬ﻓﻜــﻮن‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻣــﻦ اﻟــﴫوح اﻟﺘﻌﻠﻴﻤﻴــﺔ‬

‫ﻣﻨﺘــﺪى ﺟــﻮدة اﻟﺘﻌﻠﻴــﻢ ﺑﻘﺎﻋــﺔ ﻣﻌﺘــﺰ اﻷﻟﻔــﻲ‬

‫اﳌﻌﺘﻤــﺪة ﻳﻌــﺰز ﺑﺎﻟﺘﺄﻛﻴــﺪ ﻓــﺮص‬ ‫اﻟﻄــﻼب ﰲ ﺳــﻮق اﻟﻌﻤــﻞ‪ ،‬وﻳﻔﺘــﺢ‬ ‫اﻟﺒــﺎب ﻹﺟــﺮاء ﻧــﻮع ﻣــﻦ اﻟﺘﺤﺴــني‬ ‫اﳌﺴــﺘﻤﺮ واﻟﺘﻄﻮﻳــﺮ اﻟﺪاﺋــﻢ ﻟﻠﱪاﻣــﺞ‬ ‫اﻷﻛﺎدميﻴــﺔ اﻟﺘــﻲ ﺗﻘﺪﻣﻬــﺎ اﻟﺠﺎﻣﻌــﺔ‬

‫ﻫﺒﺔ ﻋﺒﺪاﻟﻮﻫﺎب‬

‫وأﺿــﺎف أن اﳌﺸــﻜﻠﺔ ﺗﻜﻤــﻦ ﰲ‬ ‫واﳌــﴤ ﻗﺪﻣــﺎً ﻧﺤــﻮ اﻷﻣــﺎم‪.‬‬ ‫ﻗــﺎل ﺳــﻤري ﺑﺴــﻄﺔ‪ ،‬ﻃﺎﻟــﺐ ﻫﻨﺪﺳــﺔ اﻟﺤﺎﺟــﺔ إﱃ اﺳــﺘﺒﺪال اﳌﻌــﺪات‬ ‫اﻟﻜﻤﺒﻴﻮﺗــﺮ ﺑﺎﻟﻔﺮﻗــﺔ اﻟﺜﺎﻟﺜــﺔ‪» ،‬ﻧﻌﺘﻤــﺪ ﺑﺎﺳــﺘﻤﺮار ﺣﺘــﻰ ﺑﻌــﺪ اﻟﺒــﺪء اﻟﺘﺠــﺎرب‬ ‫ﻛﺜـ ًريا ﻋــﲆ ﻣﻌﺎﻣﻠﻨــﺎ‪ .‬ﻧﺤــﻦ ﺑﺤﺎﺟــﺔ إﱃ وإدراك أن اﳌﻌــﺪات ﺗﺎﻟﻔــﺔ او ﻏــري‬ ‫ﻣﺘﻮﻓــﺮة‪.‬‬ ‫ﻣﻌــﺪات ﻣﺨﱪﻳــﺔ ﺟﻴــﺪة‪« .‬‬

Spring 18 - May 13 - Issue 8  
Spring 18 - May 13 - Issue 8  
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