واحة الجودة الإصدار السابع

‫ﻋﺪﺩ ﺧﺎﺹ ﺑﻤﻨﺎﺳﺒﺔ ﺗﻜﺮﻳﻢ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ ﺑﺠﺎﺋﺰﺓ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

‫ﺍﻓﺘﺘﺎﺣﻴﺔ ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﺘﻤﻴﺰ‪:‬‬ ‫ﻏﺎﻳﺔ ﺗﺪﺭﻙ‬

‫ﺗﺤﻘﻴﻖ ﺻﺤﻔﻲ‬ ‫ﺗﻜﺮﻳﻢ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ‬ ‫ﺟﺎﺋﺰﺓ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ‬ ‫ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬

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‫ﺹ‪٢‬‬

‫ﺃﺣﺪﺙ ﺇﺻﺪﺍﺭﺍﺕ ﺍﳴﺮﻛﺰ‬

‫ﺃﺧﺒﺎﺭ ﺍﳴﺮﻛﺰ‬ ‫ﺯﻳﺎﺭﺓ ﺳﻤﻮ ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ‬ ‫ﺍﻟﺸﺮﻗﻴﺔ ﻟﻠﻤﺮﻛﺰ‬

‫ﻛﺘﺎﺏ ) ﺍﻟﻄﺮﻳﻖ ﺇﳳ ﺍﻟﺠﻮﺩﺓ (ﻭ‬ ‫ﺍﻟﺪﻟﻴﻞ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻤﺪﺍﺭﺱ‬ ‫ﻣﻦ ﺃﺟﻞ ﺗﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ‪.‬ﻭ‬

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‫ﺹ‪٧‬‬

‫ﻧﺸﺮﺓ ﺩﻭﺭﻳﺔ ﺗﻌﻨﻰ ﺑﻨﺸﺮ ﺛﻘﺎﻓﺔ ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻳﺼﺪﺭﻫﺎ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‪ .‬ﺍﻹﺻﺪﺍﺭ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪ ١٤٣٦‬ﻫـ ‪ ٢٠١٤ -‬ﻡ‬

‫ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ ﺧﺎﻟﺪ ﺍﻟﻔﻴﺼﻞ ﻭﺯﻳﺮ ﺍﻟﺮﺘﺑﻴﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ‬

‫ﺗﻜﺮﻳﻢ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ ﺑﺠﺎﺋﺰﺓ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ‬ ‫ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‪ :‬ﻣﺠﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﻧﺮﻳﺪ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﺍﻟﺠﻮﺩﺓ ﻣﻨﻬﺞ ﺣﻴﺎﺓ‬

‫ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ‬ ‫ﺳﻌﻮﺩ ﺑﻦ ﻧﺎﻳﻒ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺁﻝ ﺳﻌﻮﺩ‬ ‫ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ‬

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‫ﻣﻦ ﻛﻠﻤﺔ ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ‬ ‫ﺍﻷﻣﺮﻴ ﺳﻌﻮﺩ ﺑﻦ ﻧﺎﻳﻒ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﺃﺛﻨﺎﺀ ﺯﻳﺎﺭﺗﻪ‬ ‫ﻟﻠﻤﺮﻛﺰ‬ ‫ﳲ ‪١٤٣٤/١٠/٢٧‬ﻫـ‬

‫ﻳﻘﻴﻢ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﺣﻔﻞ ﺗﻜﺮﻳﻢ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ‬ ‫ﳲ ﻣﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ﳲ ﺩﻭﺭﺗﻬﺎ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪١٤٣٥‬ﻫـ ‪٢٠١٤ /‬ﻡ ﻣﺠﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ‪ :‬ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ‪ ،‬ﻭ ﻳﺄﺗﻲ ﻫﺬﺍ‬ ‫ﺍﻟﺤﻔﻞ ﺑﺮﻋﺎﻳﺔ ﻛﺮﻳﻤﺔ ﻣﻦ ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ ﺳﻌﻮﺩ ﺑﻦ ﻧﺎﻳﻒ‬ ‫ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺁﻝ ﺳﻌﻮﺩ ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻭ ﺣﻀﻮﺭ ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ‬ ‫ﺍﻷﻣﺮﻴ ﺑﺪﺭ ﺑﻦ ﻣﺤﻤﺪ ﺑﻦ ﺟﻠﻮﻱ ﺁﻝ ﺳﻌﻮﺩ ﻣﺤﺎﻓﻆ ﺍﻷﺣﺴﺎﺀ‪ ،‬ﻭ ﺟﺎﺀﺕ ﻧﺘﺎﺋﺞ‬ ‫ﻟﺠﻨﺔ ﺍﻟﺘﺤﻜﻴﻢ ﳲ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺓ ﺣﻴﺚ ﻓـﺎﺯﺕ ﻣﻦ ﻣﺪﺍﺭﺱ ﺍﻟﺒﻨﻦﻴ ﻣﺪﺭﺳﺔ‬ ‫ﺃﻡ ﺍﻟﻘﺮﻯ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻟﺠﺒﻴﻞ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻣﺪﺭﺳﺔ ﺩﻳﻮﺍﻥ ﺍﳴﻌﺎﺭﻑ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﻷﻫﻠﻴﺔ ﺑﺎﻷﺣﺴﺎﺀ‪ ،‬ﻓﻴﻤﺎ ﺗﻢ ﺣﺠﺐ ﺍﻟﺠﺎﺋﺰﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻭﳲ ﻣﺪﺍﺭﺱ ﺍﻟﺒﻨﺎﺕ ﻓﺎﺯﺕ‬ ‫ﺍﳴﺘﻮﺳﻄﺔ ﺍﻟﺘﺎﺳﻌﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ ﺑﺎﻟﺪﻣﺎﻡ ﻭﺍﳴﺘﻮﺳﻄﺔ ﺍﻟﺮﺍﺑﻌﺔ ﺑﺎﳴﺮﺒﺯ ‪ ،‬ﻓﻴﻤﺎ ﺗﻢ‬ ‫ﺣﺠﺐ ﺍﻟﺠﺎﺋﺰﺓ ﺍﻟﺜﺎﻟﺜﺔ‪ .‬ﺣﻴﺚ ﺍﻋﺘﻤﺪ ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻹﺩﺍﺭﻱ ﻟﻠﻤﺮﻛﺰ ﺍﻷﺳﺘﺎﺫ‬ ‫ﺃﺣﻤﺪ ﺑﻦ ﻣﺤﻤﺪ ﺑﺎﻟﻐﻨﻴﻢ ﻧﺘﺎﺋﺞ ﻣﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﳴﺪﺭﺳﻲ ﳲ ﺩﻭﺭﺗﻬﺎ ﺍﻟﺜﺎﻧﻴﺔ ‪ ١٤٣٥‬ﻫـ ‪ ٢٠١٤ -‬ﻡ ﻣﺠﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ ‪ :‬ﺍﻟﺘﺤﻮﻝ‬ ‫ﻧﺤﻮ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ‪ ،‬ﻭﺍﻟﺘﻲ ﺷﺎﺭﻛﺖ ﻓﻴﻬﺎ )‪ ( ٧١‬ﻣﺪﺭﺳﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳴﻨﻄﻘﺔ‬ ‫ﺍﻟﺸﺮﻗﻴﺔ ﻟﺠﻤﻴﻊ ﻣﺪﺍﺭﺱ ﺍﻟﺒﻨﻦﻴ ﻭﺍﻟﺒﻨﺎﺕ ﳲ ﺍﻟﻘﻄﺎﻋﻦﻴ ﺍﻟﺤﻜﻮﻣﻲ ﻭﺍﻷﻫﻠﻲ‪.‬‬

‫ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﻷﻣﺮﻴ‬ ‫ﺑﺪﺭ ﺑﻦ ﻣﺤﻤﺪ ﺑﻦ ﺟﻠﻮﻱ ﺁﻝ ﺳﻌﻮﺩ‬ ‫ﻣﺤﺎﻓﻆ ﺍﻷﺣﺴﺎﺀ‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

‫ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ‬

‫ﺳﻌﻮﺩ ﺑﻦ ﻧﺎﻳﻒ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬

‫ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ‬ ‫ﳲ ﺣﻔﻞ ﺗﻜﺮﻳﻢ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ‬ ‫ﳲ ﻣﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬ ‫ﺍﻟﺪﻭﺭﺓ ﺍﻷﻭﳳ ‪ ١٤٣٤‬ﻫـ ‪ ٢٠١٣ -‬ﻡ‬

‫ﻣﺠﺎﻝ ﺍﻟﺘﺤﻔﻴﺰ‬

‫ﺇﺿﺎﺀﺓ‬

‫ﻣﺠﺎﻝ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺜﺎﻟﺜﺔ ﳴﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬ ‫) ‪١٤٣٦‬ﻫـ ‪٢٠١٥ -‬ﻡ(‬

‫ﺗﻌﺰﻳﺰ ﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫‪٣‬‬

‫ﺍﻓﺘﺘﺎﺣﻴﺔ ﺍﻟﻌﺪﺩ‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

‫ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻹﺷﺮﺍﻑ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺘﻤﻴﺰ ‪:‬‬

‫ﺍﻟﺘﻤﻴﺰ ﻟﻠﺠﻤﻴﻊ ‪:‬‬

‫ﻏﺎﻳﺔ ﺗﺪﺭﻙ‬

‫ﻣﻄﻠﺐ ﻟﺮﺘﺑﻴﺔ ﻣﺘﺠﺪﺩﺓ‬

‫ﺍﻟﺘﻤﻴﺰ ﻟﻴﺲ ﻧﺘﺎﺝ ﺍﻟﺼﺪﻓﺔ‪ ،‬ﺑﻞ ﻧﺘﻴﺠﺔ ﺗﺨﻄﻴﻂ‬ ‫ﻭﺗﻄﺒﻴﻖ ﻣﺘﻤﻴﺰ ﻭﻣﺴﺘﻤﺮ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺣﻘﻘﺘﻪ ﺍﻟﻜﺜﺮﻴ‬ ‫ﻣﻦ ﺍﳴﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻏﺮﻴﻫﺎ ﻣﻦ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ‬ ‫ﺍﻷﻭﻝ ﻣﻦ ﺗﻘﺪﻡ ﳲ ﻣﺠﺎﻝ ﺍﻟﺠﻮﺩﺓ ﻟﺘﺠﺎﻭﺯ ﺗﺘﻄﻠﻌﺎﺕ‬ ‫ﺍﳴﺴﺘﻔﻴﺪﻳﻦ ﻭﺍﻟﻮﺻﻮﻝ ﳴﻨﺘﺠﺎﺕ ﻭﺧﺪﻣﺎﺕ ﺗﺼﻞ‬ ‫ﻟﺪﺭﺟﺔ ﺍﻹﺑﻬﺎﺭ ﳲ ﺟﻮﺩﺓ ﺍﳴﺨﺮﺟﺎﺕ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻹﺻﺮﺍﺭ‬ ‫ﻟﻠﺒﻘﺎﺀ ﳲ ﺣﺎﻟﺔ ﺍﻟﺠﻮﺩﺓ ﻭﺍﻟﺘﻤﻴﺰ ﻭﺍﻻﺳﺘﻤﺮﺍﺭ ﻟﻴﺲ‬ ‫ﳴﻮﺍﻛﺒﺔ ﺍﻟﺘﻐﺮﻴ ﳲ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻭﺗﻄﻠﻌﺎﺕ ﺍﳴﺴﺘﻔﻴﺪﻳﻦ‬ ‫ﺑﻞ ﻻﺳﺘﺒﺎﻕ ﻭﺍﺳﺘﺸﺮﺍﻑ ﺍﻟﺘﻐﺮﻴ ﺍﳴﺴﺘﻘﺒﻠﻲ‪.‬ﻭ‬ ‫ﻭﻻﺷﻚ ﺃﻥ ﺍﳴﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﻲ ﺍﻷﻛﺜﺮ‬ ‫ﺣﺎﺟﺔ ﻟﺘﺴﺮﻳﻊ ﺍﺳﺘﺠﺎﺑﺘﻬﺎ ﻟﻠﺘﻐﺮﻴ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻧﺘﻴﺠﺔ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﻭﺍﳴﺴﺘﺠﺪﺍﺕ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻬﻬﺎ‪ ،‬ﻣﻤﺎ ﻳﺠﻌﻞ‬ ‫ﺍﻟﺘﻤﻴﺰ ﻏﺎﻳﺘﻬﺎ ﻭﻧﺒﻀﻬﺎ ﺍﻟﻴﻮﻣﻲ ﺍﻟﺬﻱ ﻻﻳﺘﻮﻗﻒ ﻋﻦ‬ ‫ﺍﻟﺤﺮﻛﺔ ﻟﻠﺠﺪﻳﺪ ﻭﺍﻟﺘﺠﻮﻳﺪ ﻭﺍﻟﺘﺤﺴﻦﻴ ﺍﳴﺴﺘﻤﺮ‬ ‫ﳲ ﻛﻞ ﻧﺸﺎﻁ ﻭﻋﻤﻠﻴﺔ ﳲ ﻧﻈﺎﻡ ﺍﻟﻌﻤﻞ ﺑﺪﺀﺍﹰ ﻣﻦ‬ ‫ﺍﻟﺮﺘﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﻛﻤﺮﻛﺰ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻟﺮﺘﺑﻮﻳﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﳳ ﺍﳴﻌﻠﻢ ﺍﳴﻠﻬﻢ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﻭﺑﻴﺌﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺠﺎﺫﺑﺔ ﻭﺍﳴﺸﻮﻗﺔ‪،‬ﺇﳳ‬ ‫ﺍﻟﻌﻼﻗﺔ ﺍﳴﻔﺘﻮﺣﺔ ﻭﺍﳴﺴﺘﻤﺮﺓ ﻣﻊ ﺍﻻﺳﺮﺓ ﻭﺍﳴﺠﺘﻤﻊ‬ ‫ﺍﳴﺤﻠﻲ ﻭﻏﺮﻴﻫﺎ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳴﺴﺎﻧﺪﺓ ﺍﻻﺧﺮﻯ‪.‬ﻭ‬ ‫ﺇﻥ ﻣﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﳴﺪﺭﺳﻲ ﺍﻟﺘﻲ ﻳﺘﺒﻨﺎﻫﺎ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪ‬ ‫ﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﳲ ﺩﻭﺭﺗﻬﺎ ﺍﻟﺜﺎﻧﻴﺔ ــ ﻭﺍﻗﻊ ﺍﻟﺘﻤﻴﺰ‬ ‫ﺍﻟﺬﻱ ﻧﻌﻨﻴﻪ ــ ﻭﻫﻮ ﺃﻥ ﺍﻟﺘﻤﻴﺰ ﻏﺎﻳﺔ ﺗﺪﺭﻙ ﳴﻦ ﻳﺒﺤﺚ‬ ‫ﻋﻨﻪ‪ ،‬ﺣﻴﺚ ﺍﺳﺘﻄﺎﻋﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳴﺪﺍﺭﺱ ﻣﻦ ﺧﻼﻝ‬ ‫ﺍﳴﺸﺎﺭﻛﺔ ﳲ ﺍﳴﺴﺎﺑﻘﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ‬ ‫ﺗﺤﻘﻴﻖ ﻣﻌﺎﻳﺮﻴ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ ﳲ ﺍﻟﺘﻤﻴﺰ ﻭﺍﻟﺠﻮﺩﺓ‬ ‫ﺍﻟﺮﺘﺑﻮﻳﺔ ﳲ ﺍﳴﺠﺎﻝ ﺍﻟﺬﻱ ﺗﺤﺪﺩﻩ ﺍﳴﺴﺎﺑﻘﺔ ﺳﻨﻮﻳﺎﹰ‪.‬ﻭ‬ ‫ﺇﻥ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺗﺸﺮﻴ ﺇﳳ ﺍﻟﺠﻬﻮﺩ ﺍﳴﺘﻤﻴﺰﺓ ﻭﺍﳴﺒﺎﺩﺭﺍﺕ‬ ‫ﺍﻟﻨﻮﻋﻴﺔ ﻭﺍﻟﺘﻲ ﻳﻘﻒ ﻭﺭﺍﺋﻬﺎ ﻓﺮﻕ ﻣﺘﻤﻴﺰﺓ ﳲ‬ ‫ﺍﳴﺪﺍﺭﺱ‪ ،‬ﻣﻦ ﻗﻴﺎﺩﺍﺕ ﻭﻣﻌﻠﻤﻦﻴ ﻭﻣﻌﻠﻤﺎﺕ ﻭﻣﺸﺮﻓﻦﻴ‬ ‫ﻭﻣﺸﺮﻓﺎﺕ ﻭﺍﳴﺸﺎﺭﻛﻦﻴ ﻣﻦ ﺃﺑﻨﺎﺋﻨﺎ ﺍﻟﻄﻼﺏ‬ ‫ﻭﺍﻟﻄﺎﻟﺒﺎﺕ‪ ،‬ﻫﺆﻻﺀ ﺟﻤﻴﻌﺎﹰ ﻭﺿﻌﻮﺍ ﺍﻟﺘﻤﻴﺰ ﻏﺎﻳﺘﻬﻢ‬ ‫ﻓﻨﺎﻟﻮﺍ ﻣﺮﺍﺩﻫﻢ ﺑﺎﻟﻌﺰﻳﻤﺔ ﻭﺍﻹﺻﺮﺍﺭ ﻋﻠﻰ ﺍﻟﺘﻔﻮﻕ‬ ‫ﻭﺍﻻﺟﺘﻬﺎﺩ ﻭﺍﻟﺤﺲ ﺍﻟﻌﺎﻝ ﺑﺎﳴﺴﺆﻭﻟﻴﺔ ﻓﺎﺳﺘﺤﻘﻮﺍ‬ ‫ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﻋﻠﻰ ﺧﺮﻳﻄﺔ ﺍﻟﺘﻤﻴﺰ ﺍﻟﺘﻲ ﻳﻌﻤﻞ ﻋﻠﻰ‬ ‫ﺗﻄﻮﻳﺮﻫﺎ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬ ‫ﳲ ﻇﻞ ﺗﻮﺟﻴﻬﺎﺕ ﻗﻴﺎﺩﺗﻨﺎ ﺍﻟﺮﺷﻴﺪﺓ ــ ﺃﻳﺪﻫﺎ ﺍﷲ ــ‪.‬ﻭ‬ ‫ﻣﺎ ﺣﻘﻘﺘﻪ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ ﺑﺠﺎﺋﺰﺓ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ‬ ‫ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ﺧﻼﻝ ﺍﻟﺪﻭﺭﺗﻦﻴ ﺍﻟﺴﺎﺑﻘﺘﻦﻴ‬ ‫ﺇﻧﺠﺎﺯﺍﺕ ﻣﻠﻬﻤﺔ ﻭﺩﺭﻭﺱ ﻣﺤﻠﻴﺔ ﻭﻭﻃﻨﻴﺔ‪ ،‬ﺗﺜﺒﺖ ﺑﺄﻥ‬ ‫ﺍﻟﺘﻤﻴﺰ ﻭﻓﻖ ﺍﳴﻌﺎﻳﺮﻴ ﺍﻟﻌﺎﳴﻴﺔ ﻟﻴﺲ ﻣﺴﺘﺤﻴ ﹰ‬ ‫ﻼ ﺑﻞ ﻣﻤﻜﻨﺎﹰ ‪.‬ﻭ‬ ‫ﺧﺘﺎﻣﺎﹰ ﺃﻫﻨﺊ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ ﻋﻠﻰ ﻣﺎ‬ ‫ﺗﺤﻘﻖ ﻟﻬﻢ ﻣﻦ ﺇﻧﺠﺎﺯﺍﺕ ﻣﺘﻤﻴﺰﺓ ﺃﺳﺄﻝ‬ ‫ﺍﷲ ﺃﻥ ﻳﻮﻓﻖ ﺍﻟﺠﻤﻴﻊ ﳴﺎ ﻳﺤﺒﻪ ﻭﻳﺮﺿﺎﻩ‪.‬ﻭ‬

‫ﺍﻟﺘﻤﻴﺰ ﳲ ﺍﻟﺮﺘﺑﻴﺔ ﻏﺎﻳﺔ ﺣﻤﻴﺪﺓ‪ ،‬ﺗﻘﺼﺪ ﻟﻴﺲ ﻟﺬﺍﺗﻬﺎ‬ ‫ﻣﺘﻤﺜﻠﺔ ﺑﺠﺎﺋﺰﺓ ﺃﻭ ﻏﺮﻴﻫﺎ‪ ،‬ﺑﻞ ﺑﻜﻮﻧﻬﺎ ﻣﺆﺷﺮﺍﹰ ﻋﻠﻰ‬ ‫ﺟﻮﺩﺓ ﺑﻨﺎﺀ ﺍﻹﻧﺴﺎﻥ ﻭﺟﻮﺩﺓ ﻣﺴﺘﻘﺒﻞ ﺍﻟﻮﻃﻦ‪ .‬ﻟﺬﻟﻚ‬ ‫ﻓﺈﻥ ﺗﺤﻘﻴﻖ ﺍﻟﺘﻔﻮﻕ ﳲ ﺃﻱ ﻣﺠﺎﻝ ﻣﻦ ﻣﺠﺎﻻﺕ ﺍﻟﺮﺘﺑﻴﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻢ ﻳﻤﺜﻞ ﺍﺳﺘﺜﻤﺎﺭﺍﹰ ﳲ ﻣﺴﺘﻘﺒﻞ ﺍﻟﺘﻨﻤﻴﺔ ﺑﻜﻞ‬ ‫ﺃﺑﻌﺎﺩﻫﺎ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﻏﺮﻴﻫﺎ‪ ،‬ﻛﻤﺎ ﺗﻮﻓﺮ‬ ‫ﺗﻘﻨﻴﺎﺕ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺤﺪﻳﺜﺔ ﻭﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﺑﻴﺌﺔ ﺧﺼﺒﺔ‬ ‫ﻟﻠﺘﻤﻴﺰ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺳﻬﻮﻟﺔ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ‬ ‫ﻭﺍﺟﺮﺍﺀ ﻣﻘﺎﺭﻧﺎﺕ ﻣﺮﺟﻌﻴﺔ ﻏﺮﻴ ﻣﺒﺎﺷﺮﺓ ﻣﻊ ﻣﺆﺳﺴﺎﺕ‬ ‫ﻣﺘﻤﻴﺰﺓ ﳲ ﺃﻱ ﻣﻜﺎﻥ‪ ،‬ﺃﺻﺒﺢ ﺍﻟﻌﺎﻟﻢ ﻓﻀﺎﺀ ﻣﻔﺘﻮﺡ ﻟﻠﺘﻌﻠﻢ‬ ‫ﻭﺍﳴﻌﺮﻓﺔ‪.‬‬ ‫ﻟﻮ ﺳﺄﻟﻨﺎ ﺃﻱ ﻓﺮﺩ ﺃﻭ ﻣﺆﺳﺴﺔ ﻛﻴﻒ ﺣﻘﻘﺖ ﺍﻟﺘﻤﻴﺰ؟‬ ‫ﺳﺘﻜﻮﻥ ﺍﻹﺟﺎﺑﺔ ﻣﺘﻀﻤﻨﺔ ﺍﻟﻜﺜﺮﻴ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ‬ ‫ﺃﺳﻬﻤﺖ ﳲ ﻭﺻﻮﻟﻪ ﺫﺭﻭﺓ ﺍﻟﺘﻔﻮﻕ ﻣﻦ ﺃﻫﻤﻬﺎ ‪ :‬ﺍﻟﺘﻌﺎﻭﻥ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺗﺠﺎﺭﺏ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﺑﺪﺃ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬ ‫ﺑﺘﻄﻮﻳﺮ ﻣﺸﺮﻭﻉ ﺧﺮﻳﻄﺔ ﺍﻟﺘﻤﻴﺰ ﻛﺎﻥ ﺍﻟﻐﺮﺽ ﺍﻷﺳﺎﺳﻲ‬ ‫ﻫﻮ ﻣﺴﺎﻋﺪﺓ ﺍﳴﺪﺍﺭﺱ ﻭﺗﺤﻔﻴﺰﻫﺎ ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﻣﻌﺎﻳﺮﻴ‬ ‫ﺍﻟﺘﻤﻴﺰ‪ ،‬ﻭﻗﺪ ﺣﺼﻠﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳴﺪﺍﺭﺱ ﳲ ﺍﻟﺪﻭﺭﺗﻦﻴ‬ ‫ﺍﻟﺴﺎﺑﻘﺘﻦﻴ ﻋﻠﻰ ﺍﻟﺠﺎﺋﺰﺓ‪ ،‬ﻭ ﻣﺪﺍﺭﺱ ﺃﺧﺮﻯ ﻛﺎﻧﺖ ﻗﺮﻳﺒﺔ‬ ‫ﻣﻦ ﺗﺤﻘﻴﻖ ﺍﳴﻌﺎﻳﺮﻴ ‪.‬‬ ‫ﻧﺤﻦ ﻧﺪﺭﻙ ﺃﻥ ﻓﻮﺯ ﻣﺪﺭﺳﺔ ﺃﻭ ﺍﺛﻨﺘﻦﻴ ﺃﻭ ﺃﻛﺜﺮ ﺇﻧﺠﺎﺯ‬ ‫ﻧﻔﺘﺨﺮ ﺑﻪ‪ ،‬ﻟﻜﻦ ﺍﻟﺘﺤﺪﻱ ﻛﻴﻒ ﺗﺤﻘﻖ ﺟﻤﻴﻊ ﺍﳴﺪﺍﺭﺱ‬ ‫ﻣﻌﺎﻳﺮﻴ ﺍﻟﺘﻤﻴﺰ؟ ﻟﻬﺬﺍ ﺍﻟﻐﺮﺽ ﻛﺎﻥ ﻣﻦ ﺃﻫﺪﺍﻑ ﻣﺸﺮﻭﻉ‬ ‫ﺧﺮﻳﻄﺔ ﺍﻟﺘﻤﻴﺰ ﺗﺸﺠﻴﻊ ﻭﺗﻌﺰﻳﺰ ﺍﻟﺘﻌﻠﻢ ﺍﳴﺘﺒﺎﺩﻝ ﻣﻦ‬ ‫ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﺑﻦﻴ ﺍﳴﺪﺍﺭﺱ‪ ،‬ﺑﺤﻴﺚ ﺗﺒﺪﺃ ﻛﻞ‬ ‫ﻣﺪﺭﺳﺔ ﺑﺮﺣﻠﺔ ﺍﻟﺘﻤﻴﺰ ﻣﻦ ﺣﻴﺚ ﺍﻧﺘﻬﺖ ﺇﻟﻴﻪ ﺃﻓﻀﻞ‬ ‫ﻣﻤﺎﺭﺳﺔ ﳲ ﻣﺠﺎﻝ ﻣﺤﺪﺩ ﳲ ﻣﺪﺭﺳﺔ ﺃﺧﺮﻯ‪ ،‬ﻭﻫﺬﺍ ﺍﳴﻨﺎﺥ‬ ‫ﺍﻹﻳﺠﺎﺑﻲ ﺍﻟﺜﺮﻱ ﺑﻤﻤﺎﺭﺳﺎﺕ ﻣﺘﻤﻴﺰﺓ ﻳﻤﺜﻞ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ‬ ‫ﺍﻟﺘﻲ ﺳﺘﺴﻬﻢ ﳲ ﺗﺤﻘﻴﻖ ﺍﻟﺘﻤﻴﺰ ﻟﺠﻤﻴﻊ ﺍﳴﺪﺍﺭﺱ‪.‬‬ ‫ﺇﻥ ﺍﻟﺴﻌﻲ ﻟﻠﺘﻤﻴﺰ ﻭﺍﳴﺜﺎﺑﺮﺓ ﻭﺍﻻﺟﺘﻬﺎﺩ ﻟﺒﻠﻮﻏﻪ ﻫﻮ‬ ‫ﻣﻄﻠﺐ ﺗﻤﻠﻴﻪ ﺍﻟﻀﺮﻭﺭﺓ ﻭﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﻲ ﻳﻮﺍﺟﻬﻬﺎ‬ ‫ﺍﻟﻌﺎﻟﻢ‪ ،‬ﺇﻥ ﻗﻴﺎﻡ ﻛﻞ ﻣﺪﺭﺳﺔ ﺑﺎﻟﻌﻤﻞ ﻋﻠﻰ ﻣﻌﺎﻳﺮﻴ‬ ‫ﻼ ﻫﺎﻣﺸﻴﺎﹰ‬ ‫ﺍﻟﺘﻤﻴﺰ ﻳﻤﺜﻞ ﺟﻮﻫﺮ ﻋﻤﻠﻬﺎ ﺍﻟﻴﻮﻣﻲ ﻭﻟﻴﺲ ﻋﻤ ﹰ‬ ‫ﺍﻭ ﻣﻮﺳﻤﻴﺎﹰ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺗﺤﻘﻴﻖ ﺍﻟﺘﻤﻴﺰ ﻻ ﻳﺘﻄﻠﺐ ﻣﻦ‬ ‫ﺍﳴﺪﺭﺳﺔ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻬﺎ ﻛﻞ ﺍﳴﻮﺍﺭﺩ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺑﻞ‬ ‫ﻳﻤﻜﻨﻬﺎ ﺍﻟﺒﺪﺀ ﺑﺮﺣﻠﺔ ﺍﻟﺘﻤﻴﺰ ﻣﻦ ﺍﻣﻜﺎﻧﺎﺗﻬﺎ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻴﻪ‬ ‫ﻭﻳﺒﻘﻰ ﺍﻟﺘﻤﻴﺰ ﻫﻮ ﺍﻟﻬﺪﻑ ﺍﳴﻨﺸﻮﺩ‪.‬‬ ‫ﻭﺧﺘﺎﻣﺎﹰ ﻧﺴﺄﻝ ﺍﷲ ﺗﻌﺎﳳ ﺍﻟﺘﻮﻓﻴﻖ ﻭﺍﻟﺴﺪﺍﺩ‪ ،‬ﻭﺃﻥ ﻳﺠﺰﻱ‬ ‫ﺧﺎﺩﻡ ﺍﻟﺤﺮﻣﻦﻴ ﺍﻟﺸﺮﻳﻔﻦﻴ ﻭﺳﻤﻮ ﻭﻟﻲ ﻋﻬﺪﻩ ﺍﻷﻣﻦﻴ‬ ‫ﻭﺳﻤﻮ ﻭﻟﻲ ﺍﻟﻌﻬﺪ ﻋﻠﻰ ﺩﻋﻤﻬﻢ ﻟﻠﺘﻤﻴﺰ ﻭﺃﻥ ﺗﻜﻮﻥ ﺍﳴﻤﻠﻜﺔ‬ ‫ﺑﻤﻨﺘﺠﺎﺗﻬﺎ ﻭﺧﺪﻣﺎﺗﻬﺎ ﻣﻌﻴﺎﺭﺍﹰ ﻋﺎﳴﻴﺎﹰ ﻟﻠﺠﻮﺩﺓ ﻭﺍﻹﺗﻘﺎﻥ‪.‬‬ ‫ﻛﻤﺎ ﺃﺷﻜﺮ ﺳﻤﻮ ﻭﺯﻳﺮ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺃﺻﺤﺎﺏ ﺍﳴﻌﺎﻟﻲ‬ ‫ﺍﻟﻨﻮﺍﺏ ﻋﻠﻰ ﻋﻨﺎﻳﺘﻬﻢ ﻭﺭﻋﺎﻳﺘﻬﻢ ﻟﻠﻤﺘﻤﻴﺰﻳﻦ‪ ،‬ﻭﺷﻜﺮﺍﹰ‬ ‫ﻟﺴﻤﻮ ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻭﻟﺴﻤﻮ ﻧﺎﺋﺒﻪ ﻭﻟﺴﻤﻮ‬ ‫ﻣﺤﺎﻓﻆ ﺍﻷﺣﺴﺎﺀ ﻋﻠﻰ ﺭﻋـﺎﻳﺘﻬﻢ ﺍﳴﺴﺘﻤﺮﺓ ﻟﻠﻤﺘﻤﻴﺰﻳﻦ‬ ‫ﳲ ﺍﻷﺩﺍﺀ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬ ‫ﺷﻜﺮﺍﹰ ﻟﻔﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺑﻤﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﻟﻠﺠﻮﺩﺓ ﻋﻠﻰ ﻣﺎ ﻳﺒﺬﻟﻮﻧﻪ ﻧﺤﻮ ﻧﺸﺮ ﺛﻘﺎﻓﺔ ﺍﻟﺘﻤﻴﺰ‪ ،‬ﺷﻜﺮﺍﹰ‬ ‫ﳴﺪﻳﺮﻱ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻭﻟﻠﺸﺮﻛﺎﺀ‬ ‫ﺍﻻﺳﺮﺘﺍﺗﻴﺠﻴﻦﻴ‪ ،‬ﻭﺃﻫﻨﻲﺀ ﺍﻟﻔﺎﺋﺰﻳﻦ ﻭﺍﳴﺸﺎﺭﻛﻦﻴ ﳲ‬ ‫ﻣﺴﺎﺑﻘﺔ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ‪.‬‬

‫ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻷﺳﺘﺸﺎﺭﻱ‬ ‫ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬ ‫ﺍﻟﺪﻛﺘﻮﺭ‪ .‬ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺍﳴﺪﻳﺮﺱ‬

‫ﺍﻟﻘﻴﺎﺩﺓ ﻭ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ‬

‫ﻣﺪﻳﺮ ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺎﻟﻬﻴﺌﺔ ﺍﳴﻠﻜﻴﺔ ﺑﺎﻟﺠﺒﻴﻞ‬ ‫ﺃ‪ .‬ﻣﺤﻤﺪ ﺑﻦ ﺳﻌﻴﺪ ﺍﻟﻬﺎﺟﺮﻱ‬

‫ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻹﺩﺍﺭﻱ‬ ‫ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬

‫ﻛﻠﻤﺔ ﺍﻟﺪﺍﻋﻤﻦﻴ ﺍﻻﺳﺮﺘﺍﺗﻴﺠﻴﻦﻴ‬ ‫ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬

‫ﺍﻟﺪﻛﺘﻮﺭ‪ /‬ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺑﻦ ﺍﺑﺮﺍﻫﻴﻢ ﺍﳴﺪﻳﺮﺱ‬

‫ﺍﻟﺠﻮﺩﺓ ﻫﻲ ﺗﻨﺎﻏﻢ‪ ‬ﳲ ﺍﻷﺩﺍﺀ ﻭﺍﻟﻌﻤﻞ ﻭﻓﻖ ﺃﻃﺮ ﺗﻜﻔﻞ‬ ‫ﺍﻟﻮﺻﻮﻝ ﺇﳳ ﺭﺿﺎ ﺍﳴﺴﺘﻔﻴﺪ ‪ ...‬ﻭﻫﻲ ﻣﻨﻈﻮﻣﺔ ﺗﻀﻤﻨﺘﻬﺎ‬ ‫ﺷﺮﻳﻌﺘﻨﺎ ﺍﻹﺳﻼﻣﻴﺔ ﻛﻤﻨﻬﺎﺝ ﺣﻴﺎﺓ ‪ ...‬ﻭﻟﻢ ﺗﺮﺩ ﻛﻠﻤﺔ‬ ‫ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﻳﻢ ﺃﻭ ﺍﻟﺴﻨﺔ‪ ‬ﺍﻟﻨﺒﻮﻳﺔ‪ ‬ﺇﻧﻤﺎ ﻭﺭﺩ ﻣﺎ‬ ‫ﻳﻔﻮﻕ ﺍﻟﺠﻮﺩﺓ ﻣﻔﻬﻮﻣﺎﹰ ﻭﻧﺘﺎﺟﺎﹰ ﺃﻻ ﻭﻫﻮ ﺍﻹﺗﻘﺎﻥ ﻭﺍﻹﺣﺴﺎﻥ‪.‬‬ ‫ﻓﺎﻹﺗﻘﺎﻥ ﻛﻤﺎ ﻭﺭﺩ ﻫﻮ ﺍﻹﺣﻜﺎﻡ‪ ،‬ﻭﺍﺗﻘﻦ‪ ‬ﺍﻟﻌﻤﻞ ﺃﻱ ﺃﺣﻜﻤﻪ ‪...‬‬ ‫ﹸ‬ ‫ﺍﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ ﻭﺍﻟﻮﻓﺎﺀ ﺑﻤﺘﻄﻠﺒﺎﺗﻪ‪ ‬ﻋﻠﻰ‬ ‫ﺃﻣﺎ ﺍﻹﺣﺴﺎﻥ ﻓﻬﻮ‬ ‫ﺍﻟﻮﺍﺟﺐ ﺃﻱ ﺑﻤﻌﻨﻰ ﺍﻟﺘﻔﻀﻞ‪.‬‬ ‫ﻓﻮﻕ‬ ‫ﺀ‬ ‫ﺑﻌﻄﺎ‬ ‫ﺃﺣﺴﻦ ﻭﺟﻪ‬ ‫ٍ‬ ‫ﹺ‬ ‫ﺇﺫﺍ ﻓﺎﻟﺠﻮﺩﺓ ﳲ ﻭﺍﻗﻌﻨﺎ ﺍﳴﻌﺎﺻﺮ ﻫﻲ ﻣﻔﺘﺎﺡ‪ ‬ﺇﺗﻘﺎﻥ ﺍﻟﻌﻤﻞ‬ ‫ﹸ‬ ‫ﻧﺤﺎﻭﻝ‬ ‫ﻭﺍﻹﺣﺴﺎﻥ ﻓﻴﻪ ‪ ...‬ﻓﻬﻲ ﻟﻴﺴﺖ ﺗﺠﺮﺑ ﹲﺔ ﻏﺮﺑﻴ ﹲﺔ‬ ‫ﺃﻭ ﻧﻄﻤﻊ‪ ‬ﺇﳳ ﻣﺠﺎﺭﺍﺗﻬﺎ ﺑﻞ ﻫﻲ ﻣﻨﻬﺎﺝ‪ ‬ﺣﻴﺎﺓ‪ ‬ﺳﻨﺘﻪ‪‬‬ ‫ﻋﻘﻴﺪﺗﻨﺎ ﺍﻟﺴﻤﺤﺎﺀ‪ .‬ﺃﻭﳳ ﺑﻨﺎ ﺍﻟﻮﻓﺎﺀ ﺑﻬﺎ ﻭﺍﺗﺒﺎﻋﻬﺎ‪.‬ﻭ‬ ‫ﻳﻘﻮﻝ ﺍﳴﻠﻚ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻃﻴﺐ ﺍﷲ ﺛﺮﺍﻩ ) ﻻ ﻳﻨﻔﻌﻨﺎ‬ ‫ﻏﺮﻴ ﺍﻹﺻﻼﺡ ﳲ ﻛﻞ ﺷﻲﺀ ‪ ...‬ﺍﻹﺧﻼﺹ‪ ‬ﳲ ﺍﻟﻌﺒﺎﺩﺓ‬ ‫ﷲ ﻭﺣﺪﻩ‪ ،‬ﻭﺍﻹﺧﻼﺹ‪ ‬ﳲ ﺍﻷﻋﻤﺎﻝ ﻛﻠﻬﺎ ﻭﺍﻟﺬﻱ ﺍﺑﺘﻐﻴﻪ‬ ‫ﳲ ﻫﺬﻩ ﺍﻟﺪﻳﺎﺭ ﺃﻥ ﻳﻌﻤﻞ ﻓﻴﻬﺎ ﺑﻤﺎ ﳲ ﻛﺘﺎﺏ ﺍﷲ‬ ‫ﺑﺤﻖ ﺍﻟﺬﻱ ﻧﺒﺘﻐﻴﻪ ﻭﻧﺴﻌﻰ ﺇﻟﻴﻪ‪.‬‬ ‫ﻭﺳﻨﺔ ﻧﺒﻴﻪ(‪،‬ﻭﻭﻫﺬﺍ ﹴ‬ ‫ﻻ ﻳﻮﺟﺪ ﺍﻗﺘﺼﺎﺩ‪ ‬ﻧﺎﺟﺢ‪ ‬ﺑﺪﻭﻥ ﺗﻌﻠﻢ ﻧﺎﺟﺢ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﻻ ﻳﻮﺟﺪ ﺗﻌﻠﻴﻢ‪ ‬ﻧﻮﻋﻲ ﺑﺪﻭﻥ ﺇﺳﻬﺎﻡ ﻭﺗﻜﺎﺗﻒ ﺑﻦﻴ‬ ‫ﻣﺆﺳﺴﺎﺕ ﺍﳴﺠﺘﻤﻊ ﻛﺎﻓ ﹰﺔ ﻓﻨﺤﻦ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺼﻌﻴﺪ‬ ‫ﺑﺨﺎﺹ ‪ ...‬ﻫﻨﺎ ﺗﻜﻤﻦ‪‬‬ ‫ﺑﻌﺎﻡ ﺃﻭ‬ ‫ﻗﻄﺎﻉ ﻭﺍﺣﺪ ﻭﻟﻴﺲ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﺍﳴﻮﺍﻃﻨ ﹸﺔ ﺍﻟﺤﻘﻴﻘﻴ ﹸﺔ ﳲ ﺍﻟﺪﻋﻢ ﺍﳴﺴﺘﻤﺮ ﻭﺍﻟﺸﺮﺍﻛﺔ‬ ‫ﺍﳴﺮﺘﺍﺑﻄﺔ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻬﺪﻑ ﺍﳴﺸﺮﺘﻙ ﺍﳴﺘﻤﺜﻞ ﳲ‬ ‫ﺟﻴﻞ ﻣﻦ ﺍﻷﺑﻨﺎﺀ ﻗﺎﺩﺭ ﻋﻠﻰ ﻣﻮﺍﻛﺒﺔ ﻣﺴﺘﺠﺪﺍﺕ‬ ‫ﺑﻨﺎﺀ‬ ‫ﹴ‬ ‫ﺍﻟﻌﺼﺮ ﻭﻭﺿﻊ ﺑﻼﺩﻧﺎ ﳲ ﻣﻜﺎﻧﺘﻬﺎ ﺍﻟﺘﻲ ﺗﺮﻧﻮﺍ ﺇﻟﻴﻬﺎ‪.‬‬ ‫ﻣﻦ ﻫﺬﺍ ﺍﳴﻨﻄﻠﻖ ﻭﺟﺪ ﺍﻟﺘﻌﻠﻴﻢ ﳲ ﺑﻼﺩﻧﺎ ﺍﻟﻐﺎﻟﻴﺔ ﻛﻞ ﺍﻟﺪﻋﻢ‬ ‫ﻣﻦ ﻗﻴﺎﺩﺗﻨﺎ ﺍﻟﺮﺷﻴﺪﺓ ﻭﻭﻻﺓ ﺃﻣﺮﻧﺎ ﺳﺪﺩ ﺍﷲ ﺧﻄﺎﻫﻢ‬ ‫ﻓﺼﺒﻮﺍ ﺟ‪‬ﻞ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻟﺪﻋﻢ ﺍﻟﻼﻣﺤﺪﻭﺩ ﻟﺒﻨﺎﺀ ﺟﻴﻞ ﻗﺎﺩﺭ‬ ‫ﻋﻠﻰ ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳴﻮﺿﻮﻋﺔ ﻭﺍﻟﺮﺅﻯ ﻭﺍﻟﺮﺳﺎﻟﺔ!!‬ ‫ﻟﻘﺪ ﺃﺻﺒﺢ ﺑﺪﻳﻬﻴ‪‬ﺎ ﺍﻟﻘﻮﻝ‪ :‬ﺇﻥ ﺍﻟﺘﻌﻠﻴﻢ‪ ‬ﻟﻴﺲ‬ ‫ﻣﺴﺆﻭﻟﻴﺔ‪ ‬ﻭﺯﺍﺭﺓ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻫﻮ‬ ‫ﻣﺴﺆﻭﻟﻴﺔ ﻣﺠﺘﻤﻌﻴﺔ ﺗﻘﻊ ﻋﻠﻰ ﻋﺎﺗﻖ ﻛﻞ ﺍﻷﻃﺮﺍﻑ‬ ‫ﻋﺎﻣﺔ ‪ ...‬ﻣﻮﻛﻞ ﺇﻟﻴﻬﺎ ﺍﳴﻬﺎﻡ ﻭﻣﻨﻮﻁ ﺑﻬﺎ ﺍﻷﺩﻭﺍﺭ‬ ‫ﻟﻺﺳﻬﺎﻡ ﳲ ﺗﻄﻮﻳﺮ ﻭﺗﺠﻮﻳﺪ‪ ‬ﺍﻟﺘﻌﻠﻴﻢ ﻭﻫﺬﺍ ﻫﻮ ﺳﺮ‬ ‫ﺍﻟﺘﻤﻴﺰ ﳲ ﺍﻟﻨﻬﻀﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﳲ ﺍﻟﺪﻭﻝ ﺍﳴﺘﻘﺪﻣﺔ‪.‬‬ ‫ﺇﻥ ﻣﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﳴﺪﺭﺳﻲ ﺍﻟﺘﻲ ﻳﻨﻔﺬﻫﺎ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‬ ‫ﻟﻠﺠﻮﺩﺓ‪ ،‬ﺇﻧﻤﺎ ﺗﻌﺪ ﻣﺒﺎﺩﺭﺓ ﻧﻮﻋﻴﺔ ﻧﺘﻄﻠﻊ ﻣﻌ‪‬ﺎ ﺃﻥ ﺗﺴﻬﻢ ﳲ‬ ‫ﺗﺤﻔﻴﺰ ﺍﳴﺪﺍﺭﺱ ﻟﺒﺬﻝ ﺍﳴﺰﻳﺪ ﻣﻦ ﺍﻟﺠﻬﻮﺩ ﻟﺘﺤﺴﻦﻴ ﺟﻮﺩﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻣﺎ ﻫﺬﺍ ﺍﻟﺘﻜﺮﻳﻢ ﺍﻟﻴﻮﻡ ﻷﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﻋﻠﻰ‬ ‫ﻭﻧﺘﺎﺝ ﺧﺮﻴ‬ ‫ﻫﺎﻡ‬ ‫ﻣﺴﺘﻮﻯ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﺇﻻ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﻣﺆﺷﺮ ﹴ‬ ‫ﻟﻠﺘﻌﺎﻭﻥ ﻭﺍﻟﺸﺮﺍﻛﺔ ﺑﻦﻴ ﺍﳴﺠﺘﻤﻊ ﺍﳴﺤﻠﻲ ﻛﻮﺣﺪﺓ ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﻳﺴﻌﺪﻧﺎ ﳲ ﻫﺬﻩ ﺍﳴﻘﺎﻡ ﺃﻥ ﻧﺘﻮﺟﻪ ﺑﺎﻟﺘﻬﻨﺌﺔ‬ ‫ﻭﺍﳴﺒﺎﺭﻛﺔ ﻟﺠﻤﻴﻊ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ ﺑﺠﺎﺋﺰﺓ ﺃﻓﻀﻞ‬ ‫ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺘﻤﻨﻦﻴ ﻟﻬﻢ ﺍﺳﺘﻤﺮﺍﺭ‪‬‬ ‫ﺍﻟﺘﻤﻴﺰ ﻟﺘﻬﻴﺌﺔ ﺑﻴﺌﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺳﻤﺘﻬﺎ ﺍﻟﺠﻮﺩﺓ ﻣﻦ‬ ‫ﺃﺟﻞ ﺃﺑﻨﺎﺋﻨﺎ ﻭﺑﻨﺎﺗﻨﺎ ﺍﻟﺬﻳﻦ ﻫﻢ ﻗﺎﺩﺓ ﺍﳴﺴﺘﻘﺒﻞ‪.‬‬ ‫ﻟﺬﻟﻚ ﺑﺎﺳﻤﻲ ﻭﺑﺎﺳﻢ ﺟﻤﻴﻊ ﺍﻟﺸﺮﻛﺎﺀ ﺍﻻﺳﺮﺘﺍﺗﻴﺠﻴﻦﻴ‬ ‫ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﻧﺆﻛﺪ ﻟﻜﻢ‬ ‫ﻳﺎ ﺳﻴﺪﻱ ﺍﺳﺘﻤﺮﺍﺭ ﺩﻋﻤﻨﺎ ﻟﻠﺠﻮﺩﺓ ﺑﻜﻞ ﺍﻷﻃﺮ ﻭﻛﺎﻓﺔ‬ ‫ﺍﻷﺻﻌﺪﺓ ﻛﻤﺎ ﻧﺸﻜﺮ ﻟﺴﻤﻮﻛﻢ ﺍﻟﻜﺮﻳﻢ ﺍﻟﺮﻋﺎﻳﺔ‬ ‫ﺍﻟﻜﺮﻳﻤﺔ ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻟﻠﻘﺎﺋﻤﻦﻴ ﻋﻠﻰ ﻫﺬﻩ‬ ‫ﺍﳴﺒﺎﺩﺭﺓ ﺍﳴﺒﺎﺭﻛﺔ ﻭﻋﻠﻰ ﺭﺃﺳﻬﻢ ﺳﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ‬ ‫ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺍﳴﺪﻳﺮﺱ ﻣﺪﻳﺮ ﻋﺎﻡ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺑﺎﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ‪ ،‬ﻭﻓﺮﻳﻖ ﻋﻤﻞ ﺍﻟﺠﺎﺋﺰﺓ‪ ،‬ﻭﻧﺴﺄﻝ‬ ‫ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﺃﻥ ﻳﺴﺪﺩ ﺍﻟﺨﻄﻰ ‪ ...‬ﻭﻳﻨﺮﻴ ﻋﻠﻰ‬ ‫ﺍﻟﺪﺭﺏ ﺍﻟﺮﺅﻯ‪ ،‬ﻭﺃﻥ ﻳﻨﻔﻊ ﺑﻬﺬﻩ ﺍﻟﺠﻬﻮﺩ ﻭﻫﺬﺍ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﺍﻷﺳﺘﺎﺫ‪ /‬ﺃﺣﻤﺪ ﺑﻦ ﻣﺤﻤﺪ ﺑﺎﻟﻐﻨﻴﻢ‬

‫ﺍﻷﺳﺘﺎﺫ‪ .‬ﺃﺣﻤﺪ ﺑﻦ ﻣﺤﻤﺪ ﺑﺎﻟﻐﻨﻴﻢ‬

‫ﺭﺋﻴﺲ ﻣﺠﻤﻮﻋﺔ ﺷﺮﻛﺎﺕ ﺍﻟﺒﻮﺍﺭﺩﻱ‬ ‫ﺍﻷﺳﺘﺎﺫ ‪ /‬ﺧﺎﻟﺪ ﺑﻦ ﻣﺤﻤﺪ ﺍﻟﺒﻮﺍﺭﺩﻱ‬

‫ﻟﻘﺪ ﺍﻋﺘﻤﺪﺕ ﺗﺠﺮﺑﺘﻨﺎ ﳲ ﺇﺩﺍﺭﺓ ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺑﺎﻟﻬﻴﺌﺔ ﺍﳴﻠﻜﻴﺔ ﺑﺎﻟﺠﺒﻴﻞ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳴﻮﺭﺩ ﺍﻟﺒﺸﺮﻱ‬ ‫ﻷﻧﻨﺎ ﻧﻌﺘﻘﺪ ﺃﻥ ﻣﻮﻇﻔﻴﻨﺎ ﻫﻢ ﺃﺛﻤﻦ ﻣﻮﺍﺭﺩﻧﺎ ‪ ،‬ﻭﻛﺎﻥ‬ ‫ﻣﻦ ﻫﺆﻻﺀ ﺍﻟﻘﺎﺩﺓ ﺍﻟﺮﺘﺑﻮﻳﻮﻥ ﺍﻟﺬﻳﻦ ﺷﻜﻠﻮﺍ ﺃﺳﺎﺱ‬ ‫ﺍﻟﺘﻤﻴﺰ ﻭﺍﻟﻨﺠﺎﺡ ﻟﺘﻌﻠﻴﻤﻨﺎ ‪ ،‬ﻓﻌﻤﺪﻧﺎ ﺇﳳ ﺇﻋﺪﺍﺩﻫﻢ‬ ‫ﻭﺗﺄﻫﻴﻠﻬﻢ ﻋﻠﻰ ﺃﻋﻠﻰ ﺍﳴﺴﺘﻮﻳﺎﺕ ‪ ،‬ﺇﻳﻤﺎﻧﺎﹰ ﻣﻨﺎ ﺑﺄﻫﻤﻴﺔ‬ ‫ﺩﻭﺭ ﺍﻟﻘﻴﺎﺩﺓ ﳲ ﺍﳴﻨﻈﻤﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺤﺪﻳﺜﺔ‪.‬‬ ‫ﻭﻧﻌﺘﻘﺪ ﺃﻥ ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﻟﻠﺠﻮﺩﺓ ﻫﻮ ﻣﺜﺎﻝ ﺣﻲ ﳴﻌﻨﻰ ﺍﻟﻘﻴﺎﺩﺓ ‪ ،‬ﻷﻧﻨﺎ ﻧﺪﺭﻙ ﺃﻥ‬

‫ﺍﻟﻘﻴﺎﺩﺓ ﻫﻲ ﺍﻟﺘﺄﺛﺮﻴ ﳲ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺤﻔﻴﺰﻫﻢ‬ ‫ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳴﻨﺸﻮﺩﺓ ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ ﻣﺮﻛﺰ‬ ‫ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ‪ ،‬ﺇﺫ ﻳﻘﻮﺩ ﺍﻵﺧﺮﻳﻦ‬ ‫ﺇﳳ ﺳﻠﻚ ﺩﺭﻭﺏ ﺍﻟﺠﻮﺩﺓ ﻭﺍﻟﺘﻤﻴﺰ ﻋﺮﺒ ﺍﻟﻨﻤﻮﺫﺝ ﻭﺍﳴﺜﺎﻝ‬ ‫ﻻ ﻭﺍﺿﺤﺎﹰ‬ ‫ﻭﺍﻟﺘﺤﻔﻴﺰ ‪ ،‬ﻓﻜﺎﻥ ﻣﺸﺮﻭﻉ ﺧﺎﺭﻃﺔ ﺍﻟﺘﻤﻴﺰ ﻣﺜﺎ ﹰ‬ ‫ﻋﻠﻰ ﺩﻭﺭ ﺍﻟﻘﻴﺎﺩﺓ ﳲ ﺍﻟﻨﻬﻮﺽ ﺑﺎﻟﻬﻤﻢ ﻭﺍﻟﺒﺪﺀ ﳲ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﺠﺎﺩ ﺍﳴﻨﻈﻢ‪.‬‬ ‫ﻟﻌﻞ ﺍﳴﺘﻐﺮﻴﺍﺕ ﻭﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﳲ ﺍﻟﻘﺮﻥ ﺍﻟﻮﺍﺣﺪ‬ ‫ﻭﺍﻟﻌﺸﺮﻳﻦ ﺗﺤﺘﻢ ﻋﻠﻴﻨﺎ ﻧﻮﻋﺎﹰ ﻣﻦ ﺍﻟﻘﻴﺎﺩﺓ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬ ‫ﺀ‬

‫‪٢‬‬

‫ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻻﺳﺘﺸﺎﺭﻱ ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬

‫ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻹﺩﺍﺭﻱ ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬

‫ﺍﻻﺷﺮﺍﻑ ﻭ ﺍﳴﺘﺎﺑﻌﺔ‬ ‫ﺃ‪.‬ﻋﺒﺪﺍﷲ ﺑﻦ ﻣﺤﻤﺪ ﺍﻟﻌﻜﺎﺳﻲ‬

‫ﻣﺪﻳﺮ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬

‫ﺃﺳﺮﺓ ﺍﻟﺘﺤﺮﻳﺮ‬

‫ﺃ‪ .‬ﺇﻗﺒﺎﻝ ﺑﻨﺖ ﻣﺤﻤﺪ ﺍﻟﺸﻬﻴﻞ‬ ‫ﺭﺋﻴﺲ ﺍﻟﺘﺤﺮﻳﺮ‬

‫ﺃ‪ .‬ﻫﻨﺪ ﻋﺒﺪﺍﷲ ﺍﻟﺰﻳﺪ‬ ‫ﻧﺎﺋﺐ ﺭﺋﻴﺲ ﺍﻟﺘﺤﺮﻳﺮ‬

‫ﺃ‪ .‬ﻓﺎﻃﻤﺔ ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺍﳴﻼ‬ ‫ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ‬

‫ﺃ‪ .‬ﺁﻣﺎﻝ ﻋﻴﺴﻰ ﺍﻟﻌﺮﺟﺎﻥ‬ ‫ﺃ‪ .‬ﻣﺮﻳﻢ ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺍﳴﻠﺤﻢ‬ ‫ﺃ‪ .‬ﻧﺒﻴﻬﻪ ﻣﺤﻤﺪ ﺍﻟﺸﻌﻴﺒﻲ‬ ‫ﺃ‪ .‬ﻟﻄﻴﻔﺔ ﻋﺒﺪﺍﷲ ﺍﻟﺸﻌﻴﺒﻲ‬

‫ﻓﺮﻳﻖ ﺍﻟﺮﺘﺟﻤﺔ‬ ‫ﺃ‪ .‬ﻫﻨﺪ ﻋﺒﺪﺍﷲ ﺍﻟﺰﻳﺪ‬ ‫ﺃ‪ .‬ﻫﻴﺎﺀ ﺣﻤﺪ ﺍﳴﻨﻴﻒ‬ ‫ﺃ‪ .‬ﻫﻨﺪ ﺃﺣﻤﺪ ﺑﻮﺩﻱ‬ ‫ﺃ‪ .‬ﺍﻟﻌﻨﻮﺩ ﻧﺎﺻﺮ ﺍﻟﺰﻣﺎﻣﻲ‬ ‫ﺃ‪ .‬ﺷﻴﺨﺔ ﻋﻠﻲ ﺍﻟﺪﻭﺳﺮﻱ‬

‫ﺍﳴﺮﺍﺟﻌﺔ ﺍﻟﻌﻠﻤﻴﺔ‬

‫ﺩ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﺑﻦ ﻋﺒﺪﺍﻟﻜﺮﻳﻢ ﺍﻟﺤﺴﻦﻴ‬ ‫ﺃ‪ .‬ﺭﻳﺎﺽ ﺑﻦ ﻋﺜﻤﺎﻥ ﺍﻟﺤﻴﺪﺭ‬

‫ﺍﻟﺘﺪﻗﻴﻖ ﺍﻟﻠﻐﻮﻱ‬ ‫ﺃ‪ .‬ﻓﺎﻃﻤﺔ ﻋﻴﺴﻰ ﺍﻟﺮﺍﺟﺢ‬

‫ﻟﻠﺘﻮﺍﺻﻞ‬

‫ﻫﺎﺗﻒ‪+٩٦٦(١٣)٥٨٠٧٣٠١ :‬‬ ‫ﻓﺎﻛﺲ ‪ :‬ﻋﻠﻰ ﺍﻟﺘﺤﻮﻳﻠﺔ ‪٢٣٣‬‬

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‫ﺍﻟﺮﺒﻳﺪ ﺍﻹﻟﻜﺮﺘﻭﻧﻲ ﻟﻠﻤﺮﻛﺰ‬ ‫‪edu65@hasaedu.info‬‬

‫ﺗﻄﺒﻴﻖ )ﳲ ﺍﳴﻘﺪﻣﺔ ( ﻋﻠﻰ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺬﻛﻴﺔ‬

‫ﻟﻠﺘﺤﻤﻴﻞ‬

‫ﺍﻟﺘﺸﺎﺭﻛﻴﺔ ﻭﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ‪ ،‬ﻭﻣﻊ ﻛﻞ ﻣﻨﺠﺰﺍﺕ ﺍﻟﻌﺼﺮ‬ ‫ﻣﻦ ﺣﻮﻟﻨﺎ ‪ ،‬ﻓﻜﺎﻥ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ ﻫﺪﻓﺎﹰ ﻭﻏﺎﻳﺔ ﻟﻜﺜﺮﻴ ﻣﻦ‬ ‫ﺍﳴﻨﻈﻤﺎﺕ ﻭﺍﻟﺒﻠﺪﺍﻥ ‪.‬‬ ‫ﻟﻘﺪ ﻣﺜﻞ ﻧﻤﻮﺫﺝ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ ﺇﻏﺮﺍﺀ ﺑﻤﺎ ﻳﻤﻠﻜﻪ ﻣﻦ ﺗﻘﺪﻡ‬ ‫ﻭﺇﻣﻜﺎﻧﺎﺕ ﻭﺗﻄﻮﺭ ‪ ،‬ﻭﺣﺘﻰ ﻧﺘﻤﻜﻦ ﻣﻦ ﺑﻠﻮﻍ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ‪،‬ﻓﻼ‬ ‫ﺑﺪ ﻣﻦ ﺍﻟﺮﺘﻛﻴﺰ ﻋﻠﻰ ﻣﺠﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ ‪ ،‬ﻷﻥ ﺍﻟﻘﻴﺎﺩﺓ ﻭﺣﺪﻫﺎ‬ ‫ﻭﺑﻘﻮﺓ ﺗﺄﺛﺮﻴﻫﺎ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻗﻴﺎﺩﺗﻨﺎ ﺇﳳ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ‪ ،‬ﻧﻤﻮﺫﺝ‬ ‫ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ ‪.‬‬

‫ﺗﺤﻘﻴﻖ ﺻﺤﻔﻲ‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

‫ﻣﺪﻳﺮ ﻣﺪﺭﺳﺔ ﺩﻳﻮﺍﻥ ﺍﳴﻌﺎﺭﻑ ﺍﻷﺳﺘﺎﺫ ﻋﻠﻲ ﻣﺤﻤﺪ ﺍﻟﺰﻣﺎﻣﻲ ﺍﻟﺠﻮﺩﺓ‪ ،‬ﻣﺘﻄﻠﻌﺎ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳴﺪﺭﺳﺔ‬ ‫ﺍﻟﺪﻭﺳﺮﻱ‬ ‫ﻟﻠﺮﻗﻲ ﺑﻤﺨﺮﺟﺎﺗﻬﺎ ﻭﻣﺤﺎﻭﻟﺔ ﻧﻘﻞ ﺍﻟﺨﺮﺒﺓ ﺇﳳ ﺑﻘﻴﺔ‬ ‫ﺍﳴﺪﺍﺭﺱ؛ ﻟﺘﻌﻢ ﺍﻟﻔﺎﺋﺪﺓ ﻭﻳﺴﺘﻔﻴﺪ ﺍﻟﻄﺎﻟﺐ ﻭﺍﳴﺠﺘﻤﻊ‬ ‫ﻓﺄﻭﺿﺢ ﺃﻥ ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﺮﻴ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﻣﻨﻬﺎ‪ ،‬ﻭﺧﺘﻢ ﺑﻘﻮﻟﻪ ﻧﺸﻜﺮ ﺍﷲ ﺗﻌﺎﳳ ﺍﻟﺬﻱ ﺳﺨﺮ ﻟﻨﺸﺮ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ﺟﻌﻞ ﻣﻦ ﺍﳴﺪﺭﺳﺔ » ﺗ‪ ‬ﹶﻔﻜﺮ ﻋﺎﳴﻴﺎ ﻫﺬﻩ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﺮﻗﻲ ﺑﺎﻟﺘﻌﻠﻴﻢ ﻭﺧﺪﻣﺔ ﺃﺑﻨﺎﺋﻨﺎ ﺍﻟﻄﻼﺏ‪.‬ﻭ‬ ‫ﹸ‬ ‫ﻭﺗ‪‬ﻨ‪‬ﻔﺬ ﻋﺎﳴﻴﺎ » ﻭﺑﺬﻟﻚ ﺑﺪﺃﺕ ﺍﳴﺪﺭﺳﺔ ﳲ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ‬ ‫ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ ﻭﺗﺤﺴﻨﺖ ﻋﻤﻠﻴﺎﺕ ﺍﳴﺪﺭﺳﺔ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ‬ ‫ﻭﺗﺤﻮﻟﺖ ﺍﻹﺩﺍﺭﺓ ﺇﳳ ﺇﺩﺍﺭﺓ ﻓﺎﻋﻠﺔ ﻟﻠﻮﻗﺖ ﻭﺍﻟﺠﻬﺪ ﻭﺍﳴﻮﺍﺭﺩ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳴﺎﺩﻳﺔ ﻭﺗﺤﻮﻟﺖ ﺍﳴﺪﺭﺳﺔ ﺇﳳ ﻣﺪﺭﺳﺔ ﺫﻛﻴﺔ‬ ‫ﺃ‪ .‬ﻋﺎﺩﻝ ﺑﻦ ﺧﻀﺮ ﺍﻟﺨﻀﺮ‬ ‫ﻣﺘﻌﻠﻤﺔ‪ ،‬ﻣﻨﻮﻫﺎ ﺑﺎﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻴﻬﺎ‬ ‫ﻣﺪﻳﺮ ﺍﳴﺪﺭﺳﺔ ﺍﻟﺘﻲ ﺗﺘﻤﺜﻞ ﳲ ﺍﻟﺒﺪﺀ ﺑﺎﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻟﺠﻮﺩﺓ‬ ‫ﹰ‬ ‫ﺍﻟﺸﺎﻣﻠﺔ ﻭﻳ‪‬ﻌﺘﻤﺪ ﻣﺒﺪﺃ ﺍﻟﺘﺤﺴﻦﻴ ﺍﳴﺴﺘﻤﺮ ﻟﻠﻌﻤﻠﻴﺎﺕ ﻭﺃﻥ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻌﻤﻞ ﺧﺎﻟﺼﺎ ﷲ ﻭﺃﻥ ﻻ ﻳﻜﻮﻥ ﺃﺻﻞ ﺍﻟﻌﻤﻞ‬ ‫ﻳﻜﻮﻥ ﻗﺪﻭﺓ ﺣﺴﻨﺔ ﻟﺠﻤﻴﻊ ﺍﻟﻌﺎﻣﻠﻦﻴ ﻣﻌﻪ‪ ،‬ﻭﻳﺤﺘﻔﻞ ﺑﻜﻞ ﺍﻟﻮﺻﻮﻝ ﺇﳳ ﺍﻟﻔﻮﺯ ﺑﺎﻟﺠﺎﺋﺰﺓ ﻭﺇﻧﻤﺎ ﻧﻌﻤﻞ ﻷﺩﺍﺀ ﺍﻻﻣﺎﻧﺔ ﺍﳴﻮﻛﻠﺔ ﻟﻨﺎ‬ ‫ﻧﺠﺎﺡ ﺗﺤﻘﻘﻪ ﻓﺮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﻣﺘﻄﻠﻌﺎ ﻟﻜﺴﺐ ﺍﳴﺰﻳﺪ ﻣﻦ ﺟﻮﺍﺋﺰ ﻭﻹﻳﺼﺎﻝ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﺮﺘﺑﻮﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﳳ ﺍﻟﻄﺎﻟﺐ ﺑﺈﺧﻼﺹ‪.‬‬ ‫ﺃﻡ ﺍﻟﻘﺮﻯ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻟﺠﺒﻴﻞ‬ ‫ﺍﻟﺘﻤﻴﺰ ﺍﳴﺆﺳﺴﻲ ﻣﻊ ﺍﻻﺳﺘﻤﺮﺍﺭ ﳲ ﺗﻄﺒﻴﻖ ﻣﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﺘﻤﻴﺰ ﺍﻟﺘﻲ ﺗﻢ ﺗﺤﻘﻴﻖ ﺟﻮﺍﺋﺰ ﺍﻷﺩﺍﺀ ﻓﻴﻬﺎ‪ ،‬ﻣﺨﺘﺘﻤﺎ ﺑﺘﻘﺪﻳﻢ‬ ‫ﺷﻜﺮﻩ ﻟﻠﻘﺎﺋﻤﻦﻴ ﻋﻠﻰﺍﻟﺠﺎﺋﺰﺓ‪ ،‬ﻣﺆﻛﺪﺍ ﺃﻥ ﻛﻞ ﻣﻦ ﳲ ﺍﳴﻴﺪﺍﻥ‬ ‫ﺍﻟﺮﺘﺑﻮﻱ‪ ،‬ﺑﺤﺎﺟﺔ ﺩﺍﺋﻤﺔ ﺇﳳ ﻣﻤﺎﺭﺳﺎﺕ ﺫﻛﻴﺔ ﻫﺎﺩﻓﺔ ﺗﺤﻘﻖ‬ ‫ﻣﻦ ﺧﻼﻟﻬﺎ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‪ ،‬ﻭﻗﺪ ﳴﺴﻨﺎﻫﺎ ﳲ ﻣﺪﻳﺮﺓ ﺍﳴﺘﻮﺳﻄﺔ ﺍﻟﺮﺍﺑﻌﺔ ﺑﺎﳴﺮﺒﺯ ﺍﻷﺳﺘﺎﺫﺓ ﻓﺮﻳﺪﺓ ﺑﻨﺖ‬ ‫ﻣﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺍﻟﺠﺎﻣﻊ‬ ‫ﻭﻫﻲ ﺑﺤﻖ ﺗﻌﺘﺮﺒ ﺗﺤﻮﻻ ﻧﺤﻮ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ ﻭﻗﺪ ﺗﺤﻘﻘﺖ‬ ‫ﺑﺒﺬﻝ ﻣﺠﻬﻮﺩ ﺟﺒﺎﺭ ﻣﻦ ﻗﺒﻞ ﺍﻟﻘﺎﺋﻤﻦﻴ ﻋﻠﻰ ﺍﻟﺠﺎﺋﺰﺓ‪ .‬ﻧﺴﺄﻝ ﺃﺛﻨﺖ ﻋﻠﻰ ﺍﻟﺠﺎﺋﺰﺓ ﻣﻨﻮﻫﺔ ﺇﳳ ﺃﻥ ﻫﺬﻩ ﺍﳴﺴﺎﺑﻘﺔ ﻓﺘﺤﺖ‬ ‫ﺍﷲ ﺃﻥ ﻳﺒﺎﺭﻙ ﳲ ﻋﻤﻠﻬﻢ‪.‬ﻭ‬ ‫ﺁﻓﺎﻗﺎﹰ ﺃﻛﺜﺮ ﺭﺣﺎﺑﺔ ﳲ ﺳﺒﻴﻞ ﺗﺠﻮﻳﺪ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‪،‬ﻭﻋﻦ‬ ‫ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﺗﺮﻛﺰ ﻋﻠﻴﻬﺎ ﻣﺪﻳﺮﺓ ﺍﳴﺪﺭﺳﺔ‬ ‫ﻋﻠﻲ ﻣﺤﻤﺪ ﺍﻟﺰﻣﺎﻣﻲ ﺍﻟﺪﻭﺳﺮﻱ‬ ‫ﺫﻛﺮﺕ ﺃﻥ ﺍﻟﺘﻔﻜﺮﻴ ﺍﻻﺳﺮﺘﺍﺗﻴﺠﻲ ـ ﺍﳴﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﺘﻄﻠﻊ‬ ‫ﻟﻠﻨﺘﺎﺋﺞ ‪ -‬ﺍﻟﺤﻮﻛﻤﺔ ـــ ﺍﻟﺸﺮﺍﻛﺔ ﺍﳴﺠﺘﻤﻌﻴﺔ ﺗﺄﺗﻲ ﳲ ﻃﻠﻴﻌﺔ‬ ‫ﻫﺬﻩ ﺍﳴﺴﺎﺑﻘﺔ ﺗﻌﺘﺮﺒ ﺑﺤﻖ ﺗﺤﻮ ﹰ‬ ‫ﺍﻷﻭﻟﻮﻳﺎﺕ ‪ ،‬ﻣﺘﻄﻠﻌﺔ ﺇﳳ ﺃﻫﻤﻴﺔ ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻌﺎﳴﻲ‬ ‫ﻻ ﻧﺤﻮ ﺍﻟﻌﺎﻟﻢ‬ ‫ﺍﻷﻭﻝ ﻭﻗﺪ ﺗﺤﻘﻘﺖ ﺑﺒﺬﻝ ﻣﺠﻬﻮﺩ ﺟﺒﺎﺭ ﻣﻦ ﻗﺒﻞ‬ ‫ﳴﺠﺎﻻﺕ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺧﻼﻝ ﺍﻟﺮﻗﻲ ﺑﺎﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﻘﺎﺋﻤﻦﻴ ﻋﻠﻰ ﺍﻟﺠﺎﺋﺰﺓ‪.‬‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻓﻖ ﻣﺴﺘﺠﺪﺍﺕ ﺍﻟﺴﺎﺣﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺧﺘﻤﺖ‬ ‫ﺑﺸﻜﺮ ﺟﻬﻮﺩ ﺍﻟﻘﺎﺋﻤﻦﻴ ﻋﻠﻰ ﺍﻟﺠﺎﺋﺰﺓ ﻭﻣﺘﻤﻨﻴﺔ ﻟﻬﻢ ﻣﺰﻳﺪﺍﹰ‬ ‫ﻣﺪﺭﺳﺔ ﺩﻳﻮﺍﻥ ﺍﳴﻌﺎﺭﻑ ﺍﻷﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﻣﻦ ﺍﻹﻧﺠﺎﺯﺍﺕ ﺍﳴﺘﻤﻴﺰﺓ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﺠﻮﻳﺪ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫ﻣﺪﻳﺮ ﻣﺪﺭﺳﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻟﺠﺒﻴﻞ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺍﻷﺳﺘﺎﺫ‬ ‫ﻋﺎﺩﻝ ﺑﻦ ﺧﻀﺮ ﺍﻟﺨﻀﺮ‬ ‫ﺃﺷﺎﺭ ﺇﳳ ﺃﻥ ﺍﳴﺪﺭﺳﺔ ﺍﺳﺘﻔﺎﺩﺕ ﻣﻦ ﻣﻌﺎﻳﺮﻴ ﺃﻓﻀﻞ‬ ‫ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ﺑﻮﺟﻮﺩﻫﺎ‬ ‫ﻭﺗﻨﻈﻴﻤﺎﺗﻬﺎ‪ ،‬ﺃﻣﺎﻋﺪﺍ ﺫﻟﻚ ﻓﻜﺎﻧﺖ ﺍﳴﺪﺭﺳﺔ ﺑﻔﻀﻞ ﺍﷲ‬ ‫ﺗﺴﺮﻴ ﻋﻠﻰ ﺧﻄﻮﺍﺕ ﺍﻟﺠﻮﺩﺓ ﺑﺈﺩﺍﺭﺗﻬﺎ ﻭﻣﻌﻠﻤﻴﻬﺎ‪ ،‬ﻭﻋﻦ‬ ‫ﺍﻷﻭﻟﻮﻳﺎﺕ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﻳﺮﻛﺰ ﻋﻠﻴﻬﺎ ﻣﺪﻳﺮ ﺍﳴﺪﺭﺳﺔ‬ ‫ﺃﻥ ﻳﻜﻮﻥ ﻋﻤﻠﻪ ﺧﺎﻟﺼﺎﹰ ﷲ ﻭﺃﻥ ﻻ ﻳﻜﻮﻥ ﺃﺻﻞ ﺍﻟﻌﻤﻞ‬ ‫ﺍﻟﻮﺻﻮﻝ ﺇﳳ ﺍﻟﻔﻮﺯ ﺑﺎﻟﺠﺎﺋﺰﺓ‪ ،‬ﻭﺇﻧﻤﺎ ﻳﻌﻤﻞ ﻷﺩﺍﺀ ﺍﻷﻣﺎﻧﺔ‬ ‫ﺍﳴﻮﻛﻠﺔ ﻟﻪ ﻹﻳﺼﺎﻝ ﺍﻟﺮﺳﺎﻟﺔ ﺍﻟﺮﺘﺑﻮﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﳳ‬ ‫‪،‬ﺍﻟﻄﺎﻟﺐ ﺑﺈﺧﻼﺹ ﻭﻫﺬﺍ ﻫﻮ ﻣﺠﻤﻞ ﻣﺎﺗﺪﻭﺭ ﺣﻮﻟﻪ ﻣﻌﺎﻳﺮﻴ‬

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‫ﺃ‪.‬ﻓﺮﻳﺪﺓ ﺍﻟﺠﺎﻣﻊ‬

‫ﻫﻨﺎﻙ ﺃﻭﻟﻮﻳﺎﺕ ﻻﺑﺪ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻬﺎ ﻣﻦ ﺃﺟﻞ‬ ‫ﺩﻋﻢ ﺍﻟﻘﻴﺎﺩﺓ ﺍﻟﻔﺎﻋﻠﺔ ﳲ ﺍﳴﺪﺭﺳﺔ‪ ،‬ﻭ ﻫﻲ ﺍﻟﺘﻔﻜﺮﻴ‬ ‫ﺍﻻﺳﺮﺘﺍﺗﻴﺠﻲ ‪ ،‬ﺍﳴﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪ ،‬ﺍﻟﺘﻄﻠﻊ ﻟﻠﻨﺘﺎﺋﺞ‬ ‫ﻭ ﺍﻟﺤﻮﻛﻤﺔ‪.‬‬ ‫ﺍﳴﺘﻮﺳﻄﺔ ﺍﻟﺮﺍﺑﻌﺔ ﺑﺎﳴﺮﺒﺯ‬

‫ﺗﺤﻘﻴﻖ ﺻﺤﻔﻲ‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

‫ﺗﻜﺮﻳﻢ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ‬

‫ﺑﺠﺎﺋﺰﺓ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬ ‫ﺗﺤﻘﻴﻖ ﺻﺤﻔﻲ‪:‬ﻭ‬ ‫ﺃ‪.‬ﻓﺎﻃﻤﺔ ﻋﻴﺴﻰ ﺍﻟﺮﺍﺟﺢ‬ ‫ﺃﹸﻋﻠﻨﺖ ﻧﺘﺎﺋﺞ ﻟﺠﻨﺔ ﺍﻟﺘﺤﻜﻴﻢ ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ‬ ‫ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﳴﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ﺍﻟﺪﻭﺭﺓ ﺍﻟﺜﺎﻧﻴﺔ ‪ ١٤٣٥‬ﻫـ ‪ ٢٠١٤ -‬ﻡ‬ ‫ﻣﺠﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ ‪ :‬ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ – ﺣﻴﺚ ﻓﺎﺯﺕ‬ ‫ﻣﻦ ﻣﺪﺍﺭﺱ ﺍﻟﺒﻨﻦﻴ ﻣﺪﺭﺳﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻟﺠﺒﻴﻞ‬ ‫ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﻣﺪﺭﺳﺔ ﺩﻳﻮﺍﻥ ﺍﳴﻌﺎﺭﻑ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺍﻷﻫﻠﻴﺔ‬ ‫ﺑﺎﻷﺣﺴﺎﺀ‪ ،‬ﻓﻴﻤﺎ ﺗﻢ ﺣﺠﺐ ﺍﻟﺠﺎﺋﺰﺓ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻭﳲ ﻣﺪﺍﺭﺱ‬ ‫ﺍﻟﺒﻨﺎﺕ ﻓﺎﺯﺕ ﺍﳴﺘﻮﺳﻄﺔ ﺍﻟﺘﺎﺳﻌﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ ﺑﺎﻟﺪﻣﺎﻡ‬ ‫ﻭﺍﳴﺘﻮﺳﻄﺔ ﺍﻟﺮﺍﺑﻌﺔ ﺑﺎﳴﺮﺒﺯ‪ ،‬ﻓﻴﻤﺎ ﺗﻢ ﺣﺠﺐ ﺍﻟﺠﺎﺋﺰﺓ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬ ‫ﺣﻴﺚ ﺍﻋﺘﻤﺪ ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻹﺩﺍﺭﻱ ﻟﻠﻤﺮﻛﺰ ﺍﻷﺳﺘﺎﺫ ﺃﺣﻤﺪ‬ ‫ﺑﻦ ﻣﺤﻤﺪ ﺑﺎﻟﻐﻨﻴﻢ ﻧﺘﺎﺋﺞ ﻣﺴﺎﺑﻘﺔ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ‬ ‫ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ﳲ ﺩﻭﺭﺗﻬﺎ ﺍﻟﺜﺎﻧﻴﺔ ‪١٤٣٥‬ﻫـ‬ ‫ ‪ ٢٠١٤‬ﻡ ﻣﺠﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ ‪ :‬ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ‬‫– ﻭﺍﻟﺘﻲ ﺷﺎﺭﻛﺖ ﻓﻴﻬﺎ )‪ ( ٧١‬ﻣﺪﺭﺳﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬ ‫ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻟﺠﻤﻴﻊ ﻣﺪﺍﺭﺱ ﺍﻟﺒﻨﻦﻴ ﻭﺍﻟﺒﻨﺎﺕ ﳲ‬ ‫ﺍﻟﻘﻄﺎﻋﻦﻴ ﺍﻟﺤﻜﻮﻣﻲ ﻭﺍﻷﻫﻠﻲ ﻭﺷﻤﻠﺖ ﻣﺪﺍﺭﺱ ﺍﻟﺒﻨﻦﻴ‬ ‫)‪ (١٩‬ﻣﺪﺭﺳﺔ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﺸﺮﻗﻴﺔ ﻭﺳﺒﻊ ﻣﺪﺍﺭﺱ ﻣﻦ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻷﺣﺴﺎﺀ ﻭ )‪ (١١‬ﻣﺪﺭﺳﺔ ﻣﻦ ﺗﻌﻠﻴﻢ ﺣﻔﺮ ﺍﻟﺒﺎﻃﻦ‪.‬‬ ‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﳴﺪﺍﺭﺱ ﺍﻟﺒﻨﺎﺕ ﻓﺠﺎﺀﺕ ﻛﺎﻟﺘﺎﻟﻲ‪:‬‬ ‫)‪ (١٨‬ﻣﺪﺭﺳﺔ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﺸﺮﻗﻴﺔ ﻭﺳﺖ ﻣﺪﺍﺭﺱ ﻣﻦ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻷﺣﺴﺎﺀ ‪،‬ﻭﺗﺴﻊ ﻣﺪﺍﺭﺱ ﻣﻦ ﺗﻌﻠﻴﻢ ﺣﻔﺮ ﺍﻟﺒﺎﻃﻦ‪.‬‬ ‫ﻭﻣﻦ ﺟﺎﻧﺒﻪ ﺃﻛﺪ ﻣﺪﻳﺮ ﺍﳴﺮﻛﺰ ﺍﻷﺳﺘﺎﺫ ‪/‬ﻋﺒﺪﺍﷲ ﺑﻦ‬ ‫ﻣﺤﻤﺪ ﺍﻟﻌﻜﺎﺳﻲ ﺑﺄﻥ ﺍﳴﺪﺭﺳﺔ ﺍﻟﻔﺎﺋﺰﺓ ﺗﻤﻨﺢ ﺷﻬﺎﺩﺓ‬ ‫ﺗﻤﻴﺰ ﻭﻣﻜﺎﻓﺎﺓ ﻣﺎﻟﻴﺔ ﺑﻘﻴﻤﺔ )‪ (١٠‬ﺁﻻﻑ ﺭﻳﺎﻝ‪ ،‬ﻛﻤﺎ ﺗﻤﻨﺢ‬ ‫ﺍﳴﺪﺍﺭﺱ ﺍﳴﺸﺎﺭﻛﺔ ﻭﻟﻢ ﺗﺤﻘﻖ ﺍﻟﻔﻮﺯ ﺷﻬﺎﺩﺓ ﻣﺸﺎﺭﻛﺔ‬ ‫ﻛﻤﺎ ﺳﺘﺰﻭﺩ ﺟﻤﻴﻊ ﺍﳴﺪﺍﺭﺱ ﺑﺎﻟﺘﻐﺬﻳﺔ ﺍﻟﺮﺍﺟﻌﺔ ﻋﻦ‬ ‫ﺍﳴﺸﺎﺭﻛﺔ ﳲ ﺍﳴﺴﺎﺑﻘﺔ ﻭﺇﺑﺮﺍﺯ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﻓﺮﺹ‬ ‫ﺍﻟﺘﺤﺴﻦﻴ ﳲ ﺍﳴﺸﺎﺭﻛﺔ ﻟﻴﺘﻢ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﳲ ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﺤﺴﻦﻴ ﻭﳴﺴﺎﻋﺪﺓ ﺍﳴﺪﺍﺭﺱ ﳲ ﺍﳴﺸﺎﺭﻛﺎﺕ ﺍﻟﻘﺎﺩﻣﺔ‪.‬ﻭ‬ ‫ﻭﺗﺄﺗﻲ ﻫﺬﻩ ﺍﳴﺴﺎﺑﻘﺔ ﺿﻤﻦ ﺇﻃﺎﺭ ﻣﺸﺮﻭﻉ ﺧﺎﺭﻃﺔ ﺍﻟﺘﻤﻴﺰ‬ ‫ﻭﻫﻲ ﺇﺣﺪﻯ ﻣﺒﺎﺩﺭﺍﺕ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﻟﻠﺠﻮﺩﺓ‪ ،‬ﻛﻤﺎ ﻗﺪﻡ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﻟﺠﻤﻴﻊ ﺍﳴﺪﺍﺭﺱ‬ ‫ﺍﳴﺸﺎﺭﻛﺔ ﳲ ﺍﳴﺴﺎﺑﻘﺔ ﻣﺘﻤﻨﻴﺎﹰ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻟﺘﻲ ﺷﺎﺭﻛﺖ‬ ‫ﻭﻟﻢ ﺗﺤﻘﻖ ﺍﻟﻔﻮﺯ ﺍﻟﺘﻮﻓﻴﻖ ﳲ ﺍﳴﺸﺎﺭﻛﺎﺕ ﺍﻟﻘﺎﺩﻣﺔ‪ .‬ﻫﺬﺍ‬ ‫ﻭﻗﺪ ﻭﻗﻔﻨﺎ ﻋﻠﻰ ﻣﺸﺎﻋﺮ ﻭﺍﻧﻄﺒﺎﻋﺎﺕ ﺍﻟﻔﺎﺋﺰﻳﻦ ﺑﺎﳴﺴﺎﺑﻘﺔ‬

‫) ﺍﻟﺪﻭﺭﺓ ﺍﻟﺜﺎﻧﻴﺔ (‬

‫ﻭﺟﺎﺀﺕ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﻟﻲ ‪ :‬ﻣﺪﻳﺮﺓ ﺍﳴﺘﻮﺳﻄﺔ ﺍﻟﺘﺎﺳﻌﺔ‬ ‫ﻭﺍﻟﻌﺸﺮﻭﻥ ﺑﺎﻟﺪﻣﺎﻡ ﺍﻷﺳﺘﺎﺫﺓ ﺳﻬﺎﻡ ﻛﺮﻳﻢ ﺍﻟﺮﻭﻳﻠﻲ‬ ‫ﺗﺤﺪﺛﺖ ﻋﻦ ﻣﺪﻯ ﺍﺳﺘﻔﺎﺩﺓ ﺍﳴﺪﺭﺳﺔ ﻣﻦ ﻣﻌﺎﻳﺮﻴ‬ ‫ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬ ‫ﻓﻘﺎﻟﺖ ‪ :‬ﺗﻌﺪ ﻣﻌﺎﻳﺮﻴ ﺍﻟﺠﺎﺋﺰﺓ ﺑﻤﺜﺎﺑﺔ ﺍﻟﻌﻨﺎﺻﺮ‬ ‫ﻭﺍﳴﺮﺍﻣﻲ ﺍﻟﺘﻲ ﻳﺘﻢ ﺍﻟﺤﻜﻢ ﳲ ﺿﻮﺋﻬﺎ ﻋﻦ ﻣﺪﻯ‬ ‫ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﺠﻮﺩﺓ‪ ،‬ﻭﻣﻨﻬﺎ ﺗﺆﺩﻱ‬ ‫ﺇﳳ ﺿﻤﺎﻧﻬﺎ ﻭﺍﻟﻌﻤﻞ ﺑﻬﺎ ﻟﺘﺤﻘﻴﻖ ﺭﻏﺒﺔ ﺍﳴﺴﺘﻔﻴﺪ‬ ‫ﺍﻟﺪﺍﺧﻠﻲ ﻭﺍﻟﺨﺎﺭﺟﻲ ﻭﺗﺘﺤﻮﻝ ﺇﳳ ﻣﻤﺎﺭﺳﺎﺕ ﻓﻌﻠﻴﺔ‬ ‫ﺗﺮﻯ ﺃﺛﺮﻫﺎ ﳲ ﺍﳴﻴﺪﺍﻥ ﺍﻟﺮﺘﺑﻮﻱ ﻭﻧﻘﻴﺲ ﻣﺆﺷﺮﺍﺕ‬ ‫ﻧﺠﺎﺣﻬﺎ‪ ،‬ﻣﻀﻴﻔﺔ ﺃﻥ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺴﻠﻴﻢ ﻭﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ‬ ‫ﻭﻣﺘﺎﺑﻌﺔ ﺍﻟﺨﻄﺔ ﻭﻗﻴﺎﺱ ﺃﺛﺮﻫﺎ ﻋﻠﻰ ﺍﳴﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ‬ ‫ﺍﳴﺪﺭﺳﺔ‪ ،‬ﻣﻦ ﺃﻫﻢ ﺍﻷﻭﻟﻴﺎﺕ‪ ،‬ﻭﺍﺧﺘﺘﻤﺖ ﺣﺪﻳﺜﻬﺎ‬ ‫ﺑﺘﻮﺟﻴﻪ ﺍﻟﺸﻜﺮ ﻭ ﺍﻟﺘﻘﺪﻳﺮ ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ‬ ‫ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﻋﻠﻰ ﺇﺻﺪﺍﺭ ﻫﺬﻩ‬ ‫ﺍﳴﺴﺎﺑﻘﺎﺕ‪ ،‬ﻣﻀﻴﻔﺔ ﺑﺘﻤﻴﺰ ﺍﻟﺠﺎﺋﺰﺓ ﳲ ﺍﳴﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ ﳲ ﺍﳴﻴﺪﺍﻥ ﻣﻤﺎ ﺷﺠﻌﻬﺎ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ‬ ‫ﻭﺑﺎﻟﻄﺒﻊ ﻧﺘﺒﻊ ﺧﺮﻳﻄﺔ ﻛﺎﻣﻠﺔ ﻋﻨﺪ ﺍﻟﻌﻤﻞ ﺑﻬﺎ ﻧﺼﻞ‬ ‫ﺇﳳ ﺍﻟﺘﻤﻴﺰ ﺍﻟﺤﻘﻴﻘﻲ ﺍﳴﻄﻠﻮﺏ ﳲ ﻣﻦ ﺍﳴﺪﺍﺭﺱ‪.‬‬ ‫ﻭﺍﺧﺘﺘﻤﺖ ﺣﺪﻳﺜﻬﺎ ﺑﺘﻮﺟﻴﻪ ﺍﻟﺸﻜﺮ ﻭ ﺍﻟﺘﻘﺪﻳﺮ ﳴﺮﻛﺰ‬ ‫ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﻋﻠﻰ ﺇﺻﺪﺍﺭ ﻫﺬﻩ‬ ‫ﺍﳴﺴﺎﺑﻘﺎﺕ‪ ،‬ﻣﻀﻴﻔﺔ ﺑﺘﻤﻴﺰ ﺍﻟﺠﺎﺋﺰﺓ ﳲ ﺍﳴﻤﺎﺭﺳﺎﺕ‬ ‫ﺍﻟﺤﻘﻴﻘﻴﺔ ﳲ ﺍﳴﻴﺪﺍﻥ ﻣﻤﺎ ﺷﺠﻌﻬﺎ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ‬ ‫ﻭﺑﺎﻟﻄﺒﻊ ﻧﺘﺒﻊ ﺧﺮﻳﻄﺔ ﻛﺎﻣﻠﺔ ﻋﻨﺪ ﺍﻟﻌﻤﻞ ﺑﻬﺎ ﻧﺼﻞ‬ ‫ﺇﳳ ﺍﻟﺘﻤﻴﺰ ﺍﻟﺤﻘﻴﻘﻲ ﺍﳴﻄﻠﻮﺏ ﻣﻦ ﺍﳴﺪﺍﺭﺱ‪.‬‬

‫ﺃ‪.‬ﺳﻬﺎﻡ ﺍﻟﺮﻭﻳﻠﻲ‬

‫ﻣﻌﺎﻳﺮﻴ ﺍﻟﺠﺎﺋﺰﺓ ﺗﻌﺪ ﺑﻤﺜﺎﺑﻪ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﳴﺮﺍﻣﻲ ﺍﻟﺘﻲ‬ ‫ﻳﺘﻢ ﺍﻟﺤﻜﻢ ﳲ ﺿﻮﺋﻬﺎ ﻋﻦ ﻣﺪﻯ ﺗﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‬ ‫ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﺠﻮﺩﺓ‬ ‫ﺍﳴﺘﻮﺳﻄﺔ ‪ ٢٩‬ﺑﺎﻟﺪﻣﺎﻡ‬

‫‪٤‬‬

‫ﻳﻌﺪ ﻣﺸﺮﻭﻉ ﺧﺎﺭﻃﺔ ﺍﻟﺘﻤﻴﺰ ﺍﻧﻄﻼﻗﺔ‬ ‫ﻧﻮﻋﻴﺔ ﻟﻠﻤﺮﻛﺰ ﻟﺪﻋﻢ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳲ‬ ‫ﻣﻤﻠﻜﺘﻨﺎ ﺍﻟﺘﻲ ﻳﺠﺪ ﻓﻴﻬﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺪﻋﻢ‬ ‫ﺍﳴﺴﺘﻤﺮ ﻣﻦ ﺧﺎﺩﻡ ﺍﻟﺤﺮﻣﻦﻴ ﺍﻟﺸﺮﻳﻔﻦﻴ ﺍﳴﻠﻚ‬ ‫ﻋﺒﺪﺍﷲ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‪.‬‬

‫ﺃﺧﺒﺎﺭ ﺍﳴﺮﻛﺰ‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

‫ﺃﺧﺒﺎﺭ ﺍﳴﺮﻛﺰ‬

‫ﺳﻤﻮ ﻭﺯﻳﺮ ﺍﻟﺮﺘﺑﻴﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻄﻠﻊ ﻋﻠﻰ‬ ‫ﺇﻧﺠﺎﺯﺍﺕ ﺍﳴﺮﻛﺰ‬

‫ﺍﻟﺘﻜﺎﻣﻞ…ﺍﻟﺪﻭﺭ ﺍﳴﺘﻐﺮﻴ ﻟﺘﻌﺰﻳﺰ ﺍﻟﺠﻮﺩﺓ‬

‫ﺯﻳﺎﺭﺓ ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻟﻠﻤﺮﻛﺰ‬

‫ﺍﺳﺘﻀﺎﻓﺖ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺮﺘﺑﻴﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳴﻨﻄﻘﺔ‬ ‫ﺍﻟﺸﺮﻗﻴﺔ‪ ،‬ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ ﺧﺎﻟﺪ‬ ‫ﺍﻟﻔﻴﺼﻞ‪ ،‬ﻭﺯﻳﺮ ﺍﻟﺮﺘﺑﻴﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺍﻟﺬﻱ ﺯﺍﺭ ﺍﳴﻨﻄﻘ ﹰﺔ‪.‬‬ ‫ﻭ ﺧﻼﻝ ﺍﻟﻠﻘﺎﺀ ﺗﻢ ﻋﻘﺪ ﻟﻘﺎﺀ ﻳﺠﻤﻊ ﺳﻤﻮ ﺍﻟﻮﺯﻳﺮ ﻣﻊ‬ ‫ﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬ ‫ﻭ ﻛﺎﻥ ﳲ ﻣﻘﺪﻣﺘﻬﻢ ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻻﺳﺘﺸﺎﺭﻱ‬ ‫ﻟﻠﻤﺮﻛﺰ‪ ،‬ﺳﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺍﳴﺪﻳﺮﺱ‬ ‫ﻭ ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻹﺩﺍﺭﻱ ﺳﻌﺎﺩﺓ ﺍﻷﺳﺘﺎﺫ ﺃﺣﻤﺪ‬ ‫ﺑﺎﻟﻐﻨﻴﻢ ﻭ ﻣﺪﻳﺮ ﺍﳴﺮﻛﺰ ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪﺍﷲ ﺍﻟﻌﻜﺎﺳﻲ‪.‬‬

‫ﺍﻟﺜﻼﺛﺎﺀ ‪ ١٤٣٤ / ١٠ / ٢٧‬ﻫـ ﺗﺸﺮﻑ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ‬ ‫ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﺑﺰﻳﺎﺭﺓ ﻛﺮﻳﻤﺔ ﻣﻦ ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ‬ ‫ﺍﻷﻣﺮﻴﺳﻌﻮﺩ ﺑﻦ ﻧﺎﻳﻒ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺁﻝ ﺳﻌﻮﺩ ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ‬ ‫ﺍﻟﺸﺮﻗﻴﺔ‪ ،‬ﻟﻺﻃﻼﻉ ﻋﻠﻰ ﻣﻬﺎﻡ ﺍﳴﺮﻛﺰ ﻭ ﺍﻧﺠﺎﺯﺍﺗﻪ‪ .‬ﺍﻃﻠﻊ‬ ‫ﺳﻤﻮﻩ ﺃﺛﻨﺎﺀ ﺍﻟﺰﻳﺎﺭﺓ ﻋﻠﻰ ﻣﺮﺍﻓﻖ ﺍﳴﺮﻛﺰ ﻭ ﺃﺑﺮﺯ ﺍﳴﺸﺮﻭﻋﺎﺕ‬ ‫ﻭﺍﳴﻄﺒﻮﻋﺎﺕ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻨﻪ‪ .‬ﻛﻤﺎ ﻗﺎﻡ ﺑﺘﻘﺪﻳﻢ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬ ‫ﺟﻮﺍﺋﺰ ﺍﻟﺠﻮﺩﺓ ﳴﺴﺘﺤﻘﻴﻬﺎ‪.‬‬

‫ﺷﺎﺭﻙ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﳲ ﻣﻨﺘﺪﻯ‬ ‫ﺍﻟﺠﻮﺩﺓ ﺍﻟﺜﺎﻧﻲ ﻋﺮﺒ ﻭﺭﻗﺔ ﻋﻤﻞ ﺑﻌﻨﻮﺍﻥ ” ﺍﻟﺘﻜﺎﻣﻞ…ﺍﻟﺪﻭﺭ‬ ‫ﺍﳴﺘﻐﺮﻴ ﻟﺘﻌﺰﻳﺰ ﺍﻟﺠﻮﺩﺓ“ ﺃﻋﺪﻫﺎ ﺳﻌﺎﺩﺓ ﺍﻷﺳﺘﺎﺫ ﺃﺣﻤﺪ‬ ‫ﺑﺎﻟﻐﻨﻴﻢ‪ ،‬ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻹﺩﺍﺭﻱ ﻟﻠﻤﺮﻛﺰ ﺗﻨﺎﻭﻝ ﻓﻴﻬﺎ ﻋﺪﺩﺍﹰ‬ ‫ﻣﻦ ﺍﳴﺤﺎﻭﺭ ﺍﻟﻬﺎﻣﺔ ﻭﺍﻟﺨﺎﺻﺔ ﺑﻤﻮﺿﻮﻉ ﺍﻟﺘﻜﺎﻣﻞ‪.‬‬

‫ﺍﳴﺮﻛﺰ ﻳﻄﻠﻖ ﺍﻟﻮﺍﺟﻬﺔ ﺍﻻﻧﺠﻠﻴﺰﻳﺔ ﻟﻠﻤﻮﻗﻊ‬ ‫ﺩﺷﻦ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﺍﻟﻮﺍﺟﻬﺔ‬ ‫ﺍﻻﻧﺠﻠﻴﺰﻳﺔ ﳴﻮﻗﻊ “ ﳲ ﺍﳴﻘﺪﻣﺔ“‪.‬‬ ‫ﻭ ﺫﻟﻚ ﺍﻧﻄﻼﻗﺎﹰ ﻣﻦ ﺭﻏﺒﺘﻪ ﳲ ﺃﻥ ﻳﻜﻮﻥ ﺃﺩﺍﺓ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ‬ ‫ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﳲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭ ﻣﻦ ﻫﻨﺎ ﺣﺮﺹ ﺍﳴﺮﻛﺰ ﻋﻠﻰ‬ ‫ﺍﳴﺘﻠﻘﻲ ﺃﻳﺎﹰ ﻛﺎﻥ ﻋﺮﺑﻴﺎﹰ ﺃﻭ ﺃﺟﻨﺒﻴﺎﹰ ﻓﺎﻧﺒﺜﻘﺖ ﻓﻜﺮﺓ ﺇﻧﺸﺎﺀ‬ ‫ﻭﺍﺟﻬﺔ ﺃﺧﺮﻯ ﻟﻠﻤﻮﻗﻊ ﻟﺨﺪﻣﺔ ﺍﳴﺘﺼﻔﺢ ﺍﻷﺟﻨﺒﻲ ﻭ ﻟﻌﻘﺪ‬ ‫ﺷﺮﺍﻛﺎﺕ ﺩﻭﻟﻴﺔ ﻭ ﻟﻠﺘﻌﺮﻳﻒ ﺑﺎﳴﺮﻛﺰ‪.‬‬

‫ﺍﻧﻄﻼﻕ ﺟﺎﺋﺰﺓ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺘﻤﻴﺰ ﺑﺪﻭﺭﺗﻬﺎ‬

‫ﻭﺣﺪﺓ ﺗﻄﻮﻳﺮ ﺍﳴﺪﺍﺭﺱ ﺗﺸﻜﺮ ﻓﺮﻳﻖ ﺍﻟﺮﺘﺟﻤﺔ‬

‫ﺍﻟﺘﻤﻴﺰ ﺍﳴﺆﺳﺴﻲ ﻣﺤﺎﺿﺮﺓ‬

‫ﺍﳴﺮﻛﺰ ﻳﻘﻴﻢ ﺩﻭﺭﺓ‬

‫ﺍﻟﺴﺎﺩﺳﺔ‬

‫ﺑﻤﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﻟﻠﺠﻮﺩﺓ‬

‫ﳲ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬

‫ﺗﺪﺭﻳﺒﻴﺔ ﳴﺸﺮﳲ ﺍﻟﺠﻮﺩﺓ‬

‫ﻧﻈﻢ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﻣﺤﺎﺿﺮﺓ‬ ‫“ﺍﻟﺘﻤﻴﺰ ﺍﳴﺆﺳﺴﻲ” ﻗﺪﻣﻬﺎ ﺩ‪.‬ﻡ ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ‬ ‫ﺳﻌﻴﺪ ﻭﺗﺤﺪﺙ ﻋﻦ ﻓﻮﺍﺋﺪ ﺗﻄﺒﻴﻖ ﻣﺒﺎﺩﺉ ﺍﻟﺘﻤﻴﺰ‬ ‫ﺍﳴﺆﺳﺴﻲ‪ ،‬ﻣﺜﻞ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺪﺍﺋﻢ ﻋﻠﻰ ﺍﳴﺪﻯ ﺍﻟﺒﻌﻴﺪ ﻭﺍﻟﻘﺮﻳﺐ‪.‬‬ ‫ﻭﺣﺪﺩ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺘﻤﻴﺰ‪ ،‬ﺛﻢ ﻗﺪﻡ ﻋﺮﺿﺎﹰ ﻟﻨﻤﺎﺫﺝ ﺟﻮﺍﺋﺰ‬ ‫ﺍﻟﺘﻤﻴﺰ ﺍﳴﺆﺳﺴﻲ‪ ،‬ﻣﺜﻞ ﺟﺎﺋﺰﺓ ﺍﳴﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‪.‬‬

‫ﺃﻗﺎﻡ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﺩﻭﺭﺓ‬ ‫ﺗﺪﺭﻳﺒﻴﺔ ﳴﺸﺮﳲ ﺍﻟﺠﻮﺩﺓ )ﺭﺟﺎﻝ ﻭﻧﺴﺎﺀ( ﳲ ﺇﺩﺍﺭﺍﺕ‬ ‫ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ )ﺍﻟﺪﻣﺎﻡ – ﺍﻷﺣﺴﺎﺀ‬ ‫– ﺣﻔﺮ ﺍﻟﺒﺎﻃﻦ(‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﺸﺮﻛﺔ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﻟﻠﻔﺤﺺ ﻭﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﻨﻲ ﺍﳴﺤﺪﻭﺩﺓ ) ﻓﺤﺺ ( ﺑﻌﻨﻮﺍﻥ‪:‬‬ ‫ﻣﻔﺎﻫﻴﻢ ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻮﺩﺓ ﻭﺇﻋﺪﺍﺩ ﺍﳴﺪﻗﻖ ﺍﻟﺪﺍﺧﻠﻲ‬ ‫ﻟﻠﺠﻮﺩﺓ ‪ ٩٠٠١ ISO‬ﺑﺘﺎﺭﻳﺦ ‪٢٠١٤/٣/٢٦‬ﻡ‪.‬‬

‫ﻣﺸﺎﺭﻛﺔ ﺍﳴﺮﻛﺰ ﳲ ﻣﻠﺘﻘﻰ‬

‫ﺍﳴﺮﻛﺰ ﻳﻜﺮﻡ ﻃﺎﻟﺒﺎﺕ ﺟﺎﻣﻌﺔ ﺍﻷﻣﺮﻴﺓ‬

‫ﻓﺮﻳﻖ ﻣﺮﻛﺰ ﺍﻷﻣﺮﻴ ﻣﺸﺎﺭﻱ ﻟﻠﺠﻮﺩﺓ‬

‫ﺍﳴﺮﻛﺰ ﻳﻘﺪﻡ ﺃﺣﺪﺙ ﺇﺻﺪﺍﺭﺍﺗﻪ‬

‫ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬

‫ﻧﻮﺭﺓ ﺑﻨﺖ ﻋﺒﺪﺍﻟﺮﺣﻤﻦ‬

‫ﻭﺗﺤﺴﻦﻴ ﺍﻷﺩﺍﺀ ﳲ ﺿﻴﺎﻓﺔ ﺍﳴﺮﻛﺰ‬

‫)) ﺍﻟﺠﻮﺩﺓ ﻣﻨﻬﺞ ﺣﻴﺎﺓ ((‬

‫ﻗﺪﻡ ﺍﺳﺘﺸﺎﺭﻱ ﺍﻟﺠﻮﺩﺓ ﺑﻤﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﻟﻠﺠﻮﺩﺓ‪ ،‬ﺍﻟﺪﻛﺘﻮﺭ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻦﻴ‪ ،‬ﻭﺭﻗﺔ ﻋﻤﻞ ﺑﺎﺳﻢ‬ ‫ﺍﳴﺮﻛﺰ ﳲ ﺍﻟﻴﻮﻡ ﺍﻟﻌﺎﳴﻲ ﻟﻠﺠﻮﺩﺓ ﻭ ﺍﳴﻨﻔﺬﺓ ﻓﻌﺎﻟﻴﺎﺗﻪ ﻣﻦ‬ ‫ﻗﺒﻞ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻷﺣﺴﺎﺀ ﳲ ﻣﺪﺭﺳﺔ‬ ‫ﺟﻮﺍﺛﺎ ﺍﻷﻫﻠﻴﺔ‪ .‬ﺣﻤﻠﺖ ﺍﻟﻮﺭﻗﺔ ﻋﻨﻮﺍﻥ ‪ :‬ﻣﻦ ﺃﺟﻞ ﺍﻟﺠﻮﺩﺓ ﳲ‬ ‫ﺍﳴﺪﺭﺳﺔ‪ ١٠ :‬ﻧﺼﺎﺋﺢ ﻣﻦ ﺗﺠﺮﺑﺘﻲ‪.‬‬

‫ﻛﺮﻡ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‪ ،‬ﻃﺎﻟﺒﺎﺕ‬ ‫ﺟﺎﻣﻌﺔ ﺍﻷﻣــــﺮﻴﺓ ﻧﻮﺭﺓ ﺑﻨﺖ ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺍﳴﺘﻌﺎﻭﻧﺎﺕ ﻣﻊ‬ ‫ﺍﳴــــﺮﻛﺰ ﺑﺮﺘﺟﻤﺔ ﻋﺪﺩ ﻣﻦ ﺍﻹﺻﺪﺍﺭﺍﺕ ﻭ ﺍﳴﻘﺎﻻﺕ ﺍﻟﺘﻲ‬ ‫ﺃﺻﺪﺭﻫﺎ ﺍﳴﺮﻛﺰ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﺘﻜﺮﻳﻢ ﳲ ﻧﻬﺎﻳﺔ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪١٤٣٥/١٤٣٤‬ﻫـ‪ ،‬ﺑﺘﻘﺪﻳﻢ‬ ‫ﺷﻬﺎﺩﺍﺕ ﻟﻠﻄﺎﻟﺒﺎﺕ ﺗﻘﺪﻳﺮﺍﹰ ﻟﺠﻬﻮﺩﻫﻦ‪.‬‬

‫ﺃﻃﻠﻘﺖ ﻭﺯﺍﺭﺓ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﺋﺰﺗﻬﺎ ﻟﻠﺘﻤﻴﺰ ﳲ‬ ‫ﺩﻭﺭﺗﻬﺎ ﺍﻟﺴﺎﺩﺳﺔ ‪١٤٣٥‬ﻫـ ‪١٤٣٦ -‬ﻫـ ﻭﺫﻟﻚ ﳴﺎ‬ ‫ﺃﺣﺪﺛﺘﻪ ﺍﻟﺠﺎﺋﺰﺓ ﳲ ﺍﳴﻴﺪﺍﻥ ﺍﻟﺮﺘﺑﻮﻱ ﻣﻦ ﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻨﺎﻓﺲ‬ ‫ﻭ ﺍﻟﺘﺤﻔﻴﺰ ﻋﻠﻰ ﺍﻻﺑﺪﺍﻉ ‪ .‬ﻭﻗﺪ ﻭﺟﻪ ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ‬ ‫ﺍﻻﻣﺮﻴ ﺧﺎﻟﺪ ﺍﻟﻔﻴﺼﻞ ﻭﺯﻳﺮ ﺍﻟﺮﺘﺑﻴﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺘﻄﻮﻳﺮ‬ ‫ﺍﻟﺠﺎﺋﺰﺓ ﻟﺘﺸﻤﻞ ﺟﻤﻴﻊ ﻓﺌﺎﺕ ﺍﻟﻌﻤﻞ ﺍﻟﺮﺘﺑﻮﻱ‪.‬‬

‫ﻗﺪﻣﺖ ﻣﺪﻳﺮﺓ ﻭﺣﺪﺓ ﺗﻄﻮﻳﺮ ﺍﻷﺳﺘﺎﺫﺓ‪ /‬ﻧﻮﺭﺓ ﺍﻟﺼﺮﻋﺎﻭﻱ‬ ‫ﺷﻬﺎﺩﺍﺕ ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ﻟﻸﺳﺘﺎﺫﺓ ﺇﻗﺒﺎﻝ ﺍﻟﺸﻬﻴﻞ ﺭﺋﻴﺴﺔ‬ ‫ﺍﻟﻘﺴﻢ ﺍﻟﻨﺴﺎﺋﻲ ﳲ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﻟﻠﺠﻮﺩﺓ ﻭﺟﻤﻴﻊ‬ ‫ﺃﻋﻀﺎﺀ ﻓﺮﻳﻖ ﺍﻟﺮﺘﺟﻤﺔ ﻟﺠﻬﻮﺩﻫﻢ ﳲ ﺗﺮﺟﻤﺔ ﺍﻷﻓﻼﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳴﺴﺘﺨﺪﻣﺔ ﳲ ﺍﻟﺮﺒﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳴﺮﺘﺟﻤﺔ‬ ‫ﻣﺘﻄﻠﻌﻦﻴ ﺇﳳ ﺷﺮﺍﻛﺔ ﺗﺮﺑﻮﻳﺔ ﻓﺎﻋﻠﺔ ﻭﻣﺘﻤﻨﻦﻴ ﻟﻔﺮﻳﻖ ﺍﻟﻌﻤﻞ‬ ‫ﻣﺰﻳﺪﺍﹰ ﻣﻦ ﺍﻟﺘﻤﻴﺰ ﻭﺍﻹﺑﺪﺍﻉ‪.‬‬

‫ﺍﻻﺛﻨﻦﻴ ‪ ١٤٣٥/٢/٢٠‬ﺍﳴﻮﺍﻓﻖ ‪٢٠١٣/١٢/٢٣‬ﻡ ﻗﺎﻡ‬ ‫ﺭﺋﻴﺲ ﻭ ﺃﻋﻀﺎﺀ ﺍﻟﻔﺮﻳﻖ ﺍﳴﻌﻨﻲ ﺑﺈﻧﺸﺎﺀ ”ﻣﺮﻛﺰ ﺍﻷﻣﺮﻴ‬ ‫ﻣﺸﺎﺭﻱ ﻟﻠﺠﻮﺩﺓ ﻭ ﺗﺤﺴﻦﻴ ﺍﻷﺩﺍﺀ“ ﺑﻤﻨﻄﻘﺔ ﺍﻟﺒﺎﺣﺔ‬ ‫ﺑﺰﻳﺎﺭﺓ ﳴﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﻟﻼﻃﻼﻉ‬ ‫ﻋﻠﻰ ﺗﺠﺮﺑﺔ ﺍﳴﺮﻛﺰ ﻭ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﳲ ﺗﺄﺳﻴﺲ‬ ‫ﺍﳴﺮﻛﺰ‪ ،‬ﻭﻗﺪ ﺭﺃﺱ ﺍﻟﻔﺮﻳﻖ ﺳﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﺯﺑﻦ ﻋﻴﻀﺔ‬ ‫ﺍﻟﺜﺒﻴﺘﻲ‪.‬‬

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‫ﺃﺻﺪﺭ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ ﺃﺣﺪﺙ‬ ‫ﺇﺻﺪﺍﺭﺍﺗﻪ ﺑﻌﻨﻮﺍﻥ “ ﺍﻟﺠﻮﺩﺓ ‪ ..‬ﻣﻨﻬﺞ ﺣﻴﺎﺓ“ ﻭ ﺫﻟﻚ ﺗﺰﺍﻣﻨﺎﹰ‬ ‫ﻣﻊ ﺍﻻﺣﺘﻔﺎﻝ ﺑﺎﻟﻴﻮﻡ ﺍﻟﻌﺎﳴﻲ ﻟﻠﺠﻮﺩﺓ ‪ ٢٠١٣‬ﻡ ﻭ ﺍﻟﺬﻱ‬ ‫ﻳﻮﺍﻓﻖ ﺷﻬﺮ ﻧﻮﻓﻤﺮﺒ ﻣﻦ ﻛﻞ ﻋﺎﻡ‪.‬‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

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‫ﺍﻟﻮﻟﻊ ﺑﺎﻟﺘﻔﻮﻕ ‪:‬‬ ‫ﺍﻟﻘﺎﺩﺓ ﺍﻟﺬﻳﻦ ﻧﺮﻳﺪﻫﻢ‬

‫ﺩ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﻋﺒﺪ ﺍﻟﻜﺮﻳﻢ ﺍﻟﺤﺴﻦﻴ‬ ‫ﺍﺳﺘﺸﺎﺭﻱ ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫‪Education90@hotmail.com‬‬

‫ﻣﺎ ﺍﳴﻌﻴﺎﺭ ﺍﻟﺬﻱ ﺳﺄﺳﺘﺨﺪﻣﻪ ﻟﻠﺤﻜﻢ ﻋﻠﻰ‬

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‫ﺟﻮﺩﺓ ﻫﺬﻩ ﺍﳴﺪﺭﺳﺔ؟ ﻫﻞ ﺳﺄﻛﺘﻔﻲ ﺑﺎﻟﺴﻤﻌﺔ ﺍﳴﺘﻔﻮﻗﺔ‬ ‫ﺍﻟﺘﻲ ﺣﻘﻘﺘﻬﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺠﺘﻤﻌﻬﺎ ﺍﳴﺤﻠﻲ؟‬

‫ﻻﻳﺰﺍﻝ ﺍﻟﻜﺜﺮﻴ ﻣﻨﺎ ﻟﺪﻳﻪ ﺗﺼﻮﺭﺍﺕ ﺑﺄﻥ ﺍﻟﺘﻔﻮﻕ ﻭﺍﻟﺠﻮﺩﺓ ﻫﻲ ﻧﺘﻴﺠﺔ ﻟﺘﻮﻓﺮ ﺍﳴﻮﺍﺭﺩ‬ ‫ﺍﳴﺎﺩﻳﺔ‪ ،‬ﻣﻊ ﺃﻥ ﻗﻮﺓ ﺍﳴﻮﺍﺭﺩ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻮﻻﻳﺎﺕ ﺍﳴﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻣﻊ ﺑﺪﺍﻳﺔ‬ ‫ﺳﺒﻌﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻭﺣﺘﻰ ﻭﻗﺘﻨﺎ ﺍﻟﺮﺍﻫﻦ ﻟﻢ ﺗﺴﺘﻄﻊ ﻣﻮﺍﺟﻬﺔ ﺍﻟﺼﻨﺎﻋﺔ‬ ‫ﺍﻟﻴﺎﺑﺎﻧﻴﺔ ﺍﻟﺘﻲ ﺑﺪﺃﺕ ﻣﻦ ﺑﻠﺪ ﺃﻧﻬﻜﺘﻪ ﺍﻟﺤﺮﻭﺏ ﻭﺍﺳﺘﻨﺰﻓﺖ ﻣﻮﺍﺭﺩﻩ ﺍﳴﺎﻟﻴﺔ‪ ،‬ﻟﻜﻨﻬﺎ ﻟﻢ‬ ‫ﺗﻨﻬﻚ ﻋﺰﻳﻤﺘﻪ ﻭﻭﻟﻌﻪ ﺑﺎﻟﺘﻔﻮﻕ‪ ،‬ﻓﻜﺎﻧﺖ ﺍﻟﺼﻨﺎﻋﺔ ﺍﻟﻴﺎﺑﺎﻧﻴﺔ ﻋﻨﻮﺍﻥ ﻟـ ” ﺍﻟﺠﻮﺩﺓ“ ﺣﺘﻰ‬ ‫ﻳﻮﻣﻨﺎ ﻫﺬﺍ‪.‬‬ ‫ﻭﻷﻧﻨﻲ ﻣﻮﻟﻊ ﺑﺎﻟﺒﺤﺚ ﻭﻣﺘﺎﺑﻌﺔ ﻗﺼﺺ ﻧﺠﺎﺡ ﺍﻟﺠﻮﺩﺓ ﳲ ﻛﻞ ﻣﻜﺎﻥ‪ ،‬ﻟﻢ ﺃﺳﺘﻄﻊ‬ ‫ﻣﻨﻊ ﻧﻔﺴﻲ ﻣﻦ ﺯﻳﺎﺭﺓ ﺇﺣﺪﻯ ﺍﳴﺪﺍﺭﺱ ﺑﻌﺪ ﺃﻥ ﺳﻤﻌﺖ ﻣﺎ ﺣﻘﻘﺘﻪ ﻣﻦ ﻧﺘﺎﺋﺞ‬ ‫ﻣﺘﻔﻮﻗﺔ‪ ،‬ﻟﻜﻨﻨﻲ ﺗﺴﺎﺀﻟﺖ ﳲ ﻧﻔﺴﻲ‪:‬‬ ‫ﻣﺎ ﺍﳴﻌﻴﺎﺭ ﺍﻟﺬﻱ ﺳﺄﺳﺘﺨﺪﻣﻪ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﺟﻮﺩﺓ ﻫﺬﻩ ﺍﳴﺪﺭﺳﺔ؟‪ .‬ﻫﻞ ﺳﺄﻛﺘﻔﻲ‬ ‫ﺑﺎﻟﺴﻤﻌﺔ ﺍﳴﺘﻔﻮﻗﺔ ﺍﻟﺘﻲ ﺣﻘﻘﺘﻬﺎ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺠﺘﻤﻌﻬﺎ ﺍﳴﺤﻠﻲ؟‪ ،‬ﺑﺎﳴﻘﺎﺑﻞ‬ ‫ﺃﻗﻮﻝ‪ :‬ﺃﺣﻴﺎﻧ‪‬ﺎ ﺗﻜﻮﻥ ﺍﳴﻌﺎﻳﺮﻴ ﺍﻟﺘﻲ ﻳﺤﻜﻢ ﻣﻦ ﺧﻼﻟﻬﺎ ﺍﳴﺠﺘﻤﻊ ﺍﳴﺤﻠﻲ ﻻ ﺗﻌﺮﺒ ﻋﻦ‬ ‫ﻋﺎﻝ ﻟﻠﺠﻮﺩﺓ ﻭﺇﻧﻬﺎ ﻗﺪ ﺗﻜﻮﻥ ﻧﺘﻴﺠﺔ ﻋﻮﺍﻣﻞ ” ﺫﺍﺗﻴﺔ“ ‪ .‬ﻫﻞ ﺳﺄﻗﻴﺲ ﺍﻟﺠﻮﺩﺓ‬ ‫ﻣﺴﺘﻮﻯ ﹴ‬ ‫ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ؟‪ ،‬ﺃﻳﻀﺎ ﻟﻦ ﻳﻮﺻﻠﻨﻲ ﺫﻟﻚ ﺇﳳ ﺟﺬﻭﺭ ﻧﺠﺎﺡ‬ ‫ﺍﻟﺠﻮﺩﺓ‪ ،‬ﺑﺴﺒﺐ ﻋﺎﻣﻞ ﺍﻟﺨﻄﺄ ﳲ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﻌﻄﻴﻨﺎ ﻧﺘﺎﺋﺞ‬ ‫ﻣﻀﻠﻠﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﳳ ﺍﻟﻈﺮﻭﻑ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻢ ﺑﻬﺎ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬ ‫ﻛﻠﻬﺎ ﺗﺴﻬﻢ ﳲ ﺇﻋﻄﺎﺀ ﻧﺘﺎﺋﺞ ﻏﺮﻴ ﺻﺤﻴﺤﺔ ﻭﻏﺮﻴ ﺩﻗﻴﻘﺔ ﳴﺎ ﺗﻌﻠﻤﻪ ﺍﻟﻄﻼﺏ ﺑﺎﻟﻔﻌﻞ؟‪.‬‬ ‫ﻫﻞ ﺳﺄﻗﻴﺲ ﺍﻟﺠﻮﺩﺓ ﻣﻦ ﺧﻼﻝ ﻧﺘﺎﺋﺞ ﺗﻘﻴﻴﻢ ﺍﻷﺩﺍﺀ ﺍﻟﻮﻇﻴﻔﻲ ﻟﻠﻤﻌﻠﻤﻦﻴ؟‪ ،‬ﻻ ﻟﻦ‬ ‫ﺃﺳﺘﺨﺪﻡ ﻫﺬﺍ ﺍﳴﻌﻴﺎﺭ‪ ،!...‬ﳴﻌﺮﻓﺘﻲ ﺑﺄﻧﻨﺎ ﳲ ﻣﺠﺘﻤﻊ ﺗﻜﻮﻥ ﻓﻴﻪ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺬﺍﺗﻴﺔ ﻫﻲ‬ ‫ﺍﻷﻛﺜﺮ ﺗﺄﺛﺮﻴﺍ ﻟﻠﺤﻜﻢ ﻋﻠﻰ ﺍﻟﺠﻮﺩﺓ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳴﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻫﺬﺍ ﺍﳴﻘﻴﺎﺱ ﺑﺸﻜﻞ ﻣﻨﻔﺮﺩ ﻟﻦ ﻳﻘﻴﺲ ﺍﳴﺴﺘﻮﻯ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻠﺠﻮﺩﺓ ﻭﺑﺸﻜﻞ ﺧﺎﺹ‬ ‫ﺗﺤﺖ ﺗﺄﺛﺮﻴ ﺍﻟﻌﺎﻣﻞ ﺍﻟﺬﺍﺗﻲ‪ .‬ﻫﻞ ﺳﺄﻗﻴﺲ ﺍﻟﺠﻮﺩﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺆﺷﺮ ﺳﻠﻮﻛﻴﺎﺕ‬ ‫ﺍﻟﻄﻼﺏ؟‪ ،‬ﻻ ﺷﻚ ﻳﻌﺪ ﺫﻟﻚ ﻣﺆﺷﺮ ﺟﻮﻫﺮﻱ ﻭﺃﺳﺎﺱ ﻟﺠﻮﺩﺓ ﺃﺩﺍﺀ ﺍﳴﺪﺭﺳﺔ ﻟﻜﻨﻪ‬ ‫ﺃﻳﻀ‪‬ﺎ ﻏﺮﻴ ﻛﺎﻑ‪ – ‬ﳲ ﻫﺬﺍ ﺍﳴﺆﺷﺮ ﻭﻏﺮﻴﻩ‪ -‬ﻭﻫﻨﺎ ﺗﺘﻤﺜﻞ ﺻﻌﻮﺑﺔ ﻗﻴﺎﺱ ﺍﻟﺠﻮﺩﺓ ﳲ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻧﺘﻴﺠﺔ ﻭﺟﻮﺩ ﻋﻮﺍﻣﻞ ﻣﺘﻌﺪﺩﺓ ﺗﺴﻬﻢ ﳲ ﺗﻜﻮﻳﻦ ﺍﳴﻨﺘﺞ ” ﺗﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻢ‬ ‫ﺍﻟﻄﻼﺏ“ ﻓﻘﺪ ﻳﻜﻮﻥ ﻟﻌﺎﻣﻞ ﺍﻟﺮﺘﺑﻴﺔ ﺍﻷﺳﺮﻳﺔ ﺃﻭ ﺍﻟﻈﺮﻭﻑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬ ‫ﻟﻸﺳﺮﺓ ﺗﺄﺛﺮﻴ ﻋﻠﻰ ﺳﻠﻮﻛﻴﺎﺕ ﺍﻟﻄﻼﺏ ﺃﻛﺜﺮ ﻣﻦ ﺗﺄﺛﺮﻴ ﻧﻈﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‪ .‬ﺇ ﹰﺫﺍ ﻣﺎ ﺍﳴﻘﻴﺎﺱ ﺍﻟﺬﻱ ﺳﺄﺳﺘﺨﺪﻣﻪ ﻟﻘﻴﺎﺱ‬ ‫ﺟﻮﺩﺓ ﻫﺬﻩ ﺍﳴﺪﺭﺳﺔ‪..‬؟ ‪.‬‬ ‫ﳲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻻ ﻳﻤﻜﻦ ﻣﻦ ﺧﻼﻝ ﺯﻳﺎﺭﺓ ﻭﺍﺣﺪﺓ ﻗﻴﺎﺱ‬ ‫ﺟﻮﺩﺓ ﺍﳴﺪﺭﺳﺔ‪ ،‬ﻛﺬﻟﻚ ﻻ ﻳﻤﻜﻦ ﻟﺸﺨﺺ ﻭﺍﺣﺪ ﺃﻥ ﻳﻘﻮﻡ‬ ‫ﺑﻌﻤﻠﻴﺔ ﺍﻟﻘﻴﺎﺱ ﻷﻧﻬﺎ ﺗﺘﻄﻠﺐ ﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺘﻌﺪﺩ ﻭﻣﺘﻨﻮﻉ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‪ ،‬ﻭﺣﺘﻰ ﻻ ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﻋﻮﺍﻣﻞ ﺫﺍﺗﻴﺔ ﻭﺍﻧﻄﺒﺎﻋﺎﺕ‬ ‫ﺷﺨﺼﻴﺔ ﻗﺮﺭﺕ ﺃﻥ ﺍﻋﺘﻤﺪ ﻋﻠﻰ ﻣﻌﻴﺎﺭ ﺟﻮﻫﺮﻱ ﳲ ﺟﻮﺩﺓ‬ ‫ﺃﻱ ﻣﺆﺳﺴﺔ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺃﻥ ﻳﻌﻄﻴﻚ ” ﻣﺆﺷﺮ ﺗﻨﺒﺆﻱ“ ﳴﺪﻯ‬ ‫ﺗﺤﻘﻖ ﺍﻟﺠﻮﺩﺓ‪ ،‬ﻭﻫﻮ ﻣﻌﻴﺎﺭ ” ﺍﻟﻘﻴﺎﺩﺓ ” ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻭﻓﻖ ﻣﺒﺪﺃ‬ ‫” ﺑﺎﺭﻳﺘﻮ“ ‪ ، ٨٠/٢٠‬ﺍﻟﻘﻠﺔ ﺍﳴﻬﻤﺔ ﺍﻟﺘﻲ ﺗﻌﻄﻴﻨﺎ ‪ ٪٨٠‬ﻣﻦ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﺃﻋﻨﻰ ﻫﻨﺎ ” ﻗﺎﺩﺓ ﺍﳴﺪﺍﺭﺱ“‪.‬‬ ‫ﻛﻨﺖ ﺣﺮﻳﺺ ﺃﻥ ﻻ ﺃﻇﻬﺮ ﺑﺼﻮﺭﺓ ﻣﻘﻴ‪‬ﻢ ﺧﻼﻝ ﺯﻳﺎﺭﺗﻲ‬ ‫ﻟﻠﻤﺪﺭﺳﺔ ﻭﻟﻘﺎﺋﻲ ﻣﻊ ﺍﳴﺪﻳﺮ‪ .‬ﻷﻥ ﺫﻟﻚ ﻟﻴﺲ ﻫﺪﳲ ﺑﻞ‬ ‫ﺍﻟﻐﺮﺽ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻓﻜﺮ ﺍﳴﺪﻳﺮ ﺍﻟﺬﻱ‬ ‫ﺃﺣﺪﺙ ﺗﺤﻮ ﹰ‬ ‫ﻻ ﻧﻮﻋﻴ‪‬ﺎ ﳲ ﻧﺘﺎﺋﺞ ﺍﳴﺪﺭﺳﺔ‪ .‬ﻛﺎﻧﺖ ﺍﻻﺑﺘﺴﺎﻣﺔ‬ ‫ﻫﻲ ﺍﻹﺷﺮﺍﻗﺔ ﺍﻷﻭﳳ ﺍﻟﺘﻲ ﻗﺎﺑﻠﻨﻲ ﺑﻬﺎ ﻭﺃﺩﺭﻛﺖ ﺃﻧﻪ ﻟﺪﻳﻪ‬ ‫ﺻﺪﻗﺎﺕ ﻛﺜﺮﻴﺓ ﻣﻦ ﻭﺭﺍﺀ ﺍﺑﺘﺴﺎﻣﺘﻪ‪ ،‬ﻭﻫﻲ ﺳﻤﺔ ﻣﻄﻠﻮﺑﺔ‬ ‫ﻟﺪﻯ ﻛﻞ ﺍﻟﻨﺎﺱ ﻭﺑﺸﻜﻞ ﺃﺳﺎﺱ ﻟﺪﻯ ﻗﺎﺩﺓ ﺍﳴﺪﺍﺭﺱ‪ ،‬ﺻﺎﺩﻑ‬ ‫ﺣﻀﻮﺭﻱ ﻭﺟﻮﺩ ﺃﺣﺪ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﻭﳲ ﻟﺤﻈﺔ ﻭﺩﺍﻋﻪ ﻗﺎﻝ ﻟﻪ‬ ‫ﺍﳴﺪﻳﺮ‪ :‬ﺃﻥ ﻣﺪﺭﺳﺘﻨﺎ ﺗﺮﺣﺐ ﺑﺄﻱ ﻣﻼﺣﻈﺔ ﻓﻨﺤﻦ ﻧﻌﺘﺮﺒﻫﺎ‬ ‫ﻓﺮﺹ ﺗﺤﺴﻦﻴ ﻷﺩﺍﺋﻨﺎ ﻓﻼ ﺗﺒﺨﻠﻮﺍ ﻋﻠﻴﻨﺎ ﺑﻤﻼﺣﻈﺎﺗﻜﻢ‬ ‫ﻭﻣﻘﺮﺘﺣﺎﺗﻜﻢ‪ ،‬ﺍﻟﺤﻘﻴﻘﺔ ﺃﺩﻫﺸﺘﻨﻲ ﺇﺟﺎﺑﺔ ﺍﳴﺪﻳﺮ‪ ،‬ﻗﻠﺖ ﳲ‬ ‫ﻧﻔﺴﻲ‪ :‬ﺇﻥ ﺍﳴﺪﻳﺮ ﻳﺘﻨﻔﺲ ﻭﻳﺘﺤﺪﺙ ﺑﺠﻮﺩﺓ ‪ !....‬ﺭﺣﺐ‬

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‫ﺑﻲ ﻗﺎﺋﻼ ‪ :‬ﺃﻫﻼ ﻭﺳﻬﻼ ﺑﻚ ﳲ ﻣﺪﺭﺳﺘﻨﺎ ﻭﻧﺤﻦ ﺳﻌﺪﺍﺀ‬ ‫ﺑﺰﻳﺎﺭﺗﻚ ﻭﻳﺴﻌﺪﻧﻲ ﺍﻥ ﺃﻛﻮﻥ ﻣﻌﻚ ﻓﻘﻂ ﳴﺪﺓ ﻧﺼﻒ‬ ‫ﺳﺎﻋﺔ ﻭﺍﻟﻨﺼﻒ ﺍﻷﺧﺮﻯ ﺳﻴﻜﻮﻥ ﻣﻌﻚ ﺃﺣﺪ ﺍﻟﻄﻼﺏ‬ ‫ﺍﻟﻄﻼﺏ ﻟﻠﻘﻴﺎﻡ ﺑﺠﻮﻟﺔ ﳲ ﺍﳴﺪﺭﺳﺔ‪ ،‬ﺯﺍﺩﺕ ﺳﻌﺎﺩﺗﻲ ﻋﻨﺪﻣﺎ‬ ‫ﺳﻤﻌﺖ ﺣﺮﺹ ﺍﳴﺪﻳﺮ ﻋﻠﻰ ﺍﻟﻮﻗﺖ‪ ،‬ﻷﻥ ﺍﻟﻮﻗﺖ ﺃﺛﻤﻦ ﻣﻮﺭﺩ‬ ‫ﳲ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺇ ﹰﺫﺍ ﻟﻦ ﺃﻃﻴﻞ ﻋﻠﻴﻚ ﻗﻠﺖ ﻟﻪ ﺑﻜﻞ‬ ‫ﺑﺴﺎﻃﺔ‪ :‬ﺃﺭﻳﺪ ﺃﻥ ﺗﺼﻒ ﻟﻲ ﻣﺪﺭﺳﺘﻚ ﻛﻤﺎ ﺗﺮﺳﻤﻬﺎ ﳲ‬ ‫ﹰ‬ ‫ﺑﺴﻴﻄﺎ ﻟﻜﻦ ﻓﻘﻂ ﺍﻟﻘﺎﺋﺪ ﻣﻦ‬ ‫ﺫﻫﻨﻚ؟‪ .‬ﻗﺪ ﻳﺒﺪﻭ ﺍﻟﻄﻠﺐ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺮﻯ ﺍﳴﺴﺘﻘﺒﻞ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺮﺍﻫﻨﺔ‪.‬‬ ‫ﻛﻌﺎﺩﺗﻪ ﺯﺍﺩﺕ ﺍﺑﺘﺴﺎﻣﺘﻪ ﻭﺑﺪﺃ ﺍﻟﺤﺪﻳﺚ ﺑﺪﻭﻥ ﺃﻱ ﺗﻜﻠﻒ‬ ‫ﻭﻛﺄﻧﻪ ﺑﺪﺃ ﺑﺮﺳﻢ ﻟﻮﺣﺔ ﻓﻨﻴﺔ‪ ،‬ﻗﺎﺋ ﹰ‬ ‫ﻼ‪ :‬ﺃﺳﺘﺎﺫﻱ ﺍﻟﻔﺎﺿﻞ ﻟﻦ‬ ‫ﺃﻗﺒﻞ ﺇﻻ ﺃﻥ ﺃﺭﻯ ﺃﺑﻨﺎﺋﻨﺎ ﺍﻟﻄﻼﺏ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺎﻟﺘﻌﻠﻢ ﺩﺍﺧﻞ‬ ‫ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻫﺬﺍ ﺟﻞ ﺍﻫﺘﻤﺎﻣﻨﺎ ﻭﻫﻮ ﺟﻌﻞ ﺍﻟﺘﻌﻠﻢ‬ ‫ﻣﺘﻌﻪ ﻭﺑﻬﺠﻪ ﻟﻜﻞ ﻃﺎﻟﺐ ﺑﺪﻭﻥ ﺍﺳﺘﺜﻨﺎﺀ ﻋﻠﻰ ﺍﺧﺘﻼﻑ‬ ‫ﺍﺣﺘﻴﺎﺟﺎﺗﻬﻢ‪ ،‬ﻟﻦ ﺃﻗﺒﻞ ﺇﻻ ﺃﻥ ﺃﺭﻯ ﺟﻤﻴﻊ ﺍﳴﻌﻠﻤﻦﻴ ﺑﻤﺜﺎﺑﺔ‬ ‫ﻣﻠﻬﻤﻦﻴ ﻟﻠﻄﻼﺏ ﻭﻳﺴﺘﺨﺪﻣﻮﻥ ﺃﺣﺪﺙ ﺍﻻﺳﺮﺘﺍﺗﻴﺠﻴﺎﺕ‬ ‫ﳲ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺳﺘﻜﻮﻥ ﻣﺪﺭﺳﺘﻨﺎ –ﺑﻤﺸﻴﺌﺔ ﺍﷲ‪ -‬ﻛﻞ‬ ‫ﻳﻮﻡ ﺃﻓﻀﻞ ﻣﻦ ﺍﻷﻣﺲ‪ ،‬ﻭﺍﺳﺘﻤﺮ ﺑﺮﺳﻢ ﻟﻮﺣﺘﻪ ﻭﺍﻧﺘﻬﺖ‬ ‫ﺍﻟﺪﻗﺎﺋﻖ ﺍﳴﺨﺼﺼﺔ ﻟﻲ ﻭﻟﻢ ﻳﺘﺤﺪﺙ ﻋﻦ ﻛﻞ ﺷﻲﺀ ﻟﻜﻨﻪ‬ ‫ﺃﺗﻤﻢ ﻟﻮﺣﺘﻪ ﺍﻟﺘﻲ ﻛﻨﺖ ﺃﺑﺤﺚ ﻋﻨﻬﺎ‪ :‬ﺍﻟﻮﻟﻊ ﺑﺎﻟﺘﻔﻮﻕ ﻭﺍﻟﻘﺎﺋﺪ‬ ‫ﺍﻟﺬﻱ ﻧﺮﻳﺪﻩ ﳴﺪﺍﺭﺳﻨﺎ ‪.‬‬ ‫ﺃﺳﺘﺄﺫﻧﻜﻢ ﺳﺄﻛﻤﻞ ﺍﻟﻮﻗﺖ ﺍﳴﺘﺒﻘﻲ ﻣﻦ ﺍﻟﺰﻳﺎﺭﺓ ﻣﻊ ﺃﺣﺪ‬ ‫ﻃﻼﺏ ﺍﳴﺪﺭﺳﺔ‪ ....‬ﺃﺭﺍﻛﻢ ﺑﺨﺮﻴ ﻭﻭﻟﻊ ﺩﺍﺋﻢ ﺑﺎﻟﺘﻔﻮﻕ ‪.‬‬

‫ﻫـ‬١٤٣٦ ‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ‬

EVENT

HONORING WINNING SCHOOLS AWARD for best practices in the quality of school education

THE PROJECT The Project “Best practice standards in the quality of school education”, run by King Fahd bin Abdulaziz quality center,is considered a remarkable project at the national, Arab and international level to support quality in our schools, this is due to establishing standards according to our real community, and it defines quality through the students and the teachers’ view. Then the project has gained benefit from the best international experiences in the quality of education. This project is the launch of quality in the center to support development of education in the kingdom in which education is supported by the Custodian of the Two Holy Mosques King Abdullah bin Abdul Aziz and the Crown Prince HRH Prince Salman bin Abdulaziz, and the second Crown Prince His Royal Highness Prince Muqrin bin Abdul Aziz may Allah protect them.

To support this achievement, the center released the contest “Best practice standards in the quality of school education” in the 2nd session,1435AH, 2014AD, it is entitled with:” A shift towards the 1st World”, this due to the importance of good leadership in quality assurance at schools.

Challenges The challenges that faces education in the community of knowledge, demand the existence of special leaders with a sense of responsibility, and the ability to influence others and has a strategic vision for the future that helps schools development in its’ mission of building an educated and creative community, and there for these leaders will be able to take both the school and the community to the 1st world. The competition is open to all schools in the Eastern Province Al-Ahsa and Haffer AlBatin ( both governmental and private schools) boys and girls, they are all allowed to participate according to a set of guidelines and requirements, attaching all the evidences and documents that prove the achievements of the school, related to best practice standards in the field of leadership with accompanied by the school description which is considered a must to accept the participation, and that will be under the patronage of His Royal Highness Prince Saud bin Naif bin AbdulAziz Al Saud Governor of Eastern Province.

The journey of excellence in education will continue Under his directions and support, because he is very interested in the quality of school education as a major supporter to the continuous, Sustainable development in the Kingdom.

Winning Schools The center announce the winners as the following: For the girls schools: the 29 intermediate school in Dammam, the 4th intermediate school in Mubarraz, but in the boys schools, the winners are “Um Al-Qura” secondary school in Jubail, and “ Diwan AlMaaref” primary school in Mubarraz.

The Headmistress of the 29 intermediate school in Dammam, Seham AL Rwaili revealed that the criteria for the award serves the elements and goals which are judged in the light of the extent of achievements of objectives for quality and which lead to guarantee their work and desire to achieve a beneficiary of internal and external and turn to see the impact of actual practices in the field of education and the effects we measure success.

She mentioned that the most important

that the school was following the steps of quality.

priority is planning and team work as well as the follow -up plan and measuring its impact on the beneficiaries of the school.

The school has looked for the Award of King Fahd Bin Abdul Aziz Quality center as a way to achieve Hamadan Award and the Excellence Award with Alla’s will. She directed a speech to those in charge of the award to thank and appreciate them for the issuance of such contests marked as practiced in the real field. These contests encouraged the school to participate and ,of course, follow the complete map when working to reach the desired excellence in the field.

Interview As for the Headmistress of the fourth intermediate school Fareedah Al jamie, that won the prize of Hamadan Award, said that she is giving her thanks to the center for congratulating their school and said that this competition has opened more horizons for the school in order to improve education.

ALjamie has mentioned also that there is a priority for things to be taken care of in order to support effective leadership at the school , among them: strategic thinking ,humane resources ,looking forward to the result and governance. As for the future aspirations of the school , ALjamie added, that the school is keen to keep pace with the global development of education through the educational Improvement. At the end she appreciated the efforts of those in charge of the award with a hope for an outstanding future at the level of improving the educational process.

Umm AL-Qura secondary school in Jubail has a distinctive participation. The principal of the school, Adel Ben Khader Al-Khader,said that, the benefit of these standards in the terms of knowledge and organizations is very important for the school but other than

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The head of “Dewan Al-Ma’arf “ Elementary school in Al-Hssa, Ali zamami AlDossary started by appreciating those in charge of the Award adding that, the educational field needs purposefulsmart practices to achieve the quality of school education, and it was felt by participants .The Competition “ Best practices in the quality of school education” is a shift toward the first world and it has been achieved by the efforts of those in

charge of the award. The school benefit of the award criteria was summarized by AL-Dossary as the following:“the appliction of best practices standards in the quality of school education make the school think and work globally “The school begin to shift towards total quality and the operations are improving continuously and the administration has become an Effective- smart school which is able to make use of time, efforts, and both human and material resources”.

Concerning the priorities schools need to work with, Al-Dossary said that he is keen to begin the shift towards total quality and depends on the principle of continuous improvement of operations and to be a good example for all those working with him and celebrate each success achieved by working teams, in order to achieve a better future for the school, full of organizational Excellence Awards with the continues application of previous practices of excellence achieved before.

‫ﻗﺮﺃﻧﺎ ﻟﻜﻢ‬

‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ ‪١٤٣٦‬ﻫـ‬

‫ﺍﻟﻄﺮﻳﻖ ﺇﳳ ﺍﻟﺠﻮﺩﺓ‬

‫ﺍﻟﺪﻟﻴﻞ ﺍﻟﻌﻤﻠﻲ ﻟﻠﻤﺪﺍﺭﺱ ﻣﻦ ﺃﺟﻞ ﺗﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ‬ ‫ﻭﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﺮﻴ ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬

‫ﻟﻠﻤﺆﻟﻒ ‪ :‬ﺩ‪:‬ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺤﺴﻦﻴ‬

‫ﺍﺳﺘﺸﺎﺭﻱ ﻧﻈﻢ ﺇﺩﺍﺭﺓ ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻋﺮﺽ ﺍﻟﻜﺘﺎﺏ ‪ :‬ﺃ‪ .‬ﺇﻗﺒﺎﻝ ﻣﺤﻤﺪ ﺍﻟﺸﻬﻴﻞ‬ ‫ﺭﺋﻴﺴﺔ ﺍﻟﻘﺴﻢ ﺍﻟﻨﺴﺎﺋﻲ ﺑﻤﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺗﻢ ﺗﺄﻟﻴﻔﻪ ﳴﺴﺎﻋﺪﺓ ﺍﳴﺪﺍﺭﺱ ﻋﻠﻰ ﺍﻟﺘﺤﻮﻝ‬ ‫ﻧﺤﻮ ﺍﻟﺠﻮﺩﺓ ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﳳ ﺇﻳﺼﺎﻝ ﺭﺳﺎﻟﺔ ﻣﻬﻤﺔ ﻫﻲ ﺃﻥ‬ ‫ﺗﻄﺒﻴﻖ ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﳴﺪﺍﺭﺱ ﻟﻴﺴﺖ ﻣﺴﺄﻟﺔ ﺻﻌﺒﺔ ﻓﻘﻂ‬ ‫ﺗﺤﺘﺎﺝ ﻟﻠﻔﻬﻢ ﺍﻟﺼﺤﻴﺢ ﳲ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﻣﺒﺎﺩﺉ ﺍﻟﺠﻮﺩﺓ‬ ‫ﳲ ﺍﻟﺘﻌﻠﻴﻢ ﻟﺘﺤﻘﻴﻖ ﻣﺴﺘﻮﻯ ﻣﺘﻘﺪﻡ ﳲ ﺍﻟﺠﻮﺩﺓ ﻟﻠﻄﻼﺏ‬ ‫ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﻭﺍﳴﺠﺘﻤﻊ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬ ‫ﻓﻬﻢ ﺍﳴﺒﺎﺩﻱﺀ ﺍﳴﻌﺎﺻﺮﺓ ﻹﺩﺍﺭﺓ ﺍﻟﺠﻮﺩﺓ‬ ‫ﺍﻟﺸﺎﻣﻠﺔ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ‬ ‫ﺗﺤﺴﻦﻴ ﺟﻮﺩﺓ ﺍﳴﺪﺍﺭﺱ‬ ‫ﺍﻟﺘﻤﻴﺰ ﻳﻌﻨﻲ ﻣﺎﻫﻮ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻜﻔﺎﺀﺓ ‪،‬‬ ‫ﺇﻧﻪ ﻳﻌﻨﻲ ﺍﻟﻨﻀﺎﻝ ﻟﻠﻮﺻﻮﻝ ﺇﳳ ﺃﻋﻠﻰ ﺍﳴﺴﺘﻮﻳﺎﺕ‬ ‫ﺍﳴﻤﻜﻨﺔ‬

‫ﺗﻢ ﺗﺮﺗﻴﺐ ﻓﺼﻮﻝ ﺍﻟﺪﻟﻴﻞ ﺑﺤﻴﺚ ﻳﺘﻤﻜﻦ ﺍﻟﻘﺎﺭﺉ ﻣﻦ‬ ‫ﺍﻟﺘﺪﺭﺝ ﳲ ﺍﻟﺴﺮﻴ ﻋﻠﻰ ﻃﺮﻳﻖ ﺍﻟﺠﻮﺩﺓ‪:‬‬

‫ﺗﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ ﻧﻮﻉ ﻣﻦ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﺗﻲ ﺍﻟﺘﻲ ﺗﻘﻮﻡ‬ ‫ﺑﻬﺎ ﺍﳴﺪﺭﺳﺔ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ‬ ‫ﻭﻧﺸﻂ‬

‫ﺗﻀﻤﻦ ﺍﻟﺪﻟﻴﻞ ﺛﻤﺎﻧﻴﺔ ﻓﺼﻮﻝ‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬ ‫ﺍﻟﺒﺪﺍﻳﺔ ﻣﻦ ﺣﻜﻤﺔ ﺍﻟﻘﻴﺎﺩﺓ‬

‫ﻻﻳﻤﻜﻨﻚ ﺗﺤﻘﻴﻖ ﻫﺪﻑ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻔﺲ ﻣﺴﺘﻮﻯ‬ ‫ﺍﻟﺘﻔﻜﺮﻴ ﺍﻟﺬﻱ ﺃﻭﺻﻠﻚ ﺇﻟﻴﻪ ﺍﻟﻴﻮﻡ‬ ‫) ﺃﻟﺮﺒﺕ ﺍﻳﻨﺸﺘﺎﻳﻦ(‬

‫ﺍﳴﺒﺎﺩﺉ ﺍﳴﻌﺎﺻﺮﺓ ﻹﺩﺍﺭﺓ ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‪ ،‬ﳲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‬ ‫ﻳﺘﻄﻠﺐ ﻣﻦ ﺍﻟﻘﺎﺭﺉ ﺃﻥ ﻳﺘﻔﻜﺮ ﻛﺜﺮﻴﺍﹰ ﳲ ﻗﺮﺍﺀﺓ ﺍﳴﻮﺿﻮﻋﺎﺕ‬ ‫ﺍﳴﻄﺮﻭﺣﺔ ‪ ،‬ﺳﻴﻄﻠﺐ ﻣﻦ ﺍﻟﻘﺎﺭﺉ ﺃﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻌﺪﺍﹰ ﻟﺘﻨﻔﻴﺬ‬ ‫ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺫﺍﺗﻲ ﳲ ﺍﳴﺪﺭﺳﺔ ﺍﻟﺘﻲ ﻳﻌﻤﻞ ﺑﻬﺎ‪ .‬ﺗﻤﺜﻞ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﺗﻲ ﻭﻓﻘﺎﹰ ﻟﻠﻤﺒﺎﺩﺉ ﺍﳴﻌﺎﺻﺮﺓ ﻹﺩﺍﺭﺓ‬ ‫ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ ﺧﻄﻮﺓ ﻣﻬﻤﺔ ﻭﺃﺳﺎﺳﻴﺔ ﻟﺒﺪﺀ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ‬ ‫ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﳴﺪﺭﺳﺔ ‪ ،‬ﺳﻴﺠﺪ ﺍﻟﻘﺎﺭﺉ ﺑﻌﺪ ﻧﻬﺎﻳﺔ ﺷﺮﺡ ﻛﻞ‬ ‫ﻣﺒﺪﺃ ﻧﻤﻮﺫﺝ ﺗﻘﻴﻴﻢ ﺫﺍﺗﻲ ﻭﺍﻟﺘﻲ ﺗﺴﺎﻋﺪ ﻓﺮﻳﻖ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﺬﺍﺗﻲ ﳲ ﺍﳴﺪﺭﺳﺔ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﺍﳴﻤﺎﺭﺳﺎﺕ ﺍﳴﻄﻠﻮﺑﺔ‬ ‫ﻣﻦ ﺍﳴﺪﺭﺳﺔ ﻟﻠﺘﻮﺍﻓﻖ ﻣﻊ ﻫﺬﺍ ﺍﳴﺒﺪﺃ ﺍﺳﺘﻨﺎﺩﺍﹰ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﳴﺘﻮﻓﺮﺓ ﻋﻦ ﺍﳴﺒﺪﺃ ﳲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺃﻭ ﻣﻦ ﻣﺼﺪﺭ ﺃﺧﺮﻯ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺜﺎﻧﻲ ﻓﻬﻮ ﻳﺴﺎﻋﺪ ﺍﻟﻔﺮﻳﻖ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻧﻘﺎﻁ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﺍﳴﻄﻠﻮﺑﺔ ﻣﻦ ﺍﳴﺪﺭﺳﺔ ﺣﺘﻰ‬ ‫ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﻛﻞ ﻣﺒﺪﺃ ﻣﻦ ﺍﳴﺒﺎﺩﺉ ﺍﳴﻌﺎﺻﺮﺓ ﻹﺩﺍﺭﺓ ﺍﻟﺠﻮﺩﺓ‬ ‫ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﻟﺘﻲ ﻻﺗﻮﺟﺪ ﻟﺪﻯ ﺍﳴﺪﺭﺳﺔ ﺃﻱ ﻣﺒﺎﺩﺭﺓ ﻟﻠﻌﻤﻞ‬ ‫ﻭﻓﻘﻬﺎ ‪ .‬ﺃﻭ ﺗﻮﺟﺪ ﻣﺒﺎﺩﺭﺓ ﻟﻜﻨﻬﺎ ﻏﺮﻴ ﻛﺎﻓﻴﺔ ﻭﻳﺘﻄﻠﺐ ﺍﻷﻣﺮ‬ ‫ﺇﺟﺮﺍﺀ ﺗﺤﺴﻦﻴ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻊ‬ ‫ﻛﻴﻒ ﺗﻄﺒﻖ ﺍﳴﺪﺍﺭﺱ ﻣﻌﺎﻳﺮﻴ ﺃﻓﻀﻞ‬ ‫ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ؟‬

‫ﺗﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﳴﺪﺍﺭﺱ ﻭﺍﳴﺒﺎﺩﺉ ﺍﻷﺳﺎﺳﻴﺔ ﺍﳴﻬﻤﺔ‬ ‫ﺍﻟﺘﻲ ﺗﺘﻄﻠﺒﻬﺎ ﻋﻤﻠﻴﺔ ﺗﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ‪ ،‬ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻳﺴﺎﻋﺪ‬ ‫ﻓﺮﻳﻖ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﺍﺗﻲ ﻭﺍﳴﺪﺍﺭﺱ ﻋﻠﻰ ﺗﻌﻤﻴﻖ ﻓﻬﻤﻬﻢ‬ ‫ﻟﻠﺠﻮﺩﺓ ﻣﻦ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺗﻘﻴﻴﻢ ﺫﺍﺗﻲ ﻭﻓﻖ ﺍﳴﺒﺎﺩﺉ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ‬ ‫ﻛﻴﻒ ﺗﺴﺘﺨﺪﻡ ﻣﻨﻬﺠﻴﺔ )‪(P-D-S-A‬‬ ‫ﳲ ﺗﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬ ‫ﻣﻌﻮﻗﺎﺕ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬

‫ﻳﺘﻨﺎﻭﻝ ﻛﻴﻒ ﺗﻌﻤﻞ ﺍﳴﺪﺍﺭﺱ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﺮﻴ ﺃﻓﻀﻞ‬ ‫ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ‬ ‫ﺍﻟﻄﺮﻳﻖ ﺇﳳ ﺍﻟﺠﻮﺩﺓ ﻭ ﺍﻟﺘﻤﻴﺰ‬ ‫ﺗﻢ ﺍﺿﺎﻓﺔ ﺍﻟﻔﺼﻞ ﺑﺸﻜﻞ ﺧﺎﺹ ﳴﺴﺎﻋﺪﺓ ﻓﺮﻳﻖ ﺍﻟﺠﻮﺩﺓ‬ ‫ﳲ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻟﻠﺒﺪﺀ ﳲ ﺭﺣﻠﺔ ﺍﻟﺘﺤﺴﻦﻴ‬ ‫ﺍﳴﺴﺘﻤﺮ ﻭﺗﺤﻘﻴﻖ ﺍﻟﺠﻮﺩﺓ‪.‬‬

‫ﺃﺻﺒﺢ ﺍﻟﺤﺪﻳﺚ ﻋﻦ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻟﺤﻜﻤﺔ ﻟﻠﻄﻼﺏ ﳲ‬ ‫ﺍﳴﺪﺍﺭﺱ ﻣﻦ ﻣﺘﻄﻠﺒﺎﺕ ﺿﻤﺎﻥ‬ ‫ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬

‫ﻳﺘﻨﺎﻭﻝ ﻧﺸﺄﺓ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬ ‫ﺣﻴﺚ ﻳ‪‬ﻌﺪ ﺍﳴﺮﻛﺰ ﻣﻦ ﺃﻭﻝ ﺑﻴﻮﺕ ﺍﻟﺨﺮﺒﺓ ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻟﻌﺎﻟﻢ‬ ‫ﺍﻟﻌﺮﺑﻲ ﺍﻟﺘﻲ ﺗ‪‬ﻌﻨﻰ ﺑﺘﻄﺒﻴﻖ ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺑﺸﻜﻞ‬ ‫ﺧﺎﺹ ﳲ ﺍﳴﺪﺍﺭﺱ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‬ ‫ﻗﺼﺔ ﺍﻟﺠﻮﺩﺓ‬

‫ﻳﺘﻨﺎﻭﻝ ﺷﺮﺡ ﻗﺼﺔ ﺍﻟﺠﻮﺩﺓ ﻭﺗﻌﺮﻳﻔﺎﺕ ﺍﻟﺠﻮﺩﺓ ﻭﺗﻄﻮﺭ‬ ‫ﻣﻔﻬﻮﻡ ﺍﻟﺠﻮﺩﺓ ﳲ ﺍﻟﺼﻨﺎﻋﺔ ﻭﻣﻌﻨﻰ ﻛﻞ ﻣﺮﺣﻠﺔ ﻭﻣﻔﻬﻮﻣﻬﺎ‬ ‫ﳲ ﺍﳴﺪﺭﺳﺔ ‪ ،‬ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺘﻨﺘﺞ ﺍﻟﻘﺎﺭﺉ ﻣﻦ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‬ ‫ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﻣﻦ ﺃﻫﻤﻬﺎ‪ :‬ﺗﻄﻮﺭ ﻣﻔﻬﻮﻡ‬ ‫ﺍﻟﺠﻮﺩﺓ ﻣﻦ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻌﻴﻮﺏ ﳲ ﺍﳴﻨﺘﺞ ﺇﳳ ﺍﻟﻮﻗﺎﻳﺔ‬ ‫ﻣﻦ ﺍﻟﻌﻴﻮﺏ‪.‬‬

‫ﺗﻨﺎﻭﻝ ﺷﺮﺡ ﺍﺳﺘﺨﺪﺍﻡ ﺩﺍﺋﺮﺓ ﺍﻟﺠﻮﺩﺓ ) ‪(P-D-S-A‬‬ ‫ﻛﻤﻨﻬﺠﻴﺔ ﳴﺴﺎﻋﺪﺓ ﺍﳴﺪﺍﺭﺱ ﻋﻠﻰ ﺑﺪﺀ ﺭﺣﻠﺔ ﺗﺤﺴﻦﻴ‬ ‫ﺍﻟﺠﻮﺩﺓ ﻭﺍﺳﺘﻤﺮﺍﺭﻳﺘﻬﺎ ‪ ،‬ﻛﻤﺎ ﻳﺠﺪ ﺍﻟﻘﺎﺭﺉ ﺻﻔﺤﺎﺕ ﻟﻠﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﺬﺍﺗﻲ ﳴﺴﺎﻋﺪﺓ ﺍﳴﺪﺍﺭﺱ ﳲ ﻣﻌﺮﻓﺔ ﻧﻘﺎﻁ ﻗﻮﺗﻬﺎ ﻭﻓﺮﺹ‬ ‫ﺍﻟﺘﺤﺴﻦﻴ ﺍﳴﻄﻠﻮﺑﺔ ﻟﺘﺤﻘﻴﻖ ﻣﺘﻄﻠﺒﺎﺕ ﺍﺳﺘﺨﺪﺍﻡ ﺩﺍﺋﺮﺓ‬ ‫ﺍﻟﺠﻮﺩﺓ‪.‬‬

‫ﺷﺮﺡ ﺍﳴﻌﻮﻗﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﻮﺍﺟﻪ ﺍﳴﺪﺍﺭﺱ ﳲ ﻃﺮﻳﻘﻬﺎ‬ ‫ﻧﺤﻮ ﺍﻟﺠﻮﺩﺓ‪ ،‬ﻭﻣﻦ ﺍﻷﻫﻤﻴﺔ ﺃﻥ ﻧﻌﺮﻑ ﺍﳴﻌﻮﻗﺎﺕ ﻭﺳﺒﻞ‬ ‫ﻣﻮﺍﺟﻬﺘﻬﺎ ﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺮﺣﻠﺔ ﻭﺗﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺠﻮﺩﺓ‬ ‫ﺍﻟﺘﻲ ﻧﺘﻄﻠﻊ ﺇﻟﻴﻬﺎ ‪.‬‬

‫‪٨‬‬

‫ﺃﺧﺮﻴﺍﹰ ﺗﻢ ﺍﺳﺘﻌﺮﺍﺽ ﺑﻌﺾ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳴﻬﻤﺔ ﳴﺴﺎﻋﺪﺓ‬ ‫ﺍﳴﺪﺍﺭﺱ ﳲ ﺭﺣﻠﺘﻬﺎ ﻧﺤﻮ ﺗﺤﺴﻦﻴ ﺍﻟﺠﻮﺩﺓ‪.‬‬

‫ﻳﺘﻮﻓﺮ ﺍﻟﻜﺘﺎﺏ ﻓﻘﻂ ﻟﺪﻯ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ‬ ‫ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‪.‬‬

‫ﻫـ‬١٤٣٦ ‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ‬

Excellence: is approachable

Editorial

Excellence for All: A renewed demand for education Ahmed Balghunaim the Executive director of the center

Dr.Abdulrahman Almdedaires president of the advisory board of the center Excellence in Education is a good destination being Excellence is not a product of chance. What made a lot of educational institutions and other first world countries of progress in the field of quality is the result of long years of planning , hard work, diligent and constant striving to overcome the aspirations of the beneficiaries to find products and services dazzling in the quality of output, as well as the determination to be excellence, and continue not only to keep up with the changes in the needs and aspirations of the beneficiaries, but also to preempt and anticipate in future change.

Excellence is not a product of chance.

This state institutions that seek to quality and excellence, there is no doubt that educational institutions are most needed to speed up its response to the change and renovation and to realize the challenges they face, , and most need to make excellence purpose to renewal and continuous improvement in every activity and process in the system of work ranging from focusing on the student as the center of the educational process and educational to the inspiring teacher, management, leadership and learning and education environment which is attractive and interesting, open and ongoing relationship with the family and the local community.

Awards for best practices in quality of school education carried out by the Centre, King Fahd bin Abdulaziz Quality- in its second session clarified the reality of what we’re talking about, showed that excellence: extremely approachable, many schools were able to participate in the competition at the level of the eastern region to achieve first-world standards in excellence and quality in the educational field determined by the competition annually.

These results indicate the outstanding efforts and initiatives quality that stands behind teams distinct in schools, leaders, teachers, supervisors and participants of our students, all of them put excellence their destination so they get what they prefer determination and insistence on excellence, diligence, and they have to be on the map of Excellence that King Fahd bin Abdulaziz Quality Center developed What made the winning schools award for best practices in the quality of school education through the achievements of the previous two sessions are inspirational lessons of local, national, proving that excellence according to international standards is not impossible, it is extremely approachable......

an indicator of the quality of the future of the nation.

Therefore, achieving excellence in any field of education represents an investment in the future of development in all its dimensions of economic, social and other modern communication technologies and scientific progress also provides fertile environment for excellence, in terms of the ease of access to modern information and make indirect bench marking with distinct institutions anywhere. The world has become open space for learning and knowledge.

If we ask any person or institutions how you achieve excellency? The answer will be including a lot of factors that helped in reaching the summit of excellence and the most important are: cooperation and learning from the experiences of others.

When King Fahad bin Abdulaziz Quality Center starts the development of the map of excellence project the primary purpose was to help schools and to motivate them to work on the standards of excellence. Many schools in the two previous sessions won the prize and other schools were close to achieving the standards.

We recognize that winning one school or two or more is an accomplishment that we can be proud of. But the challenge is how all schools achieved excellence standards? For this purpose was one of excellence map project aims was to encourage and promote a mutual learning best practices among schools, so that each school starts with the journey to excellence from where it has ended the best practice in a specific area in another school. This positive climate which is rich of distinct practices represents the infrastructure that will contribute to achieving excellence for all schools.

Aiming for excellence, perseverance and diligent to attainable is a requirement that due to challenges facing the world. When each school work on the standards of excellence which represents the essence of their daily work and is not a marginal or seasonally work. The pursuit of excellence does not require the school to have all the resources and equipment, but they can start the journey of excellence by its own capabilities and work on it and still excellence is the desired goal.

Finally, we ask Allah to help and guide us and to reward the Custodian of the Two Holy Mosques and the Crown Prince and Crown Crown for their support of excellence and for the Kingdom with its products and services which is a global standard for quality and perfection.

I also thank His Highness the Minister of Education and their Excellencies the deputies of minister for their care and protection for who are distinct and thanks to His Highness prince of Eastern Province and his Deputy and His Highness the Governor of Al-Ahsa on the continuing care of the quality team of educational performance.

Thanks to King Fahd bin Abdulaziz, quality center for their efforts towards the spreading of a culture of excellence. Thanks to the managers of education in the Eastern Province and to the strategic partners and I congratulate the winners and participants in King Fahd bin Abdulaziz quality center competition.

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The Speech Of the Strategic Supporters Khaled M. Albawardi Chairman & CEO of Albawardi group A ceremony was held by King Fahad Bin Abdulaziz Quality Center to honor the schools that won the award of the best practices of quality in school education (the field of motivation) for 1433/1434 AH, During which, the strategic partners of the Center have been honored , and they delivered a speech, spoken – on their behalf- by Mr. Khalid Mohammed Al Bawardi, the head of AL-Bawardi group of companies, and here is the speech: In the name of Allah, Most Gracious, Most Merciful..

All praise is due to Allaah, May peace and blessings be upon the Messenger, his household and companions.

To Royal Highness prince Saud bin Nayef, the governor of the Eastern province, to Your Excellencies… dear guests… May Allah’s peace, mercy and blessing be upon you All… What a blessed day your highness, what a pleasure our education of the Eastern province is having by your visit and precious patronage to honor the winning schools, the award of the best practices of quality in school education, which was held by King Fahad Bin Abdulaziz Quality Center…

Quality sir, is all about harmony in performance and working to insure reaching the recipient’s satisfaction, also it is a system that our Islamic religion included as a lifestyle, though the word “quality” was never mentioned in the Quran or the Sunnah, but something else, a much better conceptually and productively were mentioned.. Which are accuracy and perfection. Accuracy is precision, being accurate at work means being precise, also kindness is about being precise at work and fulfills its requirements to make the best of it, or maybe better than the requirements which means being very kind. So the Quality we have in reality is a key to being accurate and kind at work.. So it is not a Western experience that we are trying to imitate, but it is a lifestyle that was launched by our tolerant religion, which a one we should follow and trust.

There is no successful economy without a successful education, as there is no qualitative education without contribution and solidarity between the institutions of society as a whole, we all at this field are an only one sector and not a public or private one… Herein lies the power of the real citizenship in the ongoing support and interconnected partnership to achieve the conjoint objective which is all about building a young generation who will be capable of keeping up with the developments of the era and to put our country in its suitable position. From this perspective, the education in our precious country found all kinds of support from our wise leaders and governors may Allah bless them, so they were openhanded and took a very good care not to mention the unlimited support to build a generation that is capable to achieve goals and visions. So we can axiomatically say: Education as a responsibility does not only rests on the ministry of education, but it is a community’s responsibility that rests on all parties’ shoulders.. With explained tasks and rules to be played to contribute to improving and developing our education, and that is the secret of excellence for the revival of developed countries’ economic.

The competition of the best practices of quality in school education, which was held by King Fahad Bin Abdulaziz Quality Center, is qualitative initiative that we look forward together to contribute to motivate schools to make more efforts to improve the quality of education, and our honorary ceremony today to the best practices among the Eastern province is an important indicator and a productive result of the cooperation and partnership between the local community as a single unit.

We are delighted to congratulate and send our blessing to all the winning schools of the award ” The Best Practices of Quality in School Education” , wishing them a continued excellence to create an educational environment that is distinguished by quality, for our young generation who are the leaders of the future. So in my behalf and on behalf of all strategic partners of King Fahad Bin Abdulaziz Quality Center, we insure you sir, our continued support of quality in all, framework and standards, as we would like to thank your highness for the decent care, and also our thanks go to those in charge of this blessed initiative, and their head Dr. Abdulrahman AlMaders, the general director of the education in the Eastern Province, and the award team, We ask Allah Almighty to bless us all.. and to illuminate our paths, and to make all of this work and efforts beneficial and helpful.

Article

‫ﻫـ‬١٤٣٦ ‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ‬

Passion for revalence The leaders We Need Dr. Ibraheem AbdulKareem Alhussain.

Quality Management Systems Consultant in Education

Education90@hotmail.com Still a lot of us have perceptions that excellence and quality are the result of the availability of material resources, although the strength of the United States’ economic resources in the beginning of the seventies of the twentieth century until the present time not have been able to cope with the Japanese industry, which started from a country exhausted by war and weak financial resources, but did not overstretch his determination and his passion superiority, Japanese industry was the title for “quality” till this day.

Because I am fond of research and following-up quality success stories everywhere, I could not prevent myself from visiting one of the schools after I heard about their Superior results, I wondered : What criterion I’ll use to judge the quality of this school?. Do I just content with the Superior reputation achieved by the school at the level of its community? On the other hand I say: sometimes the standards which be judged by the local community does not reflect the high level of quality and it may be the result of “subjective” factors. would I measure the quality through the results of the students tests?, It also will not take me to the roots of the quality success, because of the error factor in the process of building tests that can give us misleading results, in addition to the natural and psychological conditions, which conducted tests all contribute to give incorrect and inaccurate results of what students already learned? would I measure the quality through the results of evaluation of the teachers’ performances? -No I wouldn’t use this criterion because I know that we are in a society in which Subjective factors have the most influential on judging the quality than objective factors, So the use of this measurement alone will not measure the true level of quality and in particular under the influence of the subjective factor. would I measure the quality using the indicators of students’ behavior?, No doubt it is a fundamental indicator and the basis of the quality of school performance, but also is not enough , And here is the difficulty of measuring quality in education, as a result of multiple factors which contribute in forming “the students’ education.”. “ it may be a factor family education or socio-economic conditions of the family influence the behavior of the students more than the influence of the school educational system. So what is the criterion I will use to measure the quality of this school ..?

In fact, you cannot measure the quality of the school through a single visit, Nor can one person do the process of measurement because it requires a diverse multi specialties team work . In order not to be there subjective factors and personal impressions I decided to rely on an essential standard for quality in any institution that can give you a “predictive

indicator” to check the extent of quality , and that stander is the “leadership” which represents according to “Pareto’s principle “ 20/80, the important minority that gives us 80% of the results, and here I mean “school leaders.”

half one of our students will take in a tour around school) , my happiness increased when I heard the Director’s keenness on time, because time is the most valuable resource in education.

I was careful not to appear like an evaluator during my visit to the school and my meeting with Director, Because that was not my goal, but the purpose was to identify the personal characteristics and the director way of thinking that made a qualitative transformation in the school results . The smile on his face was the first Brightening met me out and I realized that he has many friendships from behind his smile.

Smiling is a required attribute among all people and especially in school leaders. Coincided with my presence there was one of the parents and in the moment he was leaving the Director said to him: that our school welcomes any comments . We consider it an opportunity to improve our performance please give us your comments and suggestions.

“I wouldn’t take much of your time” I told him “simply: I want you to describe your school as portrayed in your mind?” It may seems a simple request , but only leader who can see the future more than the present situation. As usual, his smile increased and he began to talk without any pretended like he’s just started to draw a painting Saying: (I won’t accept anything less than seeing our students enjoy learning inside their classrooms, making learning fun and joyful for every student, without exception is our first priority. I won’t accept anything less than teachers who inspire their students and use the latest strategies in education, and Allah willing our school will be every day better than yesterday), And he continued to draw his painting and the minutes allocated to me ended , although he did not talk about everything, but he completed the portrait I was looking for(the passion for prevalence and the leaders we need for our schools).

The Director’s answer really surprised me, I said to myself: The Director breathes and speaks quality ....! .He Welcomed me, saying: Welcome to our school and we are happy with your visit and I am happy to be with you only for half an hour and the other half one of our students will take in a tour around school) , my happiness increased when I heard the Director’s keenness on time, because time is the most valuable resource in education.

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I beg your pardon, I will complete the remaining time of the visit, with one of the school’s students .... see you fine and have lasting passion for prevalence.

‫ﺍﻷﺧﺮﻴﺓ‬

‫ﻫـ‬١٤٣٦ ‫ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ ﻣﺤﺮﻡ‬

‫ﻣﺼﻄﻠﺤﺎﺕ‬ ‫ﳲ ﺍﻟﺠﻮﺩﺓ‬

THE ROAD TO QUALITY PRACTICAL GUIDE FOR SCHOOLS TO IMPROVE THE QUALITY AND THE APPLICATION OF BEST PRACTICES STANDARDS IN THE QUALITY OF SCHOOL EDUCATION .

‫ﻣﺮﺣﻠﺔ ﺿﺒﻂ ﺍﻟﺠﻮﺩﺓ‬ (Quality Control)

‫ﻭ ))ﺣﺘﻰ ﻧﻠﺘﻘﻲ((ﻭ‬ ‫ﺑﻘﻠﻢ‬ ‫ﻋﺒﺪﺍﷲ ﺑﻦ ﻣﺤﻤﺪ ﺍﻟﻌﻜﺎﺳﻲ‬.‫ﺃ‬

‫ﻣﺪﻳﺮ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻟﻠﺠﻮﺩﺓ‬

‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺭﺅﻳﺔ ﻣﺮﻛﺰ ﺍﳴﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﻟﻠﺠﻮﺩﺓ ﺑﺄﻥ ﻳﻜﻮﻥ ﺃﺩﺍﺓ ﺍﻟﺘﺤﻮﻝ ﺍﻟﺮﺋﻴﺴﺔ ﳴﺠﺘﻤﻊ‬ ‫ ﻋﻤﻞ‬،‫ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻧﺤﻮ ﺍﻟﺠﻮﺩﺓ ﺍﻟﺸﺎﻣﻠﺔ‬ ‫ﺍﳴﺮﻛﺰ ﻋﻠﻰ ﻋﺪﺓ ﻣﺒﺎﺩﺭﺍﺕ ﻭﺍﻟﺘﻲ ﻣﻨﻬﺎ ﺧﺎﺭﻃﺔ‬ ‫ﺍﻟﺘﻤﻴﺰ ﳲ ﺗﻌﻠﻴﻤﻨﺎ ﻭﻫﺬﻩ ﺍﳴﺴﺎﺑﻘﺔ ﺗﺄﺗﻲ ﺿﻤﻦ‬ ‫ ﻣﻦ ﺧﻼﻝ ﺭﺻﺪ‬،‫ﺇﻃﺎﺭ ﻣﺸﺮﻭﻉ ﺧﺎﺭﻃﺔ ﺍﻟﺘﻤﻴﺰ‬ ‫ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ‬ ‫ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻟﺠﻤﻴﻊ ﺍﳴﺪﺍﺭﺱ‬ ‫ﻭ‬.‫ﺑﻨﻦﻴ ﻭﺑﻨﺎﺕ ﳲ ﺍﻟﻘﻄﺎﻋﻦﻴ ﺍﻟﺤﻜﻮﻣﻲ ﻭﺍﻷﻫﻠﻲ‬ ‫ﻭﻳﻌﺘﺮﺒ ﻫﺬﺍ ﺍﳴﺸﺮﻭﻉ ﺍﻧﻄﻼﻗﺔ ﻧﻮﻋﻴﺔ ﻟﻠﻤﺮﻛﺰ ﻟﺪﻋﻢ‬ ‫ ﺍﻟﺘﻲ ﻳﺠﺪ ﻓﻴﻬﺎ‬،‫ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳲ ﻣﻤﻠﻜﺘﻨﺎ ﺍﻟﻐﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺪﻋﻢ ﺍﳴﺴﺘﻤﺮ ﻣﻦ ﺧﺎﺩﻡ ﺍﻟﺤﺮﻣﻦﻴ ﺍﻟﺸﺮﻳﻔﻦﻴ‬ ‫ﺍﳴﻠﻚ ﻋﺒﺪﺍﷲ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻭﺳﻤﻮ ﻭﻟﻲ ﻋﻬﺪﺓ ﺍﻷﻣﻦﻴ‬ ‫ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ ﺳﻠﻤﺎﻥ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬ ‫ﻭﺳﻤﻮ ﻭﻟﻲ ﻭﻟﻲ ﺍﻟﻌﻬﺪ ﺍﻟﻨﺎﺋﺐ ﺍﻟﺜﺎﻧﻲ ﺻﺎﺣﺐ‬ ‫ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ ﻣﻘﺮﻥ ﺑﻦ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻭﻭﺯﻳﺮ‬ ‫ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻠﻜﻲ ﺍﻷﻣﺮﻴ ﺧﺎﻟﺪ‬ ‫ ﻭﻫﺬﺍ ﺍﻟﺪﻋﻢ ﺍﻟﻼ ﻣﺤﺪﻭﺩ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ‬،‫ﺍﻟﻔﻴﺼﻞ‬ ‫ﺣﺮﺻﺎﹰ ﻣﻦ ﺍﻟﻘﻴﺎﺩﺓ = ﺍﻋﺰﻫﺎ ﺍﷲ – ﻋﻠﻰ ﺑﻨﺎﺀ ﻣﺴﺘﻘﺒﻞ‬ ‫ﺯﺍﻫﺮ ﻷﺑﻨﺎﺀ ﻭﺑﻨﺎﺕ ﺍﻟﻮﻃﻦ ﻟﻴﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻣﻮﺍﻛﺒﺔ‬ ‫ﻭ‬.‫ﺍﻟﻌﺼﺮ ﻭﺗﺤﻘﻴﻖ ﻣﺘﻄﻠﺒﺎﺕ ﻋﺼﺮ ﻣﺠﺘﻤﻊ ﺍﳴﻌﺮﻓﺔ‬ ‫ﻛﻤﺎ ﻳﻄﻴﺐ ﻟﻲ ﺃﻥ ﺃﺷﻜﺮ ﺻﺎﺣﺐ ﺍﻟﺴﻤﻮ ﺍﳴﻜﻲ‬ ‫ﺍﻷﻣﺮﻴ ﺳﻌﻮﺩ ﺑﻦ ﻧﺎﻳﻒ ﺃﻣﺮﻴ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻋﻠﻰ‬ ‫ﺗﻮﺟﻴﻬﺎﺗﻪ ﻭﺩﻋﻤﻪ ﺍﳴﺴﺘﻤﺮ ﻭﺭﻋﺎﻳﺘﻪ ﳴﺸﺎﺭﻳﻊ ﻭﺑﺮﺍﻣﺞ‬ ‫ﺍﳴﺮﻛﺰ ﻭﺍﻟﺘﻲ ﺃﺛﻤﺮﺕ ﻭﷲ ﺍﻟﺤﻤﺪ ﻋﻠﻰ ﺍﻟﻜﺜﺮﻴ ﻣﻦ‬ ‫ﺍﻻﻧﺠﺎﺯﺍﺕ ﻭﻣﻨﻬﺎ ﻫﺬﺍ ﺍﳴﺸﺮﻭﻉ " ﺃﻓﻀﻞ ﺍﳴﻤﺎﺭﺳﺎﺕ‬ ‫ﳲ ﺟﻮﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳴﺪﺭﺳﻲ" ﺍﻟﺪﻭﺭﺓ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ ﺍﻟﺘﺤﻮﻝ ﻧﺤﻮ‬: ‫ﻡ ﻣﺠﺎﻝ ﺍﻟﻘﻴﺎﺩﺓ‬٢٠١٤ - ‫ﻫ‬١٤٣٥ ‫ ﻭﻗﺪ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ﻫﺬﺍ ﺍﳴﺠﺎﻝ ﻧﻈﺮﺍﹶ ﻷﻫﻤﻴﺔ‬،‫ﺍﻟﻌﺎﻟﻢ ﺍﻷﻭﻝ‬ ‫ﻭ‬.‫ﺍﻟﻘﻴﺎﺩﺓ ﳲ ﺗﺤﻘﻴﻖ ﺍﻟﺠﻮﺩﺓ ﺍﳴﻨﺸﻮﺩﺓ ﳲ ﺍﳴﺪﺍﺭﺱ‬ ‫ﻭﻗﺪ ﺣﻈﻴﺖ ﺍﳴﺴﺎﺑﻘﺔ ﺑﺎﻫﺘﻤﺎﻡ ﻭﺣﺮﺹ ﻣﻦ ﻗﺒﻞ‬ ‫ﻣﺪﺭﺳﺔ ﺑﻨﻦﻴ‬٧١ ‫ﺍﳴﺪﺍﺭﺱ ﺣﻴﺚ ﺗﻘﺪﻣﺖ ﻟﻠﻤﺸﺎﺭﻛﺔ‬ ‫ﻭﺑﻨﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﳴﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ ﻭﻣﺤﺎﻓﻈﺔ‬ ‫ﺍﻹﺣﺴﺎﺀ ﻭﺣﻔﺮ ﺍﻟﺒﺎﻃﻦ ﳲ ﺍﻟﻘﻄﺎﻋﻦﻴ ﺍﻟﺤﻜﻮﻣﻲ‬ ‫ ﻭﻗﺪ ﺣﺮﺻﻨﺎ ﳲ ﺍﳴﺮﻛﺰ ﺑﺘﻘﺪﻳﻢ ﺗﻐﺬﻳﺔ‬.‫ﻭﺍﻷﻫﻠﻲ‬ ‫ﺭﺍﺟﻌﺔ ﻟﻠﻤﺸﺎﺭﻛﻦﻴ ﺑﻤﺎ ﻓﻴﻬﻢ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ ﻋﻦ‬ ‫ﺍﳴﺸﺎﺭﻛﺔ ﳲ ﺍﳴﺴﺎﺑﻘﺔ ﻭﺇﺑﺮﺍﺯ ﻧﻘﺎﻁ ﺍﻟﻘﻮﺓ ﻭﻓﺮﺹ‬ ‫ﺍﻟﺘﺤﺴﻦﻴ ﻟﻴﺘﻢ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﳲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﺴﻦﻴ‬ .‫ﻭﳴﺴﺎﻋﺪﺓ ﺍﳴﺪﺍﺭﺱ ﳲ ﺍﳴﺸﺎﺭﻛﺎﺕ ﺍﻟﻘﺎﺩﻣﺔ‬ ‫ﻭ‬ ‫ﻭﻳﺴﺮﻧﻲ ﺑﻬﺬﻩ ﺍﳴﻨﺎﺳﺒﺔ ﺃﻥ ﺍﻫﻨﺌﻲ ﺍﳴﺪﺍﺭﺱ ﺍﻟﻔﺎﺋﺰﺓ‬ ‫ ﻭﻛﻞ ﻣﻦ ﺷﺎﺭﻙ ﳲ ﻫﺬﻩ‬، ‫ﻭﺟﻤﻴﻊ ﺍﻟﻌﺎﻣﻠﻦﻴ ﻓﻴﻬﺎ‬ .‫ﺍﳴﺴﺎﺑﻘﺔ‬ ‫ﻛﻤﺎ ﺃﺷﻜﺮ ﺷﺮﻛﺎﺋﻨﺎ ﺍﻻﺳﺮﺘﺍﺗﻴﺠﻴﻮﻥ ﻋﻠﻰ ﺩﻋﻤﻬﻢ‬ ‫ ﻭﺃﺷﻜﺮ ﺳﻌﺎﺩﺓ ﺭﺋﻴﺲ‬،‫ﻟﺮﺒﺍﻣﺞ ﻭﻣﺸﺎﺭﻳﻊ ﺍﳴﺮﻛﺰ‬ ‫ﺍﳴﺠﻠﺲ ﺍﻻﺳﺘﺸﺎﺭﻱ ﻟﻠﻤﺮﻛﺰ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪﺍﻟﺮﺣﻤﻦ‬ ‫ﺍﳴﺪﻳﺮﺱ ﻭﺳﻌﺎﺩﺓ ﺭﺋﻴﺲ ﺍﳴﺠﻠﺲ ﺍﻹﺩﺍﺭﻱ‬ ‫ ﺃﺣﻤﺪ ﺑﺎﻟﻐﻨﻴﻢ ﻋﻠﻰ ﺣﺴﻦ‬/‫ﻟﻠﻤﺮﻛﺰ ﺍﻷﺳﺘﺎﺫ‬ ‫ ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻝ ﻟﻔﺮﻳﻖ ﺍﻟﻌﻤﻞ ﺍﳴﺘﻤﻴﺰ‬،‫ﺗﻮﺟﻴﻬﻬﻢ‬ ‫ﻣﻦ ﺍﻹﺧﻮﺍﻥ ﻭﺍﻷﺧﻮﺍﺕ ﻋﻠﻰ ﻣﺒﺎﺩﺭﺍﺗﻬﻢ ﻭﺇﺑﺪﺍﻋﺎﺗﻬﻢ‬ ‫ﻭﺟﻬﻮﺩﻫﻢ ﺍﳴﺘﻤﻴﺰﺓ ﳲ ﺍﻻﺭﺗﻘﺎﺀ ﺍﳴﺴﺘﻤﺮ ﺑﺠﻮﺩﺓ‬ ‫ﻭ‬..... ‫ﺍﻷﺩﺍﺀ ﻣﺘﻤﻨﻴﺎﹰ ﻟﻬﻢ ﺍﳴﺰﻳﺪ ﻣﻦ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻤﻴﺰ‬

‫ﻳﻌﻨﻲ ﻧﻈﺎﻡ ﺿﺒﻂ ﺍﻟﺠﻮﺩﺓ ﺃﺧﺬ ﻋﻴﻨﺎﺕ ﻣﻦ‬ ‫ﺍﳴﻨﺘﺞ ﻣﻦ ﻋﻠﻰ ﺧﻄﻮﻁ ﺍﻻﻧﺘﺎﺝ ﻭﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻭﺣﺪﺓ ﺿﺒﻂ ﺟﻮﺩﺓ ﳲ‬ ‫ﻭ‬.‫ﺍﳴﺆﺳﺴﺔ ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﺍﺧﺬ ﺍﻟﻌﻴﻨﺎﺕ‬ ‫ﻳﻨﻈﺮ ﻋﺎﺩﺓ ﺍﳳ ﺿﺒﻂ ﺍﻟﺠﻮﺩﺓ ﻋﻠﻰ ﺃﻧﻪ ﻭﺳﻴﻠﺔ‬ ‫ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻟﻌﻴﻮﺏ ﻭﻟﻴﺲ ﻣﻨﻊ ﺣﺪﻭﺛﻬﺎ‬ ‫ﻓﻬﻮ ﻳﻌﺘﻤﺪ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﺍﻟﺘﻔﺘﻴﺶ‬ ‫ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﺑﺪﻭﺭﺓ ﻋﻠﻰ ﺍﳴﻔﺘﺸﻦﻴ ﺍﻟﺬﻳﻦ‬ ‫ﻳﻘﻮﻣﻮﻥ ﺑﻔﺤﺺ ﻋﻴﻨﺎﺕ ﻣﻦ ﺍﳴﻨﺘﺞ ﺇﻣﺎ ﺑﺸﻜﻞ‬ ‫ ﺑﻬﺪﻑ‬،‫ﺩﻭﺭﻱ ﺃﻭ ﺑﻌﺪ ﺗﺼﻨﻴﻊ ﺩﻓﻌﻪ ﻣﻨﻪ‬ ‫ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻮﺣﺪﺍﺕ ﺍﳴﻌﻴﺒﺔ ﻷﻧﻬﺎ ﻻ ﺗﻌﺎﻟﺞ‬ ‫ﻭ‬. ‫ﺍﳴﺸﻜﻼﺕ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﺘﻲ ﺍﺩﺕ ﺍﳳ ﺣﺪﻭﺛﻬﺎ‬

‫ﺿﻤﺎﻥ ﺍﻟﺠﻮﺩﺓ‬ (Quality Assurance )‫ﻭ‬

AUTHOR : DR ,IBRAHIM AL HUSSAIN Advisor of Quality Management Systems in Education This book was authored to help schools shift towards quality ,in addition to delivering the important message is that the application of quality in schools is not only difficult issue, but you need to understand how to apply the correct principles of quality in education to achieve the advanced level in the quality of students , parents and community.

The chapters were arranged so that the reader will be able to advanced grauaully on the road to quality ,the guide included eight chapters which are: CHAPTER ONE: This chapter deals with the emergence of Center King Fahad Bin Abdul Aziz for quality where is the center of the first houses on the experience level of the Arab world, which means the application of quality in education and particularly in schools.

CHAPTER TWO: This chapter deals with the story of quality and the definitions of quality and the evolution of the concept of quality in the industry and the meaning of each stage and its concept in the school ,and the reader can infer from this chapter, many of the conclusions of the most importante evoluation from quality of detection of defects in the product to the presentation of defects.

‫ﺟﻤﻴﻊ ﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﺑﻬﺎ ﺍﳴﺪﺭﺳﺔ ﻣﻦ‬ ‫ﺗﺨﻄﻴﻂ ﻭﺗﺼﻤﻴﻢ ﻭﺍﺟﺮﺍﺀﺍﺳﺘﻄﻼﻋﺎﺕ ﺭﺍﻱ‬ ‫ﻭﻏﺮﻴﻫﺎ ﻟﻀﻤﺎﻥ ﺗﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺠﻮﺩﺓ ﻛﻤﺎ‬ ‫ﻳﺪﺭﻛﻬﺎ ﺟﻤﻴﻊ ﺍﳴﺴﺘﻔﻴﺪﻳﻦ )ﺍﻟﻄﻼﺏ –ﺍﳴﻌﻠﻤﻮﻥ‬ ‫(ﻭﺿﻤﺎﻥ‬... ‫–ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ –ﺍﳴﺠﺘﻤﻊ ﺍﳴﺤﻠﻲ‬ ‫ﺍﻟﺠﻮﺩﺓ ﻟﻠﻤﺪﺍﺭﺱ ﻫﻮ ﻣﺸﺮﻭﻉ ﻭﻃﻨﻲ ﺗﻘﻮﻡ ﺑﻪ‬ ‫ ﺑﻴﻨﻤﺎ ﺍﳴﺪﺭﺍﺱ ﺗﻘﻮﻡ‬،‫ﻭﺯﺍﺭﺍﺕ ﺍﻟﺮﺘﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺑﺘﻨﻔﻴﺬ ﻣﺘﻄﻠﺒﺎﺗﻪ ﺑﺮﻗﺎﺑﺔ ﻭﻣﺘﺎﺑﻌﺔ ﻣﻦ ﻫﻴﺌﺔ‬ ‫ﻭ‬.‫ﻭﻃﻨﻴﺔ ﻋﻠﻴﺎ‬

CHATER THREE :Contemporary principles of total quality management , in this chapter the reader is required to speculate too much in reading topics will be asked to implemente the process of self _evaluation in the school , which works out. The self assessment process in accordance with the principles of c0ntemory total quality management is an important step and a key to start the shift towards quality in schools.

The reader will find after the end of the explanation of each principle modle self _assessment , which helps the self _assessment

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team at school to identify the practices requied by the school to comply with this principle , based on the information available in this book or from other sources. The second modle is to help the team identify the strengths that represent the practices required of the school so as to comply with every principle of contemporary guideline for the management of the overall quality and that there are no school has any initiative to work accordingly or not sufficient to work with.

CHAPTER FOUR: This chapter explain the obstacles that could face schools on its way towards quality , it is importante to know the obstacles and ways to address them for the continuity of the journey and achieve the goals of quality that we look forward to it.

CHAPTER FIVE: This chapter helps the team self _evaluation and schools to deepen their understanding of quality through a process of self assessment in accordance with the basic guideline principles to improve quality.

CHAPTER SIX: This chapter deals with the explanation of the usage of quality circle as a method to help schools journey to improve the quality and continuity of this process ,also the reader will find pages of self evaluating to help schools to know its strengths and opportunities for the improvement needed to use the quality circle.

CHAPTER SEVEN: This chapter deals with how to apply the standards of the schools best practices in the quality of school education.

CHAPTER EIGHT : This chapter has been added to help the quality team in the department of education to begin a journey of continuous improvements and achievement of quality.