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hH - bEG fdG e
:eGG dG `a `jQ`dGh ``dG QhOdGh jObGh YLG OHCG
Gh dG jQdGh dG SGQO SSOdG OdG - HdG dG
jj/dG fc ,hH2006
6
dG - Gh dG jQdGh dG `a fj SGQO S QJ
IMdG ,hH - HdG hdG `a Hd bEG fdG e Y HdG
.HdG hdG `a fj d bEG
:`H JG hCG HdG QSG hCG eG e jh
hH - bEG fdG e
..U11-5244
d - hH
:Jg961 1 850013
:ca961 1 824854
:hdG jdGbeirut@unesco.org
:ffG T Y bGwww.unesco.org.lb
:SGQdG OGYEG `a QT
;fH - dGh d dG SQG ,edG G .O -
;GdG - jdG eL ,Y HL fi .O -
;Y S - SHb dG eL ,SeEG dG Y .O -
.hH - bEG fdG e ,S OGY S .O -
hH - bEG fdG e ,Xfi dG M L2006
ISBN 92-990030-7-6
h ,dDe AGQBG Y J SGQdG g `a Gh QaCGh AGQBG EG
.AYCG hdG f fdG e f Lh IQhdH
mailto:beirut@unesco.orghttp://www.unesco.org.lb
jG
J eGG dG `a jQdGh dG QhO :hG dGhO `a
GdG - Y HL fi .O ,YLG dG - HdG G
dG QWEGh G - hCG dG.................................
Gh dG jQdGh dG `a Y QG GgCG.... IQKEG LGh SCG................................................. HLEG U Y J GAGLEG.............................. YLG aGG Y eGG HdG SfG..............
eGG dGh HdG e - dG dG.................
h``dG jQ``e e a`G FdG............................ fhdG jQH d Me je.......................... e``Gh `dG........................................... `Y`LG ``G QhO........................................... bGd Ibf e If........................................
e GQJh e - ddG dG........................
jQdGh dG H j e `a............................... fj - fdG LH j e `a........................jQdGh dG `a jc G GTE OjdG QhdH j e `a UGh dG YdG e eCGdG jQ j e `a........ JGSG jdhCH j e `a..............................
eGG dG `a Gh dG jQdGh dG QhO :dG dGfJ - edG G .O ,ObG dG - HdG G hO `a
dG QWEGh G - hCG dG.................................
eGG dG e............................................ eGG dG b qeh dG LGJ dG dG gGdG... eGG dG `a jObG dG QhO.....................
iii
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3
5
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G hO `a Gh dG jQdGh dG bGh - dG dG
HdG.....................................................................
```fdG HdG..................................................
`jFGG HdG.................................................
``H`G HdG...................................................
UdGh LSG - ddG dG..............................
LSG........................................................
UdG...........................................................
eGG dG `a jQdGh dG QhO :ddG dGhO `aoY S - S eEG dG Y .O ,dG dG - HdG G
NGGh OHCGh gG - eGG dG - hCG dG.......
eGG dG Uh............................................
dhdG OGh eGG dG.................................
dG HdG - dG dG........................................
eGG dG `a dG dG..................................
eGG dGh dG HdG..................................
eGG dG `a HdG QhO...........................
UdGh MG - ddG dG.................................
MG...........................................................
UdG...........................................................
LGG
jG dH SGQdG e.................................
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N SGQdG dhJ dG MGh QaCG d dH dGh jQdGh
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e H IQe Y GN e UG dG e G
da e gZh eGh YGQdGh YdG G cG J fCG
a ,ddh .IQG dGh G G a .eN hG S LfEG
jh a edG GN eOh QGSG :edG jg Y Uj G j
d gDJ G j dG fG g j dP hO e PG .geh JGfl
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G dG M `a Ya Y e FM Y j fG dG dG dG e
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j hO e dG EG LdGh ,QG hO e dG EG LdG aK G
dG CGdG hO e dG EG LdGh ,OG a J dG GdGh CG
CG H j G e H b dSQ zadG aK{ adG g e f qEG .fG
SDG g cCG fc Gh dG G NCHh Y SDe hG Y e
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UGh dG YdG e eCGdG jQ j e `a
YdG HdG hdG `a Gh dG dG fCG Q N e J
`a G e j b dG HdG e L LfEG H JQG KJ EG
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19
20
NGO HU LQN HU
gdGh UGdG GQe V dGh QGOEG dG OL
cG dG ae Y d dG QhdG d G b Y
VhdG GQe V cQd FGHh ae OLh Y
JGOfih dG hX aJ Yh YdG bGdG ie V
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dOe K AH G .dG SCG Y G dBGh dG jM gh c
Ad SSCG e ,edGh dGh jQGOEG dG Y ,G Yb e
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1.
2.
3.
4.
5.
6.
7.
21
dG dGeGG dG `a Gh dG jQdGh dG QhO
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CG j fEG M CG dP e ,GG aGJ `a M e MdG LCG
j FGOh ac jObG G q j Ggh ,L H L IG ie Y j
hCG dG GhdG Y j CG hO eh YLG dG d vM Lf
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fG H fRGJ q dG dG g eGG dG iNCG IQHh
c `a dG qj CG j M dG fGh YLG fGh ObG
j CG hO e CG jNBG fH SG hO e KdG fGG g e fL
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Ma e e qaJ fEG T jQhV jObG da
qj M IadG a j G Ggh JeNh Qh MSh YUh
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G j M IOG a j c , Y a G
c g qeg fL IYGe e d qH jObG dG g CG Y.SG
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23
eGG dG b qe h dG LGJ dG dG gGdG
qdG J dGh dG gj qdG q qdG gG qdG qgCG e
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qfl J q ge H qdG Y LdG dG GfG
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24
-
-
-
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dG Va dG jG ObG dG H gObG
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25
CG Y fEa GhdG IOjRh HdG jObG dG qM e c G nPEG
j e qhCGh ,Shh dG jZ g fEG CG dP ,YLG dG YGJ
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J IOYEGh ,K qG YdG GSG Y Jj Ggh ,jCG dG fG
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27
28
bQ hL1
(G ,FGG ,fJ) HdG G GH M SSCG e
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LEG OdG j f je H jJ Qj qS a :cJ `a
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H e jdG1956h1976fK J fL Ea .G dH qj e X
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30
SQGdG a j J T LJ qJh ObGh VjQh
gG `a S qQj e fe `a gj Jh jf jJ
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.(fdG ICGd
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31
bQ hL2
jdG ee `a NGG qgCG SG bW QJ
2006
70%
4%
5%
21%
2005
67%
7%
4%
22%
2004
66%
5%
4%
25%
2003
67%
4%
4%
25%
2002
70%
%5
7%
18%
G jd fdG dcdG
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MdG
UG dG
2001
70%
5%
7%
18%
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jQdGh hGdH jdG g jJ Y G jdG f j
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LhCG eh .G jdG f LdG hCG fdG dG UGe qeEG QS SGQdG
Mh H JGOT Y jRG G jdG jN SH fCG jCG edG
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jQddG Y UGh ,(G dG gDe) dG iG EG dH fdG
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20%
33%
47%
2006
15%
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20%
6%
20%
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30%
60%
1994
7%
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64%
Y ie QWEG
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:IaGG jdG bW jOhOe e ad MUEG G UY
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59
QOeh fEG `a fdG XJh ,YLGh ObG dG QGSG
IOG bdG .(World Summit on Sustainable Development, 2002)
QYG N e eGG dH egG IG CG LJ kGNCGh
e IdG2005-2014dGh ,eGG dG LCG e d IG CG Y
dG e ed jQhdG GGh GAGLEG J G hdG L e j
fl `ah jG c `a dG eGdGh jHdG G `a eGG
dG YdG(UNESCO-UNEVOC , 2004).
Y a (G hO) bEG hCG (Y S) G dG Y eCG
dG MJ HSGh dG jb b GhdGh GDG e jdG
dG zH aBG{ De GDG J V eh .Meh UJ e dG
e IdG `a e je `a fG17-18/6/2001e jdG a QTh ,
IhdG Y c .e `a jQdGh dG QhOh ,dG jH G
bCG bh dP b dG HdG `a dhdG QdG VGS bEG
e IdG `a HO je `a28-30/4/2001IhdG e SSCG dG ch ,
hO IOSG ieh eGG dGh dG HdG `a dhdG QdG RGHEG
;dG GDG `a SGh cQe HdG G hd CG c .e HdG G
hG Ic f dG c GKCJ dG We cCG e G g C dPh
AG e c J N e fEG Y QGVCG e S eh ,G H e dG
.AGdGh HdGh
61
dG dG``dG ``HdG
eGG dG `a dG dG
d dG dG j S IG Cd HdG dG dG efH QUCG
2005,H `a IeGh dG dG GdG G Vh GjL WG
,HdG) QGG SMG IgXh ,dG dG QfG H MCG
2005,SG G `a YGQdG Hd Fg QfG dP Y eh .(
f j c Gg .HG ceCG hO `a IG Hd G LGh
d gf gGh cS N e Y aG EG fh ,H `a e
.dG eGSH j e fY J
eGSG hCG dh ObG d jQhV dG eGSG G
e f cc `a LCG jW ObG OLh QJ h ,YLG
`a fEG Y j dG ,fGGh JdG d fe j h ,dG OQGG
g j CG j ,H eGSG g j dh .YdG `a fGh ,e
fEG Y bh Y YdGh ,Gh ,bdG e dhCG OGd hDe GSG
Gg `a cdG jh .fEd a ZG Z FdG e d IQG IQGOEGh
,````S) GQ````Gh ,`````dGh ``bG``Gh ,```g```G :``Y ``dG2005
(UNESCO-UNEVOC Forum, 2004).
Sh gG `a gL J AGLEG G e fEa OHCG J dh
`a hG ,a j dG `a hCG ,dG iG Y kAGS dG G
eR HdG NCG GPG G j d Ggh ,H j f c `a jCGh Y e
jHdG SDG H cGdGh ,jQdGh dGh gG N e IQOG
.iNCG G SDeh
eGG dGh dG HdG
dG `a ke kGQhO SQ Z CG SQ fc AGS HdG ODJ
.dG Gg `a GJ GMEG j FV `a dG FdG IGOCG gh ,eGG
hd QTG bh (Lowe, 1998: 96)`a HdG Y OYd FQ S EG
.dG Gg `a eGe J EG UdG dHh ,GdG Gg e GMEG
ej fS jdG- dG cEG `a fCG g HdG CG EG Lj hCG dG
LG jQhdGh eRdG GQGh eG - G `a edG IdG e
e cCG Fb H GdG12HdG G j ch ,dG dG `a eY
fc dh .d jMh YLG QgORGh YU J d QSG aCG g
a ,dhd ObG dG HdG `a GO qj dG QOG aGJh YGQdG
dhdG ObG j CG bj Ic W QOeh ,IL YGQR VGQCG aGJ
d gDGh HQG edG idG aGJ g dP Oj dG a BG eCG ,jbh Gc
jG dG CG e Zda dG dG eCG .G `ah VG bdG `a
dG Yf Oj dG g dG G CG G c H CG jObG `a GQhO ODJ
eCG G NGO GL SG e jdG a dP Y ch .Lj dG
j dh .G `a eGSGh jhdG bdG QN M ec S e cC
Gdh .dH GQGb NC gDJ dG e Me Y G j CG e H dP
H ,a SQG GQL `a IQfi d fCG Y g HdG EG dG j
aGO ijh .LQN EG GJ(Davis, 1998)ij CG j HdG e CG
`a YQGGh ,fe `a dGh ,QGdG eh jQGOEG HJ d SQG
`a dG IOYEGh ,G OGaCG J `a VGh GQhO YEG AYEGh ,YQGe
L `a QcG a QTCG bh .eG dG EG VhdG e SGQdG gG
) Yh2005dG f jJ EG gG LJ hdG YSG GPG fG (
`adG GdH j J CG ,b GP kJ geh GH Y J H
Gg SfGh ,OdG a j dG d dG FG j J ,G
Ea ,G FN e Tj gjJh ,jQdG Wh gG `a G
62
JLfl J S dG Ea Yh ,d qah Lf J Lfl S Gg
.eGSG jb M QhJ IOe Qe e j eh H a OdG jh
H H G Y EGh ,dH d HdG JY Y G QhdG EG GPG
Gg EG .eGG dG eN `a H G QhdG HdG AYE RdG G
ODJ d GG jQdGh ,Gh ,SGQdG gG QhO `a dG IOYEG j
.Lh cCG Y e G QhdG HdG
e IG IdG CG fdG e YCG d2005-2014CG Y g
GgCG e Y Vh dHh ,eGG dG LCG e d IG
dG Gg e dG dG OM dh .dG Gg N EG G J
(Connect, 2005a)dG LhCG L `a eGG dG b SZ{ fCG Y
G QYGh ,eGSG e j j dG ,OGaCG S `a dG d
:g Ya GgCG N dG dG Gg e fGh .zd
dG `a dGh dG Y QhO Y HjG IQU J
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`a G H OdGh YdGh UGdGh JQG Y J
.eGG dG LC dG
N e Jh eGG dG EG IdG d Ua J
.G YdGh ,dG Y TEG L
.eGG dG LCG e dG `a dGh dG Y IOL jJ
G QGe jJ LCG e jG L `a JGSG jJ
.eGG dG LCG e dG `a
G `a J dhfih QYG `a GgCG g NCG hdG L Y G
UEG EG HdG hdG e c OY S bh .OG dG QGe Y jd jHdG
.eGG dG e aGh ,dG j LG dG dG
63
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-
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jd kY kGDeh Jhf Y q ,(Y S) G dG a
ieh LCGh HdG iNCG hdG Q VGSG a ,fdG dG
Y dGh Y OG d J f EG Ud e dG IOSG
d jObG jDhdG QYG `a GNBG jG dG e e aGj
2020, .G gOHCH eGG dG e dc YGeh
eGG dG `a HdG QhO
eGG d KdG OHCGh SGQdG gG .CG
j e fL `a GQhO -jW eR eh - SGQdG gG d d
fG Y kG qceh ,GOhfi H SCd dh .HdG dG `a dG HdH
CG e ZdH ,c H dG cS Y QKBG J ddh ,a `aG
V a .Y aGh dH jdG aGgCG V e Vh hdG H
Jh dG YGdG a :e dG `a fdGh SSCG dG GgCG
,ZG) jMh ,dG af Y UGh2004CG Y S `ah .(
j dG G e edG Y dG IQb g SSCG dG GgCG MCG
Y aG ch dH UGh dG e(Ministry of Education, 2001)
j dh .Sh bh GQe g H ,a Qe J dG HdG d
jJh GQG cEG Y J G NGO M GN aGJ e H dP
.gG
GPEGh ,dG ge `a IOLe J b dG -QaCG e Y j e `ah
j G id H Yh jJ `a J b PEG dNOEG a IOLe J
.eGe H J `a
64
1SGQdG gG `a dG gG eOG .
dG gG J c `a NGe KK HdG OCG `a LJ
:g SGQdG gG `a
G NGV e OGe hCG eGH OGYEG j dGh :
.dG SGQH J SGQdG G
FG NGOGG V UN GMh J jh :
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(edG) LefG NGdG jbh dG gG eO jh :
.H OGe hO ddG N V IOLG SGQdG OGG L `a
J HdG IjG Th G hO `a jHdG dG eh
`a dG gG J `a LefG NGh FG NG
Y j b dG HdH e IOe OGYEG c SGQdG gG
`a dGh dGh HdG IQGRh J a .dG Y Gc SGQO
OGG V dG gG eOEG Ne IG HdG GQeEG dhO
FG NG Y a ,eh Y S `a G SGQdG
,.O) SGQdG OGG H `a Ohfi H2004Y eCG eCG .(
TdG d AMEG IOe `a CG a Y S ge e dP
.H fEG bYh dH UN IMh dG dG e
2jQdG `a jG dG XJ .
efH eGSG dG HSG eGdG V e(BioNet)
SG T NBG efH gh(EcoNet)CG efH hCG efda
,ffG T ee jbh dH dG id Yh jJ ag
j c .SGQO `a fej d Ic ee ajh
eh e eh fCG dG H dG YVG b Me
65
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-
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efdG `a LJ dG QGG MS N e jNBG(Sarnow,
1997)fG NGO e SQGG e c OY efdG EG fG bh .
.HhQhCG hdG e LQNh
3G SGQdG .
kM kYh dG cEG `a IG dG e jdG g J
SeJ QTCG bh .H SMEGh ,H c(Thomas, 2004)EG
eh SSCG Ac G cQj CG e H G SGQdG CG
aGdG jd Jh ,dG gCH dG J fC ,SQG d
GPG jdG g G .a dG S aCG Yh Y dGh d
WGe jJ Y YS L H XJh J MCG e
kh e eJ `a dG e Y ke kH qe
dG jb e `a eGSG j dG dG GQe
`a IOLe SQ gh .dG IOLh IG IOL H fRGGh
GQjR N e HdG G hO bHh ,dG dG dG
.Jfe Y dGh SGQd WGdGh dG d dG
4dH J UN eGH .
OGH ITe bY d d dH UN efH J j CG
J Y eCG eh .SGQdG hCG dG e dH J dG jdG
dH j dGh zIjG MdG{`H j efH ,eGdG
`H jG(New Tourism)G `a SQGG H `a G
MdH eDj OGaCG jJ EG efdG Gg jh .GSG
dG NG e MdG fH j OGaCG OGYEG CG CG ,dG
hDG FdG) QYG `a IOG fGLh(Holthouse, 1998
66
5VQGh MG GSG .
Jfeh dG Y cCG dG MGh VQG g QGhR j
Y SQ QGhdG j c .....bWh AGgh Aeh HJ e
H e Tf `a dNO e ,dH bdG GP fCG e
jb `a VQGh MG J Y dhDG jNBG eh ,dG
IG `a gQhOh bdGh ,G J e H(Butler, 2004).
PG ,bCG Y dG bGh `a fG Gd J SCdh
,dGh adG Y G j MG J EG dG IQjR G
.dG MdG e kGL G I Z MG J CG c
6dG jQe .
e dG id GQG e Y J EG SSCH hG j
.HdGh IAGdG Jh ,QGdG PJGh ,dGh ,dGh dG
ddG H j dG hG j CG G a ,dG fG eh
CG h .H b Y e YLG SGQdG hCG dG IOe `a
j CG eCG a ,kjCG bhh ddG e Yh L EG j hG
,hG `a SQj dG dG dGh ddG H c MG g
.Y aG Sh ,Jfeh H Y cCG IQH j dHh
hO bHh Y S `a dG `a jQd L H f h
.IOG `a dG H j J PG ,HdG G
7SG jQdG dSCG GSG .
dG YVe jQd G ej CG dSCG IY g
g Y dN e dG hj dG hdG dG e
e Y OdG hCG eY dCe e dG e e
- fj ie)2004 ,4AG Gg Y Y S cQ bh .(
67
dG f `a jG jQdG FGd J N e L H
,dGh HdG IQGRh) SSCG2004G hO bH G c ,(
`a gCH fEG dPh ,FGdG J e J IjG Th HdG
.jbh G ce f gGh cdG jJ
8dG Gh QdGh G GSG .
dG G e jdH HdG IjG Th HdG G hO NJ
j edG dG gQJ dG (jdG H) e dH J
fEG) h ,jdG jdG IGh dGh jdG IhdG
dGh bEG jdG IQGRh gQJ a gh (dGh
e G J MJ e XJ h ,Y H G OQGeh
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9dG H HG .
N e fEH bYh dH gG J j CG
G Y ,LQN hCG SQGG NGO dG H J dG HG
fG Y jCG H ,`aG fG Y HG J J
HdG IQGRh J N e dH dG gG dh .cdG
zSQG dG `a dGh adG He{ J He dGh
,dGh HdG IQGRh) aGgCG V e dG2001:(
10dGh Gh fdGh dG e ah gG J .
G OGaCG gEGh ,(fdG) dG H KCJ dG g dG G
CG c .dG gOQGe GSGh gQgJ `a dP Y d
NCj CGH bQdG g `a f f dG eGG dG e
H eGe J g J dh ,jHdG b e SGh egG
68
.Y aG j Gh ,G `a gNCG b dG J CG e
fdGh dG H bdG Vj LP gDheRh zjQH{ QW bh
,fidG) dGh Gh2004 .(
M e SGQO j ,e jb e j jQJh G J CG
jdG H dG j dP Hh .Y HQCG UdG KCJ
Y dG jdG `a j dG QGdG PJG EG UdG dHh
G a dP Y ch ,GQGdG J d aCGh YCG e
g Y IG eGSG Y KJ c dG b j b
SGQH dG e G j K dG `a G Va ,VQCG
c) fdG ,(G c ,G) dG g fGL HQCG e
KG) G ,(M `a gJ CG ch G `a gS
,dH dG KCJ c) dGh ,(fEG IM Y dG
dG dGh LGG J K .(dG gCJ IOYEG ch
GNCGh , G aCG EG Ud MG Gh d
.G hCG dG iG Y GAGLEG e Y dG
,HdG G hO ge `a fG Gg `a SQ IY gh
dCJ YCG dH SSCG dG `a dG ge a
a .dGh Gh fdGh dG e N e Jh
dG H bdH UN IMh a Y SSCG SOdG dG
.dGh G Y gKCJh fdGh
eGG d KdG OHCGh jQdG .
hCG dG iG Y c AGS eGG dG `a GL e QhO d
EG aG bf e QhO fGh .gZh W e G `a H G ie Y
GSGh fCG Y OYG e Me EG H fG EG j ,d e
69
YJ Y j c ,a j dG G ce M `a G dG GQe
H j Ggh .dG e TdG edGh dG dG f G OGaCG
GSG j J Z GOGYCG G OGYEG c `a G Gg OGYEG G
) gGHEG QTCG bh .fl jQJh jQJ dSCG2001j CG j G CG EG (
dG dG gQYG `a NCJ d eb JGSEG jC SSCG dG H
IG CG Y IQOdG FKdG UhCG c .SSCG fcQCG hCG Jfe MCc
J dG YVG G OGYEG eGd SQG G ifi hJ IQhH
IN e IOSG c VJh ,bWh FEGh dG dG H
,Yh L) dG GP eG Z dG2005.(
j CG ?eGG dG `a G jQJ j CG c dh
GQe J CG dG a .eGG dG `a dG G jQJ
gG dG cH j eGG dG `a dG QhO `a UN
J IQhV g NBG a dc eCG j GPGh .dH UG dGh
Gg .d J dG OcCGh jHdG GQG `a eGG dG YVe
ebEG j CG a eG AKCG d dH eCG eG b d dH
.KdG gOHCGh eGG dG ge J d Y TQhh Ze
H H G OGYEG c H gG fEa ,dG dG Y cch
dGh ,HdG gCdG `a HdG efH a ,MhG GQG N e a
`H GQNG j(Postgraduate Certificate of Education) (PGCE)eL `a
jTOJQg(University of Hertfordshire)IVfi N b IG H
`a dG jb J j fG c ,dG HdG Y SCG c `a Y TQh J
iNCG GQG (Bloomfield, 1998)eOEG a jOG fG jQL `a eCG .
dG GQG L `a dG SCGh dG jM J dG dG jdG H
`a fCG Sd YO jQdG eGdG `a hCG fCG eG c MJ
,Yh L) NCG G L2005.(
70
eGG dG Ve GR Y H HdGh ,G iG Y eCG
g c Gh .G OGYCGh jQdG SDe b e `adG gH j
eH HdG H Qe OLh G S Y e gQfG OG H
dh ,eG d QNG Qe gh ,zdG HdG{ GH SHb dG
dG jM UN eL gh ,ihf eL `a dGh GOBG c CG c .jQLG
fEG{ GH a SQj jdG dG Y jQLG GQe J Y H
La GH b eH HdG c `a eCG .H fEG bH j zdGh
gh ,dGh fEG S H bdG Y j zdG dG Y{ GH Qe
.dG d QNG Qe
KdG OHCGh G SDGh jHdG YdG H cGdG .
eGG d
) jhh a ij2005P Y j dG SSCG UdG MCG CG (
gCG g ,eGG dG LCG e dG EG j dG G dG
f dG LJ IOYEG `a G e fl a cQe e H PG ,cGdG
Y QhH j dG CG PEG ,e he eCG G H Ggh .eGG dG
c G `a G YdG H M cGT g fc GPG G Lh cCG
g e J dh .G eG YdGh ,YGQdGh IQdGh YdG
J QGdG fU dGh dG `a UG dG ge a cGdG
,de) eh jQhV2004 .(
Gg `a cdH IjL QdG e Y a Y S ie Yh
j PG ,dG GQhCd e Sh dGh HdG IQGRh H cGdG e ,fG
Gh dG j dG GQhCd e S fC Ve S c `a J
e S H Y cCG dG dch ,Hh SCG AGT fCG SQ a
bEGh ,jS gQGJ dH M HdG KCG bh .MG VG N e
IQGRhh dGh HdG IQGRh H cGT LJ c .L H Y Gh dG
71
fdG WGd af H dG j PG ,G OQGeh dGh bEG jdG
HQ Y Yj Ggh ,dG dG jh dG dG H dG MG `a
.Y j dG H ddG
Vh dG hO H eb OG e dG a ,hdG iG Y eCG
e iNCG G SDeh jQdGh dG SDe H cGdG L H a
H hO efH dP Y eh .dG M eGG dG OHCG Vh LCG
`eG`SGh `dG ``LCG `e `d S``G ``HCG(Mediterranean Education
Initiative for Environment and Sustainability)e Y H e efH gh
j eGh SQGG `a e eG SDGh gCG G
G G SDeh jQdGh dG SDe H cGdG gCG
(Connect, 2005b)Gh dG J g efdG e SSCG dGh .
NOEG bh .ddG dCG `a dG GgCG `a gd HdH
NOEH dG Y AY g j H G gG `a efdG YVe
:e efd VGZCG IY gh .IjL ge
`a eG SDGh gCG G H cGdG e f OjEG
.eGG dG LCG e dG
egG M e efd G hdG `a jHdG dG LGe
gCG G cQe J ie CG Gh ,eGG dGh dH
.?dG d dGh dG `a iNCG eGh
N e dG id G jb `a QGdG PJG Y
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GSG N e AdG id UNh jQdGh dG Y
YVdG NG e jQdG `a IOe NGe
(Interdisciplinary Approach)YVG HQ a j dG ,
.jQdG AKCG dG H e G OGG e G
72
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e a J CG GMCG e M CH j dGh dG jb EG
j VG Gg `a G OGaCG b e YdG dG G H ,eG dhDe
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gh ,CG `a dG dG e dP Y ch ,eGG dGh dH
OL QJh .eM YO J fCG c ,Ye OGaCG e J gCG e
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,ShQ) YEG FSh Y dG YdGh2004.(
J dhO `a IG G e Y G dG Yh
AbUCG L dP Y eh ,YJ NBGh ,eH JQG d H dH
GQeEG Yh ,d GQeEG Yh ,IG HdG GQeEG dhH dG
,dG dG AbUCG ceh ,jdG dG AbUCG Lh ,jdG d
.dG j jdG Gh
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ddG dGUdGh MG
MG
jHdG YdG H cGdG d dG e Y GbG
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c `a eG b e fl eGHh VGh SS J
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dG SdG Vh `a G G SDe cQe
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cQG fl H QGGh HGhdG V H Wh f ebEG
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dH J G `a YJ Zh YJ e L AfEG
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dG `a fCG RGHE G G SDe J
SDe NGO J dG G VQG jW Y eGG
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J `a gj CG gZh JGSG g e J G
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UdG
FTh jW Ve jQdGh dH bYh eGG dG Ve G
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e G jQdGh dG dGh dGh HdG AGQRh J
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FKh `a IOQGdG jdGh GQGh ,eG QYG `a NCG
QhO Y IOG YLd c fdG e e IQOdG
L `a SGQdG gG J `a eGG dG `a dG
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HdG hdG H `a G G GG e IOSG
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dG e AV `a YLG SGQdGh dG IOe e J
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Y G dG ,bG ,QGhOCG jOCJ) dG VGG jQJ `a
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fCG) dG adG QN J dG jQdG dSCG GSG
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hCG dG LGe .CG
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za `a dG dG fb `a jf IAGb{ ,Y jCG .O
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OHCGh ,Gh dG jQdGh dG{ ,S OGY S .O
dG SDe aBGh bGh M dG TQh ,zeGG d KdG
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HdG IQGRh zG dG Y jJ If{ ,OGe MdG Y
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dG TQh ,z(IOLG) IdG YhG IQGOEG{ ,dG f Y
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`a IQGOEG jJ M bEG dG TQh ,zdG Sh jQdGh
jJ ,Y ,HdG hd Gh dG jQdGh dG SDe
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hH.2005
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84
The Role of Education and Training inSustainable Development: Social, Economic
and Environmental Dimensions
UNESCO - UNEVOC Studies on TVET
Arabic Version - Issue Six
Beirut, January 2006
UNESCO RegionalOffice - Beirut
6
ii
The Arabic version of the UNESCO-UNEVOC Studies on TVET is
published by UNESCO Regional Office for Education in the Arab
States - Beirut, the Regional Unit of UNEVOC Network in the Arab
States.
For more information or inquires, you can contact:
UNESCO Regional Bureau for Education in the Arab States - Beirut
P. O. Box 11-5244
Beirut - Lebanon
Tel: 961 1 850 013/4/5
Fax: 961 1 824 854
E-mail: beirut@unesco.org
Website: www.unesco.org.lb
Authors of the study:
- Dr. Mohammad Jabir Ali, Al - Nahrain University - Iraq
- Dr. Abdallah AmboSaeedi, Sultan Qaboos University - Oman
- Dr. Jilani Lamloumi, Ecole Superieure des Sciences et Techniques
de Tunis.
- Dr. Sulieman A. Sulieman, UNESCO Regional Office - Beirut
\
The opinions, ideas and terminology presented and used in the
study are those of the authors and do not necessarily represent
UNESCOs opinions toward Member States.
mailto:beirut@unesco.orghttp://www.unesco.org.lb
iii
Content (English Summary)
Foreword
The Role of Education and Training in Sustainable Development
for the Arab Mashrek Countries - Social Dimension
Dr. Mohammad Jabir Ali - Iraq
The Role of Technical and Vocational Education and Training
in Sustainable Development for Maghreb Countries - Economic
Dimension, Dr. Jilani Lamloumi - Tunisia.
The Role of Education and Training in Sustainable
Development for Arab Gulf States - Environmental Dimension
Dr. Abdallah AmboSaeedi - Oman
I.
II.
III.
1
Foreword
Education, Training and Sustainable Development are three fields
for life were selected to be the topic in the Regional Workshop on the
Role of Education and Training in Sustainable Development (Manama -
Kingdom of Bahrain, 19-21 September 2005), as part of TVET-UNEVOC
programme for 2004-2005, and follow-up on Bonn Declaration issued
at the end of the International Expert Meeting on Learning for Work,
Citizenshie and Sustainability, Bonn, 25-28 October 2004.
Thirty five (35) officiales, experts and specialists from thirteen (13)
Arab countries, UNESCO Offices in Beirut and Doha, and the
International Centre for TVET - Bonn Centre took part in Bahrain
Workshop. The Organizing Committee for the Workshop had highlighted
the social, economic and enviromental dimensions of sustainable
development, according to the plan of action of the UN Decade on
Education for Sustainable Development (2005-2014). The main working
papers discussed in the Workshop were developed into a reference study
in TVET-UNEVOC Searies to reflect on future orientations in the fields
related to Sustainable Development in the Arab countries.
I would like to thank the team of experts and specialists whom
they participated in the preparations of the study, and call on
colleagues to benefet in TVET-UNEVOC programmes to include
presented ideas and sugesstions in the study within future
developmental plans and programmes.
Dr. Ramzi Salame
Director, a.i
UNESCO Regional Office - Beirut
3
I. The Role of Education and Training inSustainable Development for the Arab MashrekCountries - Social Dimension
Dr. Mohammad Jabir Ali - Iraq
Introduction
After organizing, conducting, and attending numerous
conferences and symposia, it is inevitable to ask what all of this
effort has contributed to the structure of educational systems of
Technical and Vocational Education and Training (TVET).
Apparently, it has not. If it did, it has not got to the classroom and
never to the student himself/herself. It defiantly has not reached the
society and affected its sectors.
TVET decision makers and educational leaders have been torn
between two directions. One claims portraying contemporary spirit
engaging in collecting debatable quantitative data to be analyzed in
order to get to fruitful conclusions. Hence, ignoring, in most cases;
qualitative aspects of this sophisticated phenomenon called learning.
The second elaborates on very specialized terminologies and vague
theories emphasizing theoretical differences trying to solve problems on
this level. Hence, departing from the real on the ground issues, those
issues that deal with the classrooms and eventually with the students.
We need:
Actual realistic and objective approa1ches which do not
set aside actual details of the learning process taking
place in the classroom and/or in the lab and in the
institute or school itself.
Objective analytical attitude, which avoids personal and
subjective tendencies.
1.
2.
4
Alignment with the accumulation of knowledge
emerging in the world in the area of TVET.
It is evident that most of TVET systems in Arab countries have
disappointed their societies by not fulfilling actual aspirations. They
have been acting in a separate environment, which is not closely
related to the social atmosphere.
It is evident and clearly observed in TVET leadership believing
that the ultimate goal of the institute/school is to make student
graduate. There is a strong belief in many leaders that the role of
institute ends when the student graduates. This is a fouls belief,
especially when we consider the institute as one of the social bodies,
which is closely integrated in the aspirations of the big society.
ObjectivesThis paper aims at:
Analyzing the status quo of TVET in some Arab states is
relation to their role in sustainable development.
Pinpointing some important factors, that contributes to
the failure of some systems of TVET in implementing
their role in sustainable development.
Highlighting recommended approaches to develop a
better and affective role of Arab TVET in sustainable
development.
ContentThe paper sighted some relevant citations from Arab TVET
literature, which could contribute to verify its stands and
conclusions. The writer has not emphasized detailed information
1.
2.
3.
3.
5
about certain Arab countries, for other papers would present them
in the workshop.
The paper comprises three chapters. The first gives a
theoretical background and conceptual framework to the topic of
TVET and its role in sustainable development, with emphases on
social developments. The second gets into professional and
educational conduct of some chosen countries, i.e. Iraq, Jordan,
Palestine, Syria, and Lebanon in this category. The third gives
recommended look and approach to be adopted in further
development of TVET in Arab World.
Major IssuesThe paper presents critical approach to many aspects of TVET
systems based on the belief that criticism is one way to provoke
attention and therefore development. The following are the main
points presented in this regards:
TVET stated objectives in most of Arab countries avoid
the issue of graduates follow-up. They ignore the role of
the institute in the society, sharing its aspirations and
participating in its professional activities. They have
been set, generally speaking, in a theoretical setting
disregarding applications in the real society.
Lack of experience in negotiation skills to participate in
active sharing role with all sectors of production and
industry.
Lack of solid strategies dealing with actual involvement
in vocational and professional contracts with the
production agencies in the general society.
1.
2.
3.
6
Conclusions
The paper proposed several systematic questions to be asked
by a concerned TVET institute in order to enable its leadership and
staff to develop a systematic plans and approaches to develop its
role in sustainable development. The following questions are a
sample of the questions:
Where would the graduate go after graduation?
Who (and how many) would fail in work and why?
How much of the experience gained will be sustainable?
Can the students implement what they have gained?
How much of whatever they will implement would be
useful to the community?
What are the most urgent and essential needs of the
community.
How much of the above information does the institute,
or the department, knows?
Does the institute have a certain policy and scientific
approaches to deal with the outputs these questions
provide?
Can the institute develop new strategies accordingly?
Would the institute take any action in this regards of
developing an active role on devolvement in sustainable
development?
7.
8.
9.
1.
2.
3.
4.
5.
6.
10.
7
II. The Role of Technical and Vocational Educationand Training in Sustainable Development forMaghreb Countries - Economic Dimension
Dr. Jilani Lamloumi - Tunisia
This survey deals with the technical and professional teaching
and training in three North African countries: Algeria, Morocco and
Tunisia. Its objective is to understand the functioning system of this
kind of teaching, have a clear view about its evolution, and check
up its efficiency in responding to the national needs of each country
facilitating its integration in the new world economic order.
To start with, it should be mentioned that people in general
and the governments in particular are becoming more and more
aware of the important role this sector may have to enhance the
economic growth of their countries - The general view has shifted
from considering the technical and professional teaching and
training as a solution to those who have left school at an early age,
to viewing it as a reliable sector capable of providing the country
with highly skilled and qualified manpower urgently required by the
economic development.
The governments of the three countries have shown great
interest for this sector and have worked a lot on establishing
adequate strategies to promote this sector and have devoted much
of the investments to set up and finance institutions and schools for
technical and professional teaching.
Apart from the states efforts, the technical and the professional
teaching has benefited from private investors and entrepreneurs who
also contributed in establishing special schools to help young people
acquire new skills and get professional and technical qualifications.
8
The new attitude of the governments as well as that of people
in general towards technical and professional teaching or training
has led to many positive results, such as improving the competence
and the productivity of the worker, teaching young people and
helping them start up their own small or medium-sized enterprises,
creating new jobs and reducing unemployment.
These benefits will therefore enable the three North African
countries to face globalization and improve their competitively in the
international markets. However, many difficulties are facing the
technical and professional teaching and are hindering its efficiency.
The most important hurdles that are meeting the sector are the high
cost of training on one hand and the limitation of the financing
resources on the other, the imbalance between the offered places in
training centres and the number of applicants, and the difficulty of
integrating graduate people in the economic life because their
qualifications don it meet the needs of the market.
As a consequence, to increase the efficiency of this sector,
certain points should be taken into consideration.
First, the methods of training should be more and more flexible,
by providing the trainee with a basic knowledge to help him cope
easily with the continuously changing requirements of the market.
Second, there should be some kind of collaboration between
training centres and institutions of scientific research.
Third, providing the trainee with the basic knowledge
concerning the health and the professional safety on one hand and
the correct usage of the machines and tools on the other hand.
Finally, taking into account the social and environmental
aspects in the training.
9
III. The Role of Education and Training inSustainable Development for Arab Gulf StatesEnvironmental Dimension
Dr. Abdallah AmboSaeedi - Oman
Introduction
Environmental problems are no longer limited, but they have
become multifaceted and intervening with many everyday life
situations such as density of cities, energy crisis, developmental
problems, armament race, poverty, inequality and illiteracy.
Environmental issues do not affect a specific nation but all
nations on earth have their share of these problems. But the
developing world countries have paid the heavy price for these
issues. It is sufficient to know that half the population in these
countries live below the line of poverty; their living circumstances
are hard, if not impossible, because of the scarcity of resources, air
and water pollution, the cruelty of nature in the equatorial areas, the
deterioration of environment, the scarcity of medicine besides the
the suffering of more than 1.5 Billion of the population from diseases
due to the lack of healthy drinking water or drinking polluted water
as well as the inability to establish sanitation projects.
Man is considered the axis of environment. He is the cause of
the many problems that are taking place around us. Any solutions
for the problems should spring from the knowledge of the nature of
the relationship between man and environment as well as the
weaknesses in this relationship. The beginning of remedy should
start with man who is considered the main factor in environment. In
the light of the above-mentioned facts, man has a tremendous
10
responsibility towards the environment in which he is living and in
which his offspring will live in the future. This responsibility is
reflected in the changes of behavior, attitudes and living patterns.
The new century has witnessed great challenges. The greatest
challenge is finding ways and techniques which enable people to
live and work sustainably so all people - regardless of their religion,
race, color or living places - can get their needs from the resources
without affecting the future of next generations and the availability
of resources which enable them to live in peace and comfort.
In the light of all this, the concept of sustainable development
emerged as one o the main concepts in the international conferences
of environment and development. This reflects the importance of the
issue in achieving safe life to every creature living on this earth
especially human being. This concept is not as simple as we expect but
it is multifaceted and needs a lot of efforts without delay if we want to
guarantee safe and comfortable life to us and to the next generations.
Achieving sustainable development requires radical changes in
the attitudes and behaviors of the human being either on the
personal or social level, in the society he is living in, in his
workplace and in every activity he is doing. This is not going to
happen unless education takes the initiative through the curricula,
teaching and training and partnership between the educational
institutions and other institutions in the society.
The world is not just helplessly watching what is happening
on our planet. Global conferences and summits have been held to
stop this deterioration. The United Nations conference known as
The Earth Summit which was held in Redo Janeiro (Brazil) in 1992
is considered the peak of attention given to the environment and its
11
problems and the role of education. This summit was the largest
political gathering which for the first time put the environmental
issues on the political agenda. The summit emphasized the role of
man in sustainable development and the importance of gearing
teaching and training towards it. This means that teaching and
training are essential for societies to achieve their identities and
make the utmost of their resources.
Finally, the United Nations concluded its attention to
sustainable development by considering the era from 2005 to 2014 as
the Untied Nations Decade of Education for Sustainable Development.
This requires from all countries taking the necessary steps and
measures to incorporate the concept of s
Recommended