{"id":4645,"date":"2017-04-28T09:22:00","date_gmt":"2017-04-28T09:22:00","guid":{"rendered":"https:\/\/demo.mabarrat.org.lb\/?p=4645"},"modified":"2017-04-28T09:22:00","modified_gmt":"2017-04-28T09:22:00","slug":"%d8%a7%d9%84%d9%85%d8%a8%d8%b1%d8%a7%d8%aa-%d8%a7%d8%ae%d8%aa%d8%aa%d9%85%d8%aa-%d8%a7%d8%b3%d8%a8%d9%88%d8%b9-%d8%a7%d9%84%d8%aa%d8%b9%d9%84%d9%8a%d9%85-%d9%84%d9%84%d8%ac%d9%85%d9%8a%d8%b9-%d9%88","status":"publish","type":"post","link":"https:\/\/newpub.mabarrat.org.lb\/en\/%d8%a7%d9%84%d9%85%d8%a8%d8%b1%d8%a7%d8%aa-%d8%a7%d8%ae%d8%aa%d8%aa%d9%85%d8%aa-%d8%a7%d8%b3%d8%a8%d9%88%d8%b9-%d8%a7%d9%84%d8%aa%d8%b9%d9%84%d9%8a%d9%85-%d9%84%d9%84%d8%ac%d9%85%d9%8a%d8%b9-%d9%88\/","title":{"rendered":"Al-Mabarrat Concluded Education for All Week with Speeches Calling for Commitment to International and Local Legislation"},"content":{"rendered":"

The \u201cAl-Mabarrat Charitable\u201d Association organized the closing ceremony of \u201cEducation for All Week\u201d, entitled \u201cSpending on Education\u201d, at the Al-Saha Heritage Village, under the patronage of the regional director of the UNESCO office in Beirut Dr Hamad Bin Seif Al-Hammami, and in the presence of the director general of the Ministry of Education Fadi Yarak, the secretary general of the Catholic schools Father Boutros Azar, the secretary general of the National Commission for UNESCO Professor Zahida Darwiche Jabbour, the expert of the educational programme at the UNESCO organization Dr Hijazi Idris, the president of the Makassed Charitable Association Dr Mohammad Amin Al-Daouk, the director general of Al-Mabarrat Charitable Association Dr Mohammad Baqir Fadlallah, a crowd of those interested in educational affairs in Lebanon, and social and religious figures.

The ceremony opened with the national anthem performed by the arts troupe at Imam Al-Hassan High School, then the showing of a film about the activities of Education for All Week at Al-Mabarrat schools, then an artistic segment by the Al-Kawthar High School choir entitled \u201cMy Hand and Your Hand, Brother\u201d.

Al-Mabarrat's speech<\/strong>
Afterwards there was a speech for Al-Mabarrat Charitable Association delivered by the principal of Al-Rahma High School Nidal Jouni, in which she said: \u201cIf contemporary governments and societies attach great importance to the participation of the various institutions and community organizations in the process of growth and development in the different fields of life, among them the educational field, then Al-Mabarrat Association was the first to believe in and to take the initiative of partnership with the various bodies and organizations so as to improve and develop the reality of marginalized segments of society and to grant them all the educational opportunities they deserve.\u201d

She added: \u201cThe responsibilities Al-Mabarrat has bound itself to towards orphans, difficult social cases, people with special needs and the gifted, as well as providing school assistance to those in need - all this needs funding and the provision of financial resources that no state and no international organizations provide except rarely, since funding education for all is considered one of the cold problems compared with hotter problems such as the waste, the security situation and the decline in the economic level.\u201d

Idris<\/strong>
For his part, Dr Idris said: \u201cThe celebration of Education for All Week this year acquires a special importance in that it comes at the beginning of a new stage and of a global commitment and a global agenda to provide education for all by the year 2030, which affirms the achievement of a fundamental goal among the sustainable development goals that were ratified by all the countries of the world at the General Assembly of the United Nations in September 2015.\u201d

He added: \u201cThis goal revolves around ensuring good, fair and inclusive education for all and lifelong learning for all. The goal sought and its seven targets, as they have been formulated, focus on attaching the utmost importance to the quality of education, since the previous focus on access to education is no longer sufficient to achieve the desired result of the sustainable development required for all states. The new targets likewise rest on the necessity of ensuring fairness and of addressing all forms of exclusion and inequality, including ensuring suitable education for children in emergency situations and refugee children.\u201d

He continued: \u201cThe new education agenda 2030 focuses on what was not accomplished in the previous agenda, especially linking the outputs of education with the labour market and the importance of education in eliminating poverty, as well as adopting a humane vision of education, in addition to the role of education in the economic and social development of the individual and of society, through integrating the skills of peace, tolerance and coexistence with the other into classroom and school practices of learning and teaching.\u201d

Yarak<\/strong>
Then came a speech by the director general of education in which he announced that \u201cLebanon committed itself to the education for all plan drawn up in 2000; and at the end of the decade in 2015 there was a new unified agenda for education for all based on the sustainable development goals in South Korea, and the Lebanese state committed itself to formulating a new vision for the coming fifteen years. Lebanon also had a role at the conference of the Arab states 2030, where it completed the Arab plan for reaching the fourth sustainable development goal and strengthening educational opportunities for all, which aims at securing funding for education and securing the education needed for all segments of society and for children who need additional attention.\u201d

He added: \u201cThe Arab Syrian crisis was like a shock in the Arab world, and it had repercussions on the Lebanese reality, which entered a state of emergency in the crisis of educating the children displaced from Syria, where the numbers reached 400 thousand children in need of education, among them 200 thousand children in the official schools and a very small portion in the private schools in Lebanon - which created a sustained crisis, bearing in mind that the funding takes years. The plan for education to reach all children needs 3 years of funding worth 600 million dollars, of which more than 200 million dollars has been secured so far.\u201d

Yarak pointed out that \u201cmore than 85% of the budget of the state and of the Ministry of Education is spent on operating expenses (salaries), and the margin is for developing quality and new ideas for education. The Lebanese state also spends on more than 200 thousand pupils outside the official schools in Lebanon, among them 117 thousand pupils in the free schools.\u201d

Azar<\/strong>
Father Boutros Azar asked: \u201cWhy does the state sign international agreements on education and not carry out their content? Or why does the state not apply the laws and decrees that called, long ago, for free education? What is regrettable is that the state, and with it part of civil society, tries to defame the private school at a time when it has not yet been able to raise up the official school.\u201d

He said: \u201cI also ask: why does the state not wake up to the official school except at the gates of the school year every year? And on the other hand, why does the state not treat the pupils of the private school and their parents equally, as it treats others? Are they not, like those others, citizens who have a right to the state's giving and its contribution to facilitating the quality of education? And consequently, is it possible to imagine Lebanon without the private educational institutions? And would education in Lebanon have been available to all and striving towards quality and towards promoting sustainable development were it not for these institutions?\u201d

Azar pointed out that \u201cthere are ministers demanding the abolition of school grants. We have also heard a call for the abolition of the free private schools. I do not know why the auditing of the free sector has stopped, and why the replacement of free private education by official education must be completed.\u201d

He concluded: \u201cWhen will those who call out these slogans manage to rid themselves of a complex they have, namely the private school? And have they forgotten that the free school has carried out, throughout its history, at least three functions: the first function, providing a good and distinctive education despite the limited means it has; the second function, keeping the citizens rooted in their land, especially in the countryside and the remote areas; and the third function, securing education for the children of the poor and less well-off class. And despite this the state has rewarded it by delaying payment of the contributions to it, contrary to the regulations and decrees that require this twice in the same year - and to this date the state is three years behind. To whom do you recite your psalms, O David?\u201d\u00a0

Al-Daouk<\/strong>
The president of the Makassed Association Al-Daouk spoke about local spending on education, and said: \u201cSpending on education in most Arab countries - among them Lebanon - is estimated at less than the gross domestic product, whereas the matter requires at least 4-6%. Given the instability of the security and economic situation in our country, the new education curricula have not been applied as they should be, and have not been reflected in the assessment system adopted; it was necessary to reconsider them and to amend them on the basis of the challenges and impediments they met with when applied on the ground.\u201d

He added: \u201cEducation in Lebanon suffers from a failure to abide by international legislation and from the non-application of local laws, such as the failure to apply compulsory education in Lebanon for example\u201d, pointing out that \u201cthere are many impediments and challenges facing the advance of education, among them raising the level of the government budgets for official and private education so that the institutions may carry out their responsibilities in improving learning; allocating international aid to specific programmes so that it remains effective; in addition to affirming the teacher's competence and updating it periodically and beginning with the principle of accreditation and follow-up; affirming the raising of the level of basic education and encouraging vocational education during the coming fifteen years (and securing recognition of the LT vocational certificate); as well as the necessity of preparing the information, data and statistics required to carry out the research that identifies the problems and finds the appropriate solutions for them\u201d.

Jabbour<\/strong>
Professor Zahida Darwiche Jabbour held that \u201cgreat efforts are being exerted at the Lebanese level in the official and private sectors to achieve parity in education and equality between the sexes. But the scene in Lebanon is highly complex, and the existing disparities must be taken into account: between cities and villages; within the cities according to class belonging; between the official sector and the private sector; indeed within this sector itself, between the private schools, the free schools and the half-free schools.\u201d

She noted that \u201cthe rate of school dropout among girls, for example, is higher than the dropout rate among boys in the villages and the poverty belts in the cities, and this is due to early marriage and to the prevailing view of the female and of her role in society among these social segments - she is first a wife and a mother, and her ambition must be confined to forming a family. Therefore work must be done to change this view so that the rural girl, or the girl belonging to the less fortunate classes, may obtain her right to education and so may contribute to achieving sustainable development through possessing sufficient knowledge.\u201d

Jabbour pointed to \u201cthe harm done to official education by the adoption of the innovation of contract employment, which has made the teaching profession a mere - or almost a mere - means of livelihood, whereas education is a message and a commitment to building the human being. In order to perform his task the teacher needs psychological stability, economic security and the restoration of standing to his social position; and good education, including education for sustainable development, requires continuous training.\u201d\u00a0<\/p>","protected":false},"excerpt":{"rendered":"

\u0646\u0638\u0645\u062a \u062c\u0645\u0639\u064a\u0629 “\u0627\u0644\u0645\u0628\u0631\u0627\u062a \u0627\u0644\u062e\u064a\u0631\u064a\u0629” \u0627\u0644\u062d\u0641\u0644 \u0627\u0644\u062e\u062a\u0627\u0645\u064a \u0644”\u0623\u0633\u0628\u0648\u0639 \u0627\u0644\u062a\u0639\u0644\u064a\u0645 \u0644\u0644\u062c\u0645\u064a\u0639” \u0628\u0639\u0646\u0648\u0627\u0646 “\u0627\u0644\u0625\u0646\u0641\u0627\u0642 \u0639\u0644\u0649 \u0627\u0644\u062a\u0639\u0644\u064a\u0645”\u060c \u0641\u064a \u0642\u0631\u064a\u0629 \u0627\u0644\u0633\u0627\u062d\u0629 \u0627\u0644\u062a\u0631\u0627\u062b\u064a\u0629\u060c \u0628\u0631\u0639\u0627\u064a\u0629 \u0627\u0644\u0645\u062f\u064a\u0631 \u0627\u0644\u0623\u0642\u0644\u064a\u0645\u064a \u0644\u0645\u0643\u062a\u0628 \u0627\u0644\u0623\u0648\u0646\u064a\u0633\u0643\u0648 \u0641\u064a \u0628\u064a\u0631\u0648\u062a \u0627\u0644\u062f\u0643\u062a\u0648\u0631 \u062d\u0645\u062f \u0628\u0646 \u0633\u064a\u0641 \u0627\u0644\u0647\u0627\u0645\u064a\u060c \u0648\u0641\u064a…<\/p>","protected":false},"author":2,"featured_media":4648,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"give_campaign_id":0,"footnotes":""},"categories":[249],"tags":[270],"class_list":["post-4645","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-gm-news","tag-270"],"_links":{"self":[{"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/posts\/4645","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/comments?post=4645"}],"version-history":[{"count":0,"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/posts\/4645\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/media\/4648"}],"wp:attachment":[{"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/media?parent=4645"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/categories?post=4645"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/newpub.mabarrat.org.lb\/en\/wp-json\/wp\/v2\/tags?post=4645"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}