كلية التربية
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Item تطور التربية والتعليم في الاردن في الفترة 1952 - 1997(جامعة النيلين, 1999) سامي مشهور المجاليAbstract This study aimed at highlighting the status quo of the educational process and its development in Jordan and the nature of the internal and external changes which influenced that development in the two stages : pro-educational development (1952-l987),and post- educational development stages (1988-1997) . In order to get to this aim , the study answered the following main question : How was the educational process developed in Jordan since 1952-1997 , and to what extent had it been influenced by the conditions of economical , political and the First National Educational ‘ Development Conference held in 1987 . J The scholar followed both the historical and descriptive method in order to gather the study required data . Data had been collected from various resources some of which are objective and the others are subjective . The most important resources were : the educational legistlative series issued by the Jordanian state if Institution , the scientific works theoretical readings stemmed from the educational movement pace , and the free interviews with persons responsible of the educational activity administration in the Jordanian society . Through analysis of its data , the study pointed out the following results : - The year 1952 was considered the begining of the real ' educational changing stage in Jordan . The beginning of this stage had been clarified by a number of internal and external alternatives effectiveness that influenced the level of the educational systematic effectiveness in Jordan . One of these alternatives is the accession of the late king Hussein to the throne and his determination to carry out the required social change in the country . In this period there was an increasing feeling towards generalizing education , transferring it from just for the elite to education is for all, widening education opportunities to meet the needs of the people , the necessity for educational reform , ' creating a modern educational system closely relevant to the aims of the Jordanian system concerning social and polititical values ,and meeting the needs of the largest number of the population in order to make the system more democratic . Education is viewed asvery important and it positively influences the social development and conserves its institutions . All those alternatives and many others gave birth to the educational legislative series which very much contributed to crystallize an ideal Jordanian philosophy of education which sprang from the resources of the Arab Islamic and the international culture . ' In view of the philosophy of education in Jordan , which combines authenticity with modernity , public with private , internal with external , quantity with quality , and the _ objective with the personal , education has progressed until the second third of 1967 . During 1967 and some years later there were some political and military changes ( 1967 setback , 1970 Sept incidents) . These changes , and the economic and social effects which followed , had a total impact on the capacity of the educational mode . ’ The method used to face objective problems in Jordan was not efficient enough , a fact which led to slowing down the pace of education . ' Education regained its pace at the end of 1970 when the counrty became politically stable , and due to the industrial movement , urbanization , the status of women , and population growth . ' In the light of the changes the educational movement witnessed in Jordan during the seventies , education progressed quantitatively rather than qualitatively , due to the data of the educational mode itself, whereby the data could no longer develop itself qualitatively because of lack of resources , increase of debts ,unemployment , financial and administrative corruption , and poverty . Since the educational mode in Jordan needed development, the Ministry of Education reviewed all elements of the education system , with the aim of assessing its effectiverness and modernity , and found out that all these elements needed development and modernization . In the light of this decision , which is based on objective facts , emerged the Conference for Educational Development in Sept , 1987 . This Confernce was able to defermine all educational policies required for bringing about educational reform in Jordan . According to the recommedations of the Educational Development Conference ~, several educational programs have been designed , coordinated and followed up, the mosti mpostant of which are : updating educational legislations , deepening the qualitative impact of educational development ,through improving in-service teacher training programs in accordance with the new curricula, upgrading capabilities of teachers, improving their performance, and enabling them to make use of diagnostic techniques , capacity - building of administrative leadership developing quality ofschool buildings with the aim of improving the teaching learning environment , developing a rational system for construction of school - buildings for the purpose of accommodating the increasing numbers of pupils , developing curricula and school - textbooks , in light of innovative types of knowledge , diversifying school education and individualizing it on the basis of student capability and community requirements , reducing educational wastage through controlling rate of student failure,and considering school a basic unit for educational and social development through educational innovations. . Educational development has coped with changes and developments taking place at the local and regional levels . In addition , it has been affected by socio -economic transformations like the Gulf war , which had a remarkable impact on implementation of educational development plans and programs . Needless to say that this war hindered emergence of more developed and modern innovations . This study ,with its historical and descriptive approach , dealt with the educational movement in Jordan , as well as factors affecting it , and emphasized that educational development is adapted to contemporary conditions and issues , with the aim of improving education qualitatively . In view of the study conclusions , the following recommendations have been arrived at : . -t The necessity of providing proper physical and human resources for achievement of objectives of education . - Expanding concepts of administrative decentralization , and deepening institutionalization in decision - making . - _ - Involving the different sectors of community such as , Ministries of Health and Agriculture, universities , companies as well as public and private institutions , in preparing curricula . Moreorer , employers should be involved in designing vocational education curricula , in particular , to - meet labour market requirements . Developing the theoritical and practical courses taken at the Educational Sciences Colleges in the universities of Jordan with the aim of responding to the objectives of teacher certification programs . ' Developing educational supervision and providing it with all available facilities to enable supervisors to perform their tasks effectively . Developing capabilities of teachers and their performance in the classroom . Reconsidering the policy of distributing pupils to the different streams of vocational education to meet labour market requirements , with the aim of enhancing the status of this type of education . Developing the Genral Secondary Certificate Examination ' through including some scores of prerious grades into the final average , and stressing measurement of mental capabilities , rather than focus on memorization . Establishing a real and efficient partnership between the different educational and social institutions . Focussing on educational services such as , school health and nutrition , libraries , activities , educational counselling; and maintenance of school — building , as well as generalizing them to the whole schools in the Kingdom . Providing sufficient material resources required for realizing the goals of education .Item المؤسسات التربوية في الأردن ودورها في إكساب القيم التربوية للطفل الأردني(جامعة النيلين, 2007) سالم سلامة العناسوةالمستخلص باللغة العربية: هدفت هذه الدراسة إلى التعرف على المؤسسات التربوية في الردن ودورها في اكساب القيم للطفل الردني من وجهة نظر المعلمين والمعلمات وفق متغيرات الجنس، والمؤسسة التربوية، والمؤهل العلمي، والخبرة العملية. وحاولت الدراسة الجابة عن السؤال الرئيس التالي: ما المؤسسات التي تؤثر في شخصية الطفل الردني؟ وانبثق من هذا السؤال السئلة الفرعية التالية: 1 .مادور السرة في تكوين شخصية الطفل؟ 2 .مادور رياض الطفال في تكوين شخصية الطفل؟ 3 .مادور المدرسة البتدائية في تكوين شخصية الطفل ِ؟ 4 .هل توجد فروق ذات دللة احصائية في إكساب القيم في المجتمع الردني تعزى إلى الجنس، أو المؤسسة التربوية، أو المؤهل العلمي، أو الخبرة بالنسبة للمعلمين، أو المعلمات في رياض الطفال والمدرسة البتدائية؟ واختبرت الدراسة فرضية رئيسية واحدة ذات جوانب متعددة هي: يوجد دور إيجابي للمؤسسات التربوية الردنية المتعلقة بالسرة ورياض الطفال والمدرسة البتدائية في إكساب الطفل الردني القيم التربوية الصحيحة. وينبثق عن الفرضية المحورية الفرضيات التالية: الفرضية الولى: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، والقتصادية تعزى إلى الجنس. الفرضية الثانية: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، والقتصادية، تعزىِإلى المؤسسات التربوية. الفرضية الثالثة: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، والقتصادية، تعزى إلى المؤهل العلمي. الفرضية الرابع ِة: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والروحية، والمعرفية، والقتصادية تعزى إلى الخبرة. استخدم الباحث المنهج الوصفي التحليلي لمناسبته لطبيعة الدراسة، حيث يقوم هذا المنهج على وصف الظاهرة كما هي موجودة في واقع المر ويهتم بالتحليل والحصائيات والتفسير والتعميم، وذلك من خلل الوقوف على واقع المؤسسات التربوية ووصف مهامها ودورها في إكساب الطفال المنظومة القيمية . التربوية كما استعان بأسلوب التحليل الحصائي لعينة الدراسة المكونة من (1800 (معلم ومعلمة، من المجتمع الصلي البالغ ( 36007 (معلمين ومعلمات موزعين على (31130 (مدرسة و(4877 (روضة، واختار الباحث عينة بالطريقة العشوائية بنسبة 5 %من المجموع العام لقاليم الوسط والجنوب . والشمال وقد وظف الستبانة كأداة لجمع البيانات بعد أن عدل وطور الستبانة لخدمة أغراض البحث؛ إذ تضمنت أربعة محاور قيمّية مجموعها (51 (قيمة : هي القيم الجتماعية، والعقلية، والروحية، . والقتصادية واستخدم الباحث اختبار تحليل التباين ( ) ت للجابة عن السؤال هل توجد فروق ذات دللة إحصائية وفق متغيري الجنس والمؤسسة التربوية في إكساب القيم الجتماعية والروحية المعرفية والقتصادية من وجهة نظر المعلمين والمعلمات؟ كما استخدم اختبار تحليل التباين ( ) ف للمقارنات بين المتوسطات التي توجد بينها فروق ذات دللة احصائية وفق متغير المؤهل العلمي والخبرة في إكساب القيم الجتماعية والمعرفية والروحية والقتصادية من وجهة نظر المعلمين والمعلمات؟ توصلت الدراسة إلى النتائج التالية: أولً: كشفت الدراسة عن أهمية تعزيز دور السرة في تثبيت المنظومة القيمية لدى الطفال، وضبط عملية النفتاح الناجم عن التطور الحضاري، وما يتأتى عنه من مشكلت تحدث في الغالب توتراً في المناخ السري الذي يؤدي إلى الطلق، مما يحول دون استمرار هذه السرة في أداء رسالتها التربوية نحو الطفال. ا ثاني : كشفت الدراسة عن أثر البطالة في الجتمع الردني وما يترتب عليها من آثار سلبية ً للطفل في مراحله العمرية المختلفة. ا دورً رئيساً في تعزيز المنظومة القيمية لدى ثالث : كشفت الدراسة أن للمؤهل العلمي ا ً معلمات رياض الطفال في إقليم الوسط والجنوب والشمال. رابع ً: أوضحت الدراسة أنه ليس للمؤسسة التربوية أي أثر على القيم الروحية في إقليم ا الوسط، بينما لها آثار إيجابية في محاور القيم الجتماعية، والمعرفية والقتصادية. خامسً: بينت الدراسة أنه ل يوجد للخبرة تأثير في محاور القيم الجتماعية والمعرفية ا والروحية، والقتصادية في إقليم الجنوب. سادس ً: يوجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، ا والقتصادية، تعزى للجنس وللمؤسسة التربوية والمؤهل العلمي والخبرة في إقليم الوسط والجنوب والشمال. سابع ً: وجدت فروق ذات دللة إحصائية في القيم الجتماعية، تعزى لمتغير الجنس، ا والمؤسسة التربوية، والمؤهل في إقليم الجنوب. ا ثامن : كانت الفروق الحصائية بين المتوسطات الحسابية في إقليم الشمال والوسط ً والجنوب لصالح الناث، ولصالح المدرسة البتدائية لمتغير المؤسسة التربوية في إقليم الوسط، ولصالح الروضة، في متغير المؤسسة التربوية، والخبرة من 6- 10سنوات في إقليم الجنوب. في ضوء نتائج الدراسة خرج الباحث بتوصيات من أهمها: 1 .معالجة مشكلت الطلق في المجتمع الردني، بما يضمن التقليل من هذه الظاهرة إلى أقصى حد ممكن، ووضع اللية المناسبة لتحقيق ذلك. 2 .ضرورة مكافحة الفقر والبطالة، وفق برنامج واضح المعالم، بتوفير فرص العمل، وتقديم التسهيلت المالية والقروض لمن يحتاجها، والحد من ظاهرة التسرب في المدارس. 3 .تفعيل دور المؤسسة التربوية في غرس المنظومة القيمية لدى الطفال في مراحل رياض الطفال والمدرسة البتدائية. توثيق العلقة التكاملية القائمة على التعاون بين السرة ورياض الطفال والمدرسة. المستخلص باللغة النجليزية: This study aimed at recognizing educational institutions in Jordan and their role in giving the moral values to the Jordanian child, based on male and female teachers’ point of view, according to the variables of sex, education institution, academic qualification and practical experience. The study tried to answer the following main research question: What are the institutions that affect the personality of the Jordanian child? From this main question, the following research questions emanate. 1- What is the family role in formulating the child’s personality? 2- What is the role of kindergartens in formulating the child’s personality? 3- What is the role of the primary school in formulating the child’s personality? 4- Are there any differences of statistical significance in giving the moral values to the child in the Jordanian society that could be attributed to: sex, education, institution, academic qualification and experience from the point of view of male and female teachers in kindergartens and primary schools? The research tested one main hypothesis with several aspects as follows: There is a positive role of Jordanian teaching institutions related to: Family, kindergartens and primary schools in giving the Jordanian child the proper moral values. The following hypothesis emanated from the main study hypothesis: First hypothesis: There are differences of statistical significance in social, knowledge, spiritual and economical values attributed to sex. Second hypothesis: There are differences of statistical significance in social, knowledge, spiritual and economical values attributed to the education institution. Third hypothesis: There are differences of statistical significance in social, knowledge academic, spiritual and economical values attributed to the academic qualification. Fourth hypothesis: There are differences of statistical significance in social, knowledge, spiritual and economical values attributed to the experience. The researcher used the descriptive analysis methodology that suits the nature of the study. This methodology relies on describing the phenomenon as it is in reality, and is concerned with analysis, statistics, explanation and circulating, through investigating the reality of the educational institutions, describing their missions and their roles in giving the children the matrix of educational moral values. The researcher also used the statistical analysis methodology for the sample study which consisted of (1800) male and female teachers, from the original community of (36007) male and female teachers including schools (31130) and kindergartens (4877). The researcher selected 5% of this community randomly in the middle, northern and southern regions. He employed the questionnaire as a tool to collect data after he developed this questionnaire to serve the research purposes. The questionnaire contained four main types of values: social, knowledge, spiritual and economical values. He used the analysis of variance (T-test) to answer the question: Are there differences of statistical significance that could be attributed to the two variables of sex and teaching institution in giving the child the social, spiritual, knowledge and economical values from male and female teachers’ point of view. (F-test) was also used to compare the mean values to investigate the statistically significant differences that could be attributed to the academic qualification variable and the experience variable in giving the child the social, spiritual, knowledge and economical values from male and female teachers’ point of view. Study conclusions: The study revealed the following results: First: The importance of supporting the role of the family in profounding the value matrix given to children and controlling the openness process resulting from the civilization development and problems arising from it, that cause family tensions which might lead to divorce. This prevents family from performing its teaching message towards its children. Second: The influence of unemployment on the Jordanian Society and the negative effects that lead to more problems in different age levels. Third: The scientific qualification has a main role in supporting the value matrix for the kindergartens’ female teachers in the middle, southern and northern regions. Fourth: The educational institution has no influence on spiritual values in the middle region of the country, whereas it has a positive influence on the social, knowledge and economical values. Fifth: The experience has no influence on the values of the social, spiritual, knowledge and economical components in the southern region of the country. Sixth: There are differences of statistical significance in the social, knowledge, spiritual and economical values attributed to sex, educational institution, academic qualification and experience in the middle, southern and northern regions of the country. Seventh: There are differences of statistical significance in social values that could be attributed to sex and educational institution in the southern region of the country. Eighth: Statistical significance between the arithmetic means were for females favour in the middle, southern and northern regions and were for primary schools favour regarding the education al institution variable in the middle region and for kindergartens regarding the same variable – educational institution –and for experience (6-10) years in the south. Study Recommendations In view of the study results, the researcher recommends the following: 1. To find a mechanism to deal with the divorce problem in the Jordanian society in order to minimize this phenomena as much as possible. 2. To find a mechanism to deal with the unemployment and poverty problems in the Jordanian society according to clear program through providing labour chances, financing and loans to minimize pupils dropping out. 3. To activate the role of the educational institution in developing the matrix of values in kindergartens and primary schools. 4. To reinforce the relationship between family, kindergarten and school on the basis of cooperation.