Showing posts with label science. Show all posts
Showing posts with label science. Show all posts

Monday, May 9, 2022

WMG STATEMENT at the 7th Multi-stakeholder Forum on Science, Technology and Innovation for SDGs

Watch on Youtube





Friday, May 6th
Special Event 3: Supporting national capacities and the Partnership in Action for STI4SDG roadmaps
SPECIAL EVENT
12:15 PM-1:15 PM


Gihan Soliman, BA, PGCE, MSc, RSci, Soil Sci
International-Curricula Educators Association

Presented at the 7th Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development Goals
www.icea-global.org
03/05/22

As we look forward to fully recover from COVID 19; thanks to the advances in science, technology, and innovation (STI), we also worry about the injustice STI brings to the table. Technology has surely enhanced human performance to an unprecedented level yet intensified inequality among individuals and nations. The pandemic exposed such paradoxes in the uneven distribution of vaccine and medication, for one. In fact, the year 2021, witnessed three STI paradigm shifts in the human history, introducing boundless opportunities as well as fears for the future beyond Covid 19; 1) the STI-triggered emergence of a self-replicating xenobot [1], 2) the ‘Human Augmentation’ thinkpiece [2] published by the UK Defence and Military, accepting that technology is a form of evolutionary Selection resulting in an ‘augmented’ existence of the human kind comprising physical, biological as well as socioeconomic dimensions [3][4][5]; 3) and finally, the issuance of the first 1-12 AI curriculum by the UNESCO [6], marking a significant adjustment of the educational system to accommodate our relationship to machines. Despite the improved overall capacity [7], our interaction with technology is generally mediated by a global economic system deeply rooted in Neoliberalism: cut-throat competition and inequality among people, genders, age-groups, and nations. Responses [8] include, but not limited to, a) Transformative education and interdisciplinary research, assessing the environmental and socioeconomic implications of the ever-evolving human-machine symbiosis; b) Media literacy (and indeed democracy). c) Incentivising STIs solutions that boost synergies among people, species, genders, and nations and empowering indigenous women, in harmony with the dynamics of nature. d) Weighing opportunities against risks as we evaluate nature-based solutions against massive-scale industrialisation and reliance on automation. Without systemic change and active involvement of all stakeholders, structural inequalities and human rights violations will continue to shape our post-pandemic world.




Wednesday, March 30, 2022

Gender Equality in the Era of 'Human Augmentation': Technology Transfer for Conservation, Quality Education & Gender Equality; Case Studies from the Global South

 



side event to the 7th Multi-stakeholder Forum on Science, Technology, and Innovation for the Sustainable Development Goals (STI Forum), to be held on 5-6 May 2022 by the United Nations Department of Economic and Social Affairs - Sustainable Development.


Gihan S. Soliman 

International Curricula Educators Association

Gender Equality in the Era of 'Human Augmentation': Technology Transfer for Conservation, Quality Education & Gender Equality; Case Studies from the Global South

WATCH VIDEO


Technology has surely enhanced human performance to an unprecedented level. Technology may also have its downside in that it intensifies inequality among people, genders, species, and nations. The 'Human Augmentation: The Dawn of a New Paradigm' is a recent publication by the UK Ministry of Defence designed to set the foundations for more detailed research and development of Human Augmentation. Human Augmentation [1], also known as, the Human Enhancement or Human 2.0 is not in fact a new concept. What’s new, and indeed considered a paradigm shift, is that the publication accepts Human Augmentation as a form of evolutionary advancement in the Darwinian sense (as seen in the illustration). A concept that I presented back nine years ago in a form of an Open Letter to the IUCN World Congress 2014 proposing that ‘We Are NOT just another species’ [2] and that the correction of the human taxonomic identity is way overdue; that we are rather a highly-complex kingdom of life, so to speak, comprising a biological, physical, and socioeconomic entanglement that I called the Homocybernetica [3]. The issue with the Human Augmentation perspective, though, is that it reduces the evolutionary advancement in the human organisation to a matter of ‘size’ with an implication that enhancement is guaranteed. It also represents human beings as mere users of technology and subject to its modification, disregarding the fundamental distinction as the ‘innovator’ or the maker of technology and thus overlooking the role of communication and socio-economics, as well as justice and equality in this evolution. Such disregard is alarming because technology is generally mediated by a socio-economic system deeply rooted in inequality and competition and might, if not appropriately addressed, continue to intensify injustice among people, genders and species - and that is a recipe for failure in the long run. The more viable route is to focus on the unity of kind, the role of communication, and the mobilisation of energy into our organisation through social and eco-friendly innovation not necessarily as a moral choice but simply for survival. We need to remember that the first form of technology was ‘making a fire’ and the first form of mass technology was organic agriculture and that augmentation does not necessarily make us better, more adaptive, or more efficient as the expression and illustration imply. Two study cases from Mexico (De la Chinampas) and Bolivia (PROINPA) showed alternative technology integrated successfully into the community with other non-invasive forms of technology to enhance production, social solidarity, and resilience while preserving the environment and species.

Reference List:

[1] Human Augmentation – The Dawn of a New Paradigm. 2021.A think-piece designed to set the foundation for more detailed research and development on human augmentation. Ministry of Defence of the United Kingdom.

[2] G. Soliman. 2014.We are not Just another Species;An Open Letter to the IUCNWorld Park Congress 2014,Australia. International-Curricula Educators Association.Available at http://www.icea-global.org/Publications.html. Accessed on 03/05/22.

[3] G. Soliman. 2019.‘Cybernetic Recombination, on the Biology of Technology, Revisiting Linnaeus Kingdom Minerals’ in G.Soliman. 2022.The Cybernetic Animal & the Shortfall in Taxonomy.The Cybernetic Society.Available at https://cybsoc.org/?p=2206&fbclid=IwAR15hpQCu2bpGaaYULVsjjeDy3oklBA6YbZ6zksEOmi5QGXnTlNLuSuFlWA.Accessed on 03/05/22.

Wednesday, March 9, 2022

Janet Frame: International Women's Day Story Time!


Janet Frame 1924 – 2004

Escaped a scheduled lobotomy when, just days before the procedure, her short stories collection debut was unexpectedly awarded a national literary prize. Lobotomy was a cruel mind-altering procedure performed mostly (84%) on women who were expected to be docile and submissive, but instead, were (annoyingly) anxious and ambitious. The procedure was often performed without requiring the consent of the 'patient' and sometimes without their knowledge.

Between lobotomy and witch hunts that allowed murdering 'suspected' women with no repercussions, intelligent women were often penalised (and conditioned into) passiveness and imposed incompetence. Today many women around the world are still facing modern forms of lobotomy and witch hunts as well, in addition to the well-established gender bias in the field of science and technology, leadership and land ownership.

Another form of 'taming' women into docility and submission is Female Genital Mutilation (FGM). Female is the forced removal of external (young) female genitalia with the aim of curbing their sexual drive so that they are better and 'calmer' future wives. Despite the global condemnation of the practice, more than 200 million girls and women alive today have been cut as such. FGM is mostly carried out on girls between infancy and age 15.

The long-term consequences of such historic and ongoing conditioning of women are devastating for women, communities, and the planet. Gender inequality has resulted in an economic system based in extraction and exploitation while a body of evidence shows that expanding opportunities for women and girls reduced poverty and enhanced ecosystems (ILO 2016; UNDP 2016a; UN Women 2014; World Bank 2011)

Dear women, you are wonderful, you are capable, you can do it! Keep fighting for your rights and those of your sisters in humanity for a better future.

Here the story ends, or does it?
Happy International Women's Day!

Sunday, January 9, 2022

Transforming the Food System - COP26

Event: We Are Zero Nation! by the Scottish Communities for Climate Action Network - COP26

🧩 Gihan Soliman – Transforming the Food System through Green Innovation, Conservation and Sharing Economy

Gihan Soliman is a food scientist and a soil scientist concerned about transforming the food system toward sustainable abundance. Soliman is a Trustee of the Permaculture Association Britain and a coordinator for the International Permaculture Network in Africa, Mediterranean, and the Middle East (IPNAMME); She believes that solutions come from the people. Soliman devised multiple actions reliant on green innovation, conservation, and environmental activism. She established the Gigi Moringa Ltd to harness the power of Moringa, pulses, fungi, and quinoa in one vegan food-product for integration into the daily diet. Moringa provides highly nutritious food plus other economical, medicinal and environmental services while standing in the soil holding it together and providing shelter for wildlife as well as storing carbon. Soliman is also working, among other scientists, on a quinoa-associated fungi biodiversity project in the Andes to protect biodiversity in habitats that might get affected by quinoa food production, for healthier and sustainable ecosystems.






















Thursday, April 26, 2018

'Citizen Science' and the Future of Conservation - A Case study



Being an environmental activist for years has taught me that democracy, advancement of science, and sustainable economic growth are concurrent and inseparable. The freedom of engaging in and getting others engaged in scientific/environmental data collection and the freedom of disclosing such data are directly connected to governance issues such the freedom of movement, freedom of association, freedom of expression, freedom of data collection, and transparency. In many states around the world - and especially in the Middle East, dissemination of data or publishing a scientific research without state-permission has become problematic and in some instances, criminalised. It constitutes a 'threat to the national security'. In other areas of the world, however, citizen science has produced groundbreaking discoveries and innovations. It - above all, creates a synergetic community cooperating constructively and passionately towards a shared goal.

Conservation, in particular, cannot afford to miss on citizen science, when a group of amateurs - often mentored by few passionate experts, contribute to or co-create influential science projects. The rapid progress in digital tools has enabled a wider participation in data collection and dissemination while open access technologies have allowed self-education and eliminated many barriers imposed by the narrowness of specialization.

The 'Lost and Found Project' is one of those fascinating science projects where citizen science produces results deemed otherwise unattainable. This is due to the immensity of the mycological kingdom, the relative scarcity of specialised knowledge, the rarity of experts, the vastness of the geographical areas covered, and the inadequacy of allocated fund. Fungal conservationists have been, for decades, calling for attention to the needs of fungal conservation. Fungi are interconnected with all other forms of life on earth and are essential for their sustainability, yet they don't receive the due level of preservation and respective fund.

In this respect, The Lost and Found Project is a heartening model of successful 'citizen science' and a promising step on the way of protecting the environment by protecting its - often forgotten, mycological component. Having addressed this topic more than once [1][2] from an educational perspective, today I write to highlight a very interesting learning and volunteering experience in this project.

The Lost and Found Project led by the young British mycologist Brian Douglas is funded by Esmée Fairbairn Foundation and supported by both the British Mycological Society and the British Lichen Society. Being a member of one of the local fungus groups in, I - among several others, received an invitation to participate in a workshop at in Whitmuir Farm* near Edinburgh. The workshop was generously funded by the project and the opportunity of shadowing great mycologists such as Paul Canon, Brian Douglas (and others) for a few days was exceptional!

Unlike many other fields of science, mentorship is ubiquitous for learning mycology, while there is a perceived rarity of mycologists - in general. In particular, there is scarcity in mycologists who are willing to - and are capable of, educating others. The task is even harder when there are a target and deadlines for producing viable data. Here, the mission was to carry out field surveys to establish whether certain fungal species still exist or gone extinct - given that they were previously observed then seem to have disappeared since last recorded. If any of those species are found, one target is to investigate whether they are truly rare or just under-reported. This is possible by accepting multiple different entries from the same geographical vicinity.

I loved the experience!

We had to bring our microscopes, other tools, and chemicals, but the space, location, and the facilities of the Whitmuir Farmhouse were intriguing.

One of the biggest challenges of 'citizen science', though is the risk of jeopardizing the technical quality of the data produced in favour of group synergy. The project, however, is well maintained by its leader in this regard. Although it's carried out by amateur volunteer mycologists, it's not exactly for beginners. If you are a mycophile, whether an amateur or an expert, you need to first obtain a list of the rare fungi and familiarise yourself with its content, then find a recommended spot and start looking for a species or two (from the list).

Identification of fungi:

Some species are easy to identify by observation of morphological features. Examples are common mushrooms and toadstools. Those are given common names pertaining to their shape, odour, texture, and/or colour in addition to their Latin names. Examples are Pink waxcap (Hygrocybe calyptriformis); Beefsteak fungus (Fistulina hepatica); Fly agaric (Amanita muscaria), etc.

 For species of rust fungi, the identification of the host is a pre-requisite. This is because each species infect a strictly narrow array of hosts and is not transmittable to a non-host plant. A single species, however, is capable of infecting two different hosts in its different life-cycle phases. Rust fungi are mostly observed as powdery spores of rusty or brown colour on the surface of the host plant. Some species of fungi require advanced technology to identify.  Some fungi are edible and some others are inedible (not necessarily poisonous).

Data entry If you ever spot any of the species listed, you also need to learn how to enter the data on the project's website without causing a system conflict. Alternatively, you can just send the information to Brian Douglas either via e-mail or the project's social media pages - Facebook or Twitter. You will normally be required to provide a photo of the species found, a description of its habitat or associated organism and the national grid number where it was spotted. In Whitmuir Farm - given the time limitation, we were given a good training on how to identify some rare rust fungi by identifying the associated organism and/or via microscopy. There would be still much to learn for a beginner though.

It's worthy to note that signing up to the project's website, has to be approved by the admin and does not guarantee access to the dashboard. A discussion has arisen whether 'not finding' a species or the multiple finding of single species within the same geographical vicinity, would be worthy of recording. The answer to that was yes; it's even advisable as it indicates the rarity or, otherwise, the abundance of such a species. One of the project's success stories is that of the Cryptomyces maximus species, which was deemed globally rare but  has been found this year on several sites (Pembrokeshire and Shropshire, as well as an Ireland).

The list of species can be found on the project's website together with the updated progress statistics and the 'species of the month' proclamation. This year (2018) is the last year in the project and more efforts are needed for a satisfactory yield.

Citizen science projects require an ecosystem of freedom and democracy but once established they also influence the ecosystem by providing community engagement opportunities connecting citizens to their environment and to each other. It's a closed circle of progress, self-organization, and emancipation. The link between good science and good governance might not be so obvious to many, but the current and prospective success of citizen science indicate clearly that the future of conservations is tied up to the future of democracy and peace in the world. On the technical level, the success of this project can be a turning point for the future of conservation and sustainability - given the challenges facing fungal conservation today.

* If you are interested in the Lost and Found Project please contact Brian at b.douglas@kew.org directly - for more detail, guidance, or assistance.
* If you are interested in the Whitmuir Farm House, please contact Teyl at Whitmuir@aol.com 



Wednesday, May 6, 2015

Open Innovation in Life Science - Closing the Loop

 Peer-reviewed
 



The first decade of the 21th century has been noted to witness a decline in the pharmaceutical innovation (Kaitin and DiMasi, 2011), with some recent signs of revival (Ward, 2014). According to the Centre for Medicines Research International in the USA, the average success rate of bringing a new drug to the market has declined, since the mid-nineties. Failure occurs predominantly in the later phases of clinical testing, which makes them even more expensive. The business witnessed only 24 new-drug approvals by the United States Food and Drug Administration during 1998 with a $27 billion Research and Development (R&D) cost. However, the industry in 2006 spent $64 billion, for only 13 new drugs, making it to the market (Kaitin and DiMasi, 2011). Some have proposed that the traditional linear model of bioinnovation, is no longer viable, concluding the need for a "fully integrated pharmaceutical networks," (FIPNets/FIPCO) or simply an "ecosystem". In this essay I explore reasons and practicalities of turning to Open Innovation. I also argue a potential enhancement in the quality of input into the earlier phases of drug production, with fungal conservation and bioprospecting as a case in point.






Download the paper

 

 

 

 

Saturday, March 28, 2015

Science Across Egypt© - CIRCULARITY & COMPLEXITY

Since 2008 I have been working on linking science education to the community in Egypt. Many people worked on that but my programmes had two areas of distinction that have been expressed in  several articles; initiatives, books and project designs, that I produced over several years of activism.


First: Complexity
1.1. The complexity of integrated management.
1.2. The complexity of science integration: Where natural sciences meet with social sciences through the cross-curricular activities in relation to the surrounding environment.
Although I designed and own the copyrights and prototypes of my projects, they all depend on integrated management and science integration. This means that a programme cannot run totally by me or any single person. Any programme whether Science Across Egypt© ,  IPNAMME© , Sinai Sustainability Cyberneitcs Center© , Egypt's Got Talents©  and most recently the Sustainability Cybernetics Journal©  must be managed by a homogenous team of leaders from different disciplines, to produce a unique integrative task.
For example, the basic implementation team of Science Across Egypt© was:

*   Me - as an educational consultant, and Dr Ahmed Abdel Azeem. Others who contributed to the programme;
Ahmed Gheith, Scientific illustrator; Dr Mohamed Abdel Motaleb,  Nile University; Jonty Lycock, Red Sea Research; Miss Shyamaa & Israa Mahmoud and Mrs Iman Kamal, Qawmia American School Agouza and others.
* The basic implementation team of Sinai Sustainability Cybernetics Center© was me, Maged Al-Saied and Dr Waleed Sadek;

*  The basic team for  Egypt's got Talents© was me and my dear friend and great artist Khaled Hamed;
*   The basic team for implementation of the IPNAMME© project is huge and will be announced soon.




Second: Circularity

2.1. Circularity of on-going self-reform and progress.

Circularity of the on-going self-reform, based on a proposed causal circular relationship between quality education and sustainable development/protection of the environment. All the projects, in terms of mission, are meant to produce an autonomy of reform in the educational system (building a second-order cybernetic model of education for sustainable development) .

2.2. Circularity of finance:

In terms of finance, the Science Across Egypt - as an award-winning project, did not depend on extra spending on education from parents, schools, the government or any external fund - which why it won the Educating Africa Awards 2011 for entrepreneurship in education. It "pays itself".

Science Across Egypt depended in its first phase on my educational consultancy for international schools seeking accreditation in Egypt, as well as general teacher training to produce the autonomy of self-reform. Schools already pay for quality assurance and teacher training to get accredited (according to the Egyptian laws which link accreditation to licencing international school). As an educational expert in the international educational system in Egypt - due to being in (administrative) charge of the regional office of one of the American accrediting association in Egypt 2005-2007, I was hired by schools to conduct the self- study, guide their quality control process prior to accreditation and as well as the design/development of curricula/extra curricular activities. This process involved management of the school activities at the time of the self-study and a power to hire teachers as well as recruiting volunteers who were willing to give a hand.

GALLERY
LINKS TO ACTIVITIES


Worthy to make the point here that the "international-education" in Egypt - and the Middle East in general, has a different notion than the one commonly used in the West. It is of Egyptian students studying international curricula. International education is a huge business in Egypt so the  number of international schools is shockingly high but unannounced (you have to count the schools through the different accrediting organisations or know by first-hand experience as I do -  being a successful business used as a backdoor to universities to escape the difficult and highly competitive "Thanawya Amma" Egyptian high schooling. The programme also comprised other nationwide and international raising-awareness campaigns, research and publications.

Science Across Egypt Activities: Integration of sciences + community participation @ Qawmia American School 2012

 I write to wrap up an approach in education and in acknowledgement of the role of each one who collaborated either as hired or voluntarily or who is willing to collaborate in the future, but specially in acknowledgment of the role of Dr Ahmed Abdel Azeem in implementing the Science Across Egypt©  project and to thank him for what he said in  his most recent Radio interview - which I have just been forwarded, about our previous collaboration.


Unfortunately, sustainability is not separate from politics and equality issues in the Middle East.

In spite of the heavy persecution - which drove me out of Egypt March 2013 - because of my religion and my activism as a Coptic independent female*, all of the models I instituted are now alive, autonomous and thriving. It is rewarding to see the fruit of my well-documented activism blooming, even if I was denied the appreciation sometimes. However, I keep a public account and documentation of my voluntary activities and research on this blog [MY OWN EDUCATION] as a love letter for my children and next generations hopefully reading: Appreciated or not, this is (as I aspire) my modest contribution to "advancing the human organisation", with much love.


--------------------------------------------------------------------------------------------
 * 2011-2013 was a hard time for women in general and Coptic women in particular. For a Coptic independent female activist it was a hell.

a) An article about a Christian woman on the path of emigration by Dr Mostafa Alnagar March 2013
b) A presentation at the Amnesty International York (2014)on Women's day about women in Egypt at that time. 

Wednesday, March 11, 2015

WE ARE NOT JUST ANOTHER SPECIES

لسنا كباقي الكائنات

This open letter has been e-mailed to the IUCN World Park Congress 2014.

13/7/2014



The letter/study is:

- about the necessity of collective self-awareness, unity and global governance.
An argument that the human kind is not just another species and that based on our extended phenotype we qualify as a separate kingdom of life; a sociophysiobiological kingdom with an illustration of a "Cybernetic Phylogeny";

- an expression of the human life-organisation in light of the "living-system theory" (Grier Miller cited in Umpleby, 2007), the "structure determinism" (Maturana and Valera, 1928) and the "Holistic Darwinism" (Corning, 1997).


The letter/study brings no new scientific discovery to the table, but by harnessing the existent knowledge through cybernetics, as I propose, a new multi-perspective model of the human life-organisation has simultaneously emerged.

I call this perspective: The Real-living-system.


Tuesday, January 6, 2015

Science and Theology - A book



This book is on the unity of sciences and people.


All copyrights reserved.
Do NOT copy from this blog without prior permission from the author.
 

Tuesday, January 22, 2013

التعليم في مصر لا يزال ينتظر الثورة







نشرت في أهرام العلمي بتاريخ 27/8/2011

 نسمع كل يوم عن مبادرات لتطوير التعليم ومقترحات لا نهاية لها ولا أحد يمس جوهر القضية، فالتعليم في مصر يحتاج أن نتوقف عن دفن رؤوسنا في الرمال وأن ننقب عن الأسباب الحقيقة التي أفسدت التعليم لسنوات طويلة، التعليم في مصر لازال يحتاج إلى ثورة!

مشكلة التعليم في مصر انه لا يحتاج فقط لتربويين بل للساسة أيضا ونادرا ما يجتمع العلم والتربية مع السياسة ولذلك فلم يتم طرح رؤية واضحة لإمكانية إصلاح التعليم في مصر وكل يغني على ليلاه . وكلما توفر لي أن اتحدث في قضية إصلاح التعليم في مصر في محفل سياسي اقابل بالصمت اولا ثم بابتسامة على ركن الفم ثم صمت آخر وتغيير لمجرى الحديث وذلك انني دائما أتحدث عن أولوية إصلاح التعليم الدولي في مصر!! فالمتعلمين بالمدارس الدولية في مصر والمعلمين والإداريين معظمهم من المصريين وهو أمر صادم بلاشك إلا انه واقعاً ، والقانون يمنع تشغيل ما يزيد عن 10% من مجموع العاملين بالمدرسة من الأجانب ، فبينما يتحدث الجميع عن تكدس الفصول وعدم كفاية عدد المدارس أو ضعف الإمكانات يتناسون قطاعا هاما من التعليم "المصري " تتوافرمن خلاله جميع إمكانات التعليم الجيد الا انها تكاد تهدر جميعها ليصبح المنتج النهائي تعليم غير جيد .

مشكلة التعليم في مصر كأي مشكلة أخرى في مصر تتلخص في إنعدام الرؤية المتكاملة وضعف القيادات

فلدينا نوعان من التعليم

التعليم القومي : وهو الذي يستخدم المناهج القومية المفروضة من وزارة التربية والتعليم سواء تسمى بالتعليم العام أو الخاص وهو الذي يعاني في شقه العام (المسمى بالمجاني) من ضعف الإمكانات وتكدس الفصول وضعف أداء المعلم أو بالإضافة إلى جميع ذلك (وهنا يشترك التعليم الخاص معه في ذلك) حشو المناهج وعدم التعامل بوعي مع قضية جودة التعليم.

وكنا قد توسمنا خيرا حينما تأسست هيئة مصرية للإعتماد وجودة التعليم "مستقلة" عن وزارتي التربية والتعليم والتعليم العالي منذ سنوات قلائل، إلا أن الهيئة جندت "المتطوعين" الذين جيء بهم من ذات النظام المعيب وتم "إنزالهم "للمدارس قبل إكتمال تدريبهم ثم بعدما عملوا عاما كاملا وأوصوا بإعتماد أو عدم إعتماد المدارس تم إستدعاؤهم للإمتحان !!! ولا أدري معنى أن يمتحن الشخص بعد أن تخرج وانخرط في سلك العمل؟؟ ناهيك عن وجود معيار كامل للمنهج ( المعيار الثامن)ومدة ملائمته لبيئة التعلم وحاجة المتعلمين مع أن المنهج لا تضعه المدرسة بل هو منهج قومي تفرضه وزارة التربية والتعليم وإنما يدلنا ذلك عن أن تلك المعايير قد ترجمت بلا وعي من المعايير الأمريكية والتي تختار فيها المدارس كل منهجها الخاص بحسب رؤيتها ورسالتها وتبعا لمعايير التعلم الدولية التي تختارها!! ولا أنسى الجدل الذي دار بيني وبين الزملاء المراجعين في أحدى المدارس أثناء زيارتنا لها عما إن كانت تلك المدرسة تستوفي معيار"المشاركة المجتمعية" وكانت المدرسة تستضيف عشرة من الأيتام كل عام وتقوم بتعليمهم مجانا ورعايتهم رعاية شاملة ومع ذلك فقد اصر الزملاء على ان هذه ليست المشاركة المجتمعية التي "قالوا لهم عنها في التدريب "!! وكادوا يحرمون المدرسة من تلك النقاط بإصرار عجيب!!و يتحول الامر مرة أخرى الى "تستيف" ملفات الإعتماد و نحن أبرع أهل الأرض في ذلك!

إما النوع الثاني من التعليم في مصر ويفترض انه التعليم "الجيد" الذي يناله الصفوة ، وأتمنى الا تثير هذه الكلمة حفيظة القاريء حتى تظهر أمامه الصورة كاملة ، فهو التعليم الدولي. فإن كنا نشكو من ضعف الإمكانات وننسب لها جميع خطايا التعليم فما بالنا حينما تتوفر الإمكانات لا نزال نحصل على منتج رديء!

أقولها على مسئوليتي الخاصة كمتخصصة في جودة التعليم الدولي و القومي أيضا، أنه حتى مدارس القمة لا تنتج لنا ما يجب أن تنتجه "مواطنا صالحا متعلما تعليما جيدا" والمسألة محسومة بالمنطق إذ أن جميع تلك المدارس تستخدم المناهج الأجنبية والكتب الأجنبية في تدريسها لمعايير التعلم الدولية ولأنه لا يوجد حلقة وصل في تدريب المعلمين في تلك المدارس للموازنة بين متطلبات التعليم الوطني ومتطلبات التعليم الأجنبي إللهم إلا بإقحام مادتي الدراسات الإجتماعية والتربية القومية ( اللتان تدرسان باللغة العربية وبطرق التدريس العقيمة التي لا يعرف معلمو تلك المواد غيرها، مما يجعل تلك المواد جحيما بالنسبة لطلبة المدارس الدولية فلا هم يفهمونها ولا يكترثون بها وهم بالكاد ينجحون فيها)بدلا من تكميل المنهج الدولي للدراسات الإجتماعية و العلوم بما يتناسب مع احتياجات المتعلم كمواطن مصري و كوني والغاء مالا يتناسب منه مع قيمنا.

والحل لا جدال يتمثل في "إدماج" المواطنة والمواطنة الدولية داخل المناهج والانشطة الصفية واللا صفية لتكميلها وهي إمكانية لا يتيحها إلا نظام التعليم الأمريكي فلو أخذنا مادة العلوم كمثال صارخ لتلك المشكلة نجد أن الطلبة يدرسون البيئة الأمريكية فيها مع أن مادة العلوم ليست محلية إلا أنها فيما يختص بالبيئة والحفاظ على التنوع البيولوجي تتعامل مع قضايا محلية مثل المحميات الطبيعية والتلوث والتنوع البيولوجي للكائنات المختلفة في بيئاتها الطبيعية والأبحاث المحلية والخرائط الحيوية المحلية والتي لا يوجد عنها ذكر في الكتب المستوردة التي يستخدمها الطلبة ولا يوجد المدرس المتدرب على تكميل المنهج بتلك الدراسات والمعلومات رغم مرونة النظام الأمريكي في التعامل مع إختيار المناهج ويكتفى بمليء رفوف المكتبات بكتب "الركن الأخضر" التي يكاد لا يمسها أحد إلا أمين المكتبة عند ترتيبها لأول مرة ثم عامل النظافة عند إزالة التراب عنها دوريا. ولذلك فقد قمت بعدة مبادرات كناشطة مجتمع مدني ومتخصصة في التعليم الدولي في ذات الوقت في محاولة لرأب ذلك الصدع وإدماج الثقافة البيئية داخل المناهج والانشطة الصفية واللاصفية بالمدارس الأمريكية كانت آخرها في مدرسة بورسعيد الأمريكية بالزمالك بالإشتراك مع د.أحمد عبد العظيم وقمنا بمبادرة العلوم عبر مصر Science Across Egypt© بعمل منهج تكميلي متخصص للعلوم وخرائطا للمناهج لتدريسها بالمدارس مع الرحلات العلمية الإستكشافية للمحميات الطبيعية وتنظيم حملات الحفاظ على البيئة التي يقوم بها الطلبة مع معلميهم والندوات التوعوية وتصميم الحدائق المنتجة للغذاء بالمدرسة وتحقيق متطلبات المدرسة الصديقة للبيئة كما قمت بعمل مسابقة ©Egypt's Got Talents لإكتشاف المواهب المصرية المختلفة بما فيها العلوم والتدريس الإبتكاري لمادة العلوم والرسم العلمي والتي أقيمت على مدى عامين متتاليين.




ومع ذلك وبسبب عدم وجود إتساق في الرؤية بين مؤسسات الدولة المختلفة في التعامل مع هذا النوع من التعليم ( الأمريكي بصفة خاصة ) فقد تضاربت محاولة الإصلاح حتى أفسدت هذا النظام بما لا يمكن إصلاحه إلا بمعجزة فمن يصدق أن تقسم درجات الطالب المؤهلة للتسجيل في الجامعات المصرية إلى 60 % لما يعرف بإمتحان "السات " أو الـ SAT و 40 % لدرجات المدرسة وهو إهدار مخيف لطاقات أبنائنا الدارسين في تلك المدارس ولأموال ذويهم حيث أن ذلك الإمتحان ليس إمتحانا تحصيليا وانما هو اختبار "تنبؤي" قياسي لا يناسب إطلاقا دارسين اللغة الانجليزية كلغة أجنبية ولا يفيدهم شيئا وهو تجارة رابحة لمن يسمون انفسهم بمدربين السات الذين يستغلون عدم معرفة الطلبة واولياء الامور بطبيعة تلك الامتحان ويبيعون لهم "الهواء" . فستين في المائة إذا من طاقة ابنائنا الدارسين بتلك المدارس مهدرة والكثير من الاموال تنفق على تدريب وهمي على امتحان لا يقيس تحصيل الطالب ولا إجادته للغة وغير مصمم ليناسب طلبة مدارسنا.