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( 214) ( 5) ( SPSS)
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Abstract: This research aims at recognizing the Civil community
organizations
role in upgrading and progressing the Palestinian people in
Gaza
-
Governorates From the view point of the staff of these
organizations and its relation with some variables besides limiting
the styles of activating this role. The two researchers used
descriptive and analytical method. They have prepared questioner
includes (5) dimensions then applying it on a random a sample
consists of (214) workers and they have used (spss).
The research shows some main important results: 1-The role of
the organizations of the civil community in upgrading
and progressing the Palestinian people in Gaza Governorates in
relative scale (%63 .294) It is an average percentage.
2-There are no statistical differences at level (0.05) in the
role of the civil community organizations in upgrading and
progressing the Palestinian people ,belongs to sex ,marital status
and work nature ,however there are differences due to qualification
in favor of the (p A) and higher studies.
3-The problem which prevent the organizations role to be
activated: Frequent cut of electricity in the mentioned
organizations, unfair blockage ,and Israeli wars and aggression
.
4-The most in mechanism's cictivativg the organizations role
were :Activating various media role in educating the staff in
organizations and the whole individuals of the community In general
,Including a scholastic curricula and programs at universities and
colleges the importance the concepts, principles and activities of
organizations and Attracting and reinforcing high efficient staff
to work in organizations .
* The researchers have recommended the importance of activating
the role of the organization in the Civil community and cooperating
with the organizations of the public sector and private sector for
the sake of upgrading and progressing the Palestinian people .
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3.266 0.888 65.327 19
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(7476) "
.
: 1. Dominelli, Lena (2002), "Social Work :Professional Practice
in a Changing Society" ,UK: Polity Press . 2. Garnoy ,Martin
(1999). "Globalization and Educational Reform: What planners Need
to Know" ,International Institute for Educational Planning ,UNESCO,
Paris . 3. Goodwin. N, (2003). " Five Kinds of Capital Useful
Concepts for Sustainable Development", Tuftys University, Medford.
4. Henery J. Steiner, Philip Alston and Ryan Goodman (2008).
"International Human Rightsin Context", (Moral Law, Politics) Third
Edition, New York : Oxford. 5. Jens Uwe Wunderlich and Meera
Warrier (2007) ."ADictionary of Gloplization",First Edition,
London: Routledge. 6. Kozlowski. J and Hill. G.,(1998)."Towards
planning For sustainable development A guide for the ultimate
environmental threshold (UET) method", Ashgat publications, Sydney.
7. Lesley, A. and Bennett, N. (2003). "Developing Educational
Leadership "London:
-
. & .
Sage Publications. 8. Parish J.T., Gadwallader S. and Busch, P.
(2008). "What to, need to, ought to :Employee Commitmenf to
Organizational Change" ,Journal of Organizational Change
Management, Vol. (21) No. (1). 9. UN,(2001). " lndicators of
Sustainable Development Guidelines and Methodologies". UN, New
York. 10. UNICEF (2007) . "AHuman Righfs Based Approach to
Education for ALL" ,UNICEF. 11. Zoya HaSan (2007) . "Democracy in
Muslim Societies " ,ORFIV, India: SAGE Publication .
-
/
-
-
/
.
.
.
-
-
.
- - : .
Community Partnership in Educational Institutions Assessment
Mohamed H. Said H.
Associate Professor of Educational Psychology Faculty of
Education, Beni-Suef University
Abstract: The world is witnessing rapid changes, widespread
growing of
scientific and technological progress, knowledge revolution,
social and
-
cultural transformations, and the existence of a global
community characterized by inclusive educational systems, resulting
in the need for considering the educational institutions
improvement and development. The developed countries are those that
make education a common issue, because of their realizing the
importance of various institutions and community organizations
participation in education growth and development, through the
active participation and providing real opportunities for community
members and its institutions such as families, parents'
associations, teachers, and leaders in the educational reform. This
has required educational system review in relation to community
organizations, and finding means to activate their partnership as a
basic input for education development. Assessment is one of the
important mechanisms for the educational system development, in
which assessment is considered the most important component and the
most influential. The continuous attention to the education
development must be barreled by assessment methods development. Of
modern methods in assessment - which imposed itself as a result of
the emergence of the concept of comprehensive quality in education
- is everyone's participation in the assessment process. Facing
challenges and changes that have occurred in the goals of
education, the transition to the quality of education, the new look
to the concept of education and its nature and theories, and the
accompanying comprehensive changes in educational assessment and
its strategies required finding a partnership between educational
institutions and civil society organizations in assessment process.
So, this paper addresses the community partnership in educational
institutions assessment. Key words: Community Partnership -
Educational Assessment - Civil Society Institutions.
.
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(. 8001) .89
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. :
: : 1. Bowen, S. & Martens, L. (2006). Theory and Methods, A
model for
-
/
Collaborative Evaluation of University-Community Partnerships,
Journal of Epidemiology and Community Health; BMJ Group, 902-907.
2. Davies, D. (2000). Communities and Their Schools. New York:
McGraw-Hill. 3. Dotterweich, J. (2006). Building Effect ive
community Partnership, for youth Development: Lessons Learned From
Act for youth , Journal of Public Health Management and Practice,
12(4), 51-57. 4. Durr, B. & Thomas, G. (2001). Partnership
Principles: What we Have learned About Partnering and institute?
U.S.A: Aprilu. 5. Frank, F. & Smith, A. (2000). The Partnership
Handbook Ottawa: Minister of Public Works and Government Services.
Canada Cat. No . MP43 -373/ 12000E. 6. Kulieke, J.; Bakker, C.;
Collins, T.; Fennimore, C.; Fine, J.; Herman, B.; Jones, L. &
Raack, B. (1990). Assessment based on vision of
learning. NCREL, Oak Brook.
7. LesTyna, P. (2002). Extending the Possibilities of
Multicultural Community Partnership in urban Public School, The
Urban Review, 34(1), 9-16.
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