In October 1993, The Educational Network held a series of coordinating meetings between the various Palestinian education non-governmental organizations. The organizations participating were : Al-Mawrid, Al-Ufuq, CARE (Center for Applied Research in Education), the Early Childhood Resource Center, Education for Awareness and Involvement, the Tuffah Educational Development Center (Gaza) and Tamer Institute for Community Education. (Other members: Bir Zeit University Continuing Education Department and IBDA' Educational Committee.) As a result of these meetings, it was resolved to try to identify certain common goals which would lead to strong, benchmark statement of unified educational purpose. The following paper, here translated in full, is the result of this initiative.
This education vision is based on the Palestinian Declaration of Independence which states that:
The State of Palestine is the state of Palestinians wherever they may be. In this state, they should be enabled to express their collective national and cultural identity, whilst at the same time maintaining complete equality of human rights. The constitution will safeguard their political and religious convictions and their human dignity by means of a democratic parliamentary system of government, itself based on freedom of expressions and the freedom to form parties. The rights of minorities will be respected by the majority, while minorities must abide by decisions of the majority. Under the aegis of the constitution, which ensures the rule of law and an independent judiciary, governance will be based on the principles of social justice, equality and non-discrimination in matters of race, religion, color and sex. These principles will allow no departure from Palestine's venerable spiritual and cultural heritage of tolerance and religious coexistence.
Education is based on and aims at the human being. It contributes to his/her mental, emotional, psychological and physical development and the way this reflects on his abilities, potential and behavior. Education aims to develop the individual for his/her own sake, but also for the sake of his community, and through assessment of the needs of the community in an environment that encourages learning and productivity. Such assessment requires the understanding of society as a whole and of its different levels of formation, be it historical, cultural or geographical.
The educational process starts from the early stages of childhood through the development of its levels of expressions, thought and action towards learning through experience. Learning through experience and practice is the most progressive form of education; it results in a human being able to make decisions and formulate ideas in harmony with himself and his environment. Such development can only take place in a society that is pluralistic in curricula, culture, attitudes, expertise and religion, so that the individual is encouraged to choose and question within the framework of a democratic society which safeguards the freedom of thought and expression. A new future can not be based on inherited, ready-made rules and systems so that individuals become carbon copies of their parents and teachers, but has to be based on the needs of the individuals that are a part of this new future.
To implement the above there was a general consensus that the textbook alone does not constitute a curriculum; but that the teacher, the student, society and the environment all form indispensable parts. Moreover, essential but marginalized groups, such as women, teachers and students have to be given an active role in educational planning. Current curricula and educational programs require fundamental changes so as to base them on principles of participation and equality, in particular regarding women. Thus our educational activities will contribute to the creation of an ambitious society which confidently faces its future and which actively participates in the formulation of educational visions with a human dimension. We should furthermore aim to make this vision a starting point and foundation for the work of the new educational authority.
The essential feature of this vision lies in the fact that it is dynamic, and open to development and enrichment in harmony with historical and cultural developments and the changing needs of society.
Positive values are drawn from various historical, religious, cultural and social sources and their institutions. They play an influential and essential role in the formation of thought and in human behavior. The ordering of such values in a collective value system leads to creative thought and communal practice of civilization. Seeing the influence of values on the structure of society, the relations between its individuals and institutions, the direction of its growth and development as well as its aims and aspirations, adopting civilized human values and translating them into practice through educational curricula is a matter of utmost importance.
There are countless positive values. However, there are certain values which need particular attention in the formulation of our education visions and in the translation of these visions into curricula. The most distinctive of these values are cooperation, plurality, democracy, tolerance, mutual understanding, precision and accuracy, creativity, the right to choose, work ethics, productivity, experience, justice and impartiality, honesty and uprightness, continuity and integration, social awareness, self-organization, self-reliance, forgiveness, hard-work, etc.
Each society has its own characteristics resulting from its relations with history and geography. Our Palestinian society has its own specific characteristics, formed throughout millennia of historical presence and cultural innovation and through its close relationship with its geographical location. It is considered an integral part of Arab culture and civilization as confirmed by the Declaration of Independence:
The State of Palestine is an Arab state, an integral and indivisible part of the Arab polity, at one with that in heritage and civilization, as well as in its current aspiration for liberation, progress, democracy and unity.
Concern for national identity increases whenever it is exposed to suppression or distortion. Realizing the vulnerability of their identity, Palestinians of this century have shown great concern to develop their identity in order to preserve it and safeguard its future. An educational curriculum that reflects, comprehends and is related to symbols and elements of national identity requires full understanding and consciousness of national history. The incorporation of history in the fabric of our education institutes is not a matter of retreat or refuge. Historical awareness forms the foundation for a meaningful, interrelated present and an undistorted future.
The most evident need of Palestinian society at present is the development of processes of self-reliance and of methods that assist in learning and productivity. Learning is an active, daily pursuit of both individuals and societies. Schooling is a principle element in this learning process and thus school education should be developed constantly.
Moreover, the relationship of the school with society should be developed because integration and compatibility of all the educational elements in society will contribute to a more equal distribution of educational burdens. Extra-curricular activities, for example, should not contradict formal educational activities but complete and enrich them. likewise, the family, mosque, church, neighborhood, club and committee as well as other institutions all have an educational role to play. The family in particular should be made aware of the importance of this role in education and the negative effects excess family authority has on the learning process. Such awareness is likely to lead, among others, to a greater respect for the status of women and to their active involvement in society and civilization.
It is imperative that society considers education as a continuous process and that it provides suitable conditions for its realization. Just as popular culture is a continuous source of enrichment and development of the arts in general, society itself has to be the source and indicator of its educational needs so as to produce the most suitable methods for their fulfillment.
Creativity is informed by though; thought is informed by language. Thus an active connection of language and thought through active learning methods results in effective and efficient education. The creative process and intellectual skills it produces are far more important than factual information. Thus there should be a decrease in the rote learning of information and an increase in active and creative use of information. Recognizing creativity as a fundamental element of the learning process will make education more efficient. It will give the child the freedom to determine its identity, discover its potential and develop its intellectual abilities.
This requires a change in the role and skills of the teacher. The teacher needs to become the guide and coordinator of the learning process rather than the center of gravity; in particular in the elementary stages of education. There has to be a shift of emphasis away from lecturing and instruction and towards active learning and enjoyment as principle values in the teaching of children.
Ultimately each human being is a member of universal human society which developed itself throughout history by means of the accomplishments of its many different communities. Long-standing relationships between human societies have increased and intensified with the development of modern means of communication. Civilizations in both east and west have contributed to the creation of civilized human values and thought which are the property of all humanity.
Cultural encounter and interaction is indispensable for the development and growth of societies and cultures. However, such interaction should respect the integrity of individual societies. The relationship with the other is founded on the basis of contact and interaction within a context of human civilization; because each society is a part of universal human civilization all societies share certain aspirations and tribulations. Hence the Palestinian state will
join with all states and peoples in order to ensure a permanent peace based upon justice and the respect of rights, so that humanity's potential for well-being may be assured, a rigorous pursuit of excellence may be maintained and the elimination of injustice will instill confidence in the future.
Elaine Clark
Educational Network, POB 66, Ramallah, West Bank
tel: 02 995 6230/fax: 02 995 6231 e-mail: eclark@ednet.birzeit.edu