- DAY1 & DAY2 Powerpoint Presentations
- Video Interviews (soon)
- Evaluation Survey
- Slideshow for your entertainment by Workshop Photographer (soon)
Workshop on Knowledge and Innovation: Technology, Pedagogy and Culture
ورشة عمل حول المعرفة و الإبتكار: التكنولوجيا، التعليم والثقافة
Tuesday, April 1, 2014
Workshop Documentation
Friday, February 21, 2014
Thank You Note ...
Dear Workshop Participants:
Group Photo outside DAL Excellence Centre 9Feb2014
This post is for expressing the gratitude
of the Sudanese Knowledge Society to you and let you know that we appreciate
your contribution and time to be with us at the workshop on “Knowledge and Innovation: Technology, Pedagogy
& Culture” that was held last week at DAL Excellence Centre. I also
hope, like us, that you had a good and fruitful time.
We want to thank the Keynote Speakers,
Paper Presenters, Exhibitors, and everyone who offered a helping hand to
organize the Workshop. There are many volunteers who worked tirelessly on
translating papers, helping at the registration desk, setting up the
exhibition, and documenting the workshop. We cannot thank you enough for your
time and contribution.
We also would like to give a big thank you to
DAL Food for their generous sponsorship and logistic support that made the
workshop possible and facilitated the smooth running of the programme.
A number of post-workshop efforts have
started, for instance on the potential of “Service Learning” in Sudan .
Another ongoing effort is collating the material gathered from workshop
sessions. We will be posting that material as soon as possible, along with
updates on promising projects that transpired from the workshop.
Best wishes.
Friday, February 7, 2014
Description of Round-Table Discussion Sessions
Information
& Technology: The role
of ICT in a “knowledge creating” society
Coordinator & Chair: Dr. Gada Kadoda
Discussants: Dr. Yahia Abdalla, Engineer Nadir Ahmed, Uz. Elamin Hassan
Summary:
The role of
ICTs in developed countries have been seen as providing new and faster access
and delivery of information, ways to do business, as well as bringing greater efficiency,
transparency and accountability in the functioning of their societies. In
developing countries, the rapid growth in telecommunication services is widely
regarded as offering new opportunities for economic development, ways for
interactions and connections, as well as opening a gateway to the “knowledge society”.
While the “knowledge age” brings opportunities it has also created new
challenges. For developed countries some say it is civil liberty, whereas for developing
countries it is often discussed in terms of how best to utilise the existing
ICT infrastructure for development and as an enabler for building “innovative
and distinctive knowledge societies”. This session explores the opportunities
that ICT offers and the factors that influence how well it is utilised for
development with reference to Sudan. Some of the themes that will be discussed
in this session include:
·
In what ways does the development
path of the local ICT industry affect economic development; and the areas where
policies and/or partnerships can align ICT development with the overall
national development objectives?
·
Which factors influence the diffusion
and use of ICT (recalling examples of appropriate applications that can improve
and increase access to services and information across the country)?
·
How should we balance intellectual
property protection, data security, public domain promotion and knowledge
sharing, and at the same time take advantage of the opportunities offered by ICT
to digitise, store and transfer different forms of knowledge?
Process
& Product: On “knowledge
creating” organisations
Coordinator & Chair: Engineer Marwan Adam
Discussants: Engineers Elfatih Wadidi, Ihab Shoully, Tarig Ahmed Khalid, Hamid
Mohamed Ali
Summary:
In high
competence market sphere and open international trade, innovation is regarded
as the “only valuable competency that can secure business sustainability and
economic growth”. However, many questions arise: How can organizations adopt
and embed innovation into their culture? What are the effective ways or tools
that can optimize the innovation process? What strategies or mechanisms that
can be put in place by organizations to enable the innovation and suppress the “idea
killers”. In this discussion session we explore innovation as a process in
organizational context, highlight the extent that such process can sustain the
business and contribute to the national economy, and deliberate appropriate
models for fostering innovation in Sudanese organisations.
·
Why “Innovation”?
·
What are the roles of Strategy in
aligning, enabling and directing of innovation?
·
Who's are responsible about the
innovation in business organization; and how organization support Innovation
process?
·
Is there a need to transfer “Innovation”
into a process? What is the best model that can describe this process?
·
What is the link between “Innovation”
and “Knowledge Creating Organizations”?
·
How to foster creativity culture in
the organization?
·
Can we build a National innovation
support Network? What form would it take (e.g. Competition versus cooperation, the
system approach versus national innovation based on Value streaming?
Art
& Culture: The role of art and culture in
“knowledge creating” societies
Coordinator: Uz. Iram Oshari & Uz. Ahmed Alsir
Chair: Dr. Musa Elkalifa
Discussants: Uz. Gasmalla Alsalahi, Dr. Abdulmutalib Alfahal, Dr. Mohamed
Shareef
Summary:
Since the dawn
of time, a lot of artistic techniques have been developed and used by human beings
to transfer different kinds of knowledge in several aspects, the role of art
and culture have been widely recognized in contributing specifically to:
-
Strengthening cultural values and preserving
heritage and history
-
Building community character and sense
of place
-
Enhancing community engagement and
participation
-
Enhancing economic vitality
With reference to the Sudanese context, this
session will discuss:
·
Firstly, to what extent do art and
culture in Sudan have contributed in the four points mentioned above?
·
Secondly, the role of cultural
institutions and private sector, media education sector, in improving people`s
awareness about the sense of art and heritage.
·
Thirdly, inhibitors of innovation in
Sudanese art and cultural organizations and colleges.
·
Fourthly, the right of freedom of
expression by art, how it is inhibited or enabled?
·
Fifthly, what creative strategies are
useful for culture sector in Sudan to bring about contributions sought after?
Teaching
& Learning: The role
of pedagogy in “knowledge societies”
Coordinator: Dr. Gada Kadoda
Chair: Professor Mohamed El Amin Ahmed El Tom
Discussants: Uz. Asha Musa, Dr. Hisham Abushama, Dr. Arig Gaffar
Summary:
In educational
circles, debate about education system reforms is often linked to national
questions on ways to meet new challenges brought about by the changing social
and economic circumstances. The role of policy-makers and teachers is to transform
the processes and content of the educational system to enable more students
reach higher levels of achievement and contribute to the economic growth of
their countries. Conventional educational practice, with its emphasis on knowledge
transmission, is regarded by many as insufficient for equipping students with
skills for factual understanding, teamwork and creative thinking. In addition, higher
education curriculum developers rely, for the most part, on standards developed
in the US or Europe, which is criticised by some researchers that it gives less
attention to how the curriculum addresses the local social and economic
context. New models for education claim to address the need to equip students
with skills for life-long learning, learning-how-to-learn and how to apply
their knowledge to unfamiliar circumstances. This session explores the
challenges to the educational system in Sudan and the kinds of basic and
tertiary education that should be provided. Some of the issues the session will consider
include:
·
What is the purpose of curriculum?
Who does the curriculum serve?
·
Which criteria should underpin curriculum
development or define the minimum knowledge that any individual should possess
on leaving school or university?
·
While considering challenges to the
existing educational system, what kinds of policies or forward thinking
educational approaches are needed?
·
Which kinds of learning activities
and technology can support students to become inquirers as well as learners and
help them acquire skills seen as important for the knowledge economy?
Local
Knowledge & Innovation: The role
of local knowledge in innovation
Coordinator: Uz. Fatima Salaheldin & Uz. Samah Makawy
Chair: Professor Ahmad Al Safi
Discussants: Prof. Mohamed Elmahdi Bushra, Prof. Altigani Allam, Dr. Hago
Alfadil
Summary:
Local knowledge
is often described as embedded within the cultural, heritage, social, economic,
political, ideological and belief systems. Some consider local knowledge as
capable of serving best the intimate need of the people and argue that it represents
“the most socially sound, economically viable, technically sound, naturally
fitting and sustainable practices”. Although we cannot/should not always assume
that local knowledge is superior or will lead to success, methods and
experiences which have been conditioned over centuries and proved compatible to
the environmental, ecological, biotic and physical conditions in these
societies can be interrogated by the different disciplines and used to foster
local innovation. This session attempts to discuss the links between local
knowledge and innovation using the following questions:
·
What does local knowledge really
mean (recalling Sudanese examples)? Is it important?
·
Is there innovation in local
knowledge? Is it growing? Stagnant?
·
Can local knowledge be an obstacle
for innovation? Or an enabler?
·
Is local knowledge appreciated among
different sector of the community (e.g. policy making, academia, business) in
Sudan?
·
What are the characteristics of an
enabling environment for the promotion and development of local knowledge that
can drive innovation and economic performance?
Civil Society
& “undone science”: Prioritising
research for creating inclusive “knowledge societies”
Coordinator: Dr. Gada Kadoda
Chair: Professor Sondra Hale
Discussants: Uz. Adila Alzaibak, Uz. Omayma Gutbi
Summary:
The concept of “undone
science” is used as a tool by social scientists to highlight the politics of
research priorities where selection leans towards the interests of the powerful
and rich. It can also be utilised for the theme of this workshop to highlight
the gaps between those who work with the most pressing needs of the society and
those who produce organised/institutional knowledge (e.g. research centres,
universities). While there are some activists who have been deeply shaped by
intellectual work as well as scholars and students who are involved in activist
groups, and while there are study fields like “Appropriate Technology” and
corporate practices like “Social Responsibility” that try to address social
justice issues; still it is governments, corporates and donors who have influence
over where greater efforts go. What if, to leapfrog collectively, a country
takes the view of “socially-relevant Research & Development” where researchers
select their agenda according to the wider social priorities? For example, what
if they use non-peer-reviewed NGO reports which often include considerable
expertise and knowledge, for research ideas and setting priorities? It can be
argued that in this case, the cycle of knowledge creation will be more in touch
with genuine social needs. This session aims to discuss these ideas as a tool
to highlight gaps that exist in knowledge production (taking Sudan as an
example) and to discuss how well research efforts are aligned with “pressing
needs” as seen at grassroots level. For examples:
·
In which areas are gaps more
prominent between R & D priorities and pressing societal concerns, and should/can
we measure the success or failure of projects by how closely aligned they were
to local needs?
·
Is it more positive to have the
alignment be exact (not that it can ever be completely exact), or would it be
better to have some nonalignment so that each “side” stimulates the other in
new ways?
·
What strategies or tools can be used
by research and development bodies to engage the poor in innovation processes,
or to find ways that the subjugated knowledges can be re-emerged to help with
alignment?
Abstracts of Keynote Talks & Paper Session
Keynote Talks
Critical Pedagogy
and the Politics of Knowledge
By
Sondra Hale,
Research Professor
University of
California, Los Angeles
ABSTRACT
In this paper I discuss (1) forms and sources of knowledge, especially
unrecognized forms of knowledge, subversive knowledge, subjugated
knowledge, and knowledge as resistance; (2) the ways in which we can innovate
with that knowledge; and (3) the ways in which we can transmit that knowledge,
i.e., referring to pedagogy—how we teach. By “critical pedagogy,” we
refer to a method for figuring out how to bring the specific context to
life. I argue, like Paulo Freire, that pedagogy is a form of resistance
and insurrection, and a generator, not only a purveyor, of knowledge.
Because much knowledge comes from within, the task of the teacher, the mentor,
and the community activist is to facilitate that process of bringing knowledge
to the surface and then putting that knowledge into action.
We
can transmit knowledge in very diverse ways: for example, through our
technologies, our arts, media, and culture, through hermeneutics
(interpretation of texts), academic writings, propaganda, modelling, silence
and body language and other unspoken messages. We most conventionally think
of the transmission of knowledge as a process of teacher-to-student.
However, pedagogy is not only a linear way in which we pass on knowledge, or
receive it. Something can happen to the knowledge in the process of the
transmission; innovation can occur, and thus, changing knowledge in the
process. Therefore, we have to consider the ways in which we change not
only the listener/viewer/student, but ourselves in the process because of what
the listener/viewer/student might be giving back, but also because the context
might be changing.
Pedagogy, Technology and Culture - Using Service Learning and
Appropriate Technologies for Capacity Building*
By
John Tharakan
Department of Chemical Engineering, Howard
University, Washington, DC, USA
ABSTRACT
Pedagogies underpinned by service and experiential learning (SL), and
incorporating appropriate technologies for community development, lend
themselves to incorporation into engineering curricula to be made part of
regular degree programs. This provides a mechanism to grow and expand human
capital that can enhance capabilities and leverage engineering education for
capacity building. SL involves students in course based service activities that
combine service efforts with academic experience. Students can be provided the
opportunity to reflect on the service, formalizing the service learning.
It appears that the lack of engagement of educational curricula and
institutions by governments, especially and most particularly in developing
countries, to leverage national and private educational efforts to enhance
capacity building activities has had unfortunate consequences, resulting in
brain drain, underdevelopment and reduction in sustainable development
capacity. Pedagogies based on service can build capacity in rural
communities, as the Engineers Without Borders Chapter of Howard University has
demonstrated with the Choimim community in the Nandi Hills of northwestern
Kenya. The service project focused on providing sufficient and clean water to the
community, while also building community capacity to expand appropriate
technologies for water sourcing and treatment. Such projects can be
implemented within the framework of SL courses focused on water resources,
storage, treatments and conservation technologies. The presentation will argue
for integration of community-based SL courses into engineering curricula,
showing how this has built capacity in a poor developing community. We suggest
broad implementation of such a model across engineering programs in developing
countries can lead to substantial increases in capacity building capabilities.
*An earlier version
of this paper was originally presented at:
International Engineering and Technology Education Conference, 2013
(IETEC 2013)
Ho Chi Minh City, November 3 – 6, 2013, and published in the Proceedings
of IETEC 2013
Education,
innovation and development in Sudan
By
Mohamed El Amin Ahmed El Tom
Garden City College for Science & Technology, Khartoum, Sudan
ABSTRACT
Education plays a key role in the development of individuals and
society. Sudan’s educational system is characterized by low access rates,
significant regional and urban-rural disparities in educational provision and
poor quality. The implied challenges cannot be addressed effectively using
traditional approaches. Two innovative models that address similar challenges
are presented.
Sudanese Medicine: An Alternative
Educational Model
By
Professor Ahmad Al Safi
Sudan Medical Heritage Foundation, Khartoum, Sudan
ABSTRACT
Medical education in
Sudan is passing through several and profound changes that weakened patient
care, disturbed public trust, and downgraded the country’s reputation. The
educational institutions have increased in number in an unprecedented rate, and
the number of biomedical students increased proportionately. Physicians
emigrated in large numbers, and those who stayed behind drifted to the private
sector. Institutions lost teachers, trainers, and mentors. The generation gap
widened. The demography of students changed and so were the ways of acquiring
and exchanging knowledge.
National expenditure
on medical services, medical research, teaching and training is the lowest in
the world. The network of medical services, preventive medicine, environmental
and community health almost collapsed. The public grew more informed of their
right to health; they demanded better care, and litigations increased.
Paradoxically, the
system of medical education is still callous to these changes, and is not
relating medical practice to its historical beginnings or social realities.
Biomedicine is enhanced by gaining knowledge of the social history of its
ideas. Without belittling the importance of acquiring ample amount of
biomedical knowledge, the model takes students into a different path. Students
are provided with new material that helps them develop deeper insight of the
community they live in, and stimulate them to develop critical awareness of
indigenous knowledge. They are encouraged to appreciate the riches of
their indigenous (traditional) medical knowledge, and be open-minded and
tolerant to the non-conventional medical systems. There is a lot to learn from
the local heritage and the heritage of other nations if scrutinized rationally,
objectively, and critically, and if the objective is to look for what is useful
and appropriate.
This model hopes
that medical curricula would be liberated from subordination to the systems
that look down upon indigenous knowledge. To realize these goals, medical
institutions are asked to open up dialogue with the social sciences that study
people in their communities in health and disease. We need physicians who are
culturally and socially competent, physician-philosophers who rise above the
obsolete medical approaches, and who are capable of dealing with cosmic issues
in illness and who relate patients to their cosmos.
The model stresses
that physicians should be more sensitive to the syndrome of backwardness
(disease, poverty, and ignorance), and aware of its political, social and
economic implications. This model asks physicians to appreciate the fact that
the conditions they and their patients live in are not inevitable and
unavoidable. On the contrary, these conditions are destined to change and to
the better, and physicians are capable of achieving this if they liberate
themselves from bookishness and if they work in and with the communities they
serve. To change these communities, physicians need to know these communities
first.
We expounded this
theme over the last forty years in different platforms and through different
initiatives. We established Traditional Medicine Research Institute in 1981 and
the WHO Collaborating Centre for Research in Traditional Medicine in 1984. We
founded the Sudan Medical Heritage Foundation in 2005, and currently laying
down the foundation of a Medical Archive and Documentation Centre. We
contributed to the documentation of the Sudanese indigenous medical knowledge
by publishing three seminal books: Native Medicine in Sudan, sources, concepts
and methods (1970), Traditional Sudanese Medicine (1999), and Al Hakeem (2013).
We wrote two prima fasciae in 1985. One asked universities to introduce medical
anthropology as a discipline in Sudan, and the second requested the state to
establish a national museum of health. And our published series on the lives
and legacies of the notable Sudanese medical pioneers is building up steadily.
The impact of these
initiatives and those of other workers, on the medical profession is evident.
The fight for introducing indigenous medical knowledge to the academia as a
field worthy of study is gradually gaining grounds. The Sudan Medical Council
has defied all biomedical traditions and established Non-Conventional Medicine
Directorate with a mandate to oversee the fields of traditional and alternative
medicines. Ahfad University for Women is establishing the first department of
Medical Anthropology in Sudan. More candidates are enrolling in MSc and PhD
programmes in Medical Anthropology. Students and graduates of medicine and
social sciences are visiting indigenous knowledge more than ever. Traditional
Medicine Research Institute and Sudan Medical Heritage Foundation have started
nuclei of museums of Sudanese medicine and health. Medical schools and
specialist medical societies are taking studies in history of medicine and
indigenous knowledge more seriously. They started to talk more about the
milestones of their specialties.
To conclude, in this
model, we do not assume that indigenous medical knowledge is superior to
biomedicine, neither biomedicine superior to traditional knowledge. Instead, we
believe that both systems have strengths that can help each other when they are
invited to work together.
It has been said:
“If we open a quarrel between the past and the present we shall find that we
have lost the future.” I think we have enough quarrels, indeed, wars. We
shouldn’t ask for more.
Mini-Sudan – a
project for multiculturalism
By
Dr.
Osman Elkeir
NewTech
Consulting
ABSTRACT
There
is a shear need for educating Sudanese about historic, geographic and cultural facts of their land, of arousing a sense of belonging and demonstrating
the possibility of co-existence.
With the help of
a surveyor, two industrial
designers, a sculptor and a painter, in addition to civil and
electric engineers and architects,
work is
proceeding in building
a 3D model of Sudan.
Two
things became crucial in the realization of this
dream: Google Earth and Video Mapping and Projection.
On a plot of nearly two acres, and with a modest budget
and simple means, a true representation of the terrain, as much as the scale permits, is molded in concrete and
color. On this model the rich history of one of the most
ancient civilizations on earth, the diversity of the cultural
context and the natural setting will be revived. Visitors
take a tour or may be seated within the model among screens
and speakers for a thrilling
edutainment experience. School kids return
home
with jigsaw puzzles
of the model, interactive
CDs and published illustrated material. It is also hoped that future
expansions will incorporate a data
centre
for digitally networking universities
and research institutions, and
a mobile version of the model that will
reach out to remote areas.
Not completely
finished, the model is already
attracting an interest among experts who contemplate using it for producing scenarios such as birds in the Sudan, epidemics,
climate change and water harvesting.
Paper Session
An Educational Reform Model for Sudanese Universities: From Instructor
to Facilitator
By
Dr. Adil Yousif
University of Science & Technology, Sudan
Garden City College for Science & Technology
The traditional pedagogical learning approaches at
Sudanese universities emphasize the task of the lecturer or the instructor as
the holder of knowledge. The instructors
are content experts; they stand in front of the classroom and deliver their
knowledge in form of lectures. The students passively observe that knowledge.
However, in most cases if the instructor tests the students understanding with
a conceptual problem, the students will not answer the problem or at least they
will struggle tremendously. In fact, in many cases students memorize the
subject but do not understand the knowledge.
There is a need for a change in how students learn
and how they gain knowledge, and accordingly in how lecturers conduct their
classrooms. In this presentation we propose the use of facilitating learning
model in which lecturers serve as facilitators of the learning process rather
than classroom instructors. The facilitator model substitutes learning by
telling with learning by questioning. The facilitator is process manager rather
than content manager. His job is to facilitate and enable the process where the
students in the classroom actively engage in the knowledge sharing and learning
process. The facilitator constructs an environment so that learners are able to
transform raw data and information into knowledge. The aim of this model is to
develop student’s capabilities of creative and collaborative knowledge work.
The critical and the essential objectives of the
use of this model are to develop a “knowledge-creating” environment for the
students and to engage them into a culture devoted to life-long learning.
Paving the Road to Sustainable Innovation Life Cycle
By
Engineer Marwan Adam,
Research Student
Innovation stems from the needs, inspires by creativity and imagination
and furnishes by art, economic, and science; but a few ideas from thousands
will be transformed in to innovative products, services, approaches or
processes the phenomena similar to funnel. In some environment the firm for a
long time be stagnant and continue to tackle problems using the same old tools
in dynamic environment failing to secure creative and vibrant workspace, while
other although can develop creative environment but failed in the business
validation and engineering transformation or to catch market opportunity. The
presentation will discuss the sustainability of Innovation Life cycle; it
examined how the problems and needs are carefully observed, studied, quantified
and their requirement are captured, how to build creativity and imagination
culture to fuel the hardest step in the innovation the creativity, how to hold
a team and network that examine the business validity of the Ideas, product
development and fulfilling market need all these in integrated Value (creation)
Stream chain , how the collective memory or new creation knowledge
organizational acquired and stimulate the new cycle, and at the end are all
these area adopted strategically or not.
Here we propose a blending of Value Chain analysis for environment
scanning, Innovation as Process, Knowledge Creation platform, and strategically
adoption of innovation in order to ensure sustainable innovation environment
دراسة عن أثر النظام السياسي السائد علي اكتساب المعرفة - التعليم نموذجا
تقديم
د.منال
خضر محمد عثمان
استاذ مساعد كلية الدراسات
الاجتماعية والاقتصادية
قسم العلوم السياسية، جامعة بحري
تهدف هذه
الدراسة للإشارة لأهمية المناخ السياسي
السائد في المجتمع وعلاقته بالمعرفة
واكتسابها وتطبيقها . متخذة من تأثر التعليم بالنظم السياسية السائدة نموذجا مما يؤثر في بناء المجتمع موضحة أن
بناء ﻤﺠﺘﻤﻊ ﻤﻌﺭﻓﺔ ﻴﺨﻀﻊ ﻟﻌﻭﺍﻤل ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺜﻘﺎﻓﻴﺔ ﻭﺴﻴﺎﺴﻴﺔ ﻭﺘﺎﺭﻴﺨﻴﺔ ﺘﺴﻬﻡ
ﺒﺘﻬﻴﺌﺔ ﺍﻷﺭﻀﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻟﺒﻨﺎﺀ مجتمع ، ﻗﺎﺩﺭ ﻋﻠﻰ ﺇﻨﺘﺎﺝ ﺍﻟﻤﻌﺭﻓﺔ ﻭﺘﻭﻅﻴﻔﻬﺎ ﺒﻜﻔﺎﺀﺓ
ﻋﺎﻟﻴﺔ ، ﻟﺘﺤﻘﻴﻕ ﺍﻟﺘﻘﺩﻡ ﻭﺍﻻﺯﺩﻫﺎﺭ ﻟﻺﻨﺴﺎﻥ
ﻓﻘﺩ ﺍﻋﺘﺒﺭﺕ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻷﺩﺍﺓ ﺍﻟﻜﻔﻴﻠﺔ ﺒﺤﺭﻜﺔ
ﺍﻟﻌﻨﺼﺭ ﺍﻟﺒﺸﺭﻱ ﻭ ، ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﺍﻟﺘﻲ ﺘﺭﺘﻜﺯ
ﺒﺎﻟﻀﺭﻭﺭﺓ ﻋﻠﻰ ﺤﺭﻴﺔ ﺍﻹﻨﺴﺎﻥ ، ﻭﺍﻟﺭﻓﻊ ﻤﻥ ﻤﻜﺎﻨﺘﻪ ﻭﻨﻘﻠﻪ ﻤﻥ ﻭﺍﻗﻊ ﺍﻟﺘﺨﻠﻑ ﺇﻟﻰ ﺍﻟﺘﻘﺩﻡ المنشود. ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺎﻟﻤﻌﺭﻓﺔ ﺘﺴﻬﻡ ﻓﻲ ﺘﺄﻫﻴل
ﺍﻷﻓﺭﺍﺩ ﻟﻠﻌﻴﺵ ﻓﻲ ﻤﺠﺘﻤﻊ ﺩﻴﻤﻘﺭﺍﻁﻲ،ويشكل مجال التربية والتعليم مجالاً حساساً
وسيادياً للدول والمجتمعات كافة، ويعكس خصوصياتها من النواحي المرتبطة بالهوية
كالّلغة والتاريخ والمعتقدات ومنظومات القيم،
إضافة إلى رؤاها وطموحاتها ومشاريعها في ما يخص موقعها ودورها في
العالم.ويعتبر بلا شك التعليم هو البوابة الأساسية للولوج الي المعرفة وتنمية
الابداع والابتكار بجانب عوامل أخري هامة لذلك، وفي الوقت الذي تنوء فيه البلدان
والمجتمعات الفقيرة والضعيفة النمو تحت أعباء توفير التربية والتعليم ضمن الحدود
الدنيا المقبولة، تعتبر الدول المتقدمة الاستثمار في التعليم استثماراً ذا طبيعة
استراتيجية وشرطاً من شروط التنمية المستدامة على المستويين الاجتماعي والاقتصادي
وتتنافس أنظمتها التعليمية على مستوى الفعالية والأداء كما على مستوى تطوير الرؤى
التربوية وأهداف التعليم، توصلت الدراسة ﺇلي
ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﻻ ﺍﻟﺫﻴﻥ
ﻴﺴﺘﻁﻴﻌﻭﻥ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺘﻲ ﺘﻠﺒﻲ ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ
ﻷﺴﺒﺎﺏ ﺴﻴﺎﺴﻴﺔ، ﻭأن ﺍﻟﻤﺸﻜﻠﺔ ﻟﻴست فقط ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒل ﻋﺩﻡ ﺘﻭﻓﺭﻫﺎ
ﺒﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ. كذلك توصلت
لعدم تمكن بعض اصحاب المعارف من تقديمها بشكل مفيد للمجتمع نتيجة لعدم
العدالة الاجتماعية في توزيع الوظائف الأساسية
في مجالات التعليم والثقافة حسب
الكفاءة أوصت الدراسة بأﻫﻤﻴﺔ ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻟﺸﺭﻭﻁ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻤﻼﺌﻤﺔ
ﻟﻠﻤﻌﺭﻓﺔ كقبول ﺍﻻﺨﺘﻼﻑ وعدم ، ﻏﻴﺎﺏ ﺍﻟﺤﺭﻴﺎﺕ
وحقوق ﺍﻹﻨﺴﺎﻥ، ﻭﻋﺩ ﻡ ﻏﻴﺎﺏ ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻭﺍﻟﻤﺸﺎﺭﻜﺔ ﺍﻟﺴﻴﺎﺴﻴﺔ.وتكافؤ فرص التعليم
والمعرفة والمشاركة للجميع. دون التقيد بمنح الفرص الؤثرة للموالين للأنظمة
السياسية الحاكمة أو ايدولوجية النظام .
دور شبكات التواصل الاجتماعي في تعزيز قيمة
التكافل في السودان
تقديم
أ/ حمدي صلاح الدين
محاضر
ومذيع وصحافي
التكافل موجود فى السودان فى صور متعددة ومنذ
قديم الزمان . من امثلة التكافل تجد (النفير) حيث يتجمع الاهل والاصدقاء والجيران
لانجاز عمل ما لشخص ما بدون مقابل مادى مثل (البناء – الحصاد - الزراعة – عواسة
الابرى- وقراءة القران للمتوفى).من صور التكافل ايضا نجد المشاركة فى (بيت العرس)
و(بيت البكاء)بالوجبات والمياه والدعم
المادى واستضافة الضيوف و(الكشف)حيث يقوم
المشاركون فى المناسبة بدفع مبلغ مادى كل حسب استطاعتة – لصاحب المناسبة. ومن امثلة التكافل النسوية نجد (الصندوق) او
(الختة) حيث تقوم مجموعة من النساء بجمع
مبلغ محدد من المال يذهب لاحداهن بصورة دورية. كل هذا التكافل كان ويظل موجودا فى
نطاق الحى والاهل والاصدقاء والجيران ولكن بعد ظهور شبكات التواصل الاجتماعى فى
المسرح السودانى امتدت رقعة التكافل عبر مجموعات العمل الطوعى التى استخدمت
الانترنت لجمع عدد من المتطوعين لانجاز برامجها التكاملية فنجد مجموعات مثل (صدقات – شارع الحوادث – تعليم
بلاحدود ) استطاعت ان تخرج بالتكافل من كونه طقس يمارس (داخل الاحياء) الى طقس
ممتد بلاحدود فى الخرطوم والولايات وخارج السودان فتجد نموذجا مثلا لوردية مجموعة
شارع الحوادث يشترك فيها متطوعين اثنين جاءا لخدمة الاطفال الاول من (جبل
الاولياء) اقصى جنوب الخرطوم والثانى من (الجيلى) اقصى شمال الخرطوم والمسافة بين
المنطقتين تفوق ال120كيلو مترا .اذن مجموعات العمل الطوعى استطاعت تعزيز قيمة
التكافل ونقلها من محيط (الحى والاهل
والجيران ) الى محيط (العالم)عبر شبكات التواصل الاجتماعى.
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