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Identity Crisis

Identity Crisis. & Education Issues in Jerusalem. Students Distribution for2013/2014 Academic Year According to Administrative Classification. Students Distribution for 2013/2014 Academic Year According to Administrative. 45%. Education Classifications in Jerusalem & Students Distribution.

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Identity Crisis

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  1. Identity Crisis & Education Issues in Jerusalem

  2. Students Distribution for2013/2014 Academic Year According to Administrative Classification

  3. Students Distribution for 2013/2014 Academic Year According to Administrative 45%

  4. Education Classifications in Jerusalem & Students Distribution

  5. Distribution of Students according to Classifications

  6. Educational Curriculums in Jerusalem Since the beginning of Palestinian territories occupation, the Israeli occupiers are trying tirelessly to demolish all the Arabic Palestinian features that ever existed with all its civilization passed down on the Palestinian Arab culture of this land, and architecture and history. In 1967, It was the first attempt to impose the Israeli educational curriculum in Jerusalem. They lost this round because of the absolute resistance and refusal of Jerusalemites. The second attempt happened during the beginning of the implementation of the Palestinian Curriculum in Jerusalem in 2000/2001. Whereas, the Israelis hid the Palestinian symbol and pasted the Israeli municipality symbol. However, this attempt didn’t not last long since everyone had got a copy of the curriculum from the stores of the Palestinian Ministry of Education.

  7. The Third Attempt in 2011 The Reprint of Palestinian books after altering and removing everything that is associated with national symbols such as the Palestinian flag and symbol, national peace, and right of return. In addition, this attempt included also the abolition of the Palestinian history book from the curriculum and attempted to impose a distorted version of the books on Private schools even though it wasn’t successful. On the other hand, this attempt succeeded in imposing this altered curriculum on a huge percentage of municipality and municipality contractor schools.

  8. The Fourth Attempt (the most dangerous) At the beginning of the educational year 2013/2014 Israeli Ministry of Education passed Israeli curriculum in five schools in Jerusalem.

  9. Schools that initiated in the implementation of Israeli Curriculum 2013/2014 in Jerusalem

  10. Other Attempts The occupation targeted high school students through the promotion of institutes and centers that teach Begrut & Psychometric in the city of Jerusalem. They emphasize in their promotion that the exams are easy, its beneficial since they can get accepted in Israeli universities and colleges, and open employment opportunities.

  11. When Students are asked: Why convert to the secondary system Begrut ? All their answers are summed up in few points. First, Begrut exam doesn’t depends on memorization of material coached by the teacher. Second, Begrut stages spread over three years from tenth to twelfth grade. Third, there is a percentage of the school results that’s counted in the final grade of the begrut. Finally, studying Hebrew in school helps them in the future.

  12. What are the damages of teaching Israeli curriculum in Arab schools in Jerusalem? • Corrupting the Palestinian identity of Jerusalem youth which facilitate weakening their attachment and ties to their Palestinian people and Arabic nation. • Turn off the national sense and belonging of the Jerusalemites which assist in the progress of taking over their land and homes, as well as, makes them easier targets to displace.

  13. Weakening the youth motivation to pursue higher education, which serves their purpose in creating cheap labor from Jerusalemites according to their needs, which disdains the Jews from many professions such as cleaning, building, portage, and other hard labor. Since they believe that there is social class of non Jews should serves them in doing this type of labor. • Confirmation of full Israeli sovereignty over the city where their curriculum is taught and there is no other authority that plays a role in the city.

  14. The situation of Ministerial Secondary Examination (Tawjihi) in Jerusalem • The number of applicants for the exam is 50% which means that there is half of the students that did not enter the exam as a result of dropping out of school in previous years. • Students who entered the exam achieve final results similar to the results of the rest of the provinces of the country.

  15. Exam Results High School Diploma for 8 years earlier in the Directorate For all academic disciplines and professional in regular schools of Jerusalem

  16. 65.5%

  17. Comparing the results of the general secondary examination in 2013 with the Directorate of Jerusalem & the Nation

  18. Comparing Grades between Jerusalem Student and Northern cities students

  19. Comparing Grades between Jerusalem Student and Northern cities students

  20. Recommendations Benefit from integrating education in Jerusalem within the national policies of the government in a National Development Plan ((Improve the quality of education in East-Jerusalem and the development of an infrastructure that includes the largest numbers of schools to the Palestinian bosom in order to cope with change and distortion of the Palestinian curriculum))

  21. Support and thrive educational programs and activities that help maintain and enhance the identity and affiliation of the Jerusalem students especially the ones who are learning in Israeli municipality schools. • Work on the improvement of the educational background to become an environment that attracts students. • Support Jerusalem schools that includes private schools for its continuity and its role in maintaining the Palestinian curriculum in Jerusalem. • Encourage and Maintain the media role in awareness and efforts to emphasize on national identity

  22. 5. Due to the harsh circumstances in Jerusalem, we need to provide adequate standard of living for teachers. 6. Encouragement of creative and cultural activities in general through the establishment of writing and poetry festivals and competitions. In addition to the preservation of our heritage and the Arabic Titles of sites. 7. Collaboration with institutions and civil society organizations to do its role in strengthening identity and belonging. 8. Work to raise awareness to pursue vocational education through vocational guidance and development of vocational education in Jerusalem.

  23. Encourage Jerusalem Students to pursue higher education by offering scholarships. It is beneficial to teach the Hebrew language in all Jerusalem schools. It is important to change the curriculum and improve old teaching methods that are build upon memorization of material coached by the teacher. It is important to issue a statement that provides general guidelines for the general secondary system as soon as possible.

  24. Thank you for listening

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