HEAD START 2015 by Jason Verhoven

For private circulation only

WELL BEING CAREEER OPTIONS BRINGING IN THE EXTRA TECHNOLOGY IN THE CLASSROOM

11 STUDY SAT Sneak Peek

Winning Essays

Professional Qualifications

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Another year rolls along and September brings with it yet another batch of students with mixed feelings, who are battling excitement, anxiety, confusion and hope as they embark on the next decisive phase of their lives—University! It gives me great pleasure to bring to you the fourth edition of the definitive guide, Head Start. While I have updated information on careers, accreditation, professional qualification, and education destinations, I have included application prerequisites, a sneak peek into the new SAT by Testprep expert, Josh Stephens, importance of extracurricular activities and information on net etiquette; this year’s theme is well being. I sincerely believe that our plans and hopes for the future are intertwined with wellbeing. WELLBEING, ‘The state of being happy, healthy, or prosperous’, impacts our life and career choices and shapes the attitude of not just the individual and his/her family but ultimately society as a whole. Unless we take care of this important aspect of life, all other areas lag behind. Teen age suicide, bullying, random acts of violence, abuse, neglect, health issuesboth physical and mental are all extremely important. It is imperative that we collaborate in the interest of our human capital, our youth. The sources of academic pressure are multiple: society, parents, extended family, peers, teachers, friends, but most importantly, yourself. It is a sad testimony of society when a youngster is so crippled by pressure that s/he takes her/his life. An empathetic attitude rather than a regulatory one, despite the competitive nature of the marks race, will foster an emotional resilience amongst our youth. On the same page, it is important to inculcate a culture of hard-work and effort in the student. I often have students inspired by icons like Steve Jobs and Bill Gates, who don’t realise the monumental effort that went into their making. Achievement calls for dedication, focus, a big imagination and an even bigger streak of optimism. Setting realistic targets, keeping in mind the effort necessary to achieve these is a crucial factor in determining the individual’s ability to cope with the internal and external demands faced. As I always tell my students, you owe it to yourselves to give it your best shot. You are the architect of your dreams,your vision designs the foundations of your future. And remember, we can always go back to the drawing board to reshape and realise our potential. To invoke a phenomenal woman, the world lost earlier this year - Maya Angelou,“Do the best that you can until you know better. When you know better, do better.” I have been extremely blessed in that my well-wishers, friends, and family especially, my mother, husband, brother, V.K. Menon, son, my nieces, Sreevidya Surendran, Ramya Menon, marketing team Deepak and Jason, designers Raveendran and Merwin, and advertisers have all supported me and stood by me in making this book possible. My students past and present, have made me a lifelong learner and are instrumental in making me walk the talk, read and learn to keep abreast of changing trends and policies. I feel humbled by the unstinting support I have received from all those who believe in me and share my vision. Thank you and God bless!

Rema Menon V

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C O N T E N T S 08 14 18 22 30 32

Careers of the future Well Being – Being Better than Happy Extra Curricular Activities Harvard MUN DIAC Commitment – Dr. Ayoub Kazim Accreditation

Career Specialisations 40 Professional Qualifications Educational Destinations 50 UAE 56 SAT Prep 60 USA 68 Canada 74 UK 80 Australia 88 Malaysia 100 Germany 106 Switzerland 110 India 116 New Zealand 120 Singapore Education UAE 124 UAE Schools 134 Preparing a Winning Essay Education Techonology 140 Technology in the Classroom 147 My Page

JOBS, CAREERS, PROFESSIONS, VOCATIONS, OCCUPATIONS ET AL A

ll it probably does is to provide you with an opening, after which you are on your own in the big, bad corporate world! Also , there is no surety that what you learn at school / college will be even remotely connected to what you end up doing, since the skills you acquired while growing up may no longer have any relevance once you are an adult and competing in the workplace for the careers on offer. So instead of jumping on the bandwagon and joining the stream which everyone seems to be joining or which is currently the ‘happening’ one , it would probably be beneficial to take some time to peruse this piece and then take a call as to what course to pursue – rather than wasting all your youth training for something you’ll never do and spending all your adult life doing something you haven’t been trained for! As I always maintain, while professions like Doctors, Engineers, Lawyers, Chartered Accountants, Architects etc will always be relevant and in demand, the percentage of students who get an opportunity to actually get to join these highly competitive fields is diminishing rapidly. The long years of tough 8

grind, prohibitive costs

The linkages and the various other between statutory requirements education and before one actually gets to practice in the field, a career are act as a major deterrent complicated. except for those truly While examples committed. The careers do exist of listed below may not persons who have the allure of any of succeeded in the listed professions, but they are the ones their careers considerable without a formal where growth is guaranteed education, these and will enable you to are a few and far maximize your potential between; more with minimum fuss. often than not, Careers Of The 21st the springboard Century to success has Web Based Careers. one end firmly The 21st century is the entrenched in the century of the internet. hallowed portals There are a large of academia. That number of web related careers which seek said, it is not axiomatic that a to optimize the vast potential of the net and good education utilize it to scale up their guarantees you a operations, widen their first rate career, reach or ramp up sales. or even one Some of the important ones are as follows. which you like. Social Media Marketing With the

onslaught of social media sites such as Pinterest, Instagram, social media marketing has taken a new twist. Facebook is still considered an excellent tool to build communities and brands with its massive outreach potential. It helps generate sales through advertisements and page engagements, with its over billion users.,

Pinterest and Instagram are fast emerging as quick and short ways of promotions via images. Media students, marketers and brand managers cannot escape from using these social media tools. Digital PR PR agencies have already started moving from traditional print media PR campaigns to more focused, more targeted digital PR campaigns. Use of short videos, testimonials, picture shoots, and product images is becoming popular. These are being spread using various social media tools. Journalism and Content Development. Any career option that has strong focus on content development such as Webcasts, podcasts, blogs etc will be increasingly in demand. Focus is shifting from typical journalistic approach to a more personalized approach in content development. In online media, people read more blogs as compared to news items. This trend will continue as human habit of reading in-depth research and long text is changing. More and more people are now reading content online, hence more personalized and short content with opinions will be the market in the near future. Content Strategist. Here we have another emerging career that deals a lot with how we portray ourselves online. By now, every business owner knows how important it is to have a website. But thereâ&#x20AC;&#x2122;s more to a great online presence than just having a website. Content strategists plan out how companies can spread the word about their product/ service online while also creating goodwill and authority in their industry. Itâ&#x20AC;&#x2122;s about more than just updating a blog and tweeting a few times a week. Content strategists often have a background in marketing and communications. Both are needed to map out an effective strategy for creating a conversation between companies and the public.

Information Technology Technology continues to shape our lives and the job market. Following is a list of IT related professions which are likely to witness tremendous growth in the coming decade, considering the explosion of content on the world wide web and the multitude of systems required to harness its power. Computer Programmer. Computer programmers are more in demand now than they were when computers were first introduced into mainstream society. Itâ&#x20AC;&#x2122;s because almost everything is computerized these days. Since so many of our everyday functions like banking, driving, paying for groceries, etc. now involve computers, the people who have the skills to keep our computers in working shape are in high demand. As we continue on in the Age of Information, there will be no decrease in the demand for these people any time soon. Computer Systems analyst. Again IT related, to excel in this job, you need to be both goal-focused and process-oriented. 9

Computer systems analysts must understand computer hardware, software and networks and how they work together, so they can make recommendations to organizations for the best operations systems to use. Web Developers. Web developers are responsible for the sleek fonts and clean layout you love on your favorite websites. They will always be in demand to fulfill the growing need for web based applications and processes. Mobile App Developer Our cell phones are almost like collars around our necks, keeping us chained to the latest happenings on Facebook or the funniest new Whatsapp snippet. Mobile app developers are the people who keep our app stores filled with the newest and latest cool things that your phone is able to do. The next time you download a new app, remember that someone spent many hours (and a fair share of long nights) writing the code that makes your app work properly. When your apps get updates, that’s more code that mobile app developers have to write to enhance your applications performance.

Information Security Analyst If you’ve watched the news this year, then you probably have a good idea how important this IT professional is to companies and the government – as analysts plan and monitor security of computer networks. The more the threat from hackers and their ilk, the more in demand this profession. Project Management. Project management practitioners will continue to be in high demand. But what that demand means – the opportunities offered, the skills needed – will vary widely by sector and location. The rapidly growing economies of India and China have a strong need for project practitioners with a standard set of skills. Six sectors face differing challenges and economic outlooks, but they have one thing in common: job opportunities for project practitioners. These are – Energy, Healthcare, IT, Construction, Finance and Aerospace & Defense.

Health Care Related Careers Dentists and Dental Hygienists. As Dr. Seuss once wrote, “Teeth are always in style.” Dentists surely think so. They make their living diagnosing and treating our teeth and gums, and counseling us on how to maintain good oral health. The plethora of options available in the field today like cosmetic dentistry, maxilla facial surgery, orthodontics etc makes this a much sought after field. Registered

Nurse.

Nursing is an indispensable profession in health care; one where workers are almost always needed. This 10

year is no different, as the Bureau of Labour Statistics anticipates 19.4 percent employment growth in this field between 2012 and 2022. Dietitians. Dietitians and nutritionists advise clients on food and nutrition, develop meal plans and track progress to live a healthier lifestyle or reach a nutritional goal. According to the BLS, this job should grow by more than 21 percent by 2022. Home Health Aide. People who choose to work in healthcare don’t have the same problems the rest of the world has with finding jobs. Healthcare is a field that never runs out of a need to hire people. Humans will never stop getting sick, and doctors will never stop needing the employees who keep healthcare facilities up and running smoothly. But home health aides are emerging to help those who may not need to be hospitalized or placed in a nursing home. Even if not hospitalized, sometimes patients still need constant care. That’s where home health aides come in. A home health aide goes to ill or elderly people’s houses and helps with tasks that may be too strenuous or dangerous for the patient. As the Baby Boomer generation enters retirement and starts dealing with the ailments that accompany growing older, the demand for home health aides increases. The rising costs of healthcare are sure to also help keep home health aides employed, rather than people opting to stay in hospitals or other healthcare facilities. Fitness Trainer. This position didn’t make the list simply because of the masses who swear to lose weight as a New Year’s resolution. There really is an awakening going on that focuses on our collective health. Healthy diet and exercise are two hot topics as a result of several initiatives – both by the Governments and physicians. Social media adds to the growing demand for fitness

trainers. We want to look better in Instagram pictures and our friends tag us in Facebook photos we didn’t even know about. So this is one profession which is likely to be in huge demand. Veterinarians. They’re basically animal doctors, but they’re so much more: They protect food supply by inspecting livestock, they promote public health by fighting animal-borne diseases and they help educate people on how to have a healthy relationship with animals. Given the advancements in this field, expect a 12 percent employment jump between 2012 and 2022. The oft repeated advice of career guidance experts – “Follow your passion” is all very well and those of us, who do get to do what we enjoy doing, or what we are really skilled at, are truly blessed. For a majority of us though, the decision as to what career to pursue is based on practical, ground realities like money, growth prospects, location, peer pressure, parental approval, health, work life balance and such like circumstances. The professions listed above will certainly enable you to achieve most of what you are looking for, since these professions are based on components that matter most: the number of expected openings, advancement opportunities, career fulfillment and salary expectations. As one wise man said, “The decisions that affected me the most in my life were based on a couple of ‘Yes’ and ‘No’ in my teenage days” – so choose wisely so that you don’t have to look back with regret, in your sunset years. PLEASE NOTE: These Career options were based on articles and reports from The Guardian, the websites of Bureau of Labor Statistics (www.bls.gov) US News, www.canadianbusiness.com and various other newspaper reports. – V.K. Menon with V.R. Menon 11

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Being Better than ‘Wellbeing’ is more than an adjective, it is a verb. Like success, wellbeing is multidimensional and goes beyond the superficial. It is commonly misconceived as synonymous to being “happy”. This concept, however, lacks depth. If wellbeing is only about happiness, it can neither be sustained indefinitely, nor enrich the individual’s existence.

ocussing only one single aspect is misguided and ultimately not good for the person. Effective wellbeing has four main facets— social, economic, physical and emotional. It is imperative to give equal importance to all these aspects of one’s life. To achieve this, it is necessary to internalise and inculcate this holistic approach to wellbeing early on. The pursuit of happiness is not a one-way street that only leads to oneself, it radiates outward through our choices and actions. Collaborated effort needs to go into making this happen. Knowing must go hand in hand with doing. We need to remember that our actions have the potential to impact the society we live in.

Chain Reaction Most often we place the onus of action on other shoulders, little realising our responsibility to 14

act as well. Our perception of the world and our place in it must encompass more than our immediate circle and we must be able to see our self as an effective cog in the machinery of the universe. A good way to do this would be to involve oneself in community activities like local festivals, national day celebrations, cultural events and religious gatherings, sports festivals

and the like. The cultural tolerance reaped from active mingling in a plural society broadens our minds and perspectives. Besides this, volunteering in social welfare programmes and involving oneself in service related initiatives is a tangible means of contributing to society and creating a unique social finger print. The emotional synergy that arises from active

community participation automatically results in a sense of wellness.

Work the Magic Contrary to popular thought, economic wellbeing is not always proportionate to a fat pay cheque. While monetary gains and financial security are definitely one of the main 15

incentives of employment, other factors such as job satisfaction, potential for growth and social influence are also important. The quest for financial security is not a quest for money per se; it is a desire for the freedom that a secure financial situation can offer. It is only natural that we avail of this freedom in a constructive way beyond ephemeral gratification.

The Right Click – Making the Right Choices on the Net. We are a generation obsessed with the best. We spend millions on acquiring the best bodies, the best cars, the best luxuries. Our satisfaction over our acquisitions is less in having them than in flaunting them. Adding to this mill of selfindulgence, social networking sites like Facebook and Twitter excel in fostering a false sense of self and glorifying superficial attractiveness. In the unhealthy hunger for the perfect story, we take our physical and mental health for granted. The Janus-faced nature of social networking is becoming increasingly noticeable with the rise in cyber stalking and bullying as well as the widened scope of cybercrime. The ease of transmission has halved the already insufficient discretion that goes into a hastily aired opinion,

creating unforeseen repercussions.The illusion of anonymity that the web offers tends to make us forget that our virtual lives are cumulative— our online pasts are always available and what goes under our name is counted as a synopsis of our social selves. Our virtual footprint has come to be an indicator our real-life personality. This shift is largely because of the verifiability of the individual’s updates and social inputs on the net. Given the extensive tracking and archiving that is intrinsic to the internet experience, anything posted is permanent. The speed and scope of digital media do not allow us the illusion of impunity. Every post now carries the onus of a butterfly effect— a single thoughtless post carries unavoidable consequences.An indiscrete comment can cost a livelihood; an insensitive post can tarnish a reputation. A random venomous remark can give rise to the isolation and persecution of an individual; the misinterpretation of a trending event can shift it’s focus from a worthy cause turning it into a shallow exercise devoid of significance. We are not waking up fast enough to the fact that web discretion is now imperative. Besides, the tangible impact of indiscrete social networking, the psychological implications are equally dangerous. As a medium that excels in creating opportunities for an alternate identity, social networking sites encourage the suspension of the courtesy and prudence that safeguard personal dignity. It has also come under fire for promoting an unhealthy obsession with a virtual self which eclipses an individual’s reality. This displacement of self carries a deep impact on the person’s inner support system and social character. It can foster a dependency on external encouragement and public approval. In the same coin, it can lead to a pessimistic worldview convinced of the ultimate indifference of whatever is out there and a conviction of irresponsibility.

A direct reflection of this can be seen in the rise of eating disorders, low selfesteem, depression, bullying and persecution. This obsession with our self(ies) negates the big picture. We have just one body and we must look after it, but not at the cost of our health. Exercise, healthy eating habits are only one aspect. We must also take the trouble to experiment with our physical capacities by undertaking challenging activities such as camping, trekking, a physical sport, yoga to name a few. The brain requires as much fodder as the rest of us. It is important to learn new things and sustain a creative inquiring mind that is open to new experiences. Visits to museums, libraries and cultural shows encourage the mind to think creatively. These exercises help us join the dots in future problem solving situations while nurturing a strong emotional quotient, paving the way for steady emotional wellbeing.

Mind your mind Emotional wellness is crucial to overall wellbeing because it influences all the other aspects of this quality. An individual who is not in the best emotional frame will not be able to benefit from any of the wellbeing exercises. A fragile state of mind can arrest and impede the natural resilience of a person negating her/his ability to see anything positive in the world or in her/ himself. Rather than reactionary measures, there is a call for a preventive stance that enforces a synergy between the external environment and the individual’s psyche such that s/he is encouraged to identify and remember her/his innate talents and abilities.

Similarly, the lack of emotional intelligence severely impairs the potential of the individual. Empathy is what makes us human. Recognising another person’s emotional state is the first step in realising that we are not alone and not the only ones with problems. Tracing the source of emotional turmoil unearths the underlying issues a person is trying deal with, allowing us to learn more about each other through association. The ability to help someone through an emotional upheaval not only benefits them, but also helps us tap into our inner reservoir of emotional resilience. Difficult times are the best teachers, and there is good to be found in all situations— being emotionally aware of this goodness allows us to keep calm in the face of challenges are keep faith in ourselves. This faith springs the core of self-awareness which will come to define you. Therefore we must take care to invest in this much neglected aspect of ourselves. Wellbeing is an interactive concept that optimises our human skills through kinetic involvement. We cannot claim wellness unless we empower all the parts of ourselves that contribute to the human experience. Wellbeing therefore, is not merely about being “happy”, it is the joyful immersion in living which requires one to exercise the positive parts of being human such that we live more fully and be well on our way to wellness. It is impartial and unconditional positivity – Irrespective of who we are, our station in life, what we look like, or our material possessions we have to be comfortable in our skin. Sreevidya Surendran Rema Menon V 17

Bringing in the ‘Extra’ with Extracurriculars

he structured mode of school-learning has been accused of creating “just another brick in the wall” as Pink Floyd famously put it. Vindication seems at hand with the growing institutional encouragement for a healthy non-academic portfolio. Extra-curricular activities are no longer the extraneous add-ons to essential curriculum. They have become synonymous with an individual’s potential role in the college, career and ultimately social arenas. While academic excellence is unavoidable and a necessary benchmark in determining the students’ aptitudes, a sterling academic resume alone is ineffectual without evidence of a life beyond the school books. For a university 18

admissions board, the particulars of a child’s nonacademic life give another facet of the applicant and are an indicator of his/her personality and promise. It hints at multi tasking abilities, time management skills and self motivation. The record of the candidate’s extracurricular activities not only gives the observer a general view of the person’s proclivities, it also indicates the individual’s capacity to take initiative and follow through on their personal interests — a ‘go-getter’ attitude. It throws light on the leadership capacities and levels of dedication implicit in the initiation and continued commitment to the field. Extracurricular activities require a person to think outside the box and beyond immediate gains. This involvement in a non-academic venture broadens a child’s perspective, expanding it into a more pluralistic vessel and promotes resourceful thinking. The personal innovations that the student brings into the field with his/

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her contributions and interest further highlight the individual’s creative energies. The continued practice of a skill or talent encourages the individual to challenge themselves 5 Clubs/Initiatives you and achieve better could be a part of: standards of perforToast Masters/Gavel Club mance. In admissions Duke of Edinburough Award Programme context, an individual’s Round Square professed interest in Scholar’s Cup a field is only underScouts and Guides scored by her partici5 Career Related pation in connected options: skills outside of her Internship Research/Data Collection academic requirePromotions ments. On the same Computer courses page, the presence of Workshops and conferences a varied repertoire of ................................... skills reflects the qualPastimes with ity and plurality of her potential: Art character, hinting at Drama future contributions to Debate the glory of the proDance Sports & Games spective school. Robotics The pursuit of hapBusiness Enterprise piness in collusion First Aid Diving with self-assessment Computer Classes and improvement Walkathons helps define a confiVolunteer Adventure sports dent sense of self and, Treks & Camps more importantly, have Travel multiple outlets for siTeach Learn a language phoning off the excessive urges inevitable to the age, nurturing self-reliance and an inner strength. The human interaction necessary to keep a talent alive through the giving and receiving of knowledge and feedback creates a complex symbiotic relationship. The person’s 5 Community Initiatives you could be a part of: Volunteer in the U.A.E. Emirates Environment Group Dubai Cares World Wildlife Fund Habitat for Humanity

involvement with a cause or ideal outside of her normal routine requires an active participation in the flow of information and energies within their sphere of influence, augmenting the causes and the society s/he supports. This interdependent relationship translates in the college and career environment as a kinetic transference. It propagates innovation, sustenance and reinvention, thereby sustaining the school and adding to its prestige, while providing an environment for the individual to not just recognise, but go beyond his/her potential. The new parameters for competency leave no room for ‘just’ in any descriptive clause. Education aims at a systematic holistic development and this shift in focus is a positive step in alleviating the unhealthy obsession with marks and grades that has come to define the educational aspect of the school-experience. The student is now expected to stretch their learning legs beyond the scope of the cramped scramble of the marks-race, internalising life-lessons along with their daily ones; giving them something extra to face the world with and come out on top. – Sreevidya Surendran

Model Congress in Dubai:

arvard Model Congress has brought its expansive initiative to Dubai. This year will be the third Dubai installment and Harvard will host the prestigious conference in the UAE, where it will be partnering with The American University in Dubai yet again. Harvard Model Congress Dubai (HMCD) is a non-profit organization run entirely by Harvard students who are passionate about politics, international relations, and international education. The conference itself is a simulation of the US government and many international bodies. Students discuss current events and find resolutions to them. Harvard Model Congress is successful in places such as Hong Kong, San Francisco, Sao Paolo and even Madrid. The Harvard Model Congress, Dubai will take place

on January 22nd to 24th 2015 at the American University in Dubai. The conference is coorganized by the AUD Model United Nations team that has taken the initiative to bring the conference here. Harvard Model Congress Dubai is unique because not only does it bring the Harvard standard to high school students but it also prepares each delegate to participate actively in committee sessions, author treaties and bills, and give speeches in front of large groups, often for the first time in their educational experience. The Harvard Model Congress is an amazing experience for any high school student to get involved in. It has many perks like the Harvard name (Hello University application), an extremely capable mentorship of Harvard students, and the

cooperative partnership with the American University in Dubai. According to the president of the AUD Model United Nations team, Mashaal Effendi ; â&#x20AC;&#x153;The Harvard Model Congress is an excellent experience for any high school student. Having been on the organizing committee twice in a row, I was not only nonplussed by the depth of government simulation offered at the conference , but by the capacity of the high school students to present and the level of intellectual stimulation that was not found wanting by any party. Needless to say, the experience forged by the diplomacy and verbal debate is unparalleled. I would strongly urge anyone to attend this conference given the opportunity.â&#x20AC;?

Help Migrant Workers In a multicultural and global city, it is vital for its people to be able to communicate with each other. South Asian migrants, the majority of Dubaiâ&#x20AC;&#x2122;s work force, are hindered by the lack of strong English language skillsespecially blue collar laborers. These skills are an essential tool for upward social mobility in an international and ethnically diverse city. Here are certain initiatives that focus on promoting the migrant worker through education and training in basic language skills. Adopt-a-Camp, this charity stands as a beacon for others in this fine city to follow. It is involved in improvingthe status of migrants through education, by developing programs that focus on enhancing language skills, which inspire and motivate migrants - from a variety of disciplines and camps - to

improve their chances of achieving higher goals. It receives support from the Ministry of Labour. Smart Life A registered NGO, the community development authority of Dubai recognizes its presence as an institution. Their primary goal has been to reward the strong backs that have built a vast majority of this city. Smart Life is involved in numerous projects that include nourishment, education and professional development. The ultimate form of community participation exists in the Rotary Club Chapters in Dubai. Rotary club is widely known as an international institution for various charities. The Deira Rotary Club (DRC) and President Faisal AlSayegh, on behalf of DRC, partnered with Smart Life to change the lives of 15 laborers at the Ascon labor

camp.The Rotary Club, working with the Smart Life institution, has established a flagship program that covers pre-basic, or level 0, proficiency. The program includes a volunteer team, which aims to teach laborers basic English vocational skills.This project was led by the DRC charter member and educator Nilesh Bandekar and Harsh Amarnani. Besides this, volunteers follow up students throughout the week to keep them motivated. Eventually, students are constantly in touch with volunteers regarding their career prospects, such as applying for new jobs and internal self-promotion. For additional information and to volunteer, please contact: Mr. Nilesh Bandekar: nilesh.bandekar@gmail.com

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listed in International Medical Education Directory (IMED) https://imed.faimer.org The University is the first in UAE to commence UIF .BTUFS PG 4DJFODF JO /VSTJOH .4/ QSPHSBN JO 4FQUFNCFS . 4 JO 1IBSNBDZ QSPHSBNT commenced in September 2012. The university provides system-wise, integrated and updated curriculum as well as training in clinical skills from first year of study. The latest teaching methodology such as, problem-based learning and team-based learning is used to facilitate learning in small groups. Clinical training and internship is offered in government hospitals at Ras Al Khaimah and Fujairah which are having more than 800 patient beds. The campus has a well-equipped library and lecture halls. Its multipurpose laboratories help in practicing clinical skills. There is a separate English Language Centre for facilitating TOEFL test and also training for the same. The student â&#x20AC;&#x201C;teacher ratio of 5: 1 facilitates personalized teaching. Gymnasium and sports facilities are also provided on campus. Transportation facility to nearby emirates is provided. Hostel and student visa are also provided if required. RAKMHSU has 1100 plus students enrolled in its programmes belonging to 42 nationalities. The university offers a co-education campus. RAKMHSUâ&#x20AC;&#x2122;s well-qualified staff and faculty are drawn from 21 different countries. Students can apply online at www.rakmhsu. com and attach copy of the 12th grade marks, TOEFL/IELTS and relevant documents. Students can also enquire regarding admission formalities by mailing admissions@rakmhsu.ac.ae . For more details visit www.rakmhsu.com

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‫‪ 5‬ﻣﺑﺎﺩﺭﺍﺕ ﻣﺟﺗﻣﻌﻳﺔ ﻳﻣﻛﻥ ﺃﻥ ﺗﻛﻭﻥ ﺟﺯءﺍ ﻣﻧﻬﺎ‪:‬‬ ‫ﺗﺗﻁﻠﺏ ﺍﻷﻧﺷﻁﺔ ﺍﻹﺿﺎﻓﻳﺔ ﻣﻥ ﺍﻟﻁﺎﻟﺏ ﺃﻥ ﻳﻔﻛﺭ ﺧﺎﺭﺝ‬ ‫ﺍﻟﺻﻧﺩﻭﻕ‪ ،‬ﻭﻷﺑﻌﺩ ﻣﻥ ﺣﺩﻭﺩ ﺍﻟﻣﻧﺎﻓﻊ ﺍﻟﻔﻭﺭﻳﺔ‪ .‬ﺍﻻﺑﺗﻛﺎﺭﺍﺕ‬ ‫ ﺍﻟﺗﻁﻭﻉ ﻓﻲ ﺍﻹﻣﺎﺭﺍﺕ‬‫ﺍﻟﺷﺧﺻﻳﺔ ﻟﻠﻁﺎﻟﺏ‪ ،‬ﻭﺍﻟﻣﺳﺎﻫﻣﺎﺕ ﺍﻟﺗﻲ ﻳﻘﺩﻣﻬﺎ‪ ،‬ﺗﺳﻠﻁ ﺍﻟﺿﻭء‬ ‫ﺃﻛﺛﺭ ﻋﻠﻰ ﻁﺎﻗﺎﺗﻪ ﺍﻹﺑﺩﺍﻋﻳﺔ‪ .‬ﻳﺷﺟﻊ ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ ﻣﻣﺎﺭﺳﺔ‬ ‫ ﻣﺟﻣﻭﻋﺔ ﺑﻳﺋﺔ ﺍﻹﻣﺎﺭﺍﺕ‬‫ﻣﻬﺎﺭﺓ ﺃﻭ ﻣﻭﻫﺑﺔ ﻣﺎ ﺻﺎﺣﺑﻬﺎ ﻋﻠﻰ ﺗﺣﺩﻱ ﻧﻔﺳﻪ ﺃﻛﺛﺭ ﻭﺃﻛﺛﺭ‪،‬‬ ‫ﺭﻏﺑﺔ ﻣﻧﻪ ﻓﻲ ﺃﻥ ﻳﺣﻘﻕ ﻣﺳﺗﻭﻳﺎﺕ ﺃﻓﺿﻝ ﻣﻥ ﺍﻷﺩﺍء‪ .‬ﻋﻧﺩ‬ ‫ ﺩﺑﻲ ﺍﻟﻌﻁﺎء‬‫ﺍﻟﺗﻘﺩﻡ ﻣﻥ ﺃﺟﻝ ﺍﻟﻘﺑﻭﻝ ﻓﻲ ﺃﻱ ﺟﺎﻣﻌﺔ‪ ،‬ﻓﻣﻥ ﻣﺻﻠﺣﺔ ﺍﻟﻣﺗﻘﺩﻡ‬ ‫ﺃﻥ ﻳﻛﻭﻥ ﺫﺍ ﻧﺷﺎﻁﺎﺕ ﻣﻠﻣﻭﺳﺔ ﺧﺎﺭﺝ ﺍﻟﻣﻘﺭﺭ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻓﻲ‬ ‫ ﺻﻧﺩﻭﻕ ﺍﻟﺣﻳﺎﺓ ﺍﻟﺑﺭﻳﺔ‬‫ﺍﻟﻣﺟﺎﻝ ﺍﻟﺫﻱ ﻳﺭﻳﺩ ﺩﺭﺍﺳﺗﻪ‪ ،‬ﻭﺑﻣﺎ ﻳﻧﻣﻲ ﻭﻳﺷﺟﻊ ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﻛﻨﺎﻳﺔ‬ ‫إﺿﺎﻓﻴﺔ‬ ‫ﺍﻟﺗﻲﻃﻮﺑﺔ‬ ‫ﻣﺠﺮد‬ ‫واﻟﺘﻲ ﻗﺎﻟﺖ ’‬ ‫اﻟﺸﻬﻴﺮة‬ ‫ﻓﻲﻓﻠﻮﻳﺪ‬ ‫ﺑﻴﻨﻚ‬ ‫ﻓﺮﻳﻖ‬ ‫ﻓﻲ‬ ‫ﺟﺎء‬ ‫ﻋﻦ ﻣﺩﻯ‬ ‫ﻳﻭﺿﺢ‬ ‫اﻟﺠﺪار‘ﺍﻟﺫﻱ‬ ‫ﻓﻲ ﺍﻷﻣﺭ‬ ‫ﺍﻟﻣﺗﻘﺩﻡ‪،‬‬ ‫ﻳﺗﻣﺗﻊ ﺑﻬﺎ‬ ‫ﺍﻟﺧﺎﺻﺔ‬ ‫ﻛﻨﺎﻳﺔ ﻋﻦ‬ ‫اﻟﺠﺪار‘‬ ‫إﺿﺎﻓﻴﺔ‬ ‫ﻃﻮﺑﺔ‬ ‫ﻣﺠﺮد‬ ‫ﻛﻤﺎ ’‬ ‫واﻟﺘﻲ ﻗﺎﻟﺖ‬ ‫ﺍﻹﻧﺳﺎﻧﻳﺔ‬ ‫أﻏﻨﻴﺔﺃﺟﻝ‬ ‫ﻫﺎﺑﻳﺗﺎﺕ ﻣﻥ‬ ‫ﻣﺅﺳﺳﺔ‬ ‫‬‫ﺍﻟﺟﺎﻣﻌﻲ إﻟﻰ‬ ‫ﺍﻟﺟﻭاﻹﺿﺎﻓﻴﺔ‬ ‫اﻟﻤﻮاد‬ ‫ﺍﻻﻧﺧﺭﺍﻁﺗﺤﻮﻟﺖ‬ ‫ﻋﻠﻰ اﻟﺤﺎﻟﻲ‬ ‫اﻟﻮﻗﺖ‬ ‫ﻋﺪم ﺟﺪوى اﻟﻤﻨﻈﻮﻣﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻤﻤﻨﻬﺠﺔ‪ ،‬ذﻟﻚ ﻷﻧﻪ ﻓﻲ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﻣﺳﺗﻘﺑﻼ ﻓﻲ‬ ‫ﻗﺩﺭﺗﻪ‬ ‫إﻟﻰ‬ ‫اﻹﺿﺎﻓﻴﺔ‬ ‫اﻟﻤﻮاد‬ ‫ﺗﺤﻮﻟﺖ‬ ‫اﻟﺤﺎﻟﻲ‬ ‫اﻟﻮﻗﺖ‬ ‫ﻓﻲ‬ ‫ﻷﻧﻪ‬ ‫ﻚ‬ ‫ﻛﻨﺎﻳﺔ ﻋﻦ‬ ‫اﻟﺠﺪار‘‬ ‫ﻟﻠﻄﺎﻟﺐﻓﻲ‬ ‫إﺿﺎﻓﻴﺔ‬ ‫ﻃﻮﺑﺔ‬ ‫ﻣﺠﺮد‬ ‫ﻣﻌﻴﺎرا ﻗﺎﻟﺖ ’‬ ‫اﻟﺸﻬﻴﺮة واﻟﺘﻲ‬ ‫ﺑﻞ أﻏﻨﻴﺔ‬ ‫أﺳﺎﺳﻴﺔ‪،‬ﻓﻲ‬ ‫ﻛﻤﺎ ﺟﺎء‬ ‫ﻓﺮﻳﻖ‪.‬‬ ‫ﺃﻗﺭﺍﻧﻪ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻔﺭﻳﻕ‬ ‫ﺑﺭﻭﺡ‬ ‫ﻭﺍﻟﻌﻣﻝ‬ ‫ووﻇﻴﻔﺘﻪ‬ ‫ﻌﺘﻪ‬ ‫ﺟﺎﻣ‬ ‫اﻟﻤﺘﺎﺣﺔ‬ ‫ﻟﻼﺧﺘﻴﺎرات‬ ‫ﻓﻠﻮﻳﺪ اﻹﺿﺎﻓﻴﺔ‬ ‫ﺑﻴﻨﻚاﻟﻤﻮاد‬ ‫ﻓﺮﻳﻖﻫﺬه‬ ‫وأﺻﺒﺤﺖ‬ ‫اﻟﺸﻬﻴﺮة واﻟﺘﻲ ﻗﺎﻟﺖ ’‬ ‫ﻓﻠﻮﻳﺪ‬ ‫ﻓﻲ ﺑﻴﻨﻚ‬ ‫أﻏﻨﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺟﺎء‬ ‫ﻛﻤﺎ‬ ‫ﻓﻲ ﺟﺎﻣﻌﺘﻪ ووﻇﻴﻔﺘﻪ‬ ‫ﻟﻠﻄﺎﻟﺐ‬ ‫اﻟﻤﺘﺎﺣﺔ‬ ‫ﻟﻼﺧﺘﻴﺎرات‬ ‫اﻹﺿﺎﻓﻴﺔ إﻟﻰ‬ ‫اﻟﻤﻨﻈﻮﻣﺔاﻟﻤﻮاد‬ ‫اﻟﺤﺎﻟﻲ ﺗﺤﻮﻟﺖ‬ ‫اﻟﻮﻗﺖ‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫اﻟﻤﻨﻈﻮﻣﺔ‬ ‫ﺟﺪوى‬ ‫ﻌﻴﺎرا ﻋﺪم‬ ‫اﻟﻤﻄﺎف‪.‬‬ ‫ﻓﻲ ﻧﻬﺎﻳﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫وﺣﻴﺎﺗﻪ‬ ‫اﻟﻤﻤﻨﻬﺠﺔ‪ ،‬ذﻟﻚ ﻷﻧﻪ ﻓﻲ ا‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺟﺪوى‬ ‫اﻟﻤﻤﻨﻬﺠﺔ‪ ،‬ذﻟﻚ ﻷﻧﻪ ﻓﻲﻋﺪم‬ ‫ووﻇﻴﻔﺘﻪ ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻟﺳﻌﺎﺩﺓ‪ ،‬ﺑﺟﺎﻧﺏ‬ ‫اﻟﻤﺘﺎﺣﺔﺍﻟﺩﺍﺧﻠﻲ‬ ‫ﻟﻼﺧﺘﻴﺎرات ﺍﻟﺳﻌﻲ‬ ‫ﻳﺳﺎﻋﺩ‬ ‫ﻟﺗﺣﻘﻳﻕﺟﺎﻣﻌﺘﻪ‬ ‫ﻟﻠﻄﺎﻟﺐ ﻓﻲ‬ ‫أﺳﺎﺳﻴﺔ‪ ،‬ﺑﻞ وأﺻﺒﺤﺖ ﻫﺬه اﻟﻤﻮاد اﻹﺿﺎﻓﻴﺔ ﻣﻌﻴﺎرا‬ ‫ﻣﻌﻴﺎرا ﻟﻼﺧﺘﻴﺎر‬ ‫اﻹﺿﺎﻓﻴﺔ‬ ‫ﺍﻟﺛﻘﺔاﻟﻤﻮاد‬ ‫ﻫﺬه‬ ‫ﺍﻟﺫﺍﺗﻲ‪،‬وأﺻﺒﺤﺖ‬ ‫أﺳﺎﺳﻴﺔ‪ ،‬ﺑﻞ‬ ‫ﺃﺳﺎﺳﻳﺎ ﻭﺍﻷﻫﻡ‬ ‫ﺑﺎﻟﻧﻔﺱ‪،‬‬ ‫ﻋﻠﻰ ﺗﺣﻘﻳﻕ‬ ‫ﻭﺍﻟﺗﻁﻭﻳﺭ‬ ‫اﻟﺸﻬﻴﺮةﻣﻥواﻟﺘﻲ ﻗﺎﻟﺖ ’‬ ‫ﺷﺭﻁﺎﻓﻠﻮﻳﺪ‬ ‫ﻭﺍﻷﻛﺎﺩﻳﻣﻲﺑﻴﻨﻚ‬ ‫ﻓﺮﻳﻖ‬ ‫أﻏﻨﻴﺔ‬ ‫ﻋﻧﺻﺭ ﺍﻟﺗﻔﺎﻋﻝ‬ ‫ﻭﺍﻟﻘﻭﺓ ﺍﻟﺫﺍﺗﻳﺔ‪.‬‬ ‫وﺣﻴﺎﺗﻪﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ‬ ‫ﻋﻠﻰ‬ ‫ﻓﻲﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﺟﺎءﺍﻟﺗﻔﻭﻕ‬ ‫ﻛﻤﺎﻳﺑﻘﻰ‬ ‫ﻧﻌﻡ‪،‬‬ ‫اﻟﻤﻄﺎف‪.‬‬ ‫ﺍﻟﻧﻔﺱ‪ ،‬ﻧﻬﺎﻳﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ‬ ‫اﻟﻤﻄﺎف‪.‬‬ ‫ﻧﻬﺎﻳﺔ‬ ‫ﻓﻲ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫وﺣﻴﺎﺗﻪ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕﺃﺳﺎﺳﻳﺎ‬ ‫ﻭﺗﻧﻣﻳﺔ ﺷﺭﻁﺎ‬ ‫ﻭﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﺍﻟﺗﻔﻭﻕ‬ ‫ﻧﻌﻡ‪،‬‬ ‫ﺍﻟﻭﻓﻳﺭﺓ‬ ‫ﺍﻟﺩﺍﺧﻠﻳﺔ‬ ‫ﺍﺳﺗﻐﻼﻝ‬ ‫ﺣﺳﻥ‬ ‫ﻳﺯﻳﺩ ﻣﻥ‬ ‫ﺫﻟﻙ‪،‬‬ ‫ﺍﻟﺣﻔﺎﻅ ﻋﻠﻰ‬ ‫ﻛﺑﻳﺭﺓ ﻓﻲ‬ ‫ﻳﺑﻘﻰ ﺃﻫﻣﻳﺔ‬ ‫ﺍﻟﺑﺷﺭﻱ ﺫﻭ‬ ‫ﺍﻟﺩﺭﺍﺳﺔ‬ ‫ﺍﻟﻁﺎﻗﺎﺕﺃﻥ‬ ‫ﺍﻟﻁﻼﺏ‪ ،‬ﺇﻻ‬ ‫ﻣﻭﺍﻫﺏ‬ ‫ﻟﻠﺗﻌﺑﻳﺭ ﻋﻥ‬ ‫ﻭﺿﺭﻭﺭﻳﺎ‬ ‫ذﻟﻚ ﻷﻧﻪ ﻓﻲ ا‬ ‫اﻟﻤﻤﻨﻬﺠﺔ‪،‬‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫اﻟﻤﻨﻈﻮﻣﺔ‬ ‫ﺟﺪوى‬ ‫ﻋﺪم‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬ ‫ﺧﻼﻝ‬ ‫ﺍﻟﺧﺎﺻﺔ‪،‬‬ ‫ﺃﺳﺎﺳﻳﺎ ﺑﺩﻭﻥ‬ ‫ﻳﻛﻔﻲ‪،‬‬ ‫ﺑﻣﺎ‬ ‫ﻣﺟﺩﻳﺔ‬ ‫ﺍﻟﺩﺭﺍﺳﻲ ﻓﻌﺎﻟﺔ ﺃﻭ‬ ‫ﺗﻌﺩ‬ ‫ﻭﺣﺩﻫﺎ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻭﺍﻟﻣﻼﺣﻅﺎﺕﺃﻥ‬ ‫ﻋﻧﺻﺭﺇﻻ‬ ‫ﺍﻟﻁﻼﺏ‪،‬‬ ‫ﻣﻭﺍﻫﺏ‬ ‫ﻋﻥ‬ ‫ﻭﺿﺭﻭﺭﻳﺎ‬ ‫ﻳﻌﻛﺱ ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺳﻧﻳﺔ‪ ،‬ﺑﻣﺎ‬ ‫ﺍﻟﺷﺭﻳﺣﺔ‬ ‫ﺑﻬﺎﻟﻡﻫﺫﻩ‬ ‫ﺗﺷﺗﻬﺭ‬ ‫ﺍﻟﺗﻔﺎﻋﻝ‬ ‫ﺍﻟﺫﺍﺗﻳﺔ‪.‬‬ ‫ﺗﺑﺎﺩﻝﻭﺍﻟﻘﻭﺓ‬ ‫ﻟﻠﺗﻌﺑﻳﺭﺍﻟﻧﻔﺱ‪،‬‬ ‫ﻣﻥﻋﻠﻰ‬ ‫ﺍﻻﻋﺗﻣﺎﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺷﺭﻁﺎ‬ ‫ﻭﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﺍﻟﺗﻔﻭﻕ‬ ‫ﺍﻟﺗﻲﻳﺑﻘﻰ‬ ‫ﺍﻟﺩﺭﺍﺳﺔ ﻧﻌﻡ‪،‬‬ ‫ﻟﻼﺧﺘﻴﺎر‬ ‫اﻹﺿﺎﻓﻴﺔ‬ ‫اﻟﻤﻮاد‬ ‫ﻫﺬه‬ ‫ﺍﻻﻋﺗﻣﺎﺩﺑﻞ‬ ‫أﺳﺎﺳﻴﺔ‪،‬‬ ‫ﺑﻧﺎءﺓ‪.‬‬ ‫ﺻﺣﻳﺔ‬ ‫ﺍﺟﺗﻣﺎﻋﻳﺔ‬ ‫ﻳﺧﻠﻕ‬ ‫ﻟﺻﺎﺣﺑﻬﺎ‬ ‫ﻭﺟﻭﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻭﻓﺭ‬ ‫ﻫﺫﻩ ﺑﺩﻭﻥ‬ ‫ﻳﻛﻔﻲ‪،‬‬ ‫ﻭﺗﻧﻣﻳﺔﺑﻣﺎ‬ ‫ﻋﻠﻰﻣﺟﺩﻳﺔ‬ ‫ﺍﻟﺣﻔﺎﻅ ﺃﻭ‬ ‫ﻋﻼﻗﺎﺕ ﻓﻌﺎﻟﺔ‬ ‫ﺗﻌﺩ‬ ‫ﻭﺣﺩﻫﺎ ﻟﻡ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﺍﻟﺗﻔﺎﻋﻝ‬ ‫ﻋﻧﺻﺭ‬ ‫ﺍﻟﺫﺍﺗﻳﺔ‬ ‫وأﺻﺒﺤﺖ ﻭﺍﻟﻘﻭﺓ‬ ‫ﺍﻟﻧﻔﺱ‪،‬‬ ‫ﻋﻠﻰ‬ ‫ﻋﻠﻰ‬ ‫ﻣﻌﻴﺎرا ﻧﻌﻡ‪،‬‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﻛﺑﻳﺭﺓ ﻓﻲ‬ ‫ﺑﻣﺎﺃﻫﻣﻳﺔ‬ ‫ﺍﻷﺩﺍء‪ ،‬ﺫﻭ‬ ‫ﺍﻟﺑﺷﺭﻱ‬ ‫ﺃﺧﺭﻯ‪.‬ﺍﻟﺩﺭﺍﺳﺔ‬ ‫ﻣﻬﺎﺭﺍﺕ ﺇﻻ ﺃﻥ‬ ‫ﺍﻟﻁﻼﺏ‪،‬‬ ‫ﻣﻭﺍﻫﺏ‬ ‫ﻣﻠﻣﻭﺱﻋﻥ‬ ‫ﺩﻟﻳﻝﻟﻠﺗﻌﺑﻳﺭ‬ ‫ﻭﺿﺭﻭﺭﻳﺎ‬ ‫ﺍﻟﺣﻳﺎﺓ‬ ‫ﻓﻲ‬ ‫ﻭﺍﺿﺣﺔ‬ ‫ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﻟﻛﺗﺏ‬ ‫ﻧﻁﺎﻕ‬ ‫ﺧﺎﺭﺝ‬ ‫اﻟﻤﻄﺎف‪.‬‬ ‫ﻧﻬﺎﻳﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫وﺣﻴﺎﺗﻪ‬ ‫ﻟﺻﺎﺣﺑﻬﺎ‬ ‫ﺗﻅﻬﺭﻣﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻣﺗﺭﺍﺑﻁﺔﻭﺟﻭﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺧﺎﺻﺔ‪،‬ﺩﻟﻳﻝ‬ ‫ﺗﻭﻓﺭ‬ ‫ﺑﺩﻭﻥﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﻭﺗﻧﻣﻳﺔ‬ ‫ﺍﻟﺣﻔﺎﻅﺑﻣﺎﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺳﻳﺔ‪.‬ﻓﻲ‬ ‫ﻛﺑﻳﺭﺓ‬ ‫ﺫﻭ‬ ‫ﺍﻟﺑﺷﺭﻱ‬ ‫ﻭﺿﺭ‬ ‫ﺃﺧﺭﻯﻋﻠﻰ‬ ‫ﻭﺍﻟﻣﻼﺣﻅﺎﺕ‬ ‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬ ‫ﻣﻠﻣﻭﺱﺗﺑﺎﺩﻝ‬ ‫ﻣﻥ ﺧﻼﻝ‬ ‫ﻳﻛﻔﻲ‪،‬‬ ‫ﻓﻲ ﻣﺟﺩﻳﺔ‬ ‫ﺃﻭ‬ ‫ﻓﻌﺎﻟﺔ‬ ‫ﺃﻫﻣﻳﺔﺗﻌﺩ‬ ‫ﻭﺣﺩﻫﺎ ﻟﻡ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻭﺍﻟﺗﺟﺩﻳﺩ‪،‬‬ ‫ﺍﻻﺑﺗﻛﺎﺭ‬ ‫ﺭﻭﺡ‬ ‫ﻧﺷﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺳﺎﻋﺩ‬ ‫ﺣﻳﺙ‬ ‫ﺍﻟﺟﺎﻣﻌﻳﺔ‪،‬‬ ‫ﺍﺟﺗﻣﺎﻋﻳﺔ ﺻﺣﻳﺔ ﺑﻧﺎءﺓ‪ .‬ﻫﺫﻩ‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﻳﺧﻠﻕ‬ ‫ﺭﺝﺑﻣﺎ‬ ‫ﺍﻷﺩﺍء‪،‬‬ ‫ﺃﺧﺭﻯ ﻟﺻﺎﺣﺑﻬﺎ‬ ‫ﺗﺑﺎﺩﻝﻣﻬﺎﺭﺍﺕ‬ ‫ﺧﻼﻝ ﻭﺟﻭﺩ‬ ‫ﻣﻠﻣﻭﺱ ﻋﻠﻰ‬ ‫ﺗﻭﻓﺭ ﺩﻟﻳﻝ‬ ‫ﺍﻟﺩﺭﺍﺳﻳﺔ‪.‬‬ ‫ﺍﻟﻛﺗﺏ‬ ‫ﻧﻁﺎﻕ‬ ‫ﺧﺎ‬ ‫ﻭﺍﻟﻣﻼﺣﻅﺎﺕ ﻋﻠﻰ‬ ‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬ ‫ﺍﻟﺧﺎﺻﺔ‪ ،‬ﻣﻥ‬ ‫ﺍﻷﻛﺎﺩ‬ ‫ﻭﺍﻟﻣﺩﺭﺳﺔ‪،‬‬ ‫ﺍﻻﺟﺗﻣﺎﻋﻳﺔﻋﻠﻰ ﺍﻟﺩﻭﺭ‬ ‫ﻭﺑﺎﻟﺗﺎﻟﻲ ﺍﻟﺣﻔﺎﻅ‬ ‫ﺗﻔﺎﺻﻳﻝ‬ ‫ﺍﺟﺗﻣﺎﻋﻳﺔﻓﻲ‬ ‫ﺍﻟﻧﻅﺭ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ‪،‬‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﻘﺑﻭﻝ‬ ‫ﻟﻠﺟﺎﻣﻌﺔ ﻓﻲ ﺍﻟﺣﻳﺎﺓ‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻲ ﻭﺍﺿﺣﺔ‬ ‫ﺍﻟﻣﺗﺭﺍﺑﻁﺔ ﺗﻅﻬﺭ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﻟﺩﺭﺍﺳﻳﺔ‪.‬‬ ‫ﺍﻟﻛﺗﺏ‬ ‫ﺧﺎﺭﺝ‬ ‫ﺍﻟﺣﻳﺎﺓ‪ .‬ﻫﺫﻩ‬ ‫ﺑﻧﺎءﺓ‬ ‫ﺻﺣﻳﺔ‬ ‫ﻳﺧﻠﻕ‬ ‫ﻧﻁﺎﻕﺑﻣﺎ‬ ‫ﺍﻷﺩﺍء‪،‬‬ ‫ﺗﻭﻓﺭ‬ ‫ﺍﻟﺗﻔﺎﻋﻝ‬ ‫ﻋﻧﺻﺭ‬ ‫ﺍﻟﺫﺍﺗﻳﺔ‪.‬‬ ‫ﻋﻼﻗﺎﺕﻳﺗﻡﻭﺍﻟﻘﻭﺓ‬ ‫ﺍﻟﻧﻔﺱ‪،‬‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺗﻣﺎﺩ‬ ‫ﻋﻠﻰ‬ ‫ﻧﻌﻡ‪،‬‬ ‫ﺗﺧﻁﻲ ﻗﺩﺭﺍﺕ‬ ‫ﻧﺷﺭﺃﻛﺛﺭ ﻋﻠﻰ‬ ‫ﺗﺳﺎﻋﺩ‬ ‫ﺍﻟﺟﺎﻣﻌﻳﺔ‪ ،‬ﺑﻳﺋﺔ‬ ‫ﻭﺗﺧﻠﻕ‬ ‫ﻭﺗﻛﻭﻥ‬ ‫ﺍﻟﻣﺗﻘﺩﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﻌﻼﻗﺔﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻏﻳﺭ‬ ‫ﺍﻻﺑﺗﻛﺎﺭ‬ ‫ﺃﻛﺎﺩﻳﻣﻳﺔ ﻋﻠﻰ‬ ‫ﺗﺳﺎﻋﺩ‬ ‫ﺣﻳﺙ‬ ‫ﻣﺅﺷﺭﺍﻓﻲ ﻟﻪﺍﻟﺣﻳﺎﺓ‬ ‫ﻭﺍﺿﺣﺔ‬ ‫ﺗﻅﻬﺭ‬ ‫ﺍﻟﻣﺗﺭﺍﺑﻁﺔ‬ ‫ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‬ ‫ﺭﺝ‬ ‫ﺧﺎ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﻭﺗﻧﻣﻳﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﻔﺎﻅ‬ ‫ﻛﺑﻳﺭﺓ ﻓﻲ‬ ‫ﺃﻫﻣﻳﺔ‬ ‫ﺍﻟﺑﺷﺭﻱ ﺫﻭ‬ ‫ﻭﺿﺭ‬ ‫ﻭﺍﻟﺗﺟﺩﻳﺩ‪ ،‬ﺍﻟﺣﻳﺎﺓ‬ ‫ﻓﻲ ﺗﻔﺎﺻﻳﻝ‬ ‫ﺭﻭﺡﺍﻟﻧﻅﺭ‬ ‫ﻭﺇﻣﻛﺎﻧﺎﺗﻪ‪.‬ﻳﺗﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ‪،‬‬ ‫ﺍﻟﻁﻼﺏﻣﻬﻓﻲ‬ ‫ﻟﻘﺑﻭﻝ‬ ‫ﺎﺭﺍﺗﻪ‬ ‫ﻭﺣﺩﻭﺩ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻗﻭﻳﺎ‬ ‫ﺍﻧﻁﺑﺎﻋﺎ‬ ‫ﺗﻌﻁﻲ‬ ‫ﺍﻟﻣﻧﺗﻅﺭ‪ ،‬ﻛﻣﺎ‬ ‫ﻭﻣﺳﺗﻘﺑﻠﻪ‬ ‫ﻭﻟﺷﺧﺻﻳﺗﻪ‬ ‫ﻭﺍﻟﻣﺩﺭﺳﺔ‪،‬‬ ‫ﻟﻠﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻲ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﻔﺎﻅ‬ ‫ﻭﺑﺎﻟﺗﺎﻟﻲ‬ ‫ﺍﻟﺣﻳﺎﺓ‬ ‫ﺗﻔﺎﺻﻳﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻧﻅﺭ‬ ‫ﻳﺗﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ‪،‬‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﻘﺑﻭﻝ‬ ‫ﻭﺍﻟﺗﺟﺩﻳﺩ‪،‬‬ ‫ﺭﻭﺡ ﺍﻻﺑﺗﻛﺎﺭ‬ ‫ﻋﻠﻰ ﻧﺷﺭ‬ ‫ﺗﺳﺎﻋﺩ‬ ‫ﺣﻳﺙ‬ ‫ﺍﻟﺟﺎﻣﻌﻳﺔ‪،‬‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻣﻼﺣﻅﺎﺕ‬ ‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬ ‫ﺗﺑﺎﺩﻝ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻥ‬ ‫ﺍﻟﺧﺎﺻﺔ‪،‬‬ ‫ﺍﻷﻛﺎﺩ‬ ‫ﻟﻪ‬ ‫ﻣﺅﺷﺭﺍ‬ ‫ﻭﺗﻛﻭﻥ‬ ‫ﺍﻟﻣﺗﻘﺩﻡ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻏﻳﺭ‬ ‫ﺍﻟﻣﻬﺎﻡ‬ ‫ﻋﻠﻰ ﺗﻌﺩﺩ‬ ‫ﺍﻟﻣﺗﻘﺩﻡﻗﺩﺭﺗﻪ‬ ‫ﻣﻥ ﺣﻳﺙ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔﺍﻟﻁﺎﻟﺏ‬ ‫ﻋﻥ ﻗﺩﺭﺍﺕ‬ ‫ﻭﺗﺧﻠﻕ ﺑﻳﺋﺔ ﺃﻛﺎﺩﻳﻣﻳﺔ ﺗﺳﺎﻋﺩ ﺃﻛﺛﺭ ﻋﻠﻰ ﺗﺧﻁﻲ ﻗﺩﺭﺍﺕ‬ ‫ﻣﺅﺷﺭﺍ ﻟﻪ‬ ‫ﻭﺗﻛﻭﻥ‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻧﻁﺑﺎﻋﺎ ﻗﻭﻳﺎ ﻏﻳﺭ‬ ‫ﻭﺍﻟﻣﺩﺭﺳﺔ‪،‬‬ ‫ﻟﻠﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻲ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﻔﺎﻅ‬ ‫ﻭﺑﺎﻟﺗﺎﻟﻲ‬ ‫ﻭﻗﺩﺭﺗﻪ‪ .‬ﻫﺫﻩ‬ ‫ﺑﻧﺎءﺓ‬ ‫ﺻﺣﻳﺔ‬ ‫ﺍﺟﺗﻣﺎﻋﻳﺔ‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﻳﺧﻠﻕ‬ ‫ﺑﻣﺎ‬ ‫ﺍﻷﺩﺍء‪،‬‬ ‫ﺗﻭﻓﺭ‬ ‫ﺗﻌﻁﻲ‬ ‫ﻛﻣﺎ‬ ‫ﺍﻟﻣﻧﺗﻅﺭ‪،‬‬ ‫ﻭﻣﺳﺗﻘﺑﻠﻪ‬ ‫ﻭﻟﺷﺧﺻﻳﺗﻪ‬ ‫ﻟﻘﺑﻭﻝ‬ ‫ﺍﻟﻭﺻﻑ‬ ‫ﺣﺩﻭﺩ‬ ‫ﺗﺗﺧﻁﻰ‬ ‫ﺍﻟﻛﻔﺎءﺓ‬ ‫ﻟﻣﻌﻳﺎﺭ‬ ‫ﺍﻟﺟﺩﻳﺩﺓ‬ ‫ﺍﻟﻣﻌﺎﻟﻡ‬ ‫ﺇﺩﺍﺭﺓ ﺍﻟﻭﻗﺕ‬ ‫ﻭﻣﻬﺎﺭﺍﺗﻪ ﻓﻲ‬ ‫ﺍﻟﻭﻗﺕ‪،‬‬ ‫ﻓﻲ ﺫﺍﺕ‬ ‫ﺍﻟﻣﻧﻔﺫﺓ‬ ‫ﺍﻟﻁﺎﻟﺏ ﻭﺣﺩﻭﺩ ﻣﻬﺎﺭﺍﺗﻪ ﻭﺇﻣﻛﺎﻧﺎﺗﻪ‪.‬‬ ‫ﺍﻧﻁﺑﺎﻋﺎ‬ ‫ﺍﻟﻣﻧﺗﻅﺭ‪،‬‬ ‫ﻭﻣﺳﺗﻘﺑﻠﻪ‬ ‫ﻗﻭﻳﺎﻗﺩﺭﺍﺕ‬ ‫ﺗﻌﻁﻲﻋﻠﻰ‬ ‫ﺍﻟﻣﺗﺭﺍﺑﻁﺔﻛﻣﺎﺃﻛﺛﺭ‬ ‫ﺗﺳﺎﻋﺩ‬ ‫ﺃﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻭﻟﺷﺧﺻﻳﺗﻪﺑﻳﺋﺔ‬ ‫ﻭﺗﺧﻠﻕ‬ ‫ﺍﻟﺣﻳﺎﺓ‬ ‫ﺗﺧﻁﻲﻓﻲ‬ ‫ﻭﺍﺿﺣﺔ‬ ‫ﺗﻅﻬﺭ‬ ‫ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻏﻳﺭﺭﺝ‬ ‫ﺧﺎ‬ ‫ﺗﻌﺩﺩﻓﻲﺍﻟﻣﻬﺎﻡ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻋﻥ‬ ‫ﻋﻠﻰﻳﺳﺎﻫﻡ‬ ‫ﻗﺩﺭﺗﻪ ﺍﻵﻥ‬ ‫ﺣﻳﺙ ﺃﺻﺑﺢ‬ ‫ﻣﻥ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺃﻛﺎﺩﻳﻣﻲ‪.‬‬ ‫ﻗﺩﺭﺍﺕ ﺑﻧﺩ‬ ‫ﺍﻟﺗﻘﻠﻳﺩﻱ ﻷﻱ‬ ‫ﻟﻧﻔﺳﻪ‪.‬ﺣﻳﺙ ﻗﺩﺭﺗﻪ ﻋﻠﻰ ﺗﻌﺩﺩ ﺍﻟﻣﻬﺎﻡ‬ ‫ﺍﻟﺫﺍﺗﻲ ﻣﻥ‬ ‫ﺍﻟﺗﺣﻔﻳﺯﺍﻟﻁﺎﻟﺏ‬ ‫ﻋﻠﻰﻗﺩﺭﺍﺕ‬ ‫ﻋﻥ‬ ‫ﻧﺷﺭ‪.‬‬ ‫ﻭﺇﻣﻛﺎﻧﺎﺗﻪ‬ ‫ﺎﺭﺍﺗﻪ‬ ‫ﺣﻳﺙﻣﻬ‬ ‫ﺍﻟﺟﺎﻣﻌﻳﺔ‪،‬ﻭﺣﺩﻭﺩ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻭﺍﻟﺗﺟﺩﻳﺩ‪،‬‬ ‫ﺍﻻﺑﺗﻛﺎﺭ‬ ‫ﺭﻭﺡ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺳﺎﻋﺩ‬ ‫ﻭﻗﺩﺭﺗﻪ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺇﺩﺍﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﻣﻬﺎﺭﺍﺗﻪ‬ ‫ﺍﻟﻭﻗﺕ‪،‬‬ ‫ﺫﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻣﻧﻔﺫﺓ‬ ‫ﻭﻟﺷﺧ‬ ‫ﺧﻁﻭﺓ‬ ‫ﻟﻬﻭ‬ ‫ﺍﻟﻔﻛﺭﻱ‬ ‫ﺍﻟﺗﺣﻭﻝ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﻣﻧﻬﺟﻳﺔ‪،‬‬ ‫ﺍﻟﺷﺎﻣﻠﺔ‬ ‫ﺍﻟﺗﻧﻣﻳﺔ‬ ‫ﺍﻟﻣﻌﺎﻟﻡ ﺍﻟﺟﺩﻳﺩﺓ ﻟﻣﻌﻳﺎﺭ ﺍﻟﻛﻔﺎءﺓ ﺗﺗﺧﻁﻰ ﺣﺩﻭﺩ ﺍﻟﻭﺻﻑ‬ ‫ﺍﻟﻣﻧﻔﺫﺓ ﻓﻲ ﺫﺍﺕ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﻣﻬﺎﺭﺍﺗﻪ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﻭﻗﺕ ﻭﻗﺩﺭﺗﻪ‬ ‫ﻭﺍﻟﻣﺩﺭﺳﺔ‪،‬‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻲ‬ ‫ﻟﻧﻔﺳﻪ‪ .‬ﺍﻟﺩﻭﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﻔﺎﻅ‬ ‫ﻭﺑﺎﻟﺗﺎﻟﻲ‬ ‫ﻣﻥ‪.‬‬ ‫ﻟﻧﻔﺳﻪ‬ ‫ﺍﻟﺗﺣﻔﻳﺯﺑﻧﺩﺍﻟﺫﺍﺗﻲ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻣﺭﺿﻲ‬ ‫ﻫﺎﺟﺱ‬ ‫ﺍﻟﺗﺧﻔﻳﻑ‬ ‫ﻧﺣﻭ‬ ‫ﻟﻘﺑﻭﻝ‬ ‫ﻟﻠﺟﺎﻣﻌﺔﺍﻷﻧﺷﻁﺔ‬ ‫ﻭﻧﻘﺻﺩ ﺑﺫﻟﻙ‬ ‫ﺍﻹﺿﺎﻓﻳﺔ ‪-‬‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﻳﻌﻁﻲ‬ ‫ﺍﻻﻫﺗﻣﺎﻡﻳﺳﺎﻫﻡ ﻓﻲ‬ ‫ﺃﺻﺑﺢ ﺍﻵﻥ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺃﻛﺎﺩﻳﻣﻲ‪.‬‬ ‫ﺇﻳﺟﺎﺑﻳﺔ ﻷﻱ‬ ‫ﺍﻟﺗﻘﻠﻳﺩﻱ‬ ‫ﺳﺟﻝﺍﻟﺫﺍﺗﻲ‬ ‫ﺍﻟﺗﺣﻔﻳﺯ‬ ‫ﻋﻠﻰ‬ ‫ﺧﻁﻭﺓﺃﻥ‬ ‫ﻟﻁﺎﻟﺏ‬ ‫ﻣﻥ ﺍ‬ ‫ﺍﻟﺗﺣﻭﻝﺍﻵﻥ‬ ‫ﻭﻫﺫﺍﺍﻟﻣﺗﻭﻗﻊ‬ ‫ﺍﻟﻣﻧﻬﺟﻳﺔ‪ ،‬ﻣﻥ‬ ‫ﺍﻟﺷﺎﻣﻠﺔﻭﺍﻟﺩﺭﺟﺎﺕ‪.‬‬ ‫ﺑﺎﻟﻌﻼﻣﺎﺕ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻛﻔﺎءﺓﺃﻛﺛﺭ‬ ‫ﺗﺳﺎﻋﺩ‬ ‫ﺃﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﺍﻟﺩﺭﺍﺳﻳﺔ ﺑﻳﺋﺔ‬ ‫ﻭﺗﺧﻠﻕ‬ ‫ﺍﻟﻭﺻﻑ‬ ‫ﻓﻛﺭﺓ ﺣﺩﻭﺩ‬ ‫ﺗﺗﺧﻁﻰ‬ ‫ﻟﻣﻌﻳﺎﺭ‬ ‫ﺍﻟﻣﻌﺎﻟﻡ‬ ‫ﺍﻟﻣﻧﻔﺫ‬ ‫ﺗﺧﻁﻲﻋﻥ‬ ‫ﻋﺎﻣﺔ‬ ‫ﺍﻷﺳﺎﺱ‪،‬‬ ‫ﺍﻟﻣﻧﻬﺞ‬ ‫ﺍﻟﺟﺩﻳﺩﺓ ﻋﻠﻰ‬ ‫ﺍﻟﺯﺍﺋﺩﺓ‬ ‫ﻏﻳﺭ‬ ‫ﻟﻬﻭ‬ ‫ﺍﻟﻔﻛﺭﻱ‬ ‫ﺍﻟﺗﻧﻣﻳﺔ‬ ‫ﺃﻛﺑﺭ‬ ‫ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ‬ ‫ﻣﻥﻣﻥﺣﺩﻭﺩ‬ ‫ﺑﺗﻔﻛﻳﺭﻩ ﻷﺑﻌﺩ‬ ‫ﻳﺫﻫﺏ‬ ‫ﻭﺇﻣﻛﺎﻧﺎﺗﻪ‪.‬‬ ‫ﻭﻳﺷﻳﺭﺎﺭﺍﺗﻪ‬ ‫ﻭﺣﺩﻭﺩﺑﻧﺩﻣﻬ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺯﻣﺎﻡ‬ ‫ﺃﺧﺫ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺩﺭﺗﻪ‬ ‫ﺃﻳﺿﺎ‬ ‫ﺳﺟﻝﻛﻣﺎ‬ ‫ﺍﻟﻁﺎﻟﺏ‪،‬‬ ‫ﻳﺳﺎﻫﻡ ﻓﻲ‬ ‫ﺑﺫﻟﻙﺍﻵﻥ‬ ‫ﺃﺻﺑﺢ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺃﻛﺎﺩﻳﻣﻲ‪.‬‬ ‫ﻷﻱ‬ ‫ﺍﻟﺗﻘﻠﻳﺩﻱ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻟﺷﺧ‬ ‫ﺑﺫﻟﻙ‬ ‫ﻭﻧﻘﺻﺩ‬ ‫ﺍﻹﺿﺎﻓﻳﺔ‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﺳﺟﻝ‬ ‫ﺍﻟﻣﺭﺿﻲ‬ ‫ﺳﺑﺎﻕ‪-‬ﺍﻻﻫﺗﻣﺎﻡ‬ ‫ﻫﺎﺟﺱ‬ ‫ﺍﻟﺗﺧﻔﻳﻑ‬ ‫ﻳﻌﻁﻲ ﻧﺣﻭ‬ ‫ﺇﻳﺟﺎﺑﻳﺔ‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﻭﻧﻘﺻﺩ‬ ‫ﺍﻹﺿﺎﻓﻳﺔﺇﻟﻰ‪-‬‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﺍﻷﻧﺷﻁﺔ ﻳﻌﻁﻲ‬ ‫ﺍﻟﺣﻳﺎﺓ‪،‬‬ ‫ﺩﺭﻭﺱ‬ ‫ﻭﺍﻟﺩﺭﺟﺎﺕ‪،‬‬ ‫ﺍﻟﻌﻼﻣﺎﺕ‬ ‫ﻗﺩﺭ ﻣﻥ‬ ‫ﻭﻛﻳﻑ ﺃﻧﻪ‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‬ ‫ﻣﺻﺎﻟﺣﻪ‬ ‫ﻳﻌﺭﻑﺧﻁﻭﺓ‬ ‫ﻋﺎﻣﺔ ﻟﻬﻭ‬ ‫ﺍﻟﻔﻛﺭﻱ‬ ‫ﺍﻟﺗﺣﻭﻝ‬ ‫ﺍﻟﻣﻧﻬﺞﻭﻫﺫﺍ‬ ‫ﺍﻟﻣﻧﻬﺟﻳﺔ‪،‬‬ ‫ﺍﻟﺷﺎﻣﻠﺔ‬ ‫ﺍﻟﺗﻧﻣﻳﺔ‬ ‫ﻟﻁﺎﻟﺏ ﺃﻥ‬ ‫ﺍﻷﺳﺎﺱ‪ ،‬ﺍ‬ ‫ﻳﺗﻌﻠﻡﻣﻥ‬ ‫ﻭﺃﻥﺍﻵﻥ‬ ‫ﺍﻟﻣﺗﻭﻗﻊ‬ ‫ﻣﻥ‬ ‫ﺑﺎﻟﻌﻼﻣﺎﺕ‬ ‫ﻋﻥ‬ ‫ﻓﻛﺭﺓ‬ ‫ﺍﻟﻣﻧﻬﺞ‬ ‫ﻭﺍﻟﺩﺭﺟﺎﺕ‪.‬ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺳﻳﺔ ﺍﻟﺯﺍﺋﺩﺓ‬ ‫ﻋﻥ‬ ‫ﻓﻛﺭﺓ‬ ‫ﺍﻷﺳﺎﺱ‪،‬‬ ‫ﻭﺗﺣﻘﻳﻕﻋﻠﻰ‬ ‫ﺍﻟﻣﺑﺎﺩﺭﺓ ﺍﻟﺯﺍﺋﺩﺓ‬ ‫ﻋﺎﻣﺔ ﻋﻥ ﺍﻟﺩﺭﺍﺳﻳﺔ‬ ‫ﺍﻟﻌﺎﻟﻡ‬ ‫ﻟﻣﻭﺍﺟﻬﺔ‬ ‫ﺍﻻﺳﺗﻌﺩﺍﺩ‬ ‫ﻣﻥ‬ ‫ﺍﻟﻣﺯﻳﺩ‬ ‫ﻳﻛﺳﺑﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻣﺭ‬ ‫ﺃﻳﺿﺎ‬ ‫ﻳﻠﻘﻲ‬ ‫ﺍﻟﺳﺟﻝ‬ ‫ﻫﺫﺍ‬ ‫‪.‬‬ ‫ﻣﻧﻪ‬ ‫ﺍﻟﻣﻁﻠﻭﺑﺔ‬ ‫ﺍﻟﻣﻬﺎﻡ‬ ‫ﻳﻧﻔﺫ‬ ‫ﻛﻳﻑ‬ ‫ﺃﻛﺑﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﺻﻭﻝ‬ ‫ﺳﺑﺎﻕ‬ ‫ﺣﺩﻭﺩ‬ ‫ﻣﻥ‬ ‫ﻷﺑﻌﺩ‬ ‫ﺑﺗﻔﻛﻳﺭﻩ‬ ‫ﻳﺫﻫﺏ‬ ‫ﺍﻟﻣﺭﺿﻲ‬ ‫ﺍﻻﻫﺗﻣﺎﻡ‬ ‫ﺃﻳﺿﺎ ﻣﻥ‬ ‫ﺍﻟﺗﺧﻔﻳﻑ‬ ‫ﺇﻳﺟﺎﺑﻳﺔ ﻛﻣﺎﻧﺣﻭ‬ ‫ﺗﺗﺧﻁﻰ ﺃﺧﺫ‬ ‫ﻫﺎﺟﺱﻋﻠﻰ‬ ‫ﻗﺩﺭﺗﻪ‬ ‫ﺇﻟﻰ‬ ‫ﻭﻳﺷﻳﺭ‬ ‫ﺍﻟﻁﺎﻟﺏ‪ ،‬ﻛﻣﺎ ﻭﻳﺷﻳﺭ ﺃﻳﺿﺎ ﺇﻟﻰ ﻗﺩﺭﺗﻪ ﻋﻠﻰ ﺃﺧﺫ ﺯﻣﺎﻡ ﺍﻟﻁﺎﻟﺏ‪،‬‬ ‫ﺣﺩﻭﺩﺯﻣﺎﻡﺍﻟﻭﺻﻑ‬ ‫ﺍﻟﻛﻔﺎءﺓ‬ ‫ﻟﻣﻌﻳﺎﺭ‬ ‫ﺍﻟﺟﺩﻳﺩﺓ‬ ‫ﺍﻟﻣﻌﺎﻟﻡ‬ ‫ﺍﻟﻣﻧﻔﺫ‬ ‫ﻳﻌﻁﻲ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‪.‬‬ ‫ﻭﺍﻟﺣﻳﺎﺓ ﻣﺎ ﺑﻌﺩ‬ ‫ﻭﺍﻟﺗﺯﺍﻣﻪ‪.‬‬ ‫ﻭﻣﺩﻯ‬ ‫ﻣﻥﺍﻟﻘﻳﺎﺩﻳﺔ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺿﻭء‬ ‫ﺍﻟﺷﺧﺻﻳﺔﺩﺭﻭﺱ‬ ‫ﻭﺃﻥ ﻳﺗﻌﻠﻡ‬ ‫ﻭﺍﻟﺩﺭﺟﺎﺕ‪،‬‬ ‫ﺍﻟﺧﺎﺭﺟﻲﺍﻟﻌﻼﻣﺎﺕ‬ ‫ﻗﺩﺭ ﻣﻥ‬ ‫ﻳﻌﺭﻑ‬ ‫ﻭﻛﻳﻑ‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‬ ‫ﻣﺻﺎﻟﺣﻪ‬ ‫ﺍﻟﺣﻳﺎﺓ‪ ،‬ﻳﻌﺭﻑ ﺍﻟﻣﺑﺎﺩﺭﺓ‬ ‫ﺃﻥ‬ ‫ﺍﻵﻥ ﺍ‬ ‫ﺗﻔﺎﻧﻳﻪﺃﻧﻪﻣﻥ‬ ‫ﺍﻵﻥ‬ ‫ﺍﻟﻣﺗﻭﻗﻊ‬ ‫ﻭﺍﻟﺩﺭﺟﺎﺕ‪.‬‬ ‫ﺑﺎﻟﻌﻼﻣﺎﺕ‬ ‫ﻟﻁﺎﻟﺏ ﻓﻲ‬ ‫ﻳﺳﺎﻫﻡ‬ ‫ﺃﺻﺑﺢ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺃﻛﺎﺩﻳﻣﻲ‪.‬‬ ‫ﻭﺗﺣﻘﻳﻕ ﺑﻧﺩ‬ ‫ﻷﻱ‬ ‫ﺍﻟﺗﻘﻠﻳﺩﻱ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻛﻳﻑ ﺃﻧﻪ‬ ‫ﻣﺻﺎﻟﺣﻪ‬ ‫ﻭﺗﺣﻘﻳﻕ‬ ‫ﺍﻟﻣﺑﺎﺩﺭﺓ‬ ‫ﺍﻟﺩﺭﺍﺳ‬ ‫ﻫﺫﺍ ﻟﻣﻭﺍﺟﻬﺔ‬ ‫ﺍﻻﺳﺗﻌﺩﺍﺩ‬ ‫ﺍﻟﻣﻬﺎﻡﺍﻟﻣﺯﻳﺩ ﻣﻥ‬ ‫ﻳﻧﻔﺫ ﻳﻛﺳﺑﻪ‬ ‫ﻛﻳﻑﺍﻟﺫﻱ‬ ‫ﺍﻷﻣﺭ‬ ‫ﺃﻳﺿﺎ‬ ‫ﺍﻟﺳﺟﻝ ﻳﻠﻘﻲ‬ ‫ﺍﻟﻣﻧﻬﺟﻳﺔ‪،‬ﻣﻧﻪ‪.‬‬ ‫ﺍﻟﻣﻁﻠﻭﺑﺔ‬ ‫ﺍﻟﻣﻬﺎﻡ‬ ‫ﺍﻟﻌﺎﻟﻡ ﺃﻳﺿﺎ ﻛﻳﻑ‬ ‫ﺃﻛﺑﺭ‬ ‫ﺣﺩﻭﺩﻫﺫﺍﺳﺑﺎﻕ‬ ‫ﻣﻥ‬ ‫ﺍﻟﺷﺎﻣﻠﺔ ﻷﺑﻌﺩ‬ ‫ﻳﻧﻔﺫﺑﺗﻔﻛﻳﺭﻩ‬ ‫ﻳﺫﻫﺏ‬ ‫ﻋﻠﻰﺧﻁﻭﺓ‬ ‫ﺍﻟﺣﺻﻭﻝ ﻟﻬﻭ‬ ‫ﺍﻟﻔﻛﺭﻱ‬ ‫ﺍﻟﺗﺣﻭﻝ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﺗﻧﻣﻳﺔ‬ ‫ﺍﻟﺳﺟﻝ ﻳﻠﻘﻲ‬ ‫ﺍﻟﻣﻁﻠﻭﺑﺔ ﻣﻧﻪ‪.‬‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺃﻥ‪ .‬ﺗﻛﻭﻥ ﺟﺯءﺍ ﻣﻧﻬﺎ‪:‬‬ ‫ﺑﻌﺩ ﻳﻣﻛﻥ‬ ‫ﻣﺟﺗﻣﻌﻳﺔ‬ ‫ﻣﺑﺎﺩﺭﺍﺕ‬ ‫‪5‬‬ ‫ﺧﺎﺭﺝ‬ ‫ﻳﻔﻛﺭ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻣﻥ‬ ‫ﺍﻹﺿﺎﻓﻳﺔ‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﺗﺗﻁﻠﺏ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﻣﺎ‬ ‫ﻭﺍﻟﺣﻳﺎﺓ‬ ‫ﺍﻟﺧﺎﺭﺟﻲ‬ ‫‪.‬‬ ‫ﻭﺍﻟﺗﺯﺍﻣﻪ‬ ‫ﺗﻔﺎﻧﻳﻪ‬ ‫ﻭﻣﺩﻯ‬ ‫ﺍﻟﻘﻳﺎﺩﻳﺔ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺿﻭء‬ ‫ﺍﻟﺣﻳﺎﺓ‪،‬‬ ‫ﻫﺎﺟﺱ ﻳﺗﻌﻠﻡ‬ ‫ﻭﺍﻟﺩﺭﺟﺎﺕ‪ ،‬ﻭﺃﻥ‬ ‫ﺍﻟﻌﻼﻣﺎﺕ‬ ‫ﻗﺩﺭ‬ ‫ﺩﺭﻭﺱﺍﻟﻣﺭﺿﻲ‬ ‫ﺍﻻﻫﺗﻣﺎﻡ‬ ‫ﺍﻟﺗﺧﻔﻳﻑ ﻣﻥ‬ ‫ﻣﻥ ﻧﺣﻭ‬ ‫ﺇﻳﺟﺎﺑﻳﺔ‬ ‫ﺍﻟﺿﻭء ﻋﻠﻰ ﻗﺩﺭﺍﺕ ﺍﻟﻁﺎﻟﺏ ﺍﻟﻘﻳﺎﺩﻳﺔ ﻭﻣﺩﻯ ﺗﻔﺎﻧﻳﻪ ﻭﺍﻟﺗﺯﺍﻣﻪ‪.‬‬ ‫ﺍﻟﻣﺑﺎﺩ‬ ‫ﻳﻌﻁﻲ‬ ‫ﺍﻟﺻﻧﺩﻭﻕ‪ ،‬ﻭﻷﺑﻌﺩ ﻣﻥ ﺣﺩﻭﺩ ﺍﻟﻣﻧﺎﻓﻊ ﺍﻟﻔﻭﺭﻳﺔ‪ .‬ﺍﻻﺑﺗﻛﺎﺭﺍﺕ‬ ‫ﻟﻁﺎﻟﺏﺍﻟﻌﺎﻟﻡ‬ ‫ﻟﻣﻭﺍﺟﻬﺔ‬ ‫ﻣﻥ ﻣﻥ‬ ‫ﺍﻟﻣﺯﻳﺩ‬ ‫ﺍﻟﺫﻱ ﻳﻛﺳﺑﻪ‬ ‫ﺍﻷﻣﺭ‬ ‫ﺃﻥ‬ ‫ﺍﻻﺳﺗﻌﺩﺍﺩ ﻣﻥ ﺍ‬ ‫ﺍﻟﻣﺗﻭﻗﻊ ﺍﻵﻥ‬ ‫ﻭﺍﻟﺩﺭﺟﺎﺕ‪.‬‬ ‫ﺑﺎﻟﻌﻼﻣﺎﺕ‬ ‫ﻛﻳﻑ‬ ‫ﺍﻟﺩﺭﺍﺳ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﻣﺑﺎﺩﺭﺍﺕ ﻓﻲ‬ ‫‪ 5‬ﺍﻟﺗﻁﻭﻉ‬ ‫‬‫ﺍﻟﺿﻭء‬ ‫ﺗﺳﻠﻁ‬ ‫ﻭﺍﻟﻣﺳﺎﻫﻣﺎﺕ ﺍﻟﺗﻲ‬ ‫ﻟﻠﻁﺎﻟﺏ‪،‬‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‬ ‫ﻳﻣﻛﻥ ﺃﻥ ﺗﻛﻭﻥ ﺟﺯءﺍ ﻣﻧﻬﺎ‪:‬‬ ‫ﻣﺟﺗﻣﻌﻳﺔ‬ ‫ﺍﻟﺣﺻﻭﻝﺧﺎﺭﺝ‬ ‫ﻳﻘﺩﻣﻬﺎ‪ ،‬ﻳﻔﻛﺭ‬ ‫ﺳﺑﺎﻕﺃﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻣﻥ ﻣﻥ‬ ‫ﺍﻹﺿﺎﻓﻳﺔ‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﺗﺗﻁﻠﺏ‬ ‫‪.‬‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺑﻌﺩ‬ ‫ﻣﺎ‬ ‫ﻭﺍﻟﺣﻳﺎﺓ‬ ‫ﺍﻟﺧﺎﺭﺟﻲ‬ ‫ﻣﻣﺎﺭﺳﺔ ﺃﻛﺑﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺣﺩﻭﺩ‬ ‫ﻷﺑﻌﺩ‬ ‫ﺑﺗﻔﻛﻳﺭﻩ‬ ‫ﻳﺫﻫﺏ‬ ‫ﺍﻟﺿﻭ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺗﺗﻁﻠﺏ ﺍﻷﻧﺷﻁﺔ ﺍﻹﺿﺎﻓﻳﺔ ﻣﻥ ﺍﻟﻁﺎﻟﺏ ﺃﻥ ﻳﻔﻛﺭ ﺧﺎﺭﺝ‬ ‫ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ‬ ‫ﺣﺩﻭﺩ‪ .‬ﻳﺷﺟﻊ‬ ‫ﺍﻹﺑﺩﺍﻋﻳﺔ‬ ‫ﺃﻛﺛﺭ‬ ‫ﺍﻻﺑﺗﻛﺎﺭﺍﺕ‬ ‫ﺍﻟﻣﻧﺎﻓﻊ ﺍﻟﻔﻭﺭﻳﺔ‪.‬‬ ‫ﻁﺎﻗﺎﺗﻪ ﻣﻥ‬ ‫ﻋﻠﻰ ﻭﻷﺑﻌﺩ‬ ‫ﺍﻟﺻﻧﺩﻭﻕ‪،‬‬ ‫ﻭﺃﻛﺛﺭ‪،‬ﺍﻟﺣﻳﺎﺓ‪،‬‬ ‫ﻳﺗﻌﻠﻡ ﺩﺭﻭﺱ‬ ‫ﻭﺃﻥ‬ ‫ﻭﺍﻟﺩﺭﺟﺎﺕ‪،‬‬ ‫ﻗﺩﺭ‬ ‫ﻣﺟﻣﻭﻋﺔ ﺑﻳﺋﺔ‬ ‫‬‫ﺍﻟﻣﺑﺎﺩ‬ ‫ﺍﻹﻣﺎﺭﺍﺕﺣﺩﻭﺩ ﺍﻟﻣﻧﺎﻓﻊ ﺍﻟﻔﻭﺭﻳﺔ‪ .‬ﺍﻻﺑﺗﻛﺎﺭﺍﺕ‬ ‫ﺍﻹﻣﺎﺭﺍﺕﻣﻥ‬ ‫ﻭﻷﺑﻌﺩ‬ ‫ﺍﻟﺻﻧﺩﻭﻕ‪،‬‬ ‫ﺍﻟﺗﻲﺗﺣﺩﻱ‬ ‫ﻭﺍﻟﻣﺳﺎﻫﻣﺎﺕﻋﻠﻰ‬ ‫ﺍﻟﻌﻼﻣﺎﺕﺻﺎﺣﺑﻬﺎ‬ ‫ﻟﻠﻁﺎﻟﺏ‪،‬ﻣﺎ‬ ‫ﻣﻥ ﻣﻭﻫﺑﺔ‬ ‫ﺍﻟﺷﺧﺻﻳﺔﺃﻭ‬ ‫ﻣﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ ﺍﻟﺗﻁﻭﻉ‬‫ﺃﻛﺛﺭﺍﻟﺿﻭء‬ ‫ﻧﻔﺳﻪﺗﺳﻠﻁ‬ ‫ﻳﻘﺩﻣﻬﺎ‪،‬‬ ‫ﻋﻧﺩ ﺍﻟﻌﺎﻟﻡ‬ ‫ﻟﻣﻭﺍﺟﻬﺔ‬ ‫ﺍﻻﺳﺗﻌﺩﺍﺩ‬ ‫ﻣﻥ‬ ‫ﺍﻟﻣﺯﻳﺩ‬ ‫ﻳﻛﺳﺑﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻣﺭ‬ ‫‪:‬‬ ‫ﻣﻧﻬﺎ‬ ‫ﺟﺯءﺍ‬ ‫ﺗﻛﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻳﻣﻛﻥ‬ ‫ﻣﺟﺗﻣﻌﻳﺔ‬ ‫ﻣﺑﺎﺩﺭﺍﺕ‬ ‫‪5‬‬ ‫ﻛﻳﻑ‬ ‫ﺍﻟﺿﻭء‬ ‫ﺗﺳﻠﻁ‬ ‫ﻳﻘﺩﻣﻬﺎ‪،‬‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭﺍﻟﻣﺳﺎﻫﻣﺎﺕ‬ ‫ﻟﻠﻁﺎﻟﺏ‪،‬‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‬ ‫ﺗﺗﻁﻠﺏ‬ ‫‪.‬‬ ‫ﺍﻷﺩﺍء‬ ‫ﻣﻥ‬ ‫ﺃﻓﺿﻝ‬ ‫ﻣﺳﺗﻭﻳﺎﺕ‬ ‫ﻳﺣﻘﻕ‬ ‫ﺃﻥ‬ ‫ﻓﻲ‬ ‫ﻣﻧﻪ‬ ‫ﺭﻏﺑﺔ‬ ‫ﺃﻛﺛﺭ ﻋﻠﻰ ﻁﺎﻗﺎﺗﻪ ﺍﻹﺑﺩﺍﻋﻳﺔ‪ .‬ﻳﺷﺟﻊ ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ ﻣﻣﺎﺭﺳﺔ‬ ‫ ﺩﺑﻲ ﺍﻟﻌﻁﺎء‬‫ﺍﻟﺟﺎﻣﻌﺔ‪.‬‬ ‫ﺑﻌﺩ‬ ‫ﻭﺍﻟﺣﻳﺎﺓ‬ ‫ﺍﻟﻣﺗﻘﺩﻡ‬ ‫ﺗﺣﺩﻱﻓﻣﻥ‬ ‫ﺟﺎﻣﻌﺔ‪،‬‬ ‫ﻣﺎ ﻓﻲ‬ ‫ﺍﻟﻘﺑﻭﻝ‬ ‫ﺍﻟﺧﺎﺭﺟﻲﺃﺟﻝ‬ ‫ﺍﻟﺗﻘﺩﻡ ﺃﻭﻣﻥ‬ ‫ﺍﻟﺿﻭ‬ ‫ﻁﺎﻗﺎﺗﻪ‬ ‫ ﺃﻛﺛﺭ ﻋﻠﻰ‬‫ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﻣﺟﻣﻭﻋﺔ ﺑﻳﺋﺔ‬ ‫ﺍﻟﺻﻧ‬ ‫ﻣﺻﻠﺣﺔﻭﺃﻛﺛﺭ‪،‬‬ ‫ﻧﻔﺳﻪ ﺃﻛﺛﺭ‬ ‫ﺻﺎﺣﺑﻬﺎﺃﻱﻋﻠﻰ‬ ‫ﻣﻭﻫﺑﺔ ﻣﺎ‬ ‫ﺍﻹﺑﺩﺍﻋﻳﺔ‪ .‬ﻳﺷﺟﻊ ﺍﻻﺳﺗﻣﺭﺍﺭ ﻓﻲ ﻣﻣﺎﺭﺳﺔ ﻣﻬﺎﺭﺓ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻲﻋﻧﺩﻓﻲ‬ ‫ﺍﻟﻣﻘﺭﺭ‬ ‫ﺧﺎﺭﺝ‬ ‫ﻣﻠﻣﻭﺳﺔ‬ ‫ﻧﺷﺎﻁﺎﺕ‬ ‫ﺫﺍ‬ ‫ﻳﻛﻭﻥ‬ ‫ﺃﻥ‬‫ﺻﺎﺣﺑﻬﺎ ﻋﻠﻰ ﺗﺣﺩﻱ ﻧﻔﺳﻪ ﺃﻛﺛﺭ ﻭﺃﻛﺛﺭ‪،‬‬ ‫ﺻﻧﺩﻭﻕﻣﻭﻫﺑﺔ‬ ‫ﻣﻬﺎﺭﺓ ﺃﻭ‬‫ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﺍﻟﺗﻁﻭﻉ‬ ‫ﺍﻟﺷﺧ‬ ‫ﻣﻥ ﺍﻷﺩﺍء‪.‬‬ ‫ﺃﻓﺿﻝ‬ ‫ﻣﺳﺗﻭﻳﺎﺕ‬ ‫ﻳﺣﻘﻕ‬ ‫ﻓﻲﻓﻲﺃﻥ‬ ‫ﺭﻏﺑﺔ ﻣﻧﻪ‬ ‫ﺍﻟﺣﻳﺎﺓ ﻣﺎﺍﻟﺑﺭﻳﺔ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﻭﻳﺷﺟﻊ‬ ‫ﺟﺎﻣﻌﺔ‪،‬ﻳﻧﻣﻲ‬ ‫ﻳﻣﻛﻥﻭﺑﻣﺎ‬ ‫ﺩﺭﺍﺳﺗﻪ‪،‬‬ ‫ﻣﺑﺎﺩﺭﺍﺕ ﻳﺭﻳﺩ‬ ‫ﻣﻥ ﺍﻟﺫﻱ‬ ‫ﺍﻟﻣﺟﺎﻝ‬ ‫ﻣﺻﻠﺣﺔﻣﻧﻬﺎ‪:‬‬ ‫ﺗﻛﻭﻥ ﺟﺯءﺍ‬ ‫ﺃﻥ‬ ‫‪5‬‬ ‫ﺍﻟﻌﻁﺎءﻓﻲ ﺃﻥ ﻳﺣﻘﻕ ﻣﺳﺗﻭﻳﺎﺕ ﺃﻓﺿﻝ ﻣﻥ ﺍﻷﺩﺍء‪ .‬ﻋﻧﺩ‬ ‫ﺩﺑﻲ ﻣﻧﻪ‬ ‫ ﺭﻏﺑﺔ‬‫ﺃﻛﺛﺭ‬ ‫ﺍﻟﻣﺗﻘﺩﻡ‬ ‫ﻓﻣﻥ‬ ‫ﻣﺟﺗﻣﻌﻳﺔ ﺃﻱ‬ ‫ﺍﻟﻘﺑﻭﻝ ﻓﻲ‬ ‫ﺃﺟﻝ‬ ‫ﺍﻟﺗﻘﺩﻡ‬ ‫ﺗﺗﻁﻠﺏ‬ ‫ﻣﺩﻯ‬ ‫ﻳﻭﺿﺢ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻣﺭ‬ ‫ﺍﻟﻣﺗﻘﺩﻡ‪،‬‬ ‫ﺑﻬﺎ‬ ‫ﻳﺗﻣﺗﻊ‬ ‫ﺍﻟﺗﻲ‬ ‫ﺍﻟﺧﺎﺻﺔ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﺑﻳﺋﺔ‬ ‫ﻣﺟﻣﻭﻋﺔ‬ ‫‬‫ﺍﻹﻧﺳﺎﻧﻳﺔ‬ ‫ﺃﺟﻝ‬ ‫ﻣﻥ‬ ‫ﻫﺎﺑﻳﺗﺎﺕ‬ ‫ﻣﺅﺳﺳﺔ‬ ‫ﺍﻟﺑﺭﻳﺔ ﻓﻲ ﺃﻱ ﺟﺎﻣﻌﺔ‪ ،‬ﻓﻣﻥ ﻣﺻﻠﺣﺔ ﺍﻟﻣﺗﻘﺩﻡ ﺃﻥ ﻳﻛﻭﻥ ﺫﺍ ﻧﺷﺎﻁﺎﺕ ﻣﻠﻣﻭﺳﺔ ﺧﺎﺭﺝ ﺍﻟﻣﻘﺭﺭ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻓﻲ‬ ‫ﺍﻟﺣﻳﺎﺓﺍﻟﻘﺑﻭﻝ‬ ‫ﺻﻧﺩﻭﻕ ﺃﺟﻝ‬ ‫ ‪-‬ﺍﻟﺗﻘﺩﻡ ﻣﻥ‬‫ﻣﻬﺎﺭ‬ ‫ﺍﻟﺻﻧ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﺍﻟﺟﺎﻣﻌﻲ‬ ‫ﺍﻟﺟﻭ‬ ‫ﻭﺑﻣﺎﻓﻲ‬ ‫ﻣﺳﺗﻘﺑﻼ‬ ‫ﺍﻻﻧﺧﺭﺍﻁ‬ ‫ﻗﺩﺭﺗﻪ ﻋﻠﻰ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﻭﻳﺷﺟﻊ‬ ‫ﻳﻧﻣﻲ‬ ‫ﺩﺭﺍﺳﺗﻪ‪،‬‬ ‫ﻳﺭﻳﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻣﺟﺎﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﺍﻟﻣﻘﺭﺭ‬ ‫ﺧﺎﺭﺝ‬ ‫ﻣﻠﻣﻭﺳﺔ‬ ‫ﻧﺷﺎﻁﺎﺕ‬ ‫ﺫﺍ‬ ‫ﺃﻥ ﻳﻛﻭﻥ‬ ‫ﺭﻏﺑﺔ‬ ‫ ﺍﻟﺗﻁﻭﻉ ﻓﻲ ﺍﻹﻣﺎﺭﺍﺕ‬‫ﺍﻟﺷﺧ‬ ‫ﺑﺭﻭﺡ‬ ‫ﻭﺍﻟﻌﻣﻝ‬ ‫ﺍﻟﻌﻁﺎء‬ ‫ﺩﺑﻲ‬ ‫‬‫ﺃﻗﺭﺍﻧﻪ‪.‬ﺍﻷﻣﺭ ﺍﻟﺫﻱ ﻳﻭﺿﺢ ﻣﺩﻯ‬ ‫ﺍﻟﻔﺭﻳﻕﺑﻬﺎﻣﻊﺍﻟﻣﺗﻘﺩﻡ‪،‬‬ ‫ﻳﺗﻣﺗﻊ‬ ‫ﺍﻟﺗﻲ‬ ‫ﺍﻟﺧﺎﺻﺔ‬ ‫ﻳﺭﻳﺩ ﻣﻥ ﺃﺟﻝ‬ ‫ﻫﺎﺑﻳﺗﺎﺕ‬ ‫ﻣﺅﺳﺳﺔ‬ ‫ﺍﻹﻧﺳﺎﻧﻳﺔ ﻳﻧﻣﻲ ﻭﻳﺷﺟﻊ ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﺩﺭﺍﺳﺗﻪ‪ ،‬ﻭﺑﻣﺎ‬ ‫ﺍﻟﺫﻱ‬ ‫ ﺍﻟﻣﺟﺎﻝ‬‫ﺍﻟﺗﻘﺩﻡ‬ ‫ﺃﻛﺛﺭ‬ ‫ﺍﻹﻣﺎﺭﺍﺕﻓﻲ ﺍﻟﺟﻭ ﺍﻟﺟﺎﻣﻌﻲ ﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﺍﻻﻧﺧﺭﺍﻁ ﻣﺳﺗﻘﺑﻼ‬ ‫ﻗﺩﺭﺗﻪ ﻋﻠﻰ‬ ‫ﻣﺟﻣﻭﻋﺔ ﺑﻳﺋﺔ‬ ‫‬‫ﻣﺩﻯ‬ ‫ﻳﻭﺿﺢ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻣﺭ‬ ‫ﺍﻟﻣﺗﻘﺩﻡ‪،‬‬ ‫ﺑﻬﺎ‬ ‫ﻳﺗﻣﺗﻊ‬ ‫ﺍﻟﺗﻲ‬ ‫ﺍﻟﺧﺎﺻﺔ‬ ‫ﻣﻬﺎﺭﻳﻛ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺑﺭﻳﺔ‬ ‫ﺻﻧﺩﻭﻕ‬ ‫‬‫ﻟﺗﺣﻘﻳﻕ ﺍﻟﺳﻌﺎﺩﺓ‪ ،‬ﺑﺟﺎﻧﺏ ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻟﺩﺍﺧﻠﻲ‬ ‫ﺃﻗﺭﺍﻧﻪ‪.‬‬ ‫ﺍﻟﺣﻳﺎﺓﻣﻊ‬ ‫ﺍﻟﺳﻌﻲﺍﻟﻔﺭﻳﻕ‬ ‫ﻳﺳﺎﻋﺩ ﺑﺭﻭﺡ‬ ‫ﻭﺍﻟﻌﻣﻝ‬ ‫ﻗﺩﺭﺗﻪ ﻋﻠﻰ ﺍﻻﻧﺧﺭﺍﻁ ﻣﺳﺗﻘﺑﻼ ﻓﻲ ﺍﻟﺟﻭ ﺍﻟﺟﺎﻣﻌﻲ ﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﺍﻟﻣﺟﺎ‬ ‫ﺭﻏﺑﺔ‬ ‫ﺍﻟﺫﺍﺗﻲ‪ ،‬ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﺍﻟﺛﻘﺔ ﺑﺎﻟﻧﻔﺱ‪ ،‬ﻭﺍﻷﻫﻡ ﻣﻥ‬ ‫ﻭﺍﻟﺗﻁﻭﻳﺭ‬‫ﺍﻟﻌﻁﺎء‬ ‫ﺩﺑﻲ‬ ‫ﻭﺍﻟﻌﻣﻝ ﺑﺭﻭﺡ ﺍﻟﻔﺭﻳﻕ ﻣﻊ ﺃﻗﺭﺍﻧﻪ‪.‬‬ ‫ﺍﻟﺧﺎﺻ‬ ‫ﺍﻟﺗﻘﺩﻡ‬ ‫ﻫﺎﺑﻳﺗﺎﺕ ﻣﻥ‬ ‫ﻣﺅﺳﺳﺔ‬ ‫‬‫ﺍﻟﻭﻓﻳﺭﺓ‬ ‫ﺃﺟﻝﺍﻟﻁﺎﻗﺎﺕ‬ ‫ﺍﺳﺗﻐﻼﻝ‬ ‫ﻣﻥ ﺣﺳﻥ‬ ‫ﺫﻟﻙ‪ ،‬ﻳﺯﻳﺩ‬ ‫ﺍﻟﺩﺍﺧﻠﻳﺔ ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻹﻧﺳﺎﻧﻳﺔﺑﺟﺎﻧﺏ‬ ‫ﺍﻟﺳﻌﺎﺩﺓ‪،‬‬ ‫ﻟﺗﺣﻘﻳﻕ‬ ‫ﺍﻟﺩﺍﺧﻠﻲ‬ ‫ﺍﻟﺳﻌﻲ‬ ‫ﻳﺳﺎﻋﺩ‬ ‫ﻗﺩﺭﺗﻪ‬ ‫ﺃﻥ ﻳﻛ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻳﻌﻛﺱ‬ ‫ﺑﻣﺎ‬ ‫ﺍﻟﺳﻧﻳﺔ‪،‬‬ ‫ﺍﻟﺷﺭﻳﺣﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺑﻬﺎ‬ ‫ﺗﺷﺗﻬﺭ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻋﻠﻰﺍﻟﺑﺭﻳﺔ‬ ‫ﺍﻟﺫﺍﺗﻲ‪،‬ﺍﻟﺣﻳﺎﺓ‬ ‫ﺻﻧﺩﻭﻕ‬ ‫‬‫ﺗﺣﻘﻳﻕ ﺍﻟﺛﻘﺔ ﺑﺎﻟﻧﻔﺱ‪ ،‬ﻭﺍﻷﻫﻡ ﻣﻥ‬ ‫ﻭﺍﻟﺗﻁﻭﻳﺭ‬ ‫ﻭﺍﻟﻌﻣ‬ ‫ﺍﻟﻣﺟﺎ‬ ‫ﻳﺳﺎﻋﺩ ﺍﻟﺳﻌﻲ ﺍﻟﺩﺍﺧﻠﻲ ﻟﺗﺣﻘﻳﻕ ﺍﻟﺳﻌﺎﺩﺓ‪ ،‬ﺑﺟﺎﻧﺏ ﺍﻟﺗﻘﻳﻳﻡ ﺫﻟﻙ‪ ،‬ﻳﺯﻳﺩ ﻣﻥ ﺣﺳﻥ ﺍﺳﺗﻐﻼﻝ ﺍﻟﻁﺎﻗﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ ﺍﻟﻭﻓﻳﺭﺓ‬ ‫ﺍﻟﺧﺎﺻ‬ ‫ﻭﺍﻟﺗﻁﻭﻳﺭ ﺍﻟﺫﺍﺗﻲ‪ ،‬ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﺍﻟﺛﻘﺔ ﺑﺎﻟﻧﻔﺱ‪ ،‬ﻭﺍﻷﻫﻡ ﻣﻥ‬ ‫ﺍﻟﺷﺭﻳﺣﺔﺃﺟﻝ‬ ‫ﻫﺎﺑﻳﺗﺎﺕ ﻣﻥ‬ ‫ﻣﺅﺳﺳﺔ‬ ‫‬‫ﺍﻹﻧﺳﺎﻧﻳﺔ ﻳﻌﻛﺱ ﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺳﻧﻳﺔ‪ ،‬ﺑﻣﺎ‬ ‫ﺑﻬﺎ ﻫﺫﻩ‬ ‫ﺍﻟﺗﻲ ﺗﺷﺗﻬﺭ‬ ‫ﻗﺩﺭﺗﻪ‬ ‫ﺫﻟﻙ‪ ،‬ﻳﺯﻳﺩ ﻣﻥ ﺣﺳﻥ ﺍﺳﺗﻐﻼﻝ ﺍﻟﻁﺎﻗﺎﺕ ﺍﻟﺩﺍﺧﻠﻳﺔ ﺍﻟﻭﻓﻳﺭﺓ‬ ‫ﻳﺳﺎﻋ‬ ‫ﻭﺍﻟﻌﻣ‬ ‫ﺍﻟﺗﻲ ﺗﺷﺗﻬﺭ ﺑﻬﺎ ﻫﺫﻩ ﺍﻟﺷﺭﻳﺣﺔ ﺍﻟﺳﻧﻳﺔ‪ ،‬ﺑﻣﺎ ﻳﻌﻛﺱ ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﺍﻟﺗﻁ‬ ‫‪27‬‬ ‫ﺫﻟﻙ‪،‬‬ ‫ﺍﻟﺗﻲ‬ ‫ﻳﺳﺎﻋ‬

‫اﻹﺿﺎﻓﻴﺔ‬ ‫ﺚ ﻟﻠﻤﻮاد‬ ‫اﻟﺤﺪﻳﺚ ﻟﻠﻤﻮاد اﻹﺿﺎﻓﻴﺔ‬ ‫اﻟﻤﻔﻬﻮم‬ ‫اﻟﺤﺪﻳﺚ ﻟﻠﻤ‬ ‫اﻟﻤﻔﻬﻮم‬ ‫اﻹﺿﺎﻓﻴﺔ‬ ‫اﻟﻤﻔﻬﻮم اﻟﺤﺪﻳﺚ ﻟﻠﻤﻮاد‬

‫اﻟﻤﻔﻬﻮم اﻟﺤﺪﻳﺚ ﻟﻠﻤ‬

ADVERTORIAL

BITS Pilani, Dubai Campus (BPDC), located in the Dubai International Academic City, is the branch campus of the internationally reputed Birla Institute of Technology and Science (BITS) Pilani, India. Set-up in the year 2000, it is one of the largest Institutions in the region exclusively dedicated to Engineering Education. BITS Pilani has been accredited by the National Assessment and Accreditation Council (NAAC), an autonomous body set up by UGC, Government of India with the highest Grade ‘A’. BITS Pilani ranks among the top 10 technical universities of India in the surveys conducted by the India Today, Outlook, The Week-India, Competition Success Review and Dataquest.

Top University for Engineering and Technology Education

The Dubai Campus offers B.E. (Hons.), M.E., M.B.A. and Ph.D. programmes in various engineering and allied disciplines with a student strength of about 1500 students including several students from India and other countries coming to study in the Dubai Campus. Students acquire best quality education in an international environment with state-of-art academic infrastructure from well-experienced, highly qualified and dedicated faculty and research facilities. The Institute also has collaboration with over 400 reputed companies across UAE to offer internship to its students. Nearly 3000 students have graduated from the campus till date and the Alumni have done exceptionally well in all spheres of life. They are holding leading positions in diverse fields across the world with more than 1000 leading companies having recruited the Dubai Campus graduates. More than 80 globally prestigious universities have admitted the Alumni for higher studies. Many Alumni are also successful entrepreneurs. BITS Pilani, Dubai Campus is headed by Prof. R,N. Saha in the capacity of Director. Dr. R,N. Saha’s career spans over 33 years at BITS Pilani, marked by distinct academic and administrative achievements. For more information on BITS Pilani, Dubai Campus visit: www.bits-pilani.ac.in/dubai

DIAC Committed to Supporting Individuals through Stages of the Education Lifecycle Various initiatives such as ‘DIAC Open Day’ continue to be a forum for students to engage and interact

midst the growing importance of matching an individual’s skills with the market needs, Dubai International Academic City (DIAC) has launched various initiatives aimed at supporting individuals through the life cycle of education. This sequence begins when prospective students assess their higher education opportunities, and then begin to make decisions on which career path to follow, to students seeking internship opportunities, to finally becoming alumni seeking appropriate job placements. One of those initiatives is the DIAC Open Day – the DIAC University and Career Guidance Day, which has recently taken place. It was aimed to provide a common platform for higher education service providers, students and parents to interact and explore various career areas and higher education options available. The event was set to help identify the relevant skills of students, by interacting and engaging with them to identify their talents, interests and skill sets. Besides identifying individual capabilities and academic offerings, DIAC also supports students by identifying industry needs, which help students align their personal interests and values to find their most suitable career path. The Open Day is part of a series of initiatives 30

organised by DIAC, such as the DIAC Career Fair, which brings together students, graduates and leading corporations, guiding graduates on the most effective job search and interview techniques, and offer potential employers the opportunity to get closer to the most relevant talent. Dr. Ayoub Kazim, Managing Director of Dubai International Academic City and Dubai Knowledge Village said:

“We are committed to creating engaging, relevant and personalised learning experiences that mirror students’ daily lives and the reality of their futures. We must empower students to take control of their own learning by engaging with them to become active and responsible, enabling them to make their own choices. Current and future market needs must be a core building block of our nation’s drive to implement effective education systems. Through our initiatives we constantly gather

and sharpen data for continuous improvement, data that is relevant to individuals throughout their various educational stages to ensure we transform students to successful learners, creating responsible citizens and effective contributors. Student-centric learning and employability are vital to tracking activities which our institutions have put in place. We constantly work towards improving our students’ experience to ensure graduates are successfully integrated into the labour market.” Events such as DIAC Open Day, along with DIAC’s other initiatives and studies, are valuable to governmental institutions, private sector organisations, academic institutions, and other stakeholders looking to advance the UAE’s future talent pool in diverse capacities. Livia Fama, Teaching and Learning Centre Coordinator/Adjunct Lecturer at Murdoch University Dubai, supports this commenting:

“We work hard to provide individual assistance and support to students with resume and cover letter writing, interview skills and job-search strategies, giving them the tools to transform their theoretical knowledge into real-life experience gained through an internship or full-time job opportunity. DIAC has supported our efforts and provided our students with many employment opportunities. Their initiatives and support help reinforce the importance of implementing academic knowledge acquired by students to the professional world they will become part of as alumni.” Adding to that, Shruti Jeevaraj, Placement Officer and Industry Partner, Manipal University, Dubai, supports introducing students to their career perspectives at early stages of their education in order to ensure a right choice has been made. She adds on saying:

“Initiatives such as these help students make informed career decisions right at the onset. They

get the opportunity to interact with people from various disciplines, understand the career options and hence opt for the right degree based on their skills and competencies. Such initiatives help students understand all aspects of the coursework and be fully prepared before they graduate.” The final stage of the education lifecycle is assisting the students in finding suitable employment. After the student carefully decides their career path, being made aware of the market requirements, and studying in an engaging learning environment, students will be ready to face the professional world upon their graduation. At Manipal University, alumni are invited as guest speakers for their respective discipline. This helps in bridging the gap between university curriculum and industry needs. Their alumni also happen to be their first choice to help students get internship opportunities. Another academic partner of DIAC; Amity University, Dubai, has forged a very strong partnership with its alumni from the campuses in India who are currently employed in the UAE. Through their annual alumni meet, current students are able to meet and interact with alumni and learn from their professional experiences. Alumni also participate in the Student Placement Process, which include mock interviews and interactive forums, supporting a successful career progression. S P Jain School of Global Management (S P Jain), one of DIAC’s academic partners, was ranked first in the UAE by Nielsen in its Salary Audit Topline Report 2014, which indicates that the school’s MBA graduates received the highest salaries in the UAE on graduation. The findings were drawn from a salary audit conducted by Nielsen of fresh management graduates who have been placed within various companies in the UAE. Nielsen reported that S P Jain graduates enjoy starting salaries 45% higher than their peers from other UAE universities, which is driven by their remarkable workplace performance. 31

Accreditation T

According to the he KhaleejTimes reports that in in the profession. Involvement June, 2014, the UAE has more in an ongoing accreditation University Word than 100 private education protocol fosters excellence and News, the U.A.E providers in the higher education has more than 100 ongoing improvement in an sector and a total of 433 international institution. Departments not higher education schools. The Emirates currently has only need to establish a vision institutions more than 48,000 college students of the future but also needs to enrolling some from over 60 different countriesâ&#x20AC;&#x2122;.With determine specific objectives such a variety of options, students and for reaching that vision. It is a 120,000 students, guardians are spoilt for choice and systematic process and everyone with about 37 consequently run the risk of making a in the system is accountable. international misguided judgment. Confirming the In UAE, two main bodies are branch campuses accreditation of an institution will go entrusted with this task based from 11 countries a long way in ascertaining the validity on the nature of the institution. catering largely of the university being considered. The first is the Commission of Accreditation is a voluntary, Academic Accreditation (CAA), to expats. independent review of educational Ministry of Higher education. As programs to determine that the education per the CAA website, U.A.E currently has seventy provided is of uniform and sound quality. five licensed Institutions and seven hundred and Being granted an accreditation ensures that the ninety nine accredited programmes. The CAA institution has met the set standards of quality is involved in regulating licensure. Licensure determined by the accrediting organization. signifies that the institution has a mission A college or universityâ&#x20AC;&#x2122;s accreditation is appropriate to higher education and possesses maintained by continued adherence to the the governance structure, by-laws, regulations, set criteria.Accreditation reviews include self- policies and procedures, physical and financial evaluations, peer-reviews, committee-reviews, resources, academic programs, faculty and other and the development of in-depth strategic personnel, and quality assurance measures plans. They also include reviews of a schoolâ&#x20AC;&#x2122;s sufficient to accomplish its mission. Licensure mission, faculty qualifications, and curricula. applies to the entire institution and all its For both prospective students and their activities. In order to be licensed, the institution families, accreditation provides the assurance must meet ten standards and their criteria that that the program in which you are enrolled in cover all major institutional activities. In UAE, or are considering enrollment, is engaged in licensure is initially granted for up to five years, continuous review and improvement of quality after which the institution applies to renew its and that it meets nationally endorsed standards license, which must be done every five years. 32

A licensed institution is required to identify its status as licensed by the Ministry in all documents and advertising and to comply with the Commissionâ&#x20AC;&#x2122;s requirement for reporting data annually. The second regulating body is the Knowledge and Human Development Authority (KHDA). In June 2011, the Government of Dubai issued Resolution 21 concerning higher education institutions based in Dubai Free Zones. This important milestone in the development of higher education, established the KHDA as the

regulator of institutions in the Dubai Free Zones. Higher education institutions in Dubai are either federal institutions, branch campuses of international universities or private universities located inside or outside Free Zones. Federal institutions mainly cater to Emirati students seeking tertiary qualifications. Private universities are accredited by the Ministry of Higher Education and Scientific Research while international branch campuses in Free Zones, if not accredited federally, have their quality assured by KHDA.The KHDA also authorizes certain off-shoots to carry out the quality check mandatory to the accreditation process.The University Quality Assurance International Board (UQAIB) was established by KHDA to assure the quality of education at higher education institutions in the Free Zones. UQAIB uses a validation model to ensure that the academic programme delivered in Dubai is the same accredited programme taught at the institution’s home campus. All higher education institutions located in Dubai’s Free zones must undergo the UQAIB quality assurance process. In addition to quality assurance, KHDA is responsible for collecting data as well as the certification of academic qualifications. Students who graduate from higher education institutions in the Free Zones will have their degrees certified by KHDA for employment and other purposes. Securing a place at the Masters level or for a Doctoral programme, can be facilitated when the degree is from a recognized institution. The CAA web site has the complete list of all the institutions that have been granted licensure under the Ministry of Higher education and scientific research. Information on the accredited programmes and links to the institutions are also available so that you can do your research before enrolling in a local institution. The KHDA website, www.khda.gov.ae has information on institutions in the Free Zones in Dubai. 34

Besides the CAA and the KHDA,some local institutions offer courses accredited by international bodies. ABET. Inc.,for example, accredits college and university programs in applied science, computing, engineering, and technology. One of the most respected accreditation organizations in the U.S., ABET has provided leadership and quality assurance in higher education for over 75 years.ABET accredits over 3,100 programs at more than 600 colleges and universities worldwide.(Source – ABET website) Similarly, The Assn. offers its services to advance collegiate schools of business, AACSB provides internationally recognized, specialized accreditation for business and accounting programs at the Bachelor’s, Master’s, and Doctoral level. The AACSB Accreditation Standards challenge post-secondary educators to pursue excellence and continuous improvement throughout their business programs. KHDA statistics record 26 international universities, 25 local institutions, 3 Federal institutions and 3 vocational higher education institutions, making the total 57 in Dubai. Nearly all of the international universities are international branch campuses, which provide an accredited degree from the home institution. These institutions are from ten countries (Australia, UK, USA, India, Russia, Iran, Pakistan, France, Ireland and Lebanon. The number of students studying higher education in Dubai continues to grow. The total of 52,586 students, including both full-time and part-time students, represents a healthy 9.4 per cent increase from last year’s total, which is above the long term trend of 7 per cent year-on-year growth over the last five years. The norms of accreditation and licensure ensure the legitimacy of a course and ensure that the student receive and reap from the best education that the country can offer. Source: www.caa.ae; www.khda.gov.ae www.aacsb.edu; www.abet.org

MURDOCH UNIVERSITY

CREATING FUTURE LEADERS Murdoch University is one of the leading universities in the United Arab Emirates, offering internationally recognised courses Murdoch University is a research-led university with a reputation for world-class research in select areas of knowledge. Its researchers engage with significant social and scientific challenges of our time that include: climate change, food security and production, infectious diseases, mental health, politics and governance. Additionally, the University has a reputation for excellence in teaching fuelled by an enthusiasm for research and the dissemination of new knowledge for the benefit of communities both locally and abroad. Named after prominent Australian academic and essayist Sir Walter Murdoch, the University began operations as Western Australiaâ&#x20AC;&#x2122;s second university in 1973, and accepted its first students in 1975.

Murdoch University aims to create leaders, innovative thinkers and problem solvers who will make a difference, wherever they may work in whatever role they occupy. Currently the University has more than 19,000 students and 1,400 staff working together to build the foundations for a better, more sustainable world where there is equity and social justice, sufficient food for all and where the processes that contribute to health and ill health are understood and controlled.

The campus is located at Dubai International Academic City which is a key tertiary education hub in the region. It houses world class TV and radio studios, newsrooms, advance editing suites and more. As a proud Australian university, Murdoch is making significant contributions to the development of skills and knowledge in the UAE.

The Murdoch home campus is located in Perth, Western Australia. The University has branch campuses in the cities of Rockingham and Mandurah in Western Australia and a strong international presence in both Singapore and Dubai. Murdoch University Dubai was established in 2008 to cater for the expanding Dubai Media, Education and Financial sectors, and support Dubaiâ&#x20AC;&#x2122;s ambitions in providing an ongoing reserve of regional graduates connected to the demands of the regionâ&#x20AC;&#x2122;s booming industries. The campus offers degree programs in Commerce, IT and Media and postgraduate programs in Business, Human Resource Management and Education. The local Degree programs are fully compatible with those offered in Perth and carry full Australian accreditation as well as being certified by the Knowledge and Human Development Authority (KHDA), Government of Dubai. Aspire Murdoch, visit www.murdochdubai.ac.ae or contact our Student Centre on 04 4355700.

‫اﻟﺘﻮﺛﻴﻖ واﻻﻋﺘﻤﺎد ﻓﻲ‬

‫ﻋﺘﻤﺎد ﻓﻲ اﻹﻣﺎرات‬

‫اﻟﺘﻮﺛﻴﻖ‬

‫اﻹﻣﺎراتﺑﻤﺜﺎﺑﺔ اﻟﻤﺮاﺟﻌﺔ اﻟﻤﻌﺘﻤﺪة ﻟﻠﺒﺮاﻣﺞ‬ ‫ﻓﻲ واﻻﻋﺘﻤﺎد ﻫﻮ‬ ‫واﻻﻋﺘﻤﺎداﻟﺘﻮﺛﻴﻖ‬

‫اﻟﺘﻮﺛﻴﻖ واﻻﻋﺘﻤﺎد ﻓﻲ اﻹﻣﺎرات‬

‫ﻤﺪة ﻟﻠﺒﺮاﻣﺞ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﺘﺄﻛﻴﺪ ﻋﻠﻰ أن اﻟﺘﻌﻠﻴﻢ اﻟﻤﻘﺪم‬

‫ﻣﻮﺣﺪ وﻋﺎﻟﻲ اﻟﺠﻮدة‪ .‬اﻟﺤﺼﻮل ﻋﻠﻰ اﻻﻋﺘﻤﺎد واﻟﺘﻮﺛﻴﻖ ﻳ‬

‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﻣﻌﺎﻳﻴﺮ اﻟﺠﻮدة اﻟﺘﻲ ﺗﺤﺪدﻫﺎ اﻟﻤﻨﻈﻤﺔ اﻟﺘﻲ‬

‫اﻟﺘﻮﺛﻴﻖ واﻻﻋﺘﻤﺎد ﻫﻮ ﺑﻤﺜﺎﺑﺔ اﻟﻤﺮاﺟﻌﺔ اﻟﻤﻌﺘﻤﺪة ﻟﻠﺒﺮاﻣﺞ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﺘﺄﻛﻴﺪ ﻋﻠﻰ أن اﻟﺘﻌﻠﻴﻢ اﻟﻤﻘﺪم‬ ‫ﺎد واﻟﺘﻮﺛﻴﻖ ﻳﻀﻤﻦ أن اﻟﻤﻌﻬﺪ اﻟﻌﻠﻤﻲ ﻳﻠﺒﻲ ﻣﺘﻄﻠﺒﺎت أو ﺟﺎﻣﻌﺔ ﻣﺮﻫﻮن ﺑﺘﻤﺴﻜﻬﺎ ﺑﻤﻌﺎﻳﻴﺮ اﻟﺠﻮدة اﻟﻤﺤﺪدة‪.‬‬ ‫ﻛﻠﻴﺔ واﻟﺘﻮﺛﻴﻖ ﻳﻀﻤﻦ أن اﻟﻤﻌﻬﺪ اﻟﻌﻠﻤﻲ ﻳﻠﺒﻲ ﻣﺘﻄﻠﺒﺎت‬ ‫اﻻﻋﺘﻤﺎد‬ ‫اﻟﺤﺼﻮل ﻋﻠﻰ‬ ‫ﻋﺎﻟﻲ اﻟ‬ ‫ﻣﻮﺣﺪ و‬ ‫اﻋﺘﻤﺎد أي‬ ‫ﺠﻮدة‪.‬اﺳﺘﻤﺮار‬ ‫وﺗﻮﺛﻖ‪.‬‬ ‫ﺗﻌﺘﻤﺪ‬ ‫ﻟﻤﻨﻈﻤﺔ اﻟﺘﻲ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﻣﻌﺎﻳﻴﺮ اﻟﺠﻮدة اﻟﺘﻲ ﺗﺤﺪدﻫﺎ اﻟﻤﻨﻈﻤﺔ اﻟﺘﻲ ﺗﻌﺘﻤﺪ وﺗﻮﺛﻖ‪ .‬اﺳﺘﻤﺮار اﻋﺘﻤﺎد أي ﻛﻠﻴﺔ‬

‫اﻟﻤﺤﺪدة‪.‬‬

‫اﻟﻤ‬ ‫ﺿﻣﺎﻥ أن‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺘﺄﻛﻴﺪ‬ ‫اﻟﻤﻌﺘﻤﺪة ﻟ‬ ‫اﻟﻤﺮاﺟﻌﺔ‬ ‫ﺑﻤﺜﺎﺑﺔ‬ ‫ﻤﺤﺪدة‬ ‫اﻟﺠﻮدة اﻟ‬ ‫ﺑﺘﻤﺴﻜﻬﺎ ﺑﻤﻌﺎﻳﻴﺮ‬ ‫ﺟﺎﻣﻌﺔ ﻣﺮﻫﻮن‬ ‫ﻫﻮ أو‬ ‫ﺍﻟﺟﻭﺩﺓ ﻣﻥ‬ ‫ﻻﺧﺗﺑﺎﺭﺍﺕ‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺧﺿﻭﻉ‬ ‫ﻠﺒﺮاﻣﺞ‪ .‬ﻣﻧﺎﻁﻕ ﺩﺑﻲ ﺍﻟﺣﺭﺓ‬ ‫ﻓﻲ‬ ‫اﻟﺘﻌﻠﻴﻢﻓﻲ ﺩﻭ‬ ‫‪.UQAIB‬‬

‫ﺍﻟﻣﻬﻣﺔ‪،‬‬

‫ﻮدة‪ .‬اﻟﺤﺼﻮل ﻋﻠﻰ اﻻﻋﺘﻤﺎد واﻟﺘﻮﺛﻴﻖ ﻳﻀﻤﻦ أن اﻟﻤﻌﻬﺪ اﻟﻌﻠﻤﻲ ﻳﻠﺒﻲ ﺍﻻﻋﺗﻣﺎ‬ ‫ﻣﺘﻄ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻫﻳﺋﺔ ﺍﻟﻣﻌﺭﻓﺔ ﻣﺳﺅﻭﻟﺔ ﻋﻥ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬ ‫ﻥ‬ ‫ﻓﻲ ﺩﻭﻟﺔ ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺭﺑﻳﺔ ﺍﻟﻣﺗﺣﺩﺓ‪ ،‬ﺗﺿﻁﻠﻊ ﺟﻬﺗﺎﻥ ﺭﺋﻳﺳﻳﺗﺎﻥ ﺑﻬﺫﻩ‬

‫ﺍﻹﻣﺎﺭﺍ‬ ‫ﻓﻲ ﻣﻧﺎﻁﻕ ﺩﺑﻲ ﺍﻟﺣﺭﺓ ﺍﻟﺧﺿﻭﻉ ﻻﺧﺗﺑﺎﺭﺍﺕ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ ﻣﻥ‬ ‫ﻓﻲ ﺩﻭﻟﺔ ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺭﺑﻳﺔ ﺍﻟﻣﺗﺣﺩﺓ‪ ،‬ﺗﺿﻁﻠﻊ ﺟﻬﺗﺎﻥ ﺭﺋﻳﺳﻳﺗﺎﻥ ﺑﻬﺫﻩ‬ ‫ﻭﻛﺫﻟﻙ ﻋﻥ ﺗﻭﺛﻳﻕ ﻭﺍﻋﺗﻣﺎﺩ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‪ .‬ﺍﻟﻁﻼﺏ ﺍﻟﺫﻳﻥ‬ ‫ﺍﻟﻣﻬﻣﺔ‪ ،‬ﻭﻓﻘﺎ ﻟﻁﺑﻳﻌﺔ ﻛﻝ ﺗﻭﺛﻳﻕ ﻭﺍﻋﺗﻣﺎﺩ‪ .‬ﺍﻟﺟﻬﺔ ﺍﻷﻭﻟﻰ ﻫﻲ ﻫﻳﺋﺔ‬ ‫ﻭ‪799‬‬ ‫‪.UQAIB‬‬ ‫ﺍﻟﻣﻬﻣﺔ‪ ،‬ﻭﻓﻘﺎ ﻟﻁﺑﻳﻌﺔ ﻛﻝ ﺗﻭﺛﻳﻕ ﻭﺍﻋﺗﻣﺎﺩ‪ .‬ﺍﻟﺟﻬﺔ ﺍﻷﻭﻟﻰ ﻫﻲ ﻫﻳﺋﺔ‬ ‫ﺗﺧﺭﺟﻭﺍ ﻣﻥ ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺍﻟﻣﻧﺎﻁﻕ ﺍﻟﺣﺭﺓ ﺳﺗﻛﻭﻥ‬ ‫ﺍﻻﻋﺗﻣﺎﺩ ﺍﻷﻛﺎﺩﻳﻣﻲ )‪ ،(CAA‬ﺍﻟﺗﺎﺑﻌﺔ ﻟﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‪ .‬ﻟﺩﻯ ﺩﻭﻟﺔ‬ ‫ﻋﻣﻠﻳﺎﺕ‬ ‫ﺍﻻﻋﺗﻣﺎﺩ ﺍﻷﻛﺎﺩﻳﻣﻲ )‪ ،(CAA‬ﺍﻟﺗﺎﺑﻌﺔ ﻟﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‪ .‬ﻟﺩﻯ ﺩﻭﻟﺔ‬ ‫ﺕ‬ ‫ﻳﺿﻡ‬ ‫ﺷﻬﺎﺩﺍﺕ ﺗﺧﺭﺟﻬﻡ ﻣﻌﺗﻣﺩﺓ ﻭﻣﻭﺛﻘﺔ ﻣﻥ ﻗﺑﻝ ﻫﻳﺋﺔ ﺍﻟﻣﻌﺭﻓﺔ‪ ،‬ﻭﺍﻟﺗﻲ‬ ‫ﻣﺭﺧﺻﺔ‬ ‫ﺣﺎﻟﻳﺎ ﺧﻣﺱ‬ ‫ﺿﻣﺎﻥﺍﻟﻣﺗﺣﺩﺓ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﻣﺅﺳﺳﺔ ﺍﻟﺑﻳﺎﻧﺎﺕ‬ ‫ﻭﺳﺑﻌﻳﻥﻋﻥ ﺟﻣﻊ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ ﻣﺳﺅﻭﻟﺔ‬ ‫ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻫﻳﺋﺔ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﻟﺩﻳﻬﺎ ﻣ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺭﺑﻳﺔ ﺍﻟﻣﺗﺣﺩﺓ ﺣﺎﻟﻳﺎ ﺧﻣﺱ ﻭﺳﺑﻌﻳﻥ ﻣﺅﺳﺳﺔ ﻣﺭﺧﺻﺔ‬ ‫ﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﺎﺻﻠﺔ‬ ‫ﺍﻟﻣﺅﺳﺳﺎﺕ‬ ‫ﺟﻣﻳﻊ‬ ‫ﻟ‬ ‫ﻛﺎﻣﻠﺔ‬ ‫ﻗﺎﺋﻣﺔ‬ ‫ﺍﻧﺗﺭﻧﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻣﻭﻗﻌﻬﺎ‬ ‫ﺗﻧﻅﻳﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻲ‬ ‫ﺍﻻﻋﺗﻣﺎﺩ‬ ‫ﻫﻳﺋﺔ‬ ‫ﺷﺎﺭﻙ‬ ‫ﺗ‬ ‫‪.‬‬ ‫ﻣﻌﺗﻣﺩﺓ‬ ‫ﺑﺭﺍﻣﺞ‬ ‫‪799‬‬ ‫ﻭ‬ ‫ﺍﻟﺫﻳﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫‪.‬‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﺍﻟﻣﺅﻫﻼﺕ‬ ‫ﻭﺍﻋﺗﻣﺎﺩ‬ ‫ﺗﻭﺛﻳﻕ‬ ‫ﻋﻥ‬ ‫ﻭﻛﺫﻟﻙ‬ ‫ﻭﺍﻹﺟﺭ‬ ‫ﻭ‪ 799‬ﺑﺭﺍﻣﺞ ﻣﻌﺗﻣﺩﺓ‪ .‬ﺗﺷﺎﺭﻙ ﻫﻳﺋﺔ ﺍﻻﻋﺗﻣﺎﺩ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻓﻲ ﺗﻧﻅﻳﻡ‬ ‫ﻥ‬ ‫ﺍﻟﺣﺭﺓﺃﻥ ﺳﺗﻛﻭﻥ‬ ‫ﺍﻟﻌﺎﻟﻲ ﻓﻲ‬ ‫ﻣﺅﺳﺳﺎﺕ‬ ‫ﻋﻣﻠﻳﺎﺕﺍ ﻣﻥ‬ ‫ﺗﺧﺭﺟﻭ‬ ‫ﺗﺗﻭﻓﺭ‬ ‫ﺍﻟﻌﻠﻣﻲ‪.‬‬ ‫ﻭﺍﻟﺑﺣﺙ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‬ ‫ﺇﺷﺭﺍﻑ ﻭﺯﺍﺭﺓ‬ ‫ﻋﻣﻠﻳﺎﺕﺗﺣﺕ‬ ‫ﺗﺭﺧﻳﺹ‬ ‫ﺍﻟﻣﺅﺳﺳﺔ‬ ‫ﺍﻟﻣﻧﺎﻁﻕ ﻋﻠﻰ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ ﻳﺩﻝ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﻋﻠﻰ‬ ‫ﺍﻟﺣﺻﻭﻝ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‪.‬‬ ‫ﺍﻟﻣﺅﺳﺳﺔ‬ ‫ﻋﻠﻰ ﺃﻥ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ ﻳﺩﻝ‬ ‫ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‪.‬‬ ‫ﻫﻳﺋﺔ ﺍ‬ ‫ﻡ‬ ‫ﻳﺿﻡ‬ ‫ﻭﺍﻟﺗﻲ‬ ‫‪،‬‬ ‫ﺍﻟﻣﻌﺭﻓﺔ‬ ‫ﻫﻳﺋﺔ‬ ‫ﻗﺑﻝ‬ ‫ﻣﻥ‬ ‫ﻭﻣﻭﺛﻘﺔ‬ ‫ﻣﻌﺗﻣﺩﺓ‬ ‫ﺗﺧﺭﺟﻬﻡ‬ ‫ﺷﻬﺎﺩﺍﺕ‬ ‫ﺑﺣﻳﺙ‬ ‫ﺍﻟﻣﻌﺗﻣﺩﺓ‪،‬‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‬ ‫ﻭﺍﻟﻣﻌﺎﻫﺩ‬ ‫ﺍﻟﺑﺭﺍﻣﺞ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻓﻳﺔ‬ ‫ﻣﻌﻠﻭﻣﺎﺕ‬ ‫ﻛﺫﻟﻙ‬ ‫ﻭﺍﻟﺳﻳﺎﺳﺎﺕ‬ ‫ﻭﺍﻷﻧﻅﻣﺔ‬ ‫ﺍﻟﻘﻭﺍﻧﻳﻥ‬ ‫ﻭﺗﻣﺗﻠﻙ‬ ‫ﺍﻟﻌﺎﻟﻲ‬ ‫ﻟﺗﻌﻠﻳﻡ‬ ‫ﺍ‬ ‫ﺗﻧﺎﺳﺏ‬ ‫ﻣﻬﻣﺔ‬ ‫ﻟﺩﻳﻬﺎ‬ ‫ﻟﺩﻳﻬﺎ ﻣﻬﻣﺔ ﺗﻧﺎﺳﺏ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻭﺗﻣﺗﻠﻙ ﺍﻟﻘﻭﺍﻧﻳﻥ ﻭﺍﻷﻧﻅﻣﺔ ﻭﺍﻟﺳﻳﺎﺳﺎﺕ‬ ‫ﺍﻟﻛﺎﻓﻳﺔ‬ ‫ﻰ‬ ‫ﺍﻟﺣﺎﺻﻠﺔ ﻋﻠﻰ‬ ‫ﻛﺎﻣﻠﺔ ﻟ‬ ‫ﻭﺍﻟﻣﻭﺍﺭﺩﻗﺎﺋﻣﺔ‬ ‫ﻭﺍﻹﺟﺭﺍءﺍﺕ‪ ،‬ﺍﻧﺗﺭﻧﺕ‬ ‫ﻣﻭﻗﻌﻬﺎ ﻋﻠﻰ‬ ‫ﻋﻧﻭﺍﻥ‬ ‫ﻭﺍﻟﺑﺭﺍﻣﺞﻣﻌﻬﺩ‬ ‫ﻭﺍﻟﻣﺎﻟﻳﺔ‪،‬ﺟﺎﻣﻌﺔ ﺃﻭ‬ ‫ﺍﻟﺗﺳﺟﻳﻝ ﻓﻲ‬ ‫ﻭﺍﻹﺟﺭﺍءﺍﺕ‪،‬ﺑﻧﻔﺳﻙ‬ ‫ﻳﻣﻛﻧﻙ ﺍﻟﺑﺣﺙ‬ ‫ﻭﺃﻋﺿﺎء‬ ‫ﺍﻟﻣﺅﺳﺳﺎﺕﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﺟﻣﻳﻊ ﻭﺍﻟﺑﺭﺍﻣﺞ‬ ‫ﻭﺍﻟﻣﺎﻟﻳﺔ‪،‬‬ ‫ﺍﻟﻣﺎﺩﻳﺔ‬ ‫ﻣﺣﻠﻲ‪.‬ﻭﺃﻋﺿﺎء‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻗﺑﻝ ﺍﻟﻣﺎﺩﻳﺔ‬ ‫ﻭﺍﻟﻣﻭﺍﺭﺩ‬ ‫ﻭﺟﻣﻳﻊ‬ ‫ﺭ‬ ‫ﺗﺗﻭﻓﺭ‬ ‫‪.‬‬ ‫ﺍﻟﻌﻠﻣﻲ‬ ‫ﻭﺍﻟﺑﺣﺙ‬ ‫ﺍﻟﻌﺎﻟﻲ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﺇﺷﺭﺍﻑ‬ ‫ﺗﺣﺕ‬ ‫ﺗﺭﺧﻳﺹ‬ ‫ﺍﻟﺗﺩﺭﻳﺱ ﻭﻏﻳﺭﻫﻡ‬ ‫ﺍﻟﺟﻭﺩﺓ‪:‬‬ ‫ﺿﻣﺎﻥ ﻫﻭ‬ ‫ﻭﺇﺟﺭﺍءﺍﺕﺍﻹﻧﺗﺭﻧﺕ‬ ‫ﺍﻟﻣﻭﻅﻔﻳﻥ‪،‬ﺷﺑﻛﺔ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ ﻣﻥ ﻋﻠﻰ‬ ‫ﻫﻳﺋﺔ ﻫﻳﺋﺔ‬ ‫ﻣﻭﻗﻊ‬ ‫ﻫﻳﺋﺔ ﺍﻟﺗﺩﺭﻳﺱ ﻭﻏﻳﺭﻫﻡ ﻣﻥ ﺍﻟﻣﻭﻅﻔﻳﻥ‪ ،‬ﻭﺇﺟﺭﺍءﺍﺕ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ‬ ‫ﺍﻟﻣﺅﺳﺳ‬ ‫ﻟﻣﺅﺳﺳﺔﺑﺣﻳﺙ‬ ‫ﺍﻟﻣﻌﺗﻣﺩﺓ‪،‬‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‬ ‫ﻭﺍﻟﻣﻌﺎﻫﺩ‬ ‫ﺍﻟﺑﺭﺍﻣﺞ‬ ‫ﻣﻬﻣﺗﻬﺎﻋﻥ‬ ‫ﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻓﻳﺔ‬ ‫ﻛﺫﻟﻙ‬ ‫ﺙ‬ ‫ﻟﻣﺅﺳﺳﺔ ﺑﺄﻛﻣﻠﻬﺎ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ ﻋﻠﻰ‬ ‫‪www.khda.gov.ae‬ﺑﻧﺟﺎﺡ‪.‬‬ ‫ﺍﻟﻛﺎﻓﻳﺔ ﻹﻧﺟﺎﺯ ﻣﻬﻣﺗﻬﺎ‬ ‫ﺟﺎﻣﻌﺎﺕ‬ ‫ﻣﻌﻠﻭﻣﺎﺕ ﺍ ﻋﻥ ﺍﻟ‬ ‫ﻳﻧﻁﺑﻕ ﻋﻠﻰ‬ ‫ﻭﻳﺣﺗﻭﻱ‬ ‫ﺑﺄﻛﻣﻠﻬﺎ‬ ‫ﻋﻠﻰ ﺍ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‬ ‫ﻳﻧﻁﺑﻕ‬ ‫ﺑﻧﺟﺎﺡ‪.‬‬ ‫ﺍﻟﻛﺎﻓﻳﺔ ﻹﻧﺟﺎﺯ‬ ‫ﺍﻷﻧﺷﻁ‬ ‫ﻳﻣﻛﻧﻙ ﺍﻟﺑﺣﺙ ﺑﻧﻔﺳﻙ ﻗﺑﻝ ﺍﻟﺗﺳﺟﻳﻝ ﻓﻲ ﺟﺎﻣﻌﺔ ﺃﻭ ﻣﻌﻬﺩ ﻣﺣﻠﻲ‪ .‬ﻋﻧﻭﺍﻥ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺟﺏ‬ ‫ﺗﺭﺧﻳﺹ‪،‬‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﺻﻭﻝ‬ ‫ﺃﺟﻝ‬ ‫ﻣﻥ‬ ‫‪.‬‬ ‫ﺃﻧﺷﻁﺗﻬﺎ‬ ‫ﻭﺟﻣﻳﻊ‬ ‫ﺍﻟﺣﺭﺓ ﻓﻲ ﺩﺑﻲ‪.‬‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻣﻧﺎﻁﻕ‬ ‫ﻌﺎﻫﺩ ﺍﻷﻛﺎﺩﻳﻣﻳﺔ ﻓﻲ‬ ‫ﺗﺭﺧﻳﺹ‪ ،‬ﻳﺟﺏ ﻋﻠﻰﻓﻲ ﻭﺍﻟﻣ‬ ‫ﻋﻠﻰ‬ ‫ﺿﻣﺎﻥﺍﻟﺣﺻﻭﻝ‬ ‫ﻻﺧﺗﺑﺎﺭﺍﺕ ﻣﻥ ﺃﺟﻝ‬ ‫ﻥﺧﺿﻭﻉ ﻭﺟﻣﻳﻊ ﺃﻧﺷﻁﺗﻬﺎ‪.‬‬ ‫ﻣﻥ‬ ‫ﺍﻟﺟﻭﺩﺓ‬ ‫ﺍﻟﻣﺗﺣﺩﺓ‪ ،‬ﺗﺿﻁﻠﻊ ﺟﻬﺗﺎﻥ ﺭﺋﻳﺳﻳﺗ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺩﻭﻟﺔ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‬ ‫ﻫﻭ‪:‬‬ ‫ﺍﻹﻧﺗﺭﻧﺕ‬ ‫ﺷﺑﻛﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ‬ ‫ﻫﻳﺋﺔ‬ ‫ﻣﻭﻗﻊ‬ ‫‪:‬‬ ‫ﺍﻟﻣﺅﺳﺳﺔ ﺃﻥ ﺗﻠﺑﻲ ﻣﺗﻁﻠﺑﺎﺕ ﻋﺷﺭﺓ ﻣﻌﺎﻳﻳﺭ ﺧﺎﺻﺔ ﻭﺍﻟﺗﻲ ﺗﻐﻁﻲ ﺟﻣﻳﻊ‬ ‫ﺍﻟﻣﺅﺳﺳﺔ ﺃﻥ ﺗﻠﺑﻲ ﻣﺗﻁﻠﺑﺎﺕ ﻋﺷﺭﺓ ﻣﻌﺎﻳﻳﺭ ﺧﺎﺻﺔ ﻭﺍﻟﺗﻲ ﺗﻐﻁﻲ ﺟﻣﻳﻊ‬ ‫ﺍﻟﻣﺅﺳﺳ‬ ‫‪ www.khda.gov.ae‬ﻭﻳﺣﺗﻭﻱ ﻋﻠﻰ ﻣﻌﻠﻭﻣﺎﺕ ﻋﻥ ﺍﻟ‬ ‫ﺍﻟﺟﻬﺔ ﺍﻷﻭﻟﻰ ﻫ‬ ‫ﻣﻌﻬﺩ‪.‬‬ ‫ﻭﺍﻋﺗﻣﺎﺩ‬ ‫ﺗﻭﺛﻳﻕ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ‪.‬ﻛﻝ‬ ‫ﻟﻁﺑﻳﻌﺔ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺟﺎﻣﻌﺎﺕﻣﻧﺢﺍﻟﻣﻬﻣﺔ‪،‬‬ ‫ﺍﻟﻣﺗﺣﺩﺓ‪ ،‬ﻳﺗﻡ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﺋﻳﺳﻳﺔ‬ ‫ﺍﻟﻣﺅﺳﺳﻳﺔ‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﺕ‬ ‫ﻣﺣﻠﻲ‪،‬ﻣﻧﺢ‪3‬‬ ‫‪25‬‬ ‫ﺩﻭﻟﻳﺔ‪،‬‬ ‫‪ 26‬ﺟﺎﻣﻌﺔ‬ ‫ﻫﻳﺋﺔ‬ ‫ﺇﺣﺻﺎءﺍﺕ‬ ‫ﺗﻅﻬﺭ‬ ‫ﻳﺗﻡ‬ ‫ﺍﻟﻣﺗﺣﺩﺓ‪،‬‬ ‫ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫‪.‬‬ ‫ﺍﻟﺭﺋﻳﺳﻳﺔ‬ ‫ﺍﻟﻣﺅﺳﺳﻳﺔ‬ ‫ﺍﻷﻧﺷﻁﺔ‬ ‫ﻋﻠﻰ ﻛ‬ ‫ﻭﺍﻟﻣﻌﺎﻫﺩ ﺍﻷﻛﺎﺩﻳﻣﻳﺔ ﻓﻲ ﺍﻟﻣﻧﺎﻁﻕ ﺍﻟﺣﺭﺓ ﻓﻲ ﺩﺑﻲ‪.‬‬ ‫ﺑﻌﺩﻫﺎﺍﻹ ﺗﻁﻠﺏ‬ ‫ﻋﺎﻟﻲﺧﻣﺱ‬ ‫ﺗﻌﻠﻳﻡ ﺇﻟﻰ‬ ‫ﻣﺅﺳﺳﺎﺕ ﺗﺻﻝ‬ ‫ﺍﻟﺑﺩﺍﻳﺔ ﻟﻣﺩﺓ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‬ ‫ﻣﻌﺎﻫﺩ‬ ‫ﺟﻣﺎﻟﻲ‬ ‫ﺳﻧﻭﺍﺕ‪،‬ﻳﺟﻌﻝ‬ ‫ﻣﻬﻧﻲ‪ ،‬ﻣﻣﺎ‬ ‫ﺍﺗﺣﺎﺩﻳﺔﻓﻲﻭ ‪3‬‬ ‫ﺍﻟﺗﺭﺧﻳﺹ ﻓﻲ ﺍﻟﺑﺩﺍﻳﺔ ﻟﻣﺩﺓ ﺗﺻﻝ ﺇﻟﻰ ﺧﻣﺱ ﺳﻧﻭﺍﺕ‪ ،‬ﺑﻌﺩﻫﺎ ﺗﻁﻠﺏ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲﻗﺑﻝ‪ .‬ﺍﻟﻟﺩ‬ ‫ﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺗﺎﺑﻌﺔ ﻟ‬ ‫‪CAA‬ﻱ(‪،‬‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻲ )‬ ‫ﺍﻻﻋﺗﻣﺎﺩ‬ ‫ﻓﺭﻭﻉ‪.‬‬ ‫ﺧﻣﺱﻫﻲﺳﻧﻭﺍﺕ‬ ‫ﻛﻝ‬ ‫ﻳﺗﻡ‬ ‫ﺃﻥ‬ ‫ﻳﺟﺏ‬ ‫ﺫ‬ ‫ﻭﺍﻟ‬ ‫ﺗﺭﺧﻳﺻﻬﺎ‪،‬‬ ‫ﺗﺟﺩﻳﺩ‬ ‫ﺍﻟﻣﺅﺳﺳﺔ‬ ‫‪ 57‬ﻓﻲ ﺩﺑﻲ‪ .‬ﺗﻘﺭﻳﺑﺎ‪ ،‬ﺟﻣﻳﻊ ﺍﻟﺟﺎﻣﻌﺎﺕ ﺍﻟﻌﺎﻟﻣﻳﺔ ﻓﻲ ﺩﺑﻲ‬ ‫ﻣﺣﻠﻲ‪3 ،‬‬ ‫‪25‬ﻛﻝﻣﻌﻬﺩ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ‬ ‫ﺇﺣﺻﺎءﺍﺕ ﻫﻳﺋﺔ‬ ‫‪ ،‬ﻫﻳﺋﺔ ﺗﻅﻬﺭ‬ ‫ﺳﻧﻭﺍﺕ‪.‬‬ ‫ﺧﻣﺱ‬ ‫ﺩﻭﻟﻳﺔ‪،‬ﻳﺗﻡ‬ ‫ﻳﺟﺏ ﺃﻥ‬ ‫‪26‬ﻱ‬ ‫ﻋﻥﻭﺍﻟﺫ‬ ‫ﺗﺭﺧﻳﺻﻬﺎ‪،‬‬ ‫ﺍﻟﻣﻌﺭﻓﺔ ﺗﺟﺩﻳﺩ‬ ‫ﺍﻟﻣﺅﺳﺳﺔ‬ ‫ﺍﻟﺑﻳﺎﻧﺎﺕ‬ ‫ﺟﻣﻊ‬ ‫ﻣﺳﺅﻭﻟﺔ‬ ‫ﻋﻠﻰﺑﺎﻟﻌﻣﻝ ﻣﻥ‬ ‫ﺧﻣﺱﻟﻬﺎ‬ ‫ﺍﻟﺣﺻﻭﻝﺎ‬ ‫ﺍﻋﺗﺑﺎﺭﻫﺎ ﻣﺭﺧﺻ‬ ‫ﻭﺍﻟﺗﻲﺃﻥ‬ ‫ﻣﺭﺧﺻﺔ‬ ‫ﻟﺗﻠﻙ ﻣﺅﺳﺳﺔ‬ ‫ﺍﻹﻣﺎﺭﺍﺕ ﻛﻝ‬ ‫ﻋﻠﻰ‬ ‫‪3‬‬ ‫ﺍﻟﺻﺎﺩﺭﻣ‬ ‫ﻭﺳﺑﻌﻳﻥ ﻣﺅﺳﺳﺔ‬ ‫ﺣﺎﻟﻳﺎ‬ ‫ﺍﻟﻣﺗﺣﺩﺓ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ‬ ‫ﺷﻬﺎﺩﺍﺕ‬ ‫ﺗﺑﺭﺯ ﻓﺭﺹ‬ ‫ﺗﻭﻓﺭ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ‪،‬‬ ‫ﺩﻭﻟﻳﺔ‬ ‫ﻣﻌﺎﻫﺩ‬ ‫ﺟﻣﺎﻟﻲ‬ ‫ﻟﻬﺎ ﺍﻹ‬ ‫ﻳﺟﻌﻝ‬ ‫ﻣﻬﻧﻲ‪ ،‬ﻣﻣﺎ‬ ‫ﺗﺑﺭﺯﻋﺎﻟﻲ‬ ‫ﻣﺅﺳﺳﺎﺕﺃﻥﺗﻌﻠﻳﻡ‬ ‫ﻣﺅﺳﺳﺔ ‪3‬‬ ‫ﺍﺗﺣﺎﺩﻳﺔ ﻭ‬ ‫ﻣﻥ‬ ‫ﺑﺎﻟﻌﻣﻝ‬ ‫ﺎ‬ ‫ﻣﺭﺧﺻ‬ ‫ﺍﻋﺗﺑﺎﺭﻫﺎ‬ ‫ﻣﺭﺧﺻﺔ‬ ‫ﻛﻝ‬ ‫ﻋﻠﻰ‬ ‫ﺑﻳﺎﻧﺎﺗﻬﺎ‬ ‫ﻗﺑﻝ ﺍﻟﻭﺯﺍﺭﺓ ﻓﻲ ﺟﻣﻳﻊ ﻣﻌﺎﻣﻼﺗﻬﺎ ﺍﻟﺭﺳﻣﻳﺔ ﻭﺍﻟﻭﺛﺎﺋﻕ ﻭﺍﻹﻋﻼﻧﺎﺕ‬ ‫ﻲ‬ ‫ﻣﻌﺗﻣﺩﺓ ﻣﻥ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﻡ‪ .‬ﻋﺩﺩ ﻁﻼﺏ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺩﺑﻲ ﻣﺎ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‪.‬‬ ‫ﺍﻟﻣﺅﻫﻼﺕ‬ ‫ﺩ‬ ‫ﺍﻟﺫﻳﻥ ﺩﺑﻲ ﻫﻲ ﻓﺭﻭﻉ‬ ‫ﺍﻟﻁﻼﺏﺍﻟﻌﺎﻟﻣﻳﺔ ﻓﻲ‬ ‫ﺟﻣﻳﻊ ﺍﻟﺟﺎﻣﻌﺎﺕ‬ ‫ﻓﻲ ﺩﺑﻲ‪ .‬ﺗﻘﺭﻳﺑﺎ‪،‬‬ ‫‪57‬‬ ‫ﺯﺍﻝﺍﻷﻛﺎﺩﻳﻣﻲ ﻓﻲ‬ ‫ﻣﻌﺗﻣﺩﺓ‪.‬‬ ‫ﺑﺭﺍﻣﺞ‬ ‫ﺍﻻﻋﺗﻣﺎﺩﻋﻥ‬ ‫ﻫﻳﺋﺔﺑﺎﻹﺑﻼﻍ ﺳﻧﻭﻳﺎ‬ ‫ﺷﺎﺭﻙ ﺍﻟﻬﻳﺋﺔ‬ ‫ﺍﻻﻣﺗﺛﺎﻝ ﺗﻟﻣﺗﻁﻠﺑﺎﺕ‬ ‫ﻋﻧﻬﺎ‪ ،‬ﻣﻊ‬ ‫ﻗﺑﻝ ﺍﻟﻭﺯﺍﺭﺓ ﻓﻲ ﺟﻣﻳﻊ ﻣﻌﺎﻣﻼﺗﻬﺎ ﺍﻟﺭﺳﻣﻳﺔ ﻭﺍﻟﻭﺛﺎﺋﻕ ﻭﺍﻹﻋﻼﻧﺎﺕﻭ‪799‬ﺍﻟﺻﺎﺩﺭﺓ‬ ‫ﻉ‬ ‫ﻳﻧﻣﻭ‪ ،‬ﻭﻳﺑﻠﻎ ﻣﺟﻣﻭﻋﻬﻡ ﺣﺎﻟﻳﺎ ‪ 52586‬ﻁﺎﻟﺏ‪ ،‬ﻳﺩﺭﺳﻭﻥ ﺑﺩﻭﺍﻡ ﻛﺎﻣﻝ ﺃﻭ‬ ‫ﺷﻬﺎﺩﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﺻﻭﻝ‬ ‫ﻓﺭﺹ‬ ‫ﺍﻻﻣﺗﺛﺎﻝ ﺗﻭﻓﺭ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ‪ ،‬ﻭﺍﻟﺗﻲ‬ ‫ﻟﺗﻠﻙ‬ ‫ﺩﻭﻟﻳﺔ‬ ‫ﻋﻥ‬ ‫ﺳﻧﻭﻳﺎ‬ ‫ﻹﺑﻼﻍ‬ ‫ﺑﺎ‬ ‫ﺍﻟﻬﻳﺋﺔ‬ ‫ﻟﻣﺗﻁﻠﺑﺎﺕ‬ ‫ﻣﻊ‬ ‫ﻋﻧﻬﺎ‪،‬‬ ‫ﺍﻟﺻﺎﺩﺭﺓ‬ ‫ﺍﻟﺟﻬﺔ‬ ‫ﺑﻳﺎﻧﺎﺗﻬﺎ‪.‬‬ ‫ﺕﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‬ ‫ﺳﺗﻛﻭﻥ ﻓﻲ ﺩﺑﻲ ﻣﺎ ﺯﺍﻝ‬ ‫ﺍﻟﺣﺭﺓﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‬ ‫ﺍﻟﻣﻧﺎﻁﻕﻋﺩﺩ ﻁﻼﺏ‬ ‫ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﻡ‪.‬‬ ‫ﺑﻳﺎﻧﺎﺗﻬﺎ‪.‬ﻣﻥ‬ ‫ﻣﻌﺗﻣﺩﺓ‬ ‫ﻳﻭﻧﻳﻭ ﺍ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ ﻳﺩﻝ ﻋﻠﻰ ﺃﻥ‬ ‫ﺍﻟﺣﺻﻭﻝﻋﻥﻋﻠﻰ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‪.‬‬ ‫ﺍﻟﻌﺎﻡ ﺍﻟﻣﺎﺿﻲ‪.‬‬ ‫ﻗﺩﺭﻫﺎ ‪ 9.4‬ﺯﻳﺎﺩﺓ‬ ‫ﻋﻣﻠﻳﺎﺕ ﺟﺯﺋﻲ‪ ،‬ﺑﺯﻳﺎﺩﺓ‬ ‫ﺑﺩﻭﺍﻡ‬ ‫ﻳﺩﺭﺳﻭﻥ ﺑﺩﻭﺍﻡ ﻛﺎﻣﻝ ﺃﻭ‬ ‫‪52586‬‬ ‫ﻣﺟﻣﻭﻋﻬﻡ ﺣﺎﻟﻳﺎ‬ ‫ﺍﻟﺟﻬﺔ ﺍﻟﺛﺎﻧﻳﺔ ﻫﻲ ﻫﻳﺋﺔ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﺑﺷﺭﻳﺔ ﻓﻲ ﺩﺑﻲ‪ .‬ﻓﻲ‬ ‫ﻁﺎﻟﺏ‪ ،‬ﻳﺿﻡ‬ ‫ﻭﺍﻟﺗﻲ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ‪،‬‬ ‫ﻝﻣﻭﺛﻘﺔ ﻣﻥﻳﻧﻣﻭ‪،‬ﻗﺑﻝﻭﻳﺑﻠﻎﻫﻳﺋﺔ‬ ‫ﺷﻬﺭﻭﺍﻷﻧﻅﻣﺔﻣﺅﺳﺳﺎ‬ ‫ﻭﺍﻟ‬ ‫ﺍﻟﻘﻭﺍﻧﻳﻥ‬ ‫ﻭﺗﻣﺗﻠﻙ‬ ‫ﺃﺻﺩﺭﺕﺍﻟﻌﺎﻟﻲ‬ ‫‪2011‬ﻟﺗﻌﻠﻳﻡ‬ ‫ﺗﻧﺎﺳﺏ ﺍ‬ ‫ﻣﻬﻣﺔ‬ ‫ﺍﻟﻣﺎﺿﻲ‪ .‬ﺩﺑﻲ‪ .‬ﻓﻲ ﺷﻬﺭﻟﺩﻳﻬﺎ‬ ‫ﻭ‬ ‫ﻭﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻣﻌﺭﻓﺔﺯﻳﺎﺩﺓ ﻋﻥ‬ ‫ﻗﺩﺭﻫﺎ ‪9.4‬‬ ‫ﺑﺯﻳﺎﺩﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺑﺷﺭﻳﺔ‬ ‫ﻫﻳﺋﺔ‬ ‫ﻲ‬ ‫ﺟﺯﺋﻲ‪،‬ﺔ ﻫ‬ ‫ﺑﺩﻭﺍﻡﺔ ﺍﻟﺛﺎﻧﻳ‬ ‫ﺍﻟﺟﻬ‬ ‫ﻋﺎﻡ‬ ‫ﻣﻥ‬ ‫ﻳﻭﻧﻳﻭ‬ ‫ﺑﺷﺄﻥ‬ ‫‪21‬‬ ‫ﺭﻗﻡ‬ ‫ﻗﺭﺍﺭ‬ ‫ﺩﺑﻲ‬ ‫ﺣﻛﻭﻣﺔ‬ ‫ﻣﺅﺳﺳﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺣﺎﺻﻠﺔ‬ ‫ﺍﻟﻣﺅﺳﺳﺎﺕ‬ ‫ﺟﻣﻳﻊ‬ ‫ﻟ‬ ‫ﻛﺎﻣﻠﺔ‬ ‫ﻭﺍﻟﻣﺎﻟﻳﺔ‪،‬ﺍﻟﺣﺭﺓ ﻓﻲ ﺩﺑﻲ‪.‬‬ ‫ﺍﻟﻣﺎﺩﻳﺔ ﻓﻲ ﺍﻟﻣﻧﺎﻁﻕ‬ ‫ﻭﺍﻟﺗﻲ ﻣﻘﺭﻫﺎ‬ ‫ﻭﺍﻹﺟﺭﺍءﺍﺕ‪،‬ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‬ ‫ﻣﺅﺳﺳﺎﺕ‬ ‫ﻳﻭﻧﻳﻭ ﻣﻥ ﻋﺎﻡ ‪ 2011‬ﺃﺻﺩﺭﺕ ﺣﻛﻭﻣﺔ ﺩﺑﻲ ﻗﺭﺍﺭ ﺭﻗﻡ ‪ 21‬ﺑﺷﺄﻥ‬ ‫ﺩﻭﻟﻳﺔ ﻭ‬ ‫ﻭﺍﻟﺑﺭﺍﻣﺞ ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻭﺍﻟﻣﻭﺍﺭﺩ‬ ‫ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺩﺑﻲ ﺇﻣﺎ ﻣﻌﺎﻫﺩ ﺍﺗﺣﺎﺩﻳﺔ‪ ،‬ﻓﺭﻭﻉ ﻟﺟﺎﻣﻌﺎﺕ‬ ‫ﺍﻟﻣﻧﺎﻁﻕ ﺍﻟﺣﺭﺓ ﻓﻲ ﺩﺑﻲ‪.‬‬ ‫ﻭﺍﻟﺑﺣﺙﻭﺍﻟﺗﻲ ﻣﻘﺭﻫﺎ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‬ ‫ﻣﺅﺳﺳﺎﺕ‬ ‫ﺍﻟﻌﻠﻣﻲ‪.‬ﻓﻲﺗﺗﻭﻓﺭ‬ ‫ﺍﻟﻌﺎﻟﻲ‬ ‫ﺭﺓ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﻣﻌﺎﻫﺩ‬ ‫ﺍﻟ‬ ‫ﻭﺇﺟﺭﺍءﺍﺕ ﺿﻣﺎﻥ‬ ‫ﺍﻟﻣﻭﻅﻔﻳﻥ‪،‬‬ ‫ﻭﻏﻳﺭﻫﻡ‬ ‫ﺍﻟﺗﺩﺭﻳﺱ‬ ‫ﺍﻟﻣﻧﺎﻁﻕ ﺍﻟﺣﺭﺓ‪.‬‬ ‫ﻣﻥﺩﺍﺧﻝ ﺃﻭ ﺧﺎﺭﺝ‬ ‫ﻣﻭﺟﻭﺩﺓ‬ ‫ﺟﺎﻣﻌﺎﺕ ﺧﺎﺻﺔ‬ ‫ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺩﺑﻲ ﺇﻣﺎ ﻣﻌﺎﻫﺩ ﺍﺗﺣﺎﺩﻳﺔ‪ ،‬ﻓﺭﻭﻉ ﻟﺟﺎﻣﻌﺎﺕﻫﻳﺋﺔ ﺩﻭﻟﻳﺔ ﺃﻭ‬ ‫ﺍﻟﺳﺎﻋﻳﻥ‬ ‫ﺍﻟﻣﻌﺎﻫﺩ ﺍﻻﺗﺣﺎﺩﻳﺔ ﺗﻠﺑﻲ ﻓﻲ ﺍﻟﻣﻘﺎﻡ ﺍﻷﻭﻝ ﺍﺣﺗﻳﺎﺝ ﺍﻟﻁﻼﺏ ﺍﻹﻣﺎﺭﺍﺗﻳﻳﻥ‬ ‫ﺑﺣﻳﺙ‬ ‫ﺍﻟﻣﻌﺗﻣﺩﺓ‪،‬‬ ‫ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‬ ‫ﺩﺍﺧﻝ ﺃﻭ‬ ‫ﺧﺎﺻﺔ ﻣﻭﺟﻭﺩﺓ‬ ‫ﻭﺍﻟﻣﻌﺎﻫﺩﺟﺎﻣﻌﺎﺕ‬ ‫ﺭﺍﻣﺞ ﺩﻭﻟﻳﺔ ﺃﻭ‬ ‫ﻟﻣﺅﺳﺳﺔ‬ ‫ﺍﻟﺧﺎﺻﺔﻋﻠﻰ ﺍ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‬ ‫ﺧﺎﺭﺝ ﺍﻟﻣﻧﺎﻁﻕ ﺍﻟﺣﺭﺓ‪.‬ﺍﻟﻛﺎﻓﻳﺔ ﻹﻧﺟﺎﺯ ﻣﻬﻣﺗﻬﺎ ﺑﻧﺟﺎﺡ‪ .‬ﻳﻧﻁﺑﻕ‬ ‫ﻣﻌﺗﻣﺩﺓ‬ ‫ﺍﻟﺳﺎﻋﻳﻥ ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﺟﺎﻣﻌﻳﺔ‪ .‬ﺍﻟﺟﺎﻣﻌﺎﺕ‬ ‫ﺍﻹﻣﺎﺭﺍﺗﻳﻳﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﺣﺗﻳﺎﺝ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻣﻘﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺗﻠﺑﻲ‬ ‫ﺍﻻﺗﺣﺎﺩﻳﺔ‬ ‫ﻓﻲﻣﻌﺎﻫﺩ‬ ‫ﺳﺟﻳﻝ ﺍﻟ‬ ‫ﻓﺭﻭﻉ‬ ‫ﺟﺎﻣﻌﺔ ﺃﻭ ﻣﻌﻬﺩ ﻣﺣﻠﻲ‪ .‬ﻋﻧﻭﺍﻥ‬ ‫ﻋﻠﻰﺣﻳﻥ ﺃﻥ‬ ‫ﺍﻟﻌﻠﻣﻲ‪ ،‬ﻓﻲ‬ ‫ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺑﺣﺙ‬ ‫ﻭﺟﻣﻳﻊﻣﻌﺗﻣﺩﺓ ﻣﻥ ﻗﺑﻝ‬ ‫ﻳﺟﺏ‬ ‫ﺗﺭﺧﻳﺹ‪،‬‬ ‫ﺍﻟﺣﺻﻭﻝ‬ ‫ﺃﻧﺷﻁﺗﻬﺎ‪.‬ﻭﺯﺍﺭﺓﻣﻥﺍﻟﺗﻌﻠﻳﻡﺃﺟﻝ‬ ‫ﺍﻟﺳﺎﻋﻳﻥ ﻟﻠﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﻣﺅﻫﻼﺕ ﺍﻟﺟﺎﻣﻌﻳﺔ‪ .‬ﺍﻟﺟﺎﻣﻌﺎﺕ ﺍﻟﺧﺎﺻﺔ‬ ‫ﺍﻟﻣﺳﺗﻭ‬ ‫ﻣﻌﺗﻣﺩﺓ ﻋﻠﻰ‬ ‫ﻟﻡ ﺗﻛﻥ‬ ‫ﻟﻠﺘﺄﻛﻴﺪ ﺍﻟﺣﺭﺓ‪،‬‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔﻓﻲ ﺍﻟﻣﻧﺎﻁﻕ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ ﺍﻟﺩﻭﻟﻳﺔ‬ ‫اﻟﻤﺮاﺟﻌﺔ اﻟﻤﻌﺘﻤﺪة ﻟﻓﺭﻭﻉ‬ ‫اﻟﻤﻘﺪم‬ ‫اﻟﺘﻌﻠﻴﻢ‬ ‫ﻋﻠﻰ ﺇﺫﺍأن‬ ‫ﻠﺒﺮاﻣﺞ‬ ‫ﺑﻤﺜﺎﺑﺔ‬ ‫ﻫﻮ‬ ‫واﻻﻋﺘﻤﺎد‬ ‫اﻟﺘﻮﺛﻴﻖ‬ ‫ﺍﻹﻧﺗﺭﻧﺕ‬ ‫ﺷﺑﻛﺔ ﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﻋﻠﻰﻣﻌﺗﻣﺩﺓ ﻣﻥ ﻗﺑﻝ‬ ‫ﺗﻐﻁﻲ‬ ‫ﻣﻌﺎﻳﻳﺭ‬ ‫ﻋﺷﺭﺓ‬ ‫ﻣﺗﻁﻠﺑﺎﺕ‬ ‫ﺍﻟﻣﺳﺗﻭﻯﺃﻥ ﺗﻠﺑﻲ‬ ‫ﺍﻟﻌﺎﻟﻲ ﻭﺍﻟﺑﺣﺙﻫﻭ‪:‬ﺍﻟﻌﻠﻣﻲ‪ ،‬ﻓﻲ ﺣﻳﻥ ﺃﻥﺍﻟﻣﺅﺳﺳﺔ‬ ‫ﺧﺎﺻﺔ ﻭﺍﻟﺗﻲ ﺍﻟﺑﺷﺭﻳﺔ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺗﻧﻣﻳﺔ‬ ‫ﻣﻥ ﻫﻳﺋﺔ‬ ‫ﺗﻛﻭﻥ ﻣﻌﺗﻣﺩﺓ‬ ‫ﺍﻻﺗﺣﺎﺩﻱ‪ ،‬ﺳﺎﻋﺗﻬﺎ‬ ‫ﻋﻠﻰﻣﻌﺗﻣﺩﺓ ﻋﻠﻰ‬ ‫ﺟﺎﻣﻌﺎﺕﻟﻡ ﺗﻛﻥ‬ ‫ﺍﻟﻣﻧﺎﻁﻕﺍﻟﺍﻟﺣﺭﺓ‪ ،‬ﺇﺫﺍ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ‬ ‫ﻭﻳﺣﺗﻭﻱ ﻓﺭﻭﻉ‬ ‫ﻣﺘﻄﻠﺒﺎت‬ ‫اﻟﻤﻌﻬﺪ‬ ‫ﻛﺫﻟﻙأن‬ ‫ﻳﻀﻤﻦ‬ ‫اﻻﻋﺘﻤﺎد‬ ‫اﻟﺤﺼﻮل‬ ‫ﺠﻮدة‪.‬‬ ‫ﺍﻟﺩﻭﻟﻳﺔاﻟ‬ ‫ﻋﺎﻟﻲ‬ ‫ﻣﻮﺣﺪ و‬ ‫ﺑﺗﺄﺳﻳﺱ‬ ‫ﻳﻠﺒﻲ ﻓﻲ ﺩﺑﻲ‬ ‫اﻟﻌﻠﻤﻲ ﺍﻟﺑﺷﺭﻳﺔ‬ ‫ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺗﻧﻣﻳﺔ‬ ‫ﻗﺎﻣﺕ ﻫﻳﺋﺔ‬ ‫واﻟﺘﻮﺛﻴﻖﻓﻲ ﺩﺑﻲ‪.‬‬ ‫ﺍﻟﺑﺷﺭﻳﺔ‬ ‫ﻣﻌﻠﻭﻣﺎﺕﻓﻲ ﻋﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ ﺍﻟﻣﺗﺣﺩﺓ‪،‬‬ ‫ﺍﻹﻣﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﺋﻳﺳﻳﺔ‪ .‬ﻓﻲ‬ ‫ﺍﻟﻣﺅﺳﺳﻳﺔ‬ ‫ﻫﻳﺋﺔ ﺍﻟﻣﻌﺭﻓﺔ ﻭﺍﻟﺗﻧﻣﻳﺔﺍﻷﻧﺷﻁﺔ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻻﺗﺣﺎﺩﻱ‪ ،‬ﺳﺎﻋﺗﻬﺎ ﺗﻛﻭﻥ ﻣﻌﺗﻣﺩﺓ ﻣﻥ‬ ‫ﺑﺗﺄﺳﻳﺱ ﺍﻟﻬﻳﺋﺔ ﺍﻟﺩﻭﻟﻳﺔ ﻟﺿﻣﺎﻥ ﺟﻭﺩﺓ ﺍﻟﺗﻌﻠﻳﻡ ﻓﻲ ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‬ ‫)‪QAIB‬‬ ‫ﺿﻣﺎﻥ ﻛﻠﻴﺔ‬ ‫اﻋﺘﻤﺎد أي‬ ‫اﺳﺘﻤﺮار‬ ‫وﺗﻮﺛﻖ‪.‬‬ ‫اﻟﺘﻲ( ﺗﻌﺘﻤﺪ‬ ‫ﻤﻨﻈﻤﺔ‬ ‫ﺗﺤﺪدﻫﺎﺩﺑﻲاﻟ‬ ‫ﺩﺑﻲ‪..‬ﻣﻦ‬ ‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﺩﺑﻲ‬ ‫ﻁﻕ ﺍﻟﺣﺭﺓ‬ ‫اﻟﺘﻲ ﺍﻟﺑﺷﺭﻳﺔ ﻓﻲ‬ ‫اﻟﺠﻮدة ﻭﺍﻟﺗﻧﻣﻳﺔ‬ ‫ﻣﻌﺎﻳﻴﺮﻫﻳﺋﺔ ﺍﻟﻣﻌﺭﻓﺔ‬ ‫ﻛﺫﻟﻙ ﻗﺎﻣﺕ‬ ‫ﻓﻲ ﻓﻲ‬ ‫ﺍﻟﺑﺷﺭﻳﺔ‬ ‫ﺇﻟﻰﺗﻌﻣﻝ ﻋﻠﻰ‬ ‫ﻭﻫﻲ ﺟﻬﺔ‬ ‫ﻟﻣﺩﺓﺍﻟﺣﺭﺓ‪،‬‬ ‫ﺍﻟﺑﺩﺍﻳﺔﺍﻟﻣﻧﺎﻁﻕ‬ ‫ﻓﻲﺍﻟﻌﺎﻣﻠﺔ ﻓﻲ‬ ‫‪UQAIB‬‬ ‫)‬ ‫ﺟﻭ‬ ‫ﺳﻧﻭﺍﺕ‪ ،‬ﺃﻥ‬ ‫ﺑﻌﺩﻫ‬ ‫ﺧﻣﺱ‬ ‫ﺗﺻﻝ‬ ‫ﺍﻟﺗﺭﺧﻳﺹ‬ ‫ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﻟﺿﻣﺎﻥ ﺟﻭﺩﺓ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺟﺎﻣﻌﺔﺍﻟﺩﻭﻟﻳﺔ‬ ‫ﺑﺗﺄﺳﻳﺱ ﺍﻟﻬﻳﺋﺔ‬ ‫ﺟﻭﺩﺓ ﺍﻟﺑﺭﺍﻣﺞ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻓﻲ ﺩﺑﻲ ﺗﻣﺎﺛﻝ ﺗﻠﻙ ﺍﻟﻣﻘﺩﻣﺔ ﻓﻲ‬ ‫ﺃﻥ‬ ‫ﻤﺤﺪدة‪.‬‬ ‫ﺍﻟﻌﺎﻟﻲاﻟ‬ ‫اﻟﺠﻮدة‬ ‫ﺑﺘﻤﺴﻜﻬﺎ ﺑﻓﻲﻤﻌﺎﻳﻴﺮ‬ ‫ﻣﺮﻫﻮن‬ ‫أو‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﻌﺎﻣﻠﺔ ﻛﻝ ﺧﻣﺱ‬ ‫ﺃﻥ ﻳﺗﻡ‬ ‫ﺟﻣﻳﻊﻭﺍﻟﺫﻱ‬ ‫ﺗﺭﺧﻳﺻﻬﺎ‪،‬‬ ‫)‪ (UQAIB‬ﺍﻟﻌﺎﻣﻠﺔ ﻓﻲ ﺍﻟﻣﻧﺎﻁﻕ ﺍﻟﺣﺭﺓ‪ ،‬ﻭﻫﻲ ﺟﻬﺔ ﺗﻌﻣﻝ ﻋﻠﻰ ﺿﻣﺎﻥﺍﻟﻣﺅﺳﺳﺔ‬ ‫ﻳﺟﺏﺍﻟﻌﺎﻟﻲ‬ ‫ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺗﺟﺩﻳﺩﻫﺫﺍ ﻭﻳﺟﺏ ﻋﻠﻰ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ ﺍﻷﻡ‪.‬‬ ‫ﻓﺔ ‪ 26‬ﺟﺎﻣﻌﺔ ﺩﻭﻟﻳﺔ‪ 25 ،‬ﻣﻌﻬﺩ ﻣﺣﻠﻲ‪3 ،‬‬ ‫ﺃﻥ ﺟﻭﺩﺓ ﺍﻟﺑﺭﺍﻣﺞ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ ﺍﻟﻣﻘﺩﻣﺔ ﻓﻲ ﺩﺑﻲ ﺗﻣﺎﺛﻝ ﺗﻠﻙ ﺍﻟﻣﻘﺩﻣﺔ ﻓﻲﻋﻠﻰ ﻛﻝ ﻣﺅﺳﺳﺔ ﻣﺭﺧﺻﺔ ﺃﻥ ﺗﺑﺭﺯ ﺍﻋﺗﺑﺎﺭﻫﺎ ﻣﺭﺧﺻﺎ ﻟﻬﺎ ﺑﺎﻟﻌ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﺍﻟﻌﺎﻣﻠﺔ‬ ‫ﻣﺅﺳﺳﺎﺕ‬ ‫ﻣﻣﺎ ﻋﻠﻰ‬ ‫ﻣﻬﻧﻲ‪،‬ﻭﻳﺟﺏ‬ ‫ﻋﺎﻟﻲ ﺍﻷﻡ‪ .‬ﻫﺫﺍ‬ ‫ﺕ ﺗﻌﻠﻳﻡ ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺟﻣﺎﻟﻲ‬ ‫ﺟﻣﻳﻊ ﺍﻹ‬ ‫ﻳﺟﻌﻝ‬ ‫ﺍﻟﻭﺛﺎﺋﻕ ﻭﺍﻹ‬ ‫ﺍﻟﺭﺳﻣﻳﺔ ﻭ‬ ‫ﺍﻹﻣﺎﺭﺍﺕﺟﻣﻳﻊ‬ ‫ﺩﻭﻟﺔ ﻓﻲ‬ ‫ﺍﻟﻭﺯﺍﺭﺓ‬ ‫ﻓﻲ ﻣﻧﺎﻁﻕ ﺩﺑﻲ ﺍﻟﺣﺭﺓ ﺍﻟﺧﺿﻭﻉ ﻻﺧﺗﺑﺎﺭﺍﺕ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ ﻣﻥﻗﺑﻝ‬ ‫ﺭﺋﻳﺳﻳﺗﺎﻥ ﺑﻬﺫﻩ‬ ‫ﻣﻌﺎﻣﻼﺗﻬﺎﻁﻠﻊ ﺟﻬﺗﺎﻥ‬ ‫ﺍﻟﻌﺭﺑﻳﺔ ﺍﻟﻣﺗﺣﺩﺓ‪ ،‬ﺗﺿ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﺎﻟﻣﻳﺔ ﻓﻲ ﺩﺑﻲ ﻫﻲ ﻓﺭﻭﻉ‬ ‫ﺍﻟﺟﺎﻣﻌﺎﺕ‬ ‫‪.UQAIB‬‬ ‫ﺍﻟﻬﻳﺋﺔﻫﻲﺑﺎﻫﻳﺋﺔ‬ ‫ﺍﻟﺟﻬﺔ ﺍﻷﻭﻟﻰ‬ ‫ﺗﻭﺛﻳﻕ ﻭﺍﻋﺗﻣﺎﺩ‪.‬‬ ‫ﻟﻁﺑﻳﻌﺔ ﻛﻝ‬ ‫ﺍﻟﺻﺎﺩﺭﺓﺍﻟﻣﻬﻣﺔ‪،‬‬ ‫ﻹﺑﻼﻍ ﺳﻧ‬ ‫ﻟﻣﺗﻁﻠﺑﺎﺕ‬ ‫ﺍﻻﻣﺗﺛﺎﻝ‬ ‫ﻋﻧﻬﺎ‪،‬ﻭﻓﻘﺎ ﻣﻊ‬ ‫ﺍﻻﻋﺗﻣﺎﺩ ﺍﻷﻛﺎﺩﻳﻣﻲ )‪ ،(CAA‬ﺍﻟﺗﺎﺑﻌﺔ ﻟﻭﺯﺍﺭﺓ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ‪ .‬ﻟﺩﻯ ﺩﻭﻟﺔ‬ ‫ﻲ ﺗﻭﻓﺭ ﻓﺭﺹ ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺷﻬﺎﺩﺍﺕ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺿﻣﺎﻥ ﺍﻟﺟﻭﺩﺓ‪ ،‬ﻫﻳﺋﺔ ﺍﻟﻣﻌﺭﻓﺔ ﻣﺳﺅﻭﻟﺔ ﻋﻥ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕﺑﻳﺎﻧﺎﺗﻬﺎ‪ .‬ﺍﻹﻣﺎﺭﺍﺕ ﺍﻟﻌﺭﺑﻳﺔ ﺍﻟﻣﺗﺣﺩﺓ ﺣﺎﻟﻳﺎ ﺧﻣﺱ ﻭﺳﺑﻌﻳﻥ ﻣﺅﺳﺳﺔ ﻣﺭﺧﺻﺔ‬ ‫‪39‬‬ ‫ﺍﻟﻣﺅﻫﻼﺕﻣﺎ ﺯﺍﻝ‬ ‫ﻓﻲ ﺩﺑﻲ‬ ‫ﺍﻟﻌﺎﻟﻲ‬ ‫ﺩﺩ ﻁﻼﺏ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‪ .‬ﺍﻟﻁﻼﺏ ﺍﻟﺫﻳﻥ‬ ‫ﻭﺍﻋﺗﻣﺎﺩ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺗﻭﺛﻳﻕ‬ ‫ﻭﻛﺫﻟﻙ ﻋﻥ‬ ‫ﻭ‪ 799‬ﺑﺭﺍﻣﺞ ﻣﻌﺗﻣﺩﺓ‪ .‬ﺗﺷﺎﺭﻙ ﻫﻳﺋﺔ ﺍﻻﻋﺗﻣﺎﺩ ﺍﻷﻛﺎﺩﻳﻣﻲ ﻓﻲ ﺗﻧﻅﻳﻡ‬ ‫ﺗﺧﺭﺟﻭﺍ ﻣﻥ ﻣﺅﺳﺳﺎﺕ ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺍﻟﻣﻧﺎﻁﻕ ﺍﻟﺣﺭﺓ ﺳﺗﻛﻭﻥ‬ ‫ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﺭﺧﻳﺹ‪ .‬ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺍﻟﺗﺭﺧﻳﺹ ﻳﺩﻝ ﻋﻠﻰ ﺃﻥ ﺍﻟﻣﺅﺳﺳﺔ‬

‫ﻳﻴﺮ اﻟﺠﻮدة اﻟﺘﻲ ﺗﺤﺪدﻫﺎ اﻟﻤﻨﻈﻤﺔ اﻟﺘﻲ ﺗﻌﺘﻤﺪ وﺗﻮﺛﻖ‪ .‬اﺳﺘﻤﺮار اﻋﺘﻤﺎد أي‬ ‫ﺑﺘﻤﺴﻜﻬﺎ ﺑﻤﻌﺎﻳﻴﺮ اﻟﺠﻮدة اﻟﻤﺤﺪدة‪.‬‬

‫اﻟﺘﻮﺛﻴﻖ واﻻﻋﺘﻤﺎد ﻓﻲ اﻹﻣﺎرات‬

Professional If you want to work at the top level of the profession of your choice, you will usually need a professional qualification. These are generally awarded by professional bodies and follow on from having completed a degree or equivalent qualification. However, more options are now available for nongraduate routes.

The U.A.E. provides a plethora of professional courses both on line and through taught contact programs. As it is an exhaustive list, a few are outlined here for your consideration:

The Institute of Chartered Accountants in England and Wales This is a professional membership organisation, supporting over 136,000 chartered accountants around the world. Through their technical knowledge, skills and expertise, they provide insight and leadership to the global accountancy and finance profession. Its members provide financial knowledge and guidance based on the highest professional, technical and ethical standards. By joining ICAEW, you can become part of a community of leading global accountancy professionals. When you become a member, you will be awarded the highly-respected ACA designation, which is recognised globally. You will also gain access to information resources, technical guidance, advisory services and local member networks. ICAEW Chartered Accountants work at the highest levels as finance

directors, CEOâ&#x20AC;&#x2122;s and partners of some of the worldâ&#x20AC;&#x2122;s largest organisations. Open doors to a successful, highly rewarding career in all areas of accountancy, business and finance anywhere in the world. Your skills, capabilities and influence will be recognised and valued in any industry sector you choose. Receive on-going support and resources throughout your career to keep you at the forefront of the profession. Source :http://www.icaew.com

The ACCA Qualification The ACCA Qualification develops accounting knowledge and skills as well as professional values. This means you can build a successful career as a finance professional in any sector. There is a strong focus on professional values, ethics and governance. This is essential because the profession is moving towards strengthened codes of conduct, regulation and legislation. And there is an increased focus on professionalism and ethics in accounting. Professionalism and ethics is examined at the highest level in the ACCA Qualification. It is also a main part of the practical experience you must complete to qualify. To qualify as an ACCA member, you will need to complete: a minimum of five of 14 exams (Exemption are awarded if the student has an Accounting degree) the practical experience requirement the Professional Ethics module. On your way to ACCA membership you can achieve: a Diploma in Accounting and Business

an Advanced Diploma in Accounting and Business a BSc (Hons) degree in Applied Accounting from Oxford Brookes University. http://www.accaglobal.com

Chartered Institute of Management Accountants (CIMA) Most accounting qualifications train people for private practice, working on external audit and tax issues.CIMA prepares people for a career in business. It teaches skills for strategic advice, managing risk and making key decisions. The syllabus is designed to deliver a strong understanding of all aspects of business so that members can contribute in many areas of an organisation. CIMA trained people work in industry, commerce, management consultancies, banks and not for profit and public sector organisations. Management accounting combines accounting, finance and management with the leading edge techniques needed to drive successful businesses. Chartered management accountants: advise managers about the financial implications of projects explain the financial consequences of business decisions formulate business strategy monitor spending and financial control conduct internal business audits explain the impact of the competitive landscape. The management accounting skill set: Its members are qualified to work across an organisation, not just in finance. In addition to strong accounting fundamentals, CIMA teaches strategic business and management skills: Analysis - they analyse information and using it to make business decisions. 41

Strategy – they formulate business strategy to create wealth and shareholder value. Risk – they identify and manage risk Planning – they apply accounting techniques to plan and budget. Communication – they determine what information management needs and explain the numbers to non-financial managers. Source: www.cimaglobal.com

Chartered Institute of Securities and Investment – Professional qualification offered at Center for Management & Professional Devt., University of Dubai:

International Introduction to Investment The Introduction to Investment qualification has been specifically designed to meet the needs of new entrants to the investment industry, providing an overview of all areas of investment. This foundation qualification offers staff in a wide range of roles a valuable understanding of the language of the industry and provides firms with a benchmark entry level qualification

which can be used for induction purposes. It comprises one examination of one hour’s duration. Available in both English & Arabic, this exam is taken as the first step in obtaining other CISI specialist qualifications. Who is it for: CISI recommend that Introduction to Investment is part of an induction programme taken by all new employees, irrespective of job title. The new syllabus allows the qualification to be taken by a range of staff not just in traditional investment administration roles. It will be especially relevant to the following job roles: Administration, Investment Operations, Call and Contact Centers, Finance & Accounting IT, Customer Service, Fund management & Sales & Marketing support, Compliance, HR and Training A stand alone qualification, successful completion of this training program will lead to an “Award in International Introduction to Investment”.

International Investment Management (ICertIM) ICertIM is targeted at professionals engaging in managing investments, designed to test the competence of individuals in private client, discretionary portfolio and fund management. Upon successful completion of the International Investment Management & UAE Financial Rules & Regulations the

participants will receive the full qualification i.e. Certificate in International Investment Management (ICertIM).

UAE Financial Rules and Regulations The Chartered Institute for Securities & Investment (CISI) and the Securities and Commodities Authority (SCA), the regulatory body for the securities and investment market in the United Arab Emirates (UAE), are working together to implement the mandatory qualification and licensing regime for the UAE securities market. This initiative will raise the skills of UAE staff to global standards, enhancing the UAE’s position as an international financial services centre. The CISI has developed the UAE Financial Rules and Regulations with the SCA, to meet the need of the industry for a regulatory paper specific to the UAE market.

Islamic Finance Qualification (IFQ) The IFQ is a ground breaking qualification that covers Islamic Finance from both a technical and Shari’a perspective, providing the first international benchmark qualification in the area of Islamic Finance. Developed with the Central Bank of Lebanon the qualification teaches an understanding and practices used in Islamic Finance markets and the principles behind investment selection. As a benchmark qualification, the IFQ is appropriate for providing a comprehensive overview to existing and new employees and those seeking a career in Islamic finance. A stand alone qualification, successful completion of this training program will lead to an “Award In Islamic Finance Qualification (IFQ)”.

International Certificate in Wealth Management (ICWM) As a result of the global increase in private wealth and the rapid growth of disposable income

investors are looking for more ways to secure their future. The qualification will ensure that wealth managers and advisers understand the range of assets and investment products that are available in the market. It will equip them to provide financial advice and find appropriate solutions to meet the investment, retirement, and protection and planning needs of their clients. Who is it for: The qualification is appropriate for staff working in private banking and wealth management roles who need to demonstrate competence through the achievement of a benchmark qualification and who want to develop a thorough understanding of how to deliver wealth management advice. A stand alone qualification, successful completion of this training program will lead to an “Award in International Certificate in Wealth Management (ICWM)”

Risk in Financial Services Successfully managing risk is a fundamental requirement for any effective business. The Risk in Financial Services qualification has been developed to provide candidates with knowledge of the key risk that arise within the financial services industry. This qualification is a comprehensive global introduction to all the major risk areas in financial services. It provides a sound grounding in: Principles of the risk management framework & Corporate governance and risk oversight. The qualification also covers specific techniques used in identifying, reducing and managing specific risks in the following areas: Operational risk, Credit risk, Market risk, Investment risk and Liquidity risk Who is it for: The Risk in Financial Services qualification has been developed to provide candidates with a broad understanding of the key risks that arise within the financial services industry and is particularly aimed at: Risk teams, Compliance teams, Branch management, Corporate lawyers, Finance officers, Senior 43

managers of all disciplines, Existing and aspiring non-executive e directors. The qualification has been developed with input from expert practitioners from leading global financial firms, including AXA Investment Managers and the Bank of New York Mellon. It provides candidates with a clear benchmark to demonstrate that they have acquired the necessary knowledge to carry out their job roles competently. A stand alone qualification, successful completion of this training program will lead to an “Award in Risk in Financial Services” To download syllabi, visit source: University of Dubai’s website: http://www.ud.ac.ae/cmpd/cisi.php

will be huge demand for talented and skilled manpower in the years to come.

Islamic Banking Diploma (IBD) The Islamic Banking Diploma Program introduced in 2003 is accredited by the Ministry of Higher Education & Scientific Research, UAE. The program, first of its kind in the country was started to disseminate knowledge and information about Islamic banking and finance and produce high caliber professionals with the necessary technical skills and knowledge in Islamic finance. Source: www.eibfs.ae

CERTIFIED PUBLIC ACCOUNTANT Examination Conducted by

Emirates Institute of Banking and Financial Studies Islamic Banking Diploma

American Institute Accountant (AICPA)

Over the past three decades the Islamic banking and finance industry has emerged from nothing to an industry with assets of hundreds of billions of dollars under its management. The industry has witnessed substantial growth during last few years in all parts of the world especially in the Middle East Region. Right at the very heart of the global Islamic banking and financial services is the United Arab Emirates. The Islamic banking and finance industry in the country includes Islamic banks, Islamic windows, subsidiaries of conventional banks, real estate finance companies, takaful operators, sukuk, Islamic funds and other financial services providers.

Certification Issued by

Career Benefits The boom in the Islamic Finance industry witnessed in the region has opened the door to hundreds of thousands of jobs. There is tremendous demand for competent manpower in Islamic finance and it is expected that as the industry expands there 44

Certified

Public

State Board of Accountancy from applicable State

International Recognition US CPA is mutually recognized by CA – Canada, CPA – Australia, CA- New Zealand and others

Eligibility M.Com / M.B.A. / ICWA / CA are eligible. The Uniform CPA Examination protects the public interest by helping to ensure that only qualified individuals become licensed as U.S. Certified Public Accountants (CPAs). Individuals seeking to qualify as CPAs are required to pass the CPA Examination. Candidates wishing to sit for the Uniform CPA Examination in Japan, Bahrain, Kuwait, Lebanon, and the United Arab Emirates from August 2011 may now apply through one of the participating state boards of accountancy. Please visit the NASBA website to

CENTRE FOR PROFESSIONAL DEVELOPMENT The Centre for Professional Development of Skyline University College caters to the needs of the people for their professional development and by training in the fields of Aviation, Airfreight, Information Technology, Marketing, Management, Event Management, Travel, Tourism, IT and other professional and vocational Courses. CPD enables the participants to gain / enhance knowledge and specific skills required by them for professional growth. The department focuses on providing scheduled training at different levels in different areas of the industry and continuously developing the customized courses as per the requirement of our corporate Clients. Skyline University College has been awarded as the IATAâ&#x20AC;&#x2122;s Top Performing Authorized Training Centre (ATC) in Middle East for year 2013 for its highest enrollments and students pass rates. CPD provides professional and international certification like IATA (International Air Transport Association), ACCA(Association of Chartered Certified Accountants) & CTH (Confederation of Tourism & Hospitality) which are globally accepted and are respected by the employers hence boost the career. The department has a edge in Airline and Airport related courses Basic Load control, Airlines customer Service, Basic Ramp Handling, Dangerous Goods Regulations, Cargo and Logistics courses are few of them. IATA Foundation Diploma in Travel & Tourism, IATA Consultants and Management are highly demanded programs among students. Skyline University is the approved Teaching centre of Confederation of Tourism & Hospitality UK and offers several courses in Travel & Tourism Management, Airline Operation,Airport handling and hospitality & Front office Management. The courses are affiliated and approved by CTH UK.

The Association of Chartered Certified Accountants (ACCA) is the global body for professional accountants, which offers globally recognized qualifications, world class accountancy expertise to the public, the highest standards of practice and ethical conduct. ACCA is one of the Top Certified Chartered Accounting course form UK which confirms your career in Accounting stream and strengthen the accounting section of department. CPD Department also offers Management Development Programs based on the requirement of corporate and specialize in critical thinking, communication, financial and leadership Management. CPD has a dedicated placement cell, which actively works to find suitable employment opportunities to students. The CPD Department focuses on the job oriented professional diploma and certifications and empowers its student for the challenges of the industry by training them with core specialized trainers and industry professionals. We enjoy healthy relations with many corporate throughout the globe and keep inducting our students in the industry of their choice with the overall professional eligibility and skills development trainings. We are the leaders in developing travel tourism professionals in UAE. We are committed to inducting our students into the mainstream of Aviation, Hospitality, Travel & Tourism, Computers, Marketing, Business Management and Finance sectors.

+971 6 544 1155 cpd@skylineuniversity.ac.ae

www.skylineuniversity.ac.ae

download the Candidate Bulletin and view the up-to-date list of participating state boards of accountancy. On October 1, 2011 the AICPA Board of Examiners (BOE) approved changes to the CPA Exam Content Specification Outline (CSO) that has been effective since January 1, 2013.

The knowledge for professional membership – The qualifications cover the knowledge required to work towards CIPD professional membership i.e. Associate, Chartered Member or Chartered Fellow. Source: www.cipd.co.uk

Source : www.aicpa.org

Courses in Logistics & Supply Chain Management

Chartered Institute of Personnel and Development (CIPD)

LSCM (Logistics and Supply Chain Management) is aimed at people who not only have a demanding operational role in logistics (with a good working understanding of warehousing, fleet management, transport, procurement, import and export) but also have an involvement in planning issues. Typically candidates will hold positions such as Logistics Co-coordinator, Logistics Manager or Head of Logistics Centre and will be comfortable with: Planning and resourcing the supply chain to meet their organizations supply chain strategy and to meet the needs of the aid programmes in their country/region. The creation and co-ordination of the operation of the complex supply chain network. Monitoring the performance of the supply chain ensuring that any problems are resolved. Supporting and advising others on all aspects of the supply chain. Managing the different relationships needed for the supply chain to operate effectively and efficiently. Continuously improving the performance of the supply chain.

CIPD is an awarding body for HR qualifications. Over 13,000 students join their programmes each year to enhance their knowledge on the latest theory, case studies and insights into best practice HR. CIPD approved and awarded qualifications are available at Advanced, Intermediate and Foundation level, and you can choose to study awards, certificates or diplomas at any of these levels.

Benefits of studying a CIPD qualification Valued by employers – You can be sure CIPD qualifications will equip you with the knowledge and skills that employers are looking for. HR in a business context – All qualifications focus on the role of HR in building sustainable business success. Flexible to meet your needs – Learn at your own pace and gain credit for your achievements. The certificates and diplomas have a range of optional units to meet your particular development needs. HR and L&D study paths -The opportunity to branch out into HR, Learning and Development and other specialisms at Foundation, Intermediate and Advanced level. Boosting your earning potential – Independent research reveals that individuals with professional qualifications stand to earn better salaries. 46

Shipping and Freight Forwarding Freight forwarding is a service used by companies that deal in international or multi-national

import and export. While the freight forwarder doesn’t actually move the freight itself, it acts as an intermediary between the client and various transportation services. Sending products from one international destination to another can involve a multitude of carriers,

Why Shipping and Freight Forwarding? Certified Shipping and Freight Forwarding Professionals earn more salary than those that are non certified Education: Most important factor for upward mobility of Freight Forwarding professionals Better Educated = High ranking Professionals Very few qualified Professionals in Freight Industry Most of the professionals grow in career due to experience Certification is one of the most important qualifications in Shipping and Freight Forwarding Industry Certified Professionals can expect exponential growth in their careers

Chartered Institute of Marketing CIM is a professional marketing body based in UK with over 42,000 members worldwide. CIM offers professional development to marketing practitioners across the world with the objective of raising the status of marketing onto a more professional and strategic level around the world. As a result of this accreditation, participants who fully attend CIM accredited programs will automatically earn a number of Continuing Professional Development (CPD) hours. Upon completing a certain number of CPD hours, these participants will have the opportunity to be recognized by CIM as Chartered Marketers which is the ultimate sign of being an up-to-date, experienced and qualified marketing professional. This designation, awarded exclusively by the CIM, is marketing’s highest grade and recognizes outstanding practical experience and expertise. Choose from a range of options. There are over 120 training courses to help you develop or top up your skills.

Travel & Tourism Courses The Tourism Training Programme is the aviation industry’s most extensive, industry-responsive and career-oriented training programme, providing students with the best industry-wide knowledge and globally recognised qualifications. The IATA/UFTAA Travel and Tourism Training Programme is designed for those wishing to start a career in the travel industry or to upgrade their professional competence. The IATA/UFTAA diplomas and certificates denote a qualification recognised under the terms of the IATA Resolutions applicable to IATA’s accreditation of travel agents.

IATA – The International Air Transport Association This is the trade association of one of the most dynamic and fast paced industries in the world. Originally founded in 1919, it brings together approximately 280 airlines, including the world’s largest. Flights by these airlines comprise more than 95% of all international scheduled air traffic.

UFTAA – United Federation of Travel Agents Association The highest and largest world body representing the travel industry. UFTAA represents 114 National Associations and additional Affiliate members in a total of 121 countries.

Source: www.cim.co.uk 47

HIT THE BULLâ&#x20AC;&#x2122;S-EYE WITH YOUR CAREER CHOICE New York or London? Multinational holding company or boutique service provider? Construction or fashion? The choice really is all yours. Opportunity, variety and the ability to work in any industry, anywhere in the world, are just some of the benefits of becoming an ICAEW Chartered Accountant.

BUSINESS WITH CONFIDENCE

When considering a profession or career path, it is very easy to be influenced by stereotypes. For example, many people think that becoming a Chartered Accountant means sitting at a desk in a dingy office, crunching numbers all day. And they’re wrong. ICAEW Chartered Accountants are highly skilled professionals who interpret complex financial and business information and are able to communicate it to their colleagues, managers and clients in an easy-to-understand way. This means that they interact with people all the time while getting to know organisations inside out and understanding the challenges and opportunities individuals and businesses face. Here are five things you probably didn’t know you can do as an ICAEW Chartered Accountant: #1 Work in any industry All organisations need strategic business advice on anything from launching a new product to investing in a new company. ICAEW Chartered Accountants are not limited to being employed in audit firms or financial institutions; they help in running sports teams, airlines, film production companies, clothing labels and everything in between. #2 Travel around the world As more companies become multinational and trade globally, the demand for staff with valuable international experience is increasing. ICAEWs Chartered Accountant qualification, the ACA, is a world-renowned international qualification which can open the doors to exciting career paths anywhere in the world. In fact, 98% of the Best Global Brands have ICAEW Chartered Accountants in their organisations.

#3 Become a forensic accountant Forensic accountants are the detectives of the finance world. Their job is to investigate financial crime and look beyond the numbers into the business realities of situations. They are vital in the fight against fraud, which is calculated to cost $40bn a year worldwide, and generally work in public practice, insurance companies, banks, police forces and government agencies. #4 Work for the government Great business minds are needed in the public sector as well as the private sector. As an ICAEW Chartered Accountant employed in the public sector, you could be making decisions that have an immediate impact on society and policy, and can lead to you running vital sections of public finance and, consequently, supporting your community, city or country grow and prosper. #5 Become CEO (seriously) It is a myth that accountants only ever look after the finances. These days CFOs are a CEO’s ‘right hand’ and can often be next in line to the very top. Being an ICAEW Chartered Accountant can lead to running a multinational business. Currently, 83 of the FTSE 100 companies have at least one ICAEW Chartered Accountant on their board while 56 of them have an ICAEW Chartered Accountant as chairperson, CEO or CFO. To start on your journey towards becoming an ICAEW Chartered Accountant, visit icaew.ae

icaew.ae

United Arab Emirates

United Arab About 15 years ago, apart from the federal government sponsored institutions aimed at the local population, the United Arab Emirates had very limited higher education opportunities. Now it boasts of a variety of courses and institutions that meet the needs of a multi-cultural population. According to the Knowledge and Human Development Authorityâ&#x20AC;&#x2122;s annual report on the higher education landscape of 2013, more than 52,586 students were enrolled in the tertiary education sector.That is a 9.4% increase in enrolments since the year before. Private universities in Dubai recorded a 12 per cent increase in student enrolment in the last year, part of an 11 per cent increase in higher education enrolment as a whole. According to a Khaleej Times report in June this year, the UAE currently has more than 100 50

UNITED ARAB EMIRATES

private education providers in the higher education sector and a total of 433 international schools and the sector shows promise of further growth.

Why UAE? The vision of the UAE’s leaders is to make it a knowledge-based economy and a major education hub in the Middle East. The Ministry of Education has released a policy document outlining a strategy for educational development in the UAE up to the year 2020 based on several five-year plans. UAE is home to a wide range of universities, both public and private. UAE citizens can attend government institutions free of charge. According to the UAE Ministry website, ninety-five percent of all girls and 80 percent of boys enrolled in the final year of secondary school apply for admission to a higher education institution. Currently, there are at least 1 million school-going students. Of these, nearly 850,000 in the K-12 phase, 130,000 in higher education. Public universities include the UAE University that awards over 70 undergraduate degrees and several post graduate ones; Doctoral degrees will also be offered in the coming years. The all women institution, Zayed University established in 1998 has campuses in Abu Dhabi and Dubai and is organized into five colleges—Arts and Sciences, Business Sciences, Communication and Media Sciences, Education, and Information Systems while Higher Colleges of Technology (HCT), UAE’s largest higher educational institution with an enrollment of over 16,000 UAE nationals was founded in 1988 with four campuses. HCT now includes 16 men’s and women’s colleges in Abu Dhabi, Al Ain, MadinatZayed, Dubai, Ras al-Khaimah, Sharjah and Fujairah. The HCTs offer more than 80 programs at four different credential levels—Diploma, Higher Diploma, Bachelor and Masters. Founded in 1997, the Centre of Excellence for Applied Research and Training (CERT) is the commercial arm of the Higher Colleges of Technology and it provides 52

education, training and applied technology and has strong industrial links..Apart from this, there are also vocational programmes on offer through the Applied Institutes of Technology. Various other vocational and technical educational centers include the Emirates Institute for Banking and Finance, Abu Dhabi National Oil Company Career Development Center, Petroleum Institute, Dubai School of Government, Emirates Aviation College for Aerospace and Academic Studies etc.Because of global partnerships, a number of international universities are opening campuses or programs in the UAE. Free trade zones such as Knowledge Village, Dubai International Financial Centre, RAK Free Zone and Academic City host some of the finest institutions with state-of-theart infrastructure. Students from the ME region are benefitting from these educational opportunities housed in multi-university complexes.

The Dubai Scene The quality and breadth of highereducation programmes offered by universities continues to entice a greater proportion of students fromDubai, as well as attract new students from around the world. With more than 160 business programmes on offer, Dubai has become a niche destination for international business students. Yet it has also diversified the range of programmes available. The lastyear has seen an eight per cent increase in overall programmes, many of these in areas such as media,

UNITED ARAB EMIRATES

humanities, law and natural and physical sciences. Dubai International Academic City currently has 21 of the UAE’s 37 International Branch Campuses from 11 countries. According to the Council for Academic Accreditation, there are 75 Licensed Institutions offering 725 accredited programmes as on 1st September 2013.Apart from this, there are 18 Higher Education Institutions (HEIs) operating in Abu Dhabi. These are classified as Federal, Public Non-Federal and Private institutions. The number of students studying higher education in Dubai continues to grow. The total of 52,586 students, including both full-time and parttime students, represents a healthy 9.4 per cent increase from last year’s total, which is above the long term trend of 7 per cent year-on-year growth over the last five years.Over 70 per cent (37,540) of students at higher education institutions in Dubai are studying for a Bachelor’s degree. A total of 351 students are completing doctoral studies. Reflecting the nature of the business environment in Dubai, business remains the main field of study by students in higher education institutions. Relatively few numbers of students are studying qualifications in the natural sciences and in tourism and hospitality. 71 per cent of students are studying for a Bachelor degree 44 per cent of students are enrolled in a programme offering a business qualification 10,563 students graduated from higher education institutions in Dubai in 2012/13

the parent institution. The country now has 60 recognised institutions offering 418 accredited programs. The Council for Academic Accreditation, functioning under the Ministry of Education is entrusted the task of accrediting programmes. The stringent measures followed by the CAA to ensure quality of service delivery, streamlines procedures and safe guards the interest of students. The growing importance of the higher education sector to Dubai’s economic development is supported by Resolution 21, which entitles graduates from all private universities in Dubai to have their degrees certified by KHDA, and guarantees that their qualifications will be recognised by the public and private sector in Dubai for all purposes.

Types of Qualifications Schools, colleges, Universities and Institutes in the UAE offer a variety of programmes from various countries to suit the country’s multi-cultural society. One can get a two year vocational program or B. Tech from the UK, a three year Indian or British degree or a four year American or Canadian one, the choice is yours. Vocational courses varying from jewellery design, sound engineering, and film production to hotel management are on offer along with traditional degree options in a wide variety of specializations. To meet the country’s growing needs, institutions are designing newer programmes that will improve employability and make the younger generation skilled, contributing citizens.

Facilities Education System The higher education institutions in UAE offer higher national diplomas, certificates, undergraduate and postgraduate studies. While some of these are awarded by local institutions, others are branch campuses of institutions from countries such as Canada, United States, the UK, Australia, India, Pakistan, France and other European countries. The duration of courses vary depending on

Being relatively new, the educational institutions here have the latest technology, resources and laboratories. Research and technical collaboration for sharing resources and knowledge are being facilitated by strategic partnerships between academic institutions and the industry. Housing options are available in the form of furnished apartments, dormitories and home stays. Costs vary depending on the location, size of the room 53

UNITED ARAB EMIRATES

and number of people sharing the facility. Visit individual web sites for the details.

Application Process Students can fill forms online or approach institutions directly to seek admission. Most institutions need to see a minimum of 12 years of schooling. If you seek enrolment directly after O levels, you would need to do a foundation year. Based on the programme of study sought, there will be a minimum requirement in terms of grades or marks secured. This could vary with each institution.

Admission Requirements The majority of institutions in the UAE have a September intake.Some offer summer programmes and a few have a January intake. Most institutions require a TOEFL or IELTS score to demonstrate English proficiency. Some establishments conduct their own entrance exam. The varying norms of entry requirements make it advisable to contact and reconfirm with institutions individually.

Deadlines Admissions open in April and offers are made through September.Admissions get finalised after the schools’ final exam results are announced between May and July. International students applying from overseas are advised to secure their residence visa in time for the commencement of the programme.

1. Student Visa Application Form (Student Entry Permit) 2. Eight passport size photographs taken with a white background 3. Student Enrolment Contract. This is required for Knowledge Village students. 4. An official offer letter without any conditions 5. Four photocopies the applicant’s passport (including pages showing UAE visit visa or residence visa, if application is made locally) 6. Copy of a personal bank statement showing minimum of AED30,000; this should be recent and have the stamp and signature of a bank official. Alternatively a financial sponsorship letter from parents or guardians indicating their willingness to bear the financial responsibility for the tuition and cost of living. 7. A copy of the receipt showing payment of full tuition and student visa charges Forms related to the visa processing can be secured from the sponsoring institution. Health Insurance is mandatory and an annual fee ranging from AED1200 to AED2000 will be charged for the same. Students seeking sponsorship for visa need to bear the costs and this may range from AED 6,000 to AED 7,000/. Costs will also be incurred during the annual renewal of visa and a sum of AED 1,200 to 2,200/ may be charged for every visa renewal. These amounts can vary depending on the current laws and individual institution’s rules.

Fees, Finances & Scholarships Costs vary greatly between institutions and can range from AED2000 to AED5000 a month. Some of the institutions offer merit scholarships. Scholarships are also offered by some leading business houses and MNCs, criteria for this could vary.

Visas For all male students above the age of 18, a student visa is mandatory. To secure this, the institution requires the following documents: 54

Web Sites of Use Commission for Academic Accreditation – www.caa.ae Knowledge Village – www.kv.ae Academic City – www.diacedu.ae Knowledge and Human Development Authority – www.khda.gov.ae Ras Al Khaimah Institutions www.rakftz.com

Explore new frontiers of learning

Undergraduate Programs • MBBS - Bachelor of Medicine & Bachelor of Surgery • BPT - Bachelor of Physiotherapy • BHS - Bachelor of Health Sciences • Medical Laboratory Sciences (BHS – MLS) • Medical Imaging Sciences (BHS – MIS) • Anaesthesia & Surgical Technology (BHS – AST) • Nursing Sciences (BHS – NS) • Pharm D - Doctor of Pharmacy • DMD - Doctor of Dental Medicine • BBMS - Bachelor of Biomedical Sciences Masters Program (2 years) • MSCP - Master of Science in Clinical Pathology • MPH - Master in Public Health • MPT - Master of Physical Therapy • MHRB - Masters in Human Reproductive Biology • MTox - Master in Toxicology • DipTox - Diploma in Toxicology (1 year)

CENTER FOR CONTINUING EDUCATION AND COMMUNITY OUTREACH (CCECO) • Introduction to Hospital Careers (for High School Students) • Medical Terminology (prerequisite to all medical courses) • Medical Coding • Medical Insurance Billing • Nutrition for Sports and Human Performance • Clinical Nutrition • Phlebotomy • Research Methodology (for any graduates) • Educational Counseling • Pharmacy Preparatory Course for Licensing Examination • IELTS Training Classes • TOEFL (ITP) Preparation Course • Basic Arabic for Health Professionals

P. O. Box: 4184, Ajman, UAE, Tel: +971 6 7431333, Fax: +971 6 7431222 E-mail: admissions@gmu.ac.ae, Web: www.gmu.ac.ae COLLEGE OF MEDICINE | COLLEGE OF ALLIED HEALTH SCIENCES COLLEGE OF PHARMACY | COLLEGE OF DENTISTRY COLLEGE OF GRADUATE STUDIES CENTER FOR CONTINUING EDUCATION AND COMMUNITY OUTREACH

SAT Redesign Poses New Challenges for Applicants to U.S. Colleges Ten years ago, the SAT exam eliminated analogies, to the delight students around the world. Beloved by logicians and English teachers alike – but reviled by many students – analogies required students to identify the logical and etymological relationship among two sets of words. By Josh Stephens

nalogies gave way to a host of new questions, and a whole new SAT section: the Writing section, replete with an essay. Now, an even more dramatic update to the SAT is on the horizon. While the new exam, set to debut in January 2016, may not be any more difficult than the current one, the uncertainty surrounding it has raised questions and concerns among the millions of high school students in grades 9 and 10 who are thinking of applying to universities in the United States. The SAT is not nearly as challenging or crucial as are national exams such as China’s infamous gao kao, but it does offer a significant opportunity for students to strengthen their applications. “While the SAT is not the most important element of a student’s application, ambitious students must always familiarize themselves 56

with the exam and study as effectively as possible,”said Dr. Megan Stubbendeck, Director of Instruction at ArborBridge, a U.S.-based test preparation copmany. The redesigned SAT is intended to more faithfully reflect concepts that students learn in high school than the current exam does. The College Board, which runs the SAT, also intends to make it harder for students to use “tricks” that help them identify correct answers without understanding the actual concepts that are being tested. The redesign of the SAT includes the following major changes:

Writing and Critical Reading will be replaced by a single section called “Evidence-Based Reading and Writing” Questions in this section will place less emphasis on vocabulary and more on interpretation of words in context and overall meaning of a sentence or passage Some questions will even ask students to interpret graphics, thus assigning words to images The Math section will include more word problems, less geometry, and a small amount of pre-calculus No scoring penalty (negative points) will be assessed for incorrect answers The essay, which will be optional, will be based on a student’s interpretation of a writing passage and analysis of the passage’s

argument; it will not be open-ended and personal such as the current essay is. These changes will take effect, for all testtakers, in January 2016. In the meantime, three parallel debates are taking place among current students, many of whom are anxious taking an untested, brand-new exam: When should I take the SAT? How do I study for the new SAT? Should I take the ACT instead? Let’s look at each question in turn:

When should I take the SAT? The new SAT will not affect current 12th or 11th graders (Years 13 and 12 in the British system) who are applying according to conventional application calendars. Current 11th graders will submit their applications by January 2016 and therefore will have had to complete all testing by then.

Current 9th graders may take the “old” SAT for another year. However, they are unlikely to achieve their highest scores so soon. They are better off waiting for the new SAT to come out and focusing all of their attention on it (or opting for the ACT; see below). Current 10th graders face the most vexing challenge. With accelerated studying, a 10th grader can attempt to finish her testing by December 2015. But, if she doesn’t get the score she wants by then, then she will have to study anew for the new SAT. As of January 2016, a current 10th grader will have 5-6 available test dates before the college application deadlines arrive in November 2016 and January 2017. How do I study for the new SAT? In many respects, the most effective ways to study for the new SAT follow the same principles as do those for the old SAT. Whether new or old, 57

the SAT generally covers material that students already know, such as basic grammar, algebra, and reading. It simply presents that material in unfamiliar ways. It’s important for students precisely identify two things: 1) foundational material that students simply do not know; and 2) the material that students know but cannot consistently apply to the exam. In both cases, students’ lessons can be precisely calibrated to fill in gaps and help students quickly adapt to the exam. “New SAT questions will follow a different format, but foundational concepts will remain the same,”said Stubbendeck.“Students can maintain their current approaches to foundational concepts, but they will have to re-orient themselves to the new style of questions. This will happen quickly for students taking it in 2016.” Stubbendeck recommends that students take practice exams and make every effort to pinpoint their weaknesses. No matter what, rote memorization is almost never an effective strategy. It takes up too much time, does not help students truly learn important concepts, and does not enable students to adapt to unfamiliar questions. Should I take the ACT instead? This is the question that the College Board does not want students to ask. Though the ACT is less well known overseas than the SAT is, every student in the United States knows that the ACT carries just as much weight in the admissions process as does the SAT. Most colleges will accept scores from either exam, without prejudice or favoritism towards either one. “The general rule of thumb is to take the test when you are ready and to take the test that has changed the least at that point,” said Stubbendeck. But, she cautioned, “each student 58

is unique and may have additional factors to consider in making this decision.” The ACT is remaining largely unchanged for the foreseeable future. Therefore, 10th and 9th graders who do not want to be “guinea pigs” for the new SAT can easily opt for the tried-andtrue ACT. They can also rely on established studying curricula and seasoned tutors. So, there’s a new analogy to consider: SAT : Change :: ACT : a) Predictability b) Respectability c) Stability d) All of the above e) None of the above For some ambitious students, the clear answer is D. Tutoring Resources from ArborBridge ArborBridge offers personalized test preparation, with elite tutors and the world’s most advanced SAT curriculum, to students around the world. For free demonstration lessons and consultations, please visit: aarborbridge.com/ test-prep/ The New SAT For more insight into the new SAT, please see ArborBridge’s blog series: arborbridge.com/ new-sat-part-1-overview/ SAT/ACT Timeline Here is ArborBridge’s recommended timeline for students taking the SAT and/or ACT in the next three years: arborbridge.com/infographictest-take/ Veteran educator Josh Stephens is ArborBridge’s Director of International Development. He introduces ArborBridge’s (www.ArborBridge.com) tutoring services to schools and students around the world. A former college counselor, he graduated from Princeton University and received his master’s degree in public policy from Harvard University.

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USA

United States of International students make up slightly less than four percent of total student enrollment at the graduate and undergraduate level combined. In 2012/13, 55,000 more international students enrolled in U.S. higher education compared to 2011/12, with most of the growth driven by China and Saudi Arabia. This marks the seventh consecutive year that Open Doors reported expansion in the total number of international students in U.S. higher education. There are now 40 percent more international students studying at U.S. colleges and universities than a decade ago, and the rate of increase has risen steadily for 60

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the past three years. The 2013 Open Doors Report on International Educational Exchange, states that the number of international students at colleges and universities in the United States increased by seven percent to a record high of 819,644 students in the 2012/13 academic year, while U.S. students studying abroad increased by three percent to an all-time high of more than 283,000.

Pointers for Selection While choosing an institution, it is important to consider factors like size, location, costs, financial aid, research opportunities, international student services and entry requirements. As there are so many institutions and programmes to choose from, you need to invest considerable amount of time in researching options and identifying the right fit. The plethora of course offerings provided by the institutions spread over the country is mind boggling. EducationUSA estimates that there are

over 4000 accredited Universities and colleges spread over the 50 states of America. Of these, more than 650 are public four year institutions and more than 1,100 are public two year institutions. These public state-run institutions have a lower tuition fee but financial assistance tends to be limited. There are over 2000 four year private institutions both for profit and not for profit. Such private institutions usually have higher tuition and fees but with greater chances of financial aid. Students also have the option of enrolling at a community college for a two year Associate degree,should finance, pre-requisite tests or GPA be an issue. On successful completion of the two year programme, they could transfer to another institution to complete their degree.

Application process Applications to American universities go through the common application website www.commonapp.org, the universal college

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application website universalcollegeapp.com, or directly through the institutionâ&#x20AC;&#x2122;s website as per the policies of the institution. Schools in the Texas system use the www. applytexas.org website.For the UC common application to the 10 schools in the California system, use http://www.universityofcalifornia.edu/

California for the fall term (September) must submit an application by November 30th of the year prior to enrolment. Most other institutions have a January 1 deadline for the Fall in take under regular decision. For the Spring (January) intake applications must be sent in by October.

Scholarships Supporting documents You would need to submit transcripts of the last three years, a stipulated number of essays, information on extra-curricular activities including sports, voluntary work and leadership initiatives undertaken; information on summer courses/internships etc. Your teacher and/or counsellor will be invited to send confidential letters of recommendation online along with the profile of the school. Students will also be asked to send TOEFL and SAT scores directly from the Education Testing Service and College Board. An IELTS or PET score can be submitted instead of the TOEFL to demonstrate English proficiency. While certain schools may not require SAT scores from international students,some institutions would need SAT II subject tests as well. Also, ACT scores may be submitted in lieu of the SAT. Please note that supplementary forms may be required from you so ensure that you read instructions carefully. Students who wish to pursue Art, Design or Architecture will also be required to submit a portfolio. Extracurricular pursuits and internships undertaken need to be reported and are looked upon favourably. If you wish to apply for an early decision or early action, the deadline is usually in October/ November. Early decisions are binding.You can visit individual websites for the specific dates. Students wishing to apply for admission to University of

Merit based scholarships are granted on academic excellence. There are also grants awarded to students who have demonstrated financial need. Some universities need additional forms and essays for scholarship consideration while others automatically consider every applicant for scholarship at entry.

Visa process The process of applying for an F-1 student visa begins with acceptance to an American college or university. Following admission, the educational institution in the United States will issue a Certificate of Eligibility for Non-Immigrant Student Status (I-20 form) and provide that to the student. Sponsoring academic institutions are required to enter accepted foreign studentsâ&#x20AC;&#x2122;names into SEVIS, the Student and Exchange Visitors Information System. Students should verify with their sponsoring academic institution that they are entered into SEVIS before they apply for a visa. Upon receiving the I-20 form, students are required to pay a SEVIS fee online at http://www.fmjfee.com and take a printed copy of this receipt to the visa interview. US immigration policy requires that all foreign students submit proof of financial support for their studies. The financial guarantee may take the form of a bank statement or a letter from a sponsoring agency. For further information on documents needed, visit: http://abudhabi. usembassy.gov/niv/students.html 63

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Documents needed during the Visa interview: Form I-20A-B, Certificate of Eligibility for Nonimmigrant (F-1) Student StatusFor Academic and Language Students or Form I-20M-N, Certificate of Eligibility for Nonimmigrant (M-1) Student Status for Vocational Students. You will need to submit a SEVIS generated Form, I-20, which was provided to you by your institution. You and your school official must sign the I-20 form. Online NonimmigrantVisa Electronic Application, Form DS-160. Visit the DS-160 webpage to learn more about the DS-160 online process. A passport valid for travel to the United States with a validity date at least six months beyond the applicantâ&#x20AC;&#x2122;s intended period of stay in the United States (unless country-specific agreements provide exemptions). If more than one person is included in the passport, each person desiring a visa must complete an application. One (1) 2x2 photograph. See the required photo format explained in nonimmigrant photograph requirements; A MRV fee receipt to show payment of the visa application fee. The SEVIS I-901 fee receipt.

Additional documents: Transcripts and diplomas from previous institutions attended; Scores from standardized tests required by the educational institution such as the TOEFL, SAT, GRE, GMAT, etc.(As applicable); Financial evidence that shows you or your parents who are sponsoring you have sufficient funds to cover your tuition and living expenses during the period of your intended study. For example, if you or your 64

sponsor is a salaried employee, please take original bank books and/or statements. If you or your sponsor owns a business, please take business registration, licenses, etc. and original bank statements.

Web sites of use: www.collegeboard.com (Information on SAT and College planning) www.toefl.org (English proficiency test) www.educationUSA.state.gov: EducationUSA website University and College Searchwww. collegeboard.com / www.petersons.com Accreditation:www.chea.org/US Department of Education: www.ope. ed.gov/accreditation Post graduate Admissions: www.gre.org (Graduate Record Examination Graduate Management Admission Test: www.gmat.org /www.mba.com Medicine College Admission Test: www. aamc.org/students/mcat Law School Admission Test: www.lsat.org US Embassy Contact information: EducationUSAAD@state.gov US Consulate General EducationUSSdubai@state.gov There are two Education USA centers in U.A.E. one located in the American Embassy premises in Abu Dhabi and the other in the American Consulate in Dubai. They can be contacted by emailing EducationUSAAbudhabi@state.gov or EducationUSADubai@state.gov Source: EducationUSA Website and American Embassy website

Canada

As the national voice for Canadian universities, Assn. of Universities and Colleges of Canada represent 97 public and private not-forprofit universities and university degree-level colleges. They have represented the interests of Canadian universities since 1911. A plethora of undergraduate, post graduate and doctoral qualifications are on offer along with certificate, Diploma and professional qualifications. Apart from this, there are over 150 members of the Assn. Of Canadian Community Colleges ( www.accc.ca) these are public institutions offering credentials sanctioned by provincial and the territorial government. Programs vary in length from a few months to four years. The courses are mostly practical and offer work placements. Historically, these institutions offered diplomas and certificates, not degrees. However, these days, some of them award degrees as well. Canada is accepting more and more international students, and more of those international students are deciding to immigrate â&#x20AC;&#x201C; recent data from Citizenship and Immigration Canada (CIC) shows. CIC is also rolling out new initiatives to help 69

CANADA

improve visa application processing times for international students. According to the latest Association of Universities and Colleges of Canada - AUCC report, Canada has 1.2 million students in degree programs. Of these, 898,400 are full-time students, while 275,800 are parttime students and they are taught by 42,000 full-time professors. It also states that $10 billion worth of research activities are carried out in these educational institutions. More than half of all university undergraduates benefit from a co-op or internship experience before they graduate. (Source: Based on data from the Canadian Association for Cooperative Education and Canadian University Survey Consortium).The number of students in co-op programs jumped 25 percent in just seven years, from 53,000 students in 2006-07 to more than 65,000 in 2013. In total, last year more than 1,000 co-op programs were offered 70

to students at 59 universities in Canada. (Source: Canadian Association for Cooperative Education and AUCC estimates). Within five to seven years after graduation, 96% of university graduates are working full-time and their median income is $63,000. (Source: 2013 Canadian University Baccalaureate Graduate Outcomes Survey). Between May 2008 and May 2014, more than twice as many net new jobs were created for university graduates than for college and trades graduates combined (878,000 and 437,000 respectively). (Source: Statistics Canada, Labour Force Survey).

Application Process The University year is usually September to April, intakes being September and January. As the application process is competitive and the deadlines vary, it is best if to apply six to eight

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focus on undergraduate student recruitment and include school visits and “Study in Canada” fairs. The “Study in Canada” fairs connect students to education opportunities in Canada, showcasing a variety of programs offered by the participating Canadian institutions. Students will have the opportunity to come and talk with representatives from Canadian universities, colleges and schools to find out more about the programs on offer and their respective entry requirements. Representatives from the Canadian Embassy’s Visa Section will also be present to answer student’s questions about the application process for Canadian student permits. Come to discover how studying in Canada can help you achieve your dreams and secure your future!

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CANADA

months before the start date of the program. Most students apply to multiple institutions. American curriculum students will need to send a SAT score. For students from other curricula, although SAT is not mandatory, some institutions may require it for scholarship consideration. It is best to check admission requirements of individual institutional websites. For undergraduate admission, academic records from grade 9 to the most recent will be reviewed as part of the admissions process. A good academic profile is given preference. Extracurricular activities are looked upon favorably by Canadian institutions. Students who wish to take up commerce related subjects should take up Mathematics in high school. Prospective international students should demonstrate proficiency in English or French as per the language of instruction in the institution/s being considered. Test of English as a Foreign language (TOEFL) the International Language Testing System (IELTS) or Test de francais international (TFI) are the tests necessary. Preparatory courses before the commencement of the program may be needed for those with inadequate scores. The province of Ontario, Alberta and that of British Columbia have a centralized application system for admission. The Ontario Universities Application Centre (OUAC), Ontarioâ&#x20AC;&#x2122;s application hub started in 1971 and can be accessed by visiting: http://www.ouac.on.ca/ Some Universities want you to include ID slips that they will mail you once you have done the initial application. British Columbiaâ&#x20AC;&#x2122;s centralized application system can be accessed through myBCcampus. To apply to Alberta, visit its centralized online application and transcript transfer system 72

through www.applyalberta.ca. After completing the online application, you would need to send all supporting documents like transcripts, reference letters, essays, proof of language proficiency etc. so that your application gets reviewed and processed. Remember to include your student ID number for easy reference. Professional courses like Medicine, Dentistry, law, architecture etc may need one more test as a pre requisite.

Working off-campus The Off-Campus Work Permit Program authorizes students to work up to 20 hours per week during regular academic sessions, and full time during scheduled breaks (for example, winter and summer holidays, and spring break).

Co-op/internships The Co-op/Internship Work Permit Program is available to international students whose intended employment is an essential part of their program of study in Canada as certified by their Canadian academic institution. The

CANADA

work portion of this program can form up to 50 percent of the program of study.

On-campus work opportunities International students who hold valid study permits and who are studying full time at eligible Canadian public and private universities or colleges may also be eligible to work oncampus at the institution where they study without a work permit.

Study Permit Once accepted at a college or university, in order to study in Canada for a period of six months or more, you need to apply for a study permit from the Citizenship and Immigration Canada (CIC).To study in Quebec; you must also secure a Certificate of Acceptance from the Province of Quebec. Applicants below eighteen years of age also need to submit an undertaking of guardianship from a citizen of Canada. To apply for a study permit on or after June 1, 2014, you will need to identify the institution by its designated learning institution number on the application form. This number can be found on the designated learning institution list, which was published on the CIC website by June 1, 2014. You must also meet the standard eligibility criteria for a study permit. You must prove that you have enough money to pay for your: tuition fees; living expenses for yourself and any family members who come with you to Canada; and return transportation for yourself and any family members who come with you to Canada. You must be a law-abiding citizen with no criminal record and not be a risk to the security

of Canada. You may have to provide a police certificate. You must be in good health and willing to undergo a medical examination, if necessary. You must satisfy an immigration officer that you will leave Canada at the end of your authorized stay.

Six months or less of study A study permit is not needed if you want to take short-term courses or programs of study of six months or less. You may enrol in short-term programs at any learning institution, regardless of whether or not it is designated. If, however, you would like to get a study permit for studies of six months or less, you must attend a designated learning institution. If you are from a non-visa-exempt country, you must have a valid visitor visa. Source: www.cic.gc.ca/english/study/study-changes.asp

Web Sites of use: Canadian Education: www. educationau-incanada.ca Profiles of Canadian Institutions: www. universitystudy.ca Canadian Embassy Abu Dhabi: www. abudhabi.gc.ca Scholarships: www.canlearn.ca, www. studentawards.com Internships, Coops: www.cic.gc.ca/ english/study/work.asp Study Permits: http://www.cic.gc.ca/ english/study/study.asp Post graduation work permits: www.cic. gc.ca/english/study/work-postgrad.asp

United Kingdom

The assessment results are freely available on the internet. The Higher Education funding councils also provide information on quality assurance through the UK- wide Quality Assurance Agency for Higher Education. According to HESA or Higher Education Statistics agency-UK ‘s publication ‘Students in 74

The UK higher education system is internationally recognized. The standard and quality is guaranteed by official bodies like the Qualifications Curriculum Authority (QCA) which recognises the quality of the university’s teaching and general facilities and RAE that examines the Research Assessment Exercise and publishes its findings every five years.

Higher Education Institutions 2012/13’, there were 2,340,275 students studying at higher education institutions in the UK in 2012/13. Of these 425,265 were students from outside the UK. A separate population of 598,925 students were studying wholly overseas for a UK qualification in 2012/13.This represents an increase of 4.9% over the equivalent figure for 2011/12

(571,010). Almost half of these transnational students were based in Asia, with Malaysia and Singapore accounting for almost 20% of the total. The United Kingdomoffers a wide variety in courses at various levels and some UK universities are among the oldest in the world while others are among the newest. Many provide degrees with a strong vocational foundation and enjoy good links with businesses and professional organisations. Another important advantage is the opportunity to hone your English language skills or learn English as part of the university preparation or foundation programme. Students who wish to pursue an academic education may select a three year undergraduate degree followed by post graduate studies or research. Entrance qualification is a minimum of three A level qualification or its equivalent. As an alternative, students can enroll in an access, foundation or bridging course before enrolling in the degree programme. Students who want vocational training can combine their training with job-related skills. Apart from Universities and institutes, UK also has further education colleges that offer courses to adults over 18 years of age that make them more employable. By combining vocational education with academic study, one can gain skills in broad occupational areas, together with an academic content that is accepted as entry to a degree course. Students enrolled in a course six months and above are eligible for free health care from the National Health Service (NHS). Furthermore, unlike the equivalent programmes in other countries, most UK Bachelor’s degrees are three years in duration while Masters programmes can be completed in one year. The degrees enable you to join the work force sooner so it becomes

financially affordable. www.educationuk.org provides comprehensive information for anyone considering studies in the UK along with links to local British Council offices.

Application Process The Universities and Colleges Admissions Service (UCAS) co-ordinates applications to full time first degrees, foundation degrees, Higher National Diplomas etc. ‘Apply’ section in the UCAS site leads to the online application system. One can apply to five institutions through the UCAS. You can only submit one application in each application cycle.You would need to provide the email address of an academic referee who will then be invited by UCAS to send a reference letter. The application fee for this service can be paid online by credit card.UCAS allows you to track your application status.

Admission Requirements Prospective international students should demonstrate proficiency in English by furnishing an IELTS or PTE Pearson Test of English score. If you do not meet the required level of English, you could enroll in an English language preparation course. Entry Requirement may vary for each type of course and subject. College prospectuses will list them under ‘Minimum Entry Requirements’. As part of the UCAS form, you are asked to write a personal statement. This descriptive account gives you the opportunity to speak about your academic and personal goals and tell the institutions not just about your academic capability but also the kind of activities you have undertaken both within school and outside. Apart from this, courses like Law, Medicine, Dentistry etc may need entrance exams like LNAT, UKCAT, or BMAT and interviews. 75

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Students hoping to pursue Art, Architecture or Film may have to submit a portfolio. It is best to check the requirements on line before preparing your UCAS application.

Deadlines Students, who wish to apply for the Medicine, Dentistry or veterinary science programmes, would need to apply before 15th of October and can opt only for four institutions. This deadline is shared by Oxford, Cambridge – the Oxbridge programmes as well. For all other programmes, international students can apply up until end June but the earlier you apply, the better your chances. Most institutions will give you conditional acceptance based on your predicted grades and previous academic history if you apply before your Board exam results are declared. Some of the institutions offering Law would need you to sit a national exam called LNAT – National Admission test for Law. For Medical entrance you would need BMAT(Biomedical AdmissionTest) or UKCAT(UK Clinical Aptitude test) and an interview while admission departments of Art, Film and Architecture may want to see your portfolio. Each institution sets its own admission criteria. Academic records of applicants are reviewed as part of the admissions process. The university year is usually from September to April, with intakes in September and January. As the application process is competitive and deadlines vary, it is best to apply six to eight months before the start date of the desired programme of study. It is also advisable to apply to multiple institutions to avoid disappointment.

Fees, Finances & Scholarships UK course fees vary depending on what you are going to study and for how long. The cost 76

of foundation courses may range from 4000 to 12000 pounds, Arts courses range between 7 to 9000 a year, Science courses range from 7500 to 12000 per year. Clinical courses vary from 7500 to 12,000 pounds. The cost of living varies between different regions of the UK. It is safest to allocate 1000 pounds if living in London and 800 pounds per month elsewhere. You will need to contact the universities and colleges that you are considering for precise information on course fees and financial help available to you. Most universities and colleges will also display this information on their websites. However, competition for study grants is intense and most often you would need to be nominated by the Government. If you wish to attend an institution in UK, you should apply for scholarship one year before commencement of the course. Some institutions offer bursaries or fee waivers toward your room and board. The British Council nearest to you will be able to provide information on scholarships.

Visas You can find out if you need a visa on the UK Border Agency website. Applying can take some time, so it is important to apply well in advance of your intended date of travel.You can find out about visa processing times in your country on UKBA’s visa service pages. There are a number of different types of visa available. Most students will under Tier 4 student applicant category discussed here: Tier 4 (Child) student: You can apply as a child student under Tier 4 of the points-based system if you are between 4 and 17 years old. If you are between 4 and 15 years old, you must be go to the UK to be educated at an independent fee-paying school. You can find out more in the UKBA’s Studying in the UK pages.

UNITED KINGDOM

Tier 4 In July 2011 the UK Government announced some changes to Tier 4 student visas. You can find the latest information on the UK Border Agency website. For adult Tier 4 (General) and child students coming on Tier 4 (Child) student visas, the UK has a points-based visa system which is designed to be objective and transparent. To apply, you need to gain 40 points. This includes 30 points for a “confirmation of acceptance for studies” (CAS) from the university, college or school where you want to study. Your chosen place of study must be on the UKBA’s official Register of Tier 4 Sponsors (approved education providers). This register is designed to give you peace of mind that you are applying to join a genuine institution. The remaining 10 points comes from demonstrating that you can afford to cover your fees and living costs to study in the UK. This has been put in place to help you avoid any financial difficulties that might affect your ability to complete your studies. The first year’s tuition fees and living expenses should be in the bank for a period of one month before one applies for the visa. If you are 16 or 17 years old, you have the legal right to live independently in the UK, and you may make your own arrangements for accommodation. However, you will need the permission of your parent(s) or legal guardian if you want to: live independently while you are in the UK; and Travel to the UK (if you are applying from overseas). If you will be living independently, you must furnish a letter from your parent(s) or legal guardian, confirming: their relationship with you;

that they have given their permission for your application; and that they have given their permission for you to live independently in the UK; and that they have given their permission for your independent travel to the UK. If the letter is signed by only 1 parent or legal guardian, it must confirm that they have legal custody or sole responsibility for you. If they do not have sole custody, the letter must confirm that each parent or legal guardian agrees to the contents of the letter, and must be signed by each parent or legal guardian.

Web Sites of Use: Association of Colleges in UK and Wales www.aoc.co.uk Association of Colleges in Scotland www.ascol.org.uk Central Admissions Service: www.ucas.ac.uk UK Accreditation Council www.the-bac.org Information on UK Education: www.britishcouncil.org/me Search Engine for courses: www.educationuk.org/me, www.hotcourses.com Information on scholarships: www.educationuk.org/scholarships Information on student life in UK: www.studentuk.com Quality Assurance Agency: www.qaa.ac.uk English Test: Int’l English Language Testing System: www.ielts.org UK Visa Information: www.ukvisas.gov.uk

Skyline University College was established under the patronage of H.H. Sheikh Dr. Sultan Bin Mohammed Al Qassimi, member of the UAE Supreme Council and the Ruler of Sharjah in 1990 in the heart of Sharjah, a city that has been recognized as a hub of education, culture and heritage by UNESCO. Under the guidance of H.H. Sheikh Dr. Sultan Bin Mohammed Al Qassimi, SUC is successful in its pursuit to offer high quality education and create awareness among students towards the needs of society. It is presently one of the leading Universities in the Northern Emirates. Since its inception, Skyline University College has been providing manpower in the field of Management Education, Travel & Tourism, Marketing, Human Resource, Information Systems and Finance. The institution has identified Retail Marketing, Public Administration & e Governance as new areas for training the manpower requirement of these industry. SUC has carved out a name for itself in the local and international market as a quality business education provider at a reasonable fee. Over a period of time the University has carved a niche for itself in Business Management Education and training required for the industry. The programs offered by SUC are fully approved and accredited by Ministry of Higher Education and Scientific Research, UAE. (www.caa.ae). SUC offers Bachelor of Business Administration (BBA), majors in Travel & Tourism Management, Information Systems, International Business, Marketing and Retail Management, Finance and Public Administration & also Weekend BBA with International Business as a Major. SUC offers Master of Business Administration (MBA) Program, with emphasis in Marketing, Finance, Human Resource Management, Strategic Management & Leadership and E-Governance during weekdays and weekends. The state-of-the art infrastructure spread across 40 acres of land is well equipped to cater to the needs of the students in shaping up their future as young managerial workforce and prepare them to meet the challenges of todayâ&#x20AC;&#x2122;s world. The campus in the University City of Sharjah, situated on the border of Sharjah and Dubai, has well equipped and purpose built academic and administrative blocks, highly furnished library and computer lab, sports centre which includes gymnasium, common room for students, international size floodlit cricket ground, football field and a covered basketball court. The diversity in Skyline is embodied by students from 52 different nationalities this is reflected in various colorful multi-cultural events from time to time and the sharing of different views in solving business and social problems. SUC is conscious of Quality education and in this endeavor it improves its quality of programs by collecting regular feedback from industry experts and employers. The academic board conducts rigorous evaluation of curriculum and courses and suggests improvement in the programs so as to enable the students to acquire employable skills and competences suitable for the industry requirements. All the programs designed by SUC emphasis on all-round personality development and inculcate the values of leadership and integrity.

To groom the students for successful careers PSDP programs are embedded in the curriculum and the students are trained towards developing their all-round personality and imbibe the soft skills, values of leadership & integrity to tackle business and social problems. SUC also provides opportunity to its student to learn through organizing and conducting events and demonstrate knowledge, skills and competence. To facilitate students learning SUC has well developed learning resources provided by a good collection of books, journals and databases in its library enabling students to learn through research. The case study centre is actively engaged in developing case studies relevant to the region to help the faculty members use them in the classroom environment. To deliver quality education, SUC has engaged full time faculty members from different nationalities with terminal degrees. Their experience and the international exposure bring the best out of the students from multi-cultural background. To council progression of the student the University has well developed advising and feedback mechanism to help the student & the university to continuously improve its performance. SUC has included entrepreneurship courses in its curriculum, helping students to explore the challenges of entrepreneurship and be prepared to become an entrepreneur. SUC has an active Corporate Relations Office that facilitates industry interface with academics so that the industry experts can share their experiences with the students in the form of guest lectures and facilitates industry visits. The office also facilitates students to be placed as interns in the corporates thus providing exposure to industry work culture. It extends support for organizing interviews for job placement. The Institution has articulation agreements with various Colleges/Universities in Canada, UK, USA, Australia, New Zealand, Ireland, India, Pakistan etc., which facilitates the students to get transferred for further studies. SUC has professional relationships with IATA-UFTAA, Accreditation Council for Business Schools and Programs (ACBSP), Confederation of Tourism and Hospitality (CTH), Association of Chartered Certified Accountant (ACCA) and the World Tourism Organization (WTO). facebook.com/skylineuniversitycollege twitter.com/skylinesharjah instagram.com/skylineuniversity linkedin.com/in/skylineuniversitycollege youtube.com/skylineuniversity

+971 6 544 1155

admissions@skylineuniversity.ac.ae

www.skylineuniversity.ac.ae

Australia

Australia offers a diverse

And regardless of what you are studying or how range of study options for long you are studying for, international students, Australiaâ&#x20AC;&#x2122;s laws promote with more than 1,200 quality education and institutions and over protection for international 22,000 courses to choose students. This includes from. You can study at all the Education Services for Overseas Students levels of education from (ESOS) Act 2000 and the primary and secondary National Code of Practice school, to vocational for Registration Authorities education and training and Providers of Education (VET), from English and Training to Overseas language courses to higher Students 2007 (National Code). These provide education (including nationally consistent universities). standards for providers of education and training for international students. As an international student on a student visa, you must study with an institution and in a course that is registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). CRICOS registration guarantees that the course and the institution at which you study meet the high standards expected by international students. You can search for courses and institutions here on the Study in Australia website. Along with the ESOS Act and National Code, there are also regulatory and quality assurance organisations for higher education and VET institutions. These government organisations 80

are responsible for registration/ re-registration of institutions and accreditation/re-accreditation of courses. These organisations are: Higher education - Tertiary Education Quality and Standards Agency (TEQSA)) VET - Australian Skills Quality Authority (ASQA) In the 2013/2014 financial year

there were 422,324 international enrolments across all forms of education in Australia, close to half of these were for higher education including postgraduate studies. Considering each state, during 2013 within the higher education sector there were 112,897 enrolments in Victoria, 86,923 enrolments in NSW, and 50,140 in Queensland. Source: Sydney Morning Herald, Sydney, 30 Aug 2014 Australia is considered one of the world’s most diverse and welcoming countries. In fact, of Australia’s 23 million population, almost half (47%) of all Australians were either born overseas or have one parent born overseas. More than 260 languages are spoken in Australian homes: in addition to English, the most common

are Mandarin, Italian, Arabic, Cantonese and Greek. As per the StudyinAustralia website, Australia was recently ranked as the fourth happiest country in the world behind only Norway, Denmark and Sweden. Australia offers a diverse range of study options for international students, with more than 1,200 institutions and over 22,000 courses to choose from. Studying in Australia promotes innovative, creative and independent thinking. You’ll learn to work as part of a team, to communicate effectively with others and to develop the practical skills and intellectual abilities you need for global success. The Australian education system has a strong international reputation and is known for its effective structure and innovative policy developments. You have the freedom to choose the study option to suit your goals. You can study at Universities, vocational institutions, schools or English language training centers. These sectors are linked so you can move easily from one qualification level to the next and from one institution to another. All courses offered to international students must be approved and listed on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). Qualifications offered to students must fit the Australian Qualifications Framework. Periodic monitoring of teaching, learning, administration and research of all institutions is conducted by government bodies. Universities are audited every five years by the Australian University Quality Agency.Vocational education and training institutions are audited by the Australian National Training Authority. These measures facilitate standardization and quality of programmes. Australia has a national regulatory and quality agency for higher education – the Tertiary Education 81

The key to success is global intelligence. Contributed by: (Dean John Davis) SP Jain School of Global Management The key to success is global intelligence. This means being culturally and intellectually curious about the world, open to new practices and information, and eager to build relationships across cultures for the sake of creating better understanding, meaningful solutions and an enriched society. Being globally intelligent is easier said than done, however. The right conditions must exist for leaders to embrace this quality as a requirement for international recognition. The pressure to conform to local

practices can be intense, often creating barriers to broader understanding. Having analyzed more than 300 topperforming companies we have identified five(5) leadership traits that are common across countries, reinforce global intelligence and help to develop cohesive corporate cultures able to adapt to new markets around the world. I call these traits the Five Ambassadors and they can be summed up as follows: Good leaders are superb brand ambassadors. They are great representatives for their organisations, conveyed through consistent, believable and relevant communication. They are successful imagination ambassadors. They use resources in novel ways to take care of customers, occasionally â&#x20AC;&#x2DC;breakingâ&#x20AC;&#x2122; the existing internal decision-making systems in order to create solutions.

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They are strong relationship ambassadors. They understand the importance of establishing credibility and trust to advance long-term goals. They are superlative knowledge ambassadors. They are curious about the world and far-away markets. They know their own limits and constantly seek new information and insights to broaden their understanding and improve the performance of their organisations. They are sublime experience ambassadors. They create memorable, productive and even surprising experiences for customers. Internally, this includes fostering a corporate culture where all employees feel that they are making meaningful contributions. Externally, they push hard so every touchpoint of their organisation resonates with the marketplace. There are examples of leaders who exhibit only one or two of these traits and who still run successful firms. However, it is those leaders with all five traits who clearly stand out as special, and whose companies have grown quickly. In effect, the Five Ambassadors helped them to transcend cultural practices and see the world from a wider perspective. S P Jain School of Global Management can be contacted on contactus@spjain.org Admissions are NOW OPEN for S P Jain’s Sept 2015 intake: Write to us at bbadubai@spjain.org

SP Jain’s BBA Graduates off to a flying start MENAKA RAMAKRISHNAN Campus placement at BAYT.COM BBA Class of 2014 Previous: Gems Modern Academy (93%) “Studying at SP Jain was an enriching journey. I was exposed to a myriad of cultures across three continents, which has greatly helped me improve as a human being, and progress in my career. I have even been placed in a great company, and am able to display the skills that I had learnt at SP Jain. All-in-all it was one of the best experiences of my life!” SAHIL DUDI Campus placement at RAK BANK (Wealth management) BBA Class of 2014 Previous, DPS, Sharjah (89%) “Diversification, global exposure and a multi cultural experience is what S P Jain was for me. Over the 4 years I was able to develop and further enhance my skills to achieve my goals thru the various means provided by the college. Academics is something which was taught with great seriousness and in a more practical manner which I felt was a better way to learn as the students would have a better understanding on what was being taught to us. These 4 years wwere a great learning experience, I am now doing something I always wanted to get into and S P Jain has helped me achieve that” SAACHI BANGERA Campus placement at HEINZ BBA Class of 2014 Previous, DPS, Sharjah (90%) “Being able to live in two metropolitan cities (Singapore and Sydney) have really helped me open up to different cultures and societies. Singapore and Sydney have very different lifestyles and that helps us learn to adapt to different environments. Moreover, the courses taught at S P Jain have been interesting, yet fun – there’s a lot of interaction amongst students and we learn so much from our classmates of different cultures. Also, the opportunities to initiate your own events, be it a sports event or a dance event, are endless at S P Jain” 83

Quality and Standards Agency (TEQSA). It was established by the Australian Government to monitor quality, and regulate university and nonuniversity higher education providers against a set of standards developed by the independent Higher Education Standards Panel. In addition, student rights are protected by law under the Education Services for Overseas Students (ESOS): Australian institutions develop the creative, analytical and lateral thinking skills of students, and encourage individuality. There are in total, 41 universities; of these, 38 are government funded or public and three are private. These institutions offer Bachelorâ&#x20AC;&#x2122;s degree, and post graduate qualifications including Masters,graduate certificate,post graduate diploma, Masters, MPhil and PhD. Apart from this, Australia has several vocational institutions who offer skill based courses that are practical and industry linked. Some of them offer pathway programmes to Universities. The Government funded Technical and Further education institutes (TAFE) offer excellent vocational training. National agencies monitor teaching, learning, administration and research in institutions. Most Bachelors degree programmes are three years in duration while Masters level courses are one and a half to two years in duration. Students who need to improve their English proficiency, can enrol in one of the private 84

language centers or take a pre- sessional course at one of the universities or vocational centres.

Entry requirements To be accepted to study on a student visa in Australia you will need to demonstrate a sufficient level of English language proficiency, and meet minimum academic requirements.

Academic requirements To gain entry into an Australian undergraduate course you will need to have an Australia Senior Secondary Certificate of Education (Year 12), or the overseas equivalent. Some undergraduate courses may also have specific pre-requisite subjects. For post graduate admission, apart from the satisfactory completion of at least one degree at undergraduate level, your institution may take research ability or relevant work experience into consideration. For VET or Vocational education and training courses, generally there are no other entrance exams. However some courses may have specific pre-requisite subjects or work experience requirements.

Application Process The academic year commences in February/ March and ends in October/November.There are

AUSTRALIA

usually two student intakes per year; one at the beginning of the academic year ie February and the second in June/July. Students would need to start the application process at least 3 months in advance. English language courses are offered all through the year. You can apply directly to an Australian education institution via an online form or visit an agent that represents several Australian institutions. Individual institution would have varying admission criteria based on the programme and level of study. It is best to visit the relevant web site for specific deadlines and admission requirements.

quite expensive. The cost of health insurance may be around $300 for a single person. Details of USHC provider is given here: www.health. gov.au

Scholarship There are many scholarships, grants, and bursaries which can help support you financially with your studies in Australia. They are offered by the Australian Government, education institutions, and a number of other public and private organisations. To learn more, visit: http://www.studyinaustralia.gov.au/global/ australian-education/scholarships

Finances The list below gives you an indication of the range of course costs for different types of qualifications. School – $7,800 to $30,000 English language studies – Around $300 per week depending on course length Vocational Education and Training (Certificates I to IV, Diploma and Advanced Diploma) – $4,000 to $22,000 Undergraduate Bachelor Degree – $15,000 to $33,000* Postgraduate Masters Degree – $20,000 to $37,000* Doctoral Degree – $14,000 to $37,000* Note: This does not include high value courses such as veterinary and medical. Please visit institution websites directly to see costs for these courses. Source: studyinaustralia website.

The Australian government requires that international students and their families pay for health insurance in Australia through the Overseas Student Health Cover (OSHC) Scheme. Health care costs in Australia can be

Student Visa Options: Below is the list of the student visas currently available. It is imperative that you have adequate funds to undertake studies in Australia. For more detail on each visa, visit the Department of Immigration and Citizenship (DIAC): Independent ELICOS (Subclass 570). Schools (Subclass 571). Vocational Education and Training (Subclass 572). Higher Education (Subclass 573). Postgraduate Research (Subclass 574). Non-award (Subclass 575). AusAID or Defence (Subclass 576).

Websites of use and source: The Australian Government: www. australia.gov.au Study in Australia: www. studyinaustralia.gov.au Visa regulations: http://www.immi.gov.au/

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Birla Institute of Technology Campus Overview:

BIT, RAK, UAE offers undergraduate and postgraduate programmes quality of academic programmes offered. service provider. BIT, RAK mirrors the parent university in terms of the Education and Technologies Ltd, the globally acclaimed academic CIIHE (Core International Institute of Higher Education) a unit of CORE Al Khaimah, UAE campus is a result of a strong collaboration with 10 Extension Centres in India and 2 overseas campuses. The BIT Ras Over the years, the deemed university has expanded. Today it has students.Europe ensures world-class education and international exposure for its strong partnership with leading universities in UK, USA, Canada and (NAAC) as well as the National Board of Accreditation (NBA).

For a more information on the topics covered in our various Engineering, Architecture and Commerce programs, please visit our website

www.biticrak.ae

In addition, BIT is accredited by UGCâ&#x20AC;&#x2122;s National Assessment & Accreditation Council by choice for Engineering, Architecture and Management programs.surveys. Top rankers have always preferred it as a premier destination top ranking institutions of higher education in the country by leading its academic excellence and has consistently been rated amongst the with a legacy that spans 5 decades. Established in 1955, it is known for Birla Institute of Technology (BIT), Ranchi, India, is a deemed university Birla Institute of Technologyâ&#x20AC;?

Birla Institute of Technology

Offshore Campus - RAK, UAE

More than an Institute. An Institution. When you choose Birla Institute of Technology RAK you choose the legacy of BIT India with a glorious five-decade heritage of excellence.

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Ranked #2 amongst pvt. engineering colleges in India* *Source: Outlook Survey of ‘India’s Best Professional Colleges’ & Eduways Survey 2013.

Malaysia

Malaysian

Malaysia is currently ranked the worldâ&#x20AC;&#x2122;s 11th most preferred study destination by UNESCO. It is gaining acceptance as a reputable study destination in the region. Malaysia also accounts for two per cent of the international student population around the world.

MALAYSIA

The education sector offers a variety of higher educational programmes as well as professional and specialized skill courses that are competitively priced. Branch campuses of reputed Australian and British institutions also have been established in Malaysia.Universities from UK, USA, Canada, Australia, France, Germany and New Zealand offer twinnings, franchised and external degree programmes in partnership with Malaysian institutions. Malaysia has 22 state universities, more than 480 private institutions, many of which are branch campuses of international institutions such as Monash University from Australia. As per Education Malaysia, their Consulateâ&#x20AC;&#x2122;s Education wing in the U.A.E. in 2013, there were 98,000 international students, of these, above 27,000 were from the MENA region and there

are above 50 U.A.E national students studying in Malaysia. Over the past 15 years, Malaysia has also attracted world-class universities into setting up branch campuses there. These universities offer undergraduate and post-graduate degree programmes that are identical to their main campuses overseas. The affordable cost of quality tertiary education is one of many good reasons why international students choose Malaysia. For example, you can acquire a UK engineering degree (3 years) in Malaysia through a franchised degree programme at an estimated RM51,000 (USD16,000), whereas the tuition fee of the same degree programme at the host university in the UK is about RM144,000 (USD45,000). The Malaysian government is also ensuring the quality of higher education in the country.

MALAYSIAN

The ministry is concentrating on awarding large amounts of research funding under its Fundamental Research Grant Scheme. Malaysia is stepping up efforts to lure more university students from the UAE, following a surge in numbers in recent years - enrolments have been increasing by about 5 to 7 per cent a year since 2004.The major draw of the Malaysian education system, as far as UAE students are concerned, are the relatively low fees and the common religion, in addition to the quality of education and the availability of courses on Islamic Banking, Shariat Law etc.which are relevant to the UAE scene.

Enrolling at a ‘Licensed’ Private Educational Institution Students must confirm whether the institution of their choice has been ‘licensed’ and ‘approved’ before enrolling. To safeguard the interests of international students, all private schools, international schools, private colleges, private universities and foreign university branch campuses in Malaysia must obtain approvals from the relevant regulatory bodies of the Malaysian government. These approvals include:

ensure that the courses offered are endorsed by the Malaysian Qualifications Agency. As such, students are advised to check with the institution concerned or online at www.mqa. gov.my to determine if their intended course of study is endorsed or accredited by MQA. In addition, these institutions need to be licensed by another authority i.e. the Ministry of Home Affairs (Malaysian Immigration Department) to accept international students. The Immigration Department will issue a ‘Student Pass’ to every international student enrolled at these institutions.

Enrolling at a Public University Public universities offer postgraduate studies and limited places for bachelor’s degree programmes to international students. Funded by the government, these public universities are allowed to recruit international students for full-time undergraduate and postgraduate studies. Their courses are assured by MQA and the Immigration Department will issue a ‘Student Pass’ to every student enrolled by these universities.

Primary and Secondary Education Private Schools and international schools which offer primary and secondary education – these institutions must be licensed by the Ministry of Education Malaysia and the Ministry of Home Affairs (Malaysian Immigration Department www.imi.gov.my in order to accept international students.

Tertiary Education Private higher educational institutions which offer tertiary education - besides obtaining approval from the Ministry of Higher Education, these institutions need to

Applying to Study at a Malaysian Institution Applying to study at the Malaysian institution of your choice is simple. Just complete the relevant International Student Application Forms for your chosen course and return it to the institution of your choice with the following documents and fees: Certified copies of all relevant examination results and academic certificates (preferably with copies translated in English if documents are in another language) 93

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Educating World’s Youth to Become Leaders in the Global Community The purpose of Taylor’s Education Group is a simple one: to educate the youth of the world to take their productive place as leaders in the global community. It’s an impressive goal that has helped Taylor’s earn its reputation as one of Malaysia’s premier private education provider. Taylor’s University and Taylor’s College now educate and nurture more than 17,000 students from more than 80 countries helping them become successful role players in the world. The foundation of its success in higher education division is the Taylor’s Graduate Capabilities (TGC), a distinctive graduate outcome that equips students for work life success through mastery of their subject discipline, people skills and the ability to solve problems. Graduates are equipped with the foundation and skills for lifelong learning, ensuring they are well positioned to make an impact at work. Excellence In Learning With over 45 years of heritage, Taylor’s College is the best Pre-U in Malaysia, offering the Cambridge A-Levels (CAL), International Baccalaureate Diploma Programme (IBDP), Canadian Pre-University (CPU) and South Australian Matriculation (SAM), all of which are recognised for admission into the world’s leading universities. “At Taylor’s College, we believe in equipping our students with the learning skills, life skills and leadership skills that will empower them to achieve their university and career goals. Through these essential skills, students are able to experience new learning approaches, inculcate personal development and cultivate leadership character,” said Lim Tou Boon, President of Taylor’s College. “Our mission is to place all our students into the university of their choice and since 2007, we have placed over 7,500 students into the top 200 universities worldwide.” “Our students have proven time and time again that they can achieve exceptional examination results while actively participating in extracurricular activities,” he adds. “I believe the success of Taylor’s College in producing top scorers in our Pre-U programmes is due to our passion in creating an awesome learning experience for our students that is collaborative and engaging. ” “As a testament to our passion, Taylor’s College emerged No.1 in Malaysia out of 143 colleges and universities in the world which participated in the iGraduate 2013 survey on 96

student learning experience.” Out of more than 400 private colleges in Malaysia, Taylor’s College is the only college awarded the prestigious ‘6-Star: Outstanding’ rating by the Ministry of Education (MOE) in the Malaysia Quality Evaluation System for Private Colleges (MyQUEST) in 2012/2013 for its outstanding overall education quality. Setting The Benchmark Taylor’s University is a modern and progressive university, well respected in Malaysia and often considered a benchmark for other private, higher education providers. Offering a range of programmes from foundation and diploma, to degree, post-graduate and professional programmes, the university’s 13 schools include business, medicine, hospitality, engineering, architecture and law. Taylor’s prides itself in the delivery of a holistic education that results not just in excellent academic accomplishments but also in graduates with qualities that are highly sought after in the global marketplace. Industry-relevant learning activities and industry-relevant curriculum are widely incorporated into all tertiary courses in close partnership with the relevant industries. “At Taylor’s University, we actively play our part in developing the movers and shakers of tomorrow,’ says Professor Dato’ Dr Hassan Said, Vice Chancellor and President at Taylor’s University. “The key to our success is the quality that we provide to students and our holistic approach to education.” Indeed the quality of the undergraduate teaching and learning at Taylor’s was acknowledged when it garnered a ‘Tier 5: Excellent’ rating in the Rating System for Malaysian Higher Education (SETARA) in 2009 and 2011 by the Ministry of Higher Education Malaysia. Taylor’s University made history when it obtained the highly coveted ‘Tier 6: Outstanding’ rating in the Malaysian Ministry of Higher Education’s Discipline-Based Rating System (D-SETARA) in 2012. Taylor’s University is also the first and only university to achieve ‘Tier 6’, the highest rating in this inaugural rating exercise conducted by the Malaysian Qualifications Agency (MQA). Taylor’s continues to play a strong role in developing today’s human resource capital, and boasts over 70,000strong alumnus, many of whom have become leaders in their respective fields.

MALAYSIA

A completed accommodation form (if accommodation is required) Photocopy of valid international passport all pages Photocopy of identity card Most recent passport sized colour photograph (4 to 6 copies) Personal medical health report Application fees (ranging from US160 to US250, usually non-refundable) You may obtain the application form online from the institution’s website or from the institution’s overseas representative in your country. You will be asked for evidence of your academic achievement and proficiency in English. Ideally, you should apply about two months before the intake date.

Getting an Offer from the Institution Processing your application usually takes 5-7 days. If you are accepted, the institution will issue an ‘Offer of Place’ letter. This letter will confirm the full-time course details, commencement dates, and enclose an invoice for the tuition fee, miscellaneous fees and accommodation fees. Following which, you make arrangements for the payment of fees. The institution will issue a receipt upon confirmation of payment. Application for Student Pass Next, the educational institution will apply for an approval for a student pass from the Malaysian Immigration Department in Malaysia on your behalf. This will take from 7 to 14 days, provided all documents are in order. The institution will then proceed to notify the student regarding the status (approved or rejected) of the application for the student pass. With the receipt of the Immigration’s approval letter through the Institution, you can prepare 98

for your journey to Malaysia. You do not need to apply for a separate visa to enter Malaysia.

Travel Before leaving the country for Malaysia, you should inform the educational institution of your port of entry (airport), flight number, arrival date and time. Upon arrival at the airport in Malaysia, the educational institution’s representative will receive you at the immigration check-point. Within 2 weeks of your arrival, the educational institution will submit your passport to the Immigration Department, which attaches the student pass sticker. Source: www.studymalaysia.com and MEPCMalaysian Education Promotion Center

Websites of use: Ministry of Higher Education Malaysia www.mohe.gov.my, www.educationmalaysia.gov.my Malaysian Qualifications Agency www.mqa.gov.my Ministry of Education Malaysia www.moe.gov.my, www.moe.gov.my/bps StudyMalaysia Online Course Search: www.studymalaysia.com

Important Contact Address: Malaysia Education Promotion Centre Dubai, UAE Consulate General of Malaysia 83, Street 10D, Mankhool P.O.Box 114140 Dubai Tel : +9714-398 5843 Fax : +9714-327 5151

Germany (49 percent) and Asia (31 percent). The study points out that among international students in Germany, 25 and 13 percent respectively are enrolled r ’s highe y n a m r in a master or a PhD program. s Ge stitution n i n o i t In comparison to that, only 13 and 5 percent educa ent ll e c x e of Germans were enrolled in the respective n enjoy a ing h c a e T . programs. One quarter of the international on ared students is studying an Engineering subject. reputati e g e r a Germany’s higher ch d resear Language and Cultural Studies (24 percent), education system an oting ds prom rogress. r a w o t Mathematics and Science (19 percent) as well is very diverse and p on and i t a v o e t n a n varied. It offers i as Law and Economics (16 percent) are also st ns have thousands of degree Institutio popular degree programs. The interviewees t n e quipm programmes, more of-the-art e named improved career prospects (81 de to provi than 300 institutions, percent) and the acquisition of specialized s b la y d r an h the ve t i and many different expertise (73 percent) as main reasons for w s t n stude for s degrees. This means studying in Germany n o i t i d t con . s e a student can choose bes Students wishing to study in i d u t s ssful a programme that best succe Germany can choose from more than fits his/her needs. They 12,000 degree programmes and subjects offered can join a research oriented programme at a at 340 state (public) and state-recognized higher Universität (university) or a more practice- education institutions. Each of the 16 states in focused course at a Fachhochschule (university Germany has its own higher education laws of applied sciences), or an artistic programme at and guidelines. Not all of the courses taught one of the many Kunst-, Film-, or Musikhoch- are in English-medium, students should check schulen (college of art, film or music). Many with the institution regarding the medium of programmes are offered by all three types of instruction before enrolling for courses. institutions, which widen a student’s choices The academic year is generally divided into even further. If you already hold a degree, you can two six-month semesters; the winter semester also choose to enter a postgraduate or doctoral normally begins in October while the summer programme for advanced qualifications. semester begins in April. Course duration is The study “Foreign students in Germany 2012 around three months in the summer semester presents the results of a survey of international and four months in the winter semester. students who migrated for the purpose of studying Students can use the non-lecture period to in Germany. The survey was conducted in the revise material taught in the previous semesters summer semester 2012. At that time, about 193,000 or to complete internships. international students were enrolled at a German The German higher education system university. The main regions of origin are Europe generally has three distinct types of institutions, 100

UniversitĂ¤ten: Universities and equivalent institutions are greatly focused on research and teaching. Most Universities offer courses in practically all subject areas while some universities choose to specialize in a particular field. Fachhochschule (FH): FHs were especially established to give students a chance to engage in the more practical studies and applied research. Subjects offered by FHs cover fields like technology, business, IT, design, social fields, education, nursing and applied natural sciences. Kunst-, Film-, or Musikhoch-schulen: Colleges of art, film and music offer artistic-

creative subjects â&#x20AC;&#x201C; like fine art, industrial and fashion design, stage design, graphic art, instrumental music or singing. There are even special media-oriented colleges that train directors, camera operators, authors, filmmakers and other TV or media professionals. Besides the state (public) higher education institutions, a number of private universities also operate in Germany that generally offer subjects from the fields of law, economics and business administration and social sciences. Private universities often maintain close contacts with companies in order to give their graduates an edge and better career prospects. 101

GERMANY

Applying for a subject with a centrally restricted admission policy A nationwide numerus clausus (NC) applies to those subjects for which there are more applicants in Germany than the university system can absorb (Medicine, Pharmacology, Dentistry) If you wish to study one of these subjects, there are special conditions that pertain to your application. Where you submit your application depends on the country you come from and whether you have a German higher education entrance qualification. Two groups of applicants must submit their applications to the Foundation for Higher Education Admission (formerly ZVS): 1. Applicants from EU member states, as well as Liechtenstein, Iceland and Norway 2. Applicants who have received their secondary school-leaving certificate in Germany or at a German School abroad. Visit the website of the Foundation for Higher Education

Admission All other applicants should submit their applications directly to the university of their choice, or apply through uni-assist.

Applying for other subjects All international students who wish to study subjects with no centrally restricted admission policy should apply either directly to the International Office or the Student Administration Office at the university where they wish to study or through uni-assist, if your university is one of over 100 that cooperate with this service. Please enquire about the application procedures at the International Office at the University of your Choice.

Deadlines Two dates you should mark red in your calendar: January 15th and July 15th. If you wish to begin your studies in the winter semester (October) the submission period is from the beginning of June to 15th July. If you rather prefer to start your studies in the Summer semester (April) the submission period is from the beginning of December to 15th January.

Application Process Most foreign students must apply directly to the International Office at the Higher education institution at which they would like to study. Documents required include an officiallycertified copy of the school leaving certificate plus language certificates. Students will also need to provide a C.V and proof of sufficient financial resources. Institutions will process your admission application only if all the required documents and papers are provided. More than 90 German higher education institutions only process international study applications once these have been formally pre102

GERMANY

checked by “uni-assist” (a certification service for international students). The advantage of this is that international students only need to contact one central office to apply for a place at several higher education institutions at once with just one set of application papers. Uni-assist contacts a student without delay in case any document is missing from their application. Students excluding students from China or the E.U. countries, are required to pay a fee of 55 euros for this service and each application for an additional institution costs 15 euros. More details can be found on the website www.uni-assist.de

Admission Requirements Students must present educational qualifications that are recognized as equivalent to a German higher education entrance qualification. Since 2007, there has also been a test with which foreign students can assess whether or not they possess the knowledge to start academic studies in Germany. The test for Academic Studies (TestAS) can be taken in the spring at any of the 350 TestDaF centers worldwide. These test scores will help you realize if you are prepared for higher education in Germany and a good test score can help improve your chances of getting the course that you want. As German is the medium of instruction in most of the colleges and universities, foreign students wishing to enroll in courses in these institutions will need to provide proof of their proficiency in the language or will need to sit for an exam called ‘German as Foreign Language Test (Test Deutsch als Fremdsprache – TestDaF)’ or a comparable test such as German Language Test for the Admission of Foreign Study Applicants (Deutsche Sprachprüfung für den Hochschulzugang – DSH). The test is conducted 6 times a year, and

the deadline for registration for the test is always 4 weeks before the next test date. The DSH test can only be taken in Germany, it does not have a set test date, the institutions conducting the DSH test, set the date themselves, and sometimes charge up to € 150 for the test. Funding A wide range of scholarships for German and Foreign students especially postgraduates and researchers are offered by Deutscher Akademischer Austausch Dienst (DAAD). A searchable web-based scholarship database is available to students on the DAAD website (www. daad.de/offices or www.funding-guide.de). DAAD has an office in Abu Dhabi which can provide all the support you will need to study in Germany. Visas Admitted students need to submit the following documents to apply for a visa, Letter of admission Proof of Health Insurance Cover Proof of Financial Resources Documents related to Previous Educational Qualifications German Language Proficiency Certificate or Plan for Intensive Language course in German Minor students would need a letter of consent from the person(s) responsible for their care and custody A student visa is generally issued for a period of 3 months. If the study period is longer, you must contact the foreigner’s authority (Aus-landerbehorde) to apply for a residence permit. The Residence permit is initially issued for 2 years but can be extended for a further period of 2 years. -Source: Study in Germany website, DAAD website

DAAD’s UAE. Office for German Scholarships and higher education: Tourist Club, Electra St; Raya Tower, 17th Floor, P1, Abu Dhabi. Ph: 02 678 1124. 103

Pioneering Healthcare and

Education in the Region

GULF MEDICAL UNIVERSITY Ajman, United Arab Emirates

Over the last fifteen years, Gulf Medical University has developed a reputation for providing programs that had been introduced in the region for the first time. The university attracts students from over 70 countries who pursue their studies at the university. Faculty and staff from over 22 countries are working in the institution. GMU has won numerous recognitions and accolades, including being rated as one of Asiaâ&#x20AC;&#x2122;s 100 Best & Fastest Growing Private Education Institutions, and presented with an award during the Asian Education Excellence Summit 2014 in India recently.

Promoted by Thumbay Group UAE, which is headed by its Founder President Thumbay Moideen, GMU offers Bachelors Programs in Medicine, Dentistry, Physiotherapy, Pharmacy, Health Sciences and Masters Programs in Clinical Pathology, Public Health, and Toxicology. GMU is first in the region to launch unique programs like Masters in Human Reproductive Biology, Bachelor of Biomedical Sciences and Masters in Physical Therapy. GMU Testing Center is the latest addition to the evergrowing facilities of the university. This new unit is capable of accommodating placement tests, examinations or any other form of testing through a sophisticated technical set-up. The university is listed in the World

Directory of Medical Schools (WDMS) by the World Health Organization (WHO) and The Foundation for Advancement of International Medical Education & Research (FAIMER).

A state-of-the-art Medical Research Facility named the Center for Advanced Biomedical Research & Innovation (CABRI) has been set-up at GMU, to pursue excellence in biomedical research that shall have an impact on the education and the outcome of clinical care.

The university has also established a Center for Advanced Simulation in Healthcare (C.A.S.H), a multidisciplinary educational facility to integrate simulation as an educational tool to provide a state-of-the-art, safe learning environment that promotes professional development of students, faculty, health care providers and members of the community through high quality and internationally recognized education and training programs.

The promoters of GMU, with a present strength of nearly 3000 employees, also manage GMC Hospital & Research Centre, the affiliated hospitals of GMU, providing opportunities for clinical experience and residency positions. Three hospitals are located in Ajman, Sharjah and Fujairah and the fourth hospital in Dubai is ready for operations soon. GMC Hospital Ajman is the first hospital in Ajman to achieve international accreditation from JCI International. The hospital treats patients from over 175 nationalities.

GMC Hospitals aim to provide exceptional quality of care with latest technology, highly skilled medical work force from 20 nationalities, speaking more than 50 languages, treating our guests from more than 175 nationalities worldwide with warm Arabian Hospitality. The hospital has a well-developed medical tourism that focuses on attracting tourists from around the world to get world class treatment at cost effective rates. The hospital is managed by qualified professionals with wide ranging experience in hospital management. With Hospitals and Medical Centre in Ajman, Fujairah, Sharjah and Dubai, GMC Chain of Hospitals is one of the largest health care providers in the region.

Switzerland

The Swiss educational While the Swiss Constitution guarantees system is as varied and autonomy to the countryâ&#x20AC;&#x2122;s 26 cantons in the exciting as the Swiss area of education, the Federal Government landscape. Mirroring and cantons share responsibilities on higher the diversity of education and on the tertiary level. With their different histories, approaches, languages, cultures and and research focus, as well as their language history in Switzerland, diversity, the 10 cantonal universities and the 2 it is built on a complex Federal Institutes of Technology are poised to usher interplay between a multicultural Switzerland into the future. They all the Confederation, share a drive for quality in teaching and research, the cantons and the an ambition for excellence, the flexibility to cater to a multitude of demands, and the foresight to anticipate communes. future requirements and challenges. This results in their consistently being ranked among the best universities in the world. There are twelve official higher education establishments in Switzerland. In addition to the 12 universities, there are 106

also further types of universities including nine universities of applied sciences, 14 universities of teacher education and several university institutes receiving financial support from the Swiss Confederation. The academic year is divided into two semesters: winter from October to March, and summer from April to July. The total length of study up to the first academic exam is usually four to five years, depending on the course, with six years for medical studies. The Swiss academic degrees are the Lizentiat/ Licence, the diploma, and the PhD. The level of the licentiate and the diploma (the first two degrees conferred in Switzerland) correspond to the American Masters degree. Most Swiss universities ask for a licentiate as pre-requisite for a PhD. In addition to the recognised institutes of higher education, there are a number of private colleges offering courses that are not Government recognized. The language of instruction can be German, French, Italian or English. Students are therefore advised to research options before they apply.

given year. The limited number of openings is the reason why international students, apart from some special cases, are not admitted to the study programmes in medicine.

Admission to a Bachelorâ&#x20AC;&#x2122;s Programme For access to Swiss universities a valid Swiss maturity certificate or an equivalent foreign upper secondary school-leaving certificate qualifying for university entrance is required. Each of the universities makes its own decisions as to what certificates and qualifications it recognizes. Detailed information on general and country-specific access and admission requirements can be found at the CRUS/Swiss ENIC Web site. Students should have a good knowledge of the language of instruction (either German, English, French or Italian). Candidates should also possess a state-recognized Swiss matriculation certificate or foreign equivalent. Foreign students may be asked to pay somewhat higher fees than native students when they are accepted onto a course.

Study Programmes

Application Process

The number of university graduates continues to rise each year in Switzerland. Nevertheless, all study programmes have remained open to students having a valid maturity certificate or other certificate qualifying for university entrance .Exceptions are study programmes in medicine (human medicine, dentistry, veterinary medicine) and chiropractic as well as in human movement and sports sciences. There may be entrance examinations to the study programmes in medicine and partly in human movement and sports sciences depending on the number of applicants for admission in any

Apply in writing to the university you have chosen, mentioning the field in which you wish to study, and enclosing a copy of your matriculation certificate, copies of college or university certificates (if any) and examination results with an official statement about your studies, and finally a detailed curriculum vitae. Once you have received confirmation of acceptance from a Swiss university, contact the Swiss Embassy in your home country for information on entry formalities for Switzerland. You will have to show proof of your financial means during your studies at this time. 107

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You will have to apply to the police department after your arrival in Switzerland to obtain a residence permit. You will need a valid passport, with visa if necessary, confirmation of acceptance from a Swiss university, a guarantee of sufficient financial means to support your studies (such as a bank statement), and a statement concerning your address in Switzerland. The residence permit will only be issued if your financial means are guaranteed; you will also need to renew the permit annually.

Scholarships The Swiss Government grants university scholarships to foreign students who have graduated from university or, to a limited extent, university of applied sciences or advanced arts programmes. Detailed information on the application requirements for the scholarships, the relevant countries, and how to apply are provided by the Federal Commission for Scholarships for Foreign Students (FCS):

Websites of use: Source and further information: The English-language Web site http://www. swissuniversity.ch/ provides information for international students wanting to study in Switzerland and for universities seeking cooperation partners.

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Federal Commission for Scholarships for Foreign Students (FCS) Hallwylstrasse 4 CH-3003 Bern Tel. +41 (0)31 323 26 76 Fax +41 (0)31 232 30 20 The mobility centres of the Swiss universities provide information on scholarships for international students granted by universities.

Visa Appointments All visa applicants must have an appointment to submit their visa application at the Consulate General. One appointment will be allocated per person, for example, if a family of five is applying for visas, then 5 appointments must be made. There are a limited number of daily appointments.You may book your appointments in advance with their service provider: Quick Print. Email: swissvisadubai@gmail.com The completed application and documents must be presented to Quick Print for verification at least 48 hours prior to your appointment date. You will then be issued a preview checklist confirmation of this verification, which should be presented to the Consulate at the appointment. Admission to the Consulate will be declined if you do not have the stamped checklist. Please note that this preview is no guarantee of a visa but only an aid to assist us in the efficient processing of your application.

Documents required for student visa Forms and supporting documents required are listed on: http://www.eda.admin.ch/dubai) or available in their office.

+971 7221 1221  admissions@wincedu.net

Fulfill Your Potential The Best Value British University in the UAE The University of Bolton offers a multitude of under-graduate and post-graduate programmes that fulfil the career aspirations of thousands of students. We are proud of our multicultural campus attracting students from not only the Middle East but also from Africa, the CIS countries and the Indian Sub Continent. As a student, you will be based in a state-of-the-art campus in Ras al Khaimah where teaching and learning is delivered by academic staff who have been selected through the University’s rigorous appointment procedure.

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Scholarships worth AED 1Million Free Transport (From DXB, SHJ, AJM, UAQ & FUJ) Hostel Facilities on Campus Internship & Placement Opportunities Student Alumni Traditional Graduation Ceremony

The nature and the ethos of the RAK Campus provides for a personalised support arrangement where you will be a name and not just a number. We offer a wide range of courses in a variety of subject areas on full and part time basis which will support your professional development. Many of our courses start in September and January.

www.facebook.com/BoltonUniversityRAK www.bolton.ac.uk/uaecampus  www.wincedu.net

India “India’s education system, as one of the world’s largest, has been studied and reflected on through academic papers, used as a case study and been the subject of many renowned books. India’s demographic trend means it will soon overtake China as the world’s largest population, and with an average GDP annual growth of 8% over the last decade, its middle classes that demand higher education will swell to over 500 million people in the next ten years.

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India’s higher education system, originally designed to serve the elite, will now have to serve the people. Innovation and change are required and understanding that change will be essential”, states Lynne Heslop, Senior Education Adviser at the British Council India. Higher education in India is undergoing considerable change. With over 600 million people in India under 25 years old, the system is under tremendous pressure to expand. India’s young population has a huge appetite for education and, as the growth in the size of the middle classes escalates, millions are increasingly able to pay for it. (Understanding India – The future of Higher Education and

opportunities for International cooperation 2014 British Council report) Indiaâ&#x20AC;&#x2122;s population of more than 1.2 billion people, representing over 17% of the global total, makes India the second-most populous country on earth. China is the most populous today but forecasts predict that India will take over the top spot by 2028. In parallel to these overarching trends, India also accounted for 11% of all global graduates in 2010, and is expected to overtake the United States and produce 12% of the share of graduates by the end of this decade. If current trends continue, China and India will account for 40% of all young people with a tertiary education in G20

and OECD countries by the year 2020, while the US and European Union countries will account for just over 25%. Another important statistic is that more than half of the Indian population is under the age of 25, and more than 65% is 35 or younger. As per the University Grants Commission, as on 14th August 2013 India is home to 682 Universities. Of these, 321 are state universities, 129 are Deemed to be Universities, 45 are central and 187 are private Universities. Studying in India is an enriching experience that opens the gates to professional growth. India offers many graduate, post graduate and doctoral level courses. Most state and central level colleges

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have excellent faculty, course curriculum and accommodation facilities. Cited below is a list of the major undergraduate and post-graduate courses in India. The Ministry of Overseas Indian Affairs provides detailed information on the colleges and institutes offering these courses:

Engineering and Technical Education With 36 universities and 1195 colleges offering undergraduate and postgraduate engineering courses in various branches, India is rightly referred as a Mecca for finding engineers suited to cutting edge technology jobs. Over 200,000 students take admission in Indian engineering institutes and colleges. All the engineering colleges / institutions in India are recognised and regulated by the All India Council of Technical Education (AICTE) The Indian Institutes ofTechnology (IITs) are a group of fifteen autonomous prestigious engineering and technology-oriented institutes of higher education established and declared as Institutes of National Importance by the Parliament of India. The IITs were created to train scientists and engineers, with the aim of developing a skilled workforce to support the economic and social development of India. They have a common admission process for undergraduate admissions, using the Joint Entrance Examination (popularly known as IIT-JEE) to select around 8,000 undergraduate candidates a year. Postgraduate admissions are done on the basis of the GATE, JMET, JAM and CEED. About 15,500 undergraduate and 12,000 graduate students study in the IITs, in addition to research scholars. There are also, 8 IIITs in Hyderabad, Allahabad, Bengaluru, Delhi, Bhubaneshwar, Jabalpur, Gwallior, Calcutta and 8 IIMs in 112

Ahmedabad, Bangalore, Calcutta, Indore, Lucknow, Kozhikode, Shillong and Ranchi. The National Institutes of Technology (NITs), are colleges of engineering and technology education in India. They were originally called Regional Engineering Colleges (RECs). In 2002, the Ministry of Human Resource Development, Government of India, decided to upgrade, in phases, all the original 17 Regional Engineering Colleges (RECs) as National Institutes of Technology (NITs). There are currently 20 NITs, the latest being NIT, Agartala and Karaikal (Union territory of Pondicherry). The Government of India has introduced the National Institutes of Technology (NIT) Act 2007 to bring 20 such institutions within the ambit of the act and to provide them with complete autonomy in their functioning. The NITs are deliberately scattered throughout the country in line with the government norm of an NIT in every major state of India to promote regional development. The individual NITs, after the introduction of the NIT Act, have been functioning as autonomous technical universities and hence can draft their own curriculum and functioning policies.

Medical Education Indian Medical Institutes are known worldwide for providing medical education of international standards. There are 18 university level institutions and 785 medical colleges offering undergraduate Programmes in medicine and related areas (including pharmacy, Ayurveda, Unani, Homeopathic and nursing). All medical/ dental/ pharmacy/ nursing colleges in India are recognised and regulated by the statuary bodiesâ&#x20AC;&#x2122; i.e. Medical council of India / Dental Council of India /Pharmacy Council of India / Indian Nursing Council at central level.

INDIA

Agricultural/Veterinary Education

Management Courses

India is the preferred destination for agricultural education including study of animal sciences, dairy and fishery sciences.There are 40 renowned university level institutions and more than 199 colleges offering various courses in Agriculture. Undergraduate Programmes are offered in 11 major disciplines and postgraduate Programmes in as many as 65 different specialisations. All universities also offer Ph.D Programmes in these specialisations. The universities offering medical educations in Indi/a are under the control of an apex national body, Indian Council for Agricultural research (IICAR), which is responsible for the promotion and coordination of agricultural research and higher education in various branches of Agriculture and Allied Science in India.

To meet the growing demand of management professionals, India started its first formalised management educational Programme in the late 1950s. Today, India has 600 institutes offering Programmes in management at undergraduate and postgraduate levels with prestigious institutes like the Indian Institute of management (IIMs). All management colleges/institutes in India are recognised and regulated by All India Council of Technical Education (AICTE), a statutory body of Government of India.

Natural/Applied Sciences/Liberal Arts and Humanities Students from all over the world come to the Indian shores for study of Natural and Applies Sciences, Liberal Arts and Humanities, 113

INDIA

the reason- India has a wealth of resources, from infrastructure to faculty. A variety of Programmes are available in traditional liberal arts and humanities. There are 162 traditional universities and more than 7,494 colleges offering degree in Science/ Arts / Commerce. Undergraduate Programmes are offered in more than 150 disciplines and post graduate in 50 more than 50 specialisations.

years leading to Bachelor degrees in Arts, Science, Commerce, etc. As of this year Delhi University has introduced four year Bachelorâ&#x20AC;&#x2122;s programmes. Undergraduate courses leading to a first degree in professional subjects like Engineering, Medicine, Dentistry and Pharmacy are of a longer duration ranging from four to five and a half years. Most of the engineering courses take four years, to complete while the medical courses are about five and a half years long.

Hotel Management and Tourism The degrees offered by the Indian institutions in Hotel Management and Tourism studies equip students with all required skills and knowledge to effectively discharge supervisory and managerial responsibilities in the hospitality industry. With 24 Institutes of Hotel Management (IHMs) and 6 Food Craft Institutes spread all over the country, India offers three-year degree Programme in hotel management and catering technology. The Indian Institute of Travel and Tourism Management (IITM) offers short term courses designed for travel and tourism studies.

Postgraduate Courses:Postgraduate Courses in Arts, Science, Engineering and Medicine are usually for two years ending with the award of a Masterâ&#x20AC;&#x2122;s degree. Some universities and institutes offer a diploma or a certificate course of shorter duration. However the duration of these courses varies from university to university. Doctoral courses like M Phil and PhD are available only at the university colleges. These courses involve research work under a guide, leading to thesis submission and viva-voce.

Application Process: Fashion and Design Technology India has always been the hub of textile and garment trade. There are as many as 75 institutes in India that offer courses in fashion, design technology and related fields. Training at these institutes is imparted keeping in mind the demands of the international market. The institutes are equipped with latest technologies, laboratories, workshops, design and research centres, libraries, and computers. Source: National Portal Content Management Team, Reviewed on:10-01-2011

Undergraduate Courses:Undergraduate courses, in general, are of three 114

Most Colleges and Universities in India begin their academic term in July/August. The application process varies from Institution to institution and from state to state. Institutions start distributing application forms four to six months before the commencement of classes. Students must have completed 12 years of schooling to be eligible to apply. The competition for seats is intense and the cut-off percentages for entry can be extremely high as there are more applicants than seats. Most professional courses have pre requisite qualifying examinations, some of which are all India level while others are state level. Some institutions offer Management seats or charge higher fees for their self-financing sections. Minority groups

INDIA

get preference and some seats are reserved for them. Some courses such as architecture require aptitude tests. Most private institutions offer foreign nationals and non resident Indians seats. The costs for these spots are much higher and some institutions have special entry tests before admission. The result of these tests along with board exam results is used to determine the studentâ&#x20AC;&#x2122;s eligibility for admission. International students and non-resident students can secure admission through a scheme called Direct Admission for Students Abroad (DASA). To be eligible, the student must have studied in a foreign institution for the last three years. For more information on this, visit Education Consultants of India. The site also lists institutions they work with. www. educationindia4u.nic.in Foreign Nationals/Persons of Indian Origin (PIOs)/Non-Resident Indians (NRIs) who wish to secure a place under Direct Admission of Students Abroad (DASA) Scheme to Undergraduate Courses in Engineering in National Institutes of Technology (NITs), IIITs and other premier Technical Institutions in India can visit http:// dasanit.org/ for detailed information. The Ministry of Human Resource Development, Government of India has entrusted the coordination of the admission process under DASA scheme to NITK, Surathkal from academic year 2010-11.

Copy of Mark Sheet of 10th and 12th (or) Equivalent examination Proof of 3 Years Study Abroad (for NRI students) Documentary evidences for residential requirements Proof of fee payment / DD The above documents should be sent to Mail your queries or doubts at dasa@nitk.ac.in or contact DASA office on +91 824 2474085

Costs: Indianinstitutionsofferqualityeducationataffordable prices. Estimated cost for an undergraduate degree is about USD 10,000 for all three years. Living costs also are comparatively low and can range from USD 1200 to 2000/. Fees under Management quota tend to be higher. Scholarships are available for academic merit or under sports quota.

Visas Internationals desirous of studying in India would need to submit the following documents: A valid passport Provisional acceptance letter for an accredited institution A health certificate It is best to contact the nearest Indian diplomatic mission for updated information and guidance.

Websites of use: Documents Required: Printed application form duly signed by the candidate and parent / guardian. Recent Passport size photograph (4.5 cm x 3.5 cm) in the hard copy of the application form Copy of candidateâ&#x20AC;&#x2122;s Passport (In case of Napalese candidates not having passport, copy of citizenship card has to be submitted)

www.ugc.ac.in: Information on Universities http://dasanit.org: DASA Scheme www.educationindia4u.nic.in Education Consultants of India www.aicte.ernet.in: All India Council for Technical Education

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New Zealand With the promise of modern, quality education and benign weather, New Zealand is a prime education destination for prospective students. Its institutions feature modern facilities and effective class sizes conducive to active participation and learning.

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Unparalleled study opportunities and excellent support services for international students make the country a favorite destination for higher education. Furthermore, the climate is temperate and almost sub-tropical, with mild, wet winters and warm, dry summers, conducive to study, sightseeing and recreation.

Nearly 100,000 international students chose New Zealand for their studies abroad in 2012, contributing NZ $2 billion (US $1.64 billion) to the economy and supporting approximately 32,000 jobs. And, a further 3,000 students were enrolled last year in offshore programmes operated by New Zealand institutions. This makes international education a significant export sector in the country, and the government aims to see it bigger still, having set a target of doubling the sector’s value to NZ $5 billion (US $4.1 billion) by 2025.

System of Education Higher education in New Zealand takes from the British pattern and follows a semester system. Students pursuing higher education in New Zealand need to have self-direction as most courses are taught via lectures, labs and tutorials. A bachelor’s degree in the country typically takes three years, and students can get an Honors degree after another year of study. However, bachelor’s degrees in some special fields take much longer to complete. Candidates can pursue a Master’s degree after completing their bachelor’s. Doctoral studies require either a Master’s degree or a Bachelor’s degree with Honors. In all, there are eight universities in the country and all of them are funded by the state.Besides these, New Zealand also hosts 23 Polytechnics or Institutes of

Technology, as well as around 860 privately owned training establishments, which offer a wide range of vocational courses.New Zealand has established a Code of Practice for the pastoral care of international students. Read more on www.minedu.govt.nz/gota/international

Application Process The first semester starts during the month of February and is over by the end of June. The second semester starts in July and finishes in November. Some universities have a threesemester pattern where the semesters begin in February, July and November.

Admission Requirements The requirements for entry are course and institute specific. However certain aspects can be considered uniform.Entry into colleges and universities in New Zealand mandate 13 years of education. Students from the Indian curriculum will be accepted directly into the programme provided the board exam result is 75% and above. For all those with less than 75%, the yearlong foundation is mandatory. A student with high school marks that are less than 75% can first be enrolled in one of the polytechnics for one year until he/she improves his/her grades and then be moved to a university for a Bachelors degree. Further requirements need to be confirmed with the institution you are applying to. Most tertiary institutions need you to prove that you have a reasonable grasp of the English language.It is always best to apply three months to six months before the commencement of your course. That way, one can find out all the specific requirements for admission and work towards attaining them. 117

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Finances & Scholarships Undergraduate study can cost about NZ$18,000–$25,000 a year, depending on your course. It can cost up to $40,000 a year for postgraduate courses. The cost of studying a Diploma or Post-Graduate Diploma in New Zealand may cost NZ$ 10,000 to NZ$ 20,000 approximately per year, while cost of studying for a Post Graduate Diploma may be anywhere between NZ$ 15,000 and NZ$ 30,000. All international students are required to have medical insurance when in New Zealand. This can be arranged before you leave home, or your institution will arrange insurance for you when you enrol. International students in New Zealand are eligible for a wide variety of scholarships through the New Zealand government, educational institutions, foreign governments, and private funding sources. Commonwealth Scholarships for

candidates from developing countries to study in New Zealand are available at Masters or doctoral level. For Masters Degrees, the scholarships are tenable for up to two years. For doctorates, the maximum scholarship length is four years. Candidates are required to study/research fulltime. The Commonwealth Scholarships and Fellowships Plan (CSFP) website has further information on Commonwealth Scholarships, including nominating agencies.Source(www. newzealandeducated.com)

Visas Websites of use: www.studyinnewzealand.comwww. mynz.com – Institutional profiles and information on studies in NZ. www.ezone.ae Specialist Agent: Education Zone Knowledge village, Building 2B, Office F30, Dubai, UAE Postal Address: P.O. Box 214592, Dubai, UAE Tel- 009714 391025

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The New Zealand Immigration Service only grants visas to students who has enrolled for a course in an NZQA or New Zealand Qualifications authority accredited institution. Once you have secured admission, you will receive an ‘Offer of Place’ letter confirming commencement dates, course details and an invoice for the tuition fee. During visa application, you will need to show this offer of place letter along with thesupporting documents Visit the Embassy website for the specifics.

Singapore

Singapore is a gate way to Asia. Its geographical position makes travel within the Asian region very easy and affordable.Singapore has a successful free market economy with a vibrant life style. The cost of living in Singapore is relatively low and therefore the cost of tuition and living is not as prohibitive as some of the other countries.

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Despite its cosmopolitan population, its history as a centre of trade and entrepreneurialism positions it closer to the West than its neighbours. While Chinese, Malay, and Tamil are also official languages, English is widely spoken and understood by 75% of the five million strong population and is the officially designated language for the education system. The education system in Singapore revolves around the premise that every student has unique aptitudes and interests. They have evolved from the old-school British system, adopting a flexible approach to allow you to develop your potential to the fullest.The strength of Singaporeâ&#x20AC;&#x2122;s Education system lies in its

bilingual policy (English with Malay/Mandarin/ Tamil) and a broad-based curriculum where innovation and entrepreneurship command a premium. Most institutions offer merit based scholarships and the unemployment rate is 2% as per 2011 estimates. Moreover, students can fast track programmes and transfer into parent campuses in UK or Australia. However, contrary to international trends, Singapore is aiming to restrict the number of international students at its universities in the face of local anxiety that too few places were available for nationals. Foreign enrolment at Singapore’s universities will be capped while 2,000 new university places will be added for local students by 2015, so that the proportion of foreign students will come down from 18% of the student body to about 15%. At the tertiary level, apart from the four renowned locally grown universities, Singapore has attracted more than 10 world-class institutions with strong industry links to set up centres of excellence in education and research. Among them are respected names such as the leading French university - INSEAD, the renowned Massachusetts Institute of Technology, and leading US business schools such as University of Chicago Graduate School of Business. Applications for entry and visa formalities are handled by the university to which you are applying. Each university has minimum entry requirements. The closing date for normal applications is in February of the year of entry. Singapore’s two most prominent universities are highly regarded internationally with the National University of Singapore, a global leader, ranked 25th in the QS 2012–13 QS World University Rankings, making it the second highest Asian university behind the University of

Hong Kong. Of its other five national universities, Nanyang Technological University is also a fastrising institution, reaching 47th in 2012–13.

The four local universities in Singapore: 1. 2. 3. 4.

National University of Singapore (NUS) Nanyang Technological University (NTU) Singapore Management University (SMU) Singapore University of Technology and Design (SUTD)

International Universities in Singapore In addition to local universities, many of the world’s leading foreign universities have also established their presence in Singapore. These universities have either set up a physical campus or have joint collaborations/programmes with local universities. 1. Curtin Singapore 2. East Asia Institute of Management (EASB) 3. James Cook University 4. Management Development Institute of Singapore (MDIS) 5. PSB Academy 6. Raffles Institute of Design 7. Singapore Institute of Management 8. Tourism Management Institute of Singapore (TMIS)

Entry Requirement: Apart from exacting academic requirements, for applicants whose mother tongue is not English, the individual universities will set their required IELTS/TOEFL scores. Individual institutions will have varying entry requirements. Visit the institutional websites for the details.

Fees and Funding Tuition fees vary widely between institutions and courses. International students can apply 121

SINGAPORE

for a tuition grant which is administered by the Ministry of Education (MOE) and offered to all admitted students. Students who are approved for the tuition grants need only pay subsidised fee. While the tuition grant is not repayable, international students who have availed of it are required to work in Singapore after graduation to contribute to repayment. The employment bond period is longer for international students than for nationals. For medicine and dentistry students from overseas the service bond with the Singapore Ministry of Health is either for six years (medicine) or five years (dentistry). For other courses international students will be required to work for a Singapore-registered company for three years after graduation.

Cost of Living: An international student in Singapore spends on average about S$750 to S$2,000 a month on living expenses. The amount of course, varies depending on your individual lifestyle and course of study. For student visa international student are required to show S$10,000/- for first year of expenses.

Websites of use and source: www.nus.edu.sg/oam/apply/local/ib/ www.singaporeedu.gov.sg: Education in Singapore http://app.singaporeedu.gov.sg/asp/ edu/edu0405a.asp: Complete list of programmes www.moe.gov.sg/education/postsecondary/files/post-secondarybrochure.pdf

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Work Opportunities in Singapore: Full-time undergraduates are allowed to work part-time of up to 16 hours per week during term, and work full-time during vacation as the Ministry of Manpower has exempted them from applying for work permits. Majority of the courses offered by foreign institutions are project based and have in built internships. Since courses are accelerated, students are able to finish their studies fast and ready to earn full time salary. After studies student may take up the full time job and apply for work permit under one of the categories including Employment Pass or Work permit (foreign worker). Even after graduating into the workforce, there are numerous opportunities for further training. Professional and skills-based training are offered and popularly subscribed to. It is not uncommon to see the likes of seminars by management gurus or lectures by visiting dignitaries.

Visa Procedures Once accepted by a university, applicants must apply within two weeks to the Immigration and Checkpoints Authority (ICA) for a Studentâ&#x20AC;&#x2122;s Pass (S$90). The application is processed online. Successful applicants will be issued with an in-principle approval (IPA) letter. Applicants need not apply for a separate visa as it is incorporated in the IPA letter, which can be used at entry checkpoints. On arrival in Singapore, complete formalities on production of a range of documents including passport, disembarkation/ embarkation card, and a medical report in the prescribed format (available on ICAâ&#x20AC;&#x2122;s website). Students entering Singapore are screened for TB and HIV. A medical certificate showing that neither condition is present is required before a student pass is issued.

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UAE The UAE â&#x20AC;&#x201C; and in particular, Dubai â&#x20AC;&#x201C; has become a growing regional hub for education, attracting billions of dollars in investment and witnessing an astonishing pace of enrolment growth across its K-12 and higher education institutions. As per reports by the Knowledge and Human Development Authority.

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here are students from 184 different nationalities in Dubai’s private schools, highlighting the diversity that comes with Dubai’s location at the crossroads of the East and the West. Students with an Indian nationality comprise more than a third of the students in private schools. More students are enrolled in a UK or Indian curriculum school than any other type of school in Dubai. The proportion of students attending UK curriculum schools and Indian curriculum schools has increased from last year. According to a recent Gulf News report, the number of students in public schools Abu Dhabi, Al Ain and the Western region rose to 125,486 and the number of students in private schools in

Abu Dhabi, Al Ain and the Western Region was reported to be 200,695. Dubai as the regional education hub. Dubai is now the third most popular destination for MENA students, after the US and France. As a result of this demand, there are 433 international schools currently in operation in the UAE alone. This rapid growth has been duly noted in the press. Gulf News reports that 70,000 more school seats are needed in Abu Dhabi by 2020 while Dubai’s KHA states that more than 20,000 new seats will be created in the emirate this year alone. According to Gulf News, private schools are expected to accommodate 283,000 pupils in Abu Dhabi by 2020.

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According to Alpen Capital, the U.A.E’s population is set to reach 9.9 million by 2016 with expatriate penetration exceeding an astounding 88%. A growing base of expatriates and nationals alike is contributing to a strong rise in enrolments in both K-12 and tertiary levels of education. In the light of this exponential growth, here is a brief write up of some of the most popular systems of education available in the U.A.E:

International Baccalaureate The IB diploma is designed as an academically challenging and balanced programme of education that prepared students aged 16 to 19 for success at University and life beyond. IB diploma students study six subjects at higher or standard level students must choose one subject from each of groups thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from group 1 to 5. At least 3 and not more than 4 subjects are taken at higher level (recommended 240 teaching hours) , the others at standard level (150 teaching hours). Students can study these subjects, and be examined in English, French or Spanish. Group One – Best language and additional language Students select two languages: one from group 1 and an additional language normally from group 2. Group 1 is for students’ best language and the course is literature based; Group 2 is designed for students learning the language up to near native level. Students select the language courses based on their language proficiency and the outcomes of the course. Group Three – Individuals and societies Business and management Economics 128

Geography History Islamic history Information technology in a global society Philosophy Psychology Social and cultural Anthropology Group Four – Experimental sciences Biology Chemistry Design technology Environmental systems Physics Group Five – Mathematics and computer science Mathematical studies standard level Mathematics standard level Mathematics higher level Further mathematics standard level Computer science Group 6 – The Arts Music Theatre Arts Visual Arts In addition the programme has three core requirements that are included to broaden the

educational experience and challenge students to apply their knowledge and understanding. The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying. Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical). Creativity, action, service (CAS) requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Assessment: Students take a written exam at the end of the programme. The highest total that a diploma holder can be awarded is 45. The marks awarded for each course ranges from 1 to 7, with 7 being the highest. A score of 24 or above must be secured to be granted a diploma along with satisfactory performance in CAS. Up to 3 points can be granted for the extended essay and theory of knowledge. Universities in USA may offer credits for high scores in the IB.

qualifications are considered by many to be a more rigorous preparation for A-levels. IGCSEs offer progression to ‘A’ Level, BTEC vocational courses, and other similar qualifications that are recognised internationally and by the University and Colleges Admissions Service (UCAS). IGCSE is offered to students in over 150 countries and is gaining popularity in the UK .World-wide over 1.5 million students enter IGCSE exams every year.

A Level Courses A Levels are considered the Gold Standard of the British education system and abilities, even in later life are still measured against it. Because A levels are usually studied over a two year period each syllabus is divided into two halves or “AS & A2 Levels”. Whilst each half covers approximately the same amount of material, the conceptually harder elements will nearly always be found in the second “A2” half. Generally, AS and A2 will each consist of two units. Each unit

Source: www.ismoshi.org/dip_flier.pdf

British Curriculum Schools The International GCSE (IGCSE) is an internationally recognised qualification which was designed as a secondary school qualification for pupils overseas but it is now being adopted by an increasing number of schools and colleges in the United Kingdom in preference to the standard GCSE. IGCSEs are the same qualification level as a standard GCSE and the 129

leads to a corresponding exam. Examinations are normally in June, although you may be able to arrange to sit some exams in January You can start an A Level course at any time but you can only sit your examination in an appropriate examination window. To prepare for A Levels, students should have a minimum of 4 GCSEs at grade C and above or equivalent qualifications. These would ideally include English and Mathematics. Various subjects are on offer and can differ from school to school. Students can also prepare and appear for exams privately through the British Council with permission from the school. Apart from this, some schools provide, Cambridge IGCSE curriculum for 14-16 year olds, leading to globally recognized Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2 stage. Schools worldwide have helped develop Cambridge IGCSE, which provides excellent preparation 130

for the Cambridge Advanced stage including Cambridge International AS and A Levels and Cambridge Pre-U, as well as other progression routes. It incorporates the best in international education for learners at this level. It develops in line with changing needs, and is regularly updated and extended. Cambridge IGCSE teachers can draw on excellent resources, training and advice from subject experts. Assessment for Cambridge IGCSE includes written and oral tests, coursework and practical assessment. Schools have the option of assessing learners using only external examinations or, in most subjects, combining examinations with coursework. Coursework is set and marked by the teacher and externally moderated by Cambridge. Teachers who have received training from Cambridge, or who possess suitable experience of marking coursework may carry out this assessment. In most subjects there is a choice between core and extended curricula, making

IGCSE suitable for a wide range of abilities. Each learner’s performance is benchmarked using eight internationally recognised grades. There are clear guidelines which explain the standard of achievement for different grades. Cambridge IGCSE examination sessions occur twice a year, in May/June and October/November. Results are issued in August and January. Assessment for Cambridge IGCSE includes written and oral tests, coursework and practical assessment. Schools have the option of assessing learners using only external examinations or, in most subjects, combining examinations with coursework. Some institutions in America give credits to A level students. Source: www.cie.org.uk/qualifications/academic/ middlesec/igcse/subjects www.edexcel.com/International/Documents/EdexcelCapabilities-Final-UnitedKingdom.pdf www.cie.org.uk/qualifications/academic/middlesec/ igcse/overview

Central Board of Secondary Education There are 119 CBSE schools in the Gulf Council and each GCC country is represented by a Chapter Convenor who co-ordinates with each other. In Dubai, there are 21 schools offering an Indian curriculum.. These schools follow the curricula of the Central Board of Secondary Education (CBSE) or International Certificate of Secondary Education (ICSE). According to KHDA statistics, around 58,000 students currently attend schools offering an Indian curriculum in Dubai alone . The Central Board of Secondary Examination (CBSE) conducts final examinations every spring for All India Senior School Certificate Examination (AISSCE) for Class 10 and 12.The board also annually conducts the AIEEE for admission to undergraduate courses in engineering and architecture in numerous

colleges spread over India. It also conducts AIPMT - All India Pre medical Test for admission to major medical colleges in India.

Academic calendar First Term – April to June Second Term – Sept. to November Third Term – December to March The curriculum is so designed as to inspire the students to acquire and use the knowledge and skills needed to succeed in a multi-cultural, technologically sophisticated environment that places intellectual and emotional quotient on par. Students who graduate are eligible for admission to any school in any part of India or other parts of the world. The All India S.S.C Examination of the Central Board has been recognized as a qualifying examination for admission to Indian as well as foreign Universities. Hindi is taught as a compulsory second language upto Grade 7. The student has a choice of opting for French from Grade 8 onwards. Arabic is a compulsory language for all grades up till Grade 10 and optional for Grades 11 & 12.

Scheme of Studies Secondary (Grade 9 and 10) These 2 crucial years of school life are spent almost exclusively in preparing the child to appear for the All India Secondary School Examination conducted by CBSE, New Delhi. Core Syllabus – English, Arabic, Hindi / French, Mathematics, Science and Technology, Social Science, History, Geography, Economics, Civics and Political Science, Disaster Management, Computer Science, Art Education, Work Experience, Physical and Health Education.

Senior Secondary (Grade 11 and 12) The AISSCE conducted by CBSE, New Delhi has been recognised as a qualifying examination for admission to Indian as well as foreign 131

Universities. The school offers various streams of study at this level example: Science, Commerce or Arts. The electives offered may be changed under instructions from the Board. Compulsory Subjects - English Core, General Studies, Physical and Health Education, Work Experience. Marking Scheme: www.cbse.nic.in/curric~1/ms-classx-2010.pdf More info: cbse.nic.in/welcome.htm

Council for the Indian School Certificate Examinations With its affiliation to the Council for the Indian School Certificate Examinations, New Delhi, India, some schools follow the curriculum of the CISCE Board and prepares students for the ICSE examination in the Secondary School and ISC examination in the Higher Secondary School. The Board and the curriculum framework provide a platform for diversity of intelligence in children and provide multiple avenues to focus on the studentâ&#x20AC;&#x2122;s potential. The Indian Certificate of Secondary Education or ICSE examination is an examination conducted by the Council for the Indian School Certificate Examinations, a private, non-governmental board of school education in India, for class 10,. It has been designed to provide an examination in a course of general education, in accordance with the recommendations of the New Education Policy 1986 (India), through the medium of English. The examination allows secure suitable representation of Governments responsible for schools (which are affiliated to it) in their States/Territories. Private candidates are not permitted to appear for this examination. In all subjects other than Science and Computers, students must submit compulsory coursework assignments. In groups I and II they count for 20% of the studentâ&#x20AC;&#x2122;s performance in the subject; in group III the assignments count 132

for 50%. In Science and Computers, students are tested on their laboratory work. In subjects where there is more than one paper, the mark in the subject is calculated by taking the average of all papers in the subject. Candidates appearing for the examination have to study seven subjects, with anywhere from 1 to 3 papers in each subject. This makes for a total of 8-12 papers, depending on the subjects. The certificate has international equivalence and enables students to transfer to International Universities. icseguide.com/icseboard-open-its-doors-to-information-seekers/ www.cisce.org/council.html

American Curriculum Schools The American curriculum is based on American standards of achievement in all subject areas, supported by a huge range of co-curricular activities that ensure students have the opportunity to develop fully as individuals. It includes enquirybased, hands-on teaching methods and learning strategies geared to individualized instruction. Any American curriculum refers to a broad and balanced Kindergarten to Year 12 [K-12] program commencing with entry to Kindergarten at age 5 and concluding with the award of the American High School Diploma on successful completion of Grade 12, at age 17. The American diploma is accepted for entrance by all US universities and colleges, and is increasingly recognized by international schools of higher education. To cater to the needs of the diverse community; schools offer a range of course options and curricula. Some schools in UAE offer a combination of two curricula. Some may have a British system along with IB while others like the SABIS schools offer APs or advanced placement along with A levels.. Most schools are segregated and operate from separate campuses or at different times. The costs, facilities and structure vary greatly. The choice is yours to make.

Study, work, travel – endless opportunities • Exam approved by the Ministry of Higher Education and Scientific Research, UAE. • Recognised by over 4,000 organisations globally – Australia, Canada, UAE, UK, USA, Europe and beyond. • Accepted for student visas by the governments of Australia, Ireland and the United Kingdom. • Additional UCAS tariff points for applying to university and college in the UK – 70 points for a Grade A.

Learn more Contact: info@cambridgeenglish.ae www.cambridgeenglish.org/advanced-in-uae

Show you have what it takes to work and study in English

Crafting a winning personal For an international student, who may not have the opportunity to be interviewed, or a chance to exhibit extensive written work to the university, your personal statement becomes your spokesperson. This essay should not only prove to the admissions team that you are the right candidate for the programme, you have to demonstrate it.

ome students do not realise what a crucial role the personal statement plays in the application process, and fail to optimize on this opportunity by showcasing their goals, ambition, strengths and achievements. Without sounding pompous or arrogant, this is one time we need to speak up. Course tutors use personal statements to compare applicants, so make an effort to help yours stand out from the crowd.

How do you do this? Before you embark on your writing, introspect. Look within yourself to understand and evaluate the skills as well as qualities you possess that will help you in the intended career. Write about your academic strengths that will enable you to do well in the programme. Read the entry profiles of the course/s you aspire to enroll in. Reflect on your interests and the work youâ&#x20AC;&#x2122;ve done that tie in with this major and weave it into your statement. Remember to structure your PS such that it is pertinent to the institutions you have chosen. Avoid mentioning names of universities as the same statement is viewed by all institutions you 134

will apply to. Should you be considering two different subject areas, remember to include the skill sets and experiences applicable to both. Also, If you are not yet in grade 12 or 13, you could get a head start by taking up an internship in your field of interest or take up a couple of courses over the academic year or the summer that can strengthen your application. When you take up internships in the career of your dreams, sometimes those dream concepts may take a beating as reality hits you. For example, you see the sophisticated side of the life of a hotel professional or that of an Airline staff, even shadowing one of them for a week will enlighten you on the challenges of the profession, not just the glamour that goes with the profile. Weave in your interest or fascination for the subject through specific examples rather than state it. You could perhaps start off by stating a brief anecdote. I find such personal stories or experiences create pictures in the mind and can be most appealing to the reader. Use active voice rather than a passive one; it keeps the reader engaged and eager to learn more.

Pointers for Writing

1. Consider your opening carefully. The opening lines of the personal statement sets the tone of your writing. I see some students begin their statement by using a quote by a great leader or a proverb. Remember, there is a specific word count available to you, use it judiciously. They need to hear your voice rather than a proverb or a quotation. Sometimes it may be a good idea to write the rest of your PS and then craft the

opening paragraph. Remember, to be your spokesperson, the statement has to be personalized, and unique to you, not vague and generic. Don’t be afraid to redraft your statement. Some students cling to their lines even when told that some lines are repetitive or superfluous. One needs to be open to suggestion and take criticism positively. 2. Take pointers without plagiarizing. The web is full of sample personal statements. It may be a good idea to read a couple but remember that your personal statement has to be your own work, not something copied from the internet or from past applicants. Proper systems are in place to weed out plagiarism. As per the UCAS website, ‘If you are found to have similarity in your personal statement, your application will be flagged, you, together with your choices will receive an email alert and this could have serious consequences for your application’. 3. Check your spelling. Another important point to bear in mind is that most computers have American English built in so the spellings may not be appropriate in the British context for example programme becomes program, actualise become actualize, etc. When you do a spell check please bear this in mind and try not to depend completely on the auto correct function. Have the statement read by your English teacher to eliminate grammatical errors. Refrain from big bombastic words if they are not really ‘you’ or your style of expression. Be you, not who you want to be. 4. Do not become repetitive. Some students begin every sentence with “I” and this does not go down well with the reader. For example: Instead of stating I enjoy basket ball, it sounds so much nicer when we say, ‘Basket ball is important to me because I…’Try to use your“I”half way through the sentence and state the outcome of the experience. Another example would be: Organising fund raising activities for ‘Dubai Cares’, allowed me to… instead of I organised fund raising activities for ‘Dubai Cares’. 5. Keep it flowing. Construct bridges to help retain the flow. Use phrases such as ‘Besides’, ‘Not only …but also’, ‘In addition to’…’As well as’… etc to help your statement read better. Rather ection: than have several disjointed sentences Some questions for introsp ject Why? Why do I enjoy the sub strung together, use appropriate words ngths do I What? What academic stre trate in such a way that there is a flow and ons dem me help will that s posses the reader gets a peek into your life, your my interest in the subject? s the When? Give examples of time perspectives and your experiences. d trate skill/interest was demons ide – In conclusion, dear student, make outs or ool sch in it Was ? Where activity? the most of this opportunity – even during some extra-curricular rest tie in Which? Which skills or inte though it sounds clichéd, remember, with my intended major? you don’t get a second chance or skill this put I did How ? How it? Was it to make a good first impression! interest to practice or hone an internship opportunity? - Rema Menon

Dos and Don’ts: a basic guide to follow when writing your personal statement Do thorough research into your chosen degree courses to ensure the course content and entry requirements match your interests/ abilities. Do take time over your application, structure your application well and be prepared to write at least three drafts before submitting your form. Do take time to check for spelling and grammatical errors. Do print out a copy to check for errors and ask a friend/relative/teacher for their feedback. Do be positive – about the course and all you have to offer. XXXXXXXXXXXXXXXXXXXXXXXXXXXXX

Don’t give excuses – always be positive about what you have done and achieved. Don’t waffle – make sure that all information noted is relevant and you show how skills learnt from hobbies/ outside interests are transferable to your chosen degree. Don’t tell lies – you might get caught out, especially if asked to elaborate on your personal statement at an interview. Remember that most institutions use a similarity detection service to detect copied work. Don’t be stressed out. Stay focused. The world awaits!

– Source: www.cf.ac.uk 135

CANADIAN UNIVERSITY OF DUBAI LOOKS TO EXPO 2020 WITH SAP ALLIANCE

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DUBAI, March 2014: Canadian University of Dubai and global business software giant SAP have signed an agreement that aims to provide Dubai with home-grown talent for Expo 2020. Canadian University of Dubai has signed up for the globally-acclaimed Universities Alliances Programme, which will support the universityâ&#x20AC;&#x2122;s e-business Bachelors Degree programme in developing the next generation of students with hands-on experience and a working knowledge of the industry. SAP operates in 130 countries and is the world leader in enterprise software and software-related services. Thought leaders and experts in data analytics, cloud computing, mobile and business software from all over the world will visit Canadian University of Dubai to pass on their knowledge

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to students who in turn will be given internships globally within the company. Marita Mitschein, Senior Vice-President Strategic Investments, SAP AG, and Managing Director, SAP Training & Development Institute, and Dr Karim Chelli, President of Canadian University of Dubai signed the agreement. Dr Chelli said: “Giving students the right tools and knowledge to find jobs is at the heart of what we do. “The link between e-business, e-Government and Expo 2020 is too big an opportunity to miss for students and businesses and this agreement with SAP will enable us to provide a pool of skilled and knowledgeable young people. “These young professionals will possess both business and local knowledge that cannot be underestimated.

“Agreements like this helps us to bridge the gap between students leaving University and what global companies like SAP need from their employees.” Marita Mitschein, said: “Globally, we have undertaken many e-government and automation projects, so I think we are well equipped to support the Expo 2020 initiative. “SAP is committed to aligning local education with critical industry needs and we are delighted that Canadian University of Dubai is supporting us in this approach. “The UAE is one of the leading technology countries in the world,” she added. “The young generation here has skipped a couple of decades of technology evolution. Some don’t even know what a desktop is because they are used to iPads, iPhones and Blackberrys. Because of this, you can tap into a different level of creativity and innovation.”

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‫ﻟﺮﺳﺎﻟﺘ‬ ‫ﺼﻴﻐﺔ اﻟﻨﺎﺟﺤﺔ‬ ‫اﻟ‬ ‫ﻟﺮﺳﺎﻟﺘ‬ ‫اﻟ‬ ‫اﻟﻨﺎﺟﺤﺔ ﻟﺮﺳﺎﻟﺘ‬ ‫ﺼﻴﻐﺔ اﻟﻨﺎﺟﺤﺔ‬ ‫ﺼﻴﻐﺔ‬ ‫اﻟ‬ ‫ﺔ ﻟﺮﺳﺎﻟﺘﻚ اﻟﺸﺨﺼﻴﺔ‬ ‫اﻟﺼﻴﻐﺔ اﻟﻨﺎﺟﺤﺔ ﻟﺮﺳﺎﻟﺘﻚ اﻟﺸﺨﺼﻴﺔ‬

‫اﻟﺼﻴﻐﺔ اﻟﻨﺎﺟﺤﺔ ﻟﺮﺳﺎﻟﺘﻚ اﻟﺸﺨﺼﻴﺔ‬

‫‪ersonal‬‬ ‫‪statement‬‬ ‫‪ersonal‬‬ ‫أو ‪statement‬‬ ‫اﻟﺸﺨﺼﻴﺔ أو‬ ‫اﻟﺮﺳﺎﻟﺔ اﻟﺸﺨﺼﻴﺔ‬ ‫أو اﻟﺮﺳﺎﻟﺔ‬ ‫ﺸﺨﺼﻲ أو‬ ‫اﻟﺸﺨﺼﻲ‬ ‫ﺒﻴﺎن اﻟ‬ ‫اﻟﺒﻴﺎن‬ ‫اﻟ‬ ‫‪ersonal‬‬ ‫‪ersonal statement‬‬ ‫أو ‪statement‬‬ ‫اﻟﺸﺨﺼﻴﺔ أو‬ ‫اﻟﺮﺳﺎﻟﺔ اﻟﺸﺨﺼﻴﺔ‬ ‫أو اﻟﺮﺳﺎﻟﺔ‬ ‫ﺸﺨﺼﻲ أو‬ ‫اﻟﺸﺨﺼﻲ‬ ‫ﺒﻴﺎن اﻟ‬ ‫اﻟﺒﻴﺎن‬ ‫‪ Personal sta‬ﻫﻲ ﺑﺒﺴﺎﻃﺔ رﺳﺎﻟﺔ ﻳﻜﺘﺒﻬﺎ اﻟﻄﺎﻟﺐ اﻟﻤﺘﻘﺪم اﻟ‬ ‫ﺑﺎﺳ‬ ‫اﻟﻄﺎﻟﺐ‬ ‫ﻳﺸﺮح‬ ‫اﻟﺮﺳﺎﻟﺔ‬ ‫ﻫﺬه‬ ‫وﻓﻲ‬ ‫ﻓﻴﻬﺎ‪،‬‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫إﻟﻰ‬ ‫اﻟﻤﺘﻘﺪم‬ ‫اﻟﻄﺎﻟﺐ‬ ‫ﻳﻜﺘﺒﻬﺎ‬ ‫رﺳﺎﻟﺔ‬ ‫ﺑﺒﺴﺎﻃﺔ‬ ‫ﻫﻲ‬ ‫‪Personal‬‬ ‫اﻟﺒﻴﺎن اﻟﺸﺨﺼﻲ أو اﻟﺮﺳﺎﻟﺔ اﻟﺸﺨﺼﻴﺔ أو ‪statement‬‬ ‫ﺑﺎﺳ‬ ‫اﻟﻄﺎﻟﺐ‬ ‫ﻳﺸﺮح‬ ‫اﻟﺮﺳﺎﻟﺔ‬ ‫ﻫﺬه‬ ‫وﻓﻲ‬ ‫ﻓﻴﻬﺎ‪،‬‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫إﻟﻰ‬ ‫ﺑﺎﺳ‬ ‫اﻟﻄﺎﻟﺐ‬ ‫ﻳﺸﺮح‬ ‫اﻟﺮﺳﺎﻟﺔ‬ ‫ﻫﺬه‬ ‫وﻓﻲ‬ ‫ﻓﻴﻬﺎ‪،‬‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫إﻟﻰ‬ ‫اﻟﻄﺎﻟﺐ ﺑﺎﺳ‬ ‫اﻟﺮﺳﺎﻟﺔ ﻳﺸﺮح‬ ‫وﻟﻤﺎذاﻫﺬه‬ ‫ﺑﻬﺎ‪،‬وﻓﻲ‬ ‫ﻳﺘﻤﺘﻊﻓﻴﻬﺎ‪،‬‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫إﻟﻰ‬ ‫ح اﻟﻄﺎﻟﺐ ﺑﺎﺳﺘﻄﺮاد ﻣﺎ ﻫﻲ اﻟﻤﺰاﻳﺎ اﻟﺸﺨﺼﻴﺔ واﻟﻌﻠﻤﻴﺔ‬ ‫ﻟﻠﺪر‬ ‫ﻗﺒﻮﻟﻪ‬ ‫اﻟﺠﺎﻣﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺠﺐ‬ ‫اﻟﺘﻲ‬ ‫واﻷﻛﺎدﻳﻤﻴﺔ‬ ‫اﻟﺸﺨﺼﻴﺔ‬ ‫اﻟﻤﺰاﻳﺎ‬ ‫ﻫﻲ‬ ‫ﺑﺎﺳﺘﻄﺮاد ﻣﺎ‬ ‫ﻳﺸﺮح اﻟﻄﺎﻟﺐ‬ ‫وﻓﻲ ﻫﺬه اﻟﺮﺳﺎﻟﺔ‬ ‫ﺟﺎﻣﻌﺔ ﻟﻠﺪراﺳﺔ‬ ‫إﻟﻰ‬ ‫اﻟﺠﺎﻣﻌﺔ ﻗﺒﻮﻟﻪ ﻟﻠﺪر‬ ‫ﻋﻠﻰ‬ ‫ﻳﺠﺐ‬ ‫وﻟﻤﺎذا‬ ‫ﻳﺘﻤﺘﻊ ﺑﻬﺎ‪،‬‬ ‫اﻟﺘﻲ‬ ‫واﻷﻛﺎدﻳﻤﻴﺔ‬ ‫اﻟﻄﺎﻟﺐ‬ ‫واﻟﻌﻠﻤﻴﺔﻳﻜﺘﺒﻬﺎ‬ ‫رﺳﺎﻟﺔ‬ ‫ﺑﺒﺴﺎﻃﺔ‬ ‫ﻫﻲ‬ ‫‪Personal‬‬ ‫‪statement‬‬ ‫ﻓﻴﻬﺎ‪ ،‬أو‬ ‫اﻟﺸﺨﺼﻴﺔ‬ ‫اﻟﺮﺳﺎﻟﺔ‬ ‫أو‬ ‫ﻟﻠﺪر‬ ‫اﻟﺠﺎﻣﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺠﺐ‬ ‫وﻟﻤﺎذا‬ ‫ﺑﻬﺎ‪،‬‬ ‫ﻳﺘﻤﺘﻊ‬ ‫اﻟﺘﻲ‬ ‫واﻷﻛﺎدﻳﻤﻴﺔ‬ ‫ﻗﺒﻮﻟﻪ ﻟﻠﺪر‬ ‫ﺗﻌﻠﻤﻪ‪.‬ﻗﺒﻮﻟﻪ‬ ‫اﻟﺠﺎﻣﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺠﺐ‬ ‫وﻟﻤﺎذا‬ ‫ﺑﻬﺎ‪،‬‬ ‫ﻳﺘﻤﺘﻊ‬ ‫اﻟﺘﻲ‬ ‫واﻷﻛﺎدﻳﻤﻴﺔ‬ ‫ﻣﻌﺔ ﻗﺒﻮﻟﻪ ﻟﻠﺪراﺳﺔ ﻓﻴﻬﺎ‪ ،‬وﻛﻴﻒ أﻧﻪ ﻃﺎﻟﺐ ﻣﺠﺘﻬﺪ ﺟﺎد‬ ‫ﺑﻤﺎ‬ ‫وﻳﻌﻤﻞ‬ ‫ﻳﺘﺨﺮج‬ ‫ﺣﺘﻰ‬ ‫ﺑﺘﻔﻮق‬ ‫دراﺳﺘﻪ‬ ‫ﺳﻴﻜﻤﻞ‬ ‫ﻣﺠﺘﻬﺪ ﺟﺎد‬ ‫ﻃﺎﻟﺐ‬ ‫ﺑﺘﻔﻮقأﻧﻪ‬ ‫ﻓﻴﻬﺎ‪ ،‬وﻛﻴﻒ‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫واﻷﻛﺎدﻳﻤﻴﺔ اﻟﺘﻲ ﻳﺘﻤﺘﻊ ﺑﻬﺎ‪ ،‬وﻟﻤﺎذا ﻳﺠﺐ ﻋﻠﻰ اﻟﺠﺎﻣﻌﺔ ﻗﺒﻮﻟﻪ‬ ‫وﻳﻌﻤﻞ ﺑﻤﺎ ﺗﻌﻠﻤﻪ‪.‬‬ ‫ﻳﺘﺨﺮج‬ ‫ﺣﺘﻰ‬ ‫دراﺳﺘﻪ‬ ‫ﺳﻴﻜﻤﻞ‬ ‫ﺗﻌﻠﻤﻪ‪..‬‬ ‫ﺑﻤﺎ ﺗﻌﻠﻤﻪ‬ ‫وﻳﻌﻤﻞ ﺑﻤﺎ‬ ‫ﻳﺘﺨﺮج وﻳﻌﻤﻞ‬ ‫ﺣﺘﻰ ﻳﺘﺨﺮج‬ ‫ﺑﺘﻔﻮق ﺣﺘﻰ‬ ‫دراﺳﺘﻪ ﺑﺘﻔﻮق‬ ‫ﺳﻴﻜﻤﻞ دراﺳﺘﻪ‬ ‫ﺳﻴﻜﻤﻞ‬ ‫ﻠﻤﻪ‪.‬‬ ‫ﻳﺸﺮح ﺗﻌﻠﻤﻪ‪.‬‬ ‫اﻟﺮﺳﺎﻟﺔوﻳﻌﻤﻞ ﺑﻤﺎ‬ ‫ﻫﺬه ﺣﺘﻰ ﻳﺘﺨﺮج‬ ‫دراﺳﺘﻪ ﺑﺘﻔﻮق‬ ‫اﻟﺸﺨﺼﻴﺔ واﻟﻌ‬ ‫اﻟﻤﺰاﻳﺎ‬ ‫ﻫﻲ‬ ‫ﺑﺎﺳﺘﻄﺮاد ﻣﺎ‬ ‫اﻟﻄﺎﻟﺐ‬ ‫ﺳﻴﻜﻤﻞوﻓﻲ‬ ‫اﺳﺔ ﻓﻴﻬﺎ‪،‬‬

‫ﻭﺳﻁﻭﺭ‬ ‫ﻛﻠﻣﺎﺕ‬ ‫ﺑﺿﻌﺔ‬ ‫ﻓﺈﻥ ﺃﻭﻝ‬ ‫ﻭﻟﺫﺍ‬ ‫ﻋﻧﻭﺍﻧﻪ‪،‬‬ ‫ﻣﻥ‬ ‫ُﻌﺭﻑ‬ ‫ﺍﻟﻛﺗﺎﺏ ﻳﻳ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﺳﺗﺣﺩﺩ‬ ‫ﻭﺳﻁﻭﺭ‬ ‫ﻛﻠﻣﺎﺕ‬ ‫ﺑﺿﻌﺔ‬ ‫ﻓﺈﻥ‬ ‫ﻭﻟﺫﺍ‬ ‫ﻋﻧﻭﺍﻧﻪ‪،‬‬ ‫ﻣﻥ‬ ‫ُﻌﺭﻑ‬ ‫ﺍﻟﻛﺗﺎﺏ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﺟ‬ ‫ﺳﺗﺣﺩﺩ ﻣﺠﺘﻬﺪ‬ ‫ﻃﺎﻟﺐ‬ ‫وﻛﻴﻒ‬ ‫ﻓﻴﻬﺎ‪،‬‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫اﻟﺠﺎﻣﻌﺔ ﻗﺒﻮﻟﻪ‬ ‫ﻳﺘﻤﺘﻊ ﺑﻬﺎ‪ ،‬وﻟﻤﺎذا ﻳﺠﺐ ﻋﻠﻰ‬ ‫ﺳﺗﺣﺩﺩ‬ ‫أﻧﻪﻭﺳﻁﻭﺭ‬ ‫ﺍﻟﻁﻼﺏﻛﻠﻣﺎﺕ‬ ‫ﺃﻭﻝ ﺑﺿﻌﺔ‬ ‫ﺃﻭﻝ‬ ‫ﻭﻟﺫﺍ‬ ‫ﻋﻧﻭﺍﻧﻪ‪،‬‬ ‫ﻣﻥ‬ ‫ُﻌﺭﻑ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﻓﺈﻥﺑﻌﺽ‬ ‫ﺍﻟﺷﺧﺻﻲ‪ .‬ﻳ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺍﻟﻛﺗﺎﺏ ﻳﻳﺑﻘﻳﺔ‬ ‫ﻣﺻﻳﺭ‬ ‫ﺷﺧﺻﻳ‬ ‫ﺍﻟﺷﺧﺻﻲﺳﺗﺣﺩﺩ‬ ‫ﺑﻳﺎﻧﻬﻡ ﻭﺳﻁﻭﺭ‬ ‫ﺃﻭﻝ ﺑﺿﻌﺔ ﻛﻠﻣﺎﺕ‬ ‫ﻭﻟﺫﺍﺑﺩﺃﻓﺈﻥ‬ ‫ﻣﻥ ﻋﻧﻭﺍﻧﻪ‪،‬‬ ‫ُﻌﺭﻑ‬ ‫ﺍﻟﻛﺗﺎﺏ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻁﺎﻟﺏ ﺍﻟﺩﻭﻟﻲ‪ ،‬ﺍﻟﺫﻱ ﻗﺩ ﻻ ﺗﺗﺎﺡ ﺍﻟﻔﺭﺻﺔ ﻹﺟﺭﺍء ﻣﻘﺎﺑﻼﺕ‬

‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺑﻳﺎﻧﻬﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺑﻌﺽ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﻣﺻﻳﺭ‬ ‫ﺷﺧﺻﻳ‬ ‫ﺍﻟﻛﺗﺎﺏ ﻳُﻌﺭﻑ ﻣﻥ ﻋﻧﻭﺍﻧﻪ‪ ،‬ﻭﻟﺫﺍ ﻓﺈﻥ ﺃﻭﻝ ﺑﺿﻌﺔ ﻛﻠﻣﺎﺕ ﻭﺳﻁﻭﺭ ﺳﺗﺣﺩﺩ‬ ‫ﻹﺟﺭﺍء ﻣﻘﺎﺑﻼﺕ‬ ‫ﺍﻟﻔﺭﺻﺔ‬ ‫ﺗﺗﺎﺡ‬ ‫ﺑﺩﺃ ﻻ‬ ‫ﺍﻟﺫ‪..‬ﻱﻳﻳ ﻗﺩ‬ ‫ﺍﻟﺑﻳﺎﻥﺍﻟﺩﻭﻟﻲ‪،‬‬ ‫ﺑﻘﻳﺔﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺑﻳﺎﻧﻬﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻣﺛﻝﺑﻌﺽ‬ ‫ﺑﺩﺃ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﺎﻟﻧﺳﺑﺔﺑﻘﻳﺔ‬ ‫ﻣﺻﻳﺭ‬ ‫ﺷﺧﺻﻳ‬ ‫ﺃﻗﺻﻰ‬ ‫ﻫﻧﺎﻙ ﺣﺩ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﺩﺍﺭﺝ‪.‬‬ ‫ﺷﻬﻳﺭ‬ ‫ﻟﻘﺎﺋﺩ‬ ‫ﺱ‬ ‫ﺍﻗﺗﺑﺎﺎ‬ ‫ﺑﺎﺳﺗﺧﺩﺍﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺑﻳﺎﻧﻬﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻧﻣﺎﺫﺝﻣﺛﻝﺑﻌﺽ‬ ‫ﺃﻭﺑﺩﺃ‬ ‫ﺍﻟﺷﺧﺻﻲ‪ .‬ﻳ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﻘﻳﺔ‬ ‫ﻣﺻﻳﺭ‬ ‫ﺷﺧﺻﻳ‬ ‫ﺇﻟﻰ‬ ‫ﺑﻳﺎﻧﻬﻡ ﺍﻟﻌﻠﻣﻳﺔ‬ ‫ﺍﻟﻁﻼﺏﺃﻋﻣﺎﻟﻪ‬ ‫ﻣﻠﻣﻭﺳﺔ ﻣﻥ‬ ‫ﺍﻟﺑﻳﺎﻥ ﻷﻥ ﻳﻘﺩﻡ‬ ‫ﺷﺧﺻﻳﺔﺑﻘﻳﺔﻣﻌﻪ ﺃﻭ‬ ‫ﺃﻗﺻﻰ‬ ‫ﻫﻧﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﺃﻭ‬ ‫ﺷﻬﻳﺭ‬ ‫ﻟﻘﺎﺋﺩ‬ ‫ﺱ‬ ‫ﺍﻗﺗﺑ‬ ‫ﺑﺎﺳﺗﺧﺩﺍﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﻧﻣﺎﺫﺝ ﺑﻌﺽ‬ ‫ﺍﻟﺷﺧﺻﻲ‪ .‬ﻳﺑﺩﺃ‬ ‫ﻣﺻﻳﺭ‬ ‫ﺣﺩﺇﻟﻰ‬ ‫ﺍﻟﻌﻠﻣﻳﺔ‬ ‫ﺃﻋﻣﺎﻟﻪ‬ ‫ﺩﺍﺭﺝ‪..‬ﻣﻥ‬ ‫ﻣﻠﻣﻭﺳﺔ‬ ‫ﻷﻥ ﻳﻘﺩﻡ‬ ‫ﺃﻭ‬ ‫ﻣﻌﻪ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﺃﻗﺻﻰ‬ ‫ﺣﺩ‬ ‫ﻫﻧﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﺩﺍﺭﺝ‬ ‫ﻣﺛﻝ‬ ‫ﺃﻭ‬ ‫ﺷﻬﻳﺭ‬ ‫ﻟﻘﺎﺋﺩ‬ ‫ﺱ‬ ‫ﺎ‬ ‫ﺍﻗﺗﺑ‬ ‫ﺑﺎﺳﺗﺧﺩﺍﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺑﺣﻛﻣﺔ‬ ‫ﻣﻪ‬ ‫ﺍﺳﺗﺧﺩ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺷﺧﺻﻲ‪،،‬‬ ‫ﺑﻬﺎ‬ ‫ﺍﻟﻣﺳﻣﻭﺡ‬ ‫ﻟﻌﺩﺩ‬ ‫ﺑﺎﺳﻣﻪﻪ‪..‬‬ ‫ﺃﻗﺻﻰ‪..‬‬ ‫ﺣﺩ‬ ‫ﺃﻥ ﻫﻧﺎﻙ‬ ‫ﺗﺫﻛﺭ‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‪.‬‬ ‫ﺍﻟﺑﻳﺎﻥﺩﺍﺭﺝ‬ ‫ﺍﻟﺭﺳﺎﻟﺔﻣﺛﻝ‬ ‫ﻓﻲﺃﻭ‬ ‫ﺷﻬﻳﺭ‬ ‫ﻟﻘﺎﺋﺩ‬ ‫ﺍﻟﻛﻠﻣﺎﺕﺎﺱ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‪،‬ﺍﻗﺗﺑ‬ ‫ﺑﺎﺳﺗﺧﺩﺍﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﺭﺳﻣﻲ‬ ‫ﺍﻟﻣﺗﺣﺩﺙ‬ ‫ﺑﻣﺛﺎﺑﺔ‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‬ ‫ﺍﻟﺭﺳﺎﻟﺔ‬ ‫ﺻﺑﺢ‬ ‫ﻋﻧﺩﻫﺎ ﺗ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‪،‬‬ ‫ﺑﺣﻛﻣﺔ‬ ‫ﻣﻪ‬ ‫ﺍﺳﺗﺧﺩ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺑﻬﺎ‬ ‫ﺍﻟﻣﺳﻣﻭﺡ‬ ‫ﺍﻟﻛﻠﻣﺎﺕ‬ ‫ﻟﻌﺩﺩ‬ ‫ﺃﻗﺻﻰ‬ ‫ﺣﺩ‬ ‫ﻫﻧﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫‪.‬‬ ‫ﺩﺍﺭﺝ‬ ‫ﻣﺛﻝ‬ ‫ﺃﻭ‬ ‫ﺷﻬﻳﺭ‬ ‫ﻟﻘﺎﺋﺩ‬ ‫ﺱ‬ ‫ﺎ‬ ‫ﺍﻗﺗﺑ‬ ‫ﺑﺎﺳﺗﺧﺩﺍﻡ‬ ‫ﺑﺎﺳﻣ‬ ‫ﺍﻟﺭﺳﻣﻲ‬ ‫ﺍﻟﻣﺗﺣﺩﺙ‬ ‫ﺑﻣﺛﺎﺑﺔ‬ ‫ﺻﺑﺢ‬ ‫ﺗ‬ ‫ﻋﻧﺩﻫﺎ‬ ‫ﺍﺳﺗﺧﺩﻣﻪ‬ ‫ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻟﺫﺍ‬ ‫ﺻﻭﺗﻙﻓﻲ‬ ‫ﺍﻟﻣﺳﻣﻭﺡ ﺑﻬﺎ‬ ‫ﺍﻟﻛﻠﻣﺎﺕ‬ ‫ﻟﻌﺩﺩ‬ ‫ﺑﺎﺳﻣﻪ‪.‬‬ ‫ﺑﺣﻛﻣﺔ ‪.‬‬ ‫ﻳﺩﺭﻙ‬ ‫ﻻ‬ ‫ﺑﻌﺽ‬ ‫ﺍﻻﻗﺗﺑﺎﺱ‪ ..‬ﻓﻲ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺑﻳﺎﻥﺍﻟﻣﺛﻝ‬ ‫ﻻ‬ ‫ﺃﻧﺕ‬ ‫ﺳﻣﺎﻉ‬ ‫ﺗﺭﻳﺩ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺍﺳﺗﺧﺩﻣﻪ‬ ‫ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻟﺫﺍ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺍﻟﻣﺳﻣﻭﺡ ﺑﻬﺎ ﻓﻲ‬ ‫ﺍﻟﻛﻠﻣﺎﺕ‬ ‫ﻟﻌﺩﺩ‬ ‫ﺑﺎﺳﻣﻪ‪.‬‬ ‫ﺑﺎﺳﻣﻪ‪.‬‬ ‫ﺑﺣﻛﻣﺔ ‪.‬‬ ‫ﻟﻌﺩﺩ‬ ‫ﺑﺎﺳﻣ‬ ‫ﺍﻟﻛﻠﻣﺎﺕ ﺍﻟﻣﺳﻣﻭﺡ ﺑﻬﺎ ﻓﻲ ﺍﻟﺑﻳﺎﻥ ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻟﺫﺍ ﺍﺳﺗﺧﺩﻣﻪ ﺑﺣﻛﻣﺔ ‪.‬‬ ‫ﻳﺩﺭﻙ‬ ‫ﻻ‬ ‫ﺑﻌﺽ‬ ‫ﺃﻭ‬ ‫ﻻ‬ ‫ﺳﻣﺎﻉ‬ ‫ﺗﺭﻳﺩ‬ ‫ﻳﺩﺭﻙ‬ ‫ﻻ‬ ‫ﻓﻲ ﺑﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻗﺗﺑﺎﺱ‪.‬‬ ‫ﺍﻻﻗﺗﺑﺎﺱ‬ ‫ﺍﻟﻣﺛﻝ ﺃﻭ‬ ‫ﺍﻟﻣﺛﻝ‬ ‫ﺃﻧﺕ ﻻ‬ ‫ﺻﻭﺗﻙﺃﻥﺃﻧﺕ‬ ‫ﺻﻭﺗﻙ‬ ‫ﺳﻣﺎﻉ‬ ‫ﺍﻟﺟﺎﻣﻌﺔﻪ‪.‬ﺗﺭﻳﺩ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻭﺗﺗﺭﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﻘﻳﺔ‬ ‫ﺗﻛﺗﺏ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﻣﻥ‬ ‫ﻳﻛﻭﻥ‬ ‫ﺍﻷﺣﻳﺎﻥ‬ ‫ﻳﺩﺭﻙ‬ ‫ﻻ‬ ‫ﺷﺧﺻﻲ ﻓﻲ‬ ‫ﺍﻻﻗﺗﺑﺎﺱﺍﻟ‪.‬ﺑﻳﺎﻥ‬ ‫ﺍﻟﺫﻱ ﻳﻠﻌﺑﻪ‬ ‫ﺍﻟﺣﺎﺳﻡ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺑﻌﺽ‬ ‫ﻻ‬ ‫ﺑﻌﺽ‬ ‫ﻓﻲ‬ ‫‪.‬‬ ‫ﺍﻻﻗﺗﺑﺎﺱ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻣﺛﻝ‬ ‫ﻻ‬ ‫ﺃﻧﺕ‬ ‫ﺻﻭﺗﻙ‬ ‫ﺳﻣﺎﻉ‬ ‫ﺗﺭﻳﺩ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺷﺧﺻﻲ ﻓﻲ‬ ‫ﻳﻠﻌﺑﻪ ﺍﻟﺑﻳﺎﻥ ﺍﻟ‬ ‫ﺍﻟﺣﺎﺳﻡﺑﻘﻳﺔﺍﻟﺫﻱ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﻣﻥﺍﻟﻁﻼﺏ‬ ‫ﺑﻌﺽ‬ ‫ﻳﺩﺭﻙ‬ ‫ﻻ‬ ‫ﻓﻲ ﺍﻟﺑﻌﺽ‬ ‫ﺍﻟﻣﺛﻝ ﺃﻭ‬ ‫ﺃﻧﺕ ﻻ‬ ‫ﺻﻭﺗﻙ‬ ‫ﺳﻣﺎﻉ‬ ‫ﻳﺩﺭﻙﺗﺭﻳﺩ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻭﺗﺗﺭﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺗﻛﺗﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﻳﻛﻭﻥ‬ ‫ﺍﻷﺣﻳﺎﻥ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻭﺗﺗﺭﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﻌﺩ‪.‬ﺑﻘﻳﺔ‬ ‫ﺇﻟﻳﻬﺎﺃﻥﻓﻳﻣﺎﺗﻛﺗﺏ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﺍﻻﻓﺗﺗﺎﺣﻳﺔﻣﻥ‬ ‫ﺍﻷﺣﻳﺎﻥ ﻳﻛﻭﻥ‬ ‫ﻭﻁﻣﻭﺣ‬ ‫ﻣﻌﺑﺭﺓ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﻟﺗﻌﻭﺩ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﺃﻫﺩﺍﻓﻬﻡ‬ ‫ﻹﻅﻬﺎﺭ‬ ‫ﺍﻟﻛﺎﻓﻲ‬ ‫ﺍﻻﻫﺗﻣﺎﻡ‬ ‫ﻳﻌﻁﻭﻥ‬ ‫ﻓﻼ‬ ‫‪،‬‬ ‫ﻟﻠﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﺗﻘﺩﻡ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻭﺗﺗﺭﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﻘﻳﺔ‬ ‫ﺗﻛﺗﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﻣﻥ‬ ‫ﻳﻛﻭﻥ‬ ‫ﺍﻷﺣﻳﺎﻥ‬ ‫ﺃﻫﺩﺍﻓﻬﻡ‬ ‫ﻹﻅﻬﺎﺭ‬ ‫ﺍﻟﻛﺎﻓﻲ‬ ‫ﺍﻻﻫﺗﻣﺎﻡ‬ ‫ﻳﻌﻁﻭﻥ‬ ‫ﻓﻼ‬ ‫‪،‬‬ ‫ﻟﻠﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﺗﻘﺩﻡ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻭﺗﺗﺭﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﻘﻳﺔ‬ ‫ﺗﻛﺗﺏ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﻣﻥ‬ ‫ﻳﻛﻭﻥ‬ ‫ﺍﻷﺣﻳﺎﻥ‬ ‫ﻭﻁﻣﻭﺣ‬ ‫ﻣﻌﺑﺭﺓ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﺑﻌﺩ‪..‬‬ ‫ﺍﻻﻓﺗﺗﺎﺣﻳﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻭﻁﻣﻭﺣ‬ ‫ﻣﻌﺑﺭﺓ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﻓﻳﻣﺎ ﺑﻌﺩ‬ ‫ﺇﻟﻳﻬﺎ ﻓﻳﻣﺎ‬ ‫ﻟﺗﻌﻭﺩ ﺇﻟﻳﻬﺎ‬ ‫ﻟﺗﻌﻭﺩ‬ ‫ﺍﻻﻓﺗﺗﺎﺣﻳﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﺑﻳﺎﻥ ﺍﺍ‬ ‫ﺍﻟﻛﺗﺎﺑﺔ‬ ‫ﺵ‬ ‫ﺗﺧ‬ ‫ﻻ‬ ‫ﻭﺍﻟﺗﻌﻣﻳﻡ‪..‬‬ ‫ﻋﻥ‬ ‫ﻭﺍﺑﺗﻌﺩ‬ ‫ﻋﻥ‬ ‫ﺣﻳﺎﺗﻬﻡ‪.‬‬ ‫ﺷﺧﺻﻳﺔﻓﻲ‬ ‫ﻛﻠﻣﺎﺗﻙ ﺣﻘﻘﻭﻫﺎ‬ ‫ﻭﺍﻹﻧﺟﺎﺯﺍﺕ ﺍﻟﺗﻲ‬ ‫ﻟﺩﻳﻬﻡ‪،‬‬ ‫ﺍﻟﻘﻭﺓ‬ ‫ﻭﻧﻘﺎﻁ‬ ‫ﻭﻁﻣﻭﺣﻬﻡ‪،‬‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﺍﻟﻐﻣﻭﺽ ﺑﻌﺩ‪.‬‬ ‫ﻓﻳﻣﺎ‬ ‫ﺍﻟﻘﻭﺓﺇﻟﻳﻬﺎ‬ ‫ﻟﺗﻌﻭﺩ‬ ‫ﺍﻻﻓﺗﺗﺎﺣﻳﺔ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻣﻌﺑﺭﺓ‪.‬‬ ‫ﺣﻳﺎﺗﻬﻡ‬ ‫ﺇﻋﺎﺩﺓﻓﻲ‬ ‫ﺣﻘﻘﻭﻫﺎ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭﺍﻹﻧﺟﺎﺯﺍﺕ‬ ‫ﻟﺩﻳﻬﻡ‪،‬‬ ‫ﻭﻧﻘﺎﻁ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‪،‬‬ ‫ﻧﻔﺳﻙ‪،‬ﻬﻡ‬ ‫ﻭﻁﻣﻭﺣ‬ ‫ﻣﻌﺑﺭﺓ‬ ‫ﻛﻠﻣﺎﺕ‪ .‬ﺍﺟﻌﻝ‬ ‫ﻓﻳﻣﺎ ﺑﻌﺩ‬ ‫ﺇﻟﻳﻬﺎ‬ ‫ﻟﺗﻌﻭﺩ‬ ‫ﺍﻻﻓﺗﺗﺎﺣﻳﺔ‬ ‫ﻧﻪ‪ ،‬ﻭﻟﺫﺍﺍﻟﻔﻘﺭﺓ‬ ‫ﺍﻟﻛﺗﺎﺑﺔ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺵ‬ ‫ﺗﺧ‬ ‫ﻻ‬ ‫ﻭﺍﻟﺗﻌﻣﻳﻡ‬ ‫ﺍﻟﻐﻣﻭﺽ‬ ‫ﻋﻥ‬ ‫ﻭﺍﺑﺗﻌﺩ‬ ‫ﻧﻔﺳﻙ‪،‬‬ ‫ﻋﻥ‬ ‫ﺳﺗﺣﺩﺩ‬ ‫ﻭﺳﻁﻭﺭ‬ ‫ﺑﺿﻌﺔ‬ ‫ﺃﻭﻝ‬ ‫ﻓﺈﻥ‬ ‫ﻭﻁﻣﻭﺣﻣ‬ ‫ﻹﺟﺭﺍء‬ ‫ﺍﻟﻔﺭﺻﺔ‬ ‫ﺗﺗﺎﺡ‬ ‫ﻻ‬ ‫ﻗﺩ‬ ‫ﻱ‬ ‫ﺍﻟﺫ‬ ‫ﺍﻟﺩﻭﻟﻲ‪،‬‬ ‫ﻟﻠﻁﺎﻟﺏ‬ ‫ﺍﻟﺑﻳﺎﻥ ﻓﺍ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺍﻟﻛﺗﺎﺑﺔ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺵ‬ ‫ﺗﺧ‬ ‫ﻻ‬ ‫‪.‬‬ ‫ﻭﺍﻟﺗﻌﻣﻳﻡ‬ ‫ﺍﻟﻐﻣﻭﺽ‬ ‫ﻋﻥ‬ ‫ﻭﺍﺑﺗﻌﺩ‬ ‫ﻧﻔﺳﻙ‪،‬‬ ‫ﻋﻥ‬ ‫ﻳﻣﺩﺡ‬ ‫‪.‬‬ ‫ﺻﻳﺎﻏﺔ‬ ‫ﻭﺍﻟ‬ ‫ﺍﻟﺑﻳﺎﻥ ﻓﺍ‬ ‫ﺍﻟﻁﺎﻟﺏ ﺃﻥ‬ ‫ﺇﻋﺎﺩﺓﻋﻠﻰ‬ ‫ﺍﻟﺗﻲﺵﻳﺟﺏ‬ ‫ﺍﻟﻔﺭﺻﺔ‬ ‫ﻋﻥﻓﻌﻠﻳﺎ‬ ‫ﻭﺍﺑﺗﻌﺩﻫﻭ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﻛﺗﺎﺑﺔ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﺵ‬ ‫ﺗﺧ‬ ‫ﻻ‬ ‫‪.‬‬ ‫ﻭﺍﻟﺗﻌﻣﻳﻡ‬ ‫ﺍﻟﻐﻣﻭﺽ‬ ‫ﻋﻥ‬ ‫ﻭﺍﺑﺗﻌﺩ‬ ‫ﻧﻔﺳﻙ‪،‬‬ ‫ﻋﻥ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺟﺏ‬ ‫ﺍﻟﺗﻲ‬ ‫ﺍﻟﻭﺣﻳﺩﺓ‬ ‫ﺍﻟﻔﺭﺻﺔ‬ ‫ﻓﻌﻠﻳﺎ‬ ‫ﻫﻭ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺍﻟﻛﺗﺎﺑﺔ‬ ‫ﺍﻟﻭﺣﻳﺩﺓﻻ ﺗﺧ‬ ‫ﻭﺍﻟﺗﻌﻣﻳﻡ‪.‬‬ ‫ﺍﻟﻐﻣﻭﺽ‬ ‫ﺍﻟﺑﻳﺎﻥﻧﻔﺳﻙ‪،‬‬ ‫ﻋﻥ‬ ‫ﻳﻣﺩﺡ‬ ‫‪.‬‬ ‫ﺻﻳﺎﻏﺔ‬ ‫ﻭﺍﻟ‬ ‫ﺍﻟﻌﻠﻣﻓ‬ ‫ﻳﻣﺩﺡ‬ ‫ﺻﻳﺎﻏﺔ‪.‬‬ ‫ﻭﺍﻟ‬ ‫ﻏﻁﺭﺳﺔ‪.‬ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﻁﻼﺏ ﺃﻭﺑﻳﺎﻧﻬﻡ‬ ‫ﺑﻌﺽ‬ ‫ﺑﺩﺃ‬ ‫ﻷﻥ‬ ‫ﺗﻧﺳﺦﺃﻭ‬ ‫ﻭﻻﻣﻌﻪ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﻭﺗﻘﻠﺩ‪..‬‬ ‫ﺍﻹﻟﻬﺎﻡ‬ ‫ﺧﺫ‬ ‫‪..2‬‬ ‫ﻳﻘﺩﻡ ﻧﻣﺎﺫﺝ ﻣﻠﻣﻭﺳﺔ ﻣﻥ ﺃﻋﻣﺎﻟﻪ ﻳﻣﺩﺡ ﻓ‬ ‫ﻧﻔﺳﻪ ﺩﻭﻥ ﻧﻔﺎﻕ‬ ‫ﻳﻣﺩﺡ‬ ‫ﺻﻳﺎﻏﺔ‪.‬‬ ‫ﻭﺍﻟ‬ ‫ﻏﻁﺭﺳﺔ‪.‬‬ ‫ﻧﻔﺎﻕ ﺃﻭ‬ ‫ﺩﻭﻥ‬ ‫ﻧﻔﺳﻪ‬ ‫ﻓﻳﻬﺎ‬ ‫ﻳﻣﺩﺡ‬ ‫ﻓﻳﻬﺎ‪.‬‬ ‫ﺻﻳﺎﻏﺔ‬ ‫ﺻﻲ‪ .‬ﻳ ﻭﺍﻟ‬ ‫ﻭﺗﻘﻠﺩ‬ ‫ﺗﻧﺳﺦ‬ ‫ﻭﻻ‬ ‫ﺍﻹﻟﻬﺎﻡ‬ ‫ﺧﺫ‬ ‫‪2‬‬ ‫ﻭﺗﻘﻠﺩ‪.‬‬ ‫ﺗﻧﺳﺦ‬ ‫ﺍﻹﻧﺗﺭﻧﺕﻭﻻ‬ ‫ﺷﺑﻛﺔﺧﺫ ﺍﻹﻟﻬﺎﻡ‬ ‫‪.2‬‬ ‫ﺗﻛ‬ ‫ﻛﻳﻑ‬ ‫ﺗﺭﺍﻫﺎ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺷﺧﺻﻲ‪..‬‬ ‫ﻟﻠﺑﻳﺎﻥ‬ ‫ﻣﺳﺑﻘﺎ‬ ‫ﻣﻌﺩﺓ‬ ‫ﺑﻧﻣﺎﺫﺝ‬ ‫ﻣﻠﻳﺋﺔ‬ ‫‪ .2‬ﺧﺫ ﺍﻹﻟﻬﺎﻡ ﻭﻻ ﺗﻧﺳﺦ ﻭﺗﻘﻠﺩ‪.‬‬ ‫ﻭﺗﻘﻠﺩ‪.‬‬ ‫ﺗﻧﺳﺦ‬ ‫ﺍﻹﻧﺗﺭﻧﺕﻭﻻ‬ ‫ﺷﺑﻛﺔﺧﺫ ﺍﻹﻟﻬﺎﻡ‬ ‫‪.2‬‬ ‫ﺗﻛ‬ ‫ﻛﻳﻑ‬ ‫ﺗﺭﺍﻫﺎ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﻟﻠﺑﻳﺎﻥ‬ ‫ﻣﺳﺑﻘﺎ‬ ‫ﻣﻌﺩﺓ‬ ‫ﺑﻧﻣﺎﺫﺝ‬ ‫ﻣﻠﻳﺋﺔ‬ ‫ﺃﻗﺻﻰ‬ ‫ﺣﺩ‬ ‫ﻫﻧﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫‪.‬‬ ‫ﺩﺍﺭﺝ‬ ‫ﻣﺛﻝ‬ ‫ﺷﻬﻳﺭ ﺃﻭ‬ ‫ﺍﻟﻣﺗﺣﺩﺙ‬ ‫ﺑﻣﺛﺎﺑﺔ‬ ‫ﺍﻟﺷﺧﺻﻳﺔ‬ ‫ﺍﻟﺭﺳﺎﻟﺔ‬ ‫ﺻﺑﺢ‬ ‫ﺗ‬ ‫ﻋﻧﺩﻫﺎ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‪،‬‬ ‫ﺗﻛ‬ ‫ﻛﻳﻑ‬ ‫ﺗﺭﺍﻫﺎ‬ ‫ﺍﻟﺷﺧﺻﻲ‪ .‬ﻗﺩ‬ ‫ﻟﻠﺑﻳﺎﻥ‬ ‫ﻣﻌﺩﺓ ﻣﺳﺑﻘﺎ‬ ‫ﺑﻧﻣﺎﺫﺝ‬ ‫ﻣﻠﻳﺋﺔ‬ ‫ﺍﻹﻧﺗﺭﻧﺕ‬ ‫ﺷﺑﻛﺔ‬ ‫ﺑﻳﺎﻧﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ؟ﻣﻌﺩﺓ ﻣﺳﺑﻘﺎ ﻟﻠﺑﻳﺎﻥ ﺍﻟﺷﺧﺻﻲ‪ .‬ﻗﺩ ﺗﺭﺍﻫﺎ‬ ‫ﻣﻠﻳﺋﺔ ﺑﻧﻣﺎﺫﺝ‬ ‫ﺍﻹﻧﺗﺭﻧﺕ‬ ‫ﺍﻟﺷ‬ ‫ﻗﺑﻝ‬ ‫ﺑﻳﺎﻥ‬ ‫ﺗﺟﻠﺱ‬ ‫ﺛﻡ‬ ‫ﻫﺫﻩ‬ ‫ﻣﻥ‬ ‫ﺑﻌﺿﺎ‬ ‫ﺗﻘﺭﺃ‬ ‫ﺃﻥ‬ ‫ﺟﻳﺩﺓ‬ ‫ﻓﻛﺭﺓ‬ ‫ﺗﻛ‬ ‫ﺑﻳﺎﻧﻙ‬ ‫ﺷﺑﻛﺔ ﺗﻛﺗﺏ‬ ‫ﻛﻳﻑ‬ ‫ﺗﺭﺍﻫﺎ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﻣﻌﺩﺓ ﻣﺳﺑﻘﺎ‬ ‫ﺑﻧﻣﺎﺫﺝ‬ ‫ﺷﺑﻛﺔ‬ ‫ﻛﻳﻑﺍﻟﺷ‬ ‫ﻗﺑﻝ‬ ‫ﻟﻛﺗﺎﺑﺔ‪ .‬ﺍﻟﺍﻟﺍﻟﻗﺩﺑﻳﺎﻥ‬ ‫ﻟﻛﺗﺎﺑﺔ‬ ‫ﻟﻠﺑﻳﺎﻥﺗﺟﻠﺱ‬ ‫ﺍﻟﻧﻣﺎﺫﺝ ﺛﻡ‬ ‫ﺍﻟﻧﻣﺎﺫﺝ‬ ‫ﺍﻟﺷﺧﺻﻲ؟ ﻫﺫﻩ‬ ‫ﻣﻥ‬ ‫ﻣﻠﻳﺋﺔﺑﻌﺿﺎ‬ ‫ﺍﻹﻧﺗﺭﻧﺕﺗﻘﺭﺃ‬ ‫ﺗﻛﺗﺏﺃﻥ‬ ‫ﻛﻳﻑﺟﻳﺩﺓ‬ ‫ﻓﻛﺭﺓ‬ ‫ﺍﻟﺷ‬ ‫ﻗﺑﻝ‬ ‫ﺑﻳﺎﻥ‬ ‫ﻟﻛﺗﺎﺑﺔ‬ ‫ﺗﺟﻠﺱ‬ ‫ﺛﻡ‬ ‫ﺍﻟﻧﻣﺎﺫﺝ‬ ‫ﻫﺫﻩ‬ ‫ﻣﻥ‬ ‫ﺑﻌﺿﺎ‬ ‫ﺗﻘﺭﺃ‬ ‫ﺃﻥ‬ ‫ﺟﻳﺩﺓ‬ ‫ﻓﻛﺭﺓ‬ ‫ﺩﺍﺧﻝ‬ ‫ﻧﻅﺭ‬ ‫ﺗﺄﻣﻝ‪ .‬ﺍ‬ ‫ﺗﻔﻛﺭ ﻭﺗ‬ ‫ﻣﻥﺃﻥ‬ ‫ﻋﻠﻳﻙ‬ ‫ﺑﻌﺿﺎ‪،‬‬ ‫ﻛﺗﺎﺑ‪،‬ﺗﻪ‬ ‫ﺍﻟﺷﺭﻭﻉ ﻓﻲ‬ ‫ﻗﺑﻝ‬ ‫ﻟﻛﺗﺎﺑﺔ‬ ‫ﺍﺳﺗﺧﺩﺛﻡ‬ ‫ﺍﻟﻧﻣﺎﺫﺝ‬ ‫ﺍﻟﺷﺧﺻﻲ‪،‬ﻣﻥ‬ ‫ﺑﻌﺿﺎ‬ ‫ﺟﻳﺩﺓ‬ ‫ﻓﻛﺭﺓ‬ ‫ﻧﻔﺳﻙ ﻟﻟ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﺣﺫﺭ‬ ‫ﺍﻟﺧﺎﺹ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺑﺣﻛﻣﺔﺍﻟ‪.‬‬ ‫ﻳﺟﺏﻟﺫﺍ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﺎﺳﻣ‬ ‫ﺍﻟﺷ‬ ‫ﻗﺑﻝ‬ ‫ﺑﻳﺎﻥﺩﺍﺧﻝ‬ ‫ﻧﻅﺭ‬ ‫ﺗﺟﻠﺱﺗﺄﻣﻝ‪ .‬ﺍ‬ ‫ﻣﻪﻭﺗ‬ ‫ﺗﻔﻛﺭ‬ ‫ﻫﺫﻩﻋﻠﻳﻙ ﺃﻥ‬ ‫ﺗﻘﺭﺃﻛﺗﺎﺑﺗﻪ‪،‬‬ ‫ﺃﻥ ﻓﻲ‬ ‫ﺍﻟﺷﺭﻭﻉ‬ ‫ﺑﻬﺎ ﻓﻲ ﻗﺑﻝ‬ ‫ﺍﻟﺑﻳﺎﻥﺍﻟﺑﻳﺎﻥ‬ ‫ﻟﻛﺗﺎﺑﺔ‬ ‫ﺗﺟﻠﺱ‬ ‫ﺍﻟﻧﺳﺦﺛﻡ‬ ‫ﺍﻟﻧﻣﺎﺫﺝ‬ ‫ﻳﺟﺏﻫﺫﻩ‬ ‫ﻟﻛﻥﻣﻥ‬ ‫ﺗﻘﺭﺃ‬ ‫ﺟﻳﺩﺓﻪ‪.‬ﺃﻥ‬ ‫ﻓﻛﺭﺓ‬ ‫ﻧﻔﺳﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﻭﺍﻟﺗﻘﻠﻳﺩ‪..‬‬ ‫ﻭﺍﻟﺗﻘﻠﻳﺩ‬ ‫ﺍﻟﻧﺳﺦ‬ ‫ﻣﻥ‬ ‫ﻟﻛﻥ‬ ‫ﺑﻙ‪،،‬‬ ‫ﺑﻙ‬ ‫ﺍﻟﺧﺎﺹ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺗﺳﺎﻟ‬ ‫ﻧﻔﺳﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﻭﺍﻟﺗﻘﻠﻳﺩ‬ ‫ﺍﻟﻧﺳﺦ‬ ‫ﺍﺣﺫﺭ ﻣﻥ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕﺍﺣﺫﺭ‬ ‫ﻫﻭ ﻟﻛﻥ‬ ‫ﻭﺗﻘﻳﻡﺑﻙ‬ ‫ﺍﻟﺧﺎﺹ‬ ‫ﺷﺄﻧﻬﺎ‬ ‫ﻭﻟﺫﺍﻣﻥ‬ ‫ﻭﺍﻟﺗﻲ‬ ‫ﻬﺎ‪،‬‬ ‫ﺗﻣﺗﻠﻛ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭﺍﻟﺻﻔﺎﺕ‬ ‫ﻳﺷﻳﺭﻔﻬﻡ‬ ‫ﺍﻟﺷﺧﺻﻲﺗﺗ‬ ‫ﻧﻔﺳﻙ ﻟ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﻭﺍﻟﺗﻘﻠﻳﺩ‪.‬ﻬﺎ‪،‬ﺍﻟﺑﻳﺎﻥ‬ ‫ﺍﻟﻧﺳﺦ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕﺍﺣﺫﺭ ﻣﻥ‬ ‫ﻭﺗﻘﻳﻡ ﺑﻙ‪ ،‬ﻟﻛﻥ‬ ‫ﺍﻟﺧﺎﺹ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺃﻥ‬ ‫ﺃﻥ‬ ‫ﻳﺟﺏ‬ ‫ﺍﻷﻭﻝ‪،‬‬ ‫ﺍﻟﻣﻘﺎﻡ‬ ‫ﻓﻲ‬ ‫ﺷﺧﺻﻲ‬ ‫ﻋﻣﻝ‬ ‫ﺍﺳﻣﻪ‪،‬‬ ‫ﻛﻣﺎ‬ ‫–‬ ‫ﺗﺳﺎﻟ‬ ‫ﻧﻔﺳﻙ‬ ‫ﺷﺄﻧﻬﺎ‬ ‫ﻣﻥ‬ ‫ﻭﺍﻟﺗﻲ‬ ‫ﺗﻣﺗﻠﻛ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭﺍﻟﺻﻔﺎﺕ‬ ‫ﻔﻬﻡ‬ ‫ﺗﺗ‬ ‫ﻟ‬ ‫ﻧﻔﺳﻙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫‪.‬‬ ‫ﻭﺍﻟﺗﻘﻠﻳﺩ‬ ‫ﺍﻟﻧﺳﺦ‬ ‫ﻣﻥ‬ ‫ﺍﺣﺫﺭ‬ ‫ﻟﻛﻥ‬ ‫‪،‬‬ ‫ﺑﻙ‬ ‫ﺍﻟﺧﺎﺹ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺃﻥ‬ ‫ﺃﻥ‬ ‫ﻳﺟﺏ‬ ‫ﻭﻟﺫﺍ‬ ‫ﺍﻷﻭﻝ‪،‬‬ ‫ﺍﻟﻣﻘﺎﻡ‬ ‫ﺍﻟﻁﻼﺏ ﻓﻲ‬ ‫ﺷﺧﺻﻲ‬ ‫ﻋﻣﻝ‬ ‫ﻫﻭ‬ ‫ﺍﺳﻣﻪ‪،‬‬ ‫ﻳﺷﻳﺭ‬ ‫ﻛﻣﺎ‬ ‫–‬ ‫ﺗﺳﺎﺳﺷ‬ ‫ﺑﻳﺎﻥﺍﻟﺗﻲﺍﻟ‬ ‫ﺍﻟﺣﺎﺳﻡ‬ ‫ﺍﻟﺩﻭﺭ‬ ‫ﺑﻌﺽ‬ ‫ﻳﺩﺭﻙ‬ ‫ﻻ‬ ‫ﺑﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻻﻗﺗﺑﺎﺱ‪.‬‬ ‫ﺍﻟﻣﺛﻝ‬ ‫ﻭﺗﻙ ﺃﻧﺕ–ﺃﻥ ﻻ‬ ‫ﻟﺩﻳﻙﻳﻠﻌﺑﻪ ﺍﻟ ﻭﺃﻥ‬ ‫ﺍﻟﺫﻱﺃﻥ‬ ‫ﻳﺟﺏ‬ ‫ﻭﻟﺫﺍ‬ ‫ﺍﻷﻭﻝ‪،‬‬ ‫ﺍﻟﻣﻘﺎﻡ‬ ‫ﺷﺧﺻﻲ‬ ‫ﻋﻣﻝ‬ ‫ﻫﻭ‬ ‫ﻳﺷﻳﺭ‬ ‫ﻛﻣﺎ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔ‬ ‫ﻧﻘﺎﻁ ﺍﻟﻘﻭﺓ‬ ‫ﻓﻲﻋﻥ‬ ‫ﺍﻟﻣﻬﻧﻲ‪.‬‬ ‫ﻣﺳﺗﻘﺑﻠﻙ‬ ‫ﻓﻲ‬ ‫– ﺃﻥ‬ ‫ﺍﻟﻘﻭﺓﻭﻟﺫﺍ ﻳﺟﺏ‬ ‫ﺍﻷﻭﻝ‪،‬‬ ‫ﺷﺧﺻﻲ‬ ‫ﻋﻣﻝ‬ ‫ﺃﻭﻫﻭ‬ ‫ﺍﺳﻣﻪ‪،‬‬ ‫ﻛﻣﺎ ﻳﺷﻳﺭ‬ ‫ﺗﻛﺷﻑ‬ ‫ﻭﺁﻟﻳﺎﺕ‬ ‫ﺗﻁﺑﻳﻘﺎﺕ‬ ‫ﺗﺗﻭﻓﺭ‬ ‫ﺍﻷﺧﺭﻯ‪،‬‬ ‫ﺍﻟﺟﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺳﻣﻪ‪،‬ﻋﻠ‬ ‫ﺗﺳﺎﻋﺩﻙﺃﻧﺕ‬ ‫ﻳﺻﺩﺭ ﻣﻧﻙ‬ ‫ﻳﺻﺩﺭ‬ ‫ﺗﺳﺎ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻷﻛﺎﺩﻳﻣﻳﺔﺃﻥﻟﺩﻳﻙ‬ ‫ﺍﻟﻣﻘﺎﻡﻧﻘﺎﻁ‬ ‫ﻓﻲ ﻋﻥ‬ ‫ﺍﻛﺗﺏ‬ ‫ﺍﻟﻣﻬﻧﻲ‪.‬‬ ‫ﻣﺳﺗﻘﺑﻠﻙ‬ ‫ﺗﺳﺎﻋﺩﻙ ﻓﻲ‬ ‫ﻳﺟﺏ ﺃﻥ‬ ‫ﺍﻷﻭﻝ‪ ،‬ﻭﻟﺫﺍ‬ ‫ﺍﻟﻣﻘﺎﻡ‬ ‫ﺍﻛﺗﺏﻓﻲ‬ ‫ﺷﺧﺻﻲ‬ ‫ﻋﻣﻝ‬ ‫ﻫﻭ‬ ‫ﺍﺳﻣﻪ‪،‬‬ ‫ﻳﺷﻳﺭ‬ ‫ﻛﻣﺎ‬ ‫–‬ ‫ﺳ‬ ‫ﺗﻛﺷﻑ‬ ‫ﻭﺁﻟﻳﺎﺕ‬ ‫ﺗﻁﺑﻳﻘﺎﺕ‬ ‫ﺗﺗﻭﻓﺭ‬ ‫ﺍﻷﺧﺭﻯ‪،‬‬ ‫ﺍﻟﺟﻬﺔ‬ ‫ﻰ‬ ‫ﺃﻧﺕ‪...‬‬ ‫ﻣﻧﻙ‬ ‫ﺍﻟﺗﻲ‪ .‬ﺳ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭ‬ ‫ﺗﻛﺷﻑ‬ ‫ﻭﺁﻟﻳﺎﺕ‬ ‫ﺗﻁﺑﻳﻘﺎﺕ‬ ‫ﺗﺗﻭﻓﺭ‬ ‫ﺍﻷﺧﺭﻯ‪،‬‬ ‫ﺍﻟﺟﻬﺔ‬ ‫ﻰ‬ ‫ﻋﻠ‬ ‫ﺃﻧﺕ‬ ‫ﻣﻧﻙ‬ ‫ﻳﺻﺩﺭ‬ ‫ﻭﻣﺎ‬ ‫ﺍﻟﺟﺎﻣﻌﻳﺔ‬ ‫ﺩﺭﺍﺳﺗﻙ‬ ‫ﻓﻼﻓﻲ‬ ‫ﻭﺍﻟﺗﻔﻭﻕ‬ ‫ﺍﻟﻧﺟﺎﺡ‬ ‫ﻋﻠﻰ‬ ‫ﺳﺗﺳﺎﻋﺩﻙ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭ‬ ‫ﺗﻛﺷﻑ‬ ‫ﺗﻁﺑﻳﻘﺎﺕ ﻭﺁﻟﻳﺎﺕ‬ ‫ﺍﻟﻧﺟﺎﺡﺍﻷﺧﺭﻯ‪،‬‬ ‫ﺍﻟﺟﻬﺔ‬ ‫ﺳﺗﺳﺎﻋﺩﻙ ﻋﻠﻰ‬ ‫ﺃﻧﺕ‪.‬‬ ‫ﻳﺻﺩﺭ‬ ‫ﺑﻌﺩﻫﺎ‬ ‫ﻋﻠﻳﻪ‬ ‫ﻳﺛﺑﺕ‬ ‫ﺑﺳﺭﻋﺔ‬ ‫ﻭﺍﻟﻣﻘﻠﺩ‬ ‫ﻭﺍﻟﻣﻧﻘﻭﻝ‬ ‫ﺍﻟﻣﻧﺳﻭﺥ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﻹﻅﻬﺎﺭﺳ‬ ‫ﻭ‬ ‫ﺍﻟﺟﺎﻣﻌﻳﺔ ﻭﻣﺎ‬ ‫ﺗﺗﻭﻓﺭﺩﺭﺍﺳﺗﻙ‬ ‫ﺍﻟﺷﺧﺻﻲﻓﻲ‬ ‫ﻭﺍﻟﺗﻔﻭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺿﻝ ﺃﻥ ﻭﺍﻟﺗﻲ‬ ‫ﻭﺁﻟﻳﺎﺕ‬ ‫ﺗﻁﺑﻳﻘﺎﺕ‬ ‫ﺗﺗﻭﻓﺭ‬ ‫ﺍﻷﺧﺭﻯ‪،‬‬ ‫ﺍﻟﺟﻬﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻧﺕ‪.‬‬ ‫ﻣﻧﻙ‬ ‫ﻳﺻﺩﺭ‬ ‫ﺗﻛﺷﻑﺍﻟﻛﺎﻓﻲ‬ ‫ﺍﻻﻫﺗﻣﺎﻡ‬ ‫ﻳﻌﻁﻭﻥ‬ ‫ﻟﻠﺟﺎﻣﻌﺔ‪،‬‬ ‫ﺍﻟﺗﻘﺩﻡ‬ ‫ﻋﻣﻠﻳﺔ‬ ‫ﻭﺗﺗﺭﻙ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺗﻛﺗﺏﻣﻧﻙﺑﻘﻳﺔ‬ ‫ﺍﻟﺗﻲ‪..‬‬ ‫ﺑﻌﺩﻫﺎ‬ ‫ﻋﻠﻳﻪ‬ ‫ﻭﻣﻥ ﻳﺛﺑﺕ‬ ‫ﻭﻣﻥ‬ ‫ﻭﺍﻟﻣﻘﻠﺩ‬ ‫ﻭﺍﻟﻣﻧﻘﻭﻝ‬ ‫ﺍﻟﻣﻧﺳﻭﺥ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺑﻌﺩﻫﺎ‬ ‫ﻋﻠﻳﻪ‬ ‫ﺑﺳﺭﻋﺔﺍ ﻭﻣﻥ‬ ‫ﺑﺳﺭﻋﺔ‬ ‫ﻋﻠﻣﻳﺔﻭﺍﻟﻣﻘﻠﺩ‬ ‫ﻭﺍﻟﻣﻧﻘﻭﻝ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﻳﺛﺑﺕﻋﻠﻰ‬ ‫ﻋﻛﺱ ﺫﻟﻙ‬ ‫ﺳﺗﺩﺭﺳﻬﺎ‪ ،‬ﺛﻡ‬ ‫ﺍﻟﻣﻧﺳﻭﺥ ﻣﺎﺩﺓ‬ ‫ﺗﻔﺎﺻﻳﻝ ﻛﻝ‬ ‫ﺑﻌﺩﻫﺎ‪ .‬ﺍﻗﺭﺃ‬ ‫ﻳﺛﺑﺕﺫﻟﻙﻋﻠﻳﻪ‬ ‫ﺑﺳﺭﻋﺔﺛﻡ ﺍﻭﻣﻥ‬ ‫ﻋﻠﻣﻳﺔﻭﺍﻟﻣﻘﻠﺩ‬ ‫ﻭﺍﻟﻣﻧﻘﻭﻝ‬ ‫ﺍﻟﻣﻧﺳﻭﺥ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺍﻫﺗﻣﺎﻣﺎ‬ ‫ﺑﻌﻳﺩﺍ‪..‬‬ ‫ﻳﺫﻫﺏ‬ ‫ﻟﻥ‬ ‫ﺫﻟﻙ‬ ‫ﺍﻫﺗﻣﺎﻣﺎ‪.‬‬ ‫ﺑﻌﺩﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻋﻛﺱ‬ ‫ﺳﺗﺩﺭﺳﻬﺎ‪،‬‬ ‫ﻣﺎﺩﺓ‬ ‫ﻛﻝ‬ ‫ﺗﻔﺎﺻﻳﻝ‬ ‫ﺃ‬ ‫ﻗﺭ‬ ‫ﺍ‬ ‫‪.‬‬ ‫ﺑﻌﺩﻫﺎ‬ ‫ﻋﻠﻳﻪ‬ ‫ﻳﺛﺑﺕ‬ ‫ﺑﺳﺭﻋﺔ ﻭﻣﻥ‬ ‫ﻭﺍﻟﻣﻧﻘﻭﻝ ﻭﺍﻟﻣﻘﻠﺩ‬ ‫ﺍﻟﻣﻧﺳﻭﺥ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﻳﺫﻫﺏ‬ ‫ﻟﻥ‬ ‫ﺍﻫﺗﻣﺎﻣﺎﻓ‬ ‫ﻭﺍﻹﻧﺟﺎﺯﺍﺕ ﺍﻟﺗﻲ ﺣﻘﻘﻭﻫﺎ‬ ‫ﻬﻡ‪،‬‬ ‫ﻣﻌﺑﺭﺓ‬ ‫ﺷﺧﺻﻳﺔ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺑﻌﺩ‪.‬‬ ‫ﺑﻌﻳﺩﺍ‪.‬‬ ‫ﺑﻌﻳﺩﺍ‬ ‫ﻳﺫﻫﺏ‬ ‫ﺫﻟﻙ ﻟﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻟﺩﻳﻬﻡ‪ ،‬ﺃﻧﻪ ﻳﺗﻭﺍﻓﻕ ﻣﻊ ﻫﺫﺍ‬ ‫ﺍﻟﻘﻭﺓﺳﺎﺑﻘﺔ ﻭﻛﻳﻑ‬ ‫ﻭﻧﻘﺎﻁ ﺃﻋﻣﺎﻝ‬ ‫ﻛﺗﺎﺑﺗﻙ‪.‬ﺑﻪ ﻣﻥ‬ ‫ﻗﻣﺕ‬ ‫ﺑﻣﺎ‬ ‫ﻭﻁﻣﻭﺣﻭ‬ ‫ﺍﻫﺗﻣﺎﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‪.‬‬ ‫ﻳﺫﻫﺏﺑﻣﺎﺑﻌﻳﺩﺍ‬ ‫ﺇﻟﻳﻬﺎ ﻓﻳﻣﺎﺫﻟﻙ ﻟﻥ‬ ‫ﺩﻗﺔ‬ ‫ﻣﻥ‬ ‫ﺗﺄﻛﺩ‬ ‫‪.‬‬ ‫‪3‬‬ ‫ﺍﻟﺗﺧﺻ‬ ‫ﺍﻫﺗﻣﺎﻣﺎ‬ ‫ﻫﺫﺍ‬ ‫ﻣﻊ‬ ‫ﻳﺗﻭﺍﻓﻕ‬ ‫ﺃﻧﻪ‬ ‫ﻭﻛﻳﻑ‬ ‫ﺳﺎﺑﻘﺔ‬ ‫ﻝ‬ ‫ﺎ‬ ‫ﻋﻣ‬ ‫ﺃ‬ ‫ﻣﻥ‬ ‫ﺑﻪ‬ ‫ﻗﻣﺕ‬ ‫ﻭ‬ ‫ﺍﻫﺗﻣﺎﻣﺎﺗﻙ‬ ‫‪.‬‬ ‫ﺑﻌﻳﺩﺍ‬ ‫ﻳﺫﻫﺏ‬ ‫ﻟﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻛﺗﺎﺑﺗﻙ‪..‬‬ ‫ﺩﻗﺔ‬ ‫ﻣﻥ‬ ‫ﺗﺄﻛﺩ‬ ‫‪..3‬‬ ‫ﺍﻟﺗﺧﺻ‬ ‫ﻛﺗﺎﺑﺗﻙ‬ ‫ﺍﻟﺗﺧﺻﺹ ﺩﻗﺔ‬ ‫ﻣﻥ‬ ‫ﺗﺄﻛﺩ‬ ‫‪3‬‬ ‫ﺍﻟﺗﺧﺻ‬ ‫‪ .3‬ﺗﺄﻛﺩ ﻣﻥ ﺩﻗﺔ ﻛﺗﺎﺑﺗﻙ‪.‬‬ ‫ﺍﺧﺗﺭﺗﻪ‪.‬‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﺣﺭﺹ‬ ‫ﺑﺭﻳﻁﺎﻧﻳﺔ‪،‬‬ ‫ﻟﺟﺎﻣﻌﺔ‬ ‫ﺳﺗﺗﻘﺩﻡ‬ ‫ﻛﻧﺕ‬ ‫ﺇﺫﺍ‬ ‫ﺻﺣﻳﺣﺔ‪..‬‬ ‫ﺍﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﻟﻐﺔ‬ ‫ﺍﺳﺗﺧﺩﻡ‬ ‫ﻛﺗﺎﺑﺗﻙ‪.‬‬ ‫ﻣﻥ ﺩﻗﺔ‬ ‫ﺗﺄﻛﺩ‬ ‫‪.3‬‬ ‫ﺍﻟﻭﺣﻳﺩﺓ ﺍﻟﺗﻲ ﻳﺟﺏ ﺍﻟﺗﺧﺻ‬ ‫ﺍﺧﺗﺭﺗﻪ‪.‬‬ ‫ﺍﻟﻐﻣﻭﺽﺍﻟﺗﺧﺻﺹ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻔﺭﺻﺔ‬ ‫ﻓﻌﻠﻳﺎ‬ ‫ﻫﻭ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﺑﻳﺎﻥ‬ ‫ﺗﺧﺵ ﺇﻋﺎﺩﺓ ﺍﻟﻛﺗﺎﺑﺔ‬ ‫ﺍﻟﺫﻱ‪ .‬ﻻ‬ ‫ﻭﺍﻟﺗﻌﻣﻳﻡ‬ ‫ﺍﺣﺭﺹ‬ ‫ﺑﺭﻳﻁﺎﻧﻳﺔ‪،‬‬ ‫ﻟﺟﺎﻣﻌﺔ‬ ‫ﺳﺗﺗﻘﺩﻡ‬ ‫ﻛﻧﺕ‬ ‫ﺇﺫﺍ‬ ‫ﺻﺣﻳﺣﺔ‬ ‫ﺍﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﻟﻐﺔ‬ ‫ﺍﺳﺗﺧﺩﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ ﺍﻟﺗﻲ‬ ‫ﻳﻧﺎﺳﺏ‬ ‫ﺑﺣﻳﺙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻧﺟﻠﻳﺯﻳﺔ ﺍﻟﺑﻳﺎﻥ‬ ‫ﻟﻐﺔﻋﻠﻰ ﻛﺗﺎﺑﺔ‬ ‫ﺍﺣﺭﺹ‬ ‫ﺍﺳﺗﺧﺩﻡ ﻟﻐﺔ ﺍﻧﺟﻠﻳﺯﻳﺔ ﺻﺣﻳﺣﺔ‪ .‬ﺇﺫﺍ ﻛﻧﺕ ﺳﺗﺗﻘﺩﻡ ﻟﺟﺎﻣﻌﺔ ﺑﺭﻳﻁﺎﻧﻳﺔ‪،‬‬ ‫ﺍﺣﺭﺹ‬ ‫ﺑﺭﻳﻁﺎﻧﻳﺔ‪،‬‬ ‫ﻟﺟﺎﻣﻌﺔ‬ ‫ﺳﺗﺗﻘﺩﻡ‬ ‫ﻛﻧﺕ‬ ‫ﺇﺫﺍ‬ ‫‪.‬‬ ‫ﺻﺣﻳﺣﺔ‬ ‫ﺍﺳﺗﺧﺩﻡ‬ ‫ﺍﺧﺗﺭﺗﻬ‬ ‫ﺍﻷﻣﺭﻳﻛﻳﺔ‪،‬‬ ‫ﻟﺟﺎﻣﻌﺔﻻ‬ ‫ﺍﻟﺑﺭﻳﻁﺎﻧﻳﺔ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﻣﻊ‬ ‫ﺍﻧﺟﻠﻳﺯﻳﺔﺗﺗﻭﺍﻓﻕ‬ ‫ﺍﺳﺗﺧﺩﻡ ﻟﻐﺔ‬ ‫ﺍﺳﺗﺧﺩﻡ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﺍﺣﺭﺹ‬ ‫ﺍﺣﺭﺹ ﻋﻠﻰ ﻛﺗﺎﺑﺔ ﺍﻟﺑﻳﺎﻥ ﺍﻟﺷﺧﺻﻲ ﺑﺣﻳﺙ ﻳﻧﺎﺳﺏ ﺍﻟﺟﺎﻣﻌﺔ ﺍﻟﺗﻲ‬ ‫ﻻ ﺑﺭﻳﻁﺎﻧﻳﺔ‪،‬‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔﺳﺗﺗﻘﺩﻡ‬ ‫ﻣﻊ‪ .‬ﺇﺫﺍ ﻛﻧﺕ‬ ‫ﺻﺣﻳﺣﺔ‬ ‫ﺍﺳﺗﺧﺩﻡ ﻟﻐﺔ‬ ‫ﺍﺧﺗﺭﺗﻬ‬ ‫ﺍﻷﻣﺭﻳﻛﻳﺔ‪،‬‬ ‫ﺍﻟﺑﺭﻳﻁﺎﻧﻳﺔ‬ ‫ﺗﺗﻭﺍﻓﻕ‬ ‫ﻟﻐﺔ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﻷﻛﺛﺭ ﻣﻥ‬ ‫ﺗﺭﺳﻠﻪ‬ ‫ﻷﻧﻙ ﻗﺩ‬ ‫ﻣﻊﺟﺎﻣﻌﺔ‪،‬‬ ‫ﺗﺗﻭﺍﻓﻕ ﺃﻱ‬ ‫ﺍﺳﻡ‬ ‫ﺗﺟﻧﺏﻟﻐﺔﺫﻛﺭ‬ ‫ﻳﻣﺩﺡ‪.‬‬ ‫ﺍﺧﺗﺭﺗﻬﺎ‬ ‫ﺳﺎﻋﺗﻬﺎ ﺍﺳﺗﺧﺩﻡ ﻟﻐﺔ ﺗﺗﻭﺍﻓﻕ ﻣﻊ ﺍﻻﻧﺟﻠﻳﺯﻳﺔ ﺍﻟﺑﺭﻳﻁﺎﻧﻳﺔ ﻻ ﺍﻷﻣﺭﻳﻛﻳﺔ‪،‬‬ ‫ﺍﻷﻣﺭﻳﻛﻳﺔ‪،‬‬ ‫ﺍﻟﺑﺭﻳﻁﺎﻧﻳﺔ ﻻ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﺍﺳﺗﺧﺩﻡ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﻏﻁﺭﺳﺔ‪.‬‬ ‫ﺫﻟﻙ ﺃﻭ‬ ‫ﻧﻔﺎﻕ‬ ‫ﻧﻔﺳﻪ‬ ‫ﻓﻳﻬﺎ‬ ‫ﺍﺧﺗﺭﺗﻬ‪..‬‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺭﺍﻣﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻵﻟﻲ‬ ‫ﺍﻹﻣﻼﺋﻲ‬ ‫ﺩﻭﻥ ﺍﻟﺍﻟﻣﻣﺩﻗﻕ‬ ‫ﺍﺳﺗﺧﺩﺍﻣﻙ‬ ‫ﻋﻧﺩ‬ ‫ﺍﺧﺗﺭﺗﻬ‬ ‫ﺍﺧﺗﺭﺗﻬﺎ‪ .‬ﺗﺟﻧﺏ ﺫﻛﺭ ﺍﺳﻡ ﺃﻱ ﺟﺎﻣﻌﺔ‪ ،‬ﺫﻟﻙ ﻷﻧﻙ ﻗﺩ ﺗﺭﺳﻠﻪ ﻷﻛﺛﺭ ﻣﻥ‬ ‫ﺍﻷﻣﺭﻳﻛﻳﺔ‪،‬‬ ‫ﺍﻟﺑﺭﻳﻁﺎﻧﻳﺔ ﻻ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﺗﺗﻭﺍﻓﻕ ﻣﻊ‬ ‫ﺑﺎﻟﻌﻛﺱ‪..‬ﻟﻐﺔ‬ ‫ﻭﺍﻟﻌﻛﺱﺍﺳﺗﺧﺩﻡ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺭﺍﻣﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻵﻟﻲ‬ ‫ﺍﻹﻣﻼﺋﻲ‬ ‫ﺍﺳﺗﺧﺩﺍﻣﻙ‬ ‫ﻋﻧﺩ‬ ‫ﺑﺎﻟﻌﻛﺱ‬ ‫ﻭﺍﻟﻌﻛﺱ‬ ‫ﻣﺧﺗﻠﻔﻳﻥ‪،‬‬ ‫ﺟﺎﻣﻌﻳﻳﻥ‬ ‫ﺩﻗﻕﺗﺧﺻﺻﻳﻥ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻛﻧﺕ ﺗﻔﻛﺭ ﻓﻲ‬ ‫ﺣﺎﻝ‬ ‫ﺟﺎﻣﻌﺔ‪ .‬ﻓﻲ‬ ‫ﻭﺍﻟﻌﻛﺱ ﺑﺎﻟﻌﻛﺱ‪ .‬ﻋﻧﺩ ﺍﺳﺗﺧﺩﺍﻣﻙ ﺍﻟﻣﺩﻗﻕ ﺍﻹﻣﻼﺋﻲ ﺍﻵﻟﻲ ﻓﻲ ﺑﺭﺍﻣﺞ‬ ‫‪.‬‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺑﺭﺍﻣﺞ‬ ‫ﻓﻲ‬ ‫ﺍﻵﻟﻲ‬ ‫ﺍﻹﻣﻼﺋﻲ‬ ‫ﺩﻗﻕ‬ ‫ﻣ‬ ‫ﺍﻟ‬ ‫ﺍﺳﺗﺧﺩﺍﻣﻙ‬ ‫ﻋﻧﺩ‬ ‫‪.‬‬ ‫ﺑﺎﻟﻌﻛﺱ‬ ‫ﻭﺍﻟﻌﻛﺱ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﻻ‬ ‫ﺷﻲء‬ ‫ﻭﻓﻭ‬ ‫ﻟﻐﺔ‪،‬‬ ‫ﻷﻱ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﺑﺎﻟﻛﻣﺑﻳﻭﺗﺭ‪،،‬‬ ‫ﺍﻟﺗﺣﺭﻳﺭ‬ ‫ﺟﺎﻣﻌﺔ‪.‬‬ ‫ﺦ ﻭﺗﻘﻠﺩ‪.‬ﺟﺎﻣﻌﺔ‪ .‬ﻓﻲ ﺣﺎﻝ ﻛﻧﺕ ﺗﻔﻛﺭ ﻓﻲ ﺩﺭﺍﺳﺔ ﺗﺧﺻﺻﻳﻥ ﺟﺎﻣﻌﻳﻳﻥ ﻣﺧﺗﻠﻔﻳﻥ‪،‬‬ ‫ﻛﻝﺑﺭﺍﻣﺞ‬ ‫ﻕﻓﻲ‬ ‫ﺍﻵﻟﻲ‬ ‫ﺍﻹﻣﻼﺋﻲ‬ ‫ﺗﺧﺗﺎﺭﻣﺩﻗﻕ‬ ‫ﺍﺳﺗﺧﺩﺍﻣﻙ ﺍﻟ‬ ‫ﻋﻧﺩ‬ ‫ﻭﺍﻟﻌﻛﺱ ﺑﺎﻟﻌﻛﺱ‪.‬‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﻻ‬ ‫ﺷﻲء‬ ‫ﻛﻝ‬ ‫ﻕ‬ ‫ﻭﻓﻭ‬ ‫ﻟﻐﺔ‪،‬‬ ‫ﻷﻱ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺗﺧﺗﺎﺭ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﺑﺎﻟﻛﻣﺑﻳﻭﺗﺭ‬ ‫ﺗﺧﺻﺹ‬ ‫ﻛﻝ‬ ‫ﺗﻧﺎﺳﺏ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻭﺍﻟﺧﺑﺭﺍﺕ‬ ‫ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺗﺣﺭﻳﺭﺃﻥ ﺗﺗﺣﺩﺙ‬ ‫ﺗﺫﻛﺭ‬ ‫ﺍﻟﺗﺣﺭﻳﺭ ﺑﺎﻟﻛﻣﺑﻳﻭﺗﺭ‪ ،‬ﺗﺫﻛﺭ ﺃﻥ ﺗﺧﺗﺎﺭ ﻭﻓﻘﺎ ﻷﻱ ﻟﻐﺔ‪ ،‬ﻭﻓﻭﻕ ﻛﻝ ﺷﻲء ﻻ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫ﻻ‬ ‫ﺷﻲء‬ ‫ﻛﻝ‬ ‫ﻕ‬ ‫ﻭﻓﻭ‬ ‫ﻟﻐﺔ‪،‬‬ ‫ﻷﻱ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺗﺧﺗﺎﺭ‬ ‫ﺃﻥ‬ ‫ﺗﺫﻛﺭ‬ ‫‪،‬‬ ‫ﺑﺎﻟﻛﻣﺑﻳﻭﺗﺭ‬ ‫ﺍﻟﺗﺣﺭﻳﺭ‬ ‫ﺗﻧﻁﺑﻕ‬ ‫ﻟﻐﺗﻪﻛﻝﺍﻷﻡ‬ ‫ﺷﺧﺹ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺣﺭﺹ‬ ‫ﻋﻠﻳﻪ‪..‬‬ ‫ﻓﻘﻁ‬ ‫ﺗﻌﺗﻣﺩ‬ ‫ﺃﻥ‬ ‫ﻭﻭﺗﺫﻛﺭ‬ ‫ﺗﺫﻛﺭ ﺃﻥ ﺗﺗﺣﺩﺙ ﻋﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﺧﺑﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻧﺎﺳﺏ ﻛﻝ ﺗﺧﺻﺹ‬ ‫ﻫﻲﻻ‬ ‫ﺷﻲء‬ ‫ﻭﻓﻭﻕ‬ ‫ﺭﺳﺎﻟﺗﻙﻟﻐﺔ‪،‬‬ ‫ﻳﻘﺭﺃﻭﻓﻘﺎ ﻷﻱ‬ ‫ﺗﺧﺗﺎﺭ‬ ‫ﺗﺫﻛﺭ ﺃﻥ‬ ‫ﺑﺎﻟﻛﻣﺑﻳﻭﺗﺭ‪،‬‬ ‫ﺍﻟﺗﺣﺭﻳﺭ‬ ‫ﺗﻧﻁﺑﻕ‬ ‫ﻫﻲ‬ ‫ﻟﻐﺗﻪ‬ ‫ﺷﺧﺹ‬ ‫ﺭﺳﺎﻟﺗﻙ‬ ‫ﻳﻘﺭﺃ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺣﺭﺹ‬ ‫ﺗﻌﺗﻣﺩ‬ ‫ﻓﻘﻁ ﻋﻠﻳﻪ‬ ‫ﺗﻧﻁﺑﻕ‬ ‫ﻭ‬ ‫ﺗﺭﺍﻫﺎﻟﻐﺗﻪ ﺍﻷﻡ ﻫﻲ‬ ‫ﻗﺩ ﺷﺧﺹ‬ ‫ﺭﺳﺎﻟﺗﻙ‬ ‫ﺍﺣﺭﺹ ﻋﻠﻰ ﺃﻥ ﻳﻘﺭﺃ‬ ‫ﺗﻌﺗﻣﺩ ﻓﻘﻁ‬ ‫ﺗﻧﻁﺑﻕ‬ ‫ﻭ‬ ‫ﺍﻷﻡﺃﻱﻫﻲ‬ ‫ﺍﻷﻡ‬ ‫ﻟﻠﻘﺿﺎءﻟﻐﺗﻪ‬ ‫ﺍﻹﻧﺟﻠﻳﺯﻳﺔﺷﺧﺹ‬ ‫ﺭﺳﺎﻟﺗﻙ‬ ‫ﻳﻘﺭﺃ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺣﺭﺹ‬ ‫ﻋﻠﻳﻪ‪..‬‬ ‫ﻋﻠﻳﻪ‬ ‫ﻓﻘﻁ‬ ‫ﺗﻌﺗﻣﺩ‬ ‫ﺍﻟﺷﺧﺻﻲ؟‬ ‫ﺑﻳﺎﻧﻙ‬ ‫ﺗﻛﺗﺏ‬ ‫ﻛﻳﻑ‬ ‫ﺍﻟﺷﺧﺻﻲ‪.‬‬ ‫ﻋﻠﻳﻪ‪.‬ﻟﻠﺑﻳﺎﻥ‬ ‫ﻣﻌﺩﺓ‬ ‫ﻟﻡ ﺗﺗ‬ ‫ﺇﺫﺍ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻐﺔ‬ ‫ﺎ‬ ‫ﻣﺩﺭﺳ‬ ‫ﻛﺎﻥ‬ ‫ﻟﻭ‬ ‫ﻭﺣﺑﺫﺍ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‪،‬‬ ‫ﺗﻧﻁﺑﻕ‬ ‫ﻭ‬ ‫ﻣﺳﺑﻘﺎ‪.‬‬ ‫ﻋﻠﻳﻪ‬ ‫ﺗﻧﻁﺑﻕ‬ ‫ﻣﺎﺫﺝ ﻭ‬ ‫ﻫﻲ‬ ‫ﺍﻷﻡ‬ ‫ﻟﻐﺗﻪ‬ ‫ﺷﺧﺹ‬ ‫ﺭﺳﺎﻟﺗﻙ‬ ‫ﻳﻘﺭﺃ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺣﺭﺹ‬ ‫‪.‬‬ ‫ﻋﻠﻳﻪ‬ ‫ﻓﻘﻁ‬ ‫ﺗﻌﺗﻣﺩ‬ ‫ﻟﻡ‬ ‫ﺇﺫﺍ‬ ‫ﺃﻱ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻘﺿﺎء‬ ‫ﺍﻹﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﻟﻠﻐﺔ‬ ‫ﺎ‬ ‫ﻣﺩﺭﺳ‬ ‫ﻛﺎﻥ‬ ‫ﻟﻭ‬ ‫ﻭﺣﺑﺫﺍ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‪،‬‬ ‫‪،‬‬ ‫(‬ ‫‪13‬‬ ‫ﺃﻭ‬ ‫‪12‬‬ ‫ﺍﻟﺻﻑ‬ ‫)‬ ‫ﺍﻷﺧﻳﺭﺓ‪،‬‬ ‫ﺍﻟﺛﺎﻧﻭﻳﺔ‬ ‫ﺔ‬ ‫ﻳ‬ ‫ﺍﻟﺩﺭﺍﺳ‬ ‫ﺍﻟﺳﻧﺔ‬ ‫ﻓﻲ‬ ‫ﺗﻛﻥ‬ ‫ﻟﻡ‬ ‫ﺇﺫﺍ‬ ‫ﺃﻱ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻘﺿﺎء‬ ‫ﺍﻹﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﻟﻠﻐﺔ‬ ‫ﺎ‬ ‫ﻣﺩﺭﺳ‬ ‫ﻛﺎﻥ‬ ‫ﻟﻭ‬ ‫ﻭﺣﺑﺫﺍ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‪،‬‬ ‫ﺇﺫﺍ ﻟﻡ ﺗ‬ ‫ﺃﻱ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﻘﺿﺎء‬ ‫ﺍﻹﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﻟﻠﻐﺔ‬ ‫ﺎ‬ ‫ﻣﺩﺭﺳ‬ ‫ﻛﺎﻥ‬ ‫ﻟﻭ‬ ‫ﻭﺣﺑﺫﺍ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‪،‬‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﻣﺗﺣﻘﻘﺔ‬ ‫ﺗﻛﻥ‬ ‫ﻋﻠﻳﻙﻟﻡ‬ ‫ﻓﺭﺻﺔﻣﺎ‬ ‫ﻛﺑﻳﺭﺓ‬ ‫ﺍﻟﻁﻧﺎﻧﺔ‬ ‫ﺍﻟﻣﺩﻳﺢ‬ ‫ﻛﻠﻣﺎﺕ‬ ‫ﺗﺟﻧﺏ‬ ‫ﻧﺣﻭﻳﺔ‬ ‫ﺃﺧﻁﺎء‬ ‫ﺇﺫﺍ ﻟﻡ ﺗ‬ ‫‪،(13‬‬ ‫‪ 12‬ﺃﻭ‬ ‫ﻛﺑﻳﺭﺓ)‬ ‫ﺍﻷﺧﻳﺭﺓ‪،‬‬ ‫ﺍﻟﺛﺎﻧﻭﻳﺔ‬ ‫ﺍﻟﺩﺭﺍﺳﻳﺔ‬ ‫ﺍﻟﻧﻣﺎﺫﺝﺍﻟﺳﻧﺔ‬ ‫ﻓﻲ‬ ‫ﺃﺧﻁﺎءﺗﻛﻥ‬ ‫ﻫﺫﻩ ﻟﻡ‬ ‫ﺿﺎ ﻣﻥ ﺇﺫﺍ‬ ‫ﺃﻱ‬ ‫ﺍﻹﻧﺟﻠﻳﺯﻳﺔ‬ ‫ﻣﺩﺭﺳﺎ‬ ‫ﻛﺎﻥ‬ ‫ﻟﻭ‬ ‫ﻭﺣﺑﺫﺍ‬ ‫ﺍﻻﻧﺟﻠﻳﺯﻳﺔ‪،‬‬ ‫ﻧﻅﺭ‬ ‫ﺗﻔﻛﺭ ﻭﺗﺗﺄﻣﻝ‪ .‬ﺍ‬ ‫ﻟﻠﻘﺿﺎء ﺃﻥ‬ ‫ﻳﺟﺏ‬ ‫ﺍﻟﻣﺩﻳﺢﺗﻪﻟﻠﻐﺔ‪،‬‬ ‫ﻛﺗﺎﺑ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺷﺭﻭﻉ‬ ‫ﻗﺑﻝ‬ ‫ﺍﻟﻁﻧﺎﻧﺔ ﺍﻟﺍﻟ‬ ‫ﻟﻛﺗﺎﺑﺔ‬ ‫ﺗﺟﻠﺱ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﻣﺗﺣﻘﻘﺔ‬ ‫ﺗﻛﻥ‬ ‫ﺍﻟﻁﻧﺎﻧﺔ ﺍﻟﺍﻟﺍﻟ‬ ‫ﻛﻠﻣﺎﺕ‬ ‫ﺗﺟﻧﺏ‬ ‫ﻧﺣﻭﻳﺔ‪...‬‬ ‫ﺃﺧﻁﺎء‬ ‫ﻋﻠﻰﻓﻲ‬ ‫ﺍﻟﺗﺩﺭﻳﺏ‬ ‫ﺑﺎﻟﺣﺻﻭﻝ‬ ‫ﺍﺳﺗﻐﻼﻝ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﻣﺗﺣﻘﻘﺔ‬ ‫ﺍﻟﺻﻑﺗﻛﻥ‬ ‫ﺑﻳﺎﻥﻣﺎ ﻟﻡ‬ ‫ﺍﻟﻣﺩﻳﺢ‬ ‫ﺛﻡ ﻛﻠﻣﺎﺕ‬ ‫ﺗﺟﻧﺏ‬ ‫ﻧﺣﻭﻳﺔ‪.‬‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﻣﺗﺣﻘﻘﺔ‬ ‫ﻟﻡ ﺗﻛﻥ‬ ‫ﻣﺎ ﻟﻡ‬ ‫ﻛﺑﻳﺭﺓ ﻣﺎ‬ ‫ﻋﻠﻰﻛﺑﻳﺭﺓ‬ ‫ﺍﻟﻁﻧﺎﻧﺔ‬ ‫ﻭﻗﺗﻙﺍﻟﻣﺩﻳﺢ‬ ‫ﻛﻠﻣﺎﺕ‬ ‫ﻳﻣﻛﻧﻙﺗﺟﻧﺏ‬ ‫ﻧﺣﻭﻳﺔ‬ ‫ﺃﺧﻁﺎء‬ ‫ﻣﺟﺎﻝ ﺍﺍ‬ ‫ﺑﺎﻟﻔﻌﻝ‪..‬‬ ‫ﻓﻳﻙ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﻳﻣﻛﻧﻙ ﺍﺳﺗﻐﻼﻝ ﻭﻗﺗﻙ ﺑﺎﻟﺣﺻﻭﻝ ﻋﻠﻰ ﻓﺭﺻﺔ ﺍﻟﺗﺩﺭﻳﺏ ﻓﻲ‬ ‫ﺳﺎﻋﺗﻬﺎ‬ ‫ﺍﻟﻌﺎﻡﻣﺗﺣﻘﻘﺔ‬ ‫ﺧﻼﻝ ﺗﻛﻥ‬ ‫ﺗﻌﻠﻳﻣﻳﺔ ﻣﺎ ﻟﻡ‬ ‫ﺩﻭﺭﺍﺕ ﺍﻟﻛﺑﻳﺭﺓ‬ ‫ﺑﺿﻊ ﺍﻟﻁﻧﺎﻧﺔ‬ ‫ﻛﻠﻣﺎﺕﻓﻲﺍﻟﻣﺩﻳﺢ‬ ‫ﺗﺟﻧﺏ‬ ‫ﻧﺣﻭﻳﺔ‪.‬‬ ‫ﺃﺧﻁﺎء‬ ‫ﺍﻧﺧﺭﻁ‬ ‫ﺃﻭ‬ ‫ﺍﻫﺗﻣﺎﻣﻙ‬ ‫ﻣﺟﺎﻝ‬ ‫‪.‬‬ ‫ﺑﺎﻟﻔﻌﻝ‬ ‫ﻓﻳﻙ‬ ‫ﻣﺟﺎﻝ‬ ‫ﺑﺎﻟﻔﻌﻝ‬ ‫ﻓﻳﻙ‬ ‫ﺗﻛﺭﺭ‪..‬ﻟﺗﺗﻔﻬﻡ ﻭﺗﻘﻳﻡ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﺻﻔﺎﺕ ﺍﻟﺗﻲ ﺗﻣﺗﻠﻛﻬﺎ‪ ،‬ﻣﺟﺎﻝ ﺍ‬ ‫ﺑﺎﻟﻔﻌﻝ‬ ‫ﻓﻳﻙ‬ ‫ﻭﺍﻟﺗﻲ‬ ‫ﻧﻔﺳﻙ‬ ‫ﺑﺿﻊﺍﻟﺑﻳﺎﻥ‬ ‫ﻭﺍﻟﺗﻘﻠﻳﺩ‪.‬‬ ‫ﺍﺣﺫﺭﻻﻣﻥ‬ ‫ﻟﻛﻥ‬ ‫‪4‬‬ ‫ﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﻣﺟﺎﻝ ﺍ‬ ‫ﺍﻟﺷﺧﺻﻲﺍﻟﻌﺎﻡ‬ ‫ﺩﻭﺭﺍﺕ ﺗﻌﻠﻳﻣﻳﺔ ﺧﻼﻝ‬ ‫ﺍﻟﻧﺳﺦﺍﻧﺧﺭﻁ ﻓﻲ‬ ‫ﺍﻫﺗﻣﺎﻣﻙ ﺃﻭ‬ ‫ﺑﺎﻟﻔﻌﻝ‬ ‫ﻣﺟﺎﻝ ﺗﻛﺭﺭ‪.‬‬ ‫‪.4‬‬ ‫ﺗﻛﺭﺭ‪..‬ﺃﻭ ﺇﺟﺎﺯﺓ ﺍﻟﺻﻳﻑ ﺣﻳﺙ ﺇﻥ ﻓﻌﻝ ﺫﻟﻙ ﻳﻌﺯﺯ ﻣﻥ ﻓﺭﺹ ﻗﺑﻭﻝ‬ ‫ﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﻓﻳﻙﻻﻻﻻ‬ ‫‪...4‬‬ ‫ﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﺗﻛﺭﺭ‪.‬‬ ‫ﻳ‪4‬‬ ‫ﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﺍ‬ ‫ﻁﻠﺑﻙ‬ ‫ﻳﻠﻕ‬ ‫ﻻ‬ ‫ﺍﻻﺳﺗﺧﺩﺍﻡ‬ ‫ﻭﻫﺫﺍ‬ ‫"‬ ‫ﺃﻧﺎ‬ ‫"‬ ‫ﺑﻛﻠﻣﺔ‬ ‫ﻟﻬﻡ‬ ‫ﺟﻣﻠﺔ‬ ‫ﻛﻝ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺑﻌﺽ‬ ‫ﺑﺩﺃ‬ ‫‪.‬‬ ‫ﺗﻛﺭﺭ‬ ‫ﻻ‬ ‫‪.‬‬ ‫‪4‬‬ ‫ﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﻗﺑﻭﻝ‬ ‫ﻓﺭﺹ‬ ‫ﻣﻥ‬ ‫ﻳﻌﺯﺯ‬ ‫ﺫﻟﻙ‬ ‫ﻓﻌﻝ‬ ‫ﺇﻥ‬ ‫ﺣﻳﺙ‬ ‫ﺍﻟﺻﻳﻑ‬ ‫ﺇﺟﺎﺯﺓ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺩﺭﺍﺳﻲ‬ ‫ﺍﻟﻌﻣﻝ‬ ‫ﺍﻟﺫﻱ ﺗﺭﻳﺩ‬ ‫ﺃﻧﺎ"ﺍﻟﻣﺟﺎﻝ‬ ‫ﺍﻟﺗﺩﺭﻳﺑﻳﺔ ﻓﻲ‬ ‫ﺍﻟﻔﺭﺹ‬ ‫ﺍﻟﻁﻼﺏﻫﺫﻩ‬ ‫ﺑﻌﺽﺍﻟﺟﺎﻣﻌﻲ‪.‬‬ ‫ﻳﺑﺩﺃﻁﻠﺑﻙ‬ ‫ﺃﻥ ﻻ ﻳﻠﻕ‬ ‫ﺍﻻﺳﺗﺧﺩﺍﻡ‬ ‫ﺑﻛﻠﻣﺔ "ﺃﻧﺎ"‬ ‫ﺟﻣﻠﺔ ﻟﻬﻡ‬ ‫ﺍﻟﻁﻼﺏ ﻛﻝ‬ ‫ﻋﻣﻝ ﻳﺑﺩﺃ ﺑﻌﺽ‬ ‫ﺍﻷﻛ‬ ‫ﻋﻥﻓﻳﻪﻧﻘﺎﻁ ﺍﻟﻘﻭﺓ‬ ‫ﺍﻟﻣﻬﻧﻲ‪.‬‬ ‫ﻛﻝﻓﻲ‬ ‫ﻭﻟﺫﺍﻭﻫﺫﺍﻳﺟﺏ‬ ‫ﺍﻷﻭﻝ‪،‬‬ ‫ﺍﻟﻣﻘﺎﻡ‬ ‫ﺷﺧﺻﻲ ﻓﻲ‬ ‫ﻁﻠﺑﻙ ﺍﺍ‬ ‫ﻳﻠﻕ‬ ‫ﺍﻛﺗﺏﻻ‬ ‫ﺍﻻﺳﺗﺧﺩﺍﻡ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺑﻛﻠﻣﺔ‬ ‫ﻟﻬﻡ‬ ‫ﺟﻣﻠﺔ‬ ‫ﻁﻠﺑﻙ‬ ‫ﻳﻠﻕ‬ ‫ﺍﻻﺳﺗﺧﺩﺍﻡ‬ ‫ﻭﻫﺫﺍ‬ ‫ﻣﺳﺗﻘﺑﻠﻙ ""ﺃﻧﺎ‬ ‫ﺑﻛﻠﻣﺔ‬ ‫ﻟﻬﻡ‬ ‫ﺟﻣﻠﺔ‬ ‫ﺗﺳﺎﻋﺩﻙﻛﻝ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺃﻥﺑﻌﺽ‬ ‫ﻳﺑﺩﺃ‬ ‫ﺑﻌﺩ‬ ‫ﺃﻧﺎ‬ ‫ﻻ‪::‬‬ ‫ﺃﻥ‬ ‫ﻣﻥ‬ ‫ﺑﺩﻻ‬ ‫ﺍﻟﻣﺛﺎﻝ""‪::‬‬ ‫ﺳﺑﻳﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺭﺉ‪..‬‬ ‫ﺃﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺟﻳﺩﺍ‬ ‫ﻗﺑﻭﻻ‬ ‫ﺗﺧﺍ‬ ‫ﻁﻠﺑﻙ‬ ‫ﺍﻟﻌﻣﻝ ﻓﻳﻪ‬ ‫ﺍﻟﺗﺩﺭﻳﺑﻳﺔ ﻓﻲ‬ ‫ﺍﻟﻔﺭﺹ‬ ‫ﻳﻠﻕ‬ ‫ﺗﻘﻭﻝﻻ‬ ‫ﺍﻻﺳﺗﺧﺩﺍﻡ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺗﻧﺑﻬﻙ"ﺃﻧﺎ‬ ‫ﺑﻛﻠﻣﺔ‬ ‫ﺟﻣﻠﺔ‬ ‫ﻣﻔﻳﺩﺓﻛﻝ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺑﻌﺩﺑﻌﺽ‬ ‫ﻳﺑﺩﺃ‬ ‫ﺍﻟﻌﻣﻝ‬ ‫ﻁﺑﻳﻌﺔ‬ ‫ﻋﻳﻧﻳﻙ ﻟ‬ ‫ﻭﺗﻔﺗﺢ‬ ‫ﻟﻬﻡﻗﺩ‬ ‫ﻓﻬﻲ‬ ‫ﻟﻠﻐﺎﻳﺔ‪،‬‬ ‫ﺗﺧﺭﺟﻙ‬ ‫ﺗﺭﻳﺩ‪ :‬ﺃﻧﺎ‬ ‫ﺍﻟﺫﻱﺗﻘﻭﻝ‬ ‫ﺍﻟﻣﺟﺎﻝﻣﻥ ﺃﻥ‬ ‫ﺍﻟﻣﺛﺎﻝ‪ :‬ﺑﺩﻻ‬ ‫ﻋﻠﻰ ﺳﺑﻳﻝ‬ ‫ﺍﻟﺟﺎﻣﻌﻲ‪.‬ﺃﻱﻫﺫﻩﻗﺎﺭﺉ‪.‬‬ ‫ﻁﻠﺑﻙ ﺟﻳﺩﺍ ﻟﺩﻯ‬ ‫ﻗﺑﻭﻻ‬ ‫ﺗﺧ‬ ‫ﺑﻌﺩ‬ ‫ﺃﻧﺎ‬ ‫ﺗﻘﻭﻝ‬ ‫ﺃﻥ‬ ‫ﻣﻥ‬ ‫ﺑﺩﻻ‬ ‫ﺍﻟﻣﺛﺎﻝ‬ ‫ﺳﺑﻳﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺭﺉ‬ ‫ﺃﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺟﻳﺩﺍ‬ ‫ﻗﺑﻭﻻ‬ ‫ﺑﻌﺩ ﺗﺧ‬ ‫ﺗﻘﻭﻝﺍﻟ‪:‬‬ ‫ﺭﻳﺎﺿﺔﺃﻥ‬ ‫ﺑﺩﻻ ﻣﻥ‬ ‫ﺳﺑﻳﻝﺃﻥﺍﻟﻣﺛﺎﻝ‪:‬‬ ‫ﺍﻟﺳﻠﺔ‪،‬ﻋﻠﻰ‬ ‫ﻛﺭﺓﻗﺎﺭﺉ‪.‬‬ ‫ﺑﺭﻳﺎﺿﺔ ﺃﻱ‬ ‫ﺍﻟﺗﻲ ﻟﺩﻯ‬ ‫ﺃﺳﺗﻣﺗﻊﺟﻳﺩﺍ‬ ‫ﻗﺑﻭﻻ‬ ‫ﺍﻟﺟﺎﻣﻌ‬ ‫ﺳﻠﺔﺃﻧﺎﺃﻧﺎﻓﻲﺩﺭﺍﺳﺗﻙ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺗﻔﻭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺳﺗﺳﺎﻋﺩﻙ‬ ‫ﻭ‬ ‫ﺗﻛﺷﻑ‬ ‫ﻭﺁﻟﻳﺎﺕ‬ ‫ﺗﻁﺑﻳﻘﺎﺕ‬ ‫ﺗﺗﻭﻓﺭ‬ ‫ﺍﻷﺧﺭﻯ‪،‬‬ ‫ﺍﻟﺟﻬﺔ‬ ‫ﻣﺛﻝ‬ ‫ﻓﻲ‬ ‫ﻛﺭﺓ‬ ‫ﺍﻟﻧﺟﺎﺡ ""‬ ‫ﺗﻘﻭﻝ‪::‬‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﺑﻌﺩ ﺗﺧ‬ ‫ﻁﺑﻳﻌﺔﺳﻠﺔﺍﻟﻌﻣﻝ‬ ‫ﻋﻳﻧﻳﻙ ﻟ‬ ‫ﻭﺗﻔﺗﺢ‬ ‫ﺗﻧﺑﻬﻙ‬ ‫ﺍﻟﺳﻠﺔ‪ ،‬ﻓﻬﻲ ﻗﺩ‬ ‫ﻟﻠﻐﺎﻳﺔ‪،‬‬ ‫ﻣﻔﻳﺩﺓ‬ ‫ﺗﺧﺭﺟﻙ‬ ‫ﺗﻘﻭﻝﺍﻟ‪:‬‬ ‫ﺭﻳﺎﺿﺔﺃﻥ‬ ‫ﻣﻥ‬ ‫ﺑﺩﻻ‬ ‫ﻔﺔ‪:‬‬ ‫ﺍﻟﻣﺛﺎﻝ‬ ‫ﺳﺑﻳﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺭﺉ‪.‬‬ ‫ﺑﺭﻳﺎﺿﺔ ﺃﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺟﻳﺩﺍ‬ ‫ﻗﺑﻭﻻ‬ ‫ﺷﻛﻠﺗﻬﺎ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻟﻠﺻﻭﺭﺓ‬ ‫ﻣﺧﺎﻟ‬ ‫ﺗﻛﻭﻥ‬ ‫ﻗﺩ‬ ‫ﻭﺍﻟﺗﻲ‬ ‫ﺍﻟﻭﻅﻳﻔﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻣﺛﻝ‬ ‫ﻓﻲ‬ ‫ﺍﻟ‬ ‫ﻛﺭﺓ‬ ‫ﺭﻳﺎﺿﺔ‬ ‫"‬ ‫‪:‬‬ ‫ﺗﻘﻭﻝ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﻛﺭﺓ‬ ‫ﺑﺭﻳﺎﺿﺔ‬ ‫ﺃﺳﺗﻣﺗﻊ‬ ‫ﻣﺛﻝ‬ ‫ﻓﻲ‬ ‫ﺳﻠﺔ‬ ‫ﻛﺭﺓ‬ ‫ﺗﻘﻭﻝ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﺍﻟﺳﻠﺔ‪،‬‬ ‫ﻛﺭﺓ‬ ‫ﺃﺳﺗﻣﺗﻊ‬ ‫ﺳﻠﺔ اﻟﻤﺘﻘﺪم‬ ‫اﻟﻄﺎﻟﺐ‬ ‫ﻳﻜﺘﺒﻬﺎ‬ ‫رﺳﺎﻟﺔ‬ ‫ﺑﺒﺴﺎﻃﺔ‬ ‫ﻫﻲ‬ ‫‪Personal‬‬ ‫ﺑﻌﺩﺒﻴﺎن اﻟﺸﺨﺼﻲ أو اﻟﺮﺳﺎﻟﺔ اﻟﺸﺨﺼﻴﺔ أو ‪statement‬‬ ‫اﻟ‬ ‫ﻣﺛﻝ‬ ‫ﻓﻲ‬ ‫ﺃﻧﺷﻁﺔﺍﻟ‬ ‫ﺭﻳﺎﺿﺔ ﻛﺭﺓ‬ ‫ﻗﻳﺎﻣﻲ"‬ ‫ﺗﻘﻭﻝ‪:‬‬ ‫ﺍﻷﻓﺿﻝ ﺃﻥ‬ ‫ﺍﻟﺳﻠﺔ‪،‬‬ ‫ﻟﻲ ﻛﺭﺓ‬ ‫ﺑﺭﻳﺎﺿﺔ‬ ‫ﺃﺳﺗﻣﺗﻊ‬ ‫‪.‬‬ ‫ﺫﻫﻧﻙ‬ ‫ﺟﻣﻊ‬ ‫ﻟ‬ ‫ﺗﻧﻅﻳﻡ‬ ‫ﺑ‬ ‫‪:‬‬ ‫ﻫﻭ‬ ‫ﺁﺧﺭ‬ ‫ﻣﺛﺎﻝ‬ ‫‪...‬‬ ‫ﻷﻧﻧﻲ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﻣﻬﻣﺔ‬ ‫ﻣﺛﻝ‬ ‫ﻓﻲ‬ ‫ﻓﻲ‬ ‫ﺷﻛﻠﺗﻬﺎ‬ ‫ﺍﻟﺗﻲ‬ ‫ﻟﻠﺻﻭﺭﺓ‬ ‫ﻔﺔ‬ ‫ﻣﺧﺎﻟ‬ ‫ﺗﻛﻭﻥ‬ ‫ﻗﺩ‬ ‫ﻭﺍﻟﺗﻲ‬ ‫ﺍﻟﻭﻅﻳﻔﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻣﺛﻝ‬ ‫ﻓﻲ‬ ‫ﺳﻠﺔ‬ ‫ﺍﻟ‬ ‫ﻛﺭﺓ‬ ‫ﺭﻳﺎﺿﺔ‬ ‫"‬ ‫‪:‬‬ ‫ﺗﻘﻭﻝ‬ ‫ﺃﻥ‬ ‫ﺍﻷﻓﺿﻝ‬ ‫ﺍﻟﺳﻠﺔ‪،‬‬ ‫ﻛﺭﺓ‬ ‫ﺑﺭﻳﺎﺿﺔ‬ ‫ﺃﺳﺗﻣﺗﻊ‬ ‫ﻁﻳﺭﺍﻥ‪،‬‬ ‫ﺷﺭﻛﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻭ‬ ‫ﻓﻧﺩﻕ‬ ‫ﻓﻲ‬ ‫ﺗﻌﻣﻝ‬ ‫ﺣﻳﻥ‬ ‫ﺍﻟﻣﺛﺎﻝ‪،‬‬ ‫ﺳﺑﻳﻝ‬ ‫ﻋﻠﻰ‬ ‫‪.‬‬ ‫ﺫﻫﻧﻙ‬ ‫ﺟﻣﻊ‬ ‫ﻟ‬ ‫ﺃﻧﺷﻁﺔ‬ ‫ﺗﻧﻅﻳﻡ‬ ‫ﺑ‬ ‫ﻗﻳﺎﻣﻲ‬ ‫‪:‬‬ ‫ﻫﻭ‬ ‫ﺁﺧﺭ‬ ‫ﻣﺛﺎﻝ‬ ‫‪...‬‬ ‫ﻷﻧﻧﻲ‬ ‫ﻟﻲ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﻣﻬﻣﺔ‬ ‫ﺫﻫﻧﻙ‪ ..‬ﺫ‬ ‫ﺳﺗﺩﺭﺳﻬﺎ‪ ،‬ﺛﻡ ﺍﻋﻛﺱ‬ ‫ﻋﻠﻣﻳﺔ‬ ‫ﻫﻭ‪::‬ﻣﺎﺩﺓ‬ ‫ﺁﺧﺭﻛﻝ‬ ‫ﺗﻔﺎﺻﻳﻝ‬ ‫ﻟﻲﻗﺭﺃ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ ﺍ‬ ‫ﺑﻌﺩﻫﺎ‪.‬‬ ‫ﻭﺥ ﻭﺍﻟﻣﻧﻘﻭﻝ ﻭﺍﻟﻣﻘﻠﺩ ﺑﺳﺭﻋﺔ ﻭﻣﻥ ﻳﺛﺑﺕ ﻋﻠﻳﻪ‬ ‫ﺟﻣﻊ‬ ‫ﺃﻧﺷﻁﺔ ﻟ‬ ‫ﺗﻧﻅﻳﻡ‬ ‫ﻗﻳﺎﻣﻲ ﺑﺑ‬ ‫ﻣﺛﺎﻝ‬ ‫‪...‬‬ ‫ﻣﻬﻣﺔ‬ ‫ﺫﻫﻧﻙ‬ ‫ﺟﻣﻊ‬ ‫ﺃﻧﺷﻁﺔ‬ ‫ﺗﻧﻅﻳﻡ‬ ‫ﻗﻳﺎﻣﻲ‬ ‫ﺁﺧﺭ‬ ‫ﻣﺛﺎﻝ‬ ‫ﻷﻧﻧﻲ‪...‬‬ ‫ﻷﻧﻧﻲ‬ ‫ﻟﻲ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﻣﻬﻣﺔ‬ ‫ﻭﺗﺭﺍﻗﺏ‬ ‫ﺗﻘﻭﻝﻟﻟ‪ ::‬ﺃﻧﺎ‬ ‫ﺗﻘﻭﻝ‬ ‫ﺍﻟﺗﺩﺭﻳﺏﺃﻥ‬ ‫ﺑﺩﻻ ﻣﻥ‬ ‫ﺑﺩﻻ‬ ‫اﻟﻤﺰاﻳﺎ‪...‬‬ ‫ﻫﻭ‪:‬ﺃﻥ‬ ‫ﺃﺳﺑﻭﻉﻟﻲ‬ ‫ﺳﻣﺢ‬ ‫ﻠﻌﻁﺎء‬ ‫ﺩﺑﻲ‬ ‫ﻣﺑﺎﺩﺭﺓ‬ ‫ﺍﻷﻣﻭﺍﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﺭﻓﻙ‬ ‫ﻭﺍﺣﺩ‪،‬‬ ‫ﺍﻟﻣﻭﻅﻔﻳﻥ‬ ‫ﻭﺗﺭﺍﻗﺏ‬ ‫ﺃﻧﺎ‬ ‫ﺗﻘﻭﻝ‪:‬‬ ‫ﺑﺩﻻﺃﻭﻣﻥ‬ ‫ﻓﻲ ‪...‬‬ ‫ﻟﻲ ﺃﻥ‬ ‫ﺳﻣﺢ‬ ‫ﻠﻌﻁﺎء'‬ ‫ﺳﺑﻳﻝﺩﺑﻲ ﻟ‬ ‫ﺟﺎﻣﻌﺔ'‬ ‫ﻣﺑﺎﺩﺭﺓ‬ ‫ﺫﻫﻧﻙ‪.‬‬ ‫ﻁﻳﺭﺍﻥ‪،‬‬ ‫ﻓﻲﺃﻥﺷﺭﻛﺔ‬ ‫ﻓﻧﺩﻕ‬ ‫ﺗﻌﻣﻝ‬ ‫ﺣﻳﻥ‬ ‫ﺍﻟﻣﺛﺎﻝ‪،‬‬ ‫ﺍﻷﻣﻭﺍﻝ ﻟﻋﻠﻰ‬ ‫إﻟﻰ‪.‬‬ ‫ﺫﻫﻧﻙ‬ ‫ﺟﻣﻊ‬ ‫ﺃﻧﺷﻁﺔ‬ ‫ﺗﻧﻅﻳﻡ‬ ‫ﻓﻬﺫﺍ ﺑ‬ ‫ﻗﻳﺎﻣﻲ‬ ‫ﻫﻭ‬ ‫ﺁﺧﺭ‬ ‫ﻣﺛﺎﻝ‬ ‫ﻓﻳﻬﺎ‪...‬‬ ‫ﻷﻧﻧﻲ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﻳﺸﺮح ﻣﻬﻣﺔ‬ ‫واﻟﻌﻠﻤﻴﺔ‬ ‫اﻟﺸﺨﺼﻴﺔ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬ ‫اﻟﺮﺳﺎﻟﺔ‬ ‫ﻫﺬه‬ ‫وﻓﻲ‬ ‫ﻓﻴﻬﺎ‪،‬‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫ﻭﺗﺭﺍﻗﺏ‬ ‫ﺃﻧﺎ‬ ‫ﺃﻥ‬ ‫ﻣﻥ‬ ‫‪...‬‬ ‫ﺃﻥ‬ ‫ﻟﻲ‬ ‫ﺳﻣﺢ‬ ‫ﻟﻣﺩﺓ'''‬ ‫ﻠﻌﻁﺎء‬ ‫ﺑﺎﺳﺘﻄﺮادﻟﻟﻟ‬ ‫ﺩﺑﻲ‬ ‫ﻟﻲ '''‬ ‫ﻣﺑﺎﺩﺭﺓ‬ ‫اﻟﻄﺎﻟﺐ ﻟﻟﻟ‬ ‫ﺍﻷﻣﻭﺍﻝ‬ ‫ﻭﺗﺭﺍﻗﺏ‬ ‫ﺃﻧﺎ‬ ‫‪:‬‬ ‫ﺗﻘﻭﻝ‬ ‫ﺃﻥ‬ ‫ﻣﻥ‬ ‫ﺑﺩﻻ‬ ‫‪...‬‬ ‫ﺃﻥ‬ ‫ﻟﻲ‬ ‫ﺳﻣﺢ‬ ‫ﻠﻌﻁﺎء‬ ‫ﺩﺑﻲ‬ ‫ﻣﺑﺎﺩﺭﺓ‬ ‫ﺍﻷﻣﻭﺍﻝ‬ ‫ﻳﺗﻭﺍﻓﻕ‬ ‫ﻋﻣﺎ‬ ‫ﻣﻥ‪...‬ﺃ‬ ‫ﺳﻣﺢﺑﻪ‬ ‫ﺑﻣﺎ‬ ‫ﺃﻧﺷﻁﺔﻭ‬ ‫ﺍﻟﻣﻬﻧﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﺗﻲ‬ ‫ﺍﻟﺗﺣﺩﻳﺎﺕ‬ ‫ﻓﻬﺫﺍﻠﻌﻁﺎء'‪.‬‬ ‫ﻭﺍﺣﺩ‪،‬ﺩﺑﻲ ﻟ‬ ‫ﻣﺑﺎﺩﺭﺓ '‬ ‫ﺍﻷﻣﻭﺍﻝ ﻟ‬ ‫ﺑﺗﻧﻅﻳﻡ ﺃﻧﺷﻁﺔ‬ ‫ﻗﻣﺕ‬ ‫ﺍﻟﺗﺣﺩﻳﺎﺕ‬ ‫ﻠﻌﻁﺎء‬ ‫ﻣﺑﺎﺩﺭﺓﺃﻥ''‬ ‫ﻗﻣﺕ‪.‬ﻟﻟ‬ ‫ﺍﻷﻣﻭﺍﻝ‬ ‫ﺟﻣﻊ‬ ‫ﺑﺗﻧﻅﻳﻡ‬ ‫ﻗﻣﺕ‬ ‫ﺳﺎﺑﻘﺔ ﺃﻧﺎﻭﻛﻳﻑ ﺃﻧﻪ ﻭﺗﺭﺍﻗﺏ‬ ‫ﺍﻟﺗﺩﺭﻳﺏ ﻳﻌﺭﻓﻙ ﻋﻠﻰ‬ ‫ﺃﺳﺑﻭﻉ‬ ‫ﺟﻣﻊ ﻟﻣﺩﺓ‬ ‫ﺍﻟﻣﻭﻅﻔﻳﻥ ﻓﻳﻬﺎ‬ ‫ﻭﺗﺭﺍﻗﺏ‬ ‫ﻝ''‪..‬ﺃﻥ ﺗﻘﻭﻝ‪:‬‬ ‫ﻣﻥ‬ ‫ﺩﺑﻲ ﻟﻟﺑﺩﻻ‬ ‫ﻟﻲ‬ ‫ﻠﻌﻁﺎء'‬ ‫ﺗﻭﺍﺟﻪﻟ‬ ‫ﺩﺑﻲ‬ ‫ﺍﻫﺗﻣﺎﻣﺎﺗﻙ'‬ ‫ﻣﺑﺎﺩﺭﺓ‬ ‫ﺍﻷﻣﻭﺍﻝ ﻟ‬ ‫ﺍﻟﺗﺣﺩﻳﺎﺕ‬ ‫ﻠﻌﻁﺎء‬ ‫ﺩﺑﻲ‬ ‫ﻣﺑﺎﺩﺭﺓ‬ ‫ﺍﻷﻣﻭﺍﻝ‬ ‫ﺟﻣﻊ‬ ‫ﺃﻧﺷﻁﺔ‬ ‫ﺑﺗﻧﻅﻳﻡ‬ ‫ﻗﻣﺕ‬ ‫ﻣﺠﺘﻬﺪ ﺟﺎد‬ ‫ﻃﺎﻟﺐ‬ ‫وﻛﻴﻒ‬ ‫ﻓﻴﻬﺎ‪،‬‬ ‫ﻟﻠﺪراﺳﺔ‬ ‫ﻗﺒﻮﻟﻪ‬ ‫ﻳﺘﻤﺘﻊ ﺑﻬﺎ‪ ،‬وﻟﻤﺎذا ﻳﺠﺐ ﻋﻠﻰ اﻟﺠﺎﻣﻌﺔ‬ ‫اﻟﺘﻲ‬ ‫واﻷﻛﺎدﻳﻤﻴﺔ‬ ‫ﺍﻟﺗﺣﺩﻳﺎﺕ‬ ‫ﻠﻌﻁﺎء'‪.‬‬ ‫أﻧﻪ 'ﺩﺑﻲ ﻟ‬ ‫ﻣﺑﺎﺩﺭﺓ‬ ‫ﺍﻷﻣﻭﺍﻝ ﻟ‬ ‫ﻣﺳﺗﺭﺳﻠﺔﺟﻣﻊ‬ ‫ﺑﺗﻧﻅﻳﻡ ﺃﻧﺷﻁﺔ‬ ‫ﻗﻣﺕ‬ ‫ﻫﺫﻩﺗﻭﻗﻑ‪.‬‬ ‫ﺗﻭﺍﺟﻪ ﺑﻼ‬ ‫ﻣﺳﺗﺭﺳﻠﺔ‬ ‫ﺍﺟﻌﻠﻬﺎ‬ ‫‪.5‬‬ ‫ﺗﻭﻗﻑ‪..‬‬ ‫ﺑﻼ‬ ‫ﺍﺟﻌﻠﻬﺎ‬ ‫‪.‬‬ ‫‪5‬‬ ‫ﺍﻟﺗﺣﺩﻳﺎﺕ‬ ‫‪.‬‬ ‫ﺍﻟﻣﻬﻧﺔ‬ ‫ﺍﻟﺗﻲ‬ ‫ﺍﻟﺗﺣﺩﻳﺎﺕ‬ ‫ﻣﺑﺎﺩﺭﺓ 'ﺩﺑﻲ ﻟﻠﻌﻁﺎء'‪.‬‬ ‫ﻟ‬ ‫ﺍﻷﻣﻭﺍﻝ‬ ‫ﺟﻣﻊ‬ ‫ﺃﻧﺷﻁﺔ‬ ‫ﺑﺗﻧﻅﻳﻡ‬ ‫ﻗﻣﺕ‬ ‫ﻣﺳﺗﺭﺳﻠﺔ ﺑﻼ‬ ‫ﺍﺟﻌﻠﻬﺎ‬ ‫‪..5‬‬ ‫ﻙ‪.‬‬ ‫ﺍﺧﺗﺭﺗﻪ‪.‬‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺗﺧﺻﺹ‬ ‫ﺗﻭﻗﻑ‪.‬‬ ‫ﺗﻭﻗﻑ‬ ‫ﻣﺳﺗﺭﺳﻠﺔ‬ ‫ﺍﺟﻌﻠﻬﺎ‬ ‫‪5‬‬ ‫ﺑﺳﻼﺳﺔ‪،‬ﻧﺎﺟﺢ‪:‬‬ ‫ﺷﺧﺻﻲ‬ ‫ﺑﻼﺑﻳﺎﻥ‬ ‫ﺳﺭﻳﻌﺔ‬ ‫ﻧﺻﺎﺋﺢ‬ ‫ﻳﺘﺨﺮجﺃﻭ ﺗﺯﻟﻑ‪.‬‬ ‫ﺩﻭﻥ ﺗﺻﻧﻊ‬ ‫ﺑﺳﻼﺳﺔ‪،‬‬ ‫دراﺳﺘﻪﻣﻧﺳﺎﺑﺔ‬ ‫ﻛﻠﻣﺎﺗﻙ ﻭﺟﻣﻠﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫وﻳﻌﻤﻞ ﺑﻤﺎ‬ ‫ﺣﺘﻰ‬ ‫ﺑﺘﻔﻮق‬ ‫ﺳﻴﻜﻤﻞ‬ ‫ﻧﺻﺎﺋﺢ‬ ‫ﺍﺳﺗﺧﺩﺍﻡ‬ ‫ﺗﺯﻟﻑ‪..‬‬ ‫ﺃﻭ‬ ‫ﺗﺻﻧﻊ‬ ‫ﺩﻭﻥ‬ ‫ﻣﻧﺳﺎﺑﺔ‬ ‫ﻭﺟﻣﻠﻙ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﺗﻭﻗﻑ‪.‬‬ ‫ﻟﻛﺗﺎﺑﺔﺑﻼ‬ ‫ﻣﺳﺗﺭﺳﻠﺔ‬ ‫ﺍﺟﻌﻠﻬﺎ‬ ‫ﺍﺳﺗﺧﺩﺍﻡ ﺗﻌﻠﻤﻪ‪.5 .‬‬ ‫ﻧﺻﺎﺋﺢ‬ ‫ﺍﺳﺗﺧﺩﺍﻡ‬ ‫ﺗﺯﻟﻑ‬ ‫ﺃﻭ‬ ‫ﺗﺻﻧﻊ‬ ‫ﺩﻭﻥ‬ ‫ﺑﺳﻼﺳﺔ‪،‬‬ ‫ﻣﻧﺳﺎﺑﺔ‬ ‫ﻭﺟﻣﻠﻙ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﻧﺻﺎﺋﺢ‬ ‫ﺍﺳﺗﺧﺩﺍﻡ‬ ‫‪.‬‬ ‫ﺗﺯﻟﻑ‬ ‫ﺃﻭ‬ ‫ﺗﺻﻧﻊ‬ ‫ﺩﻭﻥ‬ ‫ﺑﺳﻼﺳﺔ‪،‬‬ ‫ﻣﻧﺳﺎﺑﺔ‬ ‫ﻭﺟﻣﻠﻙ‬ ‫ﻛﻠﻣﺎﺗﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﻟﻳﺱ‪.‬‬ ‫ﺑﺎﻟﻐﺔ‬ ‫ﺍﻟﻣﻘﺩﻣﺔ‬ ‫ﺍﻛﺗﺏ‬ ‫‪.1‬‬ ‫ﺑﺭﻳﻁﺎﻧﻳﺔ‪،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ‪-‬‬ ‫ﻭﻟﻛﻥ ﺃﻳﺿﺎ ‪-‬‬ ‫ﻟﺟﺎﻣﻌﺔ‪...‬‬ ‫ﺑﻳﺎﻥﻟﻳﺱ ﻓﻘﻁ‬ ‫ﺳﺗﺗﻘﺩﻡ ‪-‬‬ ‫ﺟﺎﻧﺏ‬ ‫ﻛﻧﺕ‪:‬‬ ‫ﻋﺑﺎﺭﺍﺕ ﻣﺛﻝ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬ ‫ﺍﺳﺗﺧﺩﺍﻡ‪--‬ﻳﻧﺎﺳﺏ‬ ‫ﺑﺣﻳﺙ‬ ‫ﺍﻟﺷﺧﺻﻲ‬ ‫ﻛﺗﺎﺑﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺣﺭﺹ‬ ‫ﺻﺣﻳﺣﺔ‪ .‬ﺇﺫﺍ‬ ‫ﺍﻛﺗﺏ‬ ‫‪.1‬‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺃﻳﺿﺎﺃﻭ‪--‬‬ ‫‪...‬‬ ‫ﻓﻘﻁ‬ ‫ﺑﻌﻧﺎﻳﺔ‪--‬‬ ‫ﺟﺎﻧﺏ‬ ‫ﺇﻟﻰ‬ ‫ﻛﻠﻣﺎﺗﻙ‪::‬‬ ‫ﻣﺛﻝ‬ ‫ﻋﺑﺎﺭﺍﺕ‬ ‫ﻧﺻﺎﺋﺢ‬ ‫ﻧﺎﺟﺢ‪:‬‬ ‫ﺷﺧﺻﻲ‬ ‫ﺳﺭﻳﻌﺔﺇﻟﻰﻟﻛﺗﺎﺑﺔ‬ ‫ﻧﺻﺎﺋﺢ‬ ‫ﺗﺯﻟﻑ‪.‬‬ ‫ﻭﻟﻛﻥﺗﺻﻧﻊ‬ ‫ﺍﻟﺑﻳﺎﻥﺩﻭﻥ‬ ‫ﺑﺳﻼﺳﺔ‪،‬‬ ‫ﻣﻧﺳﺎﺑﺔ‬ ‫ﻭﺟﻣﻠﻙ‬ ‫ﺍﺟﻌﻝ‬ ‫ﺍﻛﺗﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺃﻳﺿﺎ‬ ‫ﻭﻟﻛﻥ‬ ‫‪...‬‬ ‫ﻓﻘﻁ‬ ‫ﺇﻟﻰ‬ ‫‪ ..1‬ﺍﻛﺗﺏ‬ ‫‪1‬‬ ‫ﺗﻛﺗﺏ‪-‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺭﺳﺎﻟﺗﻙ‪...‬‬ ‫ﻟﻳﺱ ﻓﻘﻁ‬ ‫ﻗﺭﺍءﺓﻟﻳﺱ‬ ‫ﺟﺎﻧﺏ ‪-‬‬ ‫ﺟﺎﻧﺏ‬ ‫ﺍﻟﺦ ﺇﻟﻰ‬ ‫ﻣﺛﻝ‪:‬‬ ‫ﻋﺑﺎﺭﺍﺕ‪...‬ﻣﺛﻝ‬ ‫ﻋﺑﺎﺭﺍﺕ‬ ‫ﺭﺳﺎﻟﺗﻙ ﺑﺷﻛﻝ ﺃﻓﺿﻝ‪ .‬ﺑﺩﻻ ﻣﻥ ﺃﻥ ﺗﻛﺗﺏ‬ ‫ﻗﺭﺍءﺓ‬ ‫ﻟﺗﺳﻬﻳﻝ‬ ‫‪ ...‬ﺍﻟﺦ‬ ‫ﻭﻛﺫﻟﻙ‬ ‫ﻣﻥ ﺃﻥ‬ ‫ﺑﺩﻻ ﻣﻥ‬ ‫ﺃﻳﺿﺎ ‪--‬ﺑﺩﻻ‬ ‫ﺃﻓﺿﻝ‪.‬‬ ‫ﻭﻟﻛﻥﺃﻓﺿﻝ‬ ‫ﺑﺷﻛﻝ‬ ‫ﻟﺗﺳﻬﻳﻝ‬ ‫ﻭﻛﺫﻟﻙ‬ ‫ﺍﻛﺗﺏ‬ ‫‪.‬‬ ‫‪1‬‬ ‫‪.‬‬ ‫ﺑﺎﻟﻐﺔ‬ ‫ﺑﻌﻧﺎﻳﺔ‬ ‫ﺍﻟﻣﻘﺩﻣﺔ‬ ‫ﺍﻛﺗﺏ‬ ‫‬‫ﺇﻟﻰ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ‫ﺃﻳﺿﺎ‬ ‫ﻭﻟﻛﻥ‬ ‫‪...‬‬ ‫ﻓﻘﻁ‬ ‫ﻟﻳﺱ‬ ‫‬‫ﺟﺎﻧﺏ‬ ‫ﺇﻟﻰ‬ ‫‪:‬‬ ‫ﻣﺛﻝ‬ ‫ﻋﺑﺎﺭﺍﺕ‬ ‫ﺗﻛﺗﺏ‬ ‫ﺃﻥ‬ ‫‪.‬‬ ‫ﺑﺷﻛﻝ‬ ‫ﺭﺳﺎﻟﺗﻙ‬ ‫ﻗﺭﺍءﺓ‬ ‫ﻟﺗﺳﻬﻳﻝ‬ ‫ﺍﻟﺦ‬ ‫‪...‬‬ ‫ﻭﻛﺫﻟﻙ‬ ‫ﻷﻧﻙ ﻗﺩ ﺗﺭﺳﻠﻪ‬ ‫ﺍﺳﻡ‬ ‫ﺗﺟﻧﺏﻗﺭﺍءﺓﺫﻛﺭ‬ ‫ﺍﺧﺗﺭﺗﻬﺎ‬ ‫ﺍﻓﻕ ﻣﻊ ‪.1‬ﺍﻻﻧﺟﻠﻳﺯﻳﺔ ﺍﻟﺑﺭﻳﻁﺎﻧﻳﺔ ﻻ ﺍﻷﻣﺭﻳﻛﻳﺔ‪،‬‬ ‫ﺫﻟﻙﺗﻛﺗﺏ‬ ‫ﺟﺎﻣﻌﺔ‪،‬ﻣﻥ ﺃﻥ‬ ‫ﺃﻱﺃﻓﺿﻝ‪ .‬ﺑﺩﻻ‬ ‫ﺑﺷﻛﻝ‬ ‫ﺭﺳﺎﻟﺗﻙ‬ ‫ﺍﻟﺦ‪.‬ﻟﺗﺳﻬﻳﻝ‬ ‫ﻭﻛﺫﻟﻙ ‪...‬‬ ‫ﺍﻟﻛﺗﺎﺏ ﻳُﻌﺭﻑ ﻣﻥ ﻋﻧﻭﺍﻧﻪ‪ ،‬ﻭﻟﺫﺍ ﻓﺈﻥ ﺃﻭﻝ ﺑﺿﻌﺔ ﻛﻠﻣﺎﺕ ﻭﺳﻁﻭﺭ ﺳﺗﺣﺩﺩ‬ ‫ﻣﻘﺎﺑﻼﺕ‬ ‫ﻹﺟﺭﺍء‬ ‫ﺍﻟﻔﺭﺻﺔ‬ ‫ﺑﺷﻛﻝﺗﺗﺎﺡ‬ ‫ﺭﺳﺎﻟﺗﻙﻗﺩ ﻻ‬ ‫ﺍﻟﺩﻭﻟﻲ‪ ،‬ﺍﻟﺫﻱ‬ ‫ﺍﻟﺦﻟﻠﻁﺎﻟﺏ‬ ‫ﺑﺎﻟﻧﺳﺑﺔ‬ ‫ﺃﻥ ﺗﻛﺗﺏ‬ ‫ﺑﺩﻻ ﻣﻥ‬ ‫ﺃﻓﺿﻝ‪.‬‬ ‫ﻟﺗﺳﻬﻳﻝ ﻗﺭﺍءﺓ‬ ‫ﻭﻛﺫﻟﻙ ‪...‬‬

‫ﺑﺘﻔﻮق ﺣﺘﻰ ﻳﺘﺨﺮج وﻳﻌﻤﻞ ﺑﻤﺎ ﺗﻌﻠﻤﻪ‪.‬‬

‫اﻟﺼﻴﻐﺔ اﻟﻨﺎﺟﺤﺔ ﻟﺮﺳﺎﻟﺘﻚ اﻟﺸﺨﺼﻴﺔ‬

‫ﺑﺭﺍﻣﺞ‬ ‫ﺑﻌﺽﻓﻲ‬ ‫ﺍﻵﻟﻲ‬ ‫ﺩﻗﻕ‬ ‫ﺍﺳﺗﺧﺩﺍﻣﻙ ﺍﻟ‬ ‫ﺑﻳﺎﻧﻬﻡ ﺍﻟﺷﺧﺻﻲ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻹﻣﻼﺋﻲ‪ .‬ﻳﺑﺩﺃ‬ ‫ﺍﻟﺑﻳﺎﻥ ﺍﻟﺷﺧﺻﻲ‬ ‫ﻣﺻﻳﺭﻣﺑﻘﻳﺔ‬ ‫ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻗﺗﺑﺎﺱ ﻟﻘﺎﺋﺩ ﺷﻬﻳﺭ ﺃﻭ ﻣﺛﻝ ﺩﺍﺭﺝ‪ .‬ﺗﺫﻛﺭ ﺃﻥ ﻫﻧﺎﻙ ﺣﺩ ﺃﻗﺻﻰ‬ ‫ﺗﺧﺗﺎﺭ ﻭﻓﻘﺎ ﻷﻱ ﻟﻐﺔ‪ ،‬ﻭﻓﻭﻕ ﻛﻝ ﺷﻲء ﻻ‬ ‫ﻛﺭ ﺃﻥ ‪139‬‬ ‫ﻟﻌﺩﺩ ﺍﻟﻛﻠﻣﺎﺕ ﺍﻟﻣﺳﻣﻭﺡ ﺑﻬﺎ ﻓﻲ ﺍﻟﺑﻳﺎﻥ ﺍﻟﺷﺧﺻﻲ‪ ،‬ﻟﺫﺍ ﺍﺳﺗﺧﺩﻣﻪ ﺑﺣﻛﻣﺔ ‪.‬‬ ‫ﻟﻐﺗﻪﺃﻭ ﺍﻷﻡ‬ ‫ﺭﺳﺎﻟﺗﻙ‬ ‫ﻳﻘﺭﺃ‬ ‫ﺹ ﻋﻠﻰ ﺃﻥ‬ ‫ﻫﻲﻓﻲ ﺑﻌﺽ‬ ‫ﺍﻻﻗﺗﺑﺎﺱ‪.‬‬ ‫ﺷﺧﺹ ﺍﻟﻣﺛﻝ‬ ‫ﺻﻭﺗﻙ ﺃﻧﺕ ﻻ‬ ‫ﺗﺭﻳﺩ ﺳﻣﺎﻉ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‬

‫ﺗﺧﺻﺻﻳﻥ ﺟﺎﻣﻌﻳﻳﻥ‬ ‫ﻛﻧﺕﻧﻣﺎﺫﺝﺗﻔﻛﺭ‬ ‫ﻣﻌﻪ ﺃﻭﺣﺎﻝ‬ ‫ﺷﺧﺻﻳﺔﻓﻲ‬ ‫ﺟﺎﻣﻌﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺔﺍﻟﻌﻠﻣﻳﺔ ﺇﻟﻰ‬ ‫ﻓﻲﻣﻥ ﺃﻋﻣﺎﻟﻪ‬ ‫ﻣﻠﻣﻭﺳﺔ‬ ‫ﻷﻥ ﻳﻘﺩﻡ‬ ‫ﺍﻟﺟﺎﻣﻌﺔ‪ ،‬ﻋﻧﺩﻫﺎ ﺗﺻﺑﺢ ﺍﻟﺭﺳﺎﻟﺔ ﺍﻟﺷﺧﺻﻳﺔ ﺑﻣﺛﺎﺑﺔ ﺍﻟﻣﺗﺣﺩﺙ ﺍﻟﺭﺳﻣﻲ‬ ‫ﺗﺫﻛﺭ ﺃﻥ ﺗﺗﺣﺩﺙ ﻋﻥ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻭﺍﻟﺧﺑﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻧﺎﺳﺏ ﻛﻝ‬ ‫ﺑﺎﺳﻣﻪ‪.‬‬ ‫ﺗﻧﻁﺑﻕ‬ ‫ﻋﻠﻳﻪ‪.‬ﺍﻟﻁﻼﺏ ﺍﻟﺩﻭﺭ ﺍﻟﺣﺎﺳﻡ ﺍﻟﺫﻱ ﻳﻠﻌﺑﻪ ﺍﻟﺑﻳﺎﻥ ﺍﻟﺷﺧﺻﻲ ﻓﻲ‬ ‫ﻳﺩﺭﻙ ﺑﻌﺽ‬ ‫ﻭ ﻻ‬

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Technology and the classroom

As per a report that was published in Emirates 24l7 in January this year, UAE schools are to completely discard printed textbooks in the near future, according to a senior official of the UAE’s biggest private school group.

he news comes on the heels of Intel announcing the launch of its student-only Androidbased “Education Tablet” and Apple’s prospective expansion of its textbooks project. Intel launched two new products - the new Intel Education Tablet and the Intel Classmate PC – as part of Intel Education Solutions, which includes devices, software, content, services and teacher professional development that the company says will work together to transform learning and teaching for student success. Apple, which has invested heavily in developing its iBooks platform to aid students and teachers alike, has also announced its decision to

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start selling digital textbooks and expanded to more than 50 countries. Currently iBooks has more than 25,000 educational titles on the iPad. Last year 6,200 students at the Higher Colleges of Technology (HCT) were given iPads to help them improve their English skills. The paperless classroom project also attracted 320 teachers. “The use of the iPads created a positive attitude to learning and had a clear positive impact on the students’ language development,” said Dr. Christina Gitsaki from the HCT. “Most of the students were using the devices all day, they were using them out of class to do homework.” Given the fast pace with which technology evolves, it’s not surprising that a new learning tool could transform classrooms within a year. As per eNews, in 1984, only 8 percent of U.S. households owned a computer. But today, that has jumped to 79 percent. Fifty-eight percent of people in the U.S. own a smartphone. Only 18 percent of households had internet access in 1997, compared to 75 percent today. Closer home, at the Gulf Education Supplies and Solutions (Gess) exhibition in Dubai held in March this year, it was noted that while teachers are still the most important aspect of learning development, technology must be taken advantage of in the modern classroom, education experts agreed. The Arab Bureau for Education in the Gulf States and International Society of Technology in Education (ISTE) jointly announced a new programme that will prepare educator-mentors in the Arabian Gulf states. The programme is designed to provide sustainable support and training to classroom teachers on the effective use of technology and digital resources for learning.Sixty percent of today’s students will have careers that don’t exist yet, which poses a challenge to schools in preparing students 142

for their future. So, what are the skills they will need to be successful? Experts generally agree that the “4 Cs”—communication, collaboration, critical thinking, and creativity—and a strong foundation in the STEM subjects of science, technology, engineering, and math are the keys to success in a technology-rich, informationbased economy.Without STEM knowledge, students won’t be well-prepared to enter college and the workforce. But some are hoping that STEAM education, which includes the Arts, will receive more support in classrooms. While it is true that STEM is crucial helps students develop deductive reasoning, problem solving, and reasoning skills.STEAM supporters say that adding arts into this focus will expand STEM’s benefits. Ninety-three percent of Americans said they believe the arts are crucial when it comes to offering a well-rounded education to today’s students, and 86 percent said arts education helps improve children’s attitudes about school. STEAM studies help develop and strengthen creativity and innovation

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skills, communication and collaboration, and flexibility and adaptability. According to research compiled by the University of Florida, students who engage in music education often perform better on math tasks. For instance, one study showed that students who took music appreciation scored 61 points higher on their SAT verbal section and 42 points higher on the SAT math section.In the states, most common elementary school arts subjects include music (94 percent) and visual arts (83 percent), with a few schools offering dance (3 percent) and theater (4 percent).Despite an increased call for arts integration, 51 percent of art teachers say they are unhappy about a perceived decline in art education, which many attribute to an increased focus on test results and the subjects included in standardized tests. Here in the U.A.E, many schools do not focus on 144

Arts and creative subjects, we need to introduce these concepts in the school level. Proponents of STEAM, which is spearheaded by the Rhode Island School of Design, (RISD), advocate for greater integration of the arts in education. They believe that art and design will have as big an impact on the economy and job market as science and technology have in recent years. So this rising trend in education is an opportunity for educators to engage their students in new and more creative ways â&#x20AC;&#x201C; and as with so many other things, there is definitely an app for that. Whether you need a building app to inspire interest in engineering or a painting app to hone art skills, there are plenty of options perfect for integrating STEAM in the classroom. Here are some suggestions by Carly Buchanan who is an Editorial Intern at eSchool News

Science Apps

Engineering Apps

1. A Life Cycle App, iPhone/iPad, Android, This inexpensive app, created by high school students, educators, and parents in Texas, provides illustrations and narrations to help students understand the life cycles of a variety of creatures. The different options of life cycles to follow, ranging from the life cycle of a frog to photosynthesis, can be selected according to grade level, making this app educational and engaging for students of all ages.

1. Build a Ship with Kate and Harry, iPhone/iPad, Android, An easy engineering app for younger children, Build a Ship allows students to choose to work with character Kate or Harry, and tap parts to build a ship – there are over 3000 design combinations to choose from, and all are attainable in five steps. Upon completion of a ship, the game also features a short video in which kids can watch Kate or Harry drive the ship while a virtual audience applauds, adding some positive reinforcement.

2. Science 360 for iPad, Created by the National Science Foundation, this app offers a newsfeed with updates from scientific institutions, as well as photo and video content from around the world. Students can search for specific content using, as well as save their favorite material with the touch of a finger. They can stay informed using the newsfeed, or follow their interests by exploring other videos and articles. The wide variety of information available makes this app versatile and useful in science classes of different grade levels.

Technology Apps 1. Hakitzu Elite: Robot Hackers, iPhone/iPad, Android, Students can become“code warriors”using this app, as they learn the basics of JavaScript while hacking their friends and fighting robots. Kids do not need any previous coding knowledge to use it, as the game guides you through levels of difficulty. The more you code, the more you unlock points and tools. And a new feature, in-game leaderboards, can rank students against their friends, adding a dose of some friendly competition.

2. Cat Physics, iPhone/iPad, Android, This app builds on a simple premise – passing a ball from one cat to another – by complicating it with moving obstacles like trap doors and flip boards. Students must navigate a tricky environment to complete each challenge, in order to unlock achievements and win stars as part of a ranking system. The app also offers 100 thought-provoking puzzles to keep kids entertained. It has received praise for its quality graphics and physics content.

Art Apps 1. Do Ink Animation & Drawing, iPad, This app allows users to create animations at their own level. Easy-to-use and complete with powerful drawing tools, Do Ink features flipbook-style animation, motion paths, and software to publish creations. This is another app suitable for many different age groups, because the level of animation sophistication can be easily adjusted. It also blends technology with creativity, fulfilling two aspects of STEAM in one program. 145

2. MoMA Art Lab, iPad, The MoMA Art Lab app lets students get creative and make sound compositions, shape poems, group drawings, and more. They can research the work of famous artists like Henri Matisse, Alexander Calder, and more, then explore these artists’ style and processes. From this inspiration, they can create and save their own pieces. This app provides an easy and creative way to expose students of all ages to masterpieces and art history early in their education. 3. iPastels, iPhone/iPad, Centered on the medium of pastels, this app lets students create digital art. Even those without strong art skills will be entertained enough to learn through practice, and those with more art experience can use the app to plan out their real pastel projects. The app actually simulates soft chalk pastels, and tries to be as realistic possible, allowing students to experiment with form and color

by blending the different shades on the digital paper. Tools like Smudge and Cotton Swab add to the lifelike nature of the app, and give students even more design options.

Math Apps 1. Bugs and Numbers, iPhone/iPad, This app offers 18 games and activities, with 36 achievements and awards. It allows students to practice a range of math skills in a “nontraditional way.” The game is organized into three different stages, and is meant to grow with the student, as activities range from counting to fractions. On a fun note, it’s designed around a bug city, with each game making a parallel to our own society while targeting specific math skills. 2. King of Math, iPhone/iPad, Android, King of Math tackles 12 math topics, from basic addition and subtraction to powers, statistics, and equations. Students will begin as a farmer and their character evolves as they answer math questions, win points, and move through the levels, winning stars and achievements. Scores can be compared between friends and other players worldwide, and there is a free version of the game available for a trial run before purchasing the full version. Source: Carly Buchanan is an Editorial Intern at eSchool News. Source: Compiled from eSchool News

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