الفهرس 
الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Nowadays, technological and informational developments cast a shadow over all aspects of life in general, and the educational system in particular. Thus it enhanced most of those in charge with that system to be more interested through striving towards development, innovation and change in educational systems to keep up with new developments in education. One of the most important systems is the process of school reformation which constitutes a solid foundation to build persons up-to-date developments and changes in the world we live today.
The need for school reformation has become an urgent necessity in these days more than ever before. Had those interested in education issues and development in the past years in order to elevate it, in these days it has become a necessary and inevitable matter, and it’s time to take these attempts towards practical and effective application.
Rapid changes during the last years, in various organizations in general, and in schools related to educational institutions in particular led to what is called ”the era of knowledge economy” as a result to the scientific and IT revolution, thus knowledge has become the base for modern global economy.
Therefore, we should say that the education system reform in Palestine in general, and school reform in secondary education in particular, can only be done through the construction of an integrated school community, a knowledge-based economy through the development of the school reform process in secondary education in Palestine in the light of knowledge economy, which includes: first, the process of administrative empowerment represented in sharing knowledge; second, e-school represented in disseminating, acquiring, organizing, and storing of knowledge; third, producing knowledge represented in generating it; forth, Alignment with labor market through applying knowledge; fifth, sustainable education school through developing and elevating knowledge; sixth, self-education and coexistence with others; finally, community school represented in the dissemination of knowledge, so as to provide suggested school reform strategy to the secondary education in Palestine in the light of knowledge economy.
Problem and questions:
The urgent need to develop the school reform process of secondary education in Palestine in the light of knowledge economy has motivated the researcher to select such subject to be the core of the study, so as to be ready for major coming changes and challenges; because of nowadays time of knowledge revolution which requires working on preparing a knowledge-based school community, that is capable of being up-to-date with an era of knowledge economy, which is the cornerstone on which the school reform process relies.
The scarcity of local studies and researches has motivated the researcher to apply for such study. As mentioned before, the study is to diagnose the school reform process of secondary education in Palestine thus to offer a suggested school reform strategy in the light of knowledge economy.
Based on what was mentioned before, questions of the study can be determined as follows:
1. What are the theoretical frameworks of school reform?
2. What are the theoretical frameworks of the knowledge economy?
3. What are the theoretical frameworks to the requirements of school reform in the light of the knowledge economy?
4. What are the expert educators’ opinions about the real condition of school reform in secondary education in Palestine in the light of the knowledge economy?
5. What the proposed strategy for school reform in secondary education in Palestine in the light of the knowledge economy?
Objectives:
This study aims to:
1. Identify the theoretical frameworks of school reform.
2. Identify the theoretical frameworks of the knowledge economy.
3. Identify the theoretical frameworks to the requirements of school reform in the light of the knowledge economy.
4. Identify the opinion of secondary schools’ managers around the real condition of school reform in secondary education in Palestine in the light of the dimensions of the knowledge economy.
5. Identify the opinion of experts and specialized university professors on how to develop the school reform process in secondary education in Palestine in the light of the knowledge economy.
6. Construct a proposed strategy for school reform in secondary education in Palestine in the light of the knowledge economy.
Importance:
1. To draw the attention of educational leaders and officials in the Palestinian Ministry of Education to the importance of school reform in secondary education in the light of the knowledge economy.
2. This study is interested in the issue of the knowledge economy, which has become a necessity imposed by the circumstances of life in which we live, and which imposes a continuous and successive developments. Hence, dealing with knowledge economy means dealing with the future and its developments that affect the individual and society in general. On the other hand, needn’t to say that approaching the topic of knowledge economy means looking for a better more reality and future in all aspects of life as a whole, and especially in the process of school reform.
3. This study presents the knowledge economy from an angle which was omitted by previous studies where the knowledge economy will be effectively dealt with to keep up with the reform process in our schools.
4. The educational institutions need more than others to educators, administrators, teachers and students leaders more aware of the concepts of the knowledge economy to enable them to improve the educational institutions.
5. This study is considered highly important to achieve the desired interest to decision-makers of educators, as it initiates an important input in the process of school reform in the light of the knowledge economy to keep the progress with modern advanced countries, benefit from their experiences, and be updated with latest developments in this field.
6. The study is a local one, that suggest a strategy for school reform in secondary education in Palestine in the light of the knowledge economy, which would open the way for researchers to address this issue through subsequent studies.
Limitations:
1. Objective limitations: Is the proposed school reform strategy in secondary education in Palestine in the light of the knowledge economy of the following dimensions: administrative empowerment ”decentralization of education ”(sharing knowledge), e-school ”mixing technology with education” (disseminating, acquiring, organizing, and storing knowledge), learning for the production and innovation of knowledge (generating and the producing knowledge), self-education and coexistence with others (exchanging knowledge), employing knowledge to be aligned with labor market ”learning for work” (applying knowledge), sustainable education ”continuous learning school” (developing knowledge), and community school (disseminating knowledge).
2. . Human limitations: The study sample consisted of educational experts, including:
a. (all managers/manageress of secondary school in Gaza (Northern Gaza, Central Gaza, Khan Yunis, Rafah).
b. (a sample of experts and specialized university professors (Delphi Style).
3. Temporal limitations: The study was set as of September during the school year 2014-2105.
Methodology:
The study depended upon:
1. The descriptive approach.
2. The Delphi technique.
Empirical study procedures:
The researcher followed the next procedures in his study:
Reviewing educational literatures, previous studies and international, Arab and local educational conferences relevant to the research’s topic, thus the study used the following tools to reach the objective of the study:
1. The Questionnaire: addressed to managers of secondary schools to know their point of view about the real condition of school reform in secondary education in Palestine in the light of the knowledge economy, which included seven dimensions as follows:
- School reform in the light of administrative empowerment.
- School reform in the light of e-school.
- School reform in the light of producing knowledge.
- School reform in the light of alignment with labor market.
- School reform in the light of self-education and coexistence with others.
- School reform in the light of community school.
2. The Delphi Technique: To determine the opinions of experts and specialized university professors about how to develop the process of school reform in secondary education in Palestine in the light of the knowledge economy within the previous mentioned seven dimensions.
Community of the study: In its first part, it consisted of the empirical study through managers of secondary school in Gaza, while in its second part consisted of experts and specialized university professors.
Sample of the study: In its first part, consisted of 133 manager which equal 91.72% of the original study community (145 manager); and in its second part, consisted of a sample of experts and specialized university professors.
Chapters of the study:
First chapter: addressed the general framework of the study which consisted of an introduction, problem of the study, questions, objectives, importance, limitations, methodology, tools, terminologies, previous studies, and procedures.
Second chapter: addressed the theoretical frameworks to the school reform including: school reform and sum related concepts, initiatives of school reform, standards of effective school reform and its levels, principles of school reform; its elements, traits and skills, the challenges facing efforts of school reform in Palestine, and some pioneer experiments in that field.
Third chapter: contains the theoretical frameworks of knowledge economy including: managing knowledge (its concept, importance and processes), knowledge community (its concept, traits, characteristics, basics, and dimensions), knowledge economy (its concept, development, importance, traits, and characteristics), shifting towards knowledge economy and where Arabs and Palestine stands from.
Forth chapter: addresses needs of school reform in the light of knowledge economy including: objective of school reform in the light of knowledge economy, importance of school reform in the light of knowledge economy, challenges of school reform in the light of knowledge economy, requirements of school reform in the light of knowledge economy which includes: school reform in the light of (administrative empowerment, e-school, education to produce knowledge, alignment with labor market, sustainable school learning, self-education and coexistence with others, and community school).
Fifth chapter: Contains the method, procedures, and reviewing, analyzing, interpreting the findings of the empirical study.
Sixth chapter: includes a proposed school reform strategy in the secondary education in Palestine in the light of knowledge economy.
Findings of the empirical study:
1. Results of the first part concerning secondary schools’ managers’ opinions through analyzing the questionnaire:
- Responses of study sample of manager about the importance of school reform in the light of administrative empowerment were at its maximum degree 93%, and in its minimum 56%.
- Responses of study sample of manager about the importance of school reform in the light of e-school were 95.33% maximum, and minimum of 65.33%.
- Responses of study sample of manager about the importance of school reform in the light of alignment with labor market were 91.66% maximum, and 69.66% in its minimum.
- Responses of study sample of manager about the importance of school reform in the light of sustainable education were 95.33% at maximum, and 83.33% at minimum.
- Responses of study sample of manager about the importance of school reform in the light of self-education and coexistence with others were 95% at maximum and 87.33% at its minimum.
- Responses of study sample of manager about the importance of school reform in the light of community school were 95.66% at maximum and 73.66% minimum.
2. Results of the second part concerning opinions of the experts and specialized university professors using The Delphi Technique:
- After achieving tours with statistical treatments as of Iterations, percentages and eliminating passages that obtained less than the minimum limit of acceptance which represents a percentage of 85% that represents the majority opinion from the researcher’s point of view; the first dimension related to the administrative empowerment concerning sharing knowledge included (10) passages, the second dimension related to the e-school representing in disseminating, acquiring, organizing, and storing knowledge possessed (9) passages, the third dimension related to the production of knowledge represented in generating knowledge had (8) passages, the fourth dimension related to the alignment with labor market represented in applying knowledge contained (9) passages, the fifth dimension related to the sustainable education represented in developing knowledge had (7) passages, the fifth related to the self-education and coexistence with others represented in exchanging knowledge contained (13) passages, and the seventh dimension related to the community school represented in dissemination of knowledge had (8) passages, where all those passages represented what was prepared in the proposed strategy arranged according to the importance of each passage to the concerned dimension.
- Seven basic strategy axes were reached, and the following was taken in consideration when designing and constructing the strategy:
1. The process of school reform starts from reality and aiming towards the future.
2. It’s a process with a specific purpose required to be reached.
3. It’s an integrated comprehensive process, takes in consideration all school elements.
4. The process of school reform is necessary to elevate the level of outputs in the secondary schools in Palestine, and in its most: ”developing knowledge”.
5. It’s a continuous process, based on a clear, fixable vision.
6. It’s a scientific process, based on study, research, and applying scientific methodology.
7. It’s a sharing process between The Ministry of Education, directorates, departments, schools, families, and civil society organizations.
- The dimensions of the strategy included:
1. School reform in the light of administrative empowerment (sharing knowledge).
2. School reform in the light of e-school (disseminating, acquiring, organizing, and storing knowledge).
3. School reform in the light of learning for producing knowledge (generating knowledge).
4. School reform in the light of alignment with labor market (applying knowledge).
5. School reform in the light of sustainable education school (developing knowledge).
6. School reform in the light of community school (dissemination of knowledge).
In terms of a/m dimensions of the proposed school reform strategy in secondary school in Palestine in the light of knowledge economy, the most important features of this strategy represented in: the vision – the message – the objectives - enforcement mechanisms – the obstacles - the proposed solutions to those obstacles.