التحديات التي تواجه مديري ومدرسي التعليم الثانوي العام في ضوء مدرسة المستقبل من وجهة نظرهم

يعد التعليم الثانوي مرحلة اساسية من مراحل النظام التعليمي فهو بوابة النظام التي تخرج منها مخرجات التعليم العام إلى سوق العمل والجامعات على حد سواء، مما يتطلب ابتكار صيغ جديدة لتناسب الطلبة من سن ١٦-١٨ سنة لكي يكون أمامهم خيارات واسعة ومتنوعة تتناسب مع ابتكاراتهم وحاجاتهم وخصائصهم الجسمية والنفسية والعقلية. لذلك أصبحت الحاجة ماسة إلى نموذج تربوي بديل عن النظام التعليمي المغلق المعتمد على الكتاب والمدرس بوصفهما مصادر وحيدة للمعرفة، والتحول إلى نظام متعدد المصادر ومجتمع مدرسي مفتوح مع نفسه ومع من حوله.

Secondary Education is considered a basic stage of the educational system. It is the gate from which the outputs of the general education come to the market and universities . Therefore, the general education receives special attention from Ministries of Education and teaching at the world level. The educational system of developed countries with its different stages adopts at present new concepts which have characteristics that agree with the new scientific developments such as informatics, total quality, knowledge society, post-knowledge, and School of the Future. School of the Future works at developing the whole personality of all students, facilitating knowledge for them and giving a chance for their creative abilities to appear, so the student becomes able to lifelong learning and continue to develop his knowledge and skills by using all methods of learning and educational technology. To achieve these aims , there should be a distinguished teacher who is able to think in a scientific organized way to face the social, cognitive, economical, educational, , and cultural challenges, as well as a manager who is able to face the social, economical, technological, educational and administrative challenges to lead the school with its all elements. So, the research aimed at identifying the challenges which face the managers and teachers of the general secondary education in the light of the school of the future. The research consisted of seven chapters. The first five chapters included the theoretical part while the sixth and seventh chapters included the procedures of the field study and its results.