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Pressure Ulcer

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Submitted By nahar2006
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المبتـعـثـيـن بـالـخـارج
بقلم الاستاذ/ نهار الرشيدي
طالب ماجستير تمريض
جامعة سالفورد

المبتعث للدراسة في المملكة المتحدة :
يحتاج الطالب الذي يستعد للدراسة في المملكة المتحدة إلى اجتياز اختبارات اللغة التي تعد شرطا أساسيا من شروط قبوله في الجامعة التي يود الدراسة فيها وعاملاً للتفاهم والتعامل في المجتمع الجديد الذي سيعيش فيه، من أجل ذلك ينبغي على الطالب أن يعد نفسه إعداداً جيدا لهذا الأمر وأن يبدأ في دراسة اللغة وهو في المملكة ولا ينتظر إلى حين وصوله لمقر البعثة.

اوصي اخواني واخواتي المبتعثين والمبتعثات بالتحاق بالمعهد التابع للجامعة التي ينوي الطالب الدراسة فيها أو التي يكون لديه قبول أكاديمي فيها وذلك لعدد من الاعتبارات منها:
1 ـ أن التحاق الطالب بالمعهد التابع للجامعة ربما يعفيه من شرط تحقيق درجة عالية في اختبار التوفل او الايلتس والاكتفاء بإتمام برنامج اللغة الذي تقرر له.

2 ـ أن معاهد اللغة التابعة للجامعة ربما تكون أقوى من غيرها لكونها تخضع لإشراف الجامعة ومتابعتها ولديها الإمكانات المادية والبشرية المؤهلة لإدارة برنامج دراسي قوي.
وتعتبر الدراسة في معاهد المملكة المتحدة بمثابة استثمار كبير للطالب حيث أن القيمة الدراسية التي يحصل عليها الطالب ستكون أكبر بكثير من التكاليف الباهظة التي قام الطالب بتسديدها خلال دراسته العليا .
.

** مشاكل المبتعثين بالخارج :
طوال السنوات الماضية حاول بعض خصوم برنامج الابتعاث تصويره بأنه مشروع (تغريبي) و لكني على العكس منهم أرى بأنه مشروع (تشريقي)!، ووصف هذا المشروع الرائد بأنه تشريقي لا ينبثق من كون بعض وجهات الابتعاث تقع إلى

الشرق منا مثل الصين وكوريا الجنوبية وماليزيا، بل لأن هذا المشروع الضخم يشرب النهر من منبعه إلى مصبه و(يشرق) في قطرة ماء!.
سأعرض عليكم ثلاث رسائل لكل واحدة منها (شرقتها) الخاصة وأتمنى أن تعتبروا هذه الرسائل إشارات دخانية مثل تلك التي كان يستخدمها الهنود الحمر للتراسل فيما بينهم. وأول هذه الرسائل لطالب درس في الولايات المتحدة على نفقته الخاصة دعم رسالته بعدة وثائق تظهر إحداها أنه حاول الالتحاق بالبعثة ولكن تم رفض طلبه. بينما تظهر و ثيقة أخرى رفض وزارة التعليم العالي الاعتراف بشهادته لاعتراضها على التخصص، وتكشف الوثيقة الثالثة أنه تم قبوله في برنامج الابتعاث بعد انتهاء دراسته .. وأين؟! .. في الجامعة ذاتها والتخصص ذاته!! . الرسالة الثانية لمبتعثة متزوجة من أحد الأخوة الوافدين وهو محرمها بالطبع وقعت عند حصولها على البعثة على تعهد بأن لا تكون وحيدة بلا محرم في بلد الابتعاث، وحين ذهب زوجها لاستخراج تأشيرة خروج وعودة قالوا له في الجوازات إن الحد الأقصى ستة أشهر رغم أن الملحقيات لا تمنح تذاكر عودة للوطن إلا كل تسعة أشهر كما أنها لا تستطيع أن تترك أطفالها الصغار وحدهم وتذهب إلى الجامعة حتى يعود الزوج من رحلة تجديد تأشيرة الخروج والعوده! .
الرسالة الثالثة لمحرم مبتعثة في مصر يبدو من لغته الغاضبة أنه شرب نهر النيل كي يتخلص من( شرقة ) الملحقية دون جدوى. فهو يقول إن الملحقية الثقافية في القاهرة تضع شروطا عجيبة حيث تشترط حضور المبتعثة في كل معاملة رغم التصريحات بأن دور المرافق هو تسهيل معاملاتها البيروقراطية كي تركز على الدراسة. حيث لم تجد الملحقية وسيلة للتأكد من مصداقية التقارير الطبية الصادرة عن المستشفيات في حال المرض سوى طلب الأشعة والتحاليل و هو يخشى أن يأتي اليوم الذي تطلب فيه أغطية علب الأدوية! ويؤكد أن هذه خصوصيات لا يحق لأحد الاطلاع عليها..كما أنهم ليسوا أطباء! .

ومن هنا حتى تشربوا كوب ماء و (تشرقوا) مع هذه الرسائل الثلاث أكون قد أنتهيت من الشرقة الرابعة والخامسة والسادسة! .

**هجرة عقول أبنائنا المبتعثين : اتخذت الهجرة منذ القدم وإلى وقتنا الحاضر أشكالا متعددة من بينها الهجرة المنظمة التي يقصد بها الهجرة إلى دول أخرى للاستيطان والإقامة فيها بهدف البحث عن حياة أفضل، كما هناك هجرة المبتعثين وتتمثل في امتناع بعض الذين يتلقون تعليمهم في الخارج إلى العودة إلى أوطانهم، وتشير الدراسات إلى أن 45% من الطلبة العرب الذين يدرسون في الغرب لا يعودون لبلادهم، وفي دراسة أجريت على الطلبة المسلمين والعرب الدارسين في الدول المتقدمة واتجاهاتهم نحو العودة إلى أوطانهم بعد إنهاء دراستهم تبين أن نسبة كبيرة من هؤلاء الطلبة تقطع بالبقاء والاستقرار في مقر البعثة. فهذا النوع من الهجرة عريق عراقة الإنسانية على وجه الأرض، حيث ارتبطت الهجرة منذ الأزل بطلب العلم والمعرفة في شتى أنحاء العالم، وكان للإسلام دوره وأثره الطيب في اجتهاد العلماء المسلمين وانتشار معارفهم في الشرق والغرب خلال القرون الوسطى.
وبالنظر إلى الموضوع بتمعن أكثر فإنه يمكن استنتاج أن لهذه النسبة الكبيرة من الهجرة للعقول النابغة أسباب كثيرة مختلفة ومتنوعة، لأنه ليس من السهل على هؤلاء هجر أوطانهم وترك أهاليهم وراءهم، إلا لضرورة ملحة تدعوهم إلى ذلك، وقد عمد الباحثون إلى إحصاء هذه الأسباب فوجدوا بأنها ترجع إجمالا إلى:

** الأسباب الاقتصادية: وهي الأسباب الأساسية في هجر الأوطان بسبب انخفاض مستوى المعيشة في الوطن الأم وانخفاض الأجور والمرتبات به، خاصة أن هؤلاء المفكرين قد أنفقوا أموالا معتبرة على تحصيلهم العلمي العالي.

** الأسباب الاجتماعية: وتتمثل في فقدان المهاجرين للاحترام والمكانة اللائقة بهم في الوطن الأم، وانعدام الروابط الاجتماعية بين العلماء ونظرائهم، وصعوبة التأقلم مع التغيرات التي تحصل في بعض مجتمعات دول العالم الثالث في كل الميادين.
**الأسباب السياسية: وتتمثل في عدم الاستقرار السياسي للوطن الأم، وطموح بعض العلماء في تولي مناصب قيادية دون تمكنهم من ذلك.

** الأسباب الأكاديمية:
وتعد هذه من أهم الأسباب الدافعة إلى هجرة العقول وتتمثل في:
- ضعف الإنفاق على البحث العلمي من قبل الدولة الأم.
- القيمة الكبيرة لنوع التخصصات التي يحملها المهاجرون خاصة النادرة منها، ما يؤهلهم للحصول على فرص أوفر في الدول المتقدمة.
- ضعف الصلة بين مراكز البحث والمؤسسات الأخرى في الوطن الأم.
- ضعف الصلة بين التعليم الجامعي وسوق العمل في الوطن الأم.
- قلة فرص النجاح للتخصصات النادرة في الوطن الأم.

إن هجرة هذه العقول تعد استنزافا حقيقيا لجسد الأمة العربية وعائقا مخيفا لتقدمها، لأن هذه العقول تمثل الثروة الرئيسة لها يتوجب عليها السهر على الحفاظ عليها واستثمارها أحسن استثمار، لأن الدول العربية دول نامية كما هو معروف وبحاجة إلى كل فرد من أفراد أمتها للنهوض بها حضاريا وثقافيا واقتصاديا وتجاريا وعلميا.. إذا ما أرادت مواكبة العصر بمختلف معطياته ومتطلباته، لذا عليها أن توفر أسباب الراحة لكفاءاتها وتؤمن لهم كل وسائل العمل وتساعدهم على الإبداع، بدل سد أبواب النجاح في وجوههم ودفعهم للهجرة الخارجية بالتنقل إلى بلدان أكثر حضارة وقوة اقتصادية وعلمية، أو للهجرة الداخلية بهجر تخصصاتهم وترك ميادين إبداعاتهم وامتهان مهن عادية من أجل تأمين حاجيات معيشتهم، ما يترتب على الحالتين خسارة كبيرة لهذه الدول، فقد أشار تقرير منظمة الأمم المتحدة إلى أن أكثر من مليوني خبير واختصاصي عربي من حملة الشهادات العليا يعملون في الدول المتقدمة حيث يسهم وجودهم في تقدمها أكثر ويعمق رحيلهم عن الوطن العربي آثار التخلف والارتهان للخبرات الأجنبية.

كما أنه حسب آخر الإحصاءات لعدد من المنظمات والمراكز العربية يترتب على هجرة هذه العقول خسائر صافية تنال من مقدرات المجتمعات العربية، حيث يشير أحد تقارير منظمة العمل العربية إلى أن الدول العربية تتكبد خسائر سنوية لا تقل عن 200 بليون دولار بسبب هجرة العقول إلى الخارج، وتقترن هذه الأرقام بخسائر كبيرة نجمت عن تأهيل هذه العقول ودفع كلفة تعليمها داخل أوطانها، ما يؤكد أن الدول العربية تقدم مساعدات إلى البلدان المتقدمة عبر تأهيلها لهذه الكفاءات ثم تصديرها لها لتستفيد من خبراتها العلمية؟!
وقد حان الوقت بأن نجعل هذه القوة العلمية سلاحا منيعا في يد الدول العربية يدافع عنها ويدفع بها إلى الأمام، عوض أن تصبح سلاحا فتاكا في أيدي الدول الغربية

مع تمنياتي للجميع بالتوفيق والنجاح والرجوع الى ارض الوطن بالسلامه

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