Dr. Hossam Badrawi Official Website
Confronting the occupation of minds through the education portal
Written by Hossam Badrawi
We only have one basic choice, which is to create a real, tangible and sustainable achievement in the field of education and human development. Egypt’s strength lies in its people, and the strength of its people is achieved by developing the Egyptian human being. Our belief in the priority of education does not come because education is one of the most important services that any government in any society undertakes to provide to citizens, but as a right of every child and youth, every family and small community, and every Egyptian citizen, man or woman, of all ages and in every person. times, and that education must be viewed through a developmental concept that links the future of this nation fundamentally to the development of the Egyptian person to be a builder of civilization and a member of culture. This priority is the result of scientific and historical studies and research that confirm that Egypt is a gift to the Egyptians, and that the development of the Egyptian person and building his capabilities has a main gateway, which is education.
Egypt’s Vision 2030 in education, which we do not talk about much and is not implemented effectively, is summarized in five axes:
Education should be available to all without discrimination, with high quality within the framework of an efficient, fair, sustainable, and flexible institutional system that is based on the technologically and digitally empowered learner and teacher, and contributes to building the integrated personality in all its aspects, and unleashing his potential to the fullest extent to become a self-respecting citizen, Enlightened, creative, responsible, open to pluralism, respects difference, proud of his country’s history, passionate about building the future, and able to compete with regional and global entities.
Governments must develop implementation strategies and related initiatives and follow up on measurement indicators, which has not happened satisfactorily.
Perhaps one of the most prominent and important axes emanating from this narrative is (the fourth axis), which speaks about building the integrated personality of the pupil and student in all its aspects to become a healthy citizen, proud of himself and his identity, enlightened, aware, creative, proud of his country and its history, passionate about building its future, capable. Diversity-based and pluralistic
The importance of this axis lies specifically in building the integrated personality of children and youth, supporting their emotional side, and developing the set of values that we agree on, including the values of tolerance, accepting others, accepting opposing opinions, managing dialogue, honesty, good manners, appearance, accuracy, order, respect, loyalty, credibility, competitiveness, and respecting the rights of others. Through projects to enhance the set of positive values, raise their level of awareness, and combat extreme negative values and their various phenomena.
This axis is achieved by achieving its most important goals, which is * empowering students with life skills, especially twenty-first century skills.
Which includes:
1. Enhancing critical thinking skills and students’ ability to solve problems in innovative ways
2. Enhancing the ability to self-learn and acquire new skills for life to keep pace with technological development
3. Teaching effective communication skills and the ability to cooperate in a group work environment
4. Teaching to use technology effectively and understand digital basics in a technological age
5. Enhancing digital thinking skills and understanding responsibility and ethics related to digital use
6. Promoting understanding of different cultures and cooperation in a diverse and inclusive environment
7. Developing the ability to analyze and evaluate information critically
8. Enhancing leadership and innovation skills by utilizing individual capabilities and creative thinking
These skills contribute to preparing students for the future and ensuring success and prosperity in the era of transformation and rapid technology
We have found twenty-first century skills related to artificial intelligence, including:
1. Understanding artificial intelligence techniques
2. Data analysis, statistics, and the ability to understand and analyze
3. The ability to understand and apply machine learning and deep learning techniques in artificial intelligence applications
4. Developing the ability to develop and design software and technologies necessary for artificial intelligence applications
5. The ability to use artificial intelligence to solve complex problems in various fields such as medicine, smart cars, and manufacturing
6. Interaction and the ability to interact with robots and smart systems and understand how to deal with advanced technology
7. Developing the ability to understand and apply data protection and privacy assurance procedures in the context of artificial intelligence applications
These skills are considered essential in the current and future era, as development in the field of artificial intelligence and information technology increases
Community leaders must increase awareness of the concept of fourth and fifth generation wars and the extent of their negative impact on Egyptian identity and strengthen the mechanism for dealing positively with them.
They are wars pursued by the great powers as a strategy to overthrow governments, states, and regimes in the world, without engaging in traditional wars, and the major countries with interests have begun to think about them as alternatives to military intervention in various countries of the world, to avoid losses among the ranks of their soldiers, officers, and weapons.
Written by Hossam Badrawi
We only have one basic choice, which is to create a real, tangible and sustainable achievement in the field of education and human development. Egypt’s strength lies in its people, and the strength of its people is achieved by developing the Egyptian human being. Our belief in the priority of education does not come because education is one of the most important services that any government in any society undertakes to provide to citizens, but as a right of every child and youth, every family and small community, and every Egyptian citizen, man or woman, of all ages and in every person. times, and that education must be viewed through a developmental concept that links the future of this nation fundamentally to the development of the Egyptian person to be a builder of civilization and a member of culture. This priority is the result of scientific and historical studies and research that confirm that Egypt is a gift to the Egyptians, and that the development of the Egyptian person and building his capabilities has a main gateway, which is education.
Egypt’s Vision 2030 in education, which we do not talk about much and is not implemented effectively, is summarized in five axes:
Education should be available to all without discrimination, with high quality within the framework of an efficient, fair, sustainable, and flexible institutional system that is based on the technologically and digitally empowered learner and teacher, and contributes to building the integrated personality in all its aspects, and unleashing his potential to the fullest extent to become a self-respecting citizen, Enlightened, creative, responsible, open to pluralism, respects difference, proud of his country’s history, passionate about building the future, and able to compete with regional and global entities.
Governments must develop implementation strategies and related initiatives and follow up on measurement indicators, which has not happened satisfactorily.
Perhaps one of the most prominent and important axes emanating from this narrative is (the fourth axis), which speaks about building the integrated personality of the pupil and student in all its aspects to become a healthy citizen, proud of himself and his identity, enlightened, aware, creative, proud of his country and its history, passionate about building its future, capable. Diversity-based and pluralistic
The importance of this axis lies specifically in building the integrated personality of children and youth, supporting their emotional side, and developing the set of values that we agree on, including the values of tolerance, accepting others, accepting opposing opinions, managing dialogue, honesty, good manners, appearance, accuracy, order, respect, loyalty, credibility, competitiveness, and respecting the rights of others. Through projects to enhance the set of positive values, raise their level of awareness, and combat extreme negative values and their various phenomena.
This axis is achieved by achieving its most important goals, which is * empowering students with life skills, especially twenty-first century skills.
Which includes:
1. Enhancing critical thinking skills and students’ ability to solve problems in innovative ways
2. Enhancing the ability to self-learn and acquire new skills for life to keep pace with technological development
3. Teaching effective communication skills and the ability to cooperate in a group work environment
4. Teaching to use technology effectively and understand digital basics in a technological age
5. Enhancing digital thinking skills and understanding responsibility and ethics related to digital use
6. Promoting understanding of different cultures and cooperation in a diverse and inclusive environment
7. Developing the ability to analyze and evaluate information critically
8. Enhancing leadership and innovation skills by utilizing individual capabilities and creative thinking
These skills contribute to preparing students for the future and ensuring success and prosperity in the era of transformation and rapid technology
We have found twenty-first century skills related to artificial intelligence, including:
1. Understanding artificial intelligence techniques
2. Data analysis, statistics, and the ability to understand and analyze
3. The ability to understand and apply machine learning and deep learning techniques in artificial intelligence applications
4. Developing the ability to develop and design software and technologies necessary for artificial intelligence applications
5. The ability to use artificial intelligence to solve complex problems in various fields such as medicine, smart cars, and manufacturing
6. Interaction and the ability to interact with robots and smart systems and understand how to deal with advanced technology
7. Developing the ability to understand and apply data protection and privacy assurance procedures in the context of artificial intelligence applications
These skills are considered essential in the current and future era, as development in the field of artificial intelligence and information technology increases
Community leaders must increase awareness of the concept of fourth and fifth generation wars and the extent of their negative impact on Egyptian identity and strengthen the mechanism for dealing positively with them.
They are wars pursued by the great powers as a strategy to overthrow governments, states, and regimes in the world, without engaging in traditional wars, and the major countries with interests have begun to think about them as alternatives to military intervention in various countries of the world, to avoid losses among the ranks of their soldiers, officers, and weapons.
The philosophy of this type of war is based on destroying the state from within, without using direct military force. After destroying the state, external will is imposed and conditions are dictated to it, which is what military force would have achieved, but with greater losses. By referring to international definitions, it becomes clear The fourth and fifth generation wars are a type of war, in which the participant is not a state, but rather an actor inside and outside the state, and sometimes individuals within governments, with intelligence assignments. Scientific and strategic references add that it is a complex, long-term war, decentralized planning, and depends on To directly attack the opponent’s culture, the basis of which is psychological warfare, through modern media and social media networks, and use all available pressures, politically, economically and security-wise. These wars are characterized by the absence of hierarchy, and use terrorism, sabotage tactics, and sometimes guerrilla warfare as one. It is one of its most important tools, and most strategic references confirm that fourth and fifth generation wars do not depend primarily only on creating contradictions between individuals and groups of society, but also depend in their strategy on occupying minds, not land, and after occupying minds, the occupier will take care of the rest, as he uses violence. The unarmed, exploiting armed ideological groups, organized smuggling gangs, and small trained organizations, in order to create internal wars, ranging from economic, political, and social, to the targeted state, in order to exhaust it by confronting it with internal conflicts, in parallel with confronting violent external threats, and the goal is One is for the state to be overthrown from within, not with military forces, as what is spent on this type of new war is relatively small, and this war is usually planned in advance, and the elements assigned to ignite the internal front by exploiting the country’s irrational governance are trained. Developing countries, under the slogan of more democracy for the country, and thus the massive masses of people are led to overthrow the existing regime without the use of military force.
The axes, foundations, and mechanisms for implementing fourth and fifth generation wars within countries are:
– Rumors and doubts about the culture, history, civilization and symbols of the state.
– Demolishing achievements and turning them into weaknesses.
– Spreading administrative chaos in the state.
– Spreading corruption throughout the state apparatus, especially service ministries.
– Inciting ethnic and tribal strife.
– Exploiting the distinction between nationalities.
– Exploiting the distinction between religions and within one religion.
– Demonstrating the weakness of the state and its inability to manage the country’s affairs.
The characteristics of fourth and fifth generation wars…
(First) They are internal wars, carried out within the countries themselves, and therefore do not require the presence of regular armies to confront each other.
(Second) The battle and confrontations in which both parties are residents of the state, or between the state and its citizens
(Third) It is more widespread and dangerous
(Fourth) They are permanent wars, and whoever enters them may not be able to get out of them for decades, or overcome them and rebuild the state again.
(Fifth) It is easily done in countries that suffer from severe societal division, if tribal, ethnic, religious, familial, and other ties overlap, as is the case in Somalia, Chad, Sudan, Yemen, the Democratic Republic of the Congo, and others.
(Sixth) They are wars conducted remotely, through conflict between major powers, to extend control and influence over countries of the world, and it is in their interest to weaken other countries.
The concept of traditional security, which uses police force or paramilitary force, has evolved into a type of intellectual security because it is mainly related to protecting the minds of the people of society and their culture, and represents a path to achieving security in its comprehensive sense.
Those qualified to undertake this challenge are not the officers and soldiers of the past, but those who are intellectually and culturally qualified and capable of engaging in dialogues and confronting new and renewed challenges.
Confronting this does not come through bans, imprisonment, repression, or intimidation, but rather by working to confront thought with thought, strengthening youth, and building their abilities to search for the truth, refer to references, and not believe rumours, which can achieve society’s cohesion, identity, and distinct self.
The axes, foundations, and mechanisms for implementing fourth and fifth generation wars within countries are:
– Rumors and doubts about the culture, history, civilization and symbols of the state.
– Demolishing achievements and turning them into weaknesses.
– Spreading administrative chaos in the state.
– Spreading corruption throughout the state apparatus, especially service ministries.
– Inciting ethnic and tribal strife.
– Exploiting the distinction between nationalities.
– Exploiting the distinction between religions and within one religion.
– Demonstrating the weakness of the state and its inability to manage the country’s affairs.
The characteristics of fourth and fifth generation wars…
(First) They are internal wars, carried out within the countries themselves, and therefore do not require the presence of regular armies to confront each other.
(Second) The battle and confrontations in which both parties are residents of the state, or between the state and its citizens
(Third) It is more widespread and dangerous
(Fourth) They are permanent wars, and whoever enters them may not be able to get out of them for decades, or overcome them and rebuild the state again.
(Fifth) It is easily done in countries that suffer from severe societal division, if tribal, ethnic, religious, familial, and other ties overlap, as is the case in Somalia, Chad, Sudan, Yemen, the Democratic Republic of the Congo, and others.
(Sixth) They are wars conducted remotely, through conflict between major powers, to extend control and influence over countries of the world, and it is in their interest to weaken other countries.
The concept of traditional security, which uses police force or paramilitary force, has evolved into a type of intellectual security because it is mainly related to protecting the minds of the people of society and their culture, and represents a path to achieving security in its comprehensive sense.
Those qualified to undertake this challenge are not the officers and soldiers of the past, but those who are intellectually and culturally qualified and capable of engaging in dialogues and confronting new and renewed challenges.
Confronting this does not come through bans, imprisonment, repression, or intimidation, but rather by working to confront thought with thought, strengthening youth, and building their abilities to search for the truth, refer to references, and not believe rumours, which can achieve society’s cohesion, identity, and distinct self.
