‫‪2007‬‬

‫ﻧﻤﺎﺫﺝ ﺗﻄﺒﻴﻘﻴﺔ‬
‫ﻻﺳﺘﺨﺪﺍﻡ ﻧﻈﻢ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺠﻐﺮﺍﻓﻴﺔ‬
‫ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺘﺨﻄﻴﻂ‬

‫–‬
2007 –
‫ﺃﺻﺑﺣﺕ ﺍﻟﺗﻧﻣﯾﺔ ﺍﻟﻣﺳﺗﺩﺍﻣﺔ ﻫﺩﻓﺎﹰ ﺗﺳﻌﻰ ﺇﻟﯾﻪ ﺍﻟﺑﻠﺩﺍﻥ ﻟﺿﻣﺎﻥ ﺍﻟﺣﺎﺿﺭ ﻭﺍﻟﻣﺳﺗﻘﺑل‪ ،‬ﻭﺃﺻﺑﺢ‬
‫ﺍﻟﺗﺧﻁﯾﻁ ﻟﻬﺫﻩ ﺍﻟﺗﻧﻣﯾﺔ ﺿﺭﻭﺭﺓ ﺗﻣﻠﯾﻬﺎ ﺍﻟﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻹﯾﺟﺎﺑﯾﺔ‪ ،‬ﺣﯾﺙ ﻟﻡ ﺗﻌﺩ ﻓﻛﺭﺓ ﺍﻟﺗﻧﻣﯾﺔ‬
‫ﺍﻟﻣﺟﺭﺩﺓ ﺍﻟﺗﻲ ﻗﺩ ﺗﻌﻧﻲ ﺳﺭﻋﺔ ﺍﻟﻭﺻﻭل ﺇﻟﻰ ﺃﻫﺩﺍﻑ ﺍﻗﺗﺻﺎﺩﯾﺔ ﻣﺣﺩﺩﺓ ﻣﺭﻏﻭﺑﺔ ﻓﻲ ﻅل ﺗﺟﺎﺭﺏ‬
‫ﺧﺎﺿﺗﻬﺎ ﺍﻟﻘﻁﺎﻋﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﯾﺔ ﻭﺍﻷﻗﺎﻟﯾﻡ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻋﻠﻰ ﻣﺩﻯ ﻋﻘﻭﺩ ﻣﻥ ﺍﻟﺯﻣﻥ ﺛﺑﺕ ﻓﺷﻠﻬﺎ‬
‫ﺇﻣﺎ ﻟﺗﻌﺎﺭﺿﻬﺎ ﻣﻊ ﺍﻟﻣﻌﻁﯾﺎﺕ ﺍﻟﺑﯾﺋﯾﺔ ﺃﻭ ﺍﻟﻣﻌﻁﯾﺎﺕ ﺍﻟﺑﺷﺭﯾﺔ ﻭﺍﻻﻗﺗﺻﺎﺩﯾﺔ‬
‫ﺇﻥ ﺃﻫﻣﯾﺔ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺗﻛﻣﻥ ﻓﻲ ﺍﻫﺗﻣﺎﻣﻬﺎ ﺑﺎﻟﻌﻼﻗﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ ﺑﯾﻥ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﻁﺑﯾﻌﯾﺔ ﻭﺍﻟﺑﺷﺭﯾﺔ‪ ،‬ﺫﻟﻙ‬
‫ﺍﻻﻫﺗﻣﺎﻡ ﺍﻟﺫﻱ ﺃﻋﻁﺗﻪ ﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺑﻌﺩﺍﹰ ﺗﻘﺎﻧﯾﺎﹰ ﻓﺄﺻﺑﺢ ﺍﻟﺑﺣﺙ ﺍﻟﺟﻐﺭﺍﻓﻲ ﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ‬
‫ﯾﻌﻁﻲ ﻧﺗﺎﺋﺞ ﺃﻛﺛﺭ ﺳﺭﻋﺔ ﻭﺻﺩﻗﯾﺔ ﻭﻭﺍﻗﻌﯾﺔ ﻣﻣﺎ ﯾﺗﯾﺢ ﻟﻠﺟﻐﺭﺍﻓﻲ ﺗﻘﺩﯾﻡ ﻧﻔﺳﻪ ﺑﻘﻭﺓ ﻛﻌﻧﺻﺭ ﻫﺎﻡ ﻓﻲ‬
‫ﻓﺭﯾﻕ ﺍﻟﻌﻣل ﺍﻟﻣﻧﻭﻁ ﺑﻪ ﺩﺭﺍﺳﺔ ﺍﻟﻭﺍﻗﻊ ﻭﺍﻟﺗﺧﻁﯾﻁ ﻟﺗﻁﻭﯾﺭﻩ ‪...‬‬
‫ﺗﻌﺩ ﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺃﺩﺍﺓ ﺗﻠﺑﻲ ﺍﻟﻐﺭﺽ ﻓﯾﻣﺎ ﯾﺗﻌﻠﻕ ﺑﺎﻟﺗﻭﺛﯾﻕ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺗﺧﻁﯾﻁ‬
‫ﺍﻟﻣﻛﺎﻧﻲ ‪ ،‬ﻏﯾﺭ ﺃﻥ ﺑﻧﺎﺀ ﻧﻅﺎﻡ ﻣﻌﻠﻭﻣﺎﺕ ﺟﻐﺭﺍﻓﻲ ﻟﻣﻛﺎﻥ ﺑﻌﯾﻧﻪ ﻭﻷﻫﺩﺍﻑ ﻣﺣﺩﺩﺓ ﻟﯾﺱ ﺑﺎﻷﻣﺭ ﺍﻟﺳﻬل ‪،‬‬
‫ﻓﺗﻭﻓﺭ ﺍﻟﺑﯾﺎﻧﺎﺕ ﻭﺣﺩﺍﺛﺗﻬﺎ ﻭﺩﻗﺗﻬﺎ ﻭﻣﻁﺎﺑﻘﺗﻬﺎ ﻟﻠﻭﺍﻗﻊ ﻭﺍﻧﺳﺟﺎﻣﻬﺎ ﻓﻲ ﻣﻘﺎﯾﯾﺱ ﻣﻧﺎﺳﺑﺔ ﻟﻛل ﻣﺷﺭﻭﻉ ﯾﺣﺗﺎﺝ‬
‫ﺇﻟﻰ ﺟﻬﻭﺩ ﻭﺇﻣﻛﺎﻧﺎﺕ ﺗﺳﺧﺭ ﻟﻬﺎ ﻣﻥ ﺍﻟﺟﻬﺎﺕ ﺍﻟﺣﻛﻭﻣﯾﺔ ﻭﺍﻟﺧﺎﺻﺔ‪.‬‬
‫ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﺍﺣﺗﻠﺕ ﻓﯾﻪ ﺍﻟﻣﻌﻠﻭﻣﺎﺗﯾﺔ ﻣﻛﺎﻥ ﺍﻟﺻﺩﺍﺭﺓ ﺑﯾﻥ ﺍﻟﻌﻠﻭﻡ ﺍﻟﻣﻧﻬﺟﯾﺔ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻋﻠﻰ ﺍﻟﺑﺣﺙ‬

‫ﻭﻣﻣﺎﺭﺳﺔ ﺷﺗﻰ ﻭﺟﻭﻩ ﺍﻟﻧﺷﺎﻁ ﺍﻹﻧﺳﺎﻧﻲ ‪ ،‬ﻭﻟﻡ ﯾﻌﺩ ﺍﻻﻋﺗﺭﺍﻑ ﺑﻬﺎ ﺃﻭ ﺑ ـﺩﻭﺭﻫﺎ ﻣﻭﺿ ـﻭﻉ ﻧﻘ ـﺎﺵ ‪،‬‬

‫ﻭﺃﺻﺑﺣﺕ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ‪ ،‬ﺇﻣﺎ ﺫﻟﻙ ﺍﻟﻣﻁﻠﻭﺏ ﺗﻭﻓﯾﺭﻩ ‪ ،‬ﺃﻭ ﺫﻟﻙ ﺍﻟﻣﻁﻠﻭﺏ ﺗﻧﻅﯾﻣﻪ ‪ ،‬ﺃﻭ ﺫﻟﻙ ﺍﻟﻣﻁﻠ ـﻭﺏ‬

‫ﻫﺿﻣﻪ ﻭﺍﻹﻓﺎﺩﺓ ﻣﻧﻪ ‪ .‬ﻓﻲ ﻫﺫﺍ ﺍﻟﻭﻗﺕ ﺍﻧﺧﺭﻁﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺎ ﻭﺍﻟﻌﻠﻭﻡ ﺍﻟﻣﻛﺎﻧﯾﺔ ﻋﻣﻭﻣﺎﹰ ﻓﻲ ﻣﻌﺭﻛﺔ ﺇﺛﺑﺎﺕ‬

‫ﺍﻟﺟﺩﺍﺭﺓ ﻟﻺﻓﺎﺩﺓ ﻣﻥ ﺍﻟﺛﻭﺭﺓ ﺍﻟﻌﻠﻣﯾﺔ ﺍﻟﺗﻘﺎﻧﯾﺔ ﻭﺗﺟﻠﯾﺎﺕ ﺍﻟﻣﻌﻠﻭﻣﺎﺗﯾﺔ ﺍﻟﺗﻲ ﺗﺧ ـﺩﻡ ﺍﻟﺑﺣ ـﺙ ﻭﺍﻟﺗﻁﺑﯾﻘ ـﺎﺕ‬

‫ﺍﻟﺟﻐﺭﺍﻓﯾﺔ‪ ،‬ﻭﻗﺩ ﺃﺗﯾﺣﺕ ﻟﻬﺎ ﻓﺭﺹ ﻭﺃﺩﻭﺍﺕ ﺧﻼﻗﺔ ﻓﻲ ﺍﻟﻌﻘﻭﺩ ﺍﻷﺧﯾﺭﺓ ﺗﻣﺛﻠﺕ ﺑﺗﻘﺎﻧﺎﺕ ﺍﻻﺳﺗﺷﻌﺎﺭ ﻋﻥ‬

‫ﺑﻌﺩ ﻭﺃﺳﺎﻟﯾﺑﻪ ﻏﯾﺭ ﺍﻟﻣﺑﺎﺷﺭﺓ ﻓﻲ ﺩﺭﺍﺳﺔ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﻣﻛﺎﻧﯾﺔ ﻭﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺍﻟﺗ ـﻲ ﻭﻓ ـﺭﺕ‬

‫ﺍﻟﺑﯾﺋﺔ ﺍﻟﻣﺛﺎﻟﯾﺔ ﻟﻠﺗﻌﺎﻣل ﻣﻊ ﺍﻟﺑﯾﺎﻧﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ ﺑﺄﺷﻛﺎﻟﻬﺎ ﺍﻟﺭﺳﻭﻣﯾﺔ ﻭﺍﻟﻭﺻﻔﯾﺔ ﺿﻣﻥ ﺑﺭﻣﺟﯾﺎﺕ ﺣﺎﺳﻭﺑﯾﺔ‬

‫ﺿﺧﻣﺔ ﺯﺍﺩﺕ ﺍﻟﻌﻣل ﺗﻧﻭﻋﺎﹰ ﻭﺳﺭﻋﺔ ﻭﺩﻗﺔ ﻭﺻﺩﻗﯾﺔ‪ .‬ﻏﯾ ـﺭ ﺃﻥ ﺳ ـﺎﺣﺔ ﺍﻟﻌﻣ ـل ﺑ ـﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣ ـﺎﺕ‬

‫ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺍﻟﻣﻔﺗﻭﺣﺔ ﻣﻧﺫ ﻋﻘﻭﺩ ﯾﺗﺳﺎﺑﻕ ﻓﯾﻬﺎ ﺍﻟﻌﺩﯾﺩ ﻣﻥ ﺍﻟﻣﺗﺧﺻﺻﯾﻥ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻟﻣﻛﺎﻧﯾﺔ ﺍﻟﻣﺧﺗﻠﻔ ـﺔ )‬

‫ﺍﻟﺟﯾﻭﻟﻭﺟﯾﺎ ‪ ،‬ﺍﻟﺟﻐﺭﺍﻓﯾﺎ ‪ ،‬ﻋﻠﻡ ﺍﻟﺗﺭﺑﺔ ‪ ،‬ﻋﻠﻡ ﺍﻷﺣﯾﺎﺀ ‪ ،‬ﺍﻻﻗﺗﺻﺎﺩ ‪ ،‬ﺍﻻﺟﺗﻣﺎﻉ ‪ ،‬ﻭﺍﻟﻬﻧﺩﺳﺎﺕ ﺍﻟﺯﺭﺍﻋﯾ ـﺔ‬

‫ﻭﺍﻟﻣﺩﻧﯾﺔ ﻭﺍﻟﻣﻌﻣﺎﺭﯾﺔ ﻭﺍﻟﺑﯾﺋﯾﺔ ﻭﻏﯾﺭﻫﺎ ( ﻻﺣﺗﻼل ﺣﯾﺯ ﻣﻥ ﻋﻣل ﺍﻟﻣﺳﺗﻘﺑل ﻓﯾﻣﺎ ﯾﺗﺻل ﺑﺎﻟﻣﻛﺎﻥ‪ .‬ﻭﻟﻛل‬

‫ﻫﺅﻻﺀ ﺍﻟﺣﻕ ﻓﻲ ﺗﻧﺎﻭل ﻋﻧﺎﺻﺭ ﺗﺭﺗﺑﻁ ﺑﺎﻟﻣﻛﺎﻥ ﻭﻣﺣﺎﻭﻟﺔ ﺣل ﺍﻟﻣﺳﺎﺋل ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻪ ‪ .‬ﻏﯾﺭ ﺃﻥ ﺍﻟﻣﺷﻛﻠﺔ‬

‫ﺗﺗﻣﺛل ﻓﻲ ﺃﻥ ﺍﻟﻣﺗﺳﺎﺑﻘﯾﻥ ﻻ ﯾﻘﻔﻭﻥ ﻋﻧﺩ ﺧﻁ ﻭﺍﺣﺩ ﻓﻲ ﺑﺩﺍﯾﺔ ﺍﻟﺳﺑﺎﻕ ‪ ،‬ﻭﻻ ﯾﻌﺗﺭﻑ ﺑﻌﺿﻬﻡ ﻟﺑﻌﺽ ﺑﺄﻥ‬

‫ﺍﻟﻣﺳﺄﻟﺔ ﻟﯾﺳﺕ ﺳﺑﺎﻗﺎﹰ ﯾﻛﺳﺏ ﻓﯾﻪ ﻣﻥ ﯾﺻل ﺃﻭﻻﹰ ‪ ،‬ﺃﻭ ﻣﻥ ﯾﻧﻁﻠﻕ ﺃﻭﻻﹰ ‪ ،‬ﺑل ﺇﻥ ﺍﻹﯾﻣﺎﻥ ﺑﻘﺩﺭﺍﺕ ﻭﺩﻭﺭ‬

‫ﺍﻵﺧﺭﯾﻥ ﯾﻌﺩ ﺿﺭﻭﺭﯾﺎﹰ ﻣﻥ ﺃﺟل ﺿﻣﺎﻥ ﺣﻠﻭل ﺳﻠﯾﻣﺔ ﻟﻠﻣﺳﺎﺋل ﺍﻟﻣﻛﺎﻧﯾﺔ ﺍﻟﻣﻁﺭﻭﺣﺔ ‪.‬‬

‫ﻟﻘﺩ ﺍﺑﺗﻌﺩ ﺍﻟﺟﻐﺭﺍﻓﯾﻭﻥ ﻓﻲ ﺳﻭﺭﯾﺔ ﻋﻥ ﺍﻟﻣﻧﺣﻰ ﺍﻟﺗﻁﺑﯾﻘﻲ ﻭﺃﺳﺎﻟﯾﺑﻪ ﺍﻟﻌﻠﻣﯾﺔ‪ ،‬ﻭﺗﻐﻠﺏ ﻋﻠﻰ ﺍﻟﺟﻐﺭﺍﻓﯾﯾﻥ‬

‫ﺍﻟﻬﻭﯾﺔ ﺍﻟﺑﺷﺭﯾﺔ ﺍﻻﺟﺗﻣﺎﻋﯾﺔ ﺍﻟﻣﻌﺗﻣﺩﺓ ﻓﻲ ﺩﺭﺍﺳﺗﻬﺎ ﻟﻠﻣﻛﺎﻥ ﻋﻠﻰ ﺍﻟﻭﺻﻑ ﻭﺍﻟﺗﺣﻠﯾل ﺍﻟﻧﻅﺭﻱ‪ ،‬ﻭﻻ ﯾﺗﻣﯾﺯ‬

‫ﻣﻌﻅﻡ ﺍﻟﺟﻐﺭﺍﻓﯾﯾﻥ ﺑﻘﺩﺭﺍﺕ ﻛﺑﯾﺭﺓ ﻋﻠﻰ ﺍﻟﺗﻌﺎﻣل ﻣﻊ ﺃﺩﻭﺍﺕ ﺍﻟﺑﺣﺙ ﺍﻟﻣﯾﺩﺍﻧﻲ ﻭﺃﺳﺎﻟﯾﺑﻪ‪ ،‬ﻛﻣﺎ ﻻ ﯾﺗﻣﺗﻌﻭﻥ‬

‫ﺑﺗﺄﻫﯾل ﻣﻧﺎﺳﺏ ﻟﻠﺗﻌﺎﻣل ﻣﻊ ﺍﻟﻣﺳﺎﺋل ﺍﻟﺭﯾﺎﺿﯾﺔ ﻭﺍﻟﻔﯾﺯﯾﺎﺋﯾﺔ ﺍﻟﻣﻌﻘﺩﺓ ﺍﻟﺗﻲ ﻛﺛﯾﺭﺍﹰ ﻣﺎ ﺗﺣﺩﺩ ﻁﺭﯾﻘﺔ ﻭﻁﺑﯾﻌﺔ‬
‫ﻋﻣل ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﻛﻣﺎ ﯾﻧﻁﻠﻕ ﻣﻌﻅﻣﻬﻡ ﻣﻥ ﺗﺄﻫﯾل ﺃﺩﺑﻲ ﻓﻲ ﺍﻟﻣﺭﺣﻠﺔ ﻣﺎ ﻗﺑل ﺍﻟﺟﺎﻣﻌﯾﺔ ﺑﺣﻛ ـﻡ‬

‫ﻗﻭﺍﻋﺩ ﺍﻟﻘﺑﻭل ﺍﻟﺟﺎﻣﻌﻲ ﻏﯾﺭ ﺍﻟﻌﺎﺩﻟﺔ ﻓﯾﻣﺎ ﯾﺧﺹ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ‪ ،‬ﻛل ﺫﻟﻙ ﺃﺩﻯ ﺇﻟﻰ ﺿﻌﻑ ﺍﻟ ـﺩﺧﻭل ﺇﻟ ـﻰ‬

‫ﻣﺭﺣﻠﺔ ﺍﻟﺗﻁﺑﯾﻘﺎﺕ ﺍﻟﻣﻌﻠﻭﻣﺎﺗﯾﺔ ﻭﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺙ ﺍﻟﻣﯾﺩﺍﻧﻲ ﺍﻟﺗﻲ ﻻ ﺗﻛﺗﻔﻲ ﺑﺄﺧﺫ ﻧﺗﺎﺋﺞ ﻋﻣل ﺍﻟﻣﺗﺧﺻﺻﯾﻥ‬

‫ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻷﺭﺿﯾﺔ ﺍﻟﺗﻁﺑﯾﻘﯾﺔ ﺑل ﺗﺳﻌﻰ ﻟﻔﻬﻣﻬﺎ ﻭﺍﻟﻘﯾﺎﻡ ﺑﺎﻷﻋﻣﺎل ﺍﻟﺗﻁﺑﯾﻘﯾ ـﺔ ﺍﻟﻣﯾﺩﺍﻧﯾ ـﺔ ﻭﺍﻟﻣﺧﺑﺭﯾ ـﺔ‬

‫ﺍﻟﻼﺯﻣﺔ ﻟﻛل ﺑﺣﺙ ﺟﻐﺭﺍﻓﻲ ﺣﺳﺏ ﺍﻟﺣﺎﺟﺔ‪ .‬ﻭﺑﺎﻟﺭﻏﻡ ﻣﻥ ﺫﻟﻙ ﺍﻟﻭﺿﻊ ﻓﺈﻥ ﺍﻟﺟﻐ ـﺭﺍﻓﯾﯾﻥ ﺃﻗ ـﺩﺭ ﻣ ـﻥ‬

‫ﺳﻭﺍﻫﻡ ﻋﻠﻰ ﺗﺣﻠﯾل ﺍﻟﺑﯾﺎﻧﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ ﻓﻲ ﺳﯾﺎﻕ ﺍﻧﺗﻣﺎﺋﻬﺎ ﺇﻟﻰ ﻣﻧﻅﻭﻣﺎﺕ ﻣﻛﺎﻧﯾﺔ ﻣﺣﺩﺩﺓ ) ﺃﻗﺎﻟﯾﻡ ( ﻭﻓﻬﻡ‬

‫ﻋﻼﻗﺎﺗﻬﺎ ﺍﻟﻣﻛﺎﻧﯾﺔ ﺍﻟﻣﺗﺷﻌﺑﺔ‪ ،‬ﻭﻣﺎ ﻧﺭﯾﺩﻩ ﻛﺟﻐﺭﺍﻓﯾﯾﻥ ‪ ،‬ﻟﯾﺱ ﺇﺩﻋﺎﺀ ﺍﻷﺣﻘﯾ ـﺔ ﻭﺍﻷﻭﻟﻭﯾ ـﺔ ﻓ ـﻲ ﺗﻧ ـﺎﻭل‬

‫ﻋﻧﺎﺻﺭ ﺍﻟﻣﻛﺎﻥ ﻭﺩﺭﺍﺳﺗﻬﺎ‪ ،‬ﺑل ﺿﺭﻭﺭﺓ ﺃﻥ ﯾﻛﻭﻥ ﻟﻧﺎ ﻣﺳﺎﻫﻣﺗﻧﺎ ﻣﻊ ﺍﻵﺧﺭﯾﻥ ‪ ،‬ﺿﻣﻥ ﻓ ـﺭﻕ ﻋﻣ ـل‬

‫ﺗﻛﻣﱢل ﺑﻌﺿﻬﺎ ﻭﺍﻋﺗﺭﺍﻑ ﺑﻬﺫﺍ ﺍﻟﺩﻭﺭ ﻣﻥ ﻗﺑل ﺍﻵﺧﺭﯾﻥ ‪ ،‬ﺍﻟﺫﯾﻥ ﯾﺻﺎﺩﺭ ﺑﻌﺿﻬﻡ ﻋﻣ ـل ﺍﻟﺟﻐ ـﺭﺍﻓﯾﯾﻥ ‪.‬‬

‫ﻭﻧﺩﺭﻙ ﺃﯾﺿﺎﹰ‪ ،‬ﻭﻓﻲ ﺍﻟﻭﻗﺕ ﻧﻔﺳﻪ ﺃﻥ ﻋﻠﻰ ﺍﻟﺟﻐﺭﺍﻓﯾﯾﻥ ﺗﺣﺳﯾﻥ ﺻﻭﺭﺗﻬﻡ ‪ ،‬ﻣﻥ ﺧ ـﻼل ﺭﻓ ـﻊ ﺳ ـﻭﯾﺔ‬

‫ﺇﻋﺩﺍﺩﻫﻡ ﻭﺗﻣﻛﻧﻬﻡ ﻣﻥ ﺃﺩﻭﺍﺕ ﺍﻟﺑﺣﺙ ﺍﻟﺣﺩﯾﺛﺔ ‪ .‬ﻭﯾﺗﺿﻣﻥ ﻫﺫﺍ ﺇﻋﺎﺩﺓ ﺍﻟﻧﻅﺭ ﻓﻲ ﻁﺭﯾﻘﺔ ﻗﺑ ـﻭل ﻁﻠﺑ ـﺔ‬

‫ﺍﻟﺟﻐﺭﺍﻓﯾﺎ ‪ ،‬ﻭﻛﺫﻟﻙ ﺇﻋﺎﺩﺓ ﺍﻟﻧﻅﺭ ﻓﻲ ﺍﻟﻣﻧﺎﻫﺞ ﺍﻟﺗﺩﺭﯾﺳﯾﺔ ‪ ،‬ﻭﺇﻋﺩﺍﺩ ﺍﻟﺧﺭﯾﺟﯾﻥ ‪ .‬ﻛﻣﺎ ﯾﺗﻁﻠﺏ ﺗ ـﺿﺣﯾﺔ‬

‫ﻭﺟﻬﺩﺍ ﻛﺑﯾﺭﯾﻥ ﻓﻲ ﺇﻗﻧﺎﻉ ﺃﺻﺣﺎﺏ ﺍﻟﻘﺭﺍﺭ ﻭﺍﻟﻣﺟﺗﻣﻊ ﻛﻛ ـل ﻓ ـﻲ ﺗﻐﯾﯾ ـﺭ ﺍﻟﻧﻅ ـﺭﺓ ﺇﻟ ـﻰ ﺍﻟﺟﻐﺭﺍﻓﯾ ـﺎ‬

‫ﻭﺍﻟﺟﻐﺭﺍﻓﯾﯾﻥ ‪ ،‬ﻋﻥ ﻁﺭﯾﻕ ﺍﻟﻣﺑﺎﺩﺭﺍﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺍﻟﺫﻛﯾﺔ ‪ ،‬ﺍﻟﺗﻲ ﺗﺛﺑﺕ ﺻﺣﺔ ﺍﻟﻁ ـﺭﻭﺡ ﻭﺍﻟﻣﻁﺎﻟ ـﺏ‪،‬‬

‫ﻭﻟﻌل ﻣﺷﺭﻭﻉ ﺇﻋﺎﺩﺓ ﻫﯾﻛﻠﺔ ﺗﻌﻠﯾﻡ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﻭﺿﻣﻬﺎ ﻣﻊ ﺍﻟﺟﯾﻭﻟﻭﺟﯾﺎ ﻟﯾﺷﻛﻼ ﻛﻠﯾﺔ ﺟﺩﯾﺩﺓ ﺑﺎﺳ ـﻡ ﻛﻠﯾ ـﺔ‬

‫ﻋﻠﻭﻡ ﺍﻷﺭﺽ ﯾﻌﺩ ﻧﻘﻁﺔ ﺗﺣﻭل ﺇﯾﺟﺎﺑﻲ ﯾﺟﺏ ﺍﻟﺑﻧﺎﺀ ﻋﻠﯾﻬﺎ ﻟﻠﻘﯾﺎﻡ ﺑﻧﻘﻠﺔ ﻧﻭﻋﯾﺔ ﻓ ـﻲ ﻣﺗﻁﻠﺑ ـﺎﺕ ﺗﻌﻠ ـﯾﻡ‬

‫ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺑﺣﺙ ﺍﻟﺟﻐﺭﺍﻓﻲ‪.‬‬

‫ﻭﻟﻌل ﺍﻻﻋﺗﻣﺎﺩ ﻋﻠﻰ ﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺍﻟﻣﻁﺭﻭﺡ ﻓﻲ ﻫﺫﻩ ﺍﻟﻭﺭﻗﺔ ﺍﻟﺗﻲ ﯾﻣﻛﻥ ﺍﻟﻘ ـﻭل ﺃﻧﻬ ـﺎ‬

‫ﺍﻟﻘﺎﺳﻡ ﺍﻟﻣﺷﺗﺭﻙ ﺍﻷﻋﻅﻡ ﺑﯾﻥ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺗﻲ ﺗﺗﻧﺎﻭل ﺍﻟﻣﻛﺎﻥ ﻛﺄﺩﺍﺓ ﻭﻧﻬﺞ ﺑﺣﺙ ﺗﺳﺗﻁﯾﻊ ﺩﻓﻊ ﺍﻟﻣﺗﺧﺻﺻﯾﻥ‬

‫ﻓﯾﻬﺎ ﺇﻟﻰ ﺍﻟﺗﻌﺎﻭﻥ ﻷﻥ ﺍﻟﻌﻣل ﺍﻟﻣﺗﻛﺎﻣل ﺑﻬﺎ ﯾﻔﺭﺽ ﺍﻟﺗﺿﺎﻣﻥ ﻭﺍﻟﺗﻌﺎﻭﻥ ﺑﯾﻥ ﺍﻟﻣﺗﺧﺻﺻﯾﻥ ﻣﺛﻠﻣﺎ ﯾﻔﺭﺽ‬
‫ﺫﻟﻙ ﺍﻟﻬﺩﻑ ﺍﻟﻣﻭﺿﻭﻉ ﻟﻠﺩﺭﺍﺳﺔ ﺍﻟﻣﻛﺎﻧﯾﺔ ﻧﻔﺳﻬﺎ‪ ،‬ﺣﯾﺙ ﯾﺷﻛل ﺍﻟﻣﻛﺎﻥ ﺑﻣﻛﻭﻧﺎﺗﻪ ﺍﻟﻣﺧﺗﻠﻔ ـﺔ ﻣﻧﻅﻭﻣ ـﺎﺕ‬

‫ﻣﻛﺎﻧﯾﺔ ) ﺃﻗﺎﻟﯾﻡ ( ﺫﺍﺕ ﺷﺧﺻﯾﺔ ﺟﻐﺭﺍﻓﯾﺔ ﻣﻌﯾﻧﺔ ﻗﺩ ﺗﺗﻛﺎﻣل ﻓﯾﻬﺎ ﺑﻌ ـﺽ ﺍﻟﻌﻧﺎﺻ ـﺭ ﺍﻟﻣﻛﻭﻧ ـﺔ ﺑﺣﻛ ـﻡ‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻣﺗﺑﺎﺩﻟﺔ ﺑﯾﻧﻬﺎ‪ ،‬ﻓﺗﺗﺷﻛل ﻣﻧﻅﻭﻣﺎﺕ ﺻﻐﺭﻯ ﺗﺧﺹ ﻋﻠﻣﺎﹰ ﻣﻛﺎﻧﯾﺎﹰ ﺑﺫﺍﺗﻪ ﺩﺍﺧل ﺍﻟﻣﻧﻅﻭﻣﺔ ﺍﻷﻛﺑﺭ‬

‫ﻭﺗﻛﻭﻥ ﻫﺫﻩ ﺍﻟﻣﻧﻅﻭﻣﺎﺕ ﺟﯾﻭﻟﻭﺟﯾﺔ ﺃﻭ ﻧﺑﺎﺗﯾﺔ ﺃﻭ ﺣﯾﻭﺍﻧﯾﺔ ﺃﻭ ﺑﯾﺋﯾﺔ ‪ ،‬ﻭﻟﻛﻧﻬﺎ ﺗﻧﺿﻭﻱ ﺗﺣﺕ ﺍﻟﻣﻧﻅﻭﻣ ـﺔ‬

‫ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﺍﻟﻛﺑﺭﻯ ‪ ،‬ﺍﻟﺗﻲ ﺗﺄﺧﺫ ﻛل ﻫﺫﻩ ﺍﻟﻣﻛﻭﻧﺎﺕ ﻣﻌﺎﹰ ﻣﻥ ﺣﯾ ـﺙ ﺧﺻﺎﺋ ـﺻﻬﺎ ﺍﻟﻣﻛﺎﻧﯾ ـﺔ ﻭﺍﻟﻛﻣﯾ ـﺔ‬

‫ﻭﺍﻟﻧﻭﻋﯾﺔ ﻭﺗﻐﯾﺭﻫﺎ ﺍﻟﺯﻣﺎﻧﻲ‪.‬ﻋﻠﻣﺎﹰ ﺃﻥ ﺃﺧﺫ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ ﺑﺎﻻﻋﺗﺑﺎﺭ ﻫﻭ ﺍﻟﺫﻱ ﯾ ـﺷﻛل ﺍﻟﻣﻧﻅﻭﻣ ـﺔ ‪،‬‬

‫ﻭﺗﻌﺩ ﺍﻟﺟﻐﺭﺍﻓﯾﺎ ﺍﻟﻌﻠﻡ ﺍﻟﺭﺍﺋﺩ ﻓﻲ ﻣﺟﺎل ﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ ﺑﯾﻥ ﺍﻟﻅﻭﺍﻫﺭ‪ ،‬ﻭﻟﺫﻟﻙ ﻓﻬ ـﻲ ﻣﻌﻧﯾ ـﺔ‬

‫ﺑﺷﺩﺓ ﻷﻥ ﺗﻛﻭﻥ ﺷﺭﯾﻛﺎﹰ ﻓﻲ ﺩﺭﺍﺳﺔ ﺍﻟﻣﻛﺎﻥ ﻭﺑﺎﻟﺗﺎﻟﻲ ﺑﻣﻭﺿﻭﻉ ﺍﻟﺗﺧﻁﯾﻁ ﻭﺍﻟﺗﻧﻣﯾﺔ ﺍﻟﻣﺳﺗﺩﺍﻣﺔ‪.‬‬

‫ﻭﺍﻧﻁﻼﻗﺎﹰ ﻣﻥ ﻣﻭﻗﻊ ﺍﻟﺟﻐﺭﺍﻓﯾﺎ ﻭﻣﻭﻗﻊ ﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﻛﻣﻧﻬﺎﺝ ﺑﺣﺙ ﻭﺃﺩﻭﺍﺗﻪ ﺍﻟﺗﻲ ﺗﺳﻣﺢ‬

‫ﺑﻣﻌﺎﻟﺟﺔ ﻣﻛﺎﻧﯾﺔ ﻭﺃﺳﺎﻟﯾﺏ ﺑﺣﺛﯾﺔ ﺗﻌﺗﻣﺩ ﺍﻟﺗﺣﻠﯾل ﻭﺍﻟﺗﺭﻛﯾﺏ ﻓﻲ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻣﻛﺎﻧﯾ ـﺔ ﻭﻛ ـﺄﺩﻭﺍﺕ‬

‫ﻣﺳﺎﻋﺩﺓ ﻋﻠﻰ ﺫﻟﻙ ﻛﻠﻪ ﻓﺈﻥ ﺩﻭﺭﻫﻣﺎ ﻓﻲ ﺍﻟﺗﻧﻣﯾﺔ ﺍﻟﻣﺳﺗﺩﺍﻣﺔ ﺃﺻﺑﺢ ﺿﺭﻭﺭﺓ ﺑﻌﯾﺩﺓ ﻋﻥ ﺍﻟﺷﻙ ﻭﺍﻟﺗﺷﻛﯾﻙ‪،‬‬

‫ﻓﺎﻟﺗﻧﻣﯾﺔ ﺍﻟﻣﺳﺗﺩﺍﻣﺔ ﯾﻣﻛﻥ ﻓﻬﻣﻬﺎ ﺑﺄﻧﻬﺎ ﺍﻟﺗﻧﻣﯾﺔ ﺍﻟﺗﻲ ﺗﻌﺗﻣﺩ ﻋﻠﻰ ﺍﺳﺗﻐﻼل ﻋﻠﻣﻲ ﻣﺩﺭﻭﺱ ﻟﻠﻣ ـﻭﺍﺭﺩ‬

‫ﺍﻟﻁﺑﯾﻌﯾﺔ ﻭﺍﻟﺑﺷﺭﯾﺔ‪ ،‬ﺑﻣﺎ ﯾﺿﻣﻥ ﺍﺳﺗﻣﺭﺍﺭ ﻫﺫﻩ ﺍﻟﺗﻧﻣﯾﺔ ﻭﺇﯾﺟﺎﺑﯾﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑل‪.‬‬

‫ﻭﺍﻟﺗﻧﻣﯾﺔ ﺍﻟﻣﺳﺗﺩﺍﻣﺔ ﺗﻌﻧﻲ ﻗﺑل ﻛل ﺷﻲﺀ ﻋﺩﻡ ﺍﺳﺗﻧﺯﺍﻑ ﺍﻟﻣﻭﺍﺭﺩ ﺑل ﺗﺟﺩﯾﺩﻫﺎ ﻭﺗﻧﻭﯾﻌﻬﺎ ﻭﺗﺩﻭﯾﺭ ﻣﺎ‬

‫ﯾﻣﻛﻥ ﺗﺩﻭﯾﺭﻩ ﻣﻧﻬﺎ ﺑﻣﺎ ﯾﺿﻣﻥ ﺍﺳﺗﻣﺭﺍﺭﯾﺔ ﺍﻟﺗﻧﻣﯾﺔ ﻭﺿﻣﺎﻥ ﺣﯾﺎﺓ ﻛﺭﯾﻣﺔ ﻟﻸﺟﯾﺎل ﺍﻟﻘﺎﺩﻣﺔ‪.‬‬

‫‪:‬‬

‫‪ .1‬ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻌﻠﯾﻣﯾﺔ ‪:‬ﻁﺭﺣﺕ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﯾﺔ ﻓﻛﺭﺓ ﺗﺣﺩﯾﺙ ﺍﻟﺧﺭﯾﻁﺔ ﺍﻟﻣﺩﺭﺳﯾﺔ ﻭﺟﻌﻠﻬﺎ‬

‫ﺭﻗﻣﯾﺔ ﺑﻭﺍﺳﻁﺔ ﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ‪ ،‬ﻭﻟﺫﻟﻙ ﺗﻡ ﺍﻟﺗﻔﻛﯾﺭ ﺑﺗﻘ ـﺩﯾﻡ ﻧﻣ ـﺎﺫﺝ ﻣﺧﺗﻠﻔ ـﺔ‬

‫ﻟﻣﻧﺎﻁﻕ ﺟﻐﺭﺍﻓﯾﺔ ﻣﺗﻌﺩﺩﺓ ﻣﻥ ﺳﻭﺭﯾﺔ ﻟﺑﻧﺎﺀ ﻧﻅﺎﻡ ﻣﻌﻠﻭﻣﺎﺕ ﺟﻐﺭﺍﻓﯾﺔ ﻟﻠﺧﺩﻣﺎﺕ ﺍﻟﺗﻌﻠﯾﻣﯾ ـﺔ‬
‫ﻟﺧﺩﻣﺔ ﺃﻏﺭﺍﺽ ﺍﻹﺩﺍﺭﺓ ﻭﺍﻟﺗﺧﻁﯾﻁ ﻓﻲ ﻛل ﻣﻥ ﻣﺣﺎﻓﻅﺔ ﺩﻣﺷﻕ ﻭﺭﯾﻔﻬ ـﺎ‪ ،‬ﺑﺣﯾ ـﺙ ﯾ ـﺗﻡ‬

‫ﺍﻟﺗﻌﺎﻭﻥ ﻣﻊ ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﯾﺔ ﻓﻲ ﻣﺭﺣﻠﺔ ﺑﻧﺎﺀ ﺍﻟﻧﻅﺎﻡ ﻭﻓﻲ ﻣﺭﺣﻠﺔ ﺍﺳ ـﺗﺛﻣﺎﺭﻩ‪ ،‬ﻭﻓ ـﻲ ﻫ ـﺫﺍ‬

‫ﺍﻹﻁﺎﺭ ﺗﻧﻔﺫ ﺍﻟﻣﺷﺎﺭﯾﻊ ﻭﻓﻕ ﺍﻟﺧﻁﺔ ﺍﻟﺗﺎﻟﯾﺔ‪:‬‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﻣﺩﯾﻧﺔ ﺩﻣﺷﻕ ﺗﻡ ﺇﺩﺧﺎل ﺍﻟﻣﺧﻁﻁ ﺍﻟﻌﻣﺭﺍﻧﻲ ﻟﻣﺩﯾﻧﺔ ﺩﻣ ـﺷﻕ ﻭﺇﺭﺟﺎﻋ ـﻪ‬

‫ﺟﻐﺭﺍﻓﯾﺎﹰ ﻭﺗﺭﻗﯾﻣﻪ ﺑﺣﯾﺙ ﺗﻅﻬﺭ ﻓﯾﻪ ﻛل ﺍﻟﺷﻭﺍﺭﻉ‪ ،‬ﻭﺗﻡ ﺗﺻﻧﯾﻑ ﻫﺫﻩ ﺍﻟﺷﻭﺍﺭﻉ ﻓﻲ‬

‫ﻗﺎﻋﺩﺓ ﺍﻟﺑﯾﺎﻧﺎﺕ ﺣﺳﺏ ﻣﺳﺗﻭﺍﻫﺎ ) ﺷﻭﺍﺭﻉ ﺍﺧﺗﺭﺍﻕ ﺭﺋﯾ ـﺳﺔ‪ ،‬ﺷ ـﻭﺍﺭﻉ ﺭﺋﯾ ـﺳﺔ‬

‫ﺃﺧﺭﻯ‪ ،‬ﺷﻭﺍﺭﻉ ﻓﺭﻋﯾﺔ‪ ،‬ﺟﺎﺩﺍﺕ ﻭﺃﺯﻗﺔ‪ (.‬ﻛﻣﺎ ﺃﺩﺧﻠﺕ ﻣﺳﻣﯾﺎﺕ ﺍﻟﺷﻭﺍﺭﻉ ‪ .‬ﺛ ـﻡ‬

‫ﺃﺩﺧﻠﺕ ﻣﻭﺍﻗﻊ ﺍﻟﻣﺩﺍﺭﺱ ﺑﺩﻗﺔ ﺑﻌﺩ ﺍﻟﻘﯾﺎﻡ ﺑﺟﻭﻟﺔ ﻣﯾﺩﺍﻧﯾﺔ ﻋﻠﯾﻬﺎ ﻣﻊ ﺍﺳﺗﺧﺩﺍﻡ ﺟﻬﺎﺯ‬

‫ﺗﺣﺩﯾﺩ ﺍﻟﻣﻭﺍﻗﻊ ) ‪ ( GPS‬ﻭﺗﻡ ﺗﺩﻗﯾﻕ ﺍﻟﻣﻭﻗﻊ ﺑﺎﻟﺭﺑﻁ ﺑﯾﻥ ﻣﻌﻠﻭﻣ ـﺎﺕ ﺍﻟﻣﺧﻁ ـﻁ‬

‫ﻭﻣﻌﻠﻭﻣﺎﺕ ﻧﻅﺎﻡ ﺗﺣﺩﯾﺩ ﺍﻟﻣﻭﺍﻗﻊ ﻭﺍﻟﺻﻭﺭ ﺍﻟﺟﻭﯾﺔ ﻟﺩﻣﺷﻕ‪.‬‬

‫ﺃﺩﺧﻠﺕ ﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﺩﺍﺭﺱ ﺑﻌﺩ ﺗﺻﻧﯾﻔﻬﺎ ﺣﺳﺏ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺗﻌﻠﯾﻣﯾﺔ ﻭﺣﺳﺏ ﻗﻁﺎﻉ‬

‫ﺍﻟﺗﻌﻠﯾﻡ ) ﺣﻛﻭﻣﻲ ﻣﺣﺎﻓﻅﺔ ﺩﻣﺷﻕ‪ ،‬ﺣﻛﻭﻣﻲ ﻣﺣﺎﻓﻅﺔ ﺍﻟﻘﻧﯾﻁﺭﺓ‪ ،‬ﺧﺎﺹ ‪ ،‬ﻭﻛﺎﻟ ـﺔ‬

‫ﻏﻭﺙ ﺍﻟﻼﺟﺋﯾﻥ ﺍﻟﻔﻠﺳﻁﯾﻧﯾﯾﻥ( ﻭﺍﺷﺗﻣﻠﺕ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻋﻠ ـﻰ ﺍﻟﺑﯾﺎﻧ ـﺎﺕ ﺍﻟﻧﻭﻋﯾ ـﺔ‬

‫ﻭﺍﻟﻛﻣﯾﺔ ﻟﻛل ﻣﺩﺭﺳﺔ ﻋﻠﻰ ﺣﺩﺓ‪ ،‬ﻛﻣﺎ ﺃﺩﺧﻠﺕ ﺍﻟﺑﯾﺎﻧﺎﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﻧﺎﻁﻕ ﻭﺍﻷﺣﯾﺎﺀ‬

‫ﻣﻥ ﺣﯾﺙ ﺃﻋﺩﺍﺩ ﺍﻟﺳﻛﺎﻥ ﻟﻠﺭﺑﻁ ﺑﯾﻥ ﺍﻧﺗﺷﺎﺭ ﺍﻟﺳﻛﺎﻥ ﻭﺍﻟﻣﺩﺍﺭﺱ‪..‬‬

‫ﺗﻡ ﺇﻅﻬﺎﺭ ﺍﻟﻣﺩﺍﺭﺱ ﺣﺳﺏ ﺻﻔﺎﺗﻬﺎ ﺍﻟﻧﻭﻋﯾﺔ ﻭﺍﻟﻛﻣﯾﺔ ﺍﻟﻣﻣﻛﻧ ـﺔ ﻭﻓ ـﻲ ﻋﻼﻗﺗﻬ ـﺎ‬

‫ﺑﺎﻟﻣﻧﺎﻁﻕ ﻭﺍﻷﺣﯾﺎﺀ ﺛﻡ ﺣﻠﻠﺕ ﻣﻌﻠﻭﻣﺎﺕ ﻫﺫﻩ ﺍﻟﺧﺭﺍﺋﻁ ﻟﺗﺣﺩﯾﺩ ﻣﺳﺗﻭﻯ ﺍﻟﺧ ـﺩﻣﺎﺕ‬

‫ﺍﻟﺗﻌﻠﯾﻣﯾﺔ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻟﻣﺩﯾﻧﺔ ﺑﻛﺎﻣﻠﻬﺎ ﻭﻣﺳﺗﻭﻯ ﺍﻟﻣﻧﺎﻁﻕ ﻭﺍﻷﺣﯾﺎﺀ‪ ،‬ﻭﻭﺿ ـﻌﺕ‬

‫ﻧﺗﺎﺋﺞ ﺍﻟﺩﺭﺍﺳﺔ ﺑﺗﺻﺭﻑ ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﯾﺔ‪.‬‬

‫ﺑﺎﻟﻧﺳﺑﺔ ﻟﺭﯾﻑ ﺩﻣﺷﻕ ﺗﻡ ﺇﺩﺧﺎل ﺍﻟﺧﺭﯾﻁﺔ ﺍﻹﺩﺍﺭﯾﺔ ﺍﻟﺗﻲ ﺗﺿﻡ ﺣ ـﺩﻭﺩ ﺍﻟﻣﻧ ـﺎﻁﻕ‬

‫ﻭﺍﻟﻧﻭﺍﺣﻲ ﻛﻣﺎ ﺗﺿﻡ ﺍﻟﻣﺭﺍﻛﺯ ﺍﻟﺑﺷﺭﯾﺔ ﻛﺎﻣﻠﺔ ﻭﺃﺭﺟﻌﺕ ﺍﻟﺧﺭﯾﻁﺔ ﺑﺎﺳﺗﺧﺩﺍﻡ ﻧﻅﺎﻡ‬

‫ﺗﺣﺩﯾﺩ ﺍﻟﻣﻭﺍﻗﻊ ﺍﻟﻌﺎﻟﻣﻲ ) ‪( GPS‬‬

‫ﺗﻡ ﺗﺭﻗﯾﻡ ﺍﻟﻣﺭﺍﻛﺯ ﺍﻟﺑﺷﺭﯾﺔ ) ﻣﺩﻥ‪ ،‬ﺑﻠﺩﺍﺕ‪ ،‬ﻗﺭﻯ‪ ،‬ﻣ ـﺯﺍﺭﻉ ( ﻋﻠ ـﻰ ﺧﺭﯾﻁ ـﺔ‬

‫ﺍﻟﻣﺣﺎﻓﻅﺔ‪ ،‬ﻭﺗﻡ ﺗﺭﻗﯾﻡ ﺍﻟﺣﺩﻭﺩ ﺑﻣﺳﺗﻭﯾﺎﺗﻬﺎ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻭﻁﺭﻕ ﺍﻟﻣﻭﺍﺻﻼﺕ‪.‬‬

‫ﺗﻡ ﺗﺣﺩﯾﺩ ﻣﻭﺍﻗﻊ ﺍﻟﻣﺩﺍﺭﺱ ﺣﺳﺏ ﻋﺎﺋﺩﯾﺗﻬﺎ ) ﺣﻛﻭﻣﯾﺔ‪ ،‬ﺧﺎﺻﺔ‪ ،‬ﻭﻛﺎﻟﺔ ﺍﻟﻐ ـﻭﺙ(‬

‫ﻭﺣﺳﺏ ﺍﻟﻣﺭﺣﻠﺔ ﺍﻟﺗﻌﻠﯾﻣﯾﺔ ) ﺗﻌﻠﯾﻡ ﺃﺳﺎﺳﻲ – ﺣﻠﻘﺔ ﺃﻭﻟﻰ‪ ،‬ﺣﻠﻘ ـﺔ ﺛﺎﻧﯾ ـﺔ‪ ،‬ﺗﻌﻠ ـﯾﻡ‬

‫ﺛﺎﻧﻭﻱ( ﺛﻡ ﺃﺩﺧﻠﺕ ﺍﻟﺑﯾﺎﻧﺎﺕ ﺍﻟﻧﻭﻋﯾﺔ ﻭﺍﻟﻛﻣﯾﺔ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻣﺩﺍﺭﺱ‪ ،‬ﻭﺃﻋﺩﺍﺩ ﺍﻟﺳﻛﺎﻥ‬

‫ﺣﺳﺏ ﺍﻟﻣﻧﺎﻁﻕ ﻭﺍﻟﻧﻭﺍﺣﻲ‪.‬‬

‫ﺃﻧﺗﺟﺕ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﺧﺭﺍﺋﻁ ﺍﻟﺗﻲ ﺗﻅﻬﺭ ﺗﻭﺯﻉ ﻭﻣﺳﺗﻭﻯ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻌﻠﯾﻣﯾ ـﺔ‬

‫ﻣﻥ ﺧﻼل ﺍﻟﺑﯾﺎﻧﺎﺕ ﺍﻹﺣﺻﺎﺋﯾﺔ ﺍﻟﻣﺩﺧﻠﺔ ﻭﺍﻟﺗﻲ ﺗﻡ ﺍﻟﺣﺻﻭل ﻋﻠﻰ ﻣﻌﻅﻣﻬ ـﺎ ﻣ ـﻥ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﯾﺔ ﻭﺍﺳﺗﻛﻣل ﺑﻌﺿﻬﺎ ﻣﻥ ﺍﻟﺩﺭﺍﺳﺔ ﺍﻟﻣﯾﺩﺍﻧﯾﺔ‪.‬‬

‫‪ .2‬ﺧﺩﻣﺎﺕ ﺍﻟﺑﻧﯾﺔ ﺍﻟﺗﺣﺗﯾﺔ ‪ :‬ﺩﺭﺳﺕ ﺧﺩﻣﺎﺕ ﺍﻟﺑﻧﯾﺔ ﺍﻟﺗﺣﺗﯾﺔ ﻓﻲ ﻣﺩﯾﻧﺔ ﺍﻟﺭﺣﯾﺑﺔ ﺑﺭﯾﻑ ﺩﻣ ـﺷﻕ‬

‫ﻛﻣﺎ ﺩﺭﺳﺕ ﺷﺑﻛﺔ ﺍﻻﺗﺻﺎﻻﺕ ﺍﻟﺳﻠﻛﯾﺔ ﻓﻲ ﻣﺩﯾﻧﺔ ﻁﺭﻁﻭﺱ ﻭﻋﺩﺩ ﻣﻥ ﺍﻟﺑﻠﺩﺍﺕ ﻭﺍﻟﻘ ـﺭﻯ‬

‫ﺍﻷﺧﺭﻯ‬

‫‪ .3‬ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺎﺋﯾﺔ ﻭﺍﺳﺗﻐﻼﻟﻬﺎ ‪ :‬ﺗﺩﺭﺱ ﺣﺎﻟﯾﺎﹰ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺎﺋﯾﺔ ﻓﻲ ﺣﻭﺽ ﺍﻟﻐﺎﺏ ﺍﻟﺯﺭﺍﻋ ـﻲ‬

‫ﺑﺎﻟﺗﻌﺎﻭﻥ ﻣﻊ ﻣﺩﯾﺭﯾﺔ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺎﺋﯾﺔ ﺑﻣﺣﺎﻓﻅﺔ ﺣﻣﺎﺓ‬

‫‪ .4‬ﺍﻟﺣﺩﻭﺩ ﺍﻹﺩﺍﺭﯾﺔ ﻟﻣﺣﺎﻓﻅﺔ ﺩﻣﺷﻕ ﻭﺗﻘﺳﯾﻣﺎﺗﻬﺎ ﺍﻹﺩﺍﺭﯾﺔ ‪ :‬ﯾﻬﺩﻑ ﻫﺫﺍ ﺍﻟﻣﺷﺭﻭﻉ ﺇﻟﻰ ﺩﺭﺍﺳﺔ‬

‫ﺍﻟﺣﺩﻭﺩ ﺍﻹﺩﺍﺭﯾﺔ ﺍﻟﺣﺎﻟﯾﺔ ﻟﻣﺣﺎﻓﻅﺔ ﺩﻣﺷﻕ ﻭﺍﻟﻌﯾﻭﺏ ﺍﻟﺗﻲ ﺗﻔﺭﺯﻫﺎ ﻛﻭﻧﻬ ـﺎ ﻻ ﺗﻌﺑ ـﺭ ﻋ ـﻥ‬
‫ﺍﻟﺣﺩﻭﺩ ﺍﻟﺣﻘﯾﻘﯾﺔ ﻟﻠﻣﺩﯾﻧﺔ ﻣﻊ ﺿﻭﺍﺣﯾﻬﺎ ﺍﻟﺗﻲ ﺃﺻﺑﺣﺕ ﺟﺯﺀﺍﹰ ﺣﻘﯾﻘﯾﺎﹰ ﻣﻥ ﺍﻟﻣﺩﯾﻧﺔ ﻣﻥ ﺣﯾﺙ‬

‫ﺍﻻﺗﺻﺎل ﺍﻟﻌﻣﺭﺍﻧﻲ ﻭﺍﻟﻭﻅﺎﺋﻑ ﺍﻟﺗﻲ ﺗﺅﺩﯾﻬﺎ ﻭﺍﻟﺑﻧﯾﺔ ﺍﻟﺳﻛﺎﻧﯾﺔ‬

‫‪:‬‬

‫ﺍﻟﺗﺄﻛﯾﺩ ﻋﻠﻰ ﻣﺳﺎﻫﻣﺔ ﺍﻟﺟﻐﺭﺍﻓﯾﯾﻥ ﻓﻲ ﺑﻧﺎﺀ ﻗﻭﺍﻋﺩ ﻭﺑﻧﻭﻙ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ ﻭﻓﻲ ﺇﺩﺍﺭﺗﻬ ـﺎ‬

‫ﻭﺍﻹﻓﺎﺩﺓ ﻣﻧﻬﺎ ﻓﻲ ﺇﻁﺎﺭ ﺍﻟﻌﻣل ﺑﻧﻅﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ‪ ،‬ﻭﺿﺭﻭﺭﺓ ﺇﺷﻐﺎل ﻫ ـﺫﺍ ﺍﻟ ـﺩﻭﺭ‬

‫ﺑﺟﺩﺍﺭﺓ ‪.‬‬

‫ﺗﺷﺟﯾﻊ ﺍﻷﺟﯾﺎل ﺍﻟﺟﺩﯾﺩﺓ ﻣﻥ ﺍﻟﺟﻐﺭﺍﻓﯾﯾﻥ ﻋﻠﻰ ﺍﺳ ـﺗﯾﻌﺎﺏ ﺃﻧﻅﻣ ـﺔ ﺍﻟﻣﻌﻠﻭﻣ ـﺎﺕ ﺍﻟﺟﻐﺭﺍﻓﯾ ـﺔ‬

‫ﻭﺻﻭﻻﹰ ﺇﻟﻰ ﻣﺭﺣﻠﺔ ﺍﻟﺗﻁﻭﯾﺭ ﻭﺍﻹﺑﺩﺍﻉ ﻓﻲ ﺑﺭﻣﺟﯾﺎﺗﻬﺎ‬

‫ﺍﻟﺗﺄﻛﯾﺩ ﻋﻠﻰ ﺍﻟﺗﻛﺎﻣل ﺑﯾﻥ ﺍﻟﻣﺅﺳﺳﺎﺕ ‪ ،‬ﻭﺍﻹﺷﺭﺍﻑ ﺍﻟﻣﺷﺗﺭﻙ ﻋﻠﻰ ﺑﻧﻭﻙ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ‬

‫‪ ،‬ﻭﺗﺧﻔﯾﻑ ﺍﻟﻘﯾﻭﺩ ﻋﻠﻰ ﺍﺳﺗﺟﺭﺍﺭ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻹﻓﺎﺩﺓ ﻣﻧﻬﺎ‬

‫ﺍﻟﺗﺄﻛﯾﺩ ﻋﻠﻰ ﺿﺭﻭﺭﺓ ﺇﺩﺧﺎل ﻣﻧﺎﻫﺞ ﻭﺗﻛﻧﻭﻟﻭﺟﯾﺎ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﻛﺎﻧﯾﺔ ﺑﻘﻭﺓ ﺇﻟﻰ ﺍﻟﺣﯾﺎﺓ ﺍﻟﻌﻠﻣﯾﺔ‬

‫ﻭﺍﻟﻌﻣﻠﯾﺔ ﻟﻠﺟﻐﺭﺍﻓﯾﯾﻥ ‪ ،‬ﻟﯾﺗﻣﻛﻧﻭﺍ ﻣﻥ ﺍﻻﺣﺗﻔﺎﻅ ﺑﻭﻅﯾﻔﺗﻬﻡ ﺍﻟﺟﻐﺭﺍﻓﯾﺔ ﻓﻲ ﻋﺎﻟﻡ ﺳﺭﯾﻊ ﺍﻟﺗﻁﻭﺭ ‪.‬‬
1999 1

450 2000 2
3
2000 –
4
2003
5
60 1418
6
1990 1410
7
2000
2000 8
– 9
560 1998 1419

10
2000

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