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com -‬‬

‫ﺃﻃﺮﻭﺣﺔﺩﻛﺘﻮﺭﺍﺓ‬
‫ﻗﺪﻣﺖﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫ﻛﺠﺰءﻣﻦ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻓﻲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫ﻟﺤﺼﻮﻟﻪﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﺍﻟﻔﻠﺴﻔﻴﺔ )‪(.Ph.D‬‬

‫ﺃﻃﺮﻭﺣﺔﺑﻌﻨﻮﺍﻥ‬

‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‪:‬‬

‫ﺍﻻﺧﺘﻼﻓﺎﺕﺑﻴﻦ ﺍﻟﻤﻮﺍﻗﻊ‪ ،‬ﺑﻤﻌﻨﻰ ﺍﻟﺨﻠﻖ ﻭﺍﻟﺤﻜﻢ‬

‫ﻗﺪﻡﺑﻮﺍﺳﻄﺔ‬

‫ﻧﻌﻴﻤﺔﺑﻦ ﻃﻴﺐ‬

‫ﻳﻨﺎﻳﺮ‪2018‬‬

‫© ﻧﻌﻴﻤﺔ ﺑﻦ ﺍﻟﻄﻴﺐ‪2018 ،‬‬

‫ﺛﺎﻧﻴﺎ‬
 ‫ﺍﻷﻃﺮﻭﺣﺔﺑﻌﻨﻮﺍﻥ‬

‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‪:‬‬

‫ﺍﻟﺘﻜﻴﻒﻭﺻﻨﻊ ﺍﻟﻤﻌﻨﻰ ﻭﺍﻟﺤﻜﻢ‬

‫ﻗﺪﻡﺑﻮﺍﺳﻄﺔ‬

‫ﻧﻌﻴﻤﺔﺑﻦ ﻃﻴﺐ‬

‫ﻳﺘﻢﺗﻘﻴﻴﻤﻬﺎ ﻣﻦ ﻗﺒﻞ ﺃﻋﻀﺎء ﻟﺠﻨﺔ ﺗﺤﻜﻴﻢ ﺍﻷﻃﺮﻭﺣﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺃﺳﻤﺎﺅﻫﻢ‪:‬‬

‫ﺇﻳﺰﺍﺑﻴﻞﺑﻮﺭﺟﻮﺍ‪ ،‬ﺃﺳﺘﺎﺫﺓ ﻓﻲ ‪ENAP‬ﻭﺍﻟﺮﺉﻴﺲ‬

‫ﺟﺎﻥﻟﻮﻳﺲ ﺩﻳﻨﻴﺲ‪،‬ﺃﺳﺘﺎﺫ ﻣﺸﺎﺭﻙ ﻓﻲ ‪ ENAP‬ﻭﻣﻘﻴﻢ ﺩﺍﺧﻠﻲ‬

‫ﻣﺎﺭﺗﻦﺟﻮﻳﻴﺖ‪ ،‬ﺃﺳﺘﺎﺫ ﻓﻲ ‪ ENAP‬ﻭﻣﺪﻳﺮ ﺍﻷﻃﺮﻭﺣﺔ‬

‫ﺩﺍﻧﻴﺎﻝﺗﻮﺭﻛﻮﺕ‪ ،‬ﺃﺳﺘﺎﺫ ﻣﺘﻘﺎﻋﺪ ﻭﺃﺳﺘﺎﺫ ﻣﺸﺎﺭﻙ ﻓﻲ‬

‫ﺟﺎﻣﻌﺔﻻﻓﺎﻝ ﻭﻣﻘﻴﻢ ﺧﺎﺭﺟﻲ‬

‫ﺗﻮﻧﻴﻨﻮﺇﺳﺒﻮﺯﻳﺘﻮ‪ ،‬ﺃﺳﺘﺎﺫ ﻣﺴﺎﻋﺪ ﺑﺠﺎﻣﻌﺔ ﻣﻮﻧﺘﺮﻳﺎﻝ ﻭﻣﻘﻴﻢ‬

‫ﺧﺎﺭﺟﻲ‬
‫ﺭﺍﺑﻌﺎ‬
 ‫ﺇﺧﻼﺹ‬

‫»ﺇﻟﻰﻣﻦ ﻳﺪﻋﻮﻧﻲ ﺑـ »ﻧﻌﻴﻤﺘﻲ« ﺑﻠﻄﻒ ﻭﻣﺤﺒﺔ‪ .‬ﺇﻟﻰ ﻭﺍﻟﺪﻱ ﺍﻟﻌﺰﻳﺰ‪،‬‬

‫ﻗﺪﻭﺗﻲﻭﻣﺼﺪﺭ ﺇﻟﻬﺎﻣﻲ؛‬
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‫ﺇﻟﻰﻣﻦ ﺭﺍﻓﻘﺘﻨﻲ ﻭﺗﺴﻬﺮ ﻋﻠﻲ ﺑﺼﻠﻮﺍﺗﻬﺎ ﻭﺩﻋﻮﺍﺗﻬﺎ‬

‫ﺇﻟﻰﺃﻣﻲ؛‬
‫****‬

‫ﺇﻟﻰﺃﺑﻨﺎﺉﻲ ﺍﻟﺮﺍﺉﻌﻴﻦ ﺇﻟﻴﺎﺱ ﻭﺁﺩﻡ ﻭﺇﺳﻤﺎﻋﻴﻞ ﻣﺼﺪﺭ ﻋﺰﺍﺉﻲ ﻭﻋﺰﺍﺉﻲ‬

‫ﺗﺤﻔﻴﺰ‪«.‬‬
‫***********‬

‫ﳏﻞﺻﻼﺓ ﲝ » ﲪﺎﺓ « ﲡﺎﻩ‬

‫ﻭﻫﺬﺍﻣﺎ ﻳﺴﻤﻰ ﺑـ ﺭ ﺻﺎﻳﻮ ﺫ ﻟﻚ‪ ،‬ﻧﻜﻬﻲ ﻳﺎﻝ ﻳﻌﻘﻮﺏ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫****‬

‫ﻫﺎﻫﻮ ﻗﺎﻧﻮﻥ ﺧﺎﺹ ﺑﺎﻟﺸﺮﻓﺎء ﻣﻦ ﲏ ﺭﻛﺰﻭﺍ ﻋﻠﻴﻪ‪ ،‬ﺑﻞ ﻳﺠﺐ ﺃﻥ ﻳﺘﻢ ﺍﻟﻌﻤﻞ ﺑﻪ ﻣﻦ ﺃﺟﻞ ﺫﻟﻚ‪.‬‬

‫ﻓﻜﺮﻓﻲ ﺫﻟﻚ‬

‫****‬

‫ﺭﻛﺰﻋﻠﻰ ﺫﻟﻚ‪.‬‬

‫ﺍﻟﺨﺎﻣﺲ‬
‫ﺍﻟﺴﺎﺩﺱ‬
 ‫ﺷﻜﺮﺍً‬

‫ﺳﻮﻑﺗﻔﻬﻢ ﺃﻧﻨﻲ ﻛﺘﺒﺖ ﻫﺬﺍ ﺍﻟﺠﺰء ﻣﻦ ﺍﻷﻃﺮﻭﺣﺔ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻷﻃﺮﻭﺣﺔ! ﻟﻢ ﻳﻌﺪ ﻟﺪﻱ ﺑﻌﺪ ﺍﻵﻥ‬
‫ﺍﻟﻘﻮﺓﻟﻠﺘﻮﺿﻴﺢ ﻭﻛﻨﺖ ﺿﻴﻘﺎً ﺟﺪﺍً ﻓﻲ ﺍﻟﺘﻨﻔﺲ‪ .‬ﻟﺬﺍ ﺃﺷﻜﺮ ﺇﻳﺰﺍﺑﻴﻞ‪-‬ﺁﻥ‬
‫ﻟﻴﻜﻠﻴﺮﻣﺎﻟﻴﺖ ﻟﻺﻟﻬﺎﻡ‪ .‬ﻣﺎ ﻫﻮ ﻣﺆﻛﺪ ﻫﻮ ﺃﻧﻪ ﻣﺜﻞ ﺟﻤﻴﻊ ﻃﻼﺏ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪،‬‬
‫ﻫﺬﻩﺍﻷﻃﺮﻭﺣﺔ ﻫﻲ ﺛﻤﺮﺓ ﻋﻤﻞ ﻃﻮﻳﻞ‪ .‬ﺍﺧﺘﻴﺎﺭ ﻫﺬﺍ ﺍﻟﺨﻴﺎﺭ ﻫﻮ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺮﻳﻖ‬
‫ﺻﻌﺒﺔﻭﻣﺘﻄﻠﺒﺔ ﻭﻟﻜﻨﻬﺎ ﻣﺠﺰﻳﺔ ﻟﻠﻐﺎﻳﺔ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﻟﻘﺪ ﺍﺳﺘﻤﺘﻌﺖ ﻛﺜﻴﺮﺍً ﺑﺼﻨﻌﻪ ﻭ‬
‫ﻛﺎﻧﺖﺍﻟﻠﺤﻈﺎﺕ ﺍﻟﻨﺎﺩﺭﺓ ﺍﻟﺘﻲ ﻛﺮﺳﺘﻬﺎ ﻟﻪ ﻫﻲ ﺍﻷﻛﺜﺮ ﻓﻲ ﺍﻟﻤﺠﻤﻞ‬
‫ﺟﺬَﺍّﺏ‪.‬ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻃﺎﻟﺐ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻟﺪﻳﻪ ﺣﻴﺎﺓ ﻟﻴﻌﻴﺸﻬﺎ ﻭﺭﻭﺗﻴﻦ ﻳﻮﻣﻲ‬
‫ﺍﻟﻴﺪﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﺃﻭ ﺣﺘﻰ ﻓﻲ ﻋﺪﺓ ﻣﺮﺍﺕ‪.‬‬

‫ﻫﻨﺎﻙﺛﻼﺛﺔ ﺃﺷﺨﺎﺹ ﻓﻲ ﻗﻠﺐ ﻫﺬﺍ ﺍﻟﺘﻤﺮﻳﻦ‪ :‬ﺃﺑﻨﺎﺉﻲ ﺍﻟﺜﻼﺛﺔ ﺇﻟﻴﺎﺱ ﻭﺁﺩﻡ ﻭﺇﺳﻤﺎﻋﻴﻞ‪.‬‬
‫ﻭﻗﺪﺍﺳﺘﻄﺎﻋﺖ ﻫﺬﻩ ﺍﻷﻃﺮﻭﺣﺔ ﺃﻥ ﺗﺮﻯ ﺍﻟﻨﻮﺭ ﻣﻦ ﺃﺟﻠﻬﻢ ﻭﺑﻔﻀﻠﻬﻢ‪ .‬ﺃﺗﻤﻨﻰ ﻣﻦ ﻛﻞ ﻗﻠﺒﻲ ﺃﻥ ﺃﻣﺘﻠﻚ ﺍﻟﻘﻮﺓ ﻭ‬
‫ﺍﻟﻘﺪﺭﺓﻋﻠﻰ ﺩﻋﻢ ﻛﻞ ﻣﻨﻬﻢ ﻓﻲ ﺗﺤﻘﻴﻖ ﺃﺣﻼﻣﻪ‪ .‬ﻳﺪﻋﻢ‪،‬‬
‫ﺍﻟﺤﺐﻭﺍﻟﺘﺸﺠﻴﻊ‪ ،‬ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺠﻤﻴﻠﺔ ﻭﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ ﺍﻟﻠﺤﻈﺎﺕ ﺍﻟﺤﺎﺳﻤﺔ‪ .‬ﺍﻟﺘﺎﺑﻊ‬
‫ﺍﻟﺘﺤﺪﻳﺎﺕﺍﻟﺘﻲ ﺗﺪﻓﻌﻨﻲ ﺇﻟﻰ ﺍﻻﻧﻘﻄﺎﻉ ﻋﻦ ﺍﻟﻌﻤﻞ ﻭﻋﺒﺎﺭﺍﺕ ﻣﺜﻞ "ﺃﻧﺖ ﺍﻷﻓﻀﻞ ﻳﺎ ﺃﻣﻲ"؛‬
‫"ﻫﻴﺎ‪ ،‬ﺍﻧﺰﻝ‪ ،‬ﺇﻧﻪ ﺟﻴﺪ ﺟﺪﺍً ﺑﺎﻟﻔﻌﻞ" ﺟﻌﻠﻨﻲ ﺃﺑﺘﺴﻢ ﻭﺃﻋﻄﺎﻧﻲ ﺍﻟﻘﻮﺓ ﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ‬
‫ﻳﻜﻤﻞ‪.‬‬

‫ﺧﻼﻝﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ ﻣﻦ ﺣﻴﺎﺗﻲ ﺍﻟﻤﻮﺍﺯﻳﺔ‪ ،‬ﺗﻤﻜﻨﺖ ﻣﻦ ﺍﻻﻟﺘﻘﺎء ﺑﺎﻟﻨﺎﺱ ﻭﺍﻻﺧﺘﻼﻁ ﺑﻬﻢ‬

‫ﺃﺷﺨﺎﺹﺭﺍﺉﻌﻮﻥ ﺭﺍﻓﻘﻮﻧﻲ ﻭﺃﺭﺷﺪﻭﻧﻲ ﻭﺩﻋﻤﻮﻧﻲ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺃﻭ ﻏﻴﺮ ﻣﺒﺎﺷﺮ‬
‫ﻭﺃﻭﺩﺃﻥ ﺃﺷﻜﺮﻫﻢ ﻫﻨﺎ‪ .‬ﺑﺎﺩﺉ ﺫﻱ ﺑﺪء‪ ،‬ﻣﺪﻳﺮ ﺃﻃﺮﻭﺣﺘﻲ ﻣﺎﺭﺗﻦ ﺟﻮﻳﻴﺖ ﺍﻟﺬﻱ ﻟﻌﺐ‬
‫ﺩﻭﺭﻣﻬﻢ ﻓﻲ ﺑﻨﺎء ﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻱ ﺃﺻﺒﺤﺖ ﻋﻠﻴﻪ ﺍﻟﻴﻮﻡ‪.‬‬
‫ﻟﻴﺲﻓﻘﻂ ﻷﻧﻪ ﻣﺸﺮﻑ ﺟﻴﺪ‪ ،‬ﻭﻟﻜﻦ ﻷﻧﻪ ﺃﺛﺒﺖ ﻧﻔﺴﻪ‬
‫ﺇﻧﺴﺎﻧﻴﺔﻻ ﻣﺜﻴﻞ ﻟﻬﺎ‪ .‬ﺩﻋﻤﻪ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺴﻨﻮﺍﺕ ﺳﻮﺍء ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬
‫ﻓﺮﺹﺍﻟﺘﻌﻠﻢ ﺍﻟﺘﻲ ﻗﺪﻣﺘﻬﺎ ﻟﻲ‪ ،‬ﻭﺍﻟﺘﺤﻀﻴﺮ ﻟﻮﺍﻗﻊ ﺍﻟﺒﺎﺣﺜﻴﻦ‬
‫ﻭﺍﻟﻤﻌﻠﻤﻴﻦﻭﻛﺬﻟﻚ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻛﺎﻥ ﺫﻟﻚ ﺫﺍ ﻗﻴﻤﺔ ﻛﺒﻴﺮﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ‪ .‬ﻟﻘﺪ ﺃﻇﻬﺮ ﻣﺎﺭﺗﻦ ﺩﺍﺉﻤﺎً‬

‫ﺳﺎﺑﻌﺎ‬
 ‫ﺍﻫﺘﻤﺎﻣﻪﺑﻤﺎ ﺃﻗﻮﻡ ﺑﻪ‪ ،‬ﻓﻘﺪ ﺁﻣﻦ ﺑﻘﺪﺭﺍﺗﻲ ﻭﺃﺑﺮﺯ ﺇﻧﺠﺎﺯﺍﺗﻲ‪ .‬ﻣﺎﺭﺗﻦ‪,‬‬
‫ﺷﻜﺮﺍﺟﺰﻳﻼ ﻟﺪﻋﻤﻜﻢ ﻭﺩﻋﻤﻜﻢ‪.‬‬

‫ﻭﺃﺗﻘﺪﻡﺑﺨﺎﻟﺺ ﺍﻟﺸﻜﺮ ﻷﻋﻀﺎء ﻟﺠﻨﺔ ﺍﻷﻃﺮﻭﺣﺔ ﻋﻠﻰ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺍﺳﺘﺜﻤﺮﻭﻩ‬

‫ﻟﻠﺘﻌﻠﻴﻘﺎﺕﺍﻟﻤﻔﻴﺪﺓ ﺍﻟﺘﻲ ﻗﺪﻣﻮﻫﺎ ﻟﻲ‪ .‬ﻭﺃﺷﻜﺮ ﺑﺸﻜﻞ ﺧﺎﺹ ﺟﺎﻥ‪-‬‬
‫ﻟﻮﻳﺲﺩﻳﻨﻴﺲ ﻭﺩﺍﻧﻴﻴﻞ ﺗﻮﺭﻛﻮﺕ ﺍﻟﻠﺬﻳﻦ ﺭﺍﻓﻘﺎﻧﻲ ﺃﻳﻀﺎً ﺧﻼﻝ ﻣﺸﺮﻭﻉ ﺍﻷﻃﺮﻭﺣﺔ‪.‬‬
‫ﺗﻌﻠﻴﻘﺎﺗﻬﻢﻭﺃﺳﺉﻠﺘﻬﻢ ﺳﺎﻫﻤﺖ ﻓﻲ ﺍﻟﺘﺤﺴﻴﻦ ﻭ‬
‫ﻧﺘﻴﺠﺔﻫﺬﻩ ﺍﻷﻃﺮﻭﺣﺔ‪ .‬ﺃﺷﻜﺮ ﺑﺤﺮﺍﺭﺓ ﺇﻳﺰﺍﺑﻴﻞ ﺑﻮﺭﺟﻮﺍ ﻭﺗﻮﻧﻴﻨﻮ‬
‫ﺇﺳﺒﻮﺯﻳﺘﻮﻋﻠﻰ ﻗﺒﻮﻟﻪ ﺑﺴﻌﺎﺩﺓ ﺃﻥ ﻳﻜﻮﻥ ﺟﺰءﺍً ﻣﻦ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﻭﻗﺒﻞ ﻛﻞ ﺷﻲء ﻋﻠﻰ ﺍﻟﺴﻤﺎﺡ ﻟﻲ ﺑﺬﻟﻚ‬
‫ﻟﻼﺳﺘﻔﺎﺩﺓﻣﻦ ﺗﺠﺎﺭﺑﻬﻢ ﻭﺧﺒﺮﺍﺗﻬﻢ‪.‬‬

‫ﻭﺃﻳﻀﺎً‪،‬ﺃﺛﻨﺎء ﺩﺭﺍﺳﺘﻲ ﻟﻠﺪﻛﺘﻮﺭﺍﻩ ﻭﺍﺳﺘﻜﻤﺎﻝ ﺍﻣﺘﺤﺎﻥ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪ ،‬ﺣﺼﻠﺖ ﻋﻠﻰ‬

‫ﺍﻟﺤﻆﻭﺍﻣﺘﻴﺎﺯ ﻭﺟﻮﺩ ﺍﻟﻤﻌﻠﻤﻴﻦ ﺍﻟﺬﻳﻦ ﻭﺿﻌﻮﺍ ﻋﻼﻣﺔ ﻋﻠﻰ ﻃﺮﻳﻘﻲ ﺇﻟﻰ ﺍﻷﺑﺪ‬
‫ﻓﻜﺮﻭﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻢ ﻣﻦ ﺣﻮﻟﻚ ﻭﺃﻧﺎ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺨﺼﻮﺹ ﺃﺳﻤﻲ‪ :‬ﻏﻼﺩﻳﺲ ﺳﻴﻤﻮﻧﺰ؛ ﺟﻴﺮﺍﺭﺩ‬
‫ﺩﻳﻔﺎﻱ‪.‬ﻭﺭﻳﺘﺸﺎﺭﺩ ﻣﺎﺭﺳﻮ‪ .‬ﻟﻘﺪ ﺳﺤﺮﻧﻲ ﻫﺆﻻء ﺍﻟﻤﻌﻠﻤﻮﻥ ﺍﻟﺜﻼﺛﺔ ﺑﻤﺴﺘﻮﺍﻫﻢ‬
‫ﺍﻻﻟﺘﺰﺍﻡﻭﺍﻟﺘﺤﻔﻴﺰ ﻭﺍﻟﻜﺮﻡ ﺍﻟﻔﻜﺮﻱ‪ .‬ﻟﻘﺪ ﺳﺎﻋﺪﻭﺍ ﻓﻲ ﺗﺤﺴﻴﻦ ﺑﻠﺪﻱ‬
‫ﻃﺮﻳﻘﺔﺭﺅﻳﺔ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻟﺒﻨﺎء ﻫﺬﻩ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﺒﻴﺮﺓ ﻹﻃﻼﻕ ﺍﻟﻌﻨﺎﻥ ﻹﺑﺪﺍﻋﻲ‪،‬‬
‫ﻟﻠﺘﻼﻋﺐﺑﺎﻟﻨﻈﺮﻳﺎﺕ ﻭﻣﻮﺍﺟﻬﺘﻬﺎ ﻭﺍﻟﻠﻌﺐ ﺑﺎﻟﺘﺠﺮﻳﺐ‪ .‬ﺳﺎﺣﺮ ﻳﻘﺮﺃ ﺫﻟﻚ‬
‫ﺟﻌﻠﻨﻲﺃﺳﺎﻓﺮ ﻣﺜﻞﺍﻟﺒﻨﺎء ﺍﻻﺟﺘﻤﺎﻋﻲ ﻟﻠﻮﺍﻗﻊﺃﻭﺍﻟﻤﻘﺎﺑﻼﺕ‬
‫ﻛﻮﻧﻔﻮﺷﻴﻮﺱﻭﺗﻼﻣﻴﺬﻩ‪ .‬ﻟﻘﺪ ﺃﺑﻬﺮﺗﻨﻲ ﻋﻈﻤﺔ ﺭﻭﺡ ﻭﺗﻮﺍﺿﻊ ﻫﺆﻻء ﺍﻷﺳﺎﺗﺬﺓ‬
‫ﻣﺴﺘﻮﺣﺎﺓﺟﺪﺍ‪ .‬ﺷﻜﺮﺍ ﺟﺰﻳﻼ ﻟﻜﻢ ﺟﻤﻴﻌﺎ ﺍﻟﺜﻼﺛﺔ‪.‬‬

‫ﺃﺷﻜﺮﺑﺤﺮﺍﺭﺓ ﻛﺎﺭﻳﻦ ﺑﺮﻳﻔﻮﺳﺖ‪-‬ﺑﺮﻳﻔﺎﺕ‪ .‬ﻟﻘﺪ ﻓﻌﻠﺖ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺩﻭﺭﻫﺎ ﺍﻟﺮﺳﻤﻲ ﺩﺍﺧﻞ ‪DER‬‬
‫ﻛﺎﻥﺣﺎﺿﺮﺍ ﻭﺩﺍﻋﻤﺎ ﺑﺸﻜﻞ ﺧﺎﺹ‪ .‬ﻣﺼﺪﺭ ﺣﻘﻴﻘﻲ ﻟﻠﺘﺤﻔﻴﺰ ﻭ‬
‫ﺭﺍﺣﺔ‪.‬ﺷﻜﺮﺍً ﺟﺰﻳﻼ ًﻟﻚ ﻛﺎﺭﻳﻦ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻀﻐﻂ ﺍﻹﻳﺠﺎﺑﻲ ﻭﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﻭﺟﻬﺎﻟﻮﺟﻪ ﻭﺍﻟﺘﺸﺠﻴﻊ ﺑﻌﺪ ﺫﻟﻚ! ﻛﻤﺎ ﺃﺗﻘﺪﻡ ﺑﺸﻜﺮ ﺧﺎﺹ ﺇﻟﻰ ﺟﻮﻫﺎﻥ ﺑﻼﻧﺸﻴﺖ‪.‬‬
‫ﺭﻏﻢﺃﻧﻨﻲ ﻋﺮﻓﺘﻚ ﻓﻲ ﻧﻬﺎﻳﺔ ﻫﺬﻩ ﺍﻟﻤﻐﺎﻣﺮﺓ‪ ،‬ﺇﻻ ﺃﻥ ﻛﻠﻤﺎﺗﻚ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ ﻭﺍﻫﺘﻤﺎﻣﻚ‬
‫ﻟﻠﺤﺼﻮﻝﻋﻠﻰ ﺃﺧﺒﺎﺭ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻤﺤﺮﺯ ﻓﻲ ﺍﻟﻮﺩﺍﺉﻊ ﻛﺎﻧﺖ ﻣﺤﻞ ﺗﻘﺪﻳﺮ ﻛﺒﻴﺮ‪ .‬ﻭﺷﻜﺮﺍ ﻟﻜﻢ‬
‫ﺗﺤﻴﺔﺣﺎﺭﺓ ﻟﺼﺪﻳﻘﺘﻲ ﻏﻴﺘﺎ ﺑﻨﺸﻘﺮﻭﻥ ﻋﻠﻰ ﻛﻠﻤﺎﺗﻬﺎ ﺍﻟﺘﺸﺠﻴﻌﻴﺔ ﻭﻟﻬﺎ‬

‫ﺛﺎﻣﻨﺎ‬
 ‫ﺗﻮﺍﺟﺪﺍ ًﻓﻲ ﺍﻟﺪﻓﺎﻉ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺑﺎﺳﻜﺎﻝ ﺟﻮﺑﻴﻦ ﻟﻠﻤﺴﺎﻧﺪﺓ ﻭﺍﻟﺤﻀﻮﺭ‪ .‬ﺃﻧﺎ‬
‫ﻛﻤﺎﺃﺷﻜﺮ ﺯﻣﻼﺉﻲ ﻓﻲ ‪ ،CREVAJ‬ﻭﺧﺎﺻﺔ ﻏﺰﻻﻥ ﺑﻦ ﺯﺭﻭﻕ ﻭﺇﺳﻤﺎﻋﻴﻞ‬
‫ﻋﻤﺮﻭﺵ‪،‬ﺃﻟﻜﺴﻨﺪﺭ ﺟﻴﻨﺠﺮﺍﺱ‪ ،‬ﻓﺎﻟﻴﺮﻳﺎ ﻛﻴﺮﻳﺘﺸﻴﻨﻜﻮ‪ ،‬ﻣﺎﺭﻱ ﺩﻭﻣﻮﻻﺭﺩ‪ ،‬ﺑﻨﻴﺎﻣﻴﻦ ﻓﺎﻳﺲ‪،‬‬
‫ﻣﻴﻠﻴﺴﺎﺑﻴﺮﻭﻟﺖ ﻭﻣﻴﻠﻴﺴﺎ ﺯﻳﺎﻧﻲ ﻭﺑﺎﺳﻜﺎﻝ ﺟﻮﺑﻴﻦ‪.‬‬

‫ﻭﺃﺷﻜﺮﺃﻳﻀﺎً ﺟﻤﻴﻊ ﺯﻣﻼﺉﻲ ﻓﻲ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﺍﻟﺬﻳﻦ ﺳﺎﻫﻤﻮﺍ ﻓﻲ ﺗﺸﻜﻴﻞ ﻣﺴﻴﺮﺗﻲ ﺍﻟﻤﻬﻨﻴﺔ‪.‬‬

‫ﻭﺃﺳﻤﻲﺑﺸﻜﻞ ﺧﺎﺹ ﺇﻳﺮﻳﻚ ﺩﻳﻮﻥ‪ ،‬ﻭﺇﻳﻠﻮﺩﻱ ﻣﺎﺭﻳﻮﻥ‪ ،‬ﻭﺃﻟﻴﻦ ﺳﺎﻻﻣﺒﻴﺮﻱ‪ ،‬ﻭﺟﻮﻟﻲ ﻣﻮﺩ‬
‫ﻧﻮﺭﻣﺎﻧﺪﻳﻦ‪،‬ﻛﻮﻧﺴﺘﺎﻧﺲ ﻫﻴﺮﻳﺮﺍ‪ ،‬ﺇﻳﻤﻴﻠﻲ ﺑﻴﺘﺮ‪ ،‬ﺇﻟﻴﺰﺍﺑﻴﺚ ﺑﺎﺳﻤﻴﺞ ﻛﻴﻬﻴﻞ‪ ،‬ﻓﻴﻠﻴﺐ ﺩﻭﻣﺎﺱ‪،‬‬
‫ﻟﻴﻮﻧﺎﺭﺩﻭﺳﺎ‪ ،‬ﻭﺟﺎﻥ ﺳﻴﺒﺎﺳﺘﻴﺎﻥ ﻣﺎﺭﺷﺎﻧﺪ‪ ،‬ﻭﺩﺍﻧﻴﻴﻞ ﻓﺮﺍﻧﻜﻮﺭ‪ .‬ﺷﻜﺮ ﺧﺎﺹ ﻟﻴﺒﺎ ﻣﺴﻨﺎ‬
‫ﻭﺟﻮﺳﻠﻴﻦﻛﺎﺭﻭﻥ ﻣﻦ ﻣﻜﺘﺒﺔ ‪ ENAP‬ﻓﻲ ﻣﻮﻧﺘﺮﻳﺎﻝ؛ ﻟﻤﻴﺸﻴﻞ ﺑﻴﻠﻴﺘﻴﻴﻪ ﻭﺳﻴﻠﻔﺎﻥ‬
‫ﻣﺎﺳﻲﻣﻦ ﻗﺴﻢ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺟﻴﻞ ﺑﻮﺷﻤﻴﻦ ﻭﺑﺮﻭﻧﻮ‬
‫ﻣﺎﻳﻨﻔﻴﻞﻣﻦ ﻗﺴﻢ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺎﺩﻳﺔ ﻭﺍﻟﻌﻘﺎﺭﻳﺔ‪ .‬ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺃﻧﻨﻲ ﺻﺎﺩﻓﺖ‬
‫ﺍﻟﻌﺪﻳﺪﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺠﻤﻴﻠﻴﻦ ﻓﻲ ‪ ،ENAP‬ﻭﺍﻷﺳﺎﺗﺬﺓ؛ ﻃﻼﺏ؛ ﻣﻮﻇﻔﻴﻦ‬
‫ﺍﻟﺬﻱﺃﻭﺩ ﺃﻥ ﺃﺷﻜﺮﻩ‪ .‬ﺍﻟﻘﺎﺉﻤﺔ ﻃﻮﻳﻠﺔ‪ ،‬ﻭﻟﻜﻨﻨﻲ ﻣﺘﺄﻛﺪ ﻣﻦ ﺃﻧﻚ ﺗﻌﺮﻑ ﻧﻔﺴﻚ‪.‬‬
‫ﻛﻞﺍﻟﺬﻱ ﻟﻜﻢ‪.‬‬

‫ﻭﻻﻳﺴﻌﻨﻲ ﺇﻻ ﺃﻥ ﺃﺳﻠﻂ ﺍﻟﻀﻮء ﻋﻠﻰ ﻣﺴﺎﻫﻤﺔ ﺟﻤﻴﻊ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﺘﻲ ﺩﻋﻤﺘﻨﻲ‬

‫ﻣﺎﻟﻴﺎ ًﺧﻼﻝ ﻫﺬﻩ "ﺍﻟﻤﻐﺎﻣﺮﺓ" ﻭﺳﻤﺤﺖ ﻟﻲ ﺑﺘﻜﺮﻳﺲ ﻧﻔﺴﻲ ﺑﻬﺪﻭء‬
‫ﻟﻌﺪﺓﺳﻨﻮﺍﺕ ﻹﻛﻤﺎﻝ ﺃﻃﺮﻭﺣﺘﻲ‪ .‬ﺷﻜﺮﻱ ﻳﺬﻫﺐ‬
‫ﻣﺠﻠﺲﺃﺑﺤﺎﺙ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻧﺴﺎﻧﻴﺔ )‪ .(SSHRC‬ﻭﺃﺷﻜﺮ ﺃﻳﻀﺎ‬
‫(‪ )CJM-IU‬ﻭﻣﺮﻛﺰ ﻣﻮﻧﺘﺮﻳﺎﻝ ﻟﻠﺸﺒﺎﺏ ‪ -‬ﺍﻟﻤﻌﻬﺪ ﺍﻟﺠﺎﻣﻌﻲ ‪CREVAJ، ENAP، AEENAP‬‬
‫ﻟﻤﻨﺢﺩﻋﻢ ﺍﻟﺘﻤﻴﺰ ﻭﺍﻟﻨﺠﺎﺡ‪.‬‬

‫ﺗﻢﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺃﻃﺮﻭﺣﺘﻲ ﻣﻦ ﻗﺒﻞ ﻓﺮﻳﻖ ﻣﻦ‬

‫ﺍﻟﺒﺤﺚﺍﻟﻤﺴﺆﻭﻝ ﻋﻦ ﺗﻘﻴﻴﻢ ﺁﺛﺎﺭ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺠﺪﻳﺪ ﺑﺸﺄﻥ ﺣﻤﺎﻳﺔ‬
‫ﺍﻟﺸﺒﺎﺏﻋﻠﻰ ﺍﺳﺘﻘﺮﺍﺭ ﻭﻇﺮﻭﻑ ﺍﻷﻃﻔﺎﻝ ﺍﻟﻤﻌﻴﺸﻴﺔ‪ .‬ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻤﺪﻋﻮﻣﺔﻣﻦ ﻗﺒﻞﺻﻨﺪﻭﻕ ﺃﺑﺤﺎﺙ ﻛﻴﺒﻴﻚ ‪ -‬ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﺜﻘﺎﻓﺔ )‪(FRQSC‬ﻓﻲ ﺍﻝ‬
‫ﺇﻃﺎﺭﺍﻟﻌﻤﻞ ﺍﻟﻤﺘﻀﺎﻓﺮ ﻣﻊ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺨﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ )‪.(MSSS‬‬

‫ﺗﺎﺳﻌﺎ‬
 ‫ﺳﺄﻇﻞﻣﻤﺘﻨﺎً ﺑﻼ ﺣﺪﻭﺩ ﻭﻋﻤﻴﻘﺎً ﻟﻔﺮﻳﻖ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺑﺄﻛﻤﻠﻪ‪ ،‬ﻭﻟﻜﻦ‬
‫ﻭﻛﺬﻟﻚﻟﺠﻤﻴﻊ ﻣﺴﺎﻋﺪﻱ ﺍﻟﺒﺎﺣﺜﻴﻦ ﻭﺍﻟﻤﻬﻨﻴﻴﻦ ﺍﻟﺬﻳﻦ ﺳﺎﻫﻤﻮﺍ ﻓﻲ ﺫﻟﻚ‬
‫ﺟﻤﻊﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻟﻢ ﺃﻛﻦ ﻷﺗﻤﻜﻦ ﻣﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻜﺒﻴﺮﺓ ﻭ‬
‫ﺛﺮﻭﺓﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺩﻭﻥ ﺛﻘﺔ ﺩﺍﻧﻴﻴﻞ ﺗﻮﺭﻛﻮﺕ ﺍﻟﺬﻱ ﺳﻤﺢ ﻟﻲ ﺑﺎﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‬
‫ﻟﻠﺘﺤﻠﻴﻞﺍﻟﺜﺎﻧﻮﻱ ﻛﺠﺰء ﻣﻦ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪.‬‬

‫ﺷﻜﺮﺍﻟﻜﻞ ﻫﺆﻻء ﺍﻟﻨﺎﺱ ﺍﻟﺠﻤﻴﻠﻴﻦ ‪-‬‬

‫ﺱ‬
‫ﺍﻟﺤﺎﺩﻱﻋﺸﺮ‬
 ‫ﻣﻠﺨﺺ‬

‫ﺇﻥﺃﻃﺮﻭﺣﺘﻨﺎ ﻟﻬﺎ ﻫﺪﻓﺎﻥ‪ ،‬ﺃﺣﺪﻫﻤﺎ ﻣﻔﺎﻫﻴﻤﻲ ﻭﺍﻵﺧﺮ ﺗﺠﺮﻳﺒﻲ‪ .‬ﻧﺤﻦ‬

‫ﻟﻘﺪﻃﻮﺭﻭﺍ ﺇﻃﺎﺭﺍً ﻣﻔﺎﻫﻴﻤﻴﺎً ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺗﻔﺴﻴﺮﻳﺎً )‪ (IICF‬ﻣﻦ ﺃﺟﻞ‬
‫ﺗﻘﻴﻴﻢﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻳﺘﻀﻤﻦ ‪ IICF‬ﺛﻼﺛﺔ ﻣﻜﻮﻧﺎﺕ‪:‬‬
‫‪ (1‬ﺗﻘﻴﻴﻢ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‪ (2 .‬ﺗﻔﺴﻴﺮ ﺍﻟﻔﺠﻮﺍﺕ ﻭﺍﻻﺧﺘﻼﻓﺎﺕ‪ .‬ﻭ‪ (3‬ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻋﻤﻞﻓﻨﻲ‪ .‬ﺃﻭﻻ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺩﺑﻴﺎﺕ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻧﺤﻦ‬
‫ﺗﻘﻴﻴﻢﻭﻣﻼﺣﻈﺔ ﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻣﻦ ﺧﻼﻝ ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮء‬
‫ﺍﻟﺘﻌﺪﻳﻼﺕﺍﻟﺘﻲ ﻗﺎﻣﺖ ﺑﻬﺎ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﺍﻟﻤﺤﻠﻴﺔ‪ .‬ﺑﻌﺪ ﺫﻟﻚ‪ ،‬ﻧﺤﺎﻭﻝ ﺗﻔﺴﻴﺮ ﻭ‬
‫ﻭﺿﻊﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻓﻲ ﺳﻴﺎﻗﻬﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻈﺮﻳﺎﺕ‬
‫ﺫﻭﻣﻌﻨﻰﻭ‪ .sensinging‬ﺍﻟﻬﺪﻑ ﻫﻮ ﺗﺤﻠﻴﻞ ﻋﻤﻠﻴﺔ ﺧﻠﻖ ﻣﻌﻨﻰ‬
‫ﺍﻟﺴﻴﺎﺳﺔﺃﺛﻨﺎء ﺍﻟﺘﻨﻔﻴﺬ ﺣﺴﺐ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﻔﺴﺮ ﺍﻟﺘﻌﺪﻳﻼﺕ‬
‫ﺍﻟﻤﺤﻠﻴﺔﻭﺍﻻﺧﺘﻼﻓﺎﺕ ﻟﻠﺘﻘﻴﻴﻤﺎﺕ ﻋﺒﺮ ﺍﻟﻤﻮﺍﻗﻊ‪ .‬ﻭﺃﺧﻴﺮﺍ‪ ،‬ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﻧﻮﻋﻴﺔ‬
‫ﺳﻴﺘﻢﻭﺿﻊ ﺍﻟﺘﻨﻔﻴﺬ )ﺍﻟﻨﺠﺎﺡ ﺃﻭ ﺍﻟﻔﺸﻞ( ﻓﻲ ﺳﻴﺎﻗﻪ ﻭﺍﺳﺘﺨﻼﺻﻪ ﻣﻦ ﺗﻔﺴﻴﺮﺍﺕ‬
‫ﻣﻤﺜﻠﻴﻦ‪.‬‬

‫ﻭﻣﻦﺃﺟﻞ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ‪ ،‬ﻗﻤﻨﺎ ﺑﺘﻘﻴﻴﻢ ﺗﻨﻔﻴﺬ‬

‫ﺗﻌﺪﻳﻼﺕﻋﻠﻰ ﻗﺎﻧﻮﻥ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ )‪ (LPJ‬ﺍﻟﻤﻌﻤﻮﻝ ﺑﻪ ﻣﻨﺬ ﻳﻮﻟﻴﻮ ‪.2007‬‬
‫ﻭﻳﻌﺘﻤﺪﻫﺬﺍ ﺍﻟﻨﻬﺞ ﻋﻠﻰ ﺩﺭﺍﺳﺎﺕ ﺣﺎﻟﺔ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻵﻟﻲ‪.‬‬
‫ﻳﻐﻄﻲﺍﻟﺘﻘﻴﻴﻢ ﺛﻼﺙ ﺩﺭﺍﺳﺎﺕ ﺣﺎﻟﺔ ﻭﻛﻞ ﺣﺎﻟﺔ ﺗﺘﻌﻠﻖ ﺑﻤﺮﻛﺰ ﺍﻟﺸﺒﺎﺏ‬
‫)ﺳﻲ ﺟﻴﻪ(‪ .‬ﻧﻘﻮﻡ ﺑﺸﻜﻞ ﺭﺉﻴﺴﻲ ﺑﺈﺟﺮﺍء ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺜﺎﻧﻮﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ‪.1‬‬
‫ﻭﻣﻊﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺬﻱ ﺗﻢ ﺇﺟﺮﺍﺅﻩ ﻛﺠﺰء ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻳﻘﺪﻡ ﻣﻨﻈﻮﺭﺍً ﺟﺪﻳﺪﺍً‬

‫‪1‬ﺗﻢ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﻦ ﻗﺒﻞ ﻓﺮﻳﻖ ﺑﺤﺚ ﻣﺴﺆﻭﻝ ﻋﻦ ﺗﻘﻴﻴﻢ ﺁﺛﺎﺭ ﻗﺎﻧﻮﻥ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺪﻳﺪ ﻋﻠﻰ ﺍﺳﺘﻘﺮﺍﺭ ﺍﻷﻃﻔﺎﻝ‬
‫ﻭﻇﺮﻭﻓﻬﻢﺍﻟﻤﻌﻴﺸﻴﺔ‪ .‬ﺗﻢ ﺗﻤﻮﻳﻞ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻗﺒﻞﺻﻨﺪﻭﻕ ﺃﺑﺤﺎﺙ ﻛﻴﺒﻴﻚ ‪ -‬ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﺜﻘﺎﻓﺔ )‪(FRQSC‬ﻛﺠﺰء ﻣﻦ ﻋﻤﻞ‬
‫ﻣﻨﺴﻖﻣﻊ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺨﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ )‪ .(MSSS‬ﻭﻳﻀﻢ ﻓﺮﻳﻖ ﺍﻟﺒﺤﺚ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ‪ :‬ﺩﺍﻧﻴﻴﻞ ﺗﻮﺭﻛﻮﺕ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﻻﻓﺎﻝ؛ﻭﺳﻴﻠﻔﻲ ﺩﺭﺍﺑﻮ‪ ،‬ﺟﺎﻣﻌﺔ ﻻﻓﺎﻝ؛ ﺳﻮﻧﻴﺎ ﻫﻴﻠﻲ‪CJM-IU ،‬؛ ﻣﺎﺭﻙ ﺑﻴﺠﺮﺍﺱ‪UQAM ،‬؛ ﻣﻴﺸﻴﻞ ﺑﺮﻭﺳﻮ‪CJQ-IU ،‬؛ ﺩﺍﻧﻲ‬
‫ﺩﻳﺴﻮﺭﻭﻟﺖ‪UQTR،‬؛ ﻣﺎﺭﻱ ﻫﻴﻠﻴﻦ ﺟﺎﻧﻴﻴﻪ‪ ،‬ﺟﺎﻣﻌﺔ ﻻﻓﺎﻝ؛ ﻣﺎﺭﺗﻦ ﺟﻮﻳﻴﺖ‪ENAP ،‬؛ ﻣﺎﺭﻱ ﺃﻧﺪﺭﻳﻪ ﺑﻮﺍﺭﻳﻴﻪ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﻮﻧﺘﺮﻳﺎﻝ؛ ﺇﻳﻒ‬
‫ﺑﻮﻟﻴﻮ‪UQAC،‬؛ ﻣﺎﺭﻱ ﻛﺮﻳﺴﺘﻴﻦ ﺳﺎﻧﺖ ﺟﺎﻙ‪ ،‬ﺟﺎﻣﻌﺔ ﻻﻓﺎﻝ؛ ﻣﺎﺭﻱ ﻛﻠﻮﺩ ﺳﻴﻤﺎﺭﺩ‪CJQ-IU ،‬؛ ﺟﻴﻨﻴﻔﻴﻒ ﺗﻮﺭﻛﻮﺕ‪.CJM-IU ،‬‬

‫ﺍﻟﺤﺎﺩﻱﻋﺸﺮ‬
 ‫ﻭﺇﻟﻘﺎءﻧﻈﺮﺓ ﻣﺒﺘﻜﺮﺓ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﻢ ﺗﺤﻠﻴﻠﻬﺎ ﺑﺸﻜﻞ ﻣﺨﺘﻠﻒ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﺇﺑﺪﺍﻋﻲ‪.‬ﻭﻫﻜﺬﺍ ﺃﺟﺒﻨﺎ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻋﻠﻰ ﺍﻷﺳﺉﻠﺔ ﻻ‬
‫ﻳﺆﺧﺬﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ ﻋﻨﺪ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺄﺗﻲ ﺑﺸﻜﻞ ﺭﺉﻴﺴﻲ ﻣﻦ‬
‫ﻣﻦﺃﺭﺑﻌﺔ ﻣﺼﺎﺩﺭ‪ (1 :‬ﺍﻟﻤﻘﺎﺑﻼﺕ ﺍﻟﻔﺮﺩﻳﺔ؛ ‪ (2‬ﺍﻟﻤﻘﺎﺑﻼﺕ ﺍﻟﺠﻤﺎﻋﻴﺔ‪ (3 .‬ﺍﻻﺳﺘﺒﻴﺎﻥ؛ ‪(4‬‬
‫ﺗﻮﺛﻴﻖ‪.‬ﺷﺎﺭﻛﺖ ﻋﺪﺓ ﻣﺴﺘﻮﻳﺎﺕ ﻣﻦ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ﺍﻟﺒﺤﺚ‪ :‬ﺃﺻﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ‪،‬‬
‫ﺭﺅﺳﺎءﺍﻷﻗﺴﺎﻡ ﻭﺍﻟﻤﺪﻳﺮﻳﻦ‪ .‬ﻓﻲ ﺍﻟﻤﺠﻤﻮﻉ‪ ،‬ﺷﺎﺭﻙ ‪ 159‬ﺷﺨﺼﺎ ﻓﻲ ﺍﻟﻤﻘﺎﺑﻠﺔ‬
‫ﻓﺮﺩﺃﻭ ﻣﺠﻤﻮﻋﺔ ﻭﺃﺟﺎﺏ ‪ 384‬ﻋﻠﻰ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﻟﻜﻤﻲ‪ 32 .‬ﻣﻘﺎﺑﻠﺔ‬
‫ﺗﻢﻋﻘﺪ ﺍﺟﺘﻤﺎﻋﺎﺕ ﻓﺮﺩﻳﺔ ﻣﻊ ﺍﻟﻤﺪﻳﺮﻳﻦ ﻭﺑﻌﺾ ﺭﺅﺳﺎء ﺍﻷﻗﺴﺎﻡ‪ .‬ﻭﻛﺬﻟﻚ ‪19‬‬
‫ﻭﺃﺟﺮﻳﺖﻣﻘﺎﺑﻼﺕ ﺟﻤﺎﻋﻴﺔ ﻣﻊ ﺃﺻﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ ﻭﻟﺠﺎﻥ ﺍﻟﻤﺴﺘﺨﺪﻣﻴﻦ‬
‫ﺃﻭﻣﺠﻤﻮﻋﺔ ﻋﺎﺉﻠﻴﺔ ﻣﻀﻴﻔﺔ‪ .‬ﺗﻢ ﺗﺠﻨﻴﺪ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻭﻓﻘﺎ ﻝ‬
‫ﻣﻌﺎﻳﻴﺮﺍﻟﺘﻤﺜﻴﻞ ﻭﺍﻷﻫﻤﻴﺔ‪ (1 :‬ﻣﻤﺜﻠﻮ ﻛﻞ ﻗﻄﺎﻉ )ﺍﻟﺤﺰﺏ ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻲ ﺍﻟﻴﺎﺑﺎﻧﻲ‪،‬‬
‫ﺍﻟﻤﺮﺍﺟﻌﺔ‪،‬ﺍﻟﺘﻘﺎﺿﻲ‪ ،‬ﺍﻟﺘﺒﻨﻲ‪ ،‬ﻭﻣﺎ ﺇﻟﻰ ﺫﻟﻚ(؛ ‪ (2‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺃﺻﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ ﺃ ‪AM، EO،‬‬
‫ﺧﺒﺮﺓﺗﺰﻳﺪ ﻋﻦ ﺛﻼﺙ ﺳﻨﻮﺍﺕ ﺩﺍﺧﻞ ‪CJ‬؛ ‪ (3‬ﻣﻤﺜﻠﻴﻦ ﻣﻦ ﻛﻞ ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﻬﺮﻣﻴﺔ‪.‬‬

‫ﺗﺤﻠﻴﻞﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻮ ﻧﻮﻋﻲ ﻭﺗﻔﺴﻴﺮﻱ ﺇﻟﻰ ﺣﺪ ﻛﺒﻴﺮ‪ .‬ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻳﺮﻛﺰﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﺛﻼﺙ ﻭﺣﺪﺍﺕ ﺗﺤﻠﻴﻞ‪ (1 :‬ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ؛ ‪ (2‬ﻧﻘﻞ‬
‫ﻭﺧﻠﻖﺍﻟﻤﻌﻨﻰ؛ ﻭ‪ (3‬ﻓﻌﺎﻟﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻳﺘﻢ ﻋﺮﺽ ﺍﻟﻨﺘﺎﺉﺞ‬
‫ﻭﻓﻘﺎﻟﻠﺘﺤﻠﻴﻼﺕ ﺩﺍﺧﻞ ﺍﻟﺤﺎﻟﺔ ﻭﺑﻴﻦ ﺍﻟﺤﺎﻻﺕ‪ .‬ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺍﻷﻭﻝ‪ ،‬ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻹﻗﻠﻴﻤﻴﺔ‬
‫ﻣﺸﺎﺑﻬﺔﺗﻤﺎﻣﺎً ﻣﻦ ‪ CJ‬ﺇﻟﻰ ﺁﺧﺮ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻭﻛﺎﻟﺔ ﺍﻟﺼﺤﺔ ﻫﻲ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺴﺆﻭﻟﺔ‬
‫ﻣﻦﺗﺨﻄﻴﻂ ﻭﺗﻨﻈﻴﻢ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ‪ ،‬ﺗﻢ ﺗﻨﻔﻴﺬ ﺍﻟﻘﻴﺎﺩﺓ ﺑﺎﻷﺣﺮﻯ ﻣﻦ ﻗﺒﻞ‬
‫ﺍﻟﺠﻬﺎﺕﺍﻟﻔﺎﻋﻠﺔ ‪ .CJ‬ﻛﻤﺎ ﻟﻮﺣﻈﺖ ﺍﺧﺘﻼﻓﺎﺕ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﻤﺤﻠﻴﺔ ﻓﻲ‬
‫ﻓﻴﻤﺎﻳﺘﻌﻠﻖ ﺑﻮﻗﺖ ﺑﺪء ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ )‪ PNF‬ﻭﺍﻟﺤﻮﺳﺒﺔ ﻭ‬
‫ﺍﻟﺘﺪﺭﻳﺐﺍﻟﻤﺘﺨﺼﺺ( ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺩﻭﺭ ﺑﺮﻧﺎﻣﺞ ‪ DYP‬ﻭﺍﻟﺪﻋﻢ ﻣﻦ ﺍﻹﺩﺍﺭﺓ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ‬
‫ﻳﺘﻢﺍﻻﻋﺘﺮﺍﻑ ﺑﺄﻫﻤﻴﺔ ﻭﻣﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪ LPJ‬ﺑﺎﻹﺟﻤﺎﻉ ﺗﻘﺮﻳﺒﺎً‬
‫ﺇﻳﺠﺎﺑﻴﺔﻣﻦ ﻗﺒﻞ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ‪ CJs‬ﺍﻟﺜﻼﺛﺔ‪ ،‬ﻭﻳﻈﻞ ﺗﻄﺒﻴﻘﻬﺎ ﻣﺘﻐﻴﺮﺍ ﻋﻠﻰ ﻣﺴﺘﻮﻳﻴﻦ‪ (1 :‬ﺇﻟﻰ‬
‫ﺩﺍﺧﻠﻲ؛‪ (2‬ﺧﺎﺭﺟﻴﺎ‪ .‬ﻳﻌﺘﻤﺪ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻟﺪﺍﺧﻠﻲ ﻋﻠﻰ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﻤﺤﻠﻴﺔ ﺍﻟﻤﺘﺨﺬﺓ‬
‫ﺑﻮﺍﺳﻄﺔﻛﻞ ‪ .CJ‬ﻭﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺘﻲ ﺃﺛﻴﺮﺕ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺨﺼﻮﺹ ﻣﺪﻯ ﺗﻌﻘﻴﺪ ﺍﻹﺟﺮﺍءﺍﺕ‬

‫ﺍﻟﺜﺎﻟﺚﻋﺸﺮ‬
 ‫ﻭﺣﻮﺳﺒﺔﺍﻟﻌﻤﻠﻴﺔ‪ .‬ﻗﻠﺔ ﺍﻟﻤﻮﺍﺭﺩ ﻭﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻝ ﺍﻟﺪﻭﺭﺍﻥ‬
‫ﻋﻠﻰﻣﺴﺘﻮﻯ ﺍﻟﻤﻮﻇﻒ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻳﺸﻴﺮ ﺍﻟﺘﻘﻠﺐ ﺍﻟﺨﺎﺭﺟﻲ ﺇﻟﻰ‬
‫ﺍﻟﻈﺮﻭﻑﻭﺍﻟﺘﺼﻮﺭﺍﺕ ﺍﻟﺴﻴﺎﻗﻴﺔ ﻟﻠﻤﻮﺍﺭﺩ ﺍﻟﺒﻴﺉﻴﺔ‪ ،‬ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺨﺼﻮﺹ‬
‫ﺍﻟﺘﻲﺗﺆﺛﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﻄﺒﻴﻖ ﺑﻌﺾ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ‪ .‬ﻣﺸﺎﺭﻳﻊ ‪CSSS‬‬
‫ﻳﺮﺳﻢﺍﻟﻤﺒﺘﻜﺮﻭﻥ ﻭﺍﻟﻤﺒﺪﻋﻮﻥ ﻃﺮﻗﺎً ﻟﺮﺅﻳﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﺸﻜﻞ ﻣﺨﺘﻠﻒ‪.‬‬

‫ﻋﻨﺪﻣﺎﺣﺎﻭﻟﻨﺎ ﻓﻬﻢ ﻫﺬﻩ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻭﻓﻘﺎً ﻟﻌﻤﻠﻴﺎﺕ ﺇﻧﺸﺎء‬

‫ﺑﻤﻌﻨﻰﺗﻌﺪﻳﻼﺕ ‪ ،LPJ‬ﻻﺣﻈﻨﺎ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﻤﺆﺷﺮﺍﺕ ﺍﻟﺘﻲ ﺃﺛﺮﺕ‬
‫ﺇﻥﺇﻧﺸﺎء ﻣﻌﻨﻰ ﺗﻌﺪﻳﻼﺕ ‪ LPJ‬ﻣﻦ ﻗﺒﻞ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ‪ CJ‬ﻳﺄﺗﻲ ﻣﻦ‬
‫ﺍﺟﺘﻤﺎﻋﺎﺕﺍﻟﺘﻮﺛﻴﻖ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻫﺬﻩ ﺍﻟﻤﺆﺷﺮﺍﺕ‬
‫ﻣﻘﺘﺮﻧﺔﺑﺎﻷﻃﺮ ﺍﻟﻤﺮﺟﻌﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑﻜﻞ ﺟﻬﺔ ﻣﻦ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻭﻣﻊ ﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺃﺛﺮﺕﺍﻟﻈﺮﻭﻑ ﺍﻟﺴﻴﺎﻗﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑﻜﻞ ‪ CJ‬ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺇﻧﺸﺎء ﺍﻟﻤﻌﻨﻰ‪ .‬ﺍﻟﺨﻠﻖ‬
‫ﻭﻧﻘﻞﻣﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻫﻤﺎ ﻣﺘﻮﺍﺯﻳﺎﻥ‪ ،‬ﺗﻜﺮﺍﺭﻱ ﻭ‬
‫ﺩﺍﺉﻢﺍﻻﺯﻫﺎﺭ‪ .‬ﻛﻞ ﻓﻜﺮﺓ ﺟﺪﻳﺪﺓ )ﻣﻨﺎﻗﺸﺔ ﺟﻤﺎﻋﻴﺔ‪ ،‬ﺗﺪﺭﻳﺐ ﺟﺪﻳﺪ‪ ،‬ﻭﻣﺎ ﺇﻟﻰ ﺫﻟﻚ(‬
‫ﻳﻌﻴﺪﺗﺸﻐﻴﻞ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ‪.‬‬

‫ﺇﻥﺍﻟﺨﻠﻖ ﺍﻟﻔﺮﺩﻱ ﻟﻠﻤﻌﻨﻰ ﻣﻮﺟﻮﺩ ﻓﻲ ﻛﻞ ﻣﻜﺎﻥ ﻓﻲ ‪ CJ‬ﺍﻟﺜﻼﺛﺔ ﻭﻳﺠﻠﺒﻪ ﺃﺣﻴﺎﻧﺎً‬

‫ﺍﺭﺗﺒﺎﻛﺎﺕﻭﺗﻔﺴﻴﺮﺍﺕ ﻣﺘﻌﺪﺩﺓ‪ .‬ﺍﻻﺗﺠﺎﻩ ﻧﺤﻮ ﺍﻹﺑﺪﺍﻉ ﺍﻟﺘﻨﻈﻴﻤﻲ‬
‫ﻋﻠﻰﺍﻷﻗﻞ ﻓﻲ ﻭﻗﺖ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻟﻢ ﻳﺘﻢ ﺗﺄﺳﻴﺴﻬﺎ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‪ .‬ﺑﻌﺾ‬
‫ﻻﺗﺰﺍﻝ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﺘﻔﺴﻴﺮ ﻗﺎﺉﻤﺔ ﻣﻦ ﺭﺉﻴﺲ ﻗﺴﻢ ﺇﻟﻰ ﺁﺧﺮ‪ .‬ﻓﻲ ﺳﻴﺎﻕ‬
‫ﺣﻴﺚﻳﻜﻮﻥ ﻫﺆﻻء ﺍﻷﺧﻴﺮﻭﻥ – ﺑﺼﻔﺘﻬﻢ ﻣﺪﻳﺮﻳﻦ ﻣﺘﻮﺳﻄﻴﻦ – ﻫﻢ ﻣﻨﺸﺉﻮ ﻭﻣﺮﺳﻠﻮ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﺑﻤﻌﻨﻰﺃﻥ ﻫﺬﻩ ﺍﻟﻔﺠﻮﺍﺕ ﻟﻬﺎ ﺗﺄﺛﻴﺮﺍﺕ ﻋﻠﻰ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ .‬ﻭﺑﺎﻟﻤﺜﻞ‪ ،‬ﻓﺈﻥ ﻣﺴﺎﺭ‬
‫ﺇﻥﺍﻟﺨﻠﻖ ﺍﻟﻤﻮﺿﻮﻋﻲ ﺗﺠﺎﻩ ﺍﻟﺨﻠﻖ ﺍﻟﺬﺍﺗﻲ ﻟﻤﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻟﻢ ﻳﺤﺪﺙ‬
‫ﺑﻌﺪﺇﻧﺠﺎﺯﻩ‪ .‬ﻻ ﺗﺰﺍﻝ ﻫﻨﺎﻙ ﺣﺎﻻﺕ ﻓﺸﻞ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﻧﺸﺎء‬
‫ﺍﻟﻤﻌﻨﻰﺍﻟﻤﺸﺘﺮﻙ ﺑﻴﻦ ﺍﻟﻤﻨﻈﻤﺎﺕ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪.LPJ‬‬

‫ﻭﺃﺧﻴﺮﺍ‪،‬ﻓﺈﻥ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪ LPJ‬ﻳﻤﺜﻞ ﺇﺷﻜﺎﻟﻴﺔ‬

‫ﺍﻋﺘﻤﺎﺩﺍﻋﻠﻰ ﺍﻟﻮﺳﺎﺉﻞ ﺍﻟﻤﺘﺎﺣﺔ ﻟﺪﻯ ‪ .CJs‬ﺍﻟﻮﺳﺎﺉﻞ ﺍﻟﻼﺯﻣﺔ ﻟﻴﺴﺖ ﺩﺍﺉﻤﺎ‬
‫ﻣﺘﺎﺡ‪.‬ﻧﻘﺺ ﺍﻟﻤﻮﺍﺭﺩ )ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﻟﻤﺎﻟﻴﺔ ﻭﻏﻴﺮﻫﺎ(‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎ ﺗﻠﻚ ﺍﻟﻤﻮﺟﻮﺩﺓ‬
‫ﻣﺴﺘﻮﻯﺍﻟﻤﻮﺍﺭﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻟﻀﻤﺎﻥ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻮﺍﻟﺪﻳﻦ ﻭ‬

‫ﺍﻟﺤﺎﺩﻱﻋﺸﺮ‬
 ‫ﻭﺑﺎﻟﺘﺎﻟﻲﺗﻌﺰﻳﺰ ﺍﻟﻌﻮﺩﺓ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻸﻃﻔﺎﻝ ﺇﻟﻰ ﺍﻟﺒﻴﺉﺔ ﺍﻷﺳﺮﻳﺔ‪ ،‬ﻫﻮ ﻭﺍﻗﻊ ﻳﺜﻴﺮﻩ‬
‫ﺍﻟﻤﺸﺎﺭﻛﻮﻥ‪.‬ﻭﻟﺬﻟﻚ ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﺟﻮﺩﺓ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻌﺪﻳﻼﺕ‬
‫ﺇﻟﻰ‪ LPJ‬ﺃﻣﺮ ﻧﺴﺒﻲ ﺍﻋﺘﻤﺎﺩﺍً ﻋﻠﻰ ﺍﻟﻤﻤﺜﻠﻴﻦ ﺍﻟﺬﻳﻦ ﻳﺼﺪﺭﻭﻥ ﻫﺬﺍ ﺍﻟﺤﻜﻢ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎً‬
‫ﺍﻋﺘﻤﺎﺩﺍﻋﻠﻰ ﺍﻟﻤﻨﻈﻮﺭ ﺍﻟﺘﺤﻠﻴﻠﻲ‪ .‬ﺃﺛﺮ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ‬
‫ﻛﻞﻣﻦ ﻋﻤﻠﻴﺎﺕ ﺣﻤﺎﻳﺔ ﺍﻟﻄﻔﻞ ﻭﻋﻤﻠﻴﺎﺕ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻔﻞ‬
‫ﺍﻵﺑﺎء‪،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎً ﻇﺮﻭﻑ ﻋﻤﻞ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﺍﻟﺬﻳﻦ ﻃﺮﺣﻮﺍ ﺃ‬
‫ﺍﻟﻌﺐءﺍﻹﺩﺍﺭﻱ ﻭﺯﻳﺎﺩﺓ ﻋﺐء ﺍﻟﻌﻤﻞ ‪ -‬ﺧﺎﺻﺔ ﺑﺴﺒﺐ‬
‫ﺍﻟﻮﻗﺖﺍﻟﻤﺴﺘﻐﺮﻕ ﻟﺘﻘﻴﻴﻢ ﺍﻟﻄﺮﻑ ﺍﻟﺜﺎﻟﺚ ﻭﺍﻟﻤﻨﺎﻗﺸﺎﺕ ﻣﻊ ﺍﻟﺸﺮﻛﺎء‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕﺍﻟﺪﺍﻟﺔ ‪ :‬ﺗﻨﻔﻴﺬ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﻤﺴﺘﻤﺮ‪ ،‬ﻭﻓﻬﻢ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻓﻌﺎﻟﻴﺔ ﻭﻧﺠﺎﺡ ﻭﻓﺸﻞ‬
‫ﺍﻟﺴﻴﺎﺳﺎﺕﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﻴﻦ ﺍﻟﻤﻨﻈﻤﺎﺕ‪ ،‬ﻭﺗﺤﻠﻴﻞ ﻭﺗﻘﻴﻴﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‬

‫ﺍﻟﺴﺎﺩﺱﻋﺸﺮ‬
‫ﺍﻟﺴﺎﺩﺱﻋﺸﺮ‬
 ‫ﺧﻼﺻﺔ‬

‫ﻭﻳﻨﺼﺐﺍﻫﺘﻤﺎﻣﻨﺎ ﺑﺸﻜﻞ ﺭﺉﻴﺴﻲ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﺍﻟﺘﻨﻔﻴﺬ ﻫﻮ‬

‫ﻣﺮﺣﻠﺔﻣﻬﻤﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪ .‬ﺃﻧﻬﺎ ﺗﻨﻄﻮﻱ ﻋﻠﻰ ﺗﺮﺟﻤﺔ ﺍﻟﺘﺼﻤﻴﻢ ﺇﻟﻰ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﻋﻠﻰﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻣﺤﻠﻠﻲ ﻭﻣﻘﻴﻤﻲ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ ﻳﻤﻴﻠﻮﻥ ﺇﻟﻰ ﺍﻓﺘﺮﺍﺽ ﻫﺬﺍ ﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻳﺘﻢﺗﻨﻔﻴﺬﻩ ﺑﻤﺎ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺘﺼﻤﻴﻢ‪ ،‬ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ‪ ،‬ﺑﻮﺟﻮﺩ ﻓﺠﻮﺓ ﺑﻴﻨﻬﻤﺎ‬
‫ﻣﺮﺣﻠﺘﻴﻦﺃﻣﺮ ﻻ ﻣﻔﺮ ﻣﻨﻪ ﺗﻘﺮﻳﺒﺎ‪ .‬ﻳﺘﻢ ﺇﺟﺮﺍء ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻤﺤﻠﻲ ﻣﻦ ﺃﺟﻞ ﺍﻷﻓﻀﻞ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔﻟﻠﺴﻴﺎﻕ ﺍﻟﺬﻱ ﻳﺘﻢ ﻓﻴﻪ ﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺔ‪ .‬ﻭﻫﻜﺬﺍ ﻻ ﻧﻌﺘﺒﺮ‬
‫ﺍﻟﺘﻨﻔﻴﺬﻛﺨﻄﻮﺓ ﻣﻨﻔﺼﻠﺔ‪ .‬ﻣﺮﺍﺣﻞ ﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻟﺘﺼﻤﻴﻢ ﻫﻲ‬
‫ﺗﺼﻮﺭﻫﻨﺎ ﻋﻠﻰ ﺃﻧﻬﺎ ﺳﻠﺴﻠﺔ ﻣﺘﺼﻠﺔ‪.‬‬

‫ﻟﻸﻃﺮﻭﺣﺔﻫﺪﻓﺎﻥ ﺫﻭﺍ ﺻﻠﺔ‪ :‬ﻫﺪﻑ ﻣﻔﺎﻫﻴﻤﻲ ﻭﺁﺧﺮ ﺗﺠﺮﻳﺒﻲ‪ .‬ﺃﻭﻻ ﻣﺘﻰ‬

‫ﺍﻋﺘﺒﺎﺭﺃﺩﺑﻴﺎﺕ ﺗﻘﻴﻴﻢ ﺍﻟﺒﺮﺍﻣﺞ ﺑﻤﺜﺎﺑﺔ ﺍﻟﺠﺴﻢ ﺍﻟﺮﺉﻴﺴﻲ ﻭﺍﻟﻨﻮﺍﺓ ﺍﻟﺼﻠﺒﺔ ﻟﻠﻨﻈﺮﻳﺔ‬
‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ‪،‬ﻗﻤﻨﺎ ﺑﺪﻣﺞ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻷﺧﺮﻯ ﻛﺤﺰﺍﻡ ﻭﻗﺎﺉﻲ‪ ،‬ﻭﻗﻤﻨﺎ ﺑﺘﻄﻮﻳﺮ‬
‫ﺇﻃﺎﺭﻣﻔﺎﻫﻴﻤﻲ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺗﻔﺴﻴﺮﻱ )‪ (IICF‬ﻟﺘﻘﻴﻴﻢ‬
‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻳﺘﻜﻮﻥ ‪ IICF‬ﻣﻦ ﺛﻼﺛﺔ ﻣﻜﻮﻧﺎﺕ‪ (1 :‬ﺍﻟﺘﻘﻴﻴﻢ‬
‫ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ؛‪ (2‬ﺗﻔﺴﻴﺮ ﺍﻟﻔﺠﻮﺍﺕ ﻭﺍﻻﺧﺘﻼﻓﺎﺕ؛ ﻭ‪ (3‬ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﺑﺎﻟﻔﻌﻞ‪،‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﻜﺒﻴﺮﺓ ﺣﻮﻝ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻧﻘﻮﻡ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻔﺠﻮﺓ ﻭﻣﻼﺣﻈﺔﻫﺎ‬
‫ﺑﻴﻦﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻣﻦ ﺧﻼﻝ ﺗﺴﻠﻴﻂ ﺍﻟﻀﻮء ﻋﻠﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﺘﻲ ﺃﺟﺮﺍﻫﺎ ﺍﻟﻤﺤﻠﻲ‬
‫ﻣﻤﺜﻠﻴﻦ‪.‬ﻭﻗﺒﻞ ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﺍﻟﺘﻨﻔﻴﺬ ﺑﺎﻟﻨﺠﺎﺡ ﺃﻭ ﺍﻟﻔﺸﻞ‪ ،‬ﻧﻌﺮﺽ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻣﻜﻮﻥ‪ .IICF‬ﻳﺴﻤﺢ ﻫﺬﺍ ﺍﻟﻤﻜﻮﻥ ﺑﺘﻔﺴﻴﺮ ﺍﻟﺘﺼﻤﻴﻢ ﻭﻭﺿﻌﻪ ﻓﻲ ﺳﻴﺎﻗﻪ‬
‫ﻓﺠﻮﺓﺍﻟﺘﻨﻔﻴﺬ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻈﺮﻳﺎﺕ ﺍﻟﻔﻬﻢ ﻭﺍﻹﺩﺭﺍﻙ‪ .‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ﺍﻟﺤﻜﻢ ﻋﻠﻰ‬
‫ﺟﻮﺩﺓﺍﻟﺘﻨﻔﻴﺬ ﻫﻲ ﺑﻨﺎء ﺍﺟﺘﻤﺎﻋﻲ؛ ﺍﻟﻤﻨﺎﻗﺸﺔ ﺣﻮﻝ ﺍﻟﻨﺠﺎﺡ ﺃﻭ‬
‫ﻭﻣﻦﺛﻢ ﻳﺘﻢ ﺍﺳﺘﺨﻼﺹ ﻓﺸﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻣﻦ ﺗﻔﺴﻴﺮﺍﺕ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ‪ .‬ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫ﺭﻛﺰﺟﺰء ﻣﻦ ﺍﻷﻃﺮﻭﺣﺔ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﺗﻨﻔﻴﺬ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ‬
‫ﻗﺎﻧﻮﻥ)‪ (LPJ‬ﺗﻌﺪﻳﻼﺕ ﻋﺎﻡ ‪ 2007‬ﻓﻲ ﺛﻼﺛﺔ ﻣﺮﺍﻛﺰ ﻟﻠﺸﺒﺎﺏ )‪ .(CJ‬ﺗﻢ ﺟﻤﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ‬
‫ﺍﻟﻤﺼﺎﺩﺭﺍﻟﻤﺜﻠﺜﺔ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻤﺸﺎﺭﻛﻴﻦ‪ .‬ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻧﻮﻋﻲ‪.‬‬

‫ﺍﻟﺴﺎﺑﻊﻋﺸﺮ‬
 ‫ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕﺍﻹﻗﻠﻴﻤﻴﺔ ﻟﻠﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ ﻣﺘﺸﺎﺑﻬﺔ ﺗﻤﺎﻣﺎً ﻣﻦ ‪ CJ‬ﺇﻟﻰ ﺁﺧﺮ‪.‬‬
‫ﻣﻊﺃﻥ ﻭﻛﺎﻟﺔ ﺍﻟﺼﺤﺔ ﻫﻲ ﺍﻟﻤﻨﻈﻤﺔ ﺍﻟﻤﺴﺆﻭﻟﺔ ﻋﻦ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﻨﻈﻴﻢ‬
‫ﻫﺬﻩﺍﻷﻧﺸﻄﺔ‪ ،‬ﺗﻢ ﺗﻨﻔﻴﺬ ﺍﻟﻘﻴﺎﺩﺓ ﺑﺎﻷﺣﺮﻯ ﻣﻦ ﻗﺒﻞ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ﺍﻟﻤﺠﺎﻟﺲ ﺍﻟﻘﻀﺎﺉﻴﺔ‪ .‬ﺍﻻﺧﺘﻼﻓﺎﺕ ﻫﻲ‬

‫ﻛﻤﺎﻟﻮﺣﻆ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻮﻗﻴﺖ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﻛﺬﻟﻚ ﺩﻭﺭ‬

‫ﻣﺪﻳﺮﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ )‪ (DPJ‬ﻭﺩﻋﻢ ﺍﻹﺩﺍﺭﺓ‪ .‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻫﻤﻴﺔ‬
‫ﻭﻣﻌﻨﻰﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪ LPJ‬ﺇﻳﺠﺎﺑﻴﺔ ﺗﻘﺮﻳﺒﺎً ﺑﺎﻹﺟﻤﺎﻉ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺜﻼﺛﺔ‬
‫ﺍﻟﺠﻬﺎﺕﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ‪ ،CJ‬ﻳﻈﻞ ﺗﻄﺒﻴﻘﻬﺎ ﻣﺘﻐﻴﺮﺍً ﻋﻠﻰ ﻣﺴﺘﻮﻳﻴﻦ‪ (1 :‬ﺩﺍﺧﻠﻴﺎً؛ ‪ (2‬ﺧﺎﺭﺟﻴﺎ‪.‬‬
‫ﺍﻟﺘﺒﺎﻳﻦﺍﻟﺪﺍﺧﻠﻲ ﻫﻮ ﻭﻇﻴﻔﺔ ﺍﻻﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﻤﺤﻠﻴﺔ ﺍﻟﺘﻲ ﻳﻔﺘﺮﺿﻬﺎ ﻛﻞ ‪ .CJ‬ﻭﺍﺣﺪ ﻣﻦ‬
‫ﺍﻟﻨﻘﺎﻁﺍﻟﻤﺜﺎﺭﺓ ﻫﻲ ﺗﻌﻘﻴﺪ ﺍﻹﺟﺮﺍءﺍﺕ ﻭﺣﻮﺳﺒﺔ‬
‫ﻋﻤﻠﻴﺔ‪.‬ﺃﺛﺮ ﻧﻘﺺ ﺍﻟﻤﻮﺍﺭﺩ ﻭﺍﺭﺗﻔﺎﻉ ﻣﻌﺪﻝ ﺍﻟﺪﻭﺭﺍﻥ ﺑﺸﻜﻞ ﻛﺒﻴﺮ ﻋﻠﻰ ﺍﻟﺴﻜﺎﻥ ﺍﻟﻤﺤﻠﻴﻴﻦ‬
‫ﺗﻄﺒﻴﻖ‪.‬ﻭﻳﺸﻴﺮ ﺍﻟﺘﻘﻠﺐ ﺍﻟﺨﺎﺭﺟﻲ ﺇﻟﻰ ﺍﻟﻈﺮﻭﻑ ﻭﺍﻟﺘﺼﻮﺭﺍﺕ ﺍﻟﺴﻴﺎﻗﻴﺔ‬
‫ﻣﻮﺍﺭﺩﺍﻟﺒﻴﺉﺔ‪ ،‬ﻭﺧﺎﺻﺔ ﺍﻟﺸﺮﻛﺎء )ﻣﺜﻞ ‪ .(CSSS‬ﻣﺒﺘﻜﺮﺓ ﻭ‬
‫ﺗﻤﻬﺪﺍﻟﻤﺸﺎﺭﻳﻊ ﺍﻹﺑﺪﺍﻋﻴﺔ ﺍﻟﻄﺮﻳﻖ ﻟﺮﺅﻳﺔ ﺍﻟﺘﻌﺎﻭﻥ ﺑﺸﻜﻞ ﻣﺨﺘﻠﻒ‪.‬‬

‫ﻋﻨﺪﻣﺎﺣﺎﻭﻟﻨﺎ ﻓﻬﻢ ﻫﺬﻩ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻭﻓﻘﺎً ﻟﻌﻤﻠﻴﺔ ﺇﻧﺸﺎء ﻣﻠﻒ‬

‫ﻣﻌﻨﻰﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻓﻲ ‪ ،LPJ‬ﻟﻮﺣﻆ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﻘﺮﺍﺉﻦ ﺍﻟﺘﻲ ﺃﺛﺮﺕ ﻋﻠﻰ ‪LPJ‬‬
‫ﺇﻥﺇﻧﺸﺎء ﻣﻌﻨﻰ ﺗﻌﺪﻳﻼﺕ ‪ LPJ‬ﻣﻦ ﻗﺒﻞ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ‪ CJ‬ﻳﺄﺗﻲ ﻣﻦ ﺍﻟﻮﺛﺎﺉﻖ‪،‬‬
‫ﺍﺟﺘﻤﺎﻋﺎﺕﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ .‬ﻭﻣﻊ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﻘﺮﺍﺉﻦ‪ ،‬ﺟﻨﺒﺎ ﺇﻟﻰ ﺟﻨﺐ ﻣﻊ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺇﻃﺎﺭﻣﺮﺟﻌﻲ ﺧﺎﺹ ﺑﻜﻞ ﺟﻬﺔ ﻣﻦ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻭﻣﻊ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻴﺎﻗﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑﻬﺎ‬
‫ﻟﻘﺪﺃﺛﺮ ﻛﻞ ‪ CJ‬ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺧﻠﻖ ﺍﻟﻤﻌﻨﻰ‪ .‬ﺇﻧﺸﺎء ﻭﻧﻘﻞ‬
‫ﻣﻌﻨﻰﺍﻟﺘﻌﺪﻳﻼﺕ ﻫﻲ ﻋﻤﻠﻴﺎﺕ ﻣﺘﻮﺍﺯﻳﺔ ﻭﻣﺘﻜﺮﺭﺓ ﻭﺩﺍﺉﻤﺔ‪ .‬ﻛﻞ ﻓﻜﺮﺓ ﺟﺪﻳﺪﺓ‬
‫)ﻣﻨﺎﻗﺸﺔ ﺟﻤﺎﻋﻴﺔ‪ ،‬ﺗﺪﺭﻳﺐ ﺟﺪﻳﺪ‪ ،‬ﻭﻣﺎ ﺇﻟﻰ ﺫﻟﻚ( ﻳﻌﻴﺪ ﺿﺒﻂ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ‪.‬‬

‫ﺇﻥﺍﻟﺨﻠﻖ ﺍﻟﻔﺮﺩﻱ ﻟﻠﻤﻌﻨﻰ ﻣﻮﺟﻮﺩ ﻓﻲ ﻛﻞ ﻣﻜﺎﻥ ﻓﻲ ‪ CJs‬ﺍﻟﺜﻼﺛﺔ‪ .‬ﺍﻻﺗﺠﺎﻩ ﻧﺤﻮ‬

‫ﻭﻟﻢﻳﻜﻦ ﺍﻟﺨﻠﻖ ﺍﻟﺘﻨﻈﻴﻤﻲ‪ ،‬ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﻲ ﻭﻗﺖ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻗﺪ ﺗﻢ ﺗﺄﺳﻴﺴﻪ ﺑﺸﻜﻞ ﻛﺎﻣﻞ‪.‬‬
‫ﻻﺗﺰﺍﻝ ﺑﻌﺾ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﺘﻔﺴﻴﺮ ﻗﺎﺉﻤﺔ ﻣﻦ ﻣﺪﻳﺮ ﺇﻟﻰ ﺁﺧﺮ‪ .‬ﺃﻭﻟﺉﻚ‬
‫ﻟﻘﺪﺃﺛﺮﺕ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻋﻠﻰ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺘﻨﻈﻴﻤﻲ ﺣﻴﺚ ﺃﻥ ﺍﻟﻤﺪﻳﺮﻳﻦ ﺍﻟﻤﺘﻮﺳﻄﻴﻦ ﻫﻢ‬
‫ﺍﻟﻤﺒﺪﻋﻮﻥ‪ -‬ﻧﺎﻗﻠﻮ ﺍﻟﻤﻌﻨﻰ‪ .‬ﻭﺃﺧﻴﺮﺍً‪ ،‬ﻣﺴﺎﺭ ﺍﻟﺨﻠﻖ ﺍﻟﻤﻮﺿﻮﻋﻲ ﻧﺤﻮ‬
‫ﺇﻥﺍﻟﺨﻠﻖ ﺍﻟﺬﺍﺗﻲ ﻟﻤﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻟﻢ ﻳﺄﺕ ﺑﻌﺪ‬

‫ﺍﻟﺜﺎﻣﻦﻋﺸﺮ‬
 ‫ﺍﻧﺘﻬﺎء‪.‬ﻭﻻ ﺗﺰﺍﻝ ﺃﻭﺟﻪ ﺍﻟﻘﺼﻮﺭ ﻗﺎﺉﻤﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻹﻧﺸﺎء ﺍﻟﻤﺸﺘﺮﻙ ﺑﻴﻦ ﺍﻟﻤﻨﻈﻤﺎﺕ‬
‫ﻣﻌﻨﻰﺗﻌﺪﻳﻼﺕ ‪.LPJ‬‬

‫ﻭﺃﺧﻴﺮﺍ‪،‬ﻓﺈﻥ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﻳﻤﺜﻞ ﺇﺷﻜﺎﻟﻴﺔ ﻣﻤﺎ ﻳﻌﺰﺯ ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ‬

‫ﺗﺤﻠﻴﻞﺍﻟﻤﻜﻮﻧﻴﻦ ﺍﻷﻭﻟﻴﻦ‪ - .‬ﻧﻘﺺ ﺍﻟﻤﻮﺍﺭﺩ )ﺑﺸﺮﻳﺔ‪ ،‬ﻣﺎﻟﻴﺔ‪ ،‬ﺃﺳﺮ ﻣﻀﻴﻔﺔ‪ ،‬ﺇﻟﺦ(‪،‬‬
‫ﻭﻟﻜﻦﺃﻳﻀﺎً ﻧﻘﺺ ﺍﻟﻤﻮﺍﺭﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻟﻀﻤﺎﻥ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻜﺎﻣﻠﺔ ﻟﻠﻮﺍﻟﺪﻳﻦ‬
‫ﻭﺑﺎﻟﺘﺎﻟﻲﺗﺴﻬﻴﻞ ﺍﻟﻌﻮﺩﺓ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻸﻃﻔﺎﻝ ﺇﻟﻰ ﺍﻷﺳﺮﺓ‪ ،‬ﻓﻬﻲ ﻟﻴﺴﺖ ﻣﺘﺎﺣﺔ ﺩﺍﺉﻤﺎً‪ .‬ﺷﺎﻱ‬
‫ﺍﻟﺤﻜﻢﻋﻠﻰ ﺟﻮﺩﺓ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻳﻌﺘﻤﺪ ﻧﺴﺒﻴﺎ‬
‫ﻋﻠﻰﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﺍﻟﺘﻲ ﺗﺼﺪﺭ ﻫﺬﺍ ﺍﻟﺤﻜﻢ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎً ﺍﻋﺘﻤﺎﺩﺍً ﻋﻠﻰ ﻣﻨﻈﻮﺭ ﺍﻟﺘﺤﻠﻴﻞ‪.‬‬
‫ﻭﺑﺎﻟﻔﻌﻞ‪،‬ﻓﻘﺪ ﺃﺛﺮ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻋﻠﻰ ﻋﻤﻠﻴﺘﻲ ﺣﻤﺎﻳﺔ ﺍﻟﻄﻔﻞ‪،‬‬
‫ﻋﻤﻠﻴﺎﺕﺍﻟﺮﻋﺎﻳﺔ ﺍﻷﺑﻮﻳﺔ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎً ﻇﺮﻭﻑ ﻋﻤﻞ ﺍﻟﻌﻤﺎﻝ ﺍﻟﺬﻳﻦ ﻃﺮﺣﻮﻫﺎ‬
‫ﻋﺒﺉﺎﺇﺩﺍﺭﻳﺎ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕﺍﻟﺪﺍﻟﺔ‪ :‬ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻭﻓﻬﻢ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﻭﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﺍﻟﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﻧﺠﺎﺡ‬
‫ﻭﻓﺸﻞﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﻭﻥ ﺑﻴﻦ ﺍﻟﻤﻨﻈﻤﺎﺕ‪ ،‬ﻭﺗﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ‬

‫ﺍﻟﺘﺎﺳﻊﻋﺸﺮ‬
xx
 ‫ﻣﺤﺘﻮﻳﺎﺕ‬

‫ﺇﺧﻼﺹ ‪............................. . ................................................................. .................................................‬ﺍﻟﺨﺎﻣﺲ‬

‫ﺷﻜﺮﺍً‪................... .................................................. .................................................‬ﺳﺎﺑﻌﺎ‬

‫ﻣﻠﺨﺺ ‪.............................. .................................................. .................................................‬ﺛﺎﻧﻲ ﻋﺸﺮ‬

‫ﺧﻼﺻﺔ ‪........................ ................................................................. .................................................‬ﺍﻟﺴﺎﺑﻊ ﻋﺸﺮ‬

‫ﻣﺤﺘﻮﻳﺎﺕ‪............. .. ................................................ .. ...............................................‬ﺍﻟﺤﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻭﻥ‬

‫ﻗﺎﺉﻤﺔﺍﻟﻠﻮﺣﺎﺕ ‪ ............. .................................................. ...........................................‬ﺍﻟﺴﺎﺑﻊ ﻭﺍﻟﻌﺸﺮﻭﻥ‬

‫ﻗﺎﺉﻤﺔﺍﻷﺷﻜﺎﻝ ‪ ................. .................................................. ...............................................‬ﺍﻟﺘﺎﺳﻊ ﻭﺍﻟﻌﺸﺮﻭﻥ‬

‫ﻗﺎﺉﻤﺔﺍﻟﻤﺨﻄﻄﺎﺕ ﺍﻟﻬﻴﻜﻠﻴﺔ ‪ ................................................ .... ..........................................‬ﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺜﻼﺛﻮﻥ‬

‫ﻗﺎﺉﻤﺔﺍﻟﻤﺨﺘﺼﺮﺍﺕ ﻭﺍﻟﻤﺨﺘﺼﺮﺍﺕ ‪ ................................................ ...........................................‬ﺍﻟﺮﺍﺑﻊ ﻭﺍﻟﺜﻼﺛﻮﻥ‬

‫ﻗﺎﺉﻤﺔﺗﻌﺎﺭﻳﻒ ﺍﻟﻤﻔﺎﻫﻴﻢ ﻓﻲ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ ‪ .. . ................................ ................................‬ﺍﻟﺴﺎﺑﻊ ﻭﺍﻟﺜﻼﺛﻮﻥ‬

‫ﻣﻘﺪﻣﺔ‪1................................ .................................................. .................................................‬‬

‫ﺍﻟﺠﺰءﺍﻷﻭﻝ‪ :‬ﺍﻟﺴﻴﺎﻕ ﻭﺍﻷﺳﺲ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻤﻨﻬﺠﻴﺔ ‪I- 7 ...........................‬‬

‫ﺍﻟﻔﺼﻞﺍﻷﻭﻝ‪ :‬ﺳﻴﺎﻕ ﺍﻟﺪﺭﺍﺳﺔ ‪9 ........................................... .. ...........................................‬‬

‫‪1.1‬ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔ ‪11 ................... ...........................................‬‬

‫‪1.2‬ﺍﻟﻤﺸﻜﻠﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ‪16 ........................................... ...........................................‬‬

‫‪1.3‬ﺃﺳﺉﻠﺔ ﺍﻟﺘﻘﻴﻴﻢ ‪20 ........................................... .. ...........................................‬‬

‫‪:‬ﻓﺠﻮﺓ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻟﻠﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ :‬ﺣﺎﻟﺔ‬ ‫ﺍﻟﻔﺼﻞ‪2‬‬

‫‪25‬‬ ‫ﺍﻷﺩﺏ‬

‫‪2.1‬ﺗﻨﻔﻴﺬ ﻭﺗﻘﻴﻴﻢ ﻭﺩﻭﺭﺓ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ‪27 ........................................‬‬

‫‪xxx‬‬
 ‫‪2.2‬ﺗﺤﻠﻴﻞ ﻣﻌﻴﺎﺭﻱ ﻟﻌﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ‪33‬‬

‫‪2.2.1‬ﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ‪ :‬ﺍﻟﻨﺘﺎﺉﺞ‪34 ............... . .................................................‬‬

‫‪2.2.2‬ﻓﺠﻮﺓ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﺤﻜﻢ ﻣﻦ ﺣﻴﺚ ﺍﻟﻨﺠﺎﺡ ﻭﺍﻟﻔﺸﻞ ‪40 ....‬‬

‫‪2.3‬ﺗﺤﻠﻴﻞ ﺗﻔﺴﻴﺮﻱ ﻟﻌﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ ‪43‬‬

‫‪2.3.1‬ﺻﻨﺎﻋﺔ ﺍﻟﻤﻌﻨﻰ ﻭﺇﻋﻄﺎء ﺍﻟﻤﻌﻨﻰ‪ :‬ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺑﻨﺎء ﻭﻧﻘﻞ ﺍﻟﻤﻌﻨﻰ‪45‬‬

‫‪2.3.2‬ﻣﻦ ﺍﻟﻔﻬﻢ ﺍﻟﻔﺮﺩﻱ ﺇﻟﻰ ﺍﻟﻔﻬﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪53 ...........................‬‬

‫ﺍﻟﻔﺼﻞﺍﻟﺜﺎﻟﺚ‪ :‬ﻧﻤﻮﺫﺝ ﺍﻟﺘﻘﻴﻴﻢ ‪57 .................................. . ............................................‬‬

‫‪3.1‬ﺍﻋﺘﺒﺎﺭﺍﺕ ﻭﺟﻮﺩﻳﺔ ﻭﻣﻌﺮﻓﻴﺔ‪57 .. .................................................‬‬

‫‪3.2‬ﺍﻹﻃﺎﺭ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ ﻟﺘﻘﻴﻴﻢ ﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ‬

‫ﺍﻟﻌﺎﻣﺔ ‪60..................... .... .............................................. .... ........................‬‬

‫‪3.2.1‬ﺗﻘﻴﻴﻢ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‪64 ................................................ ................................................................‬‬

‫‪3.2.2‬ﺗﻔﺴﻴﺮ ﺍﻻﻧﺤﺮﺍﻓﺎﺕ ﻭﺍﻻﺧﺘﻼﻓﺎﺕ ‪69........................... .. ..............................................‬‬

‫‪3.2.3‬ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﺍﻟﺘﻨﻔﻴﺬ ‪71 ........................................... ... ..........................................‬‬

‫‪3.3‬ﺍﻟﻤﻨﻬﺠﻴﺔ‪75 ...... .................................................. ................................................‬‬

‫‪3.3.1‬ﻧﻬﺞ ﺍﻟﺘﻘﻴﻴﻢ ‪76 ................................................ ................................ ................................‬‬

‫‪3.3.2‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ‪78 ................................................ ..............................................‬‬

‫‪3.3.3‬ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪84 ............................................ . ............................................‬‬

‫‪3.3.4‬ﺻﺤﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪87 ................................................ .. ...........................................‬‬

‫ﺍﻟﺠﺰءﺍﻟﺜﺎﻧﻲ‪ :‬ﻣﻦ ﺍﻟﺘﺼﻤﻴﻢ ﺇﻟﻰ ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ ﻟﻠﺘﻌﺪﻳﻼﺕ ‪II-‬‬

‫‪LPJ.............................................. ................................................................. ................................... 93‬‬

‫ﺍﻟﻔﺼﻞﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪LPJ ........................................... .. ................................ 96‬‬

‫ﺍﻟﺜﺎﻧﻲﻭﺍﻟﻌﺸﺮﻭﻥ‬
 ‫‪4.1‬ﺍﻷﻫﺪﺍﻑ ﻭﺍﻵﺛﺎﺭ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪LPJ ................................ 96‬‬

‫‪4.2‬ﻭﺿﻊ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺒﻨﻲ ﻓﻲ ﺍﻟﺴﻴﺎﻕ ‪105 .............. .. ...........................................‬‬

‫‪4.3‬ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﻘﺎﻧﻮﻥ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ )‪108 .............. (LPJ‬‬

‫‪4.4‬ﻣﻠﺨﺺ‪112 ............ .................................................. ................................................‬‬

‫ﺍﻟﻔﺼﻞﺍﻟﺨﺎﻣﺲ‪ :‬ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ ﻟـ ‪CJ1 ........................................ ... ........................... 115‬‬

‫‪5.1‬ﺃﻧﺸﻄﺔ ﺍﻟﺘﻨﻔﻴﺬ ‪115 ................................ ... ...........................................................‬‬

‫‪5.2‬ﺧﺼﺎﺉﺺ ﺍﻟﻤﻨﻈﻤﺔ ‪119 ................................ .... ...........................................‬‬

‫‪5.3‬ﻋﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﺍﺗﻔﺎﻗﻴﺔ ‪YPA. 121‬‬

‫‪5.3.1‬ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻄﻔﻞ ﻓﻲ ﺑﻴﺉﺘﻪ ﺍﻟﻌﺎﺉﻠﻴﺔ ‪121 ...... ........... ...........................................‬‬

‫‪5.3.2‬ﺍﻟﺘﺪﺧﻞ ﺍﻟﺪﺅﻭﺏ ‪123 .............................. .... ..............................................‬‬

‫‪5.3.3‬ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ‪124 ................................ ..... ..............................................‬‬

‫‪5.4‬ﺧﺼﺎﺉﺺ ﺍﻟﺴﻴﺎﺳﺔ ‪132 ................................ ..............................................‬‬

‫‪5.5‬ﻣﻠﺨﺺ‪134 ............ .................................................. ................................................‬‬

‫ﺍﻟﻔﺼﻞﺍﻟﺴﺎﺩﺱ‪ :‬ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ ﻟـ ‪CJ2 ........................................ ... ........................... 138‬‬

‫‪6.1‬ﺃﻧﺸﻄﺔ ﺍﻟﺘﻨﻔﻴﺬ ‪138 ................................ ... ...........................................................‬‬

‫‪6.2‬ﺧﺼﺎﺉﺺ ﺍﻟﻤﻨﻈﻤﺔ ‪142 ........................... ..............................................‬‬

‫‪6.3‬ﻋﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﺍﺗﻔﺎﻗﻴﺔ ‪YPA. 146‬‬

‫‪6.3.1‬ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻄﻔﻞ ﻓﻲ ﺑﻴﺉﺘﻪ ﺍﻟﻌﺎﺉﻠﻴﺔ ‪146...... ........... ...........................................‬‬

‫‪6.3.2‬ﺍﻟﺘﺪﺧﻞ ﺍﻟﺪﺅﻭﺏ ‪149 .............................. .... ..............................................‬‬

‫‪6.3.3‬ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ‪151 ................................ ..... ..............................................‬‬

‫‪6.4‬ﺧﺼﺎﺉﺺ ﺍﻟﺴﻴﺎﺳﺔ ‪158 ................................ ..............................................‬‬

‫‪6.5‬ﻣﻠﺨﺺ‪159 ............ .................................................. ................................................‬‬

‫ﺍﻟﺜﺎﻟﺚﻭﺍﻟﻌﺸﺮﻭﻥ‬
 ‫‪:‬ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ ﻟـ ‪CJ3 ........................................... ................................... 164‬‬ ‫ﺍﻟﻔﺼﻞ‪7‬‬

‫‪7.1‬ﺃﻧﺸﻄﺔ ﺍﻟﺘﻨﻔﻴﺬ‪164 ................................... ................................................................‬‬

‫‪7.2‬ﺧﺼﺎﺉﺺ ﺍﻟﻤﻨﻈﻤﺔ ‪167 ................................ .... ..............................................‬‬

‫‪7.3‬ﻋﻤﻠﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﺍﺗﻔﺎﻗﻴﺔ ‪YPA. 169‬‬

‫‪7.3.1‬ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻄﻔﻞ ﻓﻲ ﺑﻴﺉﺘﻪ ﺍﻟﻌﺎﺉﻠﻴﺔ ‪169 ...... .... ...........................................‬‬

‫‪7.3.2‬ﺍﻟﺘﺪﺧﻞ ﺍﻟﺪﺅﻭﺏ ‪173 .............................. .... ..............................................‬‬

‫‪7.3.3‬ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ‪174 ................................ ..... ..............................................‬‬

‫‪7.4‬ﺧﺼﺎﺉﺺ ﺍﻟﺴﻴﺎﺳﺔ ‪180 ................................ ..............................................‬‬

‫‪7.5‬ﻣﻠﺨﺺ‪182 ............ .................................................. ................................................‬‬

‫ﺍﻟﺒﺎﺏﺍﻟﺜﺎﻟﺚ‪ :‬ﺑﻴﻦ ﺳﻴﺎﻕ ﺍﻟﺘﺒﺎﻳﻨﺎﺕ ﻭﺣﻜﻢ ﺍﻟﺘﻨﻔﻴﺬ ‪III-‬‬

‫ﺍﻟﻌﻤﻞ‪:‬ﻋﻤﻠﻴﺔ ﺧﻠﻖ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﺗﺤﻠﻴﻞ ﺑﻴﻦ ﺍﻟﺤﺎﻻﺕ‪185 .. ................................‬‬

‫ﺍﻟﻔﺼﻞﺍﻟﺜﺎﻣﻦ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﺘﻨﻔﻴﺬ ﻋﺒﺮ ﺍﻟﻤﺠﺎﻟﺲ ﺍﻟﻘﻀﺎﺉﻴﺔ ﺍﻟﺜﻼﺛﺔ ‪187 ........................................‬‬

‫‪8.1‬ﺃﻧﺸﻄﺔ ﺍﻟﺘﻨﻔﻴﺬ ‪187 ................................ .... ...........................................‬‬

‫‪8.2‬ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪LPJ ............................................ ..... 192‬‬

‫‪8.3‬ﺍﻟﻤﻼءﻣﺔ ﻭﺍﻟﺠﺪﻭﻯ ﻭﺍﻻﻟﺘﺰﺍﻡ‪ :‬ﻣﺎ ﻫﻮ ﺍﻟﺘﺼﻮﺭ ﺍﻟﺬﻱ ﻳﻤﺘﻠﻜﻪ ﺃﺻﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ ﻓﻲ ‪CJ‬؟‪198 .....‬‬

‫‪8.4‬ﻣﻠﺨﺺ‪201 ............ .................................................. ................................................‬‬

‫ﺍﻟﻔﺼﻞﺍﻟﺘﺎﺳﻊ‪ :‬ﻣﻦ ﺍﻟﺨﻠﻖ ﺍﻟﻤﻮﺿﻮﻋﻲ ﻟﻠﻤﻌﻨﻰ ﺇﻟﻰ ﺧﻠﻖ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﺘﺒﺎﺩﻝ ﺑﻴﻦ ﺍﻟﺬﺍﺕ‬
‫ﺗﻌﺪﻳﻼﺕﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪LPJ ........................................... ..... ................................................ ..... ...203‬‬

‫‪9.1‬ﺍﻟﺘﺪﻓﻘﺎﺕ ﻭﺍﻟﻤﺆﺷﺮﺍﺕ ‪203... .. ................................................ .. ...........................................‬‬

‫‪9.2‬ﺇﻧﺸﺎء ﻭﻧﻘﻞ ﻣﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪ :LPJ‬ﻋﻤﻠﻴﺘﺎﻥ ﻣﺘﺮﺍﺑﻄﺘﺎﻥ ‪208‬‬

‫‪9.2.1‬ﺍﻟﻤﺒﺪﻋﻮﻥ ‪ -‬ﻧﺎﻗﻠﻮ ﺍﻟﻤﻌﻨﻰ ‪209 ........................... . ................................‬‬

‫‪9.2.1‬ﺧﻠﻖ ﺍﻟﻤﻌﻨﻰ ‪213 ............................................... ... ................................................‬‬

‫‪9.2.1‬ﻧﻘﻞ ﺍﻟﻤﻌﻨﻰ ‪218 ................................................ .... ..............................................‬‬

‫ﺍﻟﺮﺍﺑﻊﻭﺍﻟﻌﺸﺮﻭﻥ‬
 ‫‪9.3‬ﻣﺴﺘﻮﻳﺎﺕ ﺧﻠﻖ ﺍﻟﻤﻌﻨﻰ ‪220 ........................... .... ..............................................‬‬

‫‪9.3.1‬ﺍﻟﻔﻬﻢ ﺍﻟﻔﺮﺩﻱ ‪222 .................................. . ............................................‬‬

‫‪9.3.2‬ﺍﻟﻔﻬﻢ ﺍﻟﺘﻨﻈﻴﻤﻲ ‪223 ................................ ..............................................‬‬

‫‪9.3.3‬ﺍﻟﻔﻬﻢ ﺑﻴﻦ ﺍﻟﻤﻨﻈﻤﺎﺕ ‪226 .................... ...........................................‬‬

‫‪9.4‬ﻣﻠﺨﺺ‪231 ............ .................................................. ................................................‬‬

‫‪:‬ﻧﺠﺎﺡ ﻭﻓﺸﻞ ﺗﻨﻔﻴﺬ ﺃﺣﻜﺎﻡ ﻗﺎﻧﻮﻥ ﺍﻟﺠﺰﺍﺉﺮ ‪234 .............‬‬ ‫ﺍﻟﻔﺼﻞ‪10‬‬

‫ﻧﺤﻮﺗﺤﻘﻴﻖ ﺍﻟﻬﺪﻑ ﺍﻟﺮﺉﻴﺴﻲ ‪ :‬ﺍﻻﺳﺘﻘﺮﺍﺭ ‪235 . ................................‬‬ ‫‪10.1‬‬

‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔﺍﻟﺨﺪﻣﺎﺕ‪ :‬ﻧﺤﻮ ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ‪245 ..........................‬‬ ‫‪10.2‬‬

‫ﻓﻌﺎﻟﻴﺔﺗﻨﻔﻴﺬ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪LPJ .......................... 249‬‬ ‫‪10.3‬‬

‫ﺗﻮﻟﻴﻒ‪252........... .................................................. .................................................‬‬ ‫‪10.4‬‬

‫‪:‬ﻣﻨﺎﻗﺸﺔ ﻭﺧﺎﺗﻤﺔ ﻋﺎﻣﺔ ‪254.............. . ..........................................‬‬ ‫ﺍﻟﻔﺼﻞ‪11‬‬

‫‪11.1‬ﺃﻫﻢ ﺍﻟﻨﺘﺎﺉﺞ ﻓﻲ ﺿﻮء ﺃﺳﺉﻠﺔ ﺍﻟﺘﻘﻴﻴﻢ ‪254 ...........................‬‬

‫‪11.1.1‬ﺗﻘﻴﻴﻢ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪ LPJ‬ﻟﻌﺎﻡ ‪ 2007‬ﻓﻲ ﺛﻼﺙ ﻣﺠﺎﻟﺲ ﻗﻀﺎﺉﻴﺔ ﻓﻲ‬

‫ﻛﻴﺒﻴﻚ ‪257................................. ................................................................. ........................................‬‬

‫‪11.1.2‬ﺗﺄﺛﻴﺮ ﺍﻟﺘﻔﺴﻴﺮ ﻭﺍﻟﻤﻌﻨﻰ ﺍﻟﺬﻱ ﺗﻢ ﺇﻧﺸﺎﺅﻩ ﻭﺗﻌﻤﻴﻤﻪ ﻟﺘﻌﺪﻳﻼﺕ ﻗﺎﻧﻮﻥ ﺍﻻﻧﺘﺨﺎﺑﺎﺕ ﺍﻟﺒﺮﻟﻤﺎﻧﻴﺔ‬
‫ﻋﻠﻰﺍﻟﺘﻨﻔﻴﺬ ‪263 ............... .. ................................................ .. ..........................‬‬

‫‪11.1.3‬ﻓﻌﺎﻟﻴﺔ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪LPJ .................................. 268‬‬

‫‪11.2‬ﺍﻟﻘﻴﻮﺩ ﻭﺍﻟﻤﺴﺎﻫﻤﺎﺕ ﻭﺳﺒﻞ ﺍﻟﺒﺤﺚ ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ‪277.......‬‬

‫‪11.2.1‬ﺍﻟﺤﺪﻭﺩ ‪277...... . ............................................... . ...........................................‬‬

‫‪11.2.2‬ﺍﻟﻤﺴﺎﻫﻤﺎﺕ ‪279 ........................................ ..... ...........................................‬‬

‫‪11.2.3‬ﺳﺒﻞ ﺍﻟﺒﺤﺚ ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ‪281 ................................ .. ...........................................‬‬

‫ﺍﻟﻤﺮﺍﺟﻊﺍﻟﺒﺒﻠﻴﻮﺟﺮﺍﻓﻴﺔ ‪288 ................................................ .. ...........................................‬‬

‫ﺍﻟﺮﺍﺑﻊﻭﺍﻟﻌﺸﺮﻭﻥ‬
‫ﺍﻟﺴﺎﺩﺱﻭﺍﻟﻌﺸﺮﻭﻥ‬
 ‫ﻗﺎﺉﻤﺔﺍﻟﻠﻮﺣﺎﺕ‬

‫ﺍﻟﺠﺪﻭﻝ‪ :1-1‬ﻣﻠﺨﺺ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﺘﻲ ﺗﻢ ﺗﻘﻴﻴﻤﻬﺎ ﻣﻨﺬ ﺩﺧﻮﻝ ﺍﻻﺗﻔﺎﻗﻴﺔ ﺣﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ‬
‫ﺗﻌﺪﻳﻼﺕﻗﺎﻧﻮﻥ ﺍﻟﻌﻤﻞ ﺍﻟﻠﻴﺒﻲ ﻓﻲ ﻋﺎﻡ ‪18 ........................................... . ................................ ................................ 2007‬‬

‫ﺍﻟﺠﺪﻭﻝ‪ :1-2‬ﻣﻠﺨﺺ ﺗﺤﻠﻴﻞ ﺍﻷﺩﺑﻴﺎﺕ ‪34 ........................... .. ........................................‬‬

‫ﺍﻟﺠﺪﻭﻝ‪ :3-1‬ﺃﺳﺎﻟﻴﺐ ﻗﻴﺎﺱ ﺩﻗﺔ ﺍﻟﺘﻨﻔﻴﺬ ‪65 ... ...........................................‬‬

‫ﺍﻟﺠﺪﻭﻝ‪ :2-3‬ﺧﺼﺎﺉﺺ ﺍﻟﻔﻬﻢ ‪69........................... . ...........................................‬‬

‫ﺟﺪﻭﻝ‪ :3-3‬ﺃﺑﻌﺎﺩ ﻭﻣﺘﻐﻴﺮﺍﺕ ﻭﻣﺆﺷﺮﺍﺕ ﻧﺠﺎﺡ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‬

‫)ﻣﻘﺘﺒﺲ ﻣﻦ ﻣﺎﻛﻮﻧﻴﻞ‪ 2010 ،‬ﺃ‪ ،‬ﺏ( ‪72 ................................................ ...........................................‬‬

‫ﺍﻟﺠﺪﻭﻝ‪ :1-4‬ﺍﻟﺘﺄﺛﻴﺮﺍﺕ ﺍﻟﻤﺮﻏﻮﺑﺔ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪ LPJ‬ﻓﻲ ﻋﺎﻡ ‪) 2007‬ﻣﻘﺘﺒﺲ ﻣﻦ ﻛﻴﺒﻴﻚ‪،‬‬
‫‪97 ........................... .................................................. ................................................(2006‬‬

‫ﺍﻟﺠﺪﻭﻝ‪ :1-8‬ﻣﻘﺎﺭﻧﺔ ﺗﺼﻮﺭ ﺧﺼﺎﺉﺺ ﺗﻌﺪﻳﻼﺕ ‪LPJ‬‬

‫‪199. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .‬‬

‫ﺍﻟﺴﺎﺑﻊﻭﺍﻟﻌﺸﺮﻭﻥ‬
‫ﺍﻟﺜﺎﻣﻦﻭﺍﻟﻌﺸﺮﻭﻥ‬
 ‫ﻗﺎﺉﻤﺔﺍﻷﺷﻜﺎﻝ‬

‫ﺍﻟﺸﻜﻞ‪ :1-2‬ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ ‪29 ................................ ..........................................‬‬

‫ﺍﻟﺸﻜﻞ‪ :2-2‬ﻧﻤﺎﺫﺝ ﻧﺠﺎﺡ ﻭﻓﺸﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺍﻟﻤﺤﺪﺩﺓ ﻓﻲ‬

‫ﺍﻷﺩﺏ‪41.................... .................................................. .................................................‬‬

‫ﺍﻟﺸﻜﻞ‪ :1-3‬ﺍﻹﻃﺎﺭ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ ﻣﺘﻌﺪﺩ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﺘﻔﺴﻴﺮﻱ ﻟﺘﻘﻴﻴﻢ‬

‫ﺍﺳﺘﻤﺮﺍﺭﻳﺔﺗﺼﻤﻴﻢ ﻭﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ‪63 ................................‬‬

‫ﺍﻟﺸﻜﻞ‪ :3-2‬ﻣﺘﻐﻴﺮﺍﺕ ﻣﻦ ﺍﻹﻃﺎﺭ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ ﻟﺪﻭﺭﻻﻙ ﻭﺩﻭﺑﺮﻱ )‪67 .............................. (2008‬‬

‫ﺍﻟﺸﻜﻞ‪ :3-3‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻟﺘﻘﻴﻴﻢ ﺍﻟﺘﻨﻔﻴﺬ ﺩﺍﺧﻞ ﺍﻟﻤﻮﺍﻗﻊ ﻭﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪68 ................................‬‬

‫ﺍﻟﺸﻜﻞ‪ :3-4‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻟﻼﺳﺘﺪﻻﻝ ﻭﺍﻹﺩﺭﺍﻙ ‪70 ... ......... ...........................................‬‬

‫ﺍﻟﺸﻜﻞ‪ :5-3‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻟﺘﻘﻴﻴﻢ ﻧﺠﺎﺡ ﻭﻓﺸﻞ ﺍﻟﺘﻨﻔﻴﺬ‬

‫ﺍﻟﺴﻴﺎﺳﺎﺕﺍﻟﻌﺎﻣﺔ )ﺍﺳﺘﻨﺎﺩﺍ ﺇﻟﻰ ﻣﺎﻛﻮﻧﻴﻞ‪74 ............... ........................................... (2010 ،‬‬

‫ﺍﻟﺸﻜﻞ‪ :6-3‬ﻭﺣﺪﺍﺕ ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ‪84 .................. ...........................................‬‬

‫ﺍﻟﺸﻜﻞ‪ :7-3‬ﻣﻌﺎﻳﻴﺮ ﺻﻼﺣﻴﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻨﻮﻋﻲ‪ ،‬ﻣﺘﺮﺟﻤﺔ ﻭﻣﻘﺘﺒﺴﺔ ﻣﻦ ﻭﻳﺘﻴﻤﻮﺭ‬

‫ﻭﻛﻮﻝ‪ ،2001).‬ﺹ‪88 .. ........................................... ... ................................................(530 .‬‬

‫ﺍﻟﺸﻜﻞ‪ :1-4‬ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻟﺘﻌﺪﻳﻼﺕ ‪109 ..... ........... ........................................ 2007‬‬

‫ﺍﻟﺸﻜﻞ‪ :1-8‬ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺗﻨﻔﻴﺬ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪ :LPJ‬ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﺤﺎﻻﺕ‬

‫‪188. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .‬‬

‫ﺍﻟﺸﻜﻞ‪ :2-8‬ﺗﻘﺪﻳﺮ ﺭﺅﺳﺎء ﺍﻷﻗﺴﺎﻡ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻤﺼﻠﺤﺔ ﻓﻲ ﻣﺠﺎﻟﺲ ﺍﻟﻘﻀﺎء ﺍﻟﺜﻼﺛﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻣﺼﺎﺩﺭﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺗﻌﺪﻳﻼﺕ ﻗﺎﻧﻮﻥ ‪LPJ ................................ . 190‬‬

‫ﺍﻟﺸﻜﻞ‪ :3-8‬ﺗﺼﻮﺭ ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺘﻌﺎﻭﻥ ‪ DYP‬ﻣﻊ‬

‫ﺍﻟﻤﻮﺍﺭﺩﺍﻟﻤﺤﻠﻴﺔ ‪197 .. ........................................... ...... ..........................................‬‬

‫ﺍﻟﺸﻜﻞ‪ :4-8‬ﻣﻘﺎﺭﻧﺔ ﺗﺼﻮﺭ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ ‪ CJ‬ﻣﻦ ﺣﻴﺚ ﺍﻷﻫﻤﻴﺔ ﻭﺍﻟﻌﻀﻮﻳﺔ ﻭ‬

‫ﺟﺪﻭﻯﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪LPJ ................................ . ................... 200‬‬

‫ﺍﻟﺘﺎﺳﻊﻭﺍﻟﻌﺸﺮﻭﻥ‬
 ‫ﺍﻟﺸﻜﻞ‪ :1-9‬ﺩﻳﻨﺎﻣﻴﻜﻴﺎﺕ ﺇﻋﻄﺎء ﺍﻟﻤﻌﻨﻰ ﻭﺻﻨﺎﻋﺔ ﺍﻟﻤﻌﻨﻰ ﻓﻲ ﺍﻟﺘﺪﻓﻖ ﺍﻟﻤﺴﺘﻤﺮ ﻟﻺﺷﺎﺭﺍﺕ‬
‫‪209. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .‬‬

‫ﺍﻟﺸﻜﻞ‪ :2-9‬ﺗﺼﻨﻴﻒ ﺍﻟﻤﺒﺪﻋﻴﻦ ‪ -‬ﺍﻟﻨﺎﻗﻠﻴﻦ ﻟﻤﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪ LPJ‬ﺿﻤﻦ‬

‫ﻣﻦ‪CJs ........................................... ... .............................................................. ................................... 210‬‬

‫ﺍﻟﺸﻜﻞ‪ :3-9‬ﻣﺴﺘﻮﻳﺎﺕ ﺧﻠﻖ ﺍﻟﻤﻌﻨﻰ ﻟﻠﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ﻗﺎﻧﻮﻥ ‪LPJ .......................... 221‬‬

‫ﺍﻟﺸﻜﻞ‪ :1-10‬ﺍﻟﺘﻄﻮﺭ ﺍﻟﻤﻘﺎﺭﻥ ﻟﻌﺪﺩ ﺍﻟﺘﻘﺎﺭﻳﺮ ﻓﻲ ﻣﺠﺎﻟﺲ ﺍﻟﻘﻀﺎء ﺍﻟﺴﺘﺔ ﻋﺸﺮ ﻓﻲ ﻛﻴﺒﻴﻚ‬
‫ﻭﺍﻟﻤﺠﺎﻟﺲﺍﻟﻘﻀﺎﺉﻴﺔ ﺍﻟﺜﻼﺛﺔ ﻗﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ )ﺑﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﻤﻴﺰﺍﻧﻴﺎﺕ ﺍﻟﻌﻤﻮﻣﻴﺔ ﻟﻠﻤﺠﺎﻟﺲ ﺍﻟﻘﻀﺎﺉﻴﺔ ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻴﺔ ﺍﻟﻤﻨﺸﻮﺭﺓ ﺑﻴﻦ ﻋﺎﻣﻲ ‪ 2007‬ﻭ‬

‫‪2017‬ﻭﺗﻘﺎﺭﻳﺮ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺴﻨﻮﻳﺔ ﻟﻠﻤﺠﺎﻟﺲ ﺍﻟﻘﻀﺎﺉﻴﺔ ﺍﻟﺜﻼﺛﺔ ﻗﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻴﻦ ﻋﺎﻣﻲ ‪ 2006‬ﻭ ‪243......... . .............. (2015‬‬

‫ﺍﻟﺸﻜﻞ‪ :2-10‬ﺗﻄﻮﺭ ﻣﻌﺪﻝ ﺍﻟﺘﺤﻮﻳﻞ ﻧﺤﻮ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺤﻠﻴﺔ ))ﺑﻴﺎﻧﺎﺕ ﻣﻦ‬

‫ﺗﻘﺎﺭﻳﺮ‪ DYP‬ﺍﻟﻤﻨﺸﻮﺭﺓ ﺑﻴﻦ ﻋﺎﻣﻲ ‪ 2009‬ﻭ ‪247 ................................ . ............................................. (2016‬‬

‫ﺍﻟﺸﻜﻞ‪ :1-11‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﻟﻤﺴﺘﺨﺪﻡ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻔﺼﻮﻝ‪ 5 .‬ﺇﻟﻰ ‪258 ........................... 8‬‬

‫ﺍﻟﺸﻜﻞ‪ :2-11‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﻟﻤﺴﺘﺨﺪﻡ ﻟﻠﺘﺤﻠﻴﻞ ﺍﻟﻤﻌﺮﻭﺽ ﻓﻲ ﺍﻟﻔﺼﻞ‪264 .................................9 .‬‬

‫ﺍﻟﺸﻜﻞ‪ :3-11‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﻟﻤﺴﺘﺨﺪﻡ ﻟﻠﺘﺤﻠﻴﻞ ﺍﻟﻤﻌﺮﻭﺽ ﻓﻲ ﺍﻟﻔﺼﻞ‪269 .................................10 .‬‬

‫ﺍﻟﺸﻜﻞ‪ :4-11‬ﺍﻷﺳﺉﻠﺔ ﻗﺒﻞ ﺃﻱ ﺗﻘﻴﻴﻢ ﻟﻔﻌﺎﻟﻴﺔ ﺗﻨﻔﻴﺬ‬

‫ﺍﻟﺴﻴﺎﺳﺎﺕﺍﻟﻌﺎﻣﺔ‪276 .. .................................................. ................................................‬‬

‫‪xxx‬‬
‫ﺍﻟﺤﺎﺩﻱﻭﺍﻟﺜﻼﺛﻮﻥ‬
 ‫ﻗﺎﺉﻤﺔﺍﻟﻤﺨﻄﻄﺎﺕ ﺍﻟﻬﻴﻜﻠﻴﺔ‬

‫ﺍﻟﻤﺨﻄﻄﺎﺕﺍﻟﻬﻴﻜﻠﻴﺔ ‪ :1‬ﻫﻴﻜﻞ ﺍﻷﻃﺮﻭﺣﺔ ‪4 ................................ . .............................................‬‬

‫ﺍﻟﻤﺨﻄﻄﺎﺕﺍﻟﻬﻴﻜﻠﻴﺔ ‪ :2‬ﻫﻴﻜﻞ ﺍﻟﻔﺼﻮﻝ ‪ 5‬ﻭ‪ 6‬ﻭ‪ 7‬ﺍﻟﺘﻲ ﺗﻌﺮﺽ ﺍﻟﺘﺤﻠﻴﻞ ﺩﺍﺧﻞ ﺍﻟﺤﺎﻟﺔ ‪94 .........‬‬

‫ﺍﻟﺜﺎﻧﻲﻭﺍﻟﺜﻼﺛﻮﻥ‬
‫ﺍﻟﺜﺎﻟﺚﻭﺍﻟﺜﻼﺛﻮﻥ‬
 ‫ﻗﺎﺉﻤﺔﺍﻟﻤﺨﺘﺼﺮﺍﺕ ﻭﺍﻟﻤﺨﺘﺼﺮﺍﺕ‬

‫ﺭﺍﺑﻄﺔﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﻓﻲ ﻛﻴﺒﻴﻚ‬ ‫‪ACJQ‬‬

‫ﻗﺴﻢﺗﻄﺒﻴﻖ ﺍﻟﺘﺪﺍﺑﻴﺮ‬ ‫ﺃﻛﻮﻥ‪.‬‬

‫ﻗﺎﻋﺪﺓﺑﻴﺎﻧﺎﺕ ﻣﺸﺘﺮﻛﺔ‬ ‫ﺑﻲﺩﻱ ﺳﻲ‬

‫ﺍﻟﻤﺼﺮﻓﻴﺔﺍﻟﻤﺨﺘﻠﻄﺔ‬ ‫ﺑﻲﺍﻡ‬

‫ﻟﺠﻨﺔﺣﻘﻮﻕ ﺍﻹﻧﺴﺎﻥ ﻭﺣﻘﻮﻕ ﺍﻟﺸﺒﺎﺏ‬ ‫‪CDPDJ‬‬

‫ﻟﺠﻨﺔﻗﺮﺍﺭ ﻣﺸﺮﻭﻉ ﺍﻟﺤﻴﺎﺓ‬ ‫‪CDPV‬‬

‫ﻣﺮﺍﻛﺰﺍﻟﺸﺒﺎﺏ‬ ‫ﺳﻲﺟﻴﻪ‪.‬‬

‫ﻣﺮﻛﺰﺧﺪﻣﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ‬ ‫‪CLSC‬‬

‫ﻣﺮﻛﺰﺍﻟﻄﻔﻮﻟﺔ ﺍﻟﻤﺒﻜﺮﺓ‬ ‫‪CPE‬‬

‫ﻟﺠﻨﺔﻣﺸﺮﻭﻉ ﺍﻟﺤﻴﺎﺓ‬ ‫ﺗﻜﻠﻔﺔﺍﻟﻤﺸﺎﻫﺪﺓ‬

‫ﻣﺮﻛﺰﻻﻋﺎﺩﺓ ﺍﻟﺘﺄﻫﻴﻞ‬ ‫ﺳﺠﻞﺗﺠﺎﺭﻱ‬

‫ﻣﺮﻛﺰﺗﺄﻫﻴﻞ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺬﻫﻨﻴﺔ‬ ‫ﻣﺮﻛﺰﺑﺤﻮﺙ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ‬

‫ﻣﺮﻛﺰﺗﺄﻫﻴﻞ ﺍﻹﻋﺎﻗﺔ ﺍﻟﺠﺴﺪﻳﺔ‬ ‫‪CRDP‬‬

‫ﻣﺮﻛﺰﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫‪CSSS‬‬

‫ﻣﺪﻳﺮﻳﺔﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﻟﺤﺰﺏﺍﻟﺪﻳﻤﻘﺮﺍﻃﻲ ﺍﻟﻴﺎﺑﺎﻧﻲ‬

‫ﻗﺴﻢﺧﺪﻣﺔ ﺍﻟﻌﻤﻼء‬ ‫‪DSC‬‬

‫ﻣﺪﻳﺮﻳﺔﺧﺪﻣﺎﺕ ﺍﻟﺸﺒﺎﺏ ﻭﺃﺳﺮﻫﻢ‬ ‫‪DSJF‬‬

‫ﻣﺪﻳﺮﻳﺔﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ‬ ‫‪DSP‬‬

‫ﺍﻟﺘﻘﻴﻴﻢ– ﺧﺪﻣﺔ ﺍﻟﺘﻮﺟﻴﻪ‬ ‫ﻣﻨﻈﻤﺔﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ‬

‫ﺍﻟﺮﺍﺑﻊﻭﺍﻟﺜﻼﺛﻮﻥ‬
 ‫ﻋﺎﺉﻠﺔﻣﻀﻴﻔﺔ‬ ‫‪F. A.‬‬

‫ﻗﺎﻧﻮﻥﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ‬ ‫‪LPJ‬‬

‫ﻗﺎﻧﻮﻥﺍﻟﻌﺪﺍﻟﺔ ﺍﻟﺠﻨﺎﺉﻴﺔ ﻟﻠﺸﺒﺎﺏ‬ ‫‪YCJPA‬‬

‫ﻗﺎﻧﻮﻥﻳﺤﺘﺮﻡ ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺨﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫‪LSSSS‬‬

‫ﻭﺯﺍﺭﺓﺍﻟﺼﺤﺔ ﻭﺍﻟﺨﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺇﻡﺇﺱ ﺇﺱ ﺇﺱ‬

‫ﺧﻄﺔﺍﻟﺘﺪﺧﻞ‬ ‫ﺍﻟﻤﻠﻜﻴﺔﺍﻟﻔﻜﺮﻳﺔ‬

‫ﻣﻨﺼﺔﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻓﺎﻫﻴﺔ ﺍﻟﻄﻔﻞ‬ ‫ﺍﻟﻨﺎﺗﺞﺍﻟﻤﺤﻠﻲ ﺍﻹﺟﻤﺎﻟﻲ‬

‫ﻋﻤﻠﻴﺔﺍﻟﺘﺪﺧﻞ ﺍﻟﺴﺮﻳﺮﻱ‬ ‫ﻗﻤﺔ‬

‫ﻣﺸﺮﻭﻉﺍﻧﺪﻣﺎﺝ ﺍﻟﺸﺒﺎﺏ‬ ‫‪PIJ‬‬

‫ﺣﻤﺎﻳﺔﺍﻟﺸﺒﺎﺏ‬ ‫ﺑﻴﺠﺎﺟﻮﻝ‬

‫ﺍﻟﺒﺮﻧﺎﻣﺞﺍﻟﺘﺪﺭﻳﺒﻲ ﺍﻟﻮﻃﻨﻲ‬ ‫ﺍﻟﺠﺒﻬﺔﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﺘﻘﺪﻣﻴﺔ‬

‫ﺧﻄﺔﺍﻟﺨﺪﻣﺔ ﺍﻟﻔﺮﺩﻳﺔ‬ ‫ﺭﻃﻞﻟﻜﻞ ﺑﻮﺻﺔ ﻣﺮﺑﻌﺔ‬

‫ﺍﻟﻤﻮﺍﺭﺩﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﺭﻱ‬

‫ﻧﻈﺎﻡﺍﻟﻌﻤﻼء ﺍﻟﺸﺒﺎﺏ‬ ‫‪SCJ‬‬

‫ﻧﻈﺎﻡﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻭﺍﻟﻌﺎﺉﻠﻴﺔ‬ ‫‪SIRTF‬‬

‫ﺍﻟﺤﺰﻣﺔﺍﻹﺣﺼﺎﺉﻴﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺑﺮﻧﺎﻣﺞ‪SPSS‬‬

‫ﺟﺪﻭﻝﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﻤﺤﻠﻲ‬ ‫‪TLO‬‬

‫ﺟﺪﻭﻝﺗﻨﻈﻴﻢ ﺍﻟﺨﺪﻣﺔ ﺍﻟﻤﺤﻠﻴﺔ‬ ‫‪TLOS‬‬

‫ﻋﺎﻣﻞﺍﺟﺘﻤﺎﻋﻲ‬ ‫ﺕ‪.‬ﺱ‪.‬‬

‫ﺍﻟﺨﺎﻣﺲﻭﺍﻟﺜﻼﺛﻮﻥ‬
‫ﺍﻟﺴﺎﺩﺱﻭﺍﻟﺜﻼﺛﻮﻥ‬
 ‫ﻗﺎﺉﻤﺔﺗﻌﺎﺭﻳﻒ ﺍﻟﻤﻔﺎﻫﻴﻢ ﻓﻲ ﻣﺠﺎﻝ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ‬

‫ﺇﺷﺮﺍﻑﻣﻜﺜﻒ ‪ :‬ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﻲ ﻳﺘﻢ ﻓﻴﻬﺎ ﻭﺿﻊ ﺍﻟﻄﻔﻞ ﻓﻲ ﻣﺆﺳﺴﺔ ﺑﻤﻮﺟﺐ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺣﻤﺎﻳﺔﺍﻟﺸﺒﺎﺏ‪ ،‬ﺗﺨﻀﻊ ﻟﺘﺪﺍﺑﻴﺮ ﺗﻘﻴﻴﺪﻳﺔ ﺑﺸﻜﻞ ﺧﺎﺹ‬
‫ﺣﺮﻳﺔ‪).‬ﻣﺼﺪﺭ(‬

‫ﺇﺟﺮﺍءﻭﻗﺎﺉﻲ ﻓﻮﺭﻱ ‪ :‬ﺇﺟﺮﺍء ﺍﻻﻧﺴﺤﺎﺏ ﺍﻟﻤﺘﺨﺬ ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﻄﻮﺍﺭﺉ ﻝ‬

‫ﺍﻟﺤﺪﺍﻷﻗﺼﻰ ﻟﻤﺪﺓ ‪ 48‬ﺳﺎﻋﺔ ﻣﻦ ﺍﻟﺴﻠﻄﺔ ﻣﻦ ﻗﺒﻞ ﺍﻟﺤﺰﺏ ﺍﻟﺪﻳﻤﻘﺮﺍﻃﻲ ﺍﻟﻴﺎﺑﺎﻧﻲ ﺃﻭ ﻟﻤﺪﺓ ﻣﻦ ‪ 0‬ﺇﻟﻰ ‪ 5‬ﺃﻳﺎﻡ‬
‫ﺑﺄﻣﺮﻣﻦ ﺍﻟﻤﺤﻜﻤﺔ‪ .‬ﻗﺒﻞ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺠﺪﻳﺪ‪ ،‬ﻛﺎﻥ ﻫﺬﺍ ﺍﻹﺟﺮﺍء ﻳﺴﻤﻰ "ﺍﻟﺘﺪﺑﻴﺮ"‪.‬‬
‫ﺍﻟﻄﻮﺍﺭﺉ" ﻭﻛﺎﻧﺖ ﺍﻟﻤﺪﺓ ﺍﻟﻘﺼﻮﻯ ‪ 24‬ﺳﺎﻋﺔ ﻣﻦ ﺍﻟﺘﻔﻮﻳﺾ ﻣﻦ ﻗﺒﻞ ‪ DYP‬ﺃﻭ ﻟﻤﺪﺓ‬
‫‪0‬ﺇﻟﻰ ‪ 5‬ﺃﻳﺎﻡ ﺑﺄﻣﺮ ﻣﻦ ﺍﻟﻤﺤﻜﻤﺔ‪.‬‬

‫ﻗﻴﺎﺱﻣﺆﻗﺖ ‪ :‬ﺇﺟﺮﺍء ﻗﻀﺎﺉﻲ ﻣﺆﻗﺖ ﻭﻗﺼﻴﺮ ﺍﻷﺟﻞ ﻭﺑﺄﻗﺼﻰ ﻣﺪﺓ‬

‫ﻟﻤﺪﺓ‪ 30‬ﻳﻮﻣﺎ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺠﺪﻳﺪ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ .‬ﻫﺬﻩ ﻫﻲ ﺍﻟﺘﺪﺍﺑﻴﺮ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻓﻲ ﻫﺬﻩ ﺍﻷﺛﻨﺎء‬
‫ﺃﻥﻳﺘﻢ ﺳﻤﺎﻉ ﺃﺳﺎﺱ ﺍﻟﺘﺴﻮﻳﺔ ﺃﻭ ﺍﻟﺘﺪﺍﺑﻴﺮ ﺍﻟﻤﻄﺒﻘﺔ ﺃﻭ‬
‫ﻟﻠﻤﺮﺍﺟﻌﺔ‪.‬‬

‫ﺍﻟﺘﺪﺑﻴﺮﺑﻤﻮﺟﺐ ﺍﺗﻔﺎﻕ ﻣﺆﻗﺖ ‪ :‬ﺍﻟﺘﺪﺑﻴﺮ ﺍﻟﻤﺆﻗﺖ ﻭﺍﻟﻘﺼﻴﺮ ﺍﻷﺟﻞ ﺍﻟﺬﻱ ﻳﻮﺟﺪ ﻟﻪ‬
‫ﺍﻻﺗﻔﺎﻕﻣﻊ ‪ DYP‬ﺃﻭ ﺍﻟﺸﺨﺺ ﺍﻟﻤﻔﻮﺽ ﺃﺛﻨﺎء ﺍﻧﺘﻈﺎﺭ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻤﺘﻌﻠﻖ‬
‫ﺍﻟﺘﺴﻮﻳﺔﺃﻭ ﺍﻟﺘﺪﺍﺑﻴﺮ ﺍﻟﻤﻄﺒﻘﺔ‪ .‬ﻫﺬﺍ ﺍﻹﺟﺮﺍء ﻟﻪ ﻣﺪﺓ ﺃﻗﺼﺎﻫﺎ ‪30‬‬
‫ﺃﻳﺎﻡﻭﻻ ﻳﻤﻜﻦ ﺗﺠﺪﻳﺪﻫﺎ‪ .‬ﻗﺒﻞ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺠﺪﻳﺪ‪ ،‬ﻛﺎﻥ ﻳﺴﻤﻰ ﻫﺬﺍ ﺍﻹﺟﺮﺍء‬
‫"ﺍﻻﺗﻔﺎﻗﻴﺔ ﺍﻟﻤﺆﻗﺘﺔ"‪ ،‬ﻛﺎﻧﺖ ﻣﺪﺗﻬﺎ ﺍﻟﻘﺼﻮﻯ ﺃﻳﻀﺎً ‪ 30‬ﻳﻮﻣﺎً‪ ،‬ﻭﻟﻜﻦ ﻳﻤﻜﻦ ﺫﻟﻚ‬
‫ﻳﺘﻢﺗﺠﺪﻳﺪﻩ ﻟﻤﺪﺓ ‪ 30‬ﻳﻮﻣﺎً ﺛﺎﻧﻴﺔ‪ .‬ﺟﺎء ﺍﻻﺗﻔﺎﻕ ﺍﻟﻤﺆﻗﺖ ﺑﻤﻮﺟﺐ ‪LSSSS‬‬
‫ﺑﺪﻻ ًﻣﻦ ‪.LPJ‬‬

‫ﺍﻟﺒﻴﺉﺔﺍﻟﻄﺒﻴﻌﻴﺔ ﺃﻭ ﺍﻷﺻﻠﻴﺔ ‪ :‬ﺍﻟﺒﻴﺉﺔ ﺍﻟﻤﻌﻴﺸﻴﺔ ﻟﻠﻄﻔﻞ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺳﺎﺉﺪﺓ ﻓﻲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‬
‫ﺇﻋﺪﺍﺩﺍﻟﺘﻘﺎﺭﻳﺮ‪ .‬ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﻴﻦ‪.‬‬

‫ﻭﺳﻴﻠﺔﺑﺪﻳﻠﺔ‪ :‬ﺍﻟﺒﻴﺉﺔ ﺍﻟﺘﻲ ﺗﺴﺘﻘﺒﻞ ﺍﻟﻄﻔﻞ ﻭﺗﺘﻮﻟﻰ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻴﻮﻣﻴﺔ ﻋﻨﺪ ﺍﻟﻄﻔﻞ‬
‫ﻳﺘﻢﺇﺯﺍﻟﺘﻬﺎ ﻣﻦ ﺑﻴﺉﺘﻬﺎ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ .‬ﺭﺑﻤﺎ‪ :‬ﻣﺮﻛﺰ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺄﻫﻴﻞ‪ ،‬ﻋﺎﺉﻠﺔ ﻣﻀﻴﻔﺔ‬

‫ﺍﻟﺴﺎﺑﻊﻭﺍﻟﺜﻼﺛﻮﻥ‬
 ‫ﺑﻨﻚﻣﺤﺪﺩ ﺃﻭ ﻣﺨﺘﻠﻂ ﺃﻭ ﻣﻨﺘﻈﻢ ﺃﻭ ﻣﻮﺭﺩ ﻭﺳﻴﻂ )ﻣﺜﻞ ﻣﻨﺰﻝ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﺗﻌﺎﻗﺪﻱ( ﺃﻭ ﺃﻱ ﺷﺨﺺ ﻳﻌﻬﺪ ﺇﻟﻴﻪ ﺑﺎﻟﻄﻔﻞ‪.‬‬

‫ﻣﻮﺍﺭﺩ ‪ :‬ﺗﺘﻮﻓﺮ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻤﻮﺍﺭﺩ‪ .‬ﻗﺴﻢ ﺍﻟﻤﻮﺍﺭﺩ‬

‫ﺍﻹﻗﺎﻣﺔ‪) RTF-RI‬ﻣﻮﺍﺭﺩ ﻧﻮﻉ ﺍﻟﻌﺎﺉﻠﺔ ﻭﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻤﺘﻮﺳﻄﺔ( ﻫﻲ‬
‫ﻣﺴﺆﻭﻝﻋﻦ ﺍﻟﺘﺮﻭﻳﺞ ﻭﺍﻟﺘﻮﻇﻴﻒ ﻭﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻤﺴﺘﻤﺮ ﻟﻠﺸﺒﻜﺔ‬
‫ﺍﻟﻤﻮﺍﺭﺩﺍﻟﻌﺎﺉﻠﻴﺔ ﺍﻟﺘﻌﺎﻗﺪﻳﺔ ﻭﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﻮﺳﻴﻄﺔ‪ .‬ﻫﻨﺎﻙ ﺃﻳﻀﺎ‬
‫ﻣﺮﻛﺰﺇﻋﺎﺩﺓ ﺍﻟﺘﺄﻫﻴﻞ )‪ .(CR‬ﺗﺴﺘﻬﺪﻑ ﺧﺪﻣﺎﺕ ﺍﻹﻗﺎﻣﺔ ﻓﻲ ‪ CR‬ﺍﻟﺸﺒﺎﺏ ﻣﻦ‬
‫ﻣﻦ‪ 6‬ﺇﻟﻰ ‪ 17‬ﺳﻨﺔ ﺗﻈﻬﺮ ﻋﻠﻴﻪ ﻣﺸﺎﻛﻞ ﺳﻠﻮﻛﻴﺔ ﺧﻄﻴﺮﺓ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﻣﻮﺟﻮﺩ‬
‫ﺗﺮﺗﺒﻂﺃﻳﻀﺎً ﺑﻘﻀﺎﻳﺎ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺃﻭ ﺍﻹﺩﻣﺎﻥ ﺃﻭ‬
‫ﻣﻦﺍﻟﺘﻌﻠﻖ‪) .‬ﻣﺼﺪﺭ(‬

‫ﺍﻻﻧﺴﺤﺎﺏ ‪ /‬ﺍﻟﺘﻨﺴﻴﺐ ‪ :‬ﺇﺑﻌﺎﺩ ﺍﻟﻄﻔﻞ ﻋﻦ ﺑﻴﺉﺘﻪ ﺍﻟﻄﺒﻴﻌﻴﺔ‪ .‬ﻗﺪ ﻳﻜﻮﻥ ﺃ‬

‫ﺍﻹﻗﺎﻣﺔﻓﻲ ﺃﺣﺪ ﻣﻮﺍﺭﺩ ‪ CJ‬ﺃﻭ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺘﻲ ﻳﻌُﻬﺪ ﻓﻴﻬﺎ ﺑﺎﻟﻄﻔﻞ ﺇﻟﻰ ﺷﺨﺺ ﺁﺧﺮ‬
‫ﺷﺨﺺ‪.‬ﻳﻜﻮﻥ ﺍﻻﻧﺴﺤﺎﺏ ﺩﺍﺉﻤﺎً )ﻣﺎ ﻟﻢ ﻳﻜﻦ ﻫﻨﺎﻙ ﺧﻄﺄ( ﻣﺮﺗﺒﻄﺎً ﺑﺈﺟﺮﺍء ﻭﻗﺎﺉﻲ ﻧﻬﺎﺉﻲ‪.‬‬
‫ﺃﻡﻻ‪ ،‬ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺍﻹﻗﺎﻣﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺗﻨﻔﻴﺬﻫﺎ ﺑﺸﻜﻞ ﻋﺎﺟﻞ ﺃﻭ ﺑﻄﺮﻳﻘﺔ ﻣﺨﻄﻄﺔ‪.‬‬
‫)ﺍﻟﻤﻨﺼﻮﺹ ﻋﻠﻴﻪ ﻓﻲ ﺧﻄﺔ ﺍﻟﺘﺪﺧﻞ(‪ ،‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻤﺴﺘﻤﺮ ﺃﻭ ﺍﻟﻤﺘﻘﻄﻊ‪ ،‬ﺃﻭ ﺗﺪﺭﻳﺠﻴﺎ‬
‫ﺃﻭﻣﻜﻤﻠﺔ‪.‬‬

‫ﻣﺮﺍﺟﻌﺔ ‪ :‬ﻫﺬﻩ ﺍﻟﺨﺪﻣﺔ ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﻣﺮﺍﺟﻌﺔ ﺣﺎﻟﺔ ﺍﻟﻄﻔﻞ ﺑﺸﻜﻞ ﺩﻭﺭﻱ‬

‫ﻓﻴﻤﺎﻳﺘﻌﻠﻖ ﺑﺎﻹﺟﺮﺍءﺍﺕ ﺍﻟﻮﻗﺎﺉﻴﺔ ﺍﻟﻤﻄﺒﻘﺔ ﻭﺗﺤﺪﻳﺪ ﺍﻟﺼﻴﺎﻧﺔ ﺃﻭ ﺍﻟﺮﻓﻊ‬
‫ﻣﻦﻫﺬﻩ ﺍﻟﺘﺪﺍﺑﻴﺮ‪ .‬ﻭﻫﺬﻩ ﺁﻟﻴﺔ ﺭﺳﻤﻴﺔ ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ ﺍﻟﺸﺎﺏ ﻭﺃﺳﺮﺗﻪ‪.‬‬

‫ﺧﺪﻣﺔﺍﻟﺘﺒﻨﻲ ‪ :‬ﻫﺬﻩ ﺍﻟﺨﺪﻣﺔ ﺍﻟﻼﻣﺮﻛﺰﻳﺔ ﻓﻲ ﺟﻤﻴﻊ ﺃﻧﺤﺎء ﺍﻹﻗﻠﻴﻢ ﻫﻲ ﺍﻟﻤﺴﺆﻭﻟﺔ ﻋﻦ‬

‫ﺍﻷﻧﺸﻄﺔﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﺜﻼﺛﺔ ﻗﻄﺎﻋﺎﺕ ﻣﻦ ﺍﻟﻨﺸﺎﻁ‪ :‬ﻓﻲ ﺍﻟﺘﺒﻨﻲ ﻓﻲ ﻛﻴﺒﻴﻚ‪ ،‬ﻓﻲ ﺍﻟﺘﺒﻨﻲ‬
‫ﺍﻟﺪﻭﻟﻴﺔﻭﻓﻲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺴﻮﺍﺑﻖ ﻭﻟﻢ ﺍﻟﺸﻤﻞ‪).‬ﻣﺼﺪﺭ(‬

‫ﺧﺪﻣﺔﺗﻄﺒﻴﻖ ﺍﻟﺘﺪﺍﺑﻴﺮ )ﺃ ﻡ(‪ :‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ ﺣﻴﺚ ﻳﺘﻢ ﺍﻟﺘﺴﻮﻳﺔ‬

‫ﺍﻟﺸﺒﺎﺏ‪،‬ﻳﺠﺐ ﺃﻥ ﺗﻘﺪﻡ ﺍﻟﺨﺪﻣﺎﺕ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻟﻤﺆﺳﺴﺔ ﻋﻼﺟﺎً ﺧﺎﺻﺎً ﻟﻬﻢ‬
‫ﺍﻟﻤﺸﺎﻛﻞﺍﻟﺘﻲ ﺗﻢ ﺗﺤﺪﻳﺪﻫﺎ‪ .‬ﻟﻤﻮﺍﺟﻬﺔ ﺍﻟﺘﺴﻮﻳﺔ ﻭﺍﺳﺘﻌﺎﺩﺓ ﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﻭ‬
‫ﻓﻲﺍﻟﻮﺍﻗﻊ‪ ،‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﺎﻗﻢ ﺍﻟﻄﺒﻲ ﻓﻲ ﻣﺮﺍﻛﺰ ﺍﻟﺸﺒﺎﺏ ﺗﻨﻔﻴﺬ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻧﺸﻄﺔ‬
‫ﺃﻭﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﻤﻌﺘﺮﻑ ﺑﻬﺎ‪ ،‬ﺳﻮﺍء ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺃﻭ ﻓﻲ ﺃﻣﺎﻛﻦ ﺍﻹﻗﺎﻣﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﻌﻤﻞ ﻓﻴﻬﺎ‬

‫ﺍﻟﺜﺎﻣﻦﻭﺍﻟﺜﻼﺛﻮﻥ‬
 ‫ﺍﻟﺘﻜﺎﻣﻞﻣﻊ ﺍﻟﺒﻴﺉﺎﺕ ﺍﻟﻤﺠﺘﻤﻌﻴﺔ ﻭﺍﻟﻤﺮﺍﻛﺰ ﺍﻟﺼﺤﻴﺔ ﻭﺍﻟﺨﺪﻣﻴﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔﻭﻣﻊ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺇﺩﻣﺎﻥ ﺍﻟﻤﺨﺪﺭﺍﺕ ﻭﺍﻹﻋﺎﻗﺔ ﺍﻟﺬﻫﻨﻴﺔ ﻭ‬
‫ﺇﻋﺎﺩﺓﺍﻟﺘﺄﻫﻴﻞ ﺍﻟﺒﺪﻧﻲ‪).‬ﻣﺼﺪﺭ(‬

‫ﺧﺪﻣﺔﺍﺳﺘﻼﻡ ﻭﺗﺠﻬﻴﺰ ﺍﻟﺘﻘﺎﺭﻳﺮﻭﺍﻟﻄﻮﺍﺭﺉ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ :‬ﺍﻟﺨﺪﻣﺔ (‪)RTS‬‬

‫ﺍﺳﺘﻘﺒﺎﻝﻭﻣﻌﺎﻟﺠﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ )‪ (RTS‬ﻭﻛﺬﻟﻚ ﺣﺎﻻﺕ ﺍﻟﻄﻮﺍﺭﺉ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﺪﻳﻬﺎ‬
‫ﻣﺴﺆﻭﻟﻴﺔﺇﻗﻠﻴﻢ ﻟﻮﺭﻳﻨﺘﻴﺪﺱ ﻟﺘﻠﻘﻲ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺗﻨﻔﻴﺬﻩ‬
‫ﻣﻠﺨﺺﻟﺠﻤﻴﻊ ﺍﻟﺘﻘﺎﺭﻳﺮ ﺑﻤﻮﺟﺐ ‪ ،LPJ‬ﻣﻦ ﺃﺟﻞ ﺇﻧﺸﺎء ﺍﻓﺘﺮﺍﺽ‬
‫ﺍﻟﺘﺴﻮﻳﺔﻭﺩﺭﺟﺔ ﺇﻟﺤﺎﺡ ﺍﻟﺘﺪﺧﻞ‪ .‬ﺇﺫﺍ ﻟﺰﻡ ﺍﻷﻣﺮ‪ ،‬ﺗﺤﺪﺩ ﻫﺬﻩ ﺍﻟﺨﺪﻣﺎﺕ‬
‫ﺗﺪﺍﺑﻴﺮﺍﻟﺤﻤﺎﻳﺔ ﺍﻟﻔﻮﺭﻳﺔ ﺍﻟﻼﺯﻣﺔ‪ .‬ﺧﺪﻣﺔ ﺍﻟﻄﻮﺍﺭﺉ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻫﻲ‬
‫ﻳﻤﻜﻦﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﻓﻲ ﺟﻤﻴﻊ ﺍﻷﻭﻗﺎﺕ‪ 24 ،‬ﺳﺎﻋﺔ ﻓﻲ ﺍﻟﻴﻮﻡ ﻭ ‪ 365‬ﻳﻮﻣﺎً ﻓﻲ ﺍﻟﺴﻨﺔ‪) .‬ﻣﺼﺪﺭ(‬

‫ﺧﺪﻣﺔﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻟﺘﻘﻴﻴﻢ ﻫﺬﻩ ﺍﻟﺨﺪﻣﺔ ﻟﺪﻳﻬﺎ ﻭﻻﻳﺔ ﺗﻘﻴﻴﻢ ﺍﻟﻮﺿﻊ ‪)ÉO(:‬‬

‫ﺍﻟﻄﻔﻞﺍﻟﺬﻱ ﺗﻢ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺘﻘﺮﻳﺮ ﺑﺸﺄﻧﻪ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﻼﻣﺘﻪ ﺃﻭ‬
‫ﺍﻟﺘﻨﻤﻴﺔﻣﻌﺮﺿﺔ ﻟﻠﺨﻄﺮ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﻼﻣﺔ ﺍﻟﻄﻔﻞ ﺃﻭ ﻧﻤﻮﻩ‬
‫ﺇﺫﺍﺗﻌﺮﺽ ﻟﻠﺨﻄﺮ‪ ،‬ﻳﻨﺘﻘﻞ ﺍﻟﺸﺨﺺ ﺍﻟﻤﺨﻮﻝ ﺇﻟﻰ ﺧﻄﻮﺓ ﺍﻟﺘﻮﺟﻴﻪ‪ .‬ﺍﻧﻬﺎ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ‬
‫ﺇﺭﺍﺩﺓﻭﻗﺪﺭﺓ ﺍﻟﻌﻤﻴﻞ‪ ،‬ﻭﺍﻟﺘﺪﺍﺑﻴﺮ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺼﺤﻴﺢ ﺍﻟﻮﺿﻊ ﻟﻠﺨﻄﺮ‪،‬‬
‫ﻭﺫﻟﻚﻓﻲ ﻇﻞ ﻧﻈﺎﻡ ﻃﻮﻋﻲ ﺃﻭ ﻗﻀﺎﺉﻲ‪ .‬ﻓﺈﺫﺍ ﻗﺮﺭ ﺫﻟﻚ ﺍﻷﻣﻦ ﺃﻭ‬
‫ﻻﻳﺘﻢ ﺍﻟﻤﺴﺎﺱ ﺑﺎﻟﻨﻤﻮ‪ ،‬ﺑﻞ ﺇﻥ ﻭﺿﻊ ﺍﻟﻄﻔﻞ ﻳﺘﻄﻠﺐ ﻛﻞ ﺷﻲء‬
‫ﻭﺣﺘﻰﺍﻟﺨﺪﻣﺎﺕ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺸﻴﺮ ﺇﻟﻰ ﻣﻮﺍﺭﺩ ﺍﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻤﺘﺎﺣﺔ‬
‫ﺿﻤﻦﺷﺒﻜﺔ ﺍﻟﺨﺪﻣﺔ ﺍﻟﻤﺤﻠﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻳﺪﻳﺮﻫﺎ ‪ CSSS‬ﻭﺍﻟﻤﺤﺪﺩﺓ ﺑﺎﻻﺗﻔﺎﻗﻴﺎﺕ‬
‫ﺷﺮﺍﻛﺔﺍﻟﻤﺆﺳﺴﺔ‪).‬ﻣﺼﺪﺭ(‬

‫ﺍﻟﻮﺻﺎﻳﺔ ‪ :‬ﻟﻤﺪﻳﺮ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ ﺃﻥ ﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻤﺤﻜﻤﺔ ﺫﻟﻚ‬

‫ﻳﻌﻴﻦﻭﻟﻴﺎ ًﻋﻠﻰ ﺍﻟﻄﻔﻞ ﺃﻱ ﺷﺨﺺ ﻳﻮﺻﻲ ﺑﻪ ﺩﻭﻥ ﻗﻄﻊ ﺃﻭﺍﺻﺮﻩ‬
‫ﺍﻟﺒﻨﻮﺓ‪.‬ﺗﺴﻤﺢ ﺍﻟﻮﺻﺎﻳﺔ ﻟﻠﻄﻔﻞ ﺑﺎﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺍﻟﻨﺎﺱ‬
‫ﻛﺒﻴﺮﺓ‪،‬ﺧﺎﺻﺔ ﻣﻊ ﺍﻷﺳﺮﺓ ﺍﻟﻤﻤﺘﺪﺓ‪ ،‬ﺇﺫﺍ ﺗﻢ ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﺃﻥ ﻫﺬﻩ ﺍﻟﺮﻭﺍﺑﻂ ﻓﻲ ﻣﺼﻠﺤﺘﻪ‬
‫ﺍﻟﻤﺤﻜﻤﺔ‪.‬ﻳﻮﻓﺮ ﻫﺬﺍ ﺍﻹﺟﺮﺍء ﺍﺳﺘﻘﺮﺍﺭﺍً ﺃﻛﺒﺮ ﻟﻸﻃﻔﺎﻝ ﻭﻳﻨﺘﻬﻲ ﻋﻨﺪﻣﺎ‬
‫ﺑﻠﻮﻏﻪﺳﻦ ﺍﻟﺜﺎﻣﻨﺔ ﻋﺸﺮﺓ‪ ،‬ﺃﻭ ﻋﻨﺪ ﺗﺤﺮﺭﻩ ﺍﻟﻜﺎﻣﻞ‪).‬ﻣﺼﺪﺭ(‬

‫ﺍﻟﺘﺎﺳﻊﻭﺍﻟﺜﻼﺛﻮﻥ‬
XL
 ‫ﻣﻘﺪﻣﺔ‬

‫ﻳﻌﺪﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺧﻄﻮﺓ ﻣﻬﻤﺔ ﻓﻲ ﻋﻤﻠﻴﺔ‬

‫ﺍﻟﺴﻴﺎﺳﺎﺕﺍﻟﻌﺎﻣﺔ‪ .‬ﻳﻈﻞ ﺗﺼﻤﻴﻤﻬﺎ ﻧﻈﺮﻳﺎً ﻃﺎﻟﻤﺎ‬
‫ﻭﻟﻢﻳﺘﻢ ﺗﺤﻮﻳﻠﻬﺎ ﺇﻟﻰ ﺃﻓﻌﺎﻝ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﺗﺄﺗﻲ ﺃﻫﻤﻴﺔ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻓﻴﻤﺎﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﻲ ﺗﺴﺒﻘﻬﺎ‪ ،‬ﺍﻟﺘﺼﻤﻴﻢ‪ .‬ﻭﻟﻬﺬﺍ ﺍﻟﻐﺮﺽ‪ ،‬ﻧﺘﺤﺪﺙ ﻋﻦ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‬
‫ﺍﻟﺘﺼﻤﻴﻢﻭﺍﻟﺘﻨﻔﻴﺬ ﻣﻦ ﺃﺟﻞ ﺗﻘﻴﻴﻢ ﺍﻟﺘﻨﻔﻴﺬ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻈﺮ ﻓﻲ ﺗﺼﻤﻴﻢ‬
‫ﺍﻟﺴﻴﺎﺳﺔﺍﻟﺘﻲ ﺳﻴﺘﻢ ﺗﻘﻴﻴﻤﻬﺎ‪ .‬ﻛﻮﻧﻬﺎ ﺗﺮﺟﻤﺔ ﺍﻟﺘﺼﻤﻴﻢ ﺇﻟﻰ ﺍﻟﻌﻤﻞ ﻭﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻳﻌﺘﻤﺪﻋﻠﻰ ﺇﺭﺍﺩﺓ ﺍﻟﻤﻨﻔﺬﻳﻦ‪ .‬ﻓﻲ ﺍﻷﺩﺏ‪ ،‬ﻭﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺍﻟﻤﻔﻬﻮﻡ‬
‫ﻭﺗﻢﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺘﻨﻔﻴﺬ ﻣﻦ ﻭﺟﻬﺎﺕ ﻧﻈﺮ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﻓﻲ‬
‫ﺍﻹﺩﺍﺭﺓﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫ﺗﻔﺴﻴﺮﻫﺬﺍ ﺍﻻﺧﺘﻼﻑ ﻧﺴﺒﻲ ﻭﻳﻌﺘﻤﺪ‪ ،‬ﻣﻦ ﺑﻴﻦ ﺃﻣﻮﺭ ﺃﺧﺮﻯ‪ ،‬ﻋﻠﻰ ﻧﻬﺞ ﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫ﻋﻤﻞﻓﻨﻲ "ﻣﻦ ﺃﻋﻠﻰ ﺇﻟﻰ ﺃﺳﻔﻞ«ﺃﻭ "ﺗﺼﺎﻋﺪﻱ«ﻭﻛﺬﻟﻚ ﻧﻮﻉ ﺍﻟﺘﺤﻠﻴﻞ "ﺍﻟﻤﻌﻴﺎﺭﻱ" ﺃﻭ‬
‫"ﺗﻔﺴﻴﺮﻳﺔ"‪ .‬ﺃﻧﺼﺎﺭ ﺍﻹﺧﻼﺹ )ﺃﻭ ﺍﻟﻤﻄﺎﺑﻘﺔ( ﻟﻘﺎﺿﻲ ﺍﻟﺘﺼﻤﻴﻢ‬
‫ﻭﻳﻌﺘﺒﺮﺃﻱ ﻋﺪﻡ ﺍﻣﺘﺜﺎﻝ ﺑﻤﺜﺎﺑﺔ ﻓﺸﻞ ﻓﻲ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﺘﻲ ﻗﺎﻡ ﺑﻬﺎ‬
‫ﻭﺑﺎﻟﺘﺎﻟﻲﻳﻜﻮﻥ ﻟﻠﻤﻨﻔﺬﻳﻦ ﺗﺄﺛﻴﺮ ﺳﻠﺒﻲ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺉﺞ ﻭ‬
‫ﺍﻟﺘﺄﺛﻴﺮﺍﺕﺍﻟﻤﺘﻮﻗﻌﺔ‪ .‬ﻭﺍﻟﻮﺍﻗﻊ ﺃﻥ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﻳﺪﻋﻢ ﺣﻘﻴﻘﺔ ﺍﻟﻤﻨﻄﻖ ﺍﻟﻨﻈﺮﻱ ﺍﻟﻜﺎﻣﻦ ﻭﺭﺍءﻩ‬
‫ﻭﻳﺠﺐﺗﻄﺒﻴﻖ ﺍﻟﺴﻴﺎﺳﺔ ﺑﺄﻣﺎﻧﺔ ﻟﻀﻤﺎﻥ ﺗﺤﻘﻴﻖ ﺍﻟﺘﺄﺛﻴﺮﺍﺕ ﺍﻟﻤﺘﻮﻗﻌﺔ‪.‬‬
‫ﻭﻓﻲﺍﻟﻤﻘﺎﺑﻞ‪ ،‬ﻳﻌﺘﻘﺪ ﺃﻧﺼﺎﺭ ﺍﻟﺘﻜﻴﻒ ﺃﻥ ﻛﻞ ﺗﻨﻔﻴﺬ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻛﺬﻟﻚ‬
‫ﺗﺘﻜﻴﻒﻣﻊ ﺍﻟﺴﻴﺎﻕ ﺍﻟﻤﺤﻠﻲ ﻭﺧﺼﻮﺻﻴﺎﺕ ﺍﻟﺴﻜﺎﻥ ﺍﻟﻤﺴﺘﻔﻴﺪﻳﻦ‪ .‬ﻫﺆﻻء‬
‫ﻓﺎﻟﺘﻜﻴﻒ‪،‬ﺑﻌﻴﺪﺍً ﻋﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻪ ﺁﺛﺎﺭ ﺳﻠﺒﻴﺔ‪ ،‬ﻳﻤﻜﻦ ﻋﻠﻰ ﺍﻟﻌﻜﺲ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﻳﺴﺎﻫﻢ ﻓﻲ ﺗﺤﻘﻴﻘﻪ‬
‫ﻧﺘﺎﺉﺞﻣﺘﻮﻗﻌﺔ ﺃﻭ ﺣﺘﻰ ﻧﺘﺎﺉﺞ ﻏﻴﺮ ﻣﺘﻮﻗﻌﺔ ﻭﻟﻜﻨﻬﺎ ﺇﻳﺠﺎﺑﻴﺔ‪.‬‬

‫ﻭﻟﺬﻟﻚﻧﻘﺘﺮﺡ ﻣﻨﻈﻮﺭﺍ ﻟﺘﻘﻴﻴﻢ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﺘﺼﻤﻴﻢ ﻭﺍﻟﺘﻨﻔﻴﺬ‪.‬‬

‫ﻋﻤﻞﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﻟﻰ ﺃﻥ ﻳﻜﻮﻥ ﻣﻌﻴﺎﺭﻳﺎً ﻭﺗﻔﺴﻴﺮﻳﺎً‪ .‬ﻫﻲ‬
‫ﻣﻌﻴﺎﺭﻳﺔﻟﺪﺭﺟﺔ ﺃﻧﻨﺎ ﻧﺴﺘﺨﺪﻡ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻓﻲ ﺗﻘﻴﻴﻢ ﺍﻟﺒﺮﺍﻣﺞ‪ .‬ﻭ‬
‫ﺗﻔﺴﻴﺮﻳﺔ‪،‬ﻷﻧﻨﺎ ﻧﻠﻘﻲ ﺍﻟﻀﻮء ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺨﻠﻖ ﻭﺍﻟﻨﻘﻞ‬

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 ‫ﺍﻟﺸﻌﻮﺭﺑﺎﻟﺴﻴﺎﺳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻈﺮﻳﺎﺕ ﺍﻟﻤﻨﻄﻖ ﻭﺍﻟﺤﺲ‪ .‬ﺍﻹﻃﺎﺭ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔﻣﺘﻌﺪﺩﺓ ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﺘﻔﺴﻴﺮﻳﺔ )‪ (CCII‬ﻟﺘﻘﻴﻴﻢ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‬
‫ﻳﺘﻴﺢﻟﻨﺎ ﺗﻨﻔﻴﺬ ﺍﻟﺘﺼﻤﻴﻢ ﺍﻟﺬﻱ ﻧﻘﺪﻣﻪ ﻛﺠﺰء ﻣﻦ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺇﺩﺭﺍﺟﻪ‬
‫ﻫﺬﻩﺍﻟﻨﻈﺮﺓ ﺍﻟﺘﻔﺴﻴﺮﻳﺔ ﻟﻠﺘﻨﻔﻴﺬ ﺑﻴﻦ ﻣﻼﺣﻈﺔ ﺍﻟﻔﺠﻮﺓ ﺑﻴﻦ ﺍﻟﺘﺼﻤﻴﻢ‬
‫ﻭﺍﻟﺘﻨﻔﻴﺬﻭﻟﻜﻦ ﻗﺒﻞ ﺍﻟﺤﻜﻢ ﻋﻠﻰ ﻧﺠﺎﺡ ﺍﻟﺘﻨﻔﻴﺬ ﺃﻭ ﻓﺸﻠﻪ‬
‫ﻋﻤﻞﻓﻨﻲ‪ .‬ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻳﺘﻀﻤﻦ ‪ CCII‬ﺛﻼﺛﺔ ﻣﻜﻮﻧﺎﺕ‪ (1 :‬ﺗﻘﻴﻴﻢ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ‬
‫ﺗﻨﻔﻴﺬﺍﻟﺘﺼﻤﻴﻢ؛ ‪ (2‬ﺗﻔﺴﻴﺮ ﺍﻻﺧﺘﻼﻓﺎﺕ ﻭﺍﻻﺧﺘﻼﻓﺎﺕ ﺑﻴﻦ ﺍﻟﻤﻮﺍﻗﻊ؛ ﻭ ‪ (3‬ﺍﻟﻘﺎﺿﻲ‬
‫ﺍﻟﺘﻨﻔﻴﺬ‪.‬ﻳﺘﻢ ﺗﻄﻮﻳﺮ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻹﻃﺎﺭ‬
‫ﺍﻟﻨﻈﺮﻳﺔﻣﺪﻋﻮﻣﺔ ﺑﺎﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻤﻌﺘﺮﻑ ﺑﻬﺎ ﻓﻲ ﺗﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺗﻘﻴﻴﻤﻬﺎ‬
‫ﻋﺎﻡ‪.‬‬

‫ﻭﻣﻦﺃﺟﻞ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ‪ ،‬ﻧﻘﻮﻡ ﺑﺘﻘﻴﻴﻢ ﺗﻨﻔﻴﺬﻩ‬

‫ﺗﻌﺪﻳﻼﺕﻋﻠﻰ ﻗﺎﻧﻮﻥ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ ﺩﺧﻠﺖ ﺣﻴﺰ ﺍﻟﺘﻨﻔﻴﺬ ﻓﻲ ﻳﻮﻟﻴﻮ ‪.2007‬‬
‫ﻭﻳﻌﺘﻤﺪﻫﺬﺍ ﺍﻟﻨﻬﺞ ﻋﻠﻰ ﺩﺭﺍﺳﺎﺕ ﺣﺎﻟﺔ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﻵﻟﻲ‪ .‬ﻛﻞ‬
‫ﺍﻟﺤﺎﻟﺔﺗﺘﻮﺍﻓﻖ ﻣﻊ ﻣﺮﻛﺰ ﺍﻟﺸﺒﺎﺏ )‪ .(CJ‬ﺗﻢ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺑﻮﺍﺳﻄﺔ‬
‫ﻓﺮﻳﻖﺑﺤﺚ‪2‬ﺍﻟﻤﺴﺆﻭﻝ ﻋﻦ ﺍﻟﺘﻘﻴﻴﻢﻣﻦ ﺁﺛﺎﺭ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺠﺪﻳﺪ ﻋﻠﻰ‬
‫ﺣﻤﺎﻳﺔﺍﻟﺸﺒﺎﺏ ﻋﻠﻰ ﺍﻻﺳﺘﻘﺮﺍﺭ ﻭﺍﻟﻈﺮﻭﻑ ﺍﻟﻤﻌﻴﺸﻴﺔ ﻟﻸﻃﻔﺎﻝ‪ .‬ﻫﺬﺍ ﺍﻟﺒﺤﺚ‬
‫ﺗﻢﺩﻋﻤﻪ ﻣﻦ ﻗﺒﻞ (‪ Fonds de recherche du Québec – société et Culture )FRQSC‬ﻓﻲ‬
‫ﻛﺠﺰءﻣﻦ ﻋﻤﻞ ﻣﻨﺴﻖ ﻣﻊ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺨﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ )‪.(MSSS‬‬

‫ﻭﺑﺎﻟﺘﺎﻟﻲﻓﻬﻮ‪ ،‬ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ‪ ،‬ﺃﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺜﺎﻧﻮﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ‪ .‬ﻟﻜﻦ‪،‬‬

‫ﻫﺬﺍﺗﺤﻠﻴﻞ ﻷﺳﺉﻠﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺠﺪﻳﺪﺓ ﻣﻊ ﺃ‬
‫ﺍﻟﻤﺴﺎﻫﻤﺔﺳﻮﺍء ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻌﻠﻤﻲ ﺃﻭ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺪﺧﻞ‪ .‬ﺣﻮﻝ‬

‫‪2‬ﺗﻢ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﻦ ﻗﺒﻞ ﻓﺮﻳﻖ ﺑﺤﺚ ﻣﺴﺆﻭﻝ ﻋﻦ ﺗﻘﻴﻴﻢ ﺁﺛﺎﺭ ﻗﺎﻧﻮﻥ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺪﻳﺪ ﻋﻠﻰ ﺍﺳﺘﻘﺮﺍﺭ ﺍﻷﻃﻔﺎﻝ‬
‫ﻭﻇﺮﻭﻓﻬﻢﺍﻟﻤﻌﻴﺸﻴﺔ‪ .‬ﺗﻢ ﺗﻤﻮﻳﻞ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻗﺒﻞﺻﻨﺪﻭﻕ ﺃﺑﺤﺎﺙ ﻛﻴﺒﻴﻚ ‪ -‬ﺍﻟﻤﺠﺘﻤﻊ ﻭﺍﻟﺜﻘﺎﻓﺔ )‪(FRQSC‬ﻛﺠﺰء ﻣﻦ ﻋﻤﻞ‬
‫ﻣﻨﺴﻖﻣﻊ ﻭﺯﺍﺭﺓ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺨﺪﻣﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ )‪ .(MSSS‬ﻭﻳﻀﻢ ﻓﺮﻳﻖ ﺍﻟﺒﺤﺚ ﺍﻟﺒﺎﺣﺜﻴﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ‪ :‬ﺩﺍﻧﻴﻴﻞ ﺗﻮﺭﻛﻮﺕ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﻻﻓﺎﻝ؛ﻭﺳﻴﻠﻔﻲ ﺩﺭﺍﺑﻮ‪ ،‬ﺟﺎﻣﻌﺔ ﻻﻓﺎﻝ؛ ﺳﻮﻧﻴﺎ ﻫﻴﻠﻲ‪CJM-IU ،‬؛ ﻣﺎﺭﻙ ﺑﻴﺠﺮﺍﺱ‪UQAM ،‬؛ ﻣﻴﺸﻴﻞ ﺑﺮﻭﺳﻮ‪CJQ-IU ،‬؛ ﺩﺍﻧﻲ‬
‫ﺩﻳﺴﻮﺭﻭﻟﺖ‪UQTR،‬؛ ﻣﺎﺭﻱ ﻫﻴﻠﻴﻦ ﺟﺎﻧﻴﻴﻪ‪ ،‬ﺟﺎﻣﻌﺔ ﻻﻓﺎﻝ؛ ﻣﺎﺭﺗﻦ ﺟﻮﻳﻴﺖ‪ENAP ،‬؛ ﻣﺎﺭﻱ ﺃﻧﺪﺭﻳﻪ ﺑﻮﺍﺭﻳﻴﻪ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﻮﻧﺘﺮﻳﺎﻝ؛ ﺇﻳﻒ‬
‫ﺑﻮﻟﻴﻮ‪UQAC،‬؛ ﻣﺎﺭﻱ ﻛﺮﻳﺴﺘﻴﻦ ﺳﺎﻧﺖ ﺟﺎﻙ‪ ،‬ﺟﺎﻣﻌﺔ ﻻﻓﺎﻝ؛ ﻣﺎﺭﻱ ﻛﻠﻮﺩ ﺳﻴﻤﺎﺭﺩ‪CJQ-IU ،‬؛ ﺟﻴﻨﻴﻔﻴﻒ ﺗﻮﺭﻛﻮﺕ‪.CJM-IU ،‬‬

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 ‫ﺍﻟﺒﻴﺎﻧﺎﺕﺍﻟﺘﻲ ﺟﻤﻌﻬﺎ ﺑﺎﺣﺜﻮﻥ ﺁﺧﺮﻭﻥ‪ ،‬ﻟﺪﻳﻨﺎ ﻣﺴﺎﻓﺔ ﻛﺎﻓﻴﺔ ﻟﺘﺤﻠﻴﻠﻬﺎ‬
‫ﺑﻤﻮﺿﻮﻋﻴﺔ‪.‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻗﺮﺑﻨﺎ ﻣﻦ ﺑﻌﺾ ﺃﻋﻀﺎء ﺍﻟﻔﺮﻳﻖ‬
‫ﺍﻟﺒﺤﺚﻭﻣﻌﺮﻓﺘﻨﺎ ﺑﻤﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﺳﻤﺤﺖ ﻟﻨﺎ ﺑﺎﻟﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﻣﻌﺮﻓﺔﺳﻴﺎﻕ ﻭﻋﻤﻠﻴﺔ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﻭﻫﻜﺬﺍ‪ ،‬ﻟﺪﻳﻨﺎ‬
‫ﺃﺟﺎﺏ‪،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻋﻠﻰ ﺍﻷﺳﺉﻠﺔ ﺍﻟﺘﻲ ﻟﻢ ﻳﺘﻢ ﺍﻟﻨﻈﺮ ﻓﻴﻬﺎ ﻓﻲ ﺫﻟﻚ ﺍﻟﻮﻗﺖ‬
‫ﺟﻤﻊﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﺍﻟﻬﺪﻑ ﻫﻮ ﺗﻮﻟﻴﺪ ﻣﻌﺮﻓﺔ ﺟﺪﻳﺪﺓ ﻭﺩﻋﻢ ﻭﺇﺛﺮﺍء‬
‫ﺍﻟﻨﻈﺮﻳﺎﺕﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺳﻴﺎﻕ ﺗﻘﺘﺼﺮ ﻓﻴﻪ ﺍﻟﻔﺮﺹ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺩﺓ‬
‫ﺍﻟﺒﺤﺚﺍﻷﻭﻟﻲ ﻣﻬﻢ ﺑﺴﺒﺐ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺧﻼﻗﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﺃﻳﻀﺎ‬
‫ﺣﺪﻭﺩﺍﻷﺑﺤﺎﺙ ﺍﻟﺘﻲ ﺗﺘﻢ ﻓﻲ ﺇﻃﺎﺭ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ‪.‬‬

‫ﺗﺄﺗﻲﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺸﻜﻞ ﺭﺉﻴﺴﻲ ﻣﻦ ﺃﺭﺑﻌﺔ ﻣﺼﺎﺩﺭ‪ (1 :‬ﺍﻟﻤﻘﺎﺑﻼﺕ ﺍﻟﻔﺮﺩﻳﺔ؛ ‪(2‬‬

‫ﺍﻟﻤﻘﺎﺑﻼﺕﺍﻟﺠﻤﺎﻋﻴﺔ؛ ‪ (3‬ﺍﻻﺳﺘﺒﻴﺎﻥ؛ ‪ (4‬ﺍﻟﺘﻮﺛﻴﻖ‪ .‬ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻮ‬
‫ﺍﻟﻨﻮﻋﻴﺔﻭﺍﻟﺘﻔﺴﻴﺮﻳﺔ ﺇﻟﻰ ﺣﺪ ﻛﺒﻴﺮ‪ .‬ﻭﻳﺴﺘﻨﺪ ﻓﺼﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻮﻋﻲ‬
‫ﻭﺍﻟﻜﻤﻴﺔ‪.‬ﺗﻢ ﺗﻨﻔﻴﺬ ﺗﺮﻣﻴﺰ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻣﻌﺎﻟﺠﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺒﺮﻧﺎﻣﺞ‬
‫ﻳﺮﻛﺰﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﺛﻼﺙ ﻭﺣﺪﺍﺕ ﺗﺤﻠﻴﻞ‪ (1 :‬ﺍﻟﺘﻨﻔﻴﺬ ‪NVivo 10.‬‬
‫ﺗﻨﻔﻴﺬﻫﺎﻣﺤﻠﻴﺎ؛ ‪ (2‬ﻧﻘﻞ ﻭﺇﻧﺸﺎء ﺍﻟﻤﻌﻨﻰ؛ ﻭ‪ (3‬ﻓﻌﺎﻟﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ‪.‬‬
‫ﺍﺳﺘﺨﺪﻣﻨﺎﻧﻬﺞ ﺟﻴﻮﺭﺟﻲ ﺍﻟﻤﻜﻮﻥ ﻣﻦ ﺛﻼﺙ ﺧﻄﻮﺍﺕ ﻓﻲ ﻋﻠﻢ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻌﻠﻤﻴﺔ‬
‫)‪ (1 :(1997‬ﺇﻧﺘﺎﺝ ﻭﺻﻒ ﻣﻠﻤﻮﺱ ﻭﻣﻔﺼﻞ ﻟﺘﺠﺎﺭﺏ ﻣﺤﺪﺩﺓ‬
‫ﺍﻟﺘﻲﻋﺎﺷﻬﺎ ﺍﻟﻨﺎﺱ ﺃﺛﻨﺎء ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ؛ ‪ (2‬ﺍﻋﺘﻤﺎﺩ‬
‫ﺍﻟﺘﺨﻔﻴﺾﻣﻦ ﻗﺒﻞ ﺍﻟﺒﺎﺣﺚ‪ .‬ﻭ ‪ (3‬ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺠﻮﺍﻫﺮ "ﺍﻟﻌﻠﻤﻴﺔ"‪ .‬ﻟﺪﻳﻨﺎ‬
‫ﺿﻤﺎﻥﺍﻻﻣﺘﺜﺎﻝ ﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﺼﻼﺣﻴﺔ ﺍﻟﻤﻌﺘﺮﻑ ﺑﻬﺎ ﻟﻠﺘﺤﻠﻴﻼﺕ ﺍﻟﻨﻮﻋﻴﺔ‪.‬‬

‫ﻭﺗﻨﻘﺴﻢﺍﻟﺪﺭﺍﺳﺔ ﺇﻟﻰ ﺛﻼﺛﺔ ﺃﺟﺰﺍء ﺗﺘﻌﻠﻖ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ ﺑﺎﻟﺴﻴﺎﻕ ﻭﺍﻷﺳﺲ‬

‫ﺍﻟﺠﻮﺍﻧﺐﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻤﻨﻬﺠﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ‬
‫ﺗﻌﺪﻳﻼﺕﻋﻠﻰ ‪ LPJ‬ﻭﺃﺧﻴﺮﺍً ﺍﻻﺧﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﺘﻨﻔﻴﺬ ﺑﻴﻦ ﺍﻟﺤﺎﻻﺕ ﻓﻲ ﺿﻮء ﺫﻟﻚ‬
‫ﻋﻤﻠﻴﺎﺕﺇﻧﺸﺎء ﻭﻧﻘﻞ ﻣﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪ .LPJ‬ﺍﻟﻮﺟﻪ‬
‫ﻭﻓﻴﻤﺎﻳﻠﻲ ﻋﺮﺽ ﻟﻬﻴﻜﻞ ﺍﻷﻃﺮﻭﺣﺔ‪:‬‬

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 ‫ﺍﻟﻤﻨﻈﻮﺭﺍﻟﻤﻌﻴﺎﺭﻱ ﻭﺍﻟﻤﻨﻈﻮﺭ ﺍﻟﺘﻔﺴﻴﺮﻱ‪ .‬ﻭﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﻧﻘﺪﻡ‬
‫ﻣﻮﻗﻔﻨﺎﺍﻟﻤﻌﺮﻓﻲ ﻭﺗﻔﻀﻴﻼﺗﻨﺎ ﺍﻟﻮﺟﻮﺩﻳﺔ‪ ،‬ﻭﺇﻃﺎﺭﻧﺎ ﺍﻟﻤﻔﺎﻫﻴﻤﻲ‬
‫ﻭﻛﺬﻟﻚﺍﻟﻤﻨﻬﺠﻴﺔ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺇﺟﺮﺍء ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫ﺃﻣﺎﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺍﻟﺮﺳﺎﻟﺔ ﻓﻴﺘﻜﻮﻥ ﻣﻦ ﺃﺭﺑﻌﺔ ﻓﺼﻮﻝ ﻭﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻮﺻﻔﻲ‬
‫ﻋﻤﻠﻴﺔﺍﻋﺘﻤﺎﺩ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪ LPJ‬ﻭﺗﻠﻚ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ‬
‫ﻓﻲﻛﻞ ﻣﻦ ‪ CJs‬ﺍﻟﺜﻼﺛﺔ‪ .‬ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ ،‬ﺳﻨﺼﻒ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺮﺉﻴﺴﻴﺔ ﻭ‬
‫ﺍﻵﺛﺎﺭﺍﻟﻤﺘﻮﻗﻌﺔ ﻟﻠﺘﻌﺪﻳﻼﺕ‪ .‬ﺳﻨﻀﻊ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺒﻨﻲ ﻓﻲ ﺳﻴﺎﻗﻬﺎ‬
‫ﻣﻦﻫﺬﻩ ﺍﻟﺘﻌﺪﻳﻼﺕ‪ .‬ﻭﺃﺧﻴﺮﺍ‪ ،‬ﻧﻘﺪﻡ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﺘﻲ ﺳﻴﺘﻢ ﺗﺤﻠﻴﻠﻬﺎ‬
‫ﻭﺧﺎﺻﺔﻓﻲ ﺳﻴﺎﻕ ﻫﺬﻩ ﺍﻷﻃﺮﻭﺣﺔ‪ .‬ﻭﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺨﺎﻣﺲ ﻧﻘﺪﻡ ﻋﻤﻠﻴﺔ‬
‫ﺗﻢﺗﻨﻔﻴﺬﻫﺎ ﻓﻲ ‪ .CJ1‬ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺩﺱ‪ ،‬ﻧﺼﻒ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻴﺔ‬
‫ﺇﻟﻰ‪ .CJ2‬ﻭﺃﺧﻴﺮﺍً‪ ،‬ﺳﻨﻮﺿﺢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ ﻟـ ‪ CJ3‬ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺴﺎﺑﻊ‪.‬‬

‫ﻭﺃﺧﻴﺮﺍً‪،‬ﻳﺮﻛﺰ ﺍﻟﺠﺰء ﺍﻟﺜﺎﻟﺚ ﻋﻠﻰ ﺍﻟﺘﺤﻠﻴﻞ ﺑﻴﻦ ﺍﻟﺤﺎﻻﺕ ﻭﻳﺠﻤﻊ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺧﻴﺮﺓ‬
‫ﻓﺼﻮﻝﻫﺬﻩ ﺍﻷﻃﺮﻭﺣﺔ‪ .‬ﺃﻭﻻ‪ ً،‬ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ‪ ،‬ﻧﻘﺪﻡ‬
‫ﺍﻻﺧﺘﻼﻓﺎﺕﻓﻲ ﺍﻟﺘﻨﻔﻴﺬ ﺍﻟﻤﺤﻠﻲ ﻭﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﻟﺘﻲ ﺃﺟﺮﺍﻫﺎ ﻛﻞ ﻣﻦ ‪ .CJs‬ﻓﻲ‬
‫ﺛﺎﻧﻴﺎ‪ً،‬ﺳﻨﻘﺘﺮﺡ ﻗﺮﺍءﺓ ﺗﻔﺴﻴﺮﻳﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻳﻌﻤﻞﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺇﻧﺸﺎء ﻭﻧﻘﻞ ﻣﻌﻨﻰ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻋﻠﻰ ‪،LPJ‬‬
‫ﻓﻲﺍﻟﻔﺼﻞ ‪ .9‬ﻭﺃﺧﻴﺮﺍ‪ ،‬ﻧﺨﺼﺺ ﺍﻟﻔﺼﻞ ‪ 10‬ﻟﺘﺤﻠﻴﻞ ﺩﺭﺟﺔ ﺍﻟﻨﺠﺎﺡ ﺃﻭ‬
‫ﻓﺸﻞﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻟﻦ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺷﻚ ﻓﻲ ﺇﺻﺪﺍﺭ ﺣﻜﻢ ﻣﻌﻴﺎﺭﻱ ﻋﻠﻰ‬
‫ﺗﻌﺪﻳﻼﺕﻋﻠﻰ ‪ .LPJ‬ﻓﻘﻂ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺟﺮﺍﺉﻲ ﻭﺍﻟﺒﺮﻧﺎﻣﺠﻲ ﻟﻠﺘﻨﻔﻴﺬ‬
‫ﺳﻴﺘﻢﺗﻘﺪﻳﻢ ﺍﻟﻌﻤﻞ‪ .‬ﺳﻴﺘﻢ ﺑﻨﺎء ﺍﻟﺤﻜﻢ ﺍﻟﺼﺎﺩﺭ ﻭﺗﻔﺴﻴﺮﻩ‪.‬‬

‫ﻭﺃﺧﻴﺮﺍ‪،‬ﺗﻨﺎﻗﺶ ﺍﻟﻤﻨﺎﻗﺸﺔ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﻌﺎﻡ ﺍﻟﻨﺘﺎﺉﺞ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬

‫ﻓﻴﻤﺎﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔ‪ .‬ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺮﺉﻴﺴﻴﺔ ﺳﺘﻜﻮﻥ‬
‫ﺃﺑﺮﺯﻫﺎﻣﻦ ﺧﻼﻝ ﺇﺑﺮﺍﺯ ﺣﺪﻭﺩ ﺫﻟﻚ ﻭﻣﺴﺎﻫﻤﺎﺗﻪ ﺍﻟﺮﺉﻴﺴﻴﺔ‬
‫ﺍﻟﺘﻘﻴﻴﻢﻭﻭﺿﻊ ﺗﺼﻮﺭ ﻣﺤﺘﻤﻞ ﻟﺴﺒﻞ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻤﻤﻜﻨﺔ ﻭﺫﺍﺕ ﺍﻟﺼﻠﺔ‬
‫ﺍﺳﺘﻤﺮﺍﺭﺍ ًﻟﻠﻘﻀﺎﻳﺎ ﺍﻟﺘﻲ ﺗﻢ ﺗﻨﺎﻭﻟﻬﺎ ﻭﺍﻟﻨﺘﺎﺉﺞ ﺍﻟﻤﻘﺪﻣﺔ‪.‬‬

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 ‫ﻣﻘﺎﻋﺪ‬ ‫ﻭ‬ ‫ﺳﻴﺎﻕ‬ ‫ﺟﺰء ‪:‬‬ ‫ﺃﻧﺎ‪ -‬ﺃﻭﻻً‬
‫ﺍﻟﻨﻈﺮﻳﺔﻭﺍﻟﻤﻨﻬﺠﻴﺔ‬

‫ﻝ‬
‫ﺍﻟﻰﺍﻟﺠﺰء ﺍﻻﻭﻝﻣﻘﺪﻣﺔ ﻟﻠﺒﺤﺚ ﺍﻟﺬﻱ ﺗﻢ ﺗﻄﻮﻳﺮﻩ ﻛﺠﺰء ﻣﻦ ﻣﻮﻗﻌﻨﺎ‬
‫ﺗﺘﻀﻤﻦﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﺛﻼﺛﺔ ﻓﺼﻮﻝ‪ .‬ﺍﻝﺍﻟﻔﺼﻞ ﺍﻷﻭﻝﻳﻌﺮﺽ ﺳﻴﺎﻕ‬
‫ﺍﻟﺒﺤﺚﻣﻦ ﺧﻼﻝ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻤﺸﻜﻠﺔ‪ ،‬ﻭﺃﻫﻤﻴﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭ‬
‫ﺃﺳﺉﻠﺔﺍﻟﺘﻘﻴﻴﻢ‪ .‬ﺍﻝﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ ﻳﻄﻮﺭ ﺣﺎﻟﺔ ﺍﻷﺩﺑﻴﺎﺕ ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺗﻨﻔﻴﺬﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ‪ .‬ﺍﻝﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ﻳﺸﺮﺡ‬
‫ﻭﺟﻬﺎﺕﻧﻈﺮﻧﺎ ﺍﻟﻤﻌﺮﻓﻴﺔ ﻭﺍﻟﻮﺟﻮﺩﻳﺔ ﻭﺍﻟﻤﻨﻬﺠﻴﺔ‪.‬‬

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 ‫ﺍﻟﻔﺼﻞﺍﻷﻭﻝ‪ :‬ﺳﻴﺎﻕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺇﻥﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺤﺎﺳﻤﺔ ﻣﻦ ﺩﻭﺭﺓ ﺍﻟﺴﻴﺎﺳﺎﺕ‬

‫ﺍﻟﻌﺎﻣﺔ‪،‬ﻭﻗﺪ ﺃﺛﺎﺭ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻴﻦ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﺘﺄﺩﻳﺒﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻓﻲﺗﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﻣﻨﺬ ﻛﺘﺎﺑﺔ )[‪Pressman and Wildavsky, ]1973‬‬
‫]‪ .(1984 [1979‬ﻟﻘﺪ ﺗﻢ ﺇﻫﻤﺎﻝ ﺩﺭﺍﺳﺔ ﺍﻟﺘﻨﻔﻴﺬ ﻟﻔﺘﺮﺓ ﻃﻮﻳﻠﺔ ﺇﻟﻰ ﺣﺪ ﺃﻧﻨﺎ‬
‫ﻭﻣﻦﺍﻟﻤﻔﺘﺮﺽ ﺃﻥ ﻳﺘﻢ ﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺔ ﻛﻤﺎ ﻫﻮ ﻣﺨﻄﻂ ﻟﻬﺎ ﻣﻦ ﻗﺒﻞ ﺍﻟﺴﻠﻄﺎﺕ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﺃﻥﺍﻟﻤﺴﺆﻭﻟﻴﻦ )ﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﻋﻦ ﺍﻟﺘﻨﻔﻴﺬ( ﻟﻦ ﻳﻘﺪﻣﻮﺍ ﺃﻱ ﺷﻲء‬
‫ﺍﻟﺘﻐﻴﻴﺮﻓﻲ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﻗﺪ ﺗﻢ ﺍﻟﻨﻈﺮ ﻓﻲ ﺍﻟﺘﻨﻔﻴﺬ ﻓﻲ ﺃ‬
‫ﺗﺼﻤﻴﻢ"ﺍﻟﺼﻨﺪﻭﻕ ﺍﻷﺳﻮﺩ" ﺣﻴﺚ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺳﺒﺒﻴﺔ ﺑﻴﻦ ﺍﻟﻌﻤﻞ ﺍﻟﺤﻜﻮﻣﻲ ﻭﺗﺼﺮﻓﺎﺗﻪ‬
‫ﺍﻟﺘﺄﺛﻴﺮﺍﺕﺍﻟﻤﺮﻏﻮﺑﺔ‪.‬‬

‫ﻭﻣﻊﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻨﻔﻴﺬ ﻻ ﻳﺘﻮﺍﻓﻖ ﺩﺍﺉﻤﺎً ﻣﻊ ﻣﺎ ﺗﻢ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻪ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ‬

‫ﺗﺼﻤﻴﻢ‪.‬ﻭﻳﺆﺛﺮ ﻋﺪﻡ ﺍﻻﻣﺘﺜﺎﻝ ﻫﺬﺍ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘﻨﻔﻴﺬ‪ .‬ﻓﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻓﺈﻥ‬
‫ﺗﻌﺘﻤﺪﻃﺒﻴﻌﺔ ﻭﻧﻮﻋﻴﺔ ﺍﻟﺘﺄﺛﻴﺮﺍﺕ‪ ،‬ﺟﺰﺉﻴﺎً ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻨﻔﻴﺬ‬
‫ﻋﻤﻞﻓﻨﻲ‪ .‬ﻫﻨﺎﻙ ﺗﺼﻮﺭﺍﻥ ﻳﺘﻌﺎﺭﺿﺎﻥ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻤﺴﺘﻮﻯ‪ .‬ﺍﻟﺒﻌﺾ ﻳﺴﻠﻂ ﺍﻟﻀﻮء ﻋﻠﻰ ﺣﻘﻴﻘﺔ ﺫﻟﻚ‬
‫ﺍﻟﺘﺄﺛﻴﺮﺍﺕ‪،‬ﺣﺘﻰ ﻏﻴﺮ ﺍﻟﻤﺘﻮﻗﻌﺔ ﻣﻨﻬﺎ‪ ،‬ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺇﻳﺠﺎﺑﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﻜﺎﻥ ﺍﻟﻤﺴﺘﻬﺪﻓﻴﻦ‪ .‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻞ‬

‫ﻭﺑﺎﻟﻨﺴﺒﺔﻟﻶﺧﺮﻳﻦ‪ ،‬ﻓﺈﻥ ﺃﻱ ﺍﻧﺤﺮﺍﻑ ﻋﻦ ﺍﻟﺨﻄﺔ ﺍﻷﻭﻟﻴﺔ ﻳﻌﺪ ﻓﺸﻼ ًﻓﻲ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﺇﻥ ﻟﻢ ﻳﻜﻦ ﻓﺸﻼ ًﻓﻲ ﺍﻟﺴﻴﺎﺳﺔ‪.‬‬

‫ﻣﻦﻫﺬﺍ ﺍﻟﻨﻘﺎﺵ‪ ،‬ﻣﺴﺄﻟﺔ ﻓﺠﻮﺓ ﺍﻟﺘﺼﻤﻴﻢ )ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻓﻴﻬﺎ ﺍﻟﺴﻴﺎﺳﺔ‬
‫ﺍﻟﺘﺼﻤﻴﻢ( ﻭﺍﻟﺘﻨﻔﻴﺬ )ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﻲ ﻳﺘﻢ ﻓﻴﻬﺎ ﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺔ( ﺃﻣﺮ ﻣﻬﻢ‬
‫ﺣﺎﺳﻤﺔﻟﻠﺘﻔﺴﻴﺮ ﺍﻟﻤﻌﻄﻰ ﻟﻨﺘﺎﺉﺞ ﺍﻟﺘﻘﻴﻴﻢ ﻭﻣﺴﺘﻘﺒﻞ‬
‫ﺳﻴﺎﺳﺔ‪.‬‬

‫ﻭﻓﻲﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ‪ ،‬ﻳﺒﺪﻭ ﺃﻥ ﺍﻟﺘﻘﻴﻴﻢ ﻳﻠﻌﺐ ﺩﻭﺭﺍً ﻣﻬﻤﺎً؛ ﺃﻥ ﻳﻌﺘﺒﺮ‬

‫ﻛﻮﻇﻴﻔﺔﻓﻲ ﺣﺪ ﺫﺍﺗﻬﺎ ﺃﻭ ﺣﺘﻰ ﻛﻤﺮﺣﻠﺔ ﻣﻬﻤﺔ ﻣﻦ ﺍﻟﺪﻭﺭﺓ‬
‫ﻟﻠﺴﻴﺎﺳﺔﺍﻟﻌﺎﻣﺔ‪ .‬ﻭﻓﻲ ﺳﻴﺎﻕ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‪ ،‬ﻳﺒﺪﻭ ﻣﻦ ﺍﻟﻤﻬﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﺎ ﺃﻥ ﻧﺤﺪﺩ ﺫﻟﻚ‬
‫ﺭﺅﻳﺘﻨﺎﻟﺪﻭﺭ ﺍﻟﺘﻘﻴﻴﻢ ﻫﻲ ﺃﻛﺜﺮ ﻋﺎﻟﻤﻴﺔ )ﺃﻧﺪﺭﺳﻮﻥ‪ (2003 ،‬ﺃﻭ ﻣﻮﺟﻬﺔ ﻧﺤﻮ‬

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 ‫ﺍﻵﺛﺎﺭ)ﺻﺒﻎ‪ .(2005 ،‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﺎ‪ ،‬ﺍﻟﺘﻘﻴﻴﻢ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺣﺎﺿﺮﺍ ًﻋﻠﻰ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻤﺘﺴﻠﺴﻠﺔ‪ ،‬ﻭ‬
‫ﻳﻬﺘﻢﺑﺎﻟﺼﻴﺎﻏﺔ ﻭﺍﻻﻋﺘﻤﺎﺩ )ﺍﻟﺘﺼﻤﻴﻢ( ﻛﻤﺎ ﻫﻮ ﺍﻟﺤﺎﻝ ﻓﻲ ﺍﻟﺘﻨﻔﻴﺬ ﻭ‬
‫ﺗﺄﺛﻴﺮﺍﺕ‪.‬‬

‫ﻭﻳﺆﺩﻱﻫﺬﺍ ﺍﻟﻤﻨﻈﻮﺭ ﺇﻟﻰ ﺿﺮﻭﺭﺓ ﺍﻟﺘﻔﺮﻳﻖ ﺑﻴﻦ “ﺗﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ”‬

‫ﻭ"ﺗﻘﻴﻴﻢ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ" )ﻓﺎﻳﺲ‪ .(1999 ،‬ﺟﻴﻔﺎ ﻣﺎﻱ ﻭﺑﺎﻝ )‪ (1999‬ﺣﺘﻰ ﺍﻵﻥ‬
‫ﺗﺤﻠﻴﻞﻣﻘﺎﺭﻥ ﻣﺜﻴﺮ ﻟﻼﻫﺘﻤﺎﻡ ﺣﻮﻝ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ ﻓﻲ ﻣﻘﺎﻟﺘﻬﻢﺍﻷﺳﻮﺍﺭ ﺍﻟﺠﻴﺪﺓ ﺗﺼﻨﻊ ﺍﻟﺨﻴﺮ‬
‫ﺍﻟﺠﻴﺮﺍﻥ‪:‬ﺗﻘﻴﻴﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺗﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ‪ -‬ﺍﺳﺘﻜﺸﺎﻑ ﺍﻻﺧﺘﻼﻓﺎﺕ‪ .‬ﻝ‬
‫ﺍﻟﻤﺆﻟﻔﻮﻥ‪،‬ﻫﻨﺎﻙ ﻋﺪﺓ ﺍﺧﺘﻼﻓﺎﺕ ﺑﻴﻦ ﺗﺤﻠﻴﻞ ﻭﺗﻘﻴﻴﻢ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﺧﺎﺻﺔﻣﻦ ﺣﻴﺚ ﺍﻟﻐﺮﺽ ﻭﺯﺍﻭﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ‪ .‬ﺗﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﻳﻨﺒﻐﻲﺃﻥ ﺗﺼﺪﺭ ﺗﻮﺻﻴﺎﺕ ﺗﺴﺘﻨﺪ‪ ،‬ﻣﻦ ﺑﻴﻦ ﺃﻣﻮﺭ ﺃﺧﺮﻯ‪ ،‬ﺇﻟﻰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻘﺪﻣﺔ‬
‫ﻣﻦﺧﻼﻝ ﺍﻟﺘﻘﻴﻴﻢ‪ .‬ﻭﺑﺎﻟﻤﺜﻞ‪ ،‬ﻳﺠﺎﺩﻝ ﺍﻟﻤﺆﻟﻔﻮﻥ ﺑﺬﻟﻚ"ﻓﻲ ﺣﻴﻦ ﻳﻤﻜﻦ ﺃﻥ ﻳﻘﺎﻝ ﺗﺤﻠﻴﻞ ﺍﻟﺴﻴﺎﺳﺎﺕ‬
‫ﻟﻜﻲﺗﻜﻮﻥ ﻣﺴﺘﻘﺒﻠﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻘﻴﻴﻢ ﻳﻜﻮﻥ ﺑﺄﺛﺮ ﺭﺟﻌﻲ‪) « .‬ﺹ‪ .(263‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ،‬ﻓﺈﻥ ﺍﻟﻬﺪﻑ ﺍﻟﺮﺉﻴﺴﻲ ﻟﻠﻤﺤﻠﻞ‬
‫ﻫﻮﻣﻨﻊ ﺍﻻﻧﺤﺮﺍﻓﺎﺕ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﺠﻨﺒﻬﺎ‪ .‬ﺑﻴﻨﻤﺎ‪ ،‬ﻓﻲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ‪،‬‬
‫ﻳﻼﺣﻆﺍﻟﻤﻘﻴﻢ ﺍﻟﺘﻨﺎﻗﻀﺎﺕ ﺑﺄﺛﺮ ﺭﺟﻌﻲ ﻭﻳﺤﺎﻭﻝ ﺗﻔﺴﻴﺮﻫﺎ‪ .‬ﻟﺬﻟﻚ‪ ،‬ﻧﺤﻦ‬
‫ﺇﺟﺮﺍءﺗﻘﻴﻴﻢ ﻟﻠﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫ﻭﻛﺠﺰءﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻧﺘﺤﺪﺙ ﻋﻦ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﻲ ﻳﺠﺐ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻴﻬﺎ‬
‫ﺍﻟﺒﺮﺍﻣﺞﺃﻭ ﺍﻟﺘﺪﺧﻼﺕ ﺃﻭ ﺍﻟﻘﻮﺍﻧﻴﻦ ﺃﻭ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﺃﻭ ﻣﺎ ﻳﺤﺪﺩﻩ ﺩﺍﻱ )‪.(2005‬‬
‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ"ﺃﻳﺎً ﻛﺎﻥ ﻣﺎ ﺗﺨﺘﺎﺭ ﺍﻟﺤﻜﻮﻣﺎﺕ ﺃﻥ ﺗﻔﻌﻠﻪ ﺃﻭ ﻻ ﺗﻔﻌﻠﻪ"‪) « .‬ﺹ ‪ .(7‬ﻓﻲ‬
‫ﻭﻓﻴﻤﺎﻳﺘﻌﻠﻖ ﺑﻤﺮﺍﺣﻞ ﺍﻟﺴﻴﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻓﺈﻧﻨﺎ ﻣﻬﺘﻤﻮﻥ ﺑﺸﻜﻞ ﺧﺎﺹ‬
‫ﺗﻘﻴﻴﻢﺗﻨﻔﻴﺬ ﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻟﻜﻦ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﺮﺣﻠﺔ ﺍﻟﺘﻲ‬
‫ﻳﺴﺒﻖﺍﻟﺘﺼﻤﻴﻢ )ﺍﻟﺬﻱ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﻣﺮﺣﻠﺔ ﺍﻟﺼﻴﺎﻏﺔ ﻭ‪/‬ﺃﻭ ﺍﻟﺘﺒﻨﻲ‬
‫ﺍﻋﺘﻤﺎﺩﺍﻋﻠﻰ ﺍﻟﻤﺆﻟﻔﻴﻦ(‪.‬‬

‫ﻭﻣﻦﺃﺟﻞ ﺟﻌﻞ ﺩﺭﺍﺳﺘﻨﺎ ﻣﻠﻤﻮﺳﺔ‪ ،‬ﺍﺧﺘﺮﻧﺎ ﺇﺟﺮﺍء ﺗﻘﻴﻴﻢ ﻟﻠﺘﻨﻔﻴﺬ‬

‫ﺗﻨﻔﻴﺬﺍﻷﺣﻜﺎﻡ ﺍﻟﺠﺪﻳﺪﺓ ﻟﻘﺎﻧﻮﻥ ﺣﻤﺎﻳﺔ ﺍﻟﺸﺒﺎﺏ )‪ .(LPJ‬ﺍﻝ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕﻣﻦ ﺍﻻﺳﺘﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﻤﻘﺎﺑﻼﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻟﻤﻘﺎﺑﻼﺕ ﺍﻟﺠﻤﺎﻋﻴﺔ‪،‬‬
‫ﺗﻢﺟﻤﻌﻬﺎ ﺑﻴﻦ ﻋﺎﻣﻲ ‪ 2007‬ﻭ‪ 2010‬ﻭﺗﺘﻌﻠﻖ ﺑﺜﻼﺛﺔ ﻣﺮﺍﻛﺰ ﻟﻠﺸﺒﺎﺏ ﻓﻲ ﻛﻴﺒﻴﻚ‪ .‬ﻝ‬
‫ﺑﺎﻹﺿﺎﻓﺔﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﺗﻢ ﺇﺟﺮﺍء ﻣﺮﺍﺟﻌﺔ ﺍﻷﺩﺑﻴﺎﺕ ﻟﺘﺜﻠﻴﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ .‬ﺍﻷﺻﺎﻟﺔ‬

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