محام وشريك مؤسس في مكتب رشيد فهمي كرامي للمحاماة والإستشارات القانونية. محكم ووسيط دولي معتمد لدى عدد من المراكز المحلية والعالمية. مدرب معتمد على الوساطة والتحكيم لدى نقابة المحامين في طرابلس ومركز التسوية الفعالة للنزاعات– لندن ومعهد المحكمين القانونين. وضع وشارك في العديد من الدورات التدريبية المحلية والدولية المتعلقة بالوساطة والتحكيم. تولى وضع عدة مشاريع قوانين أبرزها مشروع قانون الوساطة المعتمد من نقابة المحامين في طرابلس والمناقش حالياً أمام اللجان النيابية المختصة. كما تولى وضع قواعد مركز الوساطة والتحكيم في نقابة المحامين في طرابلس. بالإضافة الى إعداد عدد من الدراسات القانونية والمتعلقة بالوساطة والوسائل البديلة لحلّ النزاعات. خبير سابق في الوساطة لدى مؤسسة التمويل الدولية. مستشار وزير الشؤون الإجتماعية لشؤون المرأة والطفل والمشرف على خطة وزارة الشؤون الموضوعة لحماية المرأة والطفل والموقعة مع الـيونيسف. عضو في جمعية بيت التدريب والحوار
TAMAM is an educational Movement in the Arab region that initiated in 2007 as part of a memorandum of understanding between the Arab Thought Foundation (ATF) and the American University of Beirut (AUB).
TAMAM’s name derives from its purpose: it is an acronym from the initials of the Arabic translation of the phrase “school-based reform” [Al-Tatweer Al-Mustanid ila Al-Madrasa]. In Arabic means good or perfect
Vision
TAMAM is an educational Movement in the Arab world that promotes transforming schools into self-renewing institutions, with broad based leadership capacity for change working in a concerted effort through strong partnerships with research universities, policy-makers and community members toward enhancing the transformative role of schools to graduate the next generation that leads innovation and change in their society.
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Press and Media
Signing a specialized service agreement with the Lebanese International school [LIS] – 2023.
World Teachers’ Day: UNESCO Celebrates Educators from all Corners of our Planet – 9/10/2023
Al Maymouna and TAMAM Partnership: Training on Education Planning – 7/10/2023
Testimony of Ms. Aisha Wehbe, an English language teacher, at El Ghubairi Second Mixed Public School in Lebanon – 6/10/2023
On this day a year ago: UNESCO-Hamdan Prize 5/10/2023
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the absence of a culturally-grounded research based body of educational knowledge that is in line with international best practices and capable of addressing the challenges of Arab educational practitioners
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the lack of agency and preparedness among school based practitioners to lead innovative school improvemen
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the compromised quality of professional development programs offered to Arab educational practitioners
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The lack of accountability and evidence-informed decision-making at all levels of the educational system.
TAMAM was fully directed by Dr. Rima Karami since 2015 with a Steering Team of 11 researchers, designers, and consultants leading the research and development activities of TAMAM
TAMAM Student Profile
Student learning is at the heart of TAMAM work. TAMAM is committed to providing the school climate and capacity needed to remove the barriers that inhibit students from developing to their full potential.
TAMAM’s model adopts the term “student leadership” for acknowledging and valuing students as contributors to the teaching learning process and to their societal advancement. In this respect, a student profile was generated that encompasses a set of values, skills, and capacities that a TAMAM graduate should embrace stemming from the notion of student leadership. This profile was developed through a collaborative process that included educators from all its partners, schools and educational institutions.
The “TAMAM student profile” is organized under three main categories:
– A responsible Citizen
– A balanced and moral individual
– A lifelong Learner
Self renewing community schools
Vision for self-renewing community school
TAMAM aspires to promote the transformation of schools into self-renewing institutions where educational practitioners collaborate and are actively engaged in professional learning communities to initiate and lead change and improvement to graduate the next generation that leads innovation and change in their society. These self-renewing institutions provide the flexibility and the professional space where exchange of expertise and collaborative work on improvement and student learning can take place. In response, practitioners are motivated to collectively devise innovative approaches and improvement initiatives. This collaborative effort also serves as a platform for continuous learning and growth, allowing those involved to glean insights from both their setbacks and past experiences. These self-renewing institutions not only embrace but also actively undertake the responsibility of fostering cultural and social transformation with a primary focus on shaping students into responsible and engaged citizens. To realize schools as catalysts for social transformation, it is imperative to cultivate leadership capacity at every level, with a particular emphasis on empowering teachers. Through consistent and impassioned mentorship, teachers can effectively serve as role models, enabling students to develop into leaders who contribute significantly to the overall progress of their communities and societies.
Educator
Vision for Educator
TAMAM is dedicated to empowering educators by instilling transformative habits of mind that enable them to become active learners, leaders, change agents, and knowledge producers. Through this empowerment, they evolve into leaders who are reflective thinkers and inquirers, jointly responsible for their educational institution’s success and their students’ achievements. As leaders of their own learning and catalysts for institutional improvement, TAMAM educators acquire a set of rich competencies and skills that trigger and sustain their motivation to improve their educational institutions. This motivation propels them to initiate, lead, and sustain improvement. As such, they engage in formulating an understanding of the problems they face, propose feasible and plausible solutions to these problems, and recommend changes to the existing processes and practices at their educational institutions. While engaged in iterative cycles of inquiry and problem-solving, practitioners remain critical of their deeply held assumptions and open to shifting the professional paradigm that guides their practice. This commitment to inquiry and reflection in action brings about transformational and sustainable change in educational institutions initiated and led by school-based educational practitioners and generates actionable theory suitable for the socio-cultural context of those institutions.