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Community Involvement in Education in Egypt: the Role of School Board of Trustees

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Community Involvement in Education in Egypt: the Role of School Board of Trustees Dr. Ahmed El-Zeki Mansoura University, Egypt To be presented in the seminar of UCCER – PowerPoint PPT presentation

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Title: Community Involvement in Education in Egypt: the Role of School Board of Trustees


1
Community Involvement in Education in Egypt the
Role of School Board of Trustees
  • Dr. Ahmed El-Zeki
  • Mansoura University, Egypt

To be presented in the seminar of UCCER ( UNESCO
Centre for Comparative Education Research )
University of Nottingham, UK Wednesday , 14th
March 2007
2
  • Where is Egypt?

3
Egypts Map
4
Egypts Profile
  • Location
  • Land Area
  • Capital city
  • Population
  • Climate
  • History
  • Religion
  • Major Exports

5
Egyptpast and present
6
Egypts Education System
7
Egypts Education System
  • Egypt has one of the largest education systems in
    the world, as classified by the World Bank
    (2002),
  • with 16 million students (over 90 percent
    enrolled in public schools),
  • 7 million in primary education, 4 million in
    preparatory education, 3 million in secondary
    education and 2 million in tertiary education
  • 807,000 teachers,
  • and 37,000 schools

8
Community involvement
  • Community involvement aims at encouraging people
    to become agents, rather than being treated as
    target groups or passive recipients of
    benefits.

9
Community involvement
  • Community participation has been recognized as an
    important and significant strategy for an
    efficient and effective utilization of limited
    resources in order to identify and solve problems
    in the education sector and to provide quality
    education for children. (Pailwar and Mahajan,
    2005)

10
  • "Without close articulation of and involvement
    with the family and larger community, schools
    will ultimately fail" (Family Involvement
    Partnership for Learning 1996, p. 14)

11
School the Community
  • The interactions between school and the community
    have two dimensions to bring the community into
    the school and to bring the school into the
    community. (Patterson and Harwood, 1995)

12
  • The benefits of improving community
    collaborations with schools are Davis, Deborah
    (2000)
  • Schools feel they are getting help from multiple
    sources
  • Communities can unite around the shared
    responsibility of educating youth, and schools
    are able to expand the number of positive role
    models
  • Community businesses can make people aware of
    their support for schools and families

13
  • The Six Types of Partnerships Framework,
    developed by Joyce Epstein (1995) and her
    colleagues
  • Type 1 Parenting
  • Type 2 Communications
  • Type 3 Volunteering
  • Type 4 Learning at Home
  • Type 5 Decision-making
  • Type 6 Collaborating with the Community

14
  • Community involvement in education in the
    Egyptian context
  • The MOE has paid much attention to the following
    (NCERD, 2004)

15
  • Getting the civil society to understand the
    problems and impediments from which education
    suffers, sharing the responsibility of helping
    schools to improve the quality of educational
    product, and appreciating the achievements
    realized by the educational institution.
  • Maximizing the benefit from the sources utilized
    in the educational process and raising material
    support for schools.
  • Inducing both teachers and students to improve
    the quality of education and creating better
    attitudes of parents and community towards
    school.

16
National Standards of Education
In Egypt
  • A national project aiming to set comprehensive
    quality education standards in Egypt and raising
    awareness about quality learning.
  • According to this project, each school has the
    autonomy to decide on the processes/strategies by
    which these goals and outcomes will be
    accomplished.

17
Fields of the Document
  • The Effective School
  • The Educator
  • Excellent Ed. Management
  • Community participation
  • Curriculum and Learning Outcome

18
DOMAINS OF COMMUNITY PARTICIPATION
Partnership with families Serving the
community Mobilizing the resources of local
community Voluntary work Public relations and
communication with community

19
First Domain Partnership with families
  • Encourage participation of parents in educational
    decision-making and their effective involvement
    in drawing up a future vision for the school and
    in the implementation of its various programs
  • Facilitate communication between parents and
    members of the community working in the school
  • Inform parents of the educational and learning
    practices that take place in school
  • Encourage parents to voice their opinions on the
    educational service provided to their children.

20
Second Domain Serving the community
  • Determine the needs of the community from school
    as well as making plans for community
    participation and evaluating them.
  • Use buildings and school resources for providing
    services and social activities
  • Implement social programs and projects in the
    local community .

21
Third Domain Mobilizing the resources of the
local community
  • Utilize available community resources to
    implement school educational programs
  • Obtain material assistance for educational
    institutions and schools from the local
    community, companies, and business community

22
Fourth Domain Voluntary work
  • Implement programs encouraging voluntary work
    inside and outside school
  • Create programs to help volunteers participate in
    school projects
  • Provide the mechanisms to organize voluntary work
    for parents and citizens to support the
    educational and social activities in the school

23
Fifth Domain Public relations and communication
with community
  • Adopt strategies and regulations encouraging
    interaction among members of the educational
    institution and ensure its continuity
  • Conduct regular communication between the
    educational administration and the other sectors
    in the community.
  • Adopt strategies and elaborate regulations
    encouraging and ensuring interaction with the
    media to achieve performance

24
  • The MOE set out to consolidate the experiment of
    Boards of Trustees to emphasize the importance of
    community participation in taking the educational
    decision and to enable the community to
    contribute effectively to forming the future
    policy for schools and implementing diverse
    programs.
  • Thus, according to the MOE the BOT is intended to
    play a vital role in supporting the educational
    process in schools.

25
  • The BOT is formed by a group of
  • businessmen,
  • members of NGOs,
  • active persons in public work,
  • parents,
  • and teachers.

26
  • Methodology
  • Data collection instrument semi structured
    interviews as a research instrument employed in
    the qualitative analysis.
  • Research sample, an interview schedule was
    conducted with a group of 63 teachers, deputy
    head teachers, head teachers from nine secondary
    schools in Damietta Governorate in Egypt.
  • The interviewees selected from each school to
    represent the school administration (head
    teachers and deputy head teachers), school staff
    (head subject teachers and newly appointed
    teachers), and BOT members.
  • The interview included two main parts about the
    role of BOT in community involvement in
    education. The first part investigated how
    efficient the role of the BOT in community
    involvement is. The second part focused on the
    barriers that limit this role.

27
  • Findings
  • Early Findings of the study are organised to
    include
  • First Efficiency of the BOT participation in
    schools
  • Second Barriers and problems that impede the
    effective involvement of the BOT in schools

28
  • First Efficiency of the BOT participation in
    schools
  • The majority of the interviewees confirmed that
    the BOT is very important and involved in many
    ways.
  • The BOT helps in the community and field services
    and provides school with some of its needs either
    by the donations given by the BOT members
    themselves or by organizing campaigns for fund
    raising.
  • The BOT can help in getting some of the most
    difficult bureaucratic approvals as some of its
    members occupy highly outstanding positions which
    enable them to obtain such approvals.

29
  • The BOT members always offer their services and
    ready to help. Most BOT members are cooperative
    and very interested in the educational process A
    female HT.
  • The BOT contributes to moving into
    decentralization ( for instance buying apparatus
    and lab materials)
  • The BOT takes some actions over a wide range of
    students behavioral problems such as
    talkativeness, reluctance to work hard,
    absenteeism which is very obvious in secondary
    schools.
  • The BOT members attempts to solve schools
    problems, if any, with the Directorate or any
    other authorities in the Governorate.

30
  • Examples of the BOT Participation as viewed by
    the interviewees
  • Participating in forming the school vision and
    mission.
  • Organizing celebrations to honor the talented and
    distinguished students and celebrations on some
    religious occasions such as the Prophets
    birthday,
  • Building and furnishing a prayer room,
  • Awarding outstanding teachers and encouraging
    them to give more,
  • Maintenance of the school buildings (e.g.
    toilets),

31
  • Holding some awareness lectures for students
    (e.g. absenteeism, drug abuse)
  • Providing the school garden with its needs,
    planting trees
  • Organizing and sponsoring cultural contests
    financially,
  • Taking some action against naughty students,
  • Hiring some part time teachers,
  • Increasing the school financial resources,
  • Moving bad teachers from school

32
  • Some problems limiting the role of BOT
  • Some of the BOT decisions cannot be put into
    effect.
  • There was some evidence that some HTs viewed the
    BOT as a source of threat to their authority.
  • Some of the BOT members were viewed as rather
    negative.
  • One participant especially the BOT head exerts a
    greater degree of control over the direction and
    content of discussions in meetings.
  • Some members do not attend meetings regularly.

33
  • Members who should be elected are sometimes
    chosen with no real election in some schools!
  • Lack of awareness of the BOT role among school
    staff, parents, and community members.
  • Some members of the BOT are just primarily
    concerned for the welfare of their own child, and
    that is what motivates them to be involved in
    school events.

34
  • Conclusion

35
  • Thank you
  • Comments and Discussion

36
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