The Second Day of the Education Reform in Egypt Conference
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Alexandria, 10 December 2004-
Sessions of the Education Reform in Egypt conference resumed for the second day, Thursday 9 December, and included a general session on the goals and procedural process of the conference, as well as the settling of attendees in their panels. Dr. Salah Fadl, Cultural Counselor to the Director of the Bibliotheca Alexandrina, acted as rapporteur during the session.
The eight panels of discussion were:- Reform issues at the stage of pre-school education with Dr. Kadry Hefny and Dr. Elham Ebeid
- Reform issues at the stage of pre-university education with Dr. Hossam Badrawy and Dr. Eman Al Kaffas
- Reform issues at the stage of higher education with Dr. Gaber Asfour and Dr. Nadia Badrawy
- Reform issues related to academic and scientific research with Dr. Hamdy Abdel Aziz and Dr. Abdel Wahab Abdel Hafez
- Reforming training programs, vocational rehabilitation, and continuous education with Dr. Mohamed Abd El-Zaher El-Tayeb, Dr. Mohamed Amin El-Mofty
- Issues of Reform in Adult Educating and Illiteracy Eradication with Dr. Mohamed El-Sharnouby, Dr. Youssef Sayed
- Reform of the Educational Identity with Dr. Salah Fadl, Dr. Abd El-Moaty Baioumy
- The role of Libraries in the development of education and scientific research with Dr. Ahmed Morsy, Dr. Soheir Wastawy
Each of the eight panels offered an overview of the status quo of the issue under scrutiny, as well as reasons for needed development and the mechanics of progress and future visions and policies. The first panel on pre-school education discussed the development process of the human being since his creation; since building an individual is but the conclusion of an accumulative process of several aspects, effects, past experiences and present trials to which a person is exposed. Discussions were based on several reasons for needed development, among which are the absence of clear goals and basis for social awareness and the limited financial resources allocated for pre-school education. Limited awareness of the principles of genetic sciences, specially those related to the selection of partners, and undertaking ignorant social beliefs and practices were also among the motives for change.
Suggested mechanisms of development at the pre-school stage, included a call for establishing a political dialogue at the highest levels, in an aim to decide on the characteristics required to help the Egyptian citizen cope with local, regional and global transformations throughout the next fifty years. Participants pointed out the necessity for reviewing the conditions and requirements for pre-school and nursery entry. Future visions and plans suggested the re-planning of finance and human development priorities at the pre-school level and giving attention to the training of teachers at this critical stage in a child’s upbringing.
The second panel on pre-university education concentrated on the reform of education and broadening the base of civic participation in the process. Participants asserted the vital role of education in the entire reform process and pointed out two main bases on which a new education policy should be founded, the first being the fact that both education and learning are continuous processes that start with birth. The second hypothesis is that educational reform in Egypt should not in any way be carried out in an isolated manner from its international and global surroundings. On the contrary, the system should work to reflect the most updated changes and transformations. Discussions were concentrated on three main themes: broadening the base of civic participation and working towards the administrative decentralization of the system, achieving the goal of comprehensive quality in education and sustaining an inclusive knowledge infrastructure.
University and higher education was the main topic in the third panel, where participants called this stage a ‘national necessity’, and at the same time ascertained the importance of founding a channel of exchange between the university as an institution and society. The university possesses stronger attributes than any other institution in the Egyptian educational system, among which are the availability of a large number of teaching staff, the existence of a considerable infrastructure that is consisted of buildings and sites that are spread all over Egypt, and the increasing demand for higher education by society. Most participants agreed on the necessity of finding a comprehensive strategy, in which all universities should be able to operate.
For any country that aspires to have a prominent stature among others, scientific research provides the required abilities to gain this international acknowledgement. It also helps in maintaining national security. The fourth panel reviewed the current implemented plans and policies in the field of scientific research, as well as the available human resources and the means of its development, the problems of funds and finance, the available resources, and the status of technological development in Egypt. Participants of the panel made valuable suggestions and presented their futuristic views and visions for the development of scientific research and its reform in Egypt.
Some of the main concepts were explored in the “Vocational Development and Continuous Education” panel. Most important of which are the tremendous never ending technological advancements that makes it hard to predict the future. Views and recommendations were presented to draw a plan enlisting all the needs required for training various sectors of expertise in the field of education and preparing tailored programs that suit all needs. Providing the suitable means of self-education was also recommended as well as modifying the educational programs.
Illiteracy eradication and adult education, which was an important issue highlighted in the declaration of human rights, is an important phenomenon that was discussed in the sixth panel. Panelists reviewed various related issues such as the current ventures for solving this problem and profiled the requested development. They also highlighted the contemporary pedagogical theories, the effect of illiterate parents on the educational development of their children, and the effect of misconceived concepts and directions on society. Mechanisms for reforming this issue were proposed including setting an affective strategic plan to be followed and implemented by policy makers and educational entities.
The philosophy of education in any society depends on representing the national identity and the basic elements and constituents of culture in the educational processes. Such educational philosophies must always be modified and re-oriented to fulfil its designated role in shaping the national identity. The seventh panel defined the modern educational philosophies, and suggested new profiles to be implemented in Egypt in order to achieve a comprehensive educational renaissance and a new unprecedented educational identity.
The eighth, and last panel, reviewed the role of libraries in the development of education and scientific research as the beacons of knowledge, and providers of informational resources. Panelists reviewed the status of school libraries, university libraries and all other sorts of specialized libraries in Egypt, and proposed valuable plans for expanding their resources, upgrading their systems to overcome all the drawbacks that hinder their performance.