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|b Introduction: Private lessons are one of the most common and widespread educational phenomena in most countries of the world. There is hardly a community of societies, whether developed or developing, without some form of private lessons, and this phenomenon is linked to many interlocking social, cultural, economic and educational factors that should be They are taken into consideration when studying them and determining the appropriate policies to deal with them. The phenomenon of private lessons is one of the most important educational phenomena that are epidemic in the educational milieu, as it touches all educational stages, and affects all parties, from parents to the learner, the teacher and society as a whole, as it is increasing noticed and the demand for it has become terrible. Private tutoring has become a threat to formal education, and it is not an issue unique to developing countries but on a global scale; Therefore, we find that this problem has recently received the attention of scholars and researchers in various fields. Study questions: How has the shape of private lessons changed in different countries considering the Corona pandemic? The main question can be formulated in the following sub-questions: 1- What is the theoretical framework for the phenomenon of private lessons "shadow education" in contemporary educational literature? 2. What is the experience of China, some European Union countries, and the United Arab Emirates in facing the repercussions of the spread of private lessons "shadow education" considering the influencing forces and cultural factors? 3. What is the reality of the spread of private lessons in Egypt considering the influencing cultural forces and factors? 4- What are the similarities and differences to the phenomenon of private lessons in China, some European Union countries, the United Arab Emirates and Egypt? 5- Reaching the proposed mechanisms to limit the spread of private lessons considering the digital transformation of education in Egypt considering benefiting from the experiences of China, some European Union countries and the United Arab Emirates. Objectives of the study: 1. Identify the theoretical framework for the phenomenon of private lessons "shadow education" in contemporary educational literature 2. 2- Knowing the experience of China, some European Union countries and the United Arab Emirates in facing the repercussions of the spread of private lessons "shadow education" considering the influencing forces and cultural factors. 3. Identify the reality of the spread of private lessons in Egypt considering the influencing forces and cultural factors. 4- Exposing the similarities and differences to the phenomenon of private lessons in each of China, some countries of the European Union, the United Arab Emirates and Egypt. 5- Reaching the proposed mechanisms to limit the spread of private lessons considering the digital transformation of education in Egypt considering benefiting from the experiences of China, some European Union countries and the United Arab Emirates. Study Approach: The study used the comparative approach, with the aim of getting acquainted with the experiences of some countries such as China, the European Union and the UAE in the field of private lessons (shadow education) and the extent of their impact on the Corona pandemic. In order to benefit from it in developing mechanisms to limit the spread of private lessons in Egypt. The study found some results, which are: There are a number of methods that can be relied upon to reduce the spread of this type of lesson, including: Raising the physical level of the teacher; Good selection of teachers and working on preparing them well morally, scientifically, professionally, and nationally, and sending them on missions and granting them prizes, rewards and reinforcements; Scrutiny of orientation and inspection work, extending the authority of the school administration and closely monitoring the teaching process; Linking teacher promotion to the results of his students; Modify curricula and syllabi and purify them from excessive stuffing and accumulated details; Modify the evaluation and examination system; Providing books and references for students and teachers; Creating laboratories, workshops, laboratories and teachers; Checking the admission to the Faculties of Education and Teachers; It grants school administrators wide powers in punishing students who break out of order and law and transferring teachers who do not conclude in their work to clerical or administrative positions; get rid of the overcrowded classroom culture. Besides setting up some mechanisms for facing private lessons in Egypt: Mechanisms for facing the educational dimension of the problem; Mechanisms to address the professional dimension of the problem; Mechanisms for facing the technical dimension of the problem; Mechanisms for facing the economic dimension of the problem; Mechanisms for facing the social dimension of the problem.
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