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10548nam a22003497a 4500 |
| 001 |
1435808 |
| 041 |
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|a ara
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| 100 |
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|a علي، غادة أحمد محمود
|e مؤلف
|9 279476
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| 245 |
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|a العلاقة بين الدعم الأجنبي للتعليم و السياسة التعليمية في مصر :
|b دراسة تحليلية
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| 260 |
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|c 2011
|m 1432
|a سوهاج
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| 300 |
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|a 1 - 199
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| 336 |
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|a رسائل جامعية
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| 502 |
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|b رسالة ماجستير
|c جامعة سوهاج
|f كلية التربية
|g مصر
|o 0072
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| 520 |
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|a Some of developing countries - including Egypt - suffer from the education funding problem, because of the weakness of the financial allocations for education in the state budget, hence there is a need to borrow from abroad to cover the shortage in the state budget and contribute to the development of education and raise its efficiency. Foreign aids come in the form of bilateral assistance provided by governments of countries such as the United States of America, and multilateral assistance from international organizations such as the World Bank. However, there are many questions raised about the core of that aid and its objectives and conditions. A lot of studies have indicated numerous adverse effects of the foreign aids on the level of political and economic development of the recipient countries, so there was a necessary to identify the effects of foreign aids on educational policy in Egypt, in which previous studies did not deal with, in which this study tried to do. problem of study: The problem of study determined in the next major question: To what extent does educational policy in Egypt affected by foreign support in its various forms? This major question is divided into the following sub-questions: 1. What aspects of foreign support (grants - loans - aids - awards - technical support) and what are the most important countries and international organizations that provide foreign support for education in Egypt and what are the motivations of each of them? 2. What are the main features and objectives of educational policy during the period " 1974 - 2000 AD" ? 3. What are the main educational projects that Egypt received foreign support from the World Bank and USAID to implement or supervise? And what its impact on the formulation of educational goals? 4. How is the extent to which foreign aid is consistent with the plans of the development of education in Egypt? 5. What scenario proposed to address the impact of foreign support for education in Egypt on the educational policy in Egypt? Importance of study: Importance of the study flows from several considerations can be displayed as follows:- 1 – It seeks to promote the education of Egypt, and rid it of the negative impacts of foreign financial and technical support of education in Egypt. 2 - The educational policy of the state is part of its overall policy is therefore to protect the educational policy from the negative effects of the foreign aid for education is to protect the public policy from the risks of this political support, economic, social and cultural rights of the state. 3 - Education is a line of national defense of any nation ; so that education and spending on it must be protected, because of maintaining it in order to preserve the state in general from the premise that the protection of education is the protection the national security of the state. 4 - The educational policy must be derived from the same community, and reflect the hopes and aspirations of the people do not need foreign interference of any kind in the elaboration of this educational policy in any way. 5 - The study provides a proposed vision benefits, and educational policy-maker interested in education issues in an attempt purified of foreign interventions in the formulation of educational goals.
|a Objectives of study: The study aims to identify: 1 - The concept of foreign aid and most of the sponsors and the most important motives. 2 - The features of educational policy and its goals in the period from 1974-2000 AD. 3 - World Bank aid for education in Egypt 4 - U.S. aid for education in Egypt 5 - The sensitivity of the aims of education and educational policy in Egypt trends of foreign aids. 6 - Some of the recommendations in the context of foreign support for education and reducing its negative impact on educational policy in Egypt. Methodology and Tools: Study is based on a descriptive approach, in addition to approach of theoretical analysis of some of the documents. limits of study: 1 - The study of foreign aid received by Egypt during the period from 1974, a period after the flow of foreign aid and economic openness to the year 2000. 2 - study addresses the impact of foreign support to the educational policy of pre-university education. 3 - The study of the aid provided by the World Bank and USAID. results of study: 1 - Through the study of the budgets for education in development plans, it is clear that the allocations to the Ministry of Education in these plans are no longer able to cope with the rising costs of this vital sector, which negatively affects the yield of the sector. 2 - Economic and social development plans in Egypt adopted largely on external resources of foreign aids to cover the deficit in the education budget, and is evident from the Second Five-Year Plan 1982 - 87and the Third Five-Year Plan 1987-92. 3 - Educational policy documents came affected by the policy of aids, and those of the most important strategy documents the development of education in Egypt, 1987; where the documents are the earliest expression of the foreign aid policy, and was a tool to adapt the education and affiliation to the aids policy. 4 - Aids targeted to penetrate the Egyptian national security: And that was found to penetrate the Egyptian national security by USAID through the impact on curriculums development, the presence of Americans in the office of curriculums change, and this is considered the center of the development of curricula and educational materials in Egypt, and this is responsible for the transfer of American thought to weaken the national identity of the Egyptian education. 5 - Aids led to achieve the national security of America and the national security of its only ally of Israel, through the Camp David Accords and peace treaty with Israel and normalize relations with it. 6 - Aids led to support the U.S. economy, by opening foreign markets to this economy. 7 - the U.S. employees had employed in educational projects: And this is already represent through the presence of U.S. experts in the curriculum development center continuously. 8 - The aids the World Bank and USA aids designed to bring about changes in the educational system as a whole, and not in individual objectives. 9 - U.S.A directed education aids to basic education and university education, while the World Bank directs its aid to the teaching of technical education and basic education, and schools as the most appropriate overall educational formula for developing countries.
|a 10 - U.S.A aids had some of the economic objectives of as: - U.S. commercial export promotion and support of U.S. industries. - Disposal of surplus goods. - Support and encourage the Egyptian private sector. - Maintaining the point of view in favor of foreign investment in recipient countries. 11 - U.S.A aids had military and political objectives as : - Support for political stability in Egypt. - Strengthening the policy of peace and development of a framework of cooperation between Egypt and the Zionist entity, in addition to financial support and technical normalization "; 12 – The flows of U.S.A aids came as a result of Egypt adopting some policies that pro-United States of America point of view . 13 - The state's general policy affects on the educational policy, and is considered an interference in the educational policy of the State is involved in public policy of it. Recommendations of study: According to the research; and what are the outcomes, research recommends by: 1 - Education must be in first general government spending priorities, and thus increasing in the allocations of its expenses and to be given priority for funding; where that education is a key to human development, but essentially the right entrance is to national security in Egypt. 2 - Search for new sources of financing from own efforts and capable of businessmen and large institutions and bodies. 3 - Must be taken consideration not to oppose foreign aid for education with economic and political interests, and must get rid of some of the conditions that are incompatible with the national security of the state. 4 – Establishing of Arab bank to finance the education equivalent of the World Bank, in which all the Arab countries must participate ; and allocate its resources to finance education in the Arab countries that need this funding. 5 - To invite the Arab states, especially the Gulf states to provide the necessary funds to contribute to the education reform in Egypt. 6 - Develop a strategy for linking education with development programs to be an essential national participation in the funding and support. 7 - To benefit from the international aids non-conditional or targeted towards the goals of education concerned in particular. 8 - The independence of educational funding from the international political links.
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| 653 |
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|a الدعم الأجنبي
|a السياسة التعليمية
|a دعم التعليم
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| 700 |
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|a زيدان، محمد فوزى محمد
|q Zidan, Mohammed Fawzi Mohammed
|e مشرف
|9 234644
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| 700 |
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|a رجب، مصطفى محمد أحمد
|g Ragab, Mustafa Mohamed Ahmed
|e مشرف
|9 228379
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| 856 |
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|u 9801-018-007-0072-T.pdf
|y صفحة العنوان
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| 856 |
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|u 9801-018-007-0072-A.pdf
|y المستخلص
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| 856 |
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|u 9801-018-007-0072-C.pdf
|y قائمة المحتويات
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| 856 |
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|u 9801-018-007-0072-F.pdf
|y 24 صفحة الأولى
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| 856 |
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|u 9801-018-007-0072-1.pdf
|y 1 الفصل
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| 856 |
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|u 9801-018-007-0072-2.pdf
|y 2 الفصل
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| 856 |
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|u 9801-018-007-0072-3.pdf
|y 3 الفصل
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| 856 |
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|u 9801-018-007-0072-4.pdf
|y 4 الفصل
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| 856 |
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|u 9801-018-007-0072-5.pdf
|y 5 الفصل
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| 856 |
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|u 9801-018-007-0072-6.pdf
|y 6 الفصل
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| 856 |
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|u 9801-018-007-0072-O.pdf
|y الخاتمة
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| 856 |
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|u 9801-018-007-0072-R.pdf
|y المصادر والمراجع
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| 930 |
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|d n
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| 995 |
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|a Dissertations
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| 999 |
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|c 552918
|d 552918
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