| المستخلص: |
This study objectives at Monitoring the quantitative and qualitative reality of the Faculty of Education, in Tafahuna Al-Ashraf at - Al-Azhar University, and Identify the problems that hindered the movement of the college in the period (1996-2017) and prevented it from achieving its objectives. And also Develop a vision for the development of the Faculty of Education in Tafahuna Al-Ashraf at Al-Azhar University in light of the results of the theoretical and field study by relying on the quadratic environment analysis (strength - weakness), (opportunities - threats). The study used the descriptive analytical method and the case study method within this approach to achieve the research objectives. The study also used the quadratic analysis method (SWAT) used by international, national and national bodies in the field of quality and accreditation in the completion of self-studies of educational institutions. The sample of the study amounted to (173) individuals distributed as follows (123) members of the teaching staff and the supporting body, (50) administrative staff, and Is a questionnaire consisting of (61) single looking for problems facing the Faculty of Education, in Tafahuna Al- Ashraf at Al-Azhar University. The results of the study: The study reached a number of problems that hinder the Faculty of Education in understanding the supervision of its educational functions and achieving its objectives. Among these problems is the geographic location where the college is situated in a remote rural area ,The scientific structure of the professors is incomplete and the result is: scarring the scientific leaders of the college from outside and not forming a council for the college or boards of departments and not to open programs for postgraduate studies that give diplomas, masters and doctoral degrees. And not to expand the opening of new university programs to grant a bachelor's degree .As well as the small number of students enrolled in the college because of the policy of acceptance of others good, and the lack of development of curricula in a manner appropriate to the needs of the community and to accompany it. and the use of traditional teaching, teaching and evaluation methods. And the lack of utilization of the potential of physical, human, and technological college
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