Motives of the Egyptian Education Future for Sustainable Development: A Comparative Analysis Between 2020 and 2030

Abstract

Purpose of the study: The current study aims to identify the engines of the future of Egyptian education to achieve the fourth goal of the United Nations Convention on Sustainable Development.
 Methodology: The research followed the analytical method in the comparative analysis of the future of Egyptian education between 2020 and 2030.
 Main Findings: The results of the research, in addition to the conclusions of researchers from the literature and previous studies, stressed on the importance of the existence of ten motives for the future of education for sustainable development 2030.
 Applications of this study: This research attempts to address this dilemma through the perspectives and engines of education for sustainability. Where teachers can meet the Education for Sustainable Development (ESD) approach to enhance knowledge and positive attitudes towards appropriate action for sustainability in relevant, meaningful, exciting, and creative ways, this research offers experiences that allow pupils to become more connected to nature, develop children's sense of practical orientation that embraces positive attitudes, change behaviour and hope for the child's future.
 Novelty/Originality of this study: There is no research or studies that addressed the motives of the Egyptian education future for sustainable development.

Systematic review of research on educational leadership and management in Muslim societies

“…Most of the education systems in low- and middle-income Muslim countries lack adequate financial resources. Many schools and universities continue to experience challenges such as low student achievement, poor educational services, poorly trained EDLM, inequality, social justice, lack of professionalism, and inadequate curricula (Bureau for Policy and Program Coordination, 2004; Litz and Scott, 2017; Singer and Mohammed, 2020; Thorne, 2011). Though limited, the author agrees with Karami-Akkary and El Sahib’s (2019) observation that some scholars “deem to have promising attempts” at addressing critical problems of practice in EDLM in the local contexts (Karami-Akkary and Hammad, 2019: 83).…”

Inherent Presence Of Children In Society "Proposed Criteria And Indicators."

“…The family realizes the inherent presence of the child in society The family is a major social institution, the site of many social activities of the individual and a social unit that was prepared through marriage and is nuclear (parents and children) or extended (in addition to other relatives) and the family is a basic unit that provides love, and appropriate material gratification and children learn to respect and practice the values of society. (Singer & El-Sayed Mahmoud, 2020) There is a large proportion of families that are not familiar with the methods of achieving the inherent presence of children and that the methods of upbringing may be subject to the emotions of adults and their needs, and methods of oppression and subjugation depend on the transfer of culture to the child without regard to the child's personal initiatives. Rather, it pours the child into pre-traditional ideas and reproduces predetermined human patterns.…”