The politics of educational transfer and policymaking in Egypt

Ibrahim, Ali

doi:10.1007/s11125-010-9173-3

Cited by 20 publications

(16 citation statements)

References 25 publications

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“…Though in this reform experience, that falls within the first two stages of Bybee's (2010) model of STEM reform, challenges were identified that might cripple the sustaining phase of the STEM initiative (Bybee, 2010). This is particularly the case when considering Fullan's tri-level and the different forms of resistance to change within the Egyptian bureaucratic institutions (Ibrahim, 2010).…”

Section: Resultsmentioning

confidence: 99%

“…Although expanding this change to the larger context of the Egyptian education system was one of the tasks of the ECASE and the MoE, the teachers grabbed the opportunity to provide leadership and to help teachers in their schools and teachers in the new STEM schools to join them in this transformative process by providing professional development for their new colleagues. However, sustaining this change (Bybee, 2010), despite these transformative efforts, is in jeopardy due to the resistance to change at the bureaucratic levels in the Egyptian education system (Ibrahim, 2010;Shawky, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…1). In the Egyptian context, failing to create this sustained effort has resulted in forfeiting the positive results of many reform initiatives (Ibrahim, 2010).…”

Section: Teacher Identitymentioning

confidence: 99%

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Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study

Nagdi

Roehrig

2020

IJ STEM Ed

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Background: The study was initiated as a response to the growing Science, Technology, Engineering, and Mathematics (STEM) experience in Egypt in terms of the growing number of schools, number of students admitted, and the effect of this experience on the overall education system in the country. Viewing teachers as the backbone of the STEM experience and teaching as a relational sociocultural practice (Biesta, G. & Stengel, B. (2016) AREA Handbook of research on teaching, 5th edition), this research explores the evolution of teachers' STEM identity during their professional journey in the Egyptian STEM education reform initiative. Aim: The purpose of this study is to explore the dynamic dialogical interaction between the different factors impacting the development/evolution of the STEM teachers' identity. The study is guided by the following research questions: 1) How did Egyptian STEM teachers' identity evolve over the course of the STEM experience in model STEM schools in Egypt? 2) How did the political and structural characteristics of the STEM schools and teachers developing STEM identities interact and co-evolve? 3) What do Egyptian STEM teachers identify as being important characteristics of STEM teachers Methodology: A multiple holistic case study design was used to explore the research questions within the bounded context of an established Egyptian STEM school. Methods: Data for this study were drawn from (1) semi-structured interviews conducted with seven teachers from an Egyptian STEM school and (2) document analysis of Ministry of Education decrees and the published reports of Education Consortium for the Advancement of STEM in Egypt. Results: Using inductive and deductive data analysis, teachers were found to have undergone a deep transformative change process from a traditional teacher into teachers with a progressive mindset and student-centered classroom practices. The teachers developed strong conceptualizations of the STEM education, stressed the importance of collaboration, critical thinking, and motivation for teachers seeking to work in a STEM setting, and considered themselves moving towards established STEM teachers' identity.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study

Nagdi

Roehrig

2020

IJ STEM Ed

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“…Egypt's education system is largely a product of an interaction between its historical, social, and political developmentincluding foreign educational systems transfersas well as the more recent internal reforms (Ibrahim, 2010). The 1990s witnessed vast international discussions on education, which affected the local reform landscape.…”

Section: Context Of Education Reform In Egyptmentioning

confidence: 99%

Sustainability of education reforms: An investigation into the professional development component of USAID/Egypt Education Reform Program (ERP, 2004-2009)

Badran

Toprak

2020

EPAA

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The United States Agency for International Development (USAID) started its operations in Egypt in 1975. Its work on education development included supporting access and gender equity, community participation, professional development, and also extended to policy reforms. Education Reform Program (ERP) was one of USAID’s initiatives implemented between 2004 and 2009. The program intended to support the Egyptian Ministry of Education (MOE) with strategies to enhance a system-wide reform. It also piloted school-based reform in 256 schools across seven governorates. This study explores the sustainability of practices that were advocated as part of ERP’s professional development (PD) component. A qualitative approach was adopted to afford a better understanding of the long-term impact of ERP’s PD activities. Document analysis and semi-structured interviews were used as data collection tools with 38 participants (teachers, heads of training units, and administrators) in four selected schools. Participants were asked about the PD practices at their schools, and the sustainability of changes introduced as part of ERP. Results highlight varying degrees of continuity of practices across participating schools and individuals and offer implications for future consideration.

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“…For more analysis on the role of regional agencies such as CARICOM (spell out acronym here), see Jules, 2010 and It would be useful to further understand successful cases of implementation, particularly in developing countries. While there are notable cases of borrowing between industrialized countries and 'North-South' borrowing in countries such as South Africa, Mongolia, Egypt and India among others (see Jansen, 2004, Spreen, 2004, Vavrus, 2004, Steiner-Khamsi and Stolpe, 2006, Ibrahim, 2010, Mukhopadhyay& Sriprakash, 2011, little has been written on the South-South approach. Two cases have been identified: Colombia-Brazil (see Luschei, 2004) and international influences on post-conflict Rwanda (see Schweisfurth, 2006).…”

mentioning

confidence: 99%

‘South-South’ Borrowing: Lessons from the Caribbean and implications for post 2015 agenda

Lam

2014

cie-eci

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This article aims to draw attention to complexities of ‘education borrowing’ and outline considerations for setting education goals beyond 2015, the projected expiry date for Education for All goals. While policies from multilateral agencies advocate sharing best practices between developing nations to support improvements to quality education, qualitative research in Barbados and Trinidad & Tobago indicates that best practices are not shared nor implemented. At best, foreign ideas from industrialized countries are used to legitimize local policies. It appears that directives aimed at fostering ‘South-South’ cooperation do not account for cultural differences. Findings also suggest a lack of cross-national attraction as developing nations are more concerned about ‘international standards’. Policy development considerations for 2015 include a stronger emphasis on identifying locally driven approaches and goals in place of ‘South-South’ borrowing rhetoric. Abandonment of a common realm of values is not necessary; however the reduction of interventions by multilateral agencies may be a worthwhile goal for post 2015.

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The politics of educational transfer and policymaking in Egypt

Cited by 20 publications

References 25 publications

Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study

Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study

Sustainability of education reforms: An investigation into the professional development component of USAID/Egypt Education Reform Program (ERP, 2004-2009)

‘South-South’ Borrowing: Lessons from the Caribbean and implications for post 2015 agenda

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