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Reform of higher education within the context of the knowledge economy and societal change in EgyptAbu Zayed, Ahmed January 2016 (has links)
This study explores models for the reform of higher education in Egypt, and warns of potential consequences arising from the adoption of models based exclusively on the requirements of the knowledge economy and which fail to take account of the public role of national universities, socio-cultural realities and local as well as global pressures. The overall aim of the research is to identify the prerequisites for higher education reform in Egypt and the characteristics of a tailor-made reform model. It explores the role of higher education in Egypt, within the context of international organisations’ reform models for less-developed countries, and identifies the remits of the knowledge economy and knowledge society as frameworks for reforming higher education. This research has sought to answer questions on current conceptions of the role of higher education in Egypt and how these are being challenged by stakeholders. An exploratory study was designed using mixed methods. The research aim and objectives are achieved through a five-stage research process. The findings showed a general discontent among students and academics with higher education, and a near unanimity on the need for reform, particularly in the areas of teaching methods, curricula and university staff. The findings demonstrated that cultural issues deeply rooted in Egyptian society are preventing reform from being effective. The reform of higher education in Egypt should not only be part of an economic development vision, but a wider strategic vision for societal and cultural reform too. Reforming higher education in Egypt is a challenge, which will require consistent methodological rigour and a transformation of the current corrupted education culture prior to implementing the proposed OECD recommendations, or at the very least concurrent with any implementation.
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Bürgerliche Werte und StatuserhaltVogel, Regina 07 October 2008 (has links)
Die Reaktionen von Hochschullehrern und Unternehmern auf Bildungsreformen und -expansion in Westdeutschland und Britannien nach dem Zweiten Weltkrieg sind Gegenstand dieser Arbeit. Sie untersucht, wie sich beide Gruppen zu Hochschul- und Schulreformen im Besonderen und zur sozialen Öffnung im Allgemeinen äußerten. Welche bildungs- und hochschulpolitischen Interessen verfolgten diese Gruppen? Mit welchen Argumentationen versuchten sie, ihre Interessen durchzusetzen? Spielten bürgerliche Werte und Bildungsideale dabei noch eine Rolle? Herrschte eine bildungspolitische Werte- und Interessenübereinstimmung zwischen Hochschullehrern und Unternehmern, und knüpften sie gemeinsame Netzwerke zur Durchsetzung dieser Interessen? Die Arbeit bietet im ersten Teil einen Überblick über bildungspolitische Veränderungen und über gesellschaftliche Entwicklungstendenzen der Vermögens- und Einkommensverteilung sowie der Einordnung der beiden Akteursgruppen in die jeweilige Prestige- und Sozialstruktur ihrer Länder. Im zweiten Teil folgt eine Analyse ihrer bildungspolitischen Aussagen auf Hinweise einer Existenz von bürgerlichen Werten und Abgrenzungsversuchen gegenüber nicht-bürgerlichen Schichten. Im dritten Teil werden schließlich bildungspolitische Netzwerke und Gremien nach ihrer Zusammensetzung und -arbeit betrachtet. Damit möchte die Arbeit einen Beitrag zur Frage leisten, ob nach 1945 weiterhin ein Bürgertum mit einem Berufsgruppen übergreifenden Standesbewusstsein existierte, oder ob dieses in einzelne Berufsgruppen wie Hochschullehrer und Unternehmer mit je eigenen Interessen und Identifikationen zerfallen war. / This thesis compares the responses of university lecturers and business people to educational reform and expansion in West Germany and Britain in the postwar period. It examines how these groups reacted to increased social mobility in general, and university and school reform in particular. How did they attempt to persuade others of their position? Did middle-class values and educational ideals play a role? To what extent did the values and interests of university lecturers and business people intersect, and did they create networks to achieve their goals? The first part of this study surveys the postwar social and educational landscape, changes in income and wealth distribution, as well as the position of university lecturers and business people in each country. Part two analyses both groups’ positions on education, with particular reference to the existence of middle-class values and attempts to define themselves in relation to other classes. The final part explores how networks and bodies on education issues were set up and how they pursued their work. This study contributes to the debate as to whether a middle-class group identity existed in the postwar period, or whether this identity had disintegrated into individual professional groups, each with their own interests and identifications.
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