Societies in general, and the developed ones in particular, are trying hard to control the use of the new educational means to re-educate adults in accordance with the high speed developments in all fields of life. In developing countries, there is still a tendency to identify adult education with literacy campaigns and other basic education programmes. Therefore, whatever the interest and whatever the country, adult education means education for life in its widest sense. Its main purpose is to give a chance to men and women to increase their actual activity in their societies, their responsibility towards them and their share of knowledge. The Egyptian society is facing the following problem: the necessity of reorganising educational programmes for adults in different specialisations with the aim of modernising their knowledge and giving them new skills to meet the continuous changes in the methods of production. To achieve this, we should review first what the advanced world is doing to know where exactly we are. The aim of this study is to throw light on the experiences of the advanced countries in the field of adult education with the purpose of benefiting from them and applying them in the Egyptian society after processing and assimilating them within the characteristics of the society. The task of this thesis is to compare the experiences and ideas of an advanced country, England, which has a very comprehensive "system" of adult education, with those of a developing country, Egypt, in the hope that the two countries can learn something from each other.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:384620 |
| Date | January 1987 |
| Creators | El-Sayed, A. M. |
| Contributors | Jennings, Bernard |
| Publisher | University of Hull |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://hydra.hull.ac.uk/resources/hull:6004 |
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