Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.777385
Title: An endogenous approach to education, with reference to Cairo, Egypt
Author: El-Fiki, Sherif Mahmoud Talaat
Awarding Body: Heriot-Watt University
Current Institution: Heriot-Watt University
Date of Award: 2003
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Abstract:
The central focus of this research relates to the form that education should take in order to promote a desirable level and direction of development in Egypt. This firstly requires the identification of a model of development that is appropriate to Egypt before then going on to define the forms of education that support it. The researcher's own upbringing and knowledge of educational backgrounds in Egypt prompted him to learn more about this area of study with a particular emphasis on the architectural context of the learning environment and school design. A major postulate of this research is that education is a subordinate component in a larger system of societies' development. This means that any educational policy should stem from a long-term strategy to support this aim. The present study examines a number of universal developmental theories against the history of development in Egypt. In analysing these models it is concluded that the endogenous approach is the most appropriate to the Egyptian context. Theories of education are studied to provide an educational strategy that fits into this approach. Further support is provided through addressing learning processes and human needs, particularly in connection with primary school children. Feedback was obtained through the use of a field survey and a case study, to confirm the relevance of these theories to the Egyptian context. The thesis consists of three parts and the conclusion. The first part introduces a background of the study. The second part sets the theoretical framework over three chapters. The first chapter tests a number of developmental paradigms against the endogenous model at the state level. The second discusses educational theories that support this model at the local community level. And the third chapter refers to the individual level, exploring the learning and needs of children. The third part of the thesis is dedicated to the fieldwork. The aim of this part of the study was to generate direct feedback concerning the relevance of the studied theories to the Egyptian context. It employed an open -ended survey, investigating people's perception of these notions. The survey involved 84 teachers, parents and educational administrators, as well as 36 schoolchildren between the ages of nine and twelve. A case study is employed to illustrate the practical application of the research findings to schools. In the conclusion, the results of the fieldwork are integrated with the theoretical aspects of the study to identify favourable conditions for education. The thesis demonstrates that favourable conditions are more likely to be achieved within an endogenous framework. Recommendations are made concerning the content and planning of the educational environment for children, towards the promotion of this approach to education in Egypt. Further research areas are suggested to support this concept within the Egyptian context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.777385  DOI: Not available
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