{"id":8322,"date":"2021-11-03T16:57:31","date_gmt":"2021-11-03T14:57:31","guid":{"rendered":"https:\/\/www.hossambadrawi.com\/?p=8322"},"modified":"2021-12-21T20:15:44","modified_gmt":"2021-12-21T20:15:44","slug":"the-teacher-is-the-basis-of-education-development","status":"publish","type":"post","link":"https:\/\/www.hossambadrawi.com\/en\/the-teacher-is-the-basis-of-education-development\/","title":{"rendered":"The teacher is the basis of education development"},"content":{"rendered":"
\n
The teacher is the basis of education development
\nHossam Badrawi
\nI was in a meeting with the signing of a protocol of cooperation between the Ministry of Education and the \u201cEducation First\u201d Foundation, which I have the honor to lead its advisory committee, which is concerned with training directors of government schools of languages \u200b\u200band teachers of languages, sciences and mathematics, and the number of the 1000 schools is this, and this non-profit civil institution performs this work at the best level of Training under internationally accredited programs, and has trained more than twenty thousand teachers and principals in the past seven years.
\nA dialogue took place between me and the leaders of the ministry about \u201cthe ministry\u2019s announcement that it needs to appoint teachers with the quota due to the severe shortage of them,\u201d an announcement that provoked a large number of education experts, because of the appearance of underestimation of the profession and a lack of appreciation for its value, regardless of the humiliating low financial return that is presented on them.
\nAstonishment increases when we know that the law of supply and demand has proven its wisdom throughout history in all services and industries except in education in Egypt. There is a decision not to appoint graduates of faculties of education in schools, a matter that I have repeatedly failed to understand in the context of the great need for them and the abundance available to them without work.
\nColleges of Education are university colleges that prepare the teacher as a specialized and pedagogical preparation to teach the subjects and to lead the school activities included in the curricula and approved in all pre-university educational levels, and include:
\n\u25a0 Faculties of General Education.. They are located in all universities and all governorates, and they are teachers of scientific, literary and religious education subjects, in addition to teachers of special education.
\n\u25a0 Faculties of Specific Education.. They prepare teachers for technical, musical and technological subjects, and some of them are specialists in educational media.
\n\u25a0 Faculties of Physical Education and Faculties of Art Education.
\n\u25a0 Industrial education teacher preparation colleges.
\n\u25a0 Kindergarten colleges.. They prepare teachers and facilitators for nurseries and kindergartens.
\nThis is in addition to some departments of the other 70 colleges, which prepare business education teachers, social workers, home economics and environmental education teachers.
\nThese colleges grant bachelor\u2019s and bachelor\u2019s degrees, in addition to postgraduate degrees, such as diplomas, master\u2019s degrees and doctorates.. However, the faculties of education face an existential crisis in Egypt that goes beyond proposals for development.. It is not enough to develop specific and purposeful academic and educational curricula for teacher preparation, and proposed modeling of infrastructure from Where departments and divisions, and programs to develop the professional capabilities of faculty members, and to overcome the challenges of lack of coordination between professors of specialized subjects and educational subjects in light of the unity of the goal of preparing an efficient teacher capable of achieving national standards of education, poor communication between students and professors, non-compliance with office hours and the absence of academic guidance , which is what higher education suffers from in general.. It is not enough to face these challenges, because these colleges are facing an existential crisis, not a development crisis.
\nOver the years, I have seen a silent hostility between the Ministry of Education and the colleges of education, which are called in many countries of the world \u201ccolleges of education.\u201d The natural path for graduates of these colleges has become closed in state schools despite the need for them… meaning that the factory produces and the market needs, and the state does not allow fill the need.
\n\u25a0 \u25a0 \u25a0
\nSince I was Chairman of the Education Committee in Parliament fifteen years ago, I have noticed the weakness of institutional coordination between the faculties of education and the Ministry of Education and directorates of education in all governorates, and the lack of effectiveness of practical education (field training in schools); Because of the overcrowding of schools, the absence of students at the same time, the failure of their officials to train student teachers, and the lack of serious supervision in training.. In addition, the limited space given to advanced teaching methods linked to multimedia, e-learning and distance education, and the predominance of traditional teaching methods in most courses, and what It is accompanied by modest notes and assessment methods based on typical exams \u201ccontent and management\u201d.
\nOnce again, the lack of adherence to the appointment of graduates of faculties of education in schools is a matter that I have repeatedly failed to understand in the context of the need and abundance that go hand in hand in a system that ends with the plight of education… and in light of appointing teachers to the quota in a way that insults the entire educational process and the teaching profession in particular.
\nPolicies for the development of faculties of education for teacher preparation
\nThe relative weights of the academic, educational and cultural components of teacher preparation programs are determined in the light of the tasks entrusted to the teacher at the stage in which he is preparing to teach, and in light of the principles of flexibility, diversity and decentralization that we advocate and pursue in Egypt\u2019s vision of education, and I stress its importance in higher education, so the faculties of education It should compete qualitatively in light of the university’s philosophy, its structural organizations, and the needs of the region in which it operates.
\nPolicies for developing faculties of education fall within the framework of higher education development policies in general.. However, due to the specificity and importance of these faculties, I propose a set of specific policies for their development, including:
\nFirst: Setting a specific and clear message and strategic objectives for each college in line with its specificity, and in light of the nature and needs of the community it serves.
\nSecond: Adapting work programs and practices in faculties of education according to the credit-hour system, in a way that works to unify the complementary and sequential systems, with opening paths between faculties of education and other faculties, and the possibility of rotating some of the acquired hours between the appropriate university fields of study for those graduates of those faculties who wish to practice the profession of education . This necessitates the development of some colleges that complement their teaching programs, such as science, literature, and Al-Alsun… and others.
\nI realize that the trend towards teaching through the credit hour system has overcome with time resistance from university administrations and faculty members.. What students learn in universities and institutes must be visible<\/div>\n
Orally and readable with internationally recognized academic units, so that this student can move vertically and transversely without wasting his effort and the accumulation of his education.
\nThird: Developing admission systems in faculties of education, by setting and applying objective admission tests to select students, similar to special abilities tests. I know that the subject of exams to enter university colleges also encounters societal resistance, but the teaching profession, from my point of view, is a profession of a special nature.. Closed classes with teachers we have prepared..and their influence on children and youth will remain firmly rooted in their conscience..so how can the state not institutionally conduct the psychological and academic tests necessary for more than twenty million children and young people to be the best teacher and the greatest teacher?..how not to set conditions? Eyes are opened to these tests?!.
\nThis is from one side, and the other side is: How do we motivate young people to choose this path? .. How do we motivate students of knowledge and knowledge to enter the teaching profession?
\nThe state\u2019s responsibility is to make this profession attractive, and to make for it, in addition to its appropriate financial stimulating return, a social return that builds the need for it and market its evaluation… Who will strive and strive to become a teacher in the current educational conditions?! On another opportunity… the community and its leadership must work to make the profession of teacher a positive choice for young people, which they seek while knowing that within the framework of legitimacy and respect for the law, they can obtain a decent return for a decent life without private lessons, and without obtaining the advantage based on the corruption of the educational process, Which made these lessons outside the scope of the educational institution a basis upon which the student, the guardian, and the teachers depend.
\nEvery point of these policies needs a program of action.. But unfortunately, I see a clear trend of the state in reducing the role of faculties of education at the present time, and not accepting new students in them, and avoiding the appointment of its graduates on the pretext of low educational levels.. Also, the ability of some trends The religiously fanatical ideology of some of these colleges at one time made the government lift its hand from them instead of reforming them, and away from developing them instead of facing a crisis that deserves to be faced, not only at the level of education colleges, but at the level of society as a whole.
\nNo great nation, such as Egypt, can face the development of education without a competent teacher who is capable of developing, open-minded and educated, who instills the values \u200b\u200bof modernity and knowledge, builds personality, and affirms the Egyptian identity.. The call here is to take responsibility and face the challenge, not escape from it.
\nAnd the wisdom says: \u201cThe level of education in any nation does not rise above the level of its teachers.\u201d<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

The teacher is the basis of education development Hossam Badrawi I was in a meeting with the signing of a protocol of cooperation between the Ministry of Education and the \u201cEducation First\u201d Foundation, which I have the honor to lead its advisory committee, which is concerned with training directors of government schools of languages \u200b\u200band …<\/p>\n","protected":false},"author":1,"featured_media":8244,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[107,101,103,16],"tags":[],"class_list":["post-8322","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-2021-collective","category-after-25-jan-revolution","category-all-articles","category-articles-by-dr-badrawi"],"yoast_head":"\nThe teacher is the basis of education development - Dr. Hossam Badrawi<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.hossambadrawi.com\/en\/the-teacher-is-the-basis-of-education-development\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The teacher is the basis of education development - 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He is the former head of the Gynecology Department, Faculty of Medicine Cairo University. He conducted his post graduate studies from 1979 till 1981 in the United States. He was elected as a member of the Egyptian Parliament and chairman of the Education and Scientific Research Committee in the Parliament from 2000 till 2005. As a politician, Dr. Hossam Badrawi was known for his independent stances. His integrity won the consensus of all people from various political trends. During the era of former president Hosni Mubarak he was called The Rationalist in the National Democratic Party NDP because his political calls and demands were consistent to a great extent with calls for political and democratic reform in Egypt. He was against extending the state of emergency and objected to the National Democratic Party's unilateral constitutional amendments during the January 25, 2011 revolution. He played a very important political role when he defended, from the very first beginning of the revolution, the demonstrators' right to call for their demands. He called on the government to listen and respond to their demands. Consequently and due to Dr. Badrawi's popularity, Mubarak appointed him as the NDP Secretary General thus replacing the members of the Bureau of the Commission. During that time, Dr. Badrawi expressed his political opinion to Mubarak that he had to step down. He had to resign from the party after 5 days of his appointment on February 10 when he declared his political disagreement with the political leadership in dealing with the demonstrators who called for handing the power to the Muslim Brotherhood. Therefore, from the very first moment his stance was clear by rejecting a religion-based state which he considered as aiming to limit the Egyptians down to one trend. He considered deposed president Mohamed Morsi's decision to bring back the People's Assembly as a reinforcement of the US-supported dictatorship. He was among the first to denounce the incursion of Morsi's authority over the judicial authority, condemning the Brotherhood militias' blockade of the Supreme Constitutional Court. 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He is the former head of the Gynecology Department, Faculty of Medicine Cairo University. He conducted his post graduate studies from 1979 till 1981 in the United States. He was elected as a member of the Egyptian Parliament and chairman of the Education and Scientific Research Committee in the Parliament from 2000 till 2005. As a politician, Dr. Hossam Badrawi was known for his independent stances. His integrity won the consensus of all people from various political trends. During the era of former president Hosni Mubarak he was called The Rationalist in the National Democratic Party NDP because his political calls and demands were consistent to a great extent with calls for political and democratic reform in Egypt. He was against extending the state of emergency and objected to the National Democratic Party's unilateral constitutional amendments during the January 25, 2011 revolution. He played a very important political role when he defended, from the very first beginning of the revolution, the demonstrators' right to call for their demands. He called on the government to listen and respond to their demands. Consequently and due to Dr. Badrawi's popularity, Mubarak appointed him as the NDP Secretary General thus replacing the members of the Bureau of the Commission. During that time, Dr. Badrawi expressed his political opinion to Mubarak that he had to step down. He had to resign from the party after 5 days of his appointment on February 10 when he declared his political disagreement with the political leadership in dealing with the demonstrators who called for handing the power to the Muslim Brotherhood. Therefore, from the very first moment his stance was clear by rejecting a religion-based state which he considered as aiming to limit the Egyptians down to one trend. He considered deposed president Mohamed Morsi's decision to bring back the People's Assembly as a reinforcement of the US-supported dictatorship. He was among the first to denounce the incursion of Morsi's authority over the judicial authority, condemning the Brotherhood militias' blockade of the Supreme Constitutional Court. Dr. Hossam supported the Tamarod movement in its beginning and he declared that toppling the Brotherhood was a must and a pressing risk that had to be taken few months prior to the June 30 revolution and confirmed that the army would support the legitimacy given by the people","sameAs":["https:\/\/www.facebook.com\/hossambadrawi\/","https:\/\/x.com\/HossamBadrawi"]}]}},"_links":{"self":[{"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/posts\/8322","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/comments?post=8322"}],"version-history":[{"count":1,"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/posts\/8322\/revisions"}],"predecessor-version":[{"id":8398,"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/posts\/8322\/revisions\/8398"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/media\/8244"}],"wp:attachment":[{"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/media?parent=8322"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/categories?post=8322"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.hossambadrawi.com\/en\/wp-json\/wp\/v2\/tags?post=8322"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}