Enhancing International Partnership in the Egyptian Pre-university Education

2020 ◽  
Vol 9 (1) ◽  
pp. 71-99
Author(s):  
Ayman Rizk
Keyword(s):  
International Organizations ◽  
University Education ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
International Partnerships ◽  
International Partnership ◽  
Partnerships In Education ◽  
Egyptian Government

The purpose of this article is to present the perspectives of international officials regarding partnerships between the Egyptian Ministry of Education and international organizations. Data of this article were gathered mainly from semi-structured interviews with twelve international organizations’ officials in Egypt. The article suggests that international organizations working on the pre-university education face serious challenges that undermine their efforts and affects the efficiency of their contributions and initiatives in a very negative way. It concludes with a set of recommendations that can be considered by the Egyptian Government for enhancing its international partnerships in education.

scholarly journals Participation in the Egyptian Pre-university Education Sector: International Organizations’ Perspectives

2019 ◽  
Vol 8 (1) ◽  
pp. 76-106
Author(s):  
Ayman Rizk
Keyword(s):  
International Organizations ◽  
Qualitative Method ◽  
Education Sector ◽  
University Education ◽  
Ministry Of Education ◽  
Boards Of Trustees ◽  
Structured Interviews ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Government

This paper discusses participation in the pre-university education sector by reviewing three stakeholders: Local communities, the Boards of Trustees (BOTs) and Non-Governmental Organizations (NGOs), their contributions to the sector, and their main challenges that prevent them from realizing more significant impacts from the perspectives of international organizations’ officials. The paper adopts a qualitative method and builds on data gathered from semi-structured interviews with twelve international organizations’ officials. This paper suggests that the lack of community participation has a lot of interactive factors within a very complex, complicated and demotivating context. It concludes with a set of recommendations that may be considered by the government of Egypt and the ministry of education for enhancing participation within the pre-university education sector.  

scholarly journals Kinship and collegiality

2019 ◽  
Vol 19 (4) ◽  
pp. 371-379
Author(s):  
David Littlefair ◽  
Joanne Clifford Swan ◽  
Karen Hudson
Keyword(s):  
Teacher Education ◽  
Continuing Professional Development ◽  
University Education ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Education Department ◽  
Content Type ◽  
International Partnerships ◽  
Main Driver ◽  
The University

Purpose External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined. Design/methodology/approach In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities. Findings The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships. Practical implications It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change. Originality/value This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships.

scholarly journals Formação do Psicólogo Brasileiro: impasses e desafios

2016 ◽  
Vol 2 (1) ◽  
pp. 271
Author(s):  
Luciana Albanese
Keyword(s):  
Professional Identity ◽  
Theory And Practice ◽  
University Education ◽  
National Council ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
Psychology Curriculum ◽  
The University

Este artigo, realizado sob a perspectiva dos Estudos Baseados na Prática (EBP),objetiva refletir sobre a formação do psicólogo brasileiro com base em pesquisas junto a estudantes e professores de Psicologia de duas universidades da região sul do país. Os instrumentos utilizados consistiram em grupos focais, entrevistas semiestruturadas e um grupo de discussão. O método de tratamento empregado foi a Análise de Conteúdo. Como resultados mais significativos destacaram-se nos discursos analisados: a multiplicidade teórica da Psicologia; a falta de unidade da ciência e da profissão; e o distanciamento entre teoria e prática. Tais dados, ao serem confrontados com a Resolução nº 5 do Conselho Nacional de Educaçãodo Ministério de Educação e com as diretrizes do Conselho Federal de Psicologia, evidenciam os principais impasses encontrados no ensino da Psicologia no país.Sinalizam os obstáculos mais relevantes a ser superados a fim de que a formação universitária contribua, efetivamente, para a construção da identidade profissional e para a consolidação da Psicologia como campo de saber e profissão comprometidos com a promoção da qualidade de vida dos indivíduos, grupos, organizações e comunidades.Palavras chaves: formação universitária; multiplicidade teórica da psicologia; currículo de Psicologia; identidade profissional; articulação teoria-prática.   Abstract:Formation of the Brazilian Psychologist: impasses and challengesThis article, written from the perspective of Practice-Based Studies (PBS) aims to think over the training of Brazilian Psychologists based on surveys taken by students and Psychology professors from two universities located in the south of the country. The research instruments used were focus groups, semi-structured interviews and group discussions. The method of data treatment employed was the analysis of content. The most significant results that stood out in the speeches analyzed were: the theoretical multiplicity of Psychology; the lack of unity in the science and the profession; and the gap between theory and practice. Such data, when confronted with Resolution Number 5 of the National Council of Education, of the Ministry of Education, and with the guidelines of the Federal Council of Psychology, bespeak the main problems encountered in psychology education in the country. They also indicate the most relevant obstacles to be overcome in order for the university education to contribute effectively to the construction of professional identity and the consolidation of Psychology as a field of knowledge and profession committed to promoting the quality of life of individuals, groups, organizations and communities.Key words: university education; theoretical multiplicity of Psychology; Psychology curriculum; professional identity; articulation between theory and practice. 

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Effective strategies followed by multinational enterprises expanding into Africa

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Zihné Coetzee ◽  
Henri Bezuidenhout ◽  
Gabriel Mhonyera
Keyword(s):  
Multinational Enterprises ◽  
Market Potential ◽  
Sub Saharan Africa ◽  
Retail Sector ◽  
International Expansion ◽  
Structured Interviews ◽  
International Partnerships ◽  
Managerial Implications ◽  
Sub Saharan ◽  
Value Add

Orientation: Retail sector multinational enterprises (MNEs) face challenges and follow diverse strategies when they expand into foreign markets.Research purpose: The major aim of this article is to determine how three well-established retail sector MNEs, namely, Walmart, Carrefour and Shoprite, addressed the challenges they faced and structured their market entry strategies in the African continent.Motivation for the study: While the opportunities in Africa are perpetual, breaking into the African market is not so straightforward. It is in this regard that the importance of determining the challenges faced by established retail MNEs in Africa and the valuable lessons that can be drawn by small and upcoming MNEs, from the experiences of these prominent MNEs studied, is exposed.Research approach/design and method: This article employs a mixed-method approach (i.e. case study and semi-structured interviews) to determine the challenges faced by Walmart, Carrefour and Shoprite when they expanded into Africa, and how they overcame those challenges.Main findings: The findings reveal that Walmart and Shoprite possess a substantial footprint in sub-Saharan Africa, while Carrefour enjoys a substantial footprint in North Africa and Francophone Countries of west Africa. Furthermore, Walmart follows a risk-averse approach when expanding into the African continent and only expands into new foreign markets based on the market potential and the ability to succeed. Carrefour’s main strategy is to achieve international expansion into Africa through the acquisition of international partnerships with local and regional firms. Shoprite, on the other hand, maintains that no written strategy was followed when the retail MNE expanded into Africa. It is also evident that external factors are significant for MNEs seeking to invest in Africa.Practical/managerial implications: Not all MNEs expanding into Africa have been successful. Accordingly, the practical value of this article rests upon the lessons that small and upcoming MNEs can learn from the experiences of MNEs that are now well established in African markets.Contribution/value-add: This article contributes to existing foreign direct investment (FDI) literature by identifying challenges that Walmart, Carrefour and Shoprite faced when they expanded into Africa. In addition, lessons that aspiring and small MNEs, specifically in the retail sector, can learn from these three retail MNEs that are now well established in African markets are drawn.

scholarly journals An Investigation of Sites, Uses and Practices For  Literacy in the Lives of Pasifika Students

2021 ◽  
Author(s):  
◽  
John G Dickie
Keyword(s):  
Literacy Practices ◽  
Cultural Practices ◽  
Ministry Of Education ◽  
Literacy Practice ◽  
Structured Interviews ◽  
School Students ◽  
Lower Test ◽  
Pasifika Students ◽  
The One ◽  
Out Of School

<p>An investigation of sites, uses and practices for literacy in the lives of Pasifika students Lower test scores on school measures of literacy for Pasifika students than for the majority of students in New Zealand are a cause for concern. As part of a wider attempt to address this problem the Ministry of Education has argued that teachers need to be better informed of out-of-school literacy practices. This thesis considers what can be learned when this guidance is followed and it investigates students' social and cultural uses of literacy in family and community settings. It explores the argument that knowledge of these out-of-school literacies will inform teachers and through incorporation (McNaughton, 2002) teachers may be able to make effective connections for students to school literacy. A sociocultural perspective is used to investigate the social and cultural practices of the students while the study also uses Cremin's (1976) concept of configurations of sites to consider how learning is mediated for students in different settings. Rogoff's (1995) three planes of analysis provide a tool to examine students' practices at the community, interpersonal, and personal levels. The investigation sought the students' own perspective of how they appropriate knowledge about literacy as they collected information with cameras and journals on their own practices. The participants were 14 Pasifika students aged 11 and 12 years (mostly Samoan) as well as three adult Samoan church representatives and teachers from the students' school. Students' photos were used to elicit rich description in semi-structured interviews and interview schedules were also used with students and adult participants. The findings illustrate how the students were socialised into particular practices that are contextualised in the sites of family, church and neighbourhood. They reveal that for the students there was both overlapping of values and conflict between their sites of literacy practice. The complementarities occurred most strongly between family and church and a valued feature of the students' practice was the use of Samoan language. The most common conflicts were those related to popular culture and they occurred between the sites of family, church and school on the one hand and neighbourhood sites on the other as well as within family sites. The thesis argues that awareness of the complementary and conflicting features is essential for teachers in understanding the complexity the students face in choosing their paths among two cultures. This knowledge enables teachers to incorporate aspects of out-of-school literacy into school practice and to draw on those in the students' backgrounds who may facilitate students' literacy acquisition.</p>

Exploring perceptions of pracademics in an Arab context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Youmen Chaaban ◽  
Abdellatif Sellami ◽  
Rania Sawalhi ◽  
Elkhouly Marwa
Keyword(s):  
Identity Construction ◽  
Narrative Analysis ◽  
Design Methodology ◽  
Social Activity ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
University Supervisors ◽  
Content Type ◽  
Identity Renegotiation ◽  
Insight Into

PurposeThis study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.Design/methodology/approachNarrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.FindingsNarrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.Originality/valueThe study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.

THE SPECIFICS OF PHYSICAL TRAINING OF STUDENTS IN THE CONDITIONS OF DISTANCE LEARNING AND SELF-ISOLATION

2021 ◽  
pp. 329-333
Author(s):  
L. G. Shebalina ◽  
◽  
N. M. Ladygina ◽  
L. V. Baykalova ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Young People ◽  
Human Body ◽  
Sharp Increase ◽  
Healthy Lifestyle ◽  
University Education ◽  
Physical Culture ◽  
Ministry Of Education ◽  
Culture And Health

In recent years, distance learning has been increasingly involved in university education by the Ministry of Education. The impetus for a new round of introduction of this form of education was given by the pandemic, which determined the need for self-isolation, when distance learning forms are becoming the only possible ones. But at the same time, a number of problems arise: the lack of proper real communication of young people, including with teachers, the weakening of the functions of critical thinking and the culture of discrimination, the strengthening of individualism, a sharp increase in physical inactivity. All this deforms the human body and removes it from a healthy lifestyle. Therefore, in the development and implementation of distance technologies, especially in the discipline “Physical culture”, which requires real permanent physical culture and health-improving practices under the supervision of a teacher and trainer, it is necessary to preserve the principle of the quality of education even in conditions of distance learning.

University Students’ Self-Motivated Blogging and Development of Study Skills and Research Skills

2010 ◽  
pp. 149-179 ◽  
Author(s):  
Shailey Minocha ◽  
Lucinda Kerawalla
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Time Management ◽  
Study Skills ◽  
Online Community ◽  
Thinking Skills ◽  
University Education ◽  
Structured Interviews ◽  
Research Skills ◽  
Academic Events

This chapter presents and analyzes an empirically grounded investigation into the self-motivated course-related blogging activities of undergraduate and Master’s-level students, and research-related blogging of doctoral students. It focuses on how blogging may help students to develop their study skills and research skills. Analysis of students’ blogs and semi-structured interviews with the participants shows that writing in the public domain can encourage networking, commitment to goals, articulation of research ideas, development of confidence in writing, and facilitation of critical and reflective thinking skills. The blog can be a useful repository of ideas and resources, and can be a public platform for the synthesis of ideas. Blogging can facilitate the creation and membership of an online community where academic events are flagged, resources are shared, research is advertised, and ideas and comments are exchanged. The authors conclude with a discussion of the ways in which blogging can support the development of key study and research skills, such as time management, academic writing, and effective communication. It is hoped that the findings will help in guiding students, educators, and institutions considering the use of blogging in university education.

Building and property management framework for state schools in New Zealand

Facilities ◽  
2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
An Thi Hoai Le ◽  
Niluka Domingo ◽  
Eziaku Onyeizu Rasheed ◽  
Kenneth Sungho Park
Keyword(s):  
New Zealand ◽  
School Boards ◽  
Review Literature ◽  
Property Management ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Content Type ◽  
Top Managers ◽  
Comprehensive Framework ◽  
State Schools

Purpose This paper aims to develop an integrated and comprehensive framework for building and property management (BAPM) for state schools in New Zealand. The results are expected to clarify the complicated process and provide a guide for school boards to manage their property effectively and efficiently. It also seeks to explore the relationship between the key stakeholders and how this impacts the BAPM. Design/methodology/approach In addition, to review literature, qualitative data were obtained through semi-structured interviews with 16 top managers in state schools. The data analysis results were used to develop the framework using the integration definition for process modelling. Findings The findings contribute to understanding the processes in the BAPM in state schools of school board members by adding input, output, control and mechanism elements in each activity of the processes. The systematic models with main activities and people involved are presented as a guide for school boards in state schools in New Zealand. Challenges and issues in the processes are also identified to draw further study for both school boards and the Ministry of Education. Research limitations/implications The research was conducted with the participation of stakeholders who are sampled from top managers in state schools in New Zealand. A larger scale of participants from other schools may generalise the findings further. Practical implications The research findings are based on the needs and requirements of the stakeholders to understand, implement and control the BAPM for their schools and aid them to achieve the best value for money spending on the management. Originality/value The paper highlights the complexity of the BAPM in schools, presents the roles and responsibilities of the school stakeholders and proposes a systematic framework to assist the school managers in this management process.

Sign in / Sign up

Export Citation Format

Share Document