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" A comparative study of the reorganisation of secondary education in the United States, England and Sweden after 1945 with reference to emerging policies in the Arab Republic of Egypt "
Metwally, M. M.
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Latin Dissertation
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829169
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TLets465445
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| Main Entry
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Metwally, M. M.
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| Title & Author
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A comparative study of the reorganisation of secondary education in the United States, England and Sweden after 1945 with reference to emerging policies in the Arab Republic of Egypt\ Metwally, M. M.
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| College
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Institute of Education, University of London
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| Date
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1979
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1979
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| Degree
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Thesis (Ph.D.)
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| Abstract
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Asynchronous changes in the socio-economic aspects and in the educational system in Egypt have created the problem of the inadequate response of secondary education to the needs and aspirations of Egyptian society after 1952. This study attempts to propose alternative policies of reorganising Egyptian secondary education in order to solve, or eliminate, such a problem. To accomplish this, a comparative analysis of some models of the reorganisation of secondary education after 1945 is carried out. The countries chosen in this study are the United States, England and Sweden since they had faced similar problems and offered successful solutions of reorganising their secondary schools on comprehensive lines. Following the 'problem approach' this thesis is examined in five parts. In addition to the statement of the problem and the outlining of the aims of the study, the first part discusses the methodology used and the basic characteristics of a typical comprehensive school. Part Two, which comprises two chapters, deals with the problem analysis and its intellectualisation through the identification of changes and relative non-changes in some aspects of Egyptian society since the 1952 Revolution. While Chapter Two explores the normative changes in terms of policy statements on justice, industrialisation and education, Chapter Three identifies the actual changes in such aspects. Part Three examines the Egyptian educational policies and practices through a critical investigation that confirms the emerging need for the reform of Egyptian secondary education. It also discusses recent Egyptian experimentation in this field. Part Four includes seven chapters dealing with the comparative analysis. This part covers : basic forces behind the comprehensive education movement, comprehensive school models, selection and allocation of pupils to comprehensive schools within tracked and unified systems, grouping in the comprehensive schools, and the curriculum organisation and processes. Finally, Part Five puts forward the proposed solutions and the prediction of their workability within the Egyptian initial conditions.
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University College London (University of London)
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