Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative
This study focuses on the “Education First” program, a private-sector initiative supported by the Ministry of Education in Egypt for the professional development of teachers. The study undertakes a SWOC analysis of this initiative, building on qualitative research through structured and semi-structu...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
AUC Knowledge Fountain
2018
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| Summary: | This study focuses on the “Education First” program, a private-sector initiative supported by the Ministry of Education in Egypt for the professional development of teachers. The study undertakes a SWOC analysis of this initiative, building on qualitative research through structured and semi-structured in-depth interviews. Study participants included teachers, schools’ headmasters, and Ministry of Education officials who attended the program training sessions. The analysis shows that the most important program strength lies in its national outreach throughout the country, targeting all 721 public Tajrebeya schools’ teachers for English, Math and Sciences in the 27 governorates. It also recognized that the program weaknesses were mainly in its reliance on sustainable funding sources. As for opportunities, the study revealed that the program actually benefited from its good reputation to launch new initiatives targeting senior students in the graduation year at the Faculty of Education Ain Shams University. Challenges were mainly found in sustaining the political support for the program. The study recommends developing a time-bound strategic plan that helps detecting the operational and strategic issues and the development of training hubs in all regions of Egypt to reduce teachers’ time and effort in commuting during training sessions. At the level of government policies, there are essential success factors to ensure sustainable education improvement, such as political commitment, public accountability and partnership among main stakeholders. All of the above mentioned is essential to ensure that the program achieves its goals leading to improvement of student’s learning. |
|---|