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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...
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| Format: | Thesis |
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AUC Knowledge Fountain
2018
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| _version_ | 1867613410387034112 |
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| access_status_str | Open Access |
| author | Sarhan, Rehane |
| author_browse | Sarhan, Rehane |
| author_facet | Sarhan, Rehane |
| author_sort | Sarhan, Rehane |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | 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. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-1486 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:42.290Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-1486 Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative Sarhan, Rehane 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. 2018-06-01T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/487 https://fount.aucegypt.edu/context/etds/article/1486/viewcontent/Rehane_20Sarhan_20Thesis_20__20Education_20First_20Initiave_20FINAL.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain Education Professional Development |
| spellingShingle | Education Professional Development Sarhan, Rehane Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative |
| title | Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative |
| title_full | Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative |
| title_fullStr | Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative |
| title_full_unstemmed | Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative |
| title_short | Teachers’ development programs: Qualitative/SWOC analysis of “Education First” initiative |
| title_sort | teachers development programs qualitative swoc analysis of education first initiative |
| topic | Education Professional Development |
| url | https://fount.aucegypt.edu/etds/487 https://fount.aucegypt.edu/context/etds/article/1486/viewcontent/Rehane_20Sarhan_20Thesis_20__20Education_20First_20Initiave_20FINAL.pdf |
| work_keys_str_mv | AT sarhanrehane teachersdevelopmentprogramsqualitativeswocanalysisofeducationfirstinitiative |