academic leadership in Egypt (
Ministry of Education)
and provided by (full) professors, this research
focuses
on (Education and Development) as perceived by those
on the
receiving end of
it.
My research is supervised by my senior and public
supervisors of
education in Egypt. Research on leadership
is defined as the influence
of one or more people on the
research-related behavior, attitudes or
intellectual capacity
of others. Seven specific features or keywords of
my
professorial research about (Education and development)
are identified and examined.
They are the conflicts of
interest in my research.
They include:
1-Education and social justice
development:).
2-Education and economic growth:
3-Education
and human rights (Political
4-Education and culture injustice
5-Education and peace building
6-Education and social change
7-Education and intolerance.
My personal
statement
A great teacher is like a great artist who uses basic tools to
transform raw materials into valuable assets of society. However, great
artists may not have the best tools or best skills because of their passion and their unique perspective of the
world.
Great teachers are not just ones who transmit information, teach
skills, and help students earn the best grades. They are those who share
their passion for knowledge and curiosity with their students, inspire
the students’ creativity, develop their critical thinking ability, and
prepare them for the complex world they will face after stepping out of
campus.
Teaching is part of the process in discovery and it also
provides an opportunity to learn, where knowledge and critical thinking
are shared by teachers with their students, and enthusiasm and creative
ideas are shared by students with their teachers. Reflecting on my own
experience as student, I am truly inspired by the good role-model of my
mentors and hope to relay this process to the younger generation and to
influence their lives through my teaching and advising.
My
undergraduate major is in teaching English in my country, Egypt. It
provides me with
fundamental pedagogical principles to engage and guide my future
teaching practice in undergrad levels. For classroom teaching, my goals
are not only to give lectures, but to motivate
students’ enthusiasm and encourage discussion and interaction. This
provides students with the skills in communication, critical
thinking and problem-solving, which are necessary training to pursue
future professional careers.
For mentoring student research, my goal is
to guide them in research lab and motivate the students to give their
best efforts. As students come in with different background and
interests, I will provide them with the freedom to explore and to think
about problems in new ways. In the mean time, I will also actively
engage in their projects and guide students’ discoveries. The value of
research advising is so rewarding because we continue generating new
ideas during the discovery process and push forward the research.
Abstract
This
thesis has been written on commission by me,
Girgis Hanna Haroun, a
secondary supervisor of
English at high schools and colleges in Egypt.
I and my team worked as a team work to present
this research.
Education is a human right, a powerful driver of development, and one
of the strongest instruments for reducing poverty and improving health,
gender equality, peace, and stability. It delivers large, consistent
returns in terms of income, and is the most important factor to ensure
equity and inclusion.
For individuals, education promotes employment, earnings, health, and poverty reduction. Globally, there is a 9% increase in hourly earnings for every extra year of schooling. For societies, it drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion.
Developing
countries have made tremendous progress in getting children into the
classroom and more children worldwide are now in school. But learning is
not guaranteed, as the 2018 World Development Report (WDR) stressed.
Making
smart and effective investments in people’s education is critical for
developing the human capital that will end extreme poverty. At the core
of this strategy is the need to tackle the learning crisis, put an end
to Learning Poverty,
and help youth acquire the advanced cognitive, socioemotional,
technical and digital skills they need to succeed in today’s world.
However,
COVID-19 has wreaked havoc on the lives of young children, students,
and youth. The disruption of societies and economies caused by the
pandemic has aggravated the already existing global education crisis and
impacting education in unprecedented ways.
Among its many
dramatic disruptions, the pandemic has led to the worst crisis in
education of the last century. Globally, between February 2020 and
February 2022, education systems were fully closed for in-person
learning for 141 days on average. In South Asia and Latin America & the Caribbean, closures lasted 273 and 225 days, respectively.
Even before the COVID-19 pandemic, this global learning crisis was stark. The learning poverty indicator,
created by the World Bank and UNESCO Institute of Statistics and
launched in 2019, gives a simple but sobering measure of the magnitude
of this learning crisis: the proportion of 10-year-old children that are
unable to read and understand a short age-appropriate text.
In low- and middle-income countries, the share of children living in Learning Poverty – already 57% before the pandemic – could potentially reach 70% given
the long school closures and the wide digital divide that hindered the
effectiveness of remote learning during school closures, putting the SDG 4 targets in jeopardy. One billion children saw their in-person education interrupted for more than a year. For many, the interruption was for 2 years.
Children
and youth in most countries suffered major learning losses during the
pandemic. Rigorous empirical evidence from various countries, including
low-, middle-, and high-income contexts across regions, reveals very
steep losses. School closures and ineffective remote learning caused
students to miss out on learning and to also forget what they had
learned: on average, for every 30 days of school closures, students lost about 32 days of learning.
The staggering effects of school closures reach beyond learning. This generation of children could lose a combined total of US$21 trillion in lifetime earnings
in present value or the equivalent of 17% of today’s global GDP – a
sharp rise from the 2021 estimate of a US$17 trillion loss.
COVID-19
created an inequality catastrophe. Almost all countries provided some
form of remote education during school closures, but there was high
inequality in access and uptake between and within countries. Children
from disadvantaged households were less likely to benefit from remote
learning than their peers, often due to a lack of electricity,
connectivity, devices, and caregiver support. Girls, students with
disabilities, and the youngest children also faced significant barriers
to engaging in remote learning. Overall, at least a third of the world’s schoolchildren – 463 million globally – were unable to access remote learning during school closures.
Additionally,
children’s mental health has been negatively affected, while risks of
violence, child marriage and child labor are also increasing. The
situation is more dire for girls, who are more vulnerable to violence,
child marriage, and becoming pregnant. Vulnerable groups such as
children with disabilities, ethnic minorities, refugees, and displaced
populations are also less likely to return to school post-crisis.
School
disruptions particularly affected the youngest children. Early
childhood education was closed the longest in many countries, with
limited or no support for remote learning.
In addition to
learning losses, schooling disruptions have also exacerbated disparities
in nutrition, health and stimulation, and access to essential social
protection and psychosocial services. Millions more children have been
put at risk of being pushed into child labor, early marriage, and of
leaving school altogether.
Adding to these challenges is the
negative impact of the unprecedented global economic contraction on
family incomes, which increases the risk of school dropouts, and results
in the contraction of government budgets and strains on public
education spending.
Youth have also suffered a loss in human
capital in terms of both skills and jobs. In many countries, these
declines in youth employment were more than twice as large as the
declines in adult employment. As a result, this generation of students,
and especially the more disadvantaged, may never achieve their full
education and earnings potential.
Action is urgently needed now –
business as usual will not suffice to heal the scars of the pandemic and
will not accelerate progress enough to meet the ambitions of SDG 4. We
are urging governments to implement ambitious and aggressive Learning
Recovery Programs to get children back to school, recover lost learning,
and accelerate progress by building better, more equitable and
resilient education systems.
Several
preliminary interviews made us very interested
at the global problems
helped us to formulate our
research question: “How does education
contribute
to solve the problems and dangers that face our life
and our
planet?"
Moreover,
it made our research have two purposes,
one of academic character, and
one of practical character.
The academic purpose is in investigating
relationship
between Education and development .The practical
purpose is in giving analysis-based
recommendations
about possible ways to use education in solving our
problems we face.
The findings of our research revealed that Governments
should
work with parent and teacher associations, as well
as the private sector
and civil-society organizations,
to find the best and most constructive
ways to improve
the quality of education. Innovation has to be
harnessed,
and new partnerships must be forged.
All investment projects should be found all over
any country regions,
not in 4 or 5 areas and the
other areas suffer from idleness and
poverty.Education
teaches us that there
must
be a fair and compassionate
distribution of the fruits of economic
growth.
We
must reclaim the deserts to give products.
We suffer from the global warmth as it melts the snow
of the south
pole and the north pole.
We must use
alternative clean renewable energy like
the solar energy, nuclear energy
, winds energy, battery cells
energy or electric power.Learners must be
trained to hate
violence and taste the love of peace in dealing with the
school community, family community, the man of the
street, his
friends and mates.Education
teaches us that
clean environment protects us from diseases that result
from all kinds of pollution and local solutions.
The Research Content:
1-Introduction
This
research study discusses the linking of education
to international
development, and examines the relevant
actions of
agencies and governments in a number of
economically developing
countries. This study includes
climate change, behavioral and
experimental economics,
environmental justice, social protection and
well being.
climate change, behavioural and experimental economics, environmental
justice, social protection and wellbeing throughout the lifecourse. -
See more at: https://www.uea.ac.uk/devresearch/#sthash.oe1DeCfi.dpuf
climate change, behavioural and experimental economics, environmental
justice, social protection and wellbeing throughout the lifecourse. -
See more at: https://www.uea.ac.uk/devresearch/#sthash.oe1DeCfi.dpuf
climate change, behavioural and experimental economics, environmental
justice, social protection and wellbeing throughout the lifecourse. -
See more at: https://www.uea.ac.uk/devresearch/#sthash.oe1DeCfi.dpuf
It also, includes educational reform, multicultural and
bilingual education, education and
citizenship, teacher
training and the relation between the
state and teachers,
the global governance of education systems in
low-income
countries, the social
movements in promoting quality
education, rights-based education and
youth issues,
education and religion, and non-formal education.
I was
asked to do a research about the relation between
the skilled
university graduates and the work market
requirements of today and how
to find solutions through
giving 3 examples for 3 countries that faces and
overcame such problem.
1-The Research Vision, Mission and Objectives:
The vision is: (Our globe lives in peace, development,
prosperity and happiness). The vision of this study is to
support you in developing the
skills, knowledge and
terminology to understand and act on the
relationship
between education and development.
Education, like other
forms of investment in human
capital, can contribute to economic
development and
raise the incomes of the poor just as much as investment
in physical
capital, such as transport, communications,
power, or irrigation.
The mission is : Doing research theses
Objectives of study:
Solving problems that arise from the bad habits and
behavior of nations and individuals.
1-Refusing socio-economic, political and cultural injustice.
2-Education helps people robe out of poverty and into
prosperity.
3-Education helps to prevent disease and to use health
services well.
4-Education helps people to get high wages.
These
earnings in turn contribute to the national
economic growth.
5-Democracy and political stability: Education supports
the growth of
civil society, democracy, political stability
and citizens' rights.
6-Education can contribute to the development of
human
rights, human development, human capital
and social cohesion.
7-This study helps to reform the education system
and policy.
8-The
study aims at supporting the 58 million children
who are our of school,
and to improve learning
outcomes for those who attend
school.
2-A problem needs a solution
We
faced a problem that needs a an urgent solution.
The problem is: We,
the researching group, noticed
that our planet suffers from poverty,
injustice, violence,
This
has been done by interviewing hundreds of people
in the streets,
educated people at schools, universities
and several associations,
farmers in the fields, workers
in the factories, employees in the
companies, learners
at schools, women, young and elders everywhere.
We
have
tried to talk to representatives of different layers
of the
organizations to make our research complete.
These semi-structured interviews resulted in qualitative
data, which had
been processed and analyzed using
coding technique.
Our research used 2 methods:
One of academic character, and one
of practical
character.
1-The academic purpose is in investigating
relationship
between Education and Development.
2-The practical purpose is in giving analysis-based
recommendations about possible ways to implement
education to solve our global and cultural problems.
3-We used team work, pair work, individual work,
interviews, lectures, debates, experiencing,
observations, analysis, synthesis, assessment,
feedback and evaluation.
4-We
held workshops, modeling, training units
authentic field practice in
actual fields and we
assessed, followed and evaluated what we
recommended academically before. It took
6 months to conduct our
experiences that we
acquired from our professors in East Anglia
University, England.
3- Main Findings / Results
The
results section is where I
reported the findings
of my study based upon the methodologies I
applied
to gather information. I did surveys with teachers,
senior
teachers, headteachers and people in charge
of education policy.
I used
case studies, interviews and
gathered data
at the organizations of schools, associations and
zones of
education. I reached to some findings.
Findings and results:
We wrote a report that included our data, solutions
and recommendations
we presented. Our teachers,
senior teachers, schools managers and
education
organizations leaders learnt the relation between
education
and development through the following
key findings and secondary findings we presented.
I
will Present
a result and then explain it, before
presenting the next result then
explaining it, and so on,
then end with an overall synopsis. This is the
preferred
approach as I have multiple results of equal significance.
It is more common in longer papers because it helps
the reader to
better understand each finding.
Finding result 1 :
climate change, behavioural and experimental economics, environmental
justice, social protection and wellbeing throughout the lifecourse. -
See more at: https://www.uea.ac.uk/devresearch/#sthash.oe1DeCfi.dpuf
Education is the key to development
In today’s knowledge-driven economies, access to
quality education and the chances for development
are two sides of the
same coin. That is why we must
also set targets for secondary education,
while
improving quality and learning outcomes at all levels.
That is
what the Sustainable development goal on
education, which world leaders
will adopt this year,
aims to do.
Likewise, ensuring
that girls are not kept at home
when they reach puberty, but are allowed
to complete
education on the same footing as their male
counterparts,
is not just altruism; it is sound economics.
Communities and countries
that succeed in achieving
gender parity in education will reap
substantial benefits
relating to health, equality, and job creation.
Today’s students need
“twenty-first-century skills,”
like critical thinking, problem solving,
creativity, and
digital literacy. Learners of all ages need to become
familiar with new technologies and cope with rapidly
changing
workplaces.
Governments should
work with parent and teacher
associations, as well as the private sector
and
civil-society organizations, to find the best and most
constructive
ways to improve the quality of education.
Innovation has to be
harnessed, and new partnerships
must be forged.
Finding result 2 :
The effects of Education:
1-Education and social justice development:
All investment projects should be found all over any
country regions,
not in 4 or 5 areas and the other areas
suffer from idleness and
poverty. It is unfair that some
districts enjoy the best means of
transport, technology,
high standard education and great chances of
employment but the other parts in the same country
complain of the bad
services of health, low standard of
good services of health
and education are basic rights
for every citizen. At the same time,
every citizen must
be loyal to his country that saved him all his
needs.
He must do his duty to give a hand in developing his
country.
Beside the public sector, the private sector
must be encouraged to work
in the field of development.
The developed countries must help the
developing
countries. Justice should rise from the people and not
be
dictated by the law of the governments.
All people are equal in front of law.
Finding result 3 :
2-Education and economic growth:
Labour and humanity:
Education teaches us that there
must
be a fair and
compassionate distribution of the fruits of economic
growth. There must be no capitalist exploitation of
labor. There must
be no place for slavery or tyranny
in work. All people are equal. Human
life must be
valued above all material possessions.
The society should
be
based on cooperation and not
class conflict and competition. The
"progress" of the
world is not true progress at all, if it ignored
the value
of the human person
Results / Secondary Findings
I
will Present
a secondary result ir finding and then
explain it, before presenting the next result then
explaining it, and so on, then end with an overall
synopsis.
This is the
preferred approach as I have multiple results
of equal significance.
It is more common in longer
papers because it helps the reader to
better understand
each finding
.
Secondary finding result 1
Role of Education in Development
Role of Education in Development Essay: JP or the
souls taking refuge in education, the desire for growth has no
boundaries. Above lines from ‘Ulysses’, highlight the thirst of minds
which are willing to learn. Education is not a destination, but a
journey to be cherished. It is an enriching path, not only in lives of
individuals, but also chartering histories of nations and building
strong foundations of development.
In a developing society like ours, where an entire generation stands
at crossroads of traditional values and western education, it becomes
essential to define the parameters of education. For a traditionally
rich country like ours, the roots of education can be traced back to
compilation of Vedas. British furthered the cause of education in India.
Though they introduced the study of English language to meet their
administrative needs; it opened up a new world for Indians. It provided
us with an opportunity to question our beliefs, our customs and our
knowledge and with that questioning, the spirit of education dawned.
-Education
and human rights :
We
believe that every child has a right to enroll in
education and
complete their education. We should
identify the barriers that
exclude children from learning .
We should support young people who
are out of school.
We should provide remedial
support for children with
learning difficulties.
We should remove the
financial, social, cultural and
geographical barriers
that prevent children from learning.
Every child must have health
care. It is forbidden for
children to work as long as they are at an
early age.
They must enjoy his childhood. We should support
eradicating illiteracy.
There must be education, health, care and attention
for the early
education and protection of children aged
0 to 6 years in rural
communities. We must fight illiteracy
and ignorance.
Every citizen
must know how to read, right, speak, listen
and exchange information and
knowledge. He must know
all about the world he lives in. He must know
about all
cultures and all civilized means of perfect behaviorat schools
Secondary finding result 2
4Education and culture injustice
Violence, discrimination and
marginalization are forms
of intolerance. Education for tolerance
should aim at
countering influences that lead to fear and exclusion of
others. We should help young to develop their independent
judgement, critical thinking and ethical reasoning.
The
diversity of religions, languages, color and cultures
is not a pretext
for a conflict, but is a treasure that
enriches us all.
The UNESCO Declaration says that tolerance is neither
indulgence nor indifference. It is the respect and the
appreciation of
our world's culture and self-expression.
Tolerance ensures the human
rights and the freedoms
of others. People are naturally diverse.
Only
tolerance can ensure the survival of mixed
communities anywhere. Don't impose your culture
on others. You mustn't interfere with others' affairs
or specialties.
Secondary finding result 3
Integration of education into peace building .
The
concept of peace is understood as the basis upon
which a curriculum
is constructed. The study
demonstrates that a classroom peace curriculum
can be culturally
relevant if it is guided by a clear
concept of peace.
Learners must be
trained to hate violence and taste
the love of peace in dealing with the
school community,
family community, the man of the street, his
friends
and mates.
Education teaches us the language of dialoguing
which
leads to understanding . That understanding
will lead to friendship
which will lead to tolerance,
peace and love.
In the same way, this can
happen on the standard of
not only individuals, but also, all the world
countries.
The world will come back again to live on the
Earth as
a paradise which was lost several millenniums ago.
5-Discussion
The purpose of the discussion is to interpret and
describe the
significance of our findings in light
what was already known about
the research
problem
being investigated and to explain any new understanding
or
insights that emerged as a result of our study of the problem.
DISCUSSION provides the explanation and interpretation
of results or
findings by comparing with the findings in
prior studies. Then, I can
say that: compared to the
previous study about (Education and Development),
I say that my research is different .
To highlight the importance of my study
and how it may
be able to contribute to and/or help fill existing gaps in
the
field of education and development, I say that the
secret of success for any development lies in education.
My research recommended the following:
Education in Social Change:
Education supports and promotes eternal values, the
capacity to welcome social change, transmission of culture,
removal of obstacles, increasing the areas of knowledge
and spreading knowledge.
Education encourages leadership role stabilizing
democratic values and increases theawareness against
social evils.It saves equality among masses, social
awakening and national development.
6-Limitations
“The empirical results reported herein should be
considered in the light of some limitations.”
1-Time constraints
Just as researchers have deadlines to turn in
their
class papers, academic researchers also must meet
the deadline
for submitting a research manuscript to
a journal. Therefore, the time
available to study a research problem and to measure change over time is
constrained by the deadline of my “assignment.”I should have Made sure I choose a
research problem that I will be able to complete well before the
assignment’s deadline. If time constraints negatively impacted my
study in any way, acknowledge this impact by mentioning a need for a
future study (e.g., a longitudinal study) to answer this research
problem.
2-Conflicts arising from cultural bias and other
personal issues
Researchers might be biased views due to
their cultural
backgrounds or perspectives of certain phenomena,
and
this can affect a study’s legitimacy.
Also, it is possible that
researchers will have biases
toward data and results that only support
their hypotheses or arguments. In order to avoid these problems, the
author(s) of a study should examine whether the way the problem was
stated and the data-gathering process were carried out appropriately. I found a difficulty , but I did it .
3-More study:
I suggest additional studies in the future as the subject
of my
research is of a national importance to my great country.
Leading a
multicultural team is very important.
7-Conclusion
In conclusion, I provide a
brief conclusion that ties each
of the findings together and provides a
narrative bridge to
the discussion section of the paper. We
reached to the
objectives we set before and the vision we dreamed of
through implementing our mission, goals and objectives.
This research enabled people to know that education is
the way to social justice development,economic growth,
human rights peace building,social change and tolerance.
8-Acknowledgements
I would like to express my very grea
t appreciation to those people who helped me during
my work on this thesis. They gave advice
and assistance
in keeping my progress on schedule.
I would like to express my very great appreciation
to
Dr Rod in East Anglia University for his valuable and
constructive
suggestions during the planning and
development of this research
work. His willingness to
give his time so generously has been
very much appreciated.
I thank:
(The Main supervisor,The Second supervisor,
The Other academic staff in my department,
The support staff, Administrative staff,The referees,
funding bodies, the supervisor, Any students who undertook
side projects with me, friends and colleagues) .
I would like to offer my special thanks to the students
who undertook side projects with me.
I want to thank my people in charge of the education
system in my
country for Funding and inviting me to
work on this project.
I would like to thank the schools, companies,
associations and other educational associations
for their assistance
with the collection of my data :
personnel of schools
( Affiliated Institutions ) for their direct technical help,
time statistics/data and effort. Special thanks to my
colleagues, for their help and support.
I wish to acknowledge the help provided by my public
supervisor for his
help, guidance, and advice in times
when I needed it most.
I am particularly grateful for the assistance given by
my professors in East Anglia University for their
general supervision and
general administrative support.
My special thanks are extended to the staff of my
team for their writing assistance, technical
editing,
language editing, and proof-reading.”
Finally, I wish to thank my
parents for their support and
encouragement throughout my study.
9-References
1-Some texts from publications of my professors in
East Anglia University, Norwich, Norfolk, England, UK.
2-Some quotations from online sites.
3-Some
recommendations, guide and advice from my
colleagues who worked with
me collaboratively and shared in
collecting data, analyzed them and
synthesized them .