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In the vision of education…..I support and reserve
Hossam Badrawi
After the publication of my book “Dialogues with Youth for a New Republic,” I was invited in recent weeks to more than one TV program about the national dialogue… In all the dialogues, I stressed that this is a political dialogue of the first degree, and that the pillars of balancing the future of the state are based on successful application of justice and sustainable human development. I emphasized, and reaffirmed, that there must be frankness without circumventing the facts for the success of this dialogue..
Because the time available for these television interviews is limited and short, and the topic of discussion is wide and varied, there is not enough time to explain and scrutinize ideas, and the idea may be reduced to a sentence or two that do not really meet the topic of discussion.
And since everyone, and always wants to hear my point of view on education in particular, I found by reviewing the dialogues that I fell short and did not sufficiently explain my respect for great efforts and serious work to reform and advance education even if I did not see it as integrated as I would like and wish, and it appeared from my words what may have been mistakenly understood that We deny the efforts made by the Ministries of Education and the Sheikhdom of Al-Azhar, which I consider a third ministry of education. Let us not forget that Al-Azhar institutes contain more than 2 million students, and Al-Azhar University is the largest university in Egypt and contains about 500,000 students.
I start with a simple question, do Al-Azhar education officials and the two ministers of education agree with Egypt’s Vision 2030 in education, or not?
If the answer is no, then there is no room for my dialogue and it has no meaning, and my positive disagreement with them becomes unnecessary.
If the answer is yes, then here is why I disagree with them with affection and respect…
So what is this vision in the first place, and why do I take it as a reference?? And the reader discovers effortlessly where she is a reticent citizen who does not spoil friendliness a cause. And there may be efforts that I am not aware of that pour into the implementation of the vision and that the community is not aware of. Of course, “whoever has a hand in the water is not like the one who has a hand in the fire,” as the colloquial Egyptian proverb says..
In practice, some of its provisions must be modified, but without changing the philosophy of its existence.
The vision is divided into five pillars:
First: Education available to all, of high quality without discrimination. It is a simple axis and its indicators are easy to measure..It differs between school education and university education, and a clear identification has been made for it as shown in the attached (barcode).
Second: The existence of an efficient, fair and sustainable institutional framework to manage the process of education, research and development. In school education, the state is the main service provider, but decentralization must be applied in administration. The unit of pre-university education is the school. Central administration and central examinations in pre-university education in a country with more than 24 million students is an inefficient system and widens errors.
However, in higher education, the state is an organizer and guarantor of justice and equal opportunity, not a service provider, because universities, by definition, are self-governing institutions, and every university must have an independent personality and self-vision. The difference is essential here….
Third: Technological and digital empowerment of the pupil, student, teacher and university teaching staff, and the development of means and methods of teaching, research and evaluation. Digital here is essential, and what is meant by digital is the conscience of all the human structure in educational institutions, including pupils, students, teachers and administrators.. As for devices such as computers, tablets and smart phones, they are only means, and the state must invest in the infrastructure of the Internet so that it is available in every university and school and in every home From the countryside to the city at no cost.
Fourth: Building the integrated personality of the student and the student in all its aspects to become a citizen together, proud of himself, enlightened, creative, proud of his country and its history, and passionate about building its future, respecting difference and citizenship, and capable of pluralism and working in a team. This can only be achieved by living within the educational institution with teachers and professors, and practicing sports and arts of all kinds in competition between schools and some, and universities and some. All that is mentioned in this pillar must have projects and a merger of the available resources and capabilities from the Ministry of Youth and Culture with education.
Fifth: The graduate should be proactive and have the ability to adapt to the changes around him, create new job opportunities and be able to compete with his peers at the local, regional, and global levels.
Each axis contains several sub-objectives, and each sub-objective is included and a group of projects emerges from it that were expected to be announced. Each sub-objective has performance indicators.
Let us agree on the importance of sustaining adherence to a stated reference and strategy, which is reviewed every number of years. There is no difference here between religious education and general education, as education crosses borders and builds a free person who is able to adapt to future changes. And we have to acknowledge reality so that we can change it).. . .
In any case, we have to understand that implementation is a huge challenge, and our approach must be modified with good governance, in moving towards decentralization in education and health care, otherwise we will drown in the enormity of responsibility.
And we come to higher education: and we ask ourselves whether universities are builders of civilization or just providers of educational services. The job of modernizing society rests with these universities and with the educated, cultured, civilization-makers. The modernization process is the responsibility of higher education institutions, especially in developing societies. In order for us to define modernity and understand its implications that lead to social change and scientific development, universities should scan the environment in which they arise and realize the potential complexities of change (which means academic freedom). Universities must set their sights on their commitments to this transformation and determine how to best use their assets (that is, institutional autonomy). There must be accountability, according to agreed-upon indicators.
In view of Egypt’s Vision 2030, there are ten main and necessary policies to move forward on the path of serious reform in the field of higher education in Egypt, as stated.
In the vision of education…..I support and reserve
Hossam Badrawi
After the publication of my book “Dialogues with Youth for a New Republic,” I was invited in recent weeks to more than one TV program about the national dialogue… In all the dialogues, I stressed that this is a political dialogue of the first degree, and that the pillars of balancing the future of the state are based on successful application of justice and sustainable human development. I emphasized, and reaffirmed, that there must be frankness without circumventing the facts for the success of this dialogue..
Because the time available for these television interviews is limited and short, and the topic of discussion is wide and varied, there is not enough time to explain and scrutinize ideas, and the idea may be reduced to a sentence or two that do not really meet the topic of discussion.
And since everyone, and always wants to hear my point of view on education in particular, I found by reviewing the dialogues that I fell short and did not sufficiently explain my respect for great efforts and serious work to reform and advance education even if I did not see it as integrated as I would like and wish, and it appeared from my words what may have been mistakenly understood that We deny the efforts made by the Ministries of Education and the Sheikhdom of Al-Azhar, which I consider a third ministry of education. Let us not forget that Al-Azhar institutes contain more than 2 million students, and Al-Azhar University is the largest university in Egypt and contains about 500,000 students.
I start with a simple question, do Al-Azhar education officials and the two ministers of education agree with Egypt’s Vision 2030 in education, or not?
If the answer is no, then there is no room for my dialogue and it has no meaning, and my positive disagreement with them becomes unnecessary.
If the answer is yes, then here is why I disagree with them with affection and respect…
So what is this vision in the first place, and why do I take it as a reference?? And the reader discovers effortlessly where she is a reticent citizen who does not spoil friendliness a cause. And there may be efforts that I am not aware of that pour into the implementation of the vision and that the community is not aware of. Of course, “whoever has a hand in the water is not like the one who has a hand in the fire,” as the colloquial Egyptian proverb says..
In practice, some of its provisions must be modified, but without changing the philosophy of its existence.
The vision is divided into five pillars:
First: Education available to all, of high quality without discrimination. It is a simple axis and its indicators are easy to measure..It differs between school education and university education, and a clear identification has been made for it as shown in the attached (barcode).
Second: The existence of an efficient, fair and sustainable institutional framework to manage the process of education, research and development. In school education, the state is the main service provider, but decentralization must be applied in administration. The unit of pre-university education is the school. Central administration and central examinations in pre-university education in a country with more than 24 million students is an inefficient system and widens errors.
However, in higher education, the state is an organizer and guarantor of justice and equal opportunity, not a service provider, because universities, by definition, are self-governing institutions, and every university must have an independent personality and self-vision. The difference is essential here….
Third: Technological and digital empowerment of the pupil, student, teacher and university teaching staff, and the development of means and methods of teaching, research and evaluation. Digital here is essential, and what is meant by digital is the conscience of all the human structure in educational institutions, including pupils, students, teachers and administrators.. As for devices such as computers, tablets and smart phones, they are only means, and the state must invest in the infrastructure of the Internet so that it is available in every university and school and in every home From the countryside to the city at no cost.
Fourth: Building the integrated personality of the student and the student in all its aspects to become a citizen together, proud of himself, enlightened, creative, proud of his country and its history, and passionate about building its future, respecting difference and citizenship, and capable of pluralism and working in a team. This can only be achieved by living within the educational institution with teachers and professors, and practicing sports and arts of all kinds in competition between schools and some, and universities and some. All that is mentioned in this pillar must have projects and a merger of the available resources and capabilities from the Ministry of Youth and Culture with education.
Fifth: The graduate should be proactive and have the ability to adapt to the changes around him, create new job opportunities and be able to compete with his peers at the local, regional, and global levels.
Each axis contains several sub-objectives, and each sub-objective is included and a group of projects emerges from it that were expected to be announced. Each sub-objective has performance indicators.
Let us agree on the importance of sustaining adherence to a stated reference and strategy, which is reviewed every number of years. There is no difference here between religious education and general education, as education crosses borders and builds a free person who is able to adapt to future changes. And we have to acknowledge reality so that we can change it).. . .
In any case, we have to understand that implementation is a huge challenge, and our approach must be modified with good governance, in moving towards decentralization in education and health care, otherwise we will drown in the enormity of responsibility.
And we come to higher education: and we ask ourselves whether universities are builders of civilization or just providers of educational services. The job of modernizing society rests with these universities and with the educated, cultured, civilization-makers. The modernization process is the responsibility of higher education institutions, especially in developing societies. In order for us to define modernity and understand its implications that lead to social change and scientific development, universities should scan the environment in which they arise and realize the potential complexities of change (which means academic freedom). Universities must set their sights on their commitments to this transformation and determine how to best use their assets (that is, institutional autonomy). There must be accountability, according to agreed-upon indicators.
In view of Egypt’s Vision 2030, there are ten main and necessary policies to move forward on the path of serious reform in the field of higher education in Egypt, as stated.
