Hossam Badrawi Official Website
At the “Dreamers of Tomorrow” café
The dream is still possible
Written by Hossam Badrawi
We must build on the shoulders of what has been achieved, and not on the remains of what we demolish after every political stage or ministerial change.
This does not mean that we should not correct the course and adjust directions if the ministries fall short or deviate from the philosophy of the Education Vision 2030, which should be developed to 2050, after its goals were not achieved, while studying why it was not implemented??
I know that the transition from vision and policy to implementation always faces challenges, and that we must face them, discuss them with reason and objectivity, and differentiate between the inability to overcome them due to incompetence or lack of belief in its philosophy, or failure to provide the necessary budget, or control by stakeholders. The matter settled in their favor under a system that required a new goal, changing it and changing them…
I previously explained, over a period of twenty-five years, a vision integrated with comparative studies to develop education in Egypt, and multiple policies that determine how to achieve this vision, based on Egyptian and international experiences accumulated over the years, achievements achieved over multiple decades, and lessons learned from The results of different policies that are successful at times and unsuccessful at other times, taking into account everything that is happening in the world around us, west and east, and the experiences of the various countries that have succeeded in achieving great leaps in the human development of their people, which has been reflected in these countries’ competitive capabilities and economic growth. And the well-being of its members
My vision of overcoming challenges academically and politically may sometimes be dreamy, but I believe that without dream and study humanity dies, and I am also certain that if the implementation of any of the policies agreed upon over the years is not sustained, we will have wasted our opportunity to save the country’s future. As we dream and want…
In 2014, upon assignment from the government, the Minister of Planning asked me to lead a group of more than seventy experts to develop Egypt’s 2030 vision in education, during 18 months of hard work, careful review, and the involvement of five hundred thousand citizens. On a page dedicated to social media for exchanging opinions, a vision has been set, in which every word expresses clear meanings and goals. In order not to repeat the mistakes of the past, in this vision, we moved to defining basic and sub-goals for each word and meaning, the time period for achieving them, responsibility for their application, and indicators for measuring the success of the application. I hoped that we would compensate with this clear vision for the lack of sustainability of previous strategies and their change with the change of ministers
Since the vision was announced by the President of the Republic, I think it has become a mandate for the ministries to provide the means for implementing it and to be held accountable for its achievement.
Egypt’s Vision 2030 in education speaks about quality, availability, and non-discrimination, and the governance of a system and management of education in an efficient, sustainable, fair, and flexible institutional manner, and about the digital technological empowerment of students, teachers, and professors. Most importantly, the strategy is clear in the importance of shaping the conscience. Building a healthy personality, a citizen who is proud of himself, creative, enlightened, accepts pluralism, respects difference, is proud of his country’s history, is passionate about building its future, and is capable of global competition and adaptation in all fields.
What the previous government attempted to provide digital mechanisms and support the technological environment, within the framework of gradual generalization, is a praiseworthy and required trend, and we must support it and continue its path, but it stopped because it was not linked to a sustainable philosophy, but rather to providing devices and equipment whose existence ends with the expiration of their powers.
My opinion remains that investing in providing the Internet in every village and hamlet is an investment in education.
I would add that by eliminating the negative effects of the cumulative evaluation experience for each educational stage, it is possible to lift a great psychological burden from pinning the students’ future on the one-chance test, and it allows them to repeat the test multiple times, and it allows for a fair assessment of the student’s achievement over a period of time for an educational stage, including his or her activity. And his research…
I reviewed the curricula for kindergarten and first to fourth grade, based on life skills and education for citizenship, which were prepared by the Curriculum Development Center, and I see them as appropriate, innovative, and deserving of support, but they lack the seriousness of qualifying teachers to be compatible with their content.
I know that the transition from vision and policy to implementation always faces new challenges, and that we must stand in front of these challenges, confront them and discuss them with reason and objectivity, striving to overcome them and reach the desired results.
We must partner with society in understanding these challenges, and sticking to these policies so that we can move from where we stand to where we mean by developing education.
I know the Ministry’s readiness to participate in developing implementation plans and work programs to implement the announced strategy with specific time frames, clear plans for financing, and strict systems for follow-up and evaluation and defining responsibilities and accountability, but the road to hell is full of good intentions, as they say, so I still see bureaucracy that hinders community participation despite good intentions. Intentions.
I see several priorities for overcoming the challenge of implementation, the first of which is reconsidering the governance and management of the central ministry itself, the Quality Assurance and Accreditation Authority, the Teacher Academy, and the colleges of education, so that they can carry out their work as was intended in the philosophy they were created to serve the reality of the expected development…
Choice is a positive will, which means giving up other priorities in favor of a priority that society sees as ruling, which is the priority of education and human building.
I hope we realize that stopping halfway is fatal to the idea and destructive to sustainability, and we must be careful of that.
The government must build allies in this direction and promote positive, professional marketing of the strategy
The dream is still possible
Written by Hossam Badrawi
We must build on the shoulders of what has been achieved, and not on the remains of what we demolish after every political stage or ministerial change.
This does not mean that we should not correct the course and adjust directions if the ministries fall short or deviate from the philosophy of the Education Vision 2030, which should be developed to 2050, after its goals were not achieved, while studying why it was not implemented??
I know that the transition from vision and policy to implementation always faces challenges, and that we must face them, discuss them with reason and objectivity, and differentiate between the inability to overcome them due to incompetence or lack of belief in its philosophy, or failure to provide the necessary budget, or control by stakeholders. The matter settled in their favor under a system that required a new goal, changing it and changing them…
I previously explained, over a period of twenty-five years, a vision integrated with comparative studies to develop education in Egypt, and multiple policies that determine how to achieve this vision, based on Egyptian and international experiences accumulated over the years, achievements achieved over multiple decades, and lessons learned from The results of different policies that are successful at times and unsuccessful at other times, taking into account everything that is happening in the world around us, west and east, and the experiences of the various countries that have succeeded in achieving great leaps in the human development of their people, which has been reflected in these countries’ competitive capabilities and economic growth. And the well-being of its members
My vision of overcoming challenges academically and politically may sometimes be dreamy, but I believe that without dream and study humanity dies, and I am also certain that if the implementation of any of the policies agreed upon over the years is not sustained, we will have wasted our opportunity to save the country’s future. As we dream and want…
In 2014, upon assignment from the government, the Minister of Planning asked me to lead a group of more than seventy experts to develop Egypt’s 2030 vision in education, during 18 months of hard work, careful review, and the involvement of five hundred thousand citizens. On a page dedicated to social media for exchanging opinions, a vision has been set, in which every word expresses clear meanings and goals. In order not to repeat the mistakes of the past, in this vision, we moved to defining basic and sub-goals for each word and meaning, the time period for achieving them, responsibility for their application, and indicators for measuring the success of the application. I hoped that we would compensate with this clear vision for the lack of sustainability of previous strategies and their change with the change of ministers
Since the vision was announced by the President of the Republic, I think it has become a mandate for the ministries to provide the means for implementing it and to be held accountable for its achievement.
Egypt’s Vision 2030 in education speaks about quality, availability, and non-discrimination, and the governance of a system and management of education in an efficient, sustainable, fair, and flexible institutional manner, and about the digital technological empowerment of students, teachers, and professors. Most importantly, the strategy is clear in the importance of shaping the conscience. Building a healthy personality, a citizen who is proud of himself, creative, enlightened, accepts pluralism, respects difference, is proud of his country’s history, is passionate about building its future, and is capable of global competition and adaptation in all fields.
What the previous government attempted to provide digital mechanisms and support the technological environment, within the framework of gradual generalization, is a praiseworthy and required trend, and we must support it and continue its path, but it stopped because it was not linked to a sustainable philosophy, but rather to providing devices and equipment whose existence ends with the expiration of their powers.
My opinion remains that investing in providing the Internet in every village and hamlet is an investment in education.
I would add that by eliminating the negative effects of the cumulative evaluation experience for each educational stage, it is possible to lift a great psychological burden from pinning the students’ future on the one-chance test, and it allows them to repeat the test multiple times, and it allows for a fair assessment of the student’s achievement over a period of time for an educational stage, including his or her activity. And his research…
I reviewed the curricula for kindergarten and first to fourth grade, based on life skills and education for citizenship, which were prepared by the Curriculum Development Center, and I see them as appropriate, innovative, and deserving of support, but they lack the seriousness of qualifying teachers to be compatible with their content.
I know that the transition from vision and policy to implementation always faces new challenges, and that we must stand in front of these challenges, confront them and discuss them with reason and objectivity, striving to overcome them and reach the desired results.
We must partner with society in understanding these challenges, and sticking to these policies so that we can move from where we stand to where we mean by developing education.
I know the Ministry’s readiness to participate in developing implementation plans and work programs to implement the announced strategy with specific time frames, clear plans for financing, and strict systems for follow-up and evaluation and defining responsibilities and accountability, but the road to hell is full of good intentions, as they say, so I still see bureaucracy that hinders community participation despite good intentions. Intentions.
I see several priorities for overcoming the challenge of implementation, the first of which is reconsidering the governance and management of the central ministry itself, the Quality Assurance and Accreditation Authority, the Teacher Academy, and the colleges of education, so that they can carry out their work as was intended in the philosophy they were created to serve the reality of the expected development…
Choice is a positive will, which means giving up other priorities in favor of a priority that society sees as ruling, which is the priority of education and human building.
I hope we realize that stopping halfway is fatal to the idea and destructive to sustainability, and we must be careful of that.
The government must build allies in this direction and promote positive, professional marketing of the strategy
And involve the community through it in accounting and evaluating the experience at the level
Decentralized and public, as well as determining this effective critical size
I prioritize training programs for teachers and raising their level at all levels, and seeking the help of training service providers from civil society and the private sector, while recognizing the need to develop training institutions and prepare a wide range of trainers to do this work, which is the most important thing. Difficulty, because the basic human challenge in the development process is the task of educators and experts.
Colleges of education are the breeding factory for teachers and the first place for their preparation. They are a shared responsibility between universities and the Ministry of Education, which is what should be focused on between education and universities. Perhaps I should mention here the importance of legislative protection for all development frameworks, especially in the event that development is implemented gradually. Or developing different educational evaluation systems, or vertical implementation in some governorates before others.
I cannot end this article without returning to the role of the school in building the normal personality of the Egyptian citizen. With the availability of knowledge and the spread of the means to obtain it freely, the presence of students within the school framework will have its primary goal: education through coexistence. All the twenty-first century skills that the student will acquire, and the basic values of a good citizen who sees and feels beauty, are the school’s basic mission in the next stage. It is the task of managing the school and its teachers, something I hear a lot about and see only a few implemented.
Practicing sports, arts, and activities is the most important part of building a human being. I would like to see and read how the Ministry will prepare its schools for this, while we are a positive civil society with it.
Therefore, I repeat that the file of education, culture, and youth is one file and must have a common vision to benefit from the country’s wealth of cultural palaces and youth centers, combined with school activity.
There remain four priorities that I will talk about in the upcoming articles, namely Al-Azhar education, which includes millions of students, and technical education, which accommodates more than fifty percent of our children starting from the age of fourteen, and its weakness represents one of the reasons for Egypt’s delay in determining international competitiveness… and the delay is not The justification in the legislation for the National Qualifications Framework in Egypt and higher education, which deserves attention, goes beyond constructive material achievements to its philosophy based on academic freedom and self-administration, which gives each university its own flavor and independence from political authority. I will give this file a comprehensive explanation in a subsequent article.
Decentralized and public, as well as determining this effective critical size
I prioritize training programs for teachers and raising their level at all levels, and seeking the help of training service providers from civil society and the private sector, while recognizing the need to develop training institutions and prepare a wide range of trainers to do this work, which is the most important thing. Difficulty, because the basic human challenge in the development process is the task of educators and experts.
Colleges of education are the breeding factory for teachers and the first place for their preparation. They are a shared responsibility between universities and the Ministry of Education, which is what should be focused on between education and universities. Perhaps I should mention here the importance of legislative protection for all development frameworks, especially in the event that development is implemented gradually. Or developing different educational evaluation systems, or vertical implementation in some governorates before others.
I cannot end this article without returning to the role of the school in building the normal personality of the Egyptian citizen. With the availability of knowledge and the spread of the means to obtain it freely, the presence of students within the school framework will have its primary goal: education through coexistence. All the twenty-first century skills that the student will acquire, and the basic values of a good citizen who sees and feels beauty, are the school’s basic mission in the next stage. It is the task of managing the school and its teachers, something I hear a lot about and see only a few implemented.
Practicing sports, arts, and activities is the most important part of building a human being. I would like to see and read how the Ministry will prepare its schools for this, while we are a positive civil society with it.
Therefore, I repeat that the file of education, culture, and youth is one file and must have a common vision to benefit from the country’s wealth of cultural palaces and youth centers, combined with school activity.
There remain four priorities that I will talk about in the upcoming articles, namely Al-Azhar education, which includes millions of students, and technical education, which accommodates more than fifty percent of our children starting from the age of fourteen, and its weakness represents one of the reasons for Egypt’s delay in determining international competitiveness… and the delay is not The justification in the legislation for the National Qualifications Framework in Egypt and higher education, which deserves attention, goes beyond constructive material achievements to its philosophy based on academic freedom and self-administration, which gives each university its own flavor and independence from political authority. I will give this file a comprehensive explanation in a subsequent article.
