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Reformative changes in educational leadership in postrevolutionary Egypt: A critical appraisal| Abstract

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Reformative changes in educational leadership in postrevolutionary Egypt: A critical appraisal

Abstract

Osama Mahmoud Korany

This research attempts to comprehend the traits and behaviours of educational leaders of pre-tertiary educational institutions in post-revolutionary Egypt in conceiving of and planning for curriculum reform. Egypt's educational revolution since the first revolution of 1952 is examined with reference to a major debate over the quality of education triggered by a series of inconsistent, politicised attempts in early 1986 up till before the downfall of Mubarak’s reign. A close examination of these reformatory attempts draws attention to serious shortcomings in the quality of teachers, teaching, and the learning process. criticisms by holding an extended debate, strengthening testing standards (with some unfortunate results), promoting improvements in teacher quality, creating new elite schools, and revising curricula, amongst other measures. Outside observers, however, do not necessarily share Egypt's self-evaluation, for other educational problems exist, as do alternative perspectives on the quality of education issue, which can be seen as a permanent rather than a merely passing educational controversy in Egypt. Implications and suggestions for reform have been forwarded at the end.

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