Curriculum development in the general secondary school in Egypt since 1952, with comparative reference to the secondary school in America and the grammar school in England.

摘要

This study attempts to analyse curriculum development in theudgeneral secondary school in Egypt in its relation to the social,udeconomic and political changes that have taken place since 1952.udTo accomplish this, an analysis of secondary school curricula inudtwo other countries, namely America and England, which have beenudfaced somewhat earlier than Egypt with some of Egypt's currentudproblems, is carried out. Thus in their relation to the social,udeconomic and political changes, the secondary school curricula inudthe three countries are judged. In addition, in order to understandudthe nature of these curricula and to characterise changes that haveudtaken place over the period being examined, the major curriculumudtheories which have dominated educational practices in the world,udare identified.udVarious socio-economic and political changes are associatedudwith the process of modernisation and domecratisation. The effectudof this kind of change on secondary school curricula in the threeudcountries takes two forms; first, the need for schools to supplyudthe labour market with skilled manpower flexible and adaptive to theudrapidly changing needs of society; second, the need for curricula toudprovide opportunities for young people to learn the skills needed forudmaking democratic decisions and for participating actively in theirudsociety's affairs.udEducation at secondary level in the three countries has respondedud(in different degrees) to these demands at mainly organisational level.udHowever, the pragmatic curriculum in America has been geared, to someudextent, to these demands. But the same did not occur with theudessentialist curriculum in England nor particularly with theudencyclopaedic curriculum in Egypt.udThus, problem analysis and its intellectualisation is the subjectudof Chapter 1. The analysis of contextual variables or causes in theudthree countries, America, England and Egypt, is carried out in Chaptersud2, 4 and 6, respectively. Then, in Chapters 3, 5 and 7, the analysisudof curricula in the three countries is carried out. Finally, audtheoretical framework to close the gap between theory and practice inudthe general secondary school in Egypt is suggested in Chapter 8.