THE ROLE EDUCATION FOR INTERNATIONAL DEVELOPMENT WITH SPECIAL REFERENCE TO EGYPT
저자
HYDE, GEORGIE D.M. (American University)
발행기관
학술지명
권호사항
발행연도
1981
작성언어
English
KDC
370.000
자료형태
학술저널
수록면
47-54(8쪽)
제공처
소장기관
That education has a dual function: to serve the individual and the community is generally recognized, although the balance of these functions is a matter of perennial debate among educationists, while politicians are the final arbiters when in their view educational, psychological and, indeed, their opponents' political philosophies favour individual development to the detriment of community needs. he harsh realities of the need to modernize industry in order to survive in an Increasingly competitive world necessitates a new look at national systems : their aims, standards of efficiency, and, above all, their role in industrial development.
This trend has a special significance in the developing countries of the ‘Third World' which, traditionally, have relied, sometimes at a subsistence level, on their agricultural produce, but which now depend, on social economic and sometimes political survival on the creation of industries to supply expanding needs that cannot be met by expensive imports. This is an oversimplification of a very complex group of problems relating to the degree of acceptance or rejection by these countries of technical advice, manpower and financial help from more industrially advanced countries. The African continent affords many examples of formerly occupied territories who are endeavouring to produce an educational system which is relevant to contemporary living. At a time when liberated countries are trying to salvage what is left of their traditional cultures after colonial and missionary invasions, they are, paradoxically, forced by the need to modernize in order to survive the new technological revolution that is making the rich countries richer and the poor poorer, to welcome a new and powerful educational invasion in the form of technical assistance. Will this destroy the last vestiges of their traditional cultures? In this context must be seen, for example, Nyerere's attempt to use traditional moral values as a guide for Tanzanian society by making them the basic Principles of education. Mazrui (1979) sums Lip the problem: to close the techno-cultural lag in African societies but to create 'a healthy balance between education as a process of socialization and education as a process of releasing the individual, which can only be achieved through technical education."
African countries faced with educational problems tend to seek help from Egypt, who, in spite of her Present difficulties, was nominated as leader and spokesman by even Libya, Algeria, Tunisia and Morocco at the meeting of UNCTAD in 1979 to represent the 'developing' countries. Egypt is currently engaged in an industrial revolution involving in-depth studies of the country's natural resources and possibilities of their exploitation, the creation of new, modern industries in all parts of her territory, including those formerly occupied by Israel and the creation of a political network of governorates sufficiently independent to ensure that projects are relevant to the needs of the areas involved and that suitable educated man-power is available to carry them out. In this highly ambitious scheme for Egypt's industrial and economic future, the role of education concerns not only the Ministry of Education but every ministry in the government. It also covers a wide range of academic disciplines and technical skills each of which have an historic place in the development of Egyptian education.
Educational provision related directly or indirectly to industrial development can roughly be termed 'formal' or 'informal: with the Ministry of Education taking responsibility for the former and other ministries for the latter. In the past this has proved to be wasteful, too inflexible and socially divisive, so, although details must be left in the hands of different types of experts within and outside the Ministry of Education, plans are afoot to develop a comprehensive framework which would embrace all productive work and technological culture with maximum co-ordination between the institutions providing 'formal' and 'informal' training.
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