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In comparison to other parts of the developing world, education in Arab countries has been lagging behind. This book examines the impact of Western cultural influence, the opportunities for reform and the sustainability of current initiatives.
Comparison of the educational systems of Egypt, Turkey and Iran, Islamic Republic, stressing the significance of education in the modernization process - covers political aspects, nationalism, educational administration, higher education, etc., includes historical data on Islamic education and maintains that fundamental change in educational policy is necessary. References and statistical tables.
The Wiley Handbook of Global Educational Reform examines educational reform from a global perspective. Comprised of approximately 25 original and specially commissioned essays, which together interrogate educational reform from a critical global and transnational perspective, this volume explores a range of topics and themes that fully investigate global convergences in educational reform policies, ideologies, and practices. The Handbook probes the history, ideology, organization, and institutional foundations of global educational reform movements; actors, institutions, and agendas; and local, national, and global education reform trends. It further examines the “new managerialism” in global educational reform, including the standardization of national systems of educational governance, curriculum, teaching, and learning through the rise of new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models. Finally, it takes on the subjective and intersubjective experiential dimensions of the new educational reforms and alternative paths for educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, and equality. An authoritative, definitive volume and the first global take on a subject that is grabbing headlines as well as preoccupying policy makers, scholars, and teachers around the world Edited by distinguished leaders in the field Features contributions from an illustrious list of experts and scholars The Wiley Handbook of Global Educational Reform will be of great interest to scholars and graduate students of education throughout the world as well as the policy makers who can institute change.
Education and the Great Depression: Lessons from a Global History examines the history of schools in terms of pedagogies, curricula, policies, and practices at the point of intersection with worldwide patterns of economic crisis, political instability, and social transformation. Examining the Great Depression in the historical contexts of Egypt, Turkey, Germany, Brazil, and New Zealand and in the regional contexts of the United States, including Virginia, New York City, Cleveland, Chicago, and South Carolina, this collection broadens our understanding of the scope of this crisis while also locating more familiar American examples in a global framework.
This annotated guide of English-language material on education in the Arab world includes books, journal articles, national and international reports and documents and Ph.D. dissertations. The author opens with an introductory essay on the development of education in the Arab Gulf states and an analysis of current issues in educational research. Chapters cover the social context of education; educational systems and structures; country reports on educational developments between 1950 and 1980; religion and education; education at the pre-college level; and higher education with special attention to systems and institutions, curriculum and evaluation, management, students in national and foreign universities, research, sciences, and technology. The book also examines women's education; teachers and teacher education; educational planning; manpower and education; educational guidance and counseling; special education; literacy and adult education; and educational media and instructional technology. Author and subject indexes are provided.
This study gives a comprehensive account of the evolution of the educational system in Modern Egypt, set against the events of the last twenty five years. From the Revolution of 1952, which saw the breakdown of the party system, seen as ‘sham democracy’, to the re-adoption of the party system in 1976, the Egyptian government has searched for an ideal system that is secular, but not irreligious, and benefitting from, but not copying, the western or eastern models. Professor Hyde has analysed the problems of the educational system, administrative, institutional, theoretical and practical, and related them to Egypt’s urgent need to modernise the state, and to improve the quality of life of her hitherto deprived masses. The deficiencies of the system are discussed with emphasis on the attempts to provide solutions, mainly within the framework of reformed institutions. Informal and private education, literacy campaigns, women’s aspirations and student welfare are all considered, as are policies and plans for the immediate and long-term solutions of Egypt’s problems. The analysis also takes into account socio-economic factors in post-Revolutionary Egypt which not only constitute instruments of change in Egyptian society but also provide the restraints which prevent the rapid translation of educational ideals into reality. First published 1978.
The Gulf states. Two introductory chapters on political and economic history set the broader context. The main text focuses on the experience of everyday people from Ottoman and colonial times through the present. Rural and urban history, popular culture, music, literature, theatre and other media, women, and the many faces of Islam are the chapter topics. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com).
"Written under the auspices of the Center of International Studies and the Program in Near Eastern Studies, Princeton University."
Comparative Education examines the common problems facing education systems around the world as the result of global economic, social, and cultural forces. Issues related to the governance, financing, provision, processes, and outcomes of education systems for differently situated social groups are described and analyzed in specific regional, national, and local contexts.
In this innovative book, Keith Watenpaugh connects the question of modernity to the formation of the Arab middle class. The book explores the rise of a middle class of liberal professionals, white-collar employees, journalists, and businessmen during the first decades of the twentieth century in the Arab Middle East and the ways its members created civil society, and new forms of politics, bodies of thought, and styles of engagement with colonialism. Discussions of the middle class have been largely absent from historical writings about the Middle East. Watenpaugh fills this lacuna by drawing on Arab, Ottoman, British, American and French sources and an eclectic body of theoretical literature and shows that within the crucible of the Young Turk Revolution of 1908, World War I, and the advent of late European colonialism, a discrete middle class took shape. It was defined not just by the wealth, professions, possessions, or the levels of education of its members, but also by the way they asserted their modernity. Using the ethnically and religiously diverse middle class of the cosmopolitan city of Aleppo, Syria, as a point of departure, Watenpaugh explores the larger political and social implications of what being modern meant in the non-West in the first half of the twentieth century. Well researched and provocative, Being Modern in the Middle East makes a critical contribution not just to Middle East history, but also to the global study of class, mass violence, ideas, and revolution.