%A A. A. A. Madkour
%D 1979
%L discovery10020087
%I Institute of Education, University of London
%X This study attempts to analyse curriculum development in the
general secondary school in Egypt in its relation to the social,
economic and political changes that have taken place since 1952.
To accomplish this, an analysis of secondary school curricula in
two other countries, namely America and England, which have been
faced somewhat earlier than Egypt with some of Egypt's current
problems, is carried out. Thus in their relation to the social,
economic and political changes, the secondary school curricula in
the three countries are judged. In addition, in order to understand
the nature of these curricula and to characterise changes that have
taken place over the period being examined, the major curriculum
theories which have dominated educational practices in the world,
are identified.
Various socio-economic and political changes are associated
with the process of modernisation and domecratisation. The effect
of this kind of change on secondary school curricula in the three
countries takes two forms; first, the need for schools to supply
the labour market with skilled manpower flexible and adaptive to the
rapidly changing needs of society; second, the need for curricula to
provide opportunities for young people to learn the skills needed for
making democratic decisions and for participating actively in their
society's affairs.
Education at secondary level in the three countries has responded
(in different degrees) to these demands at mainly organisational level.
However, the pragmatic curriculum in America has been geared, to some
extent, to these demands. But the same did not occur with the
essentialist curriculum in England nor particularly with the
encyclopaedic curriculum in Egypt.
Thus, problem analysis and its intellectualisation is the subject
of Chapter 1. The analysis of contextual variables or causes in the
three countries, America, England and Egypt, is carried out in Chapters
2, 4 and 6, respectively. Then, in Chapters 3, 5 and 7, the analysis
of curricula in the three countries is carried out. Finally, a
theoretical framework to close the gap between theory and practice in
the general secondary school in Egypt is suggested in Chapter 8.
%T 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.
%O Thesis: PhD  COMP University of London Institute of Education, 1979.