Soliman, Saeed Gamil; (1979) Adult education and modernity in the Arab Republic of Egypt : a comparative study of adult education policy in the Arab Republic of Egypt and England. Doctoral thesis , Institute of Education, University of London.

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Abstract

'!'he present study is an attempt to apply Holmes' "Problem approach to the staggering modernity stride in the Arab Republic of Egypt since 1952. Throughout the whole period, various documents have been keen on expressing the leaders' zeal for the establishment of a modern state both politically and economically. However, the outcome has been disappointing. An inapt adult base in terms of unmodified internalised attitudes and inadequate skills, has made the realisation of modernity proposals difficult. With the possible contribution of adult education in mind, the study assumes that if Egypt is to modernize, an adult education policy that penetrates the Egyptian adult masses is a pressing demand tor Egypt's future. Part one deals with 'Problem statement' through which the background of the problem is given in terms of 'rising expectations' versus 'growing frustration' 1n-many countries of the underdeveloped world since the mid-twentieth century. The part reviews as well the inconsistency as clear in the Egyptian case, raises the hypothesis and explains the method followed throughout the study. Part two deals with 'Problem 1ntel1ectualisation' after Holmes' 'Change-No-Change' method of analysis. 'Change' is il1ustrated by modernity proposals in post-1952 documents in comparison with those before 1952. 'No-Change', on the other hand, is represented in the unmodified attitudes of the adult masses, and skill inadequacy that have stood in the way of real1~ing the above proposals. Part three deals with the 'Proposed Policy Solution' which is reached through the identification of 'modernity' 10 various schools, the ideal typical modern society and man; together with the investigation of the possible contribution of adult education to modernity in so far as attitudes and skills of its clientele are concerned. Part four deals with the 'Contextual Analysis' in which the adult education policies in post-1944 England, and post-I952 Egypt are analysed. The socio-economic differences between the two countries are well recognized; but two major policy trends form the basis of cultural borrowing, namely the integration of adult education into the national system of education)and partnership between providing agencies. Part five deals with the 'Workabil1ty of the Solution'. It takes some salient aspects of Egypt's institutional, normative and environmental conditions as base tor judging possible success in the adoption and implementation of the recommended po1icy.

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