In-service teacher training at a distance : the Egyptian experience

Abstract

With over 60 million individuals, Egypt is, after Turkey, the most populated nation in the Mediterranean. It is a large country covering roughly one million square kilometers, but 95% of its population occupies only 5% of the terrain, and is to be found mostly close to the Nile. Its GNP per capita, even when compared to that of neighboring countries in the region, is, at US$1180, low-and yet, it invests heavily in education: 5.6% of its GNP goes to what is considered to be a national project of undisputed importance, with education for all being a target that is relentlessly pursued, if still not yet comprehensively achieved. This chapter will focus on one aspect of this educational investment, that concerning what could be considered to be pivotal to the many educational initiatives and innovations that have been launched over the years: continuing teacher training. Husen (1986), among many other scholars interested in the fascinating field of innovation and change in education, has noted the critical importance ofthe in-service formation of teachers that should precede and accompany any new direction that is adopted in schools. This holds true whichever of the three aspects of innovation that Huberman (1973) identifies-namely materials (such as textbooks, for instance), orientations (such as curricula, or teaching methods), or interpersonal relations (such as the roles of teachers and students)-is being referred to. Here the focus is on the Egyptian experience in the field of teacher education at a distance, and particularly on the following initiatives: - The Program for upgrading Primary teachers to a University level - The Educational Technology Program - The Education Enhancement Program - The French Language Program In line with the focus of this volume, this chapter will describe these innovative programs, and will interrogate the extent to which these distance in-service teacher training initiatives have helped Egypt meet some of its most pressing educational challenges.