Abstract

The United States Agency for International Development (USAID) started working in Egypt in the year 1975. Its work on education development over the years included supporting access and gender equity, community participation, professional development and also extended to policy reforms. Education Reform Program (ERP) was one of USAID’s initiatives in Egypt which run between 2004 and 2009. The program was intended to support the Egyptian Ministry of Education (MOE) with strategies to enhance a system-wide reform. It also piloted School-based reform in 256 schools across seven Egyptian governorates. This study attempted to investigate the sustainability of practices that were advocated as part of ERP’s professional development (PD) component after around 10 years of the program conclusion. The study adopted a qualitative research approach with the aim of better understanding the long-term impact of ERP’s professional development activities at the past ERP pilot schools. Document analysis was conducted, and followed by interviewing 38 participants including teachers, Training Unit heads as well as school administrators in four schools. Participants were questioned about the PD practices at their schools, and in what way do they think changes presented by ERP were or were not sustained. Results show different levels of practices sustainability (and discontinuity for some elements) which mostly varied between participating schools and individuals.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 5-20-2019

Submission Date

5-20-2019

First Advisor

Toprak, Mustafa

Committee Member 1

Zervas, Theodore

Committee Member 2

Eldeghaidy, Heba

Committee Member 3

NA

Extent

151 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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