Abstract

This study discusses the Science, Technology, Engineering, and Mathematics (STEM) initiative as the latest policy move undertaken by the Egyptian government to improve the education system and prepare future generations of professionals in these fields. The findings of this study are based on a case study of two schools in Egypt. Data was collected using face-to-face and focus group interviewing along with a review of documents. This thesis discusses the role of the different stakeholders, the program structure, the student and teacher selection processes, teaching techniques, curricula, assessments, sustainability plan, and the views of STEM graduates. The study highlights the positive STEM learning environment but identifies a number of issues that could be threatening the quality and continuity of the STEM initiative in Egypt. These relate to: (1) the complex overarching bureaucratic legislation structure; (2) challenges in curricula design and assessment criteria; (3) teachers' training and system compatibility challenges; and most importantly, (4) the shortfall in the availability of sustainable funding. Relying on the findings of the global STEM experience, the study discusses international best practices and recommendations.

Department

Public Policy & Administration Department

Degree Name

MA in Public Administration

Date of Award

2-1-2018

Online Submission Date

June 2017

First Advisor

Barsoum, Ghada

Committee Member 1

Bhuiyan, Shahjahan

Committee Member 2

Hozayin, Russanne

Document Type

Thesis

Extent

165 p.

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.

IRB

Approval has been obtained for this item

Comments

I would like to thank all the people who contributed to the work described in this thesis.First, I would like to express my gratitude to my supervisor Dr. Ghada Barsoum and my two readers Dr. Shahjahan Bhuiyan and Dr. Russanne Hozayin, whose constructive feedback and continuous support led to a better content. I am also grateful to my parents and the university's administration for helping me obtain the necessary permissions to conduct my research. In addition, I would like to thank friends who helped me reach out to the key stakeholders for interviews. Last but not least, I am grateful for the support and encouragement of my family, friends and co-workers throughout the process.

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