Nadeen Baraka

Abstract

The educational system in Egypt is struggling in between challenges and reforms. The low quality of the educational service provided is, ultimately, negatively impacting students' learning. This thesis deliberates how poor accountability in school governance is a major hinder in the improvement process, where the system lacks key practices, and standards, that are essential to enforce accountability measures and attain good governance. This study is a build up of three junctures; the first is the current state of knowledge in literature that discusses the effective accountability on quality of education in schools, and the linkages of enhanced comprehensive school accountability to positive impacts on quality of education. The second is a conceptual framework, based on models of work developed by the World Bank and the OECD, the framework sets the foundation of education as a public service, maps its stakeholders, and defines accountability relationships between them. The third is the analysis of qualitative data collected through in depth interviews with key informants to relate the literature backdrop to the Egyptian context. Semi-structured interviews were used to learn more about the role of key stakeholders identified, their relationships, the regulations governing these relationships, and the accountability lines between them in Egypt. This study finally recommends a comprehensive school accountability approach that is embedded in policy planning from day one, which is based on transparency, trust, and high engagement from stakeholders. It further lists specific recommendations on the four school accountability approaches underlined throughout the study; regulatory, performance, professional, and multiple approaches.

Department

Public Policy & Administration Department

Degree Name

MA in Public Policy

Graduation Date

2-1-2020

Submission Date

September 2019

First Advisor

Barsoum, Ghada

Committee Member 1

Elbaradei, Laila, Khaled Abdelhalim

Extent

083 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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