الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 307 |  |  |
| | | from | 307 | | |
المستخلص
Introduction
In the light of the rapid changes and the challenges of the 21st century, education has become the foundation of countries’ development worldwide. Primary education is the core of other educational stages, so several attempts have been made to develop education, in general, and primary education, in particular. Strategic planning, including environmental analysis (self-assessment) is a new approach that educational affiliations adopt in developing educational systems. These affiliations seek quality and accreditation to improve quality and enhance competitiveness. The major objective of quality and accreditation is to cause a comprehensive change in primary education, to create competiveness at the accredited primary schools through the application of the accreditation standards of the National Authority for Quality Assurance and Accreditation in Education according to global specifications, and to enable these schools to compete through providing the standards and fundamentals of competiveness at all levels. Achieving the accreditation standards at these schools depends on the availability of the standards and fundamentals of competiveness.
Egypt seeks to illustrate the accreditation system at schools, in general, and at primary schools, in particular, to increase the schools’ competitiveness. Accordingly, it can achieve Egypt Vision 2030. Moreover, it promotes
What is the proposed strategy to improve the competitiveness of the accredited primary schools in Sohag governorate?
Objectives of the study
The current study seeks to achieve the following objectives:
education quality, which provides global distinction and advances its local and global competitive reports.
Statement of the Problem
Eliminating Egypt from the global ranking of education quality is inconsistent with Egypt’s global culture and position. Thus, the entire educational and community institutions and bodies have to collaborate to activate and reinforce competitiveness throughout all educational stages, from primary school to university. Also, school competitiveness has to be globally and locally supported (i.e. at the levels of sectors, administrations, and governorates). This requires identifying and overcoming the reality and obstacles of competitiveness at schools.
To improve and reinforce the competitiveness of primary schools, the state applies quality and accreditation standards that aim to promote and enhance the quality of education and achieve competitiveness. Consequently, Egypt can promote education and achieve global ranks to overcome various and increasing challenges in the era of globalization, as well as knowledge and information explosion.
Thus, there is an urgent need to define the achievement of the standards of the National Authority for Quality Assurance and Accreditation in Education. It is the basis of competitiveness in accredited primary schools. Competitiveness is created in weak schools and supported by strong ones. Consequently, competitiveness is achieved to join progress and global competitiveness.
6- Developing a proposed strategy that aims to improve and support competitiveness in accredited primary schools in Sohag Governorate.
7- Taking advantage of this study in different primary schools to create competitiveness.
Importance of the study
The importance of the study stems from the importance of the competitiveness of educational institutions in general and primary schools in
Many studies and Egypt Vision 2030 have stressed the significance of competitiveness in schools. They also reported the importance of achieving and reinforcing competitiveness in all institutions, especially the accredited primary schools. As a result, Egypt can promote education in schools and finds a place in global competitiveness. The problem of the study is defined in “improving and reinforcing the competitiveness of the accredited primary schools in Sohag governorate based on the standards of the National Authority for Quality Assurance and Accreditation in Education”.
Questions
The study raises the following questions:
What is environmental analysis? What are its components and relations to the competitiveness of the accredited primary schools in Sohag governorate?
What is competitiveness? What are its indicators, tools, and strategies in education?
To what extent are the standards and foundations of the competitiveness of the accredited primary schools in Sohag governorate in the light of the accreditation reports of the National Authority for Quality Assurance and Accreditation in Education?
4- Helping education officials to benefit and take advantage of available external opportunities and avoid potential external threats.
5- Instilling competitiveness among workers in educational institutions, including workers and students.
6- Helping parents get a complete background of the competitiveness of accredited education schools in Sohag Governorate.
7- Benefiting researchers in identifying the reality of competitiveness in accredited primary schools in Sohag Governorate and how to define and measure them.
1- Defining the relationship between the various phases of strategic planning. The most important of these phases is environmental scanning and competitiveness.
2- Identifying the strengths, weaknesses, opportunities, and threats of the internal and external environment for primary education schools in Sohag Governorate.
3- Determining the reality of the quality and accreditation project and its impact on improving performance and increasing competitiveness in accredited primary schools in Sohag Governorate.
4- Having access to the accreditation reports of the accredited primary schools issued by the National Authority for Quality Assurance and Accreditation of Education to get acquainted with the most important competitive criteria and ingredients available in accredited primary schools.
5- Determining the actual competitiveness for accredited primary schools in Sohag Governorate in light of the reports issued by the National Authority for Quality Assurance and Accreditation of Education
officials in the Educational Directorate, various educational departments, and the accredited primary schools.
Tools of the study
The study relied on the following sources to collect the required data:
1- The forms of reports issued by the National Authority for Quality Assurance and Accreditation of Education for accredited primary schools, which includes environmental scanning (self-assessment) to determine the strengths, weaknesses, opportunities, and threats of primary education schools in Sohag Governorate, through which the standards and ingredients of competitiveness are identified.
2- Codified research interviews targeting both principals of accredited primary schools in Sohag Governorate, quality coordinators of these schools,
particular, due to their clear role in developing and improving the performance of schools locally, regionally and globally. The importance of the current study is represented in the following points:
1- Identifying the actual competitiveness in accredited primary education schools by identifying the availability of criteria and ingredients for competitiveness in them.
2- Explaining the importance of competitiveness in primary education, and develop a proposed strategy to support and develop competitiveness in primary education schools
3- Assisting those in charge and those responsible for the educational process in primary schools in analyzing the strengths and weaknesses of those schools, and thus work to enhance the strengths and treat or avoid weaknesses
- Chapter one presents a general framework of the study. It includes the introduction, problem of the study, objectives of the study, importance of the study, and limitations of the study.
- Chapter two tackles the theoretical framework of environmental scanning (self-assessment), its importance, objectives, conditions for conducting it; tools of environmental scanning, its steps; and the relationship between environmental scanning and accreditation through reviewing the educational literature. This chapter answers the first question of the study.
- Chapter three presents the theoretical framework of competitiveness in accredited primary schools in terms of concept, philosophy, historical development, importance, foundations, standards of competitiveness, requirements for achieving them, competitiveness strategies and challenges, way of measuring them and the ingredients for their success. This chapter answers the second question.
8- What makes this study more important is the affirmation of Egypt’s vision 2030, in its special focus on education, which provides for improving the competitiveness of basic general education schools.
Methodology
The current study uses the descriptive approach by virtue of the nature of the problem, as it describes what is existing, collects information, analyzes it, and devises relationships between educational phenomena in order to describe and analyze the current situation in primary schools, as well as to determine the reality of the competitiveness of these schools. In the field study, the researcher relied on reports issued by the National Authority for Quality Assurance and Accreditation of Education for accredited schools, as well as conducting professionally codified interviews with employees and quality and accreditation
The current study reached the following results:
- The quality standards established by the National Authority for Quality Assurance and Accreditation of Education are appropriate to be a measure for determining the ingredients for competitiveness in accredited schools.
- The quality and accreditation standards contribute to achieving high competitiveness in accredited primary schools if they are applied effectively and with high rates in schools.
- The accreditation standards established by the National Authority for Quality Assurance and Accreditation of Education are sufficient to assess all aspects of the educational process, as the authority always updates them.
- There is an actual improvement in the quality of primary school performance after accreditation, but it is temporary in many schools due to a lack of follow-up and poor motivation.
and technical support members of the Educational Directorate and the various departments in the governorate, as well as a sample of external auditors in National Authority for Quality Assurance and Accreditation of Education. This is to identify the most important obstacles to competitiveness in accredited primary schools in Sohag Governorate, and the extent of the standards and ingredients of the approved primary schools.
Outline of the study
The current study is outlined as follow:
- A reference list of the Arab and foreign works and studies related to the topic of the study.
- A higher professional community than non-accredited schools.
- Attention to learning outcomes, and achieving high learning outcomes.
- The community participation is more effective than non-accredited schools.
- Trained and effective school leadership.
- The effective training units in the accredited primary schools.
- The presence of activated activities in the educational process.
• The lack of a clear declared, and activated vision of the National Authority and the Ministry of Education for accredited schools after accreditation, which resulted in the neglect of accredited schools and their low level after accreditation. In addition, the lack of clarity of goals for staff in accredited schools, and those responsible for accredited schools.
• The weak follow-up to the National Authority to ensure the quality of education and accreditation for accredited primary schools in Sohag Governorate, and the lack of application of the conditions for continuing accreditation, in a way that negatively affects accredited schools, and works to decline the level of these accreditation schools.
- Chapter four is a field study. It introduces the most important criteria and ingredients found in accredited primary schools that contribute in achieving competitiveness. This chapter also presents the most important obstacles to competitiveness in accredited schools.
- Chapter five comes to answer the fourth question of the study, which presents the proposed strategy to improve competitiveness in the accredited primary schools in Sohag Governorate.
The most important results of the study
• Poor coordination and coherence between the Ministry of Education and the National Authority for Quality Assurance of Education, especially at the local level, among the staff of directorates and administrations, and the lack of reconciliation the goals and work plans in a way that negatively impacts the performance of accredited schools.
• Weak physical and material incentive for the staff in accredited primary schools, and the absence of any discrimination for accredited schools from other non-accredited schools in a manner that affects the quality of staff performance.
• The lack of financial and materialistic recourses for the primary accredited schools is considered a significant aspect to improve and enhance the competition in accredited schools.
• The weak role of the National Authority to ensure the quality of education and accreditation in support of accredited primary schools to achieve a competitive ability, which resulted in weak competitiveness in accredited schools.
• The teachers’ deficit in the various specializations in accredited primary schools, especially in recent years, affecting the institutional capacity of these schools.
• Weak technological infrastructure and internet services in accredited primary schools, from advanced modern devices, high-quality internet networks, teachers trained in the use of modern technology in the educational process, and students trained to use technology in the educational process.
- The school’s accreditation contributes in achieving competitiveness among workers. This is temporary due to the lack of moral and material incentives for the accredited schools.
There are many elements of competitiveness in accredited primary schools, the
• The conditions for re-accrediting schools or renewing accreditation for primary schools do not support the competitiveness of primary schools.
• Weak prevalence of the competitiveness culture among staff in accredited primary schools, lack of faith among leaders and officials in a culture of quality and competitiveness, and the importance of competitiveness, which has a significant impact on the weak competitiveness of accredited schools.
• The minimum 65% is not appropriate for obtaining accreditation or achieving a competitive ability in accredited primary schools, and this percentage must be raised, but the reality of primary schools is low, so schools must be raised to match accreditation, and not reduce accreditation to suit schools.
• Weak motivation among staff in accredited primary schools to achieve a competitive ability in these schools, due to the weak of moral and material incentives for staff in accredited schools, and the lack of any advantage for schools that are dependent on other non-accredited schools.