دور معايير الاعتماد في تحسين جودة مدارس التعليم الأساسي : دراسة مقارنة للمعايير القومية مع بعض النماذج الدولية المستخدمة بمصر

الملخص EN

In the light of the increasing importance of education in achieving progress and sustainable development for any nation, improving education quality appears to be important for both developed and developing countries.

Therefore, this research aims to study the effectiveness of the quality approach in improving the basic education schools in Egypt, and to assess the importance of standards in the quality of education system in the Egyptian basic education institutions, and to analyze the standards of the National Authority for Quality Assurance and Accreditation of Basic Education compared to two months of accreditation standards.

International used in Egypt, namely AIAASC standards and AdvanceED standards.

The study relied on the use of the comparative approach to determine the similarities and differences between the steps and processes of academic accreditation in the three accreditation bodies.

Between the three models with the aim of deriving best practices that can be applied in Egyptian schools.

The study concluded that the Egyptian standards are very comprehensive, flexible and applicable, that they are no less worthy than the two compared models, but superior to them in many respects, which makes them worthy of reaching the Egyptian schools to a better level than the current situation.

The study also revealed some good practices in AIAASC standards and AdvanceED standards, which can be used to develop Egyptian standards and increase their effectiveness.

The research also presented a set of recommendations, the most important of which was the necessity of activating the role of the Authority in spreading the culture of quality in educational institutions.

In order to verify the true level of student achievement levels, and strengthen cooperation between the Authority and the Ministry of Education to complete teacher guides for all subjects and grades so that the guides contain the learning outcomes in The three areas, and increased interest in activating the monitoring visits are annual progress and in which the body is following improved school performance according to improvement plans and reports of previous visits.