نحو مقاربة مستقبلية للتعليم في مواجهه إشكالية الفقر : دراسة ميدانية لمدرسة حكومية في بيئة فقيرة

Abstract EN

Despite the state exerts great efforts regarding the enrollment in compulsory education, the ratio and number of holding students are unequal.

That is, a high percentage of the students to be enrolled, could not join.

Most of them are of poor families in the rural and squatter regions.

This shows the decline of social justice.

The national reports of general education in Egypt highlight the factors that trigger social inequality.

In other words, the ability of the poor social strata to pursue upper intermediate and university degrees declines.

Therefore, the low level of education is the key factor in the transmission of poverty through generations.

The present study aims to:
1.

Highlight social justice delivery in the Egyptian education.

2.

Illustrate the role of the poor's educational challenges in the light of the free economy and excellent education in the stratification of society and education.

3.

Highlight the effect of the socio-economic pathway in the poor's education.

4.

Define the role of social marginalization and inequality in the marginalization of equal opportunities and free education.

5.

Make suggestions to activate the right of the poor to education.

Method
The study utilized the social survey method and the ethnographic approach that studies people in natural environments, using main tools, i.

e.

observation by collecting data, photography, statistical records, and reporters.

It also adopted the descriptive approach based on individual and group interviewing with the school staff.

The study connected future anti-poverty educational actions, including:
1.

Governmental funding for poor families, especially those with children in the first cycle schools of basic education.

2.

Providing scientific solutions to overcome the failure and drop-out of poor families' children.

3.

Enactment of compulsory, active, and deterrent laws by the Ministry of Education to oblige guardians to make the children attend basic education.

4.

Offering grants to the poor children via special schools as is the case in Brazil.

5.

Establishment of a fund modeled on Tahya Misr Fund to improve and develop public education, which has been related to low quality.

6.

Making educational plans to eliminate the discrepancy of the educational opportunities and capabilities between the urban and rural areas.