Abstract
Recently, there have been aspects of change in the form, structure, and nature of education in Egypt resulting from global changes resulting from the phenomenon of globalization, technological challenges represented in the scientific and technological revolution, cultural and social challenges, as well as changes resulting from the shift towards privatization and reliance on market mechanisms and private sector initiatives. With the consequent changes in the structure of Egyptian university education and the increase in the number of private and foreign universities as a result of these policies, it can be said that the previous aspects of change were not accompanied by a parallel change in the Egyptian educator preparation programs. This is clearly evident in the educator preparation in Egypt about the shortcomings of global change programs and the technological revolution, and the failure of educator preparation programs in Egypt to meet the changing educational needs of the labor market due to the change in the form and structure of Egyptian education at the present time.
TopIntroduction
The educator is an essential element in the educational process and has an active and influential role in determining the quality of the outputs of the educational process, so it was necessary to pay attention to his training and improve his professional and scientific performance, in order to keep pace with the scientific and professional developments in the educational field.
As the educator is the pillar of the educational process, the success of the educator in performing his mission is considered a success for his students in the achievement of education, and to achieve the objectives of the study curriculum, and therefore the educator is in constant need to develop his professional ability and raise his performance, cognitive and skill efficiency, and then the educator acquires the desired confidence that shows its return on the performance of his students, and based on Accordingly, the need arose to develop the professional performance of educators, making them able to carry out their educational roles and work requirements efficiently and effectively.
Thinking about improving the quality of education and the performance of the Arab educator began at the initiative of UNICEF since 2006 in the framework of a broad participation that included several organizations as The League of Arab States, The Arab Educational, Cultural and Scientific Organization, the Arab Bureau of Education for the Gulf States, the United Nations Educational, Scientific and Cultural Organization and the United Nations Children's Fund.
An Arab country, the participating group reached the need to provide a supportive study environment for the professional growth of the educator, the continuous development of professional development programs in the light of the reality of educators' performance, reliance on the overall quality in the management of the school in the presence of enlightened and rational leaders supportive of the educator, follow-up of educators in the field and the development of their performance, and finally the empowerment of the educator and his preparation to deal with the changes of the twenty-first century.
The reality of the educational process in terms of inputs, processes and outputs, and work to improve the educator and develop him in proportion to meet the needs and requirements of society to improve the level of the educational process in line with the recent developments in the educational fields, in order to promote school and university institutions as a basic unit for educational development to play its role effectively in accordance with the objectives of the educational planned in order to achieve its mission and in light of the developments witnessed by the educational process, which is to help educators To develop their methods and means to include many tasks that correspond to his new concept, which is the development of the educational situation in all its aspects and elements is the change of the role of the educator, as it is no longer enough to master the scientific material and teach it to learners, as he can no longer live his life with a specific set of knowledge and skills, but should be able to constantly renew his information and follow up on scientific and professional developments, and to be positively open with to scientific knowledge, and global and these changes that have occurred in the role of the educator required the educational leaders to carry out diversity in leadership roles that contribute to the achievement of the professional growth of the educator and the development of his performance; as this is the agent for change, and the carrier with his experience and qualification in the scientific material and methods of teaching it and his skills in observation, analysis and problem solving from, and the leaders of change keep in mind the new role of the educator, it has to train educators to diagnose their potential with the aim of guiding them and diagnosing the learning environment, helping them acquire some basic skills necessary to solve problems and face new situations that helping them to plan educational situations commensurate with their potential, training them to produce some types of educational technology and how to use it and acquire the skills of using the library, and the use of various forms of self-learning within the framework of an integrated system of the educational process, as well as encouraging them to continue the path of learning and training and to be role models for them.
Key Terms in this Chapter
Agent: An agent in legal terminology is a person who has been legally authorized to act on behalf of another person or entity. An agent may be appointed to represent the client in negotiations and other transactions with third parties. The agent may be given decision-making authority.
Role: The procedural role can be defined in this research as “a set of new requirements, responsibilities and duties imposed by education on the educator at the present time, as well as what is expected of the educator to undertake in the future.
Egyptian Universities: Educational institutions have several types, including public universities financially supported by the Egyptian government, non-profit private universities, and private universities owned by the private sector, The academic year begins in September of each year and the study continues for sixteen weeks for each of the two main semesters (first and second), and six weeks for the summer semester (third), taking into account the public interest, decides to start or end studies before or after the mentioned dates, Studying at the university is based on courses and credit hours. The appendices to this regulation show the study programs and the distribution of its compulsory and elective courses at the different stages of study and the number of credit hours for each course, as well as the distribution of courses as a typical model among the four levels of study from the first level to the fourth level, as well as a description of the content of each course determined Each college of the university has the scientific content of the courses and a decision is issued by the dean of the college to approve them.
Leadership of Change: Is an organized process of planning, organizing and directing change in educational institutions, and finding balanced obstacles between it and the local environment, and the variables and developments surrounding it, in order to achieve the desired educational goals for development.
Global Education: It is education that opens people's eyes and minds to the reality of the globalized world and awakens them to achieve a world of greater justice, equality, and human rights for all. It is understood that global education includes development education and awareness-raisin human rights and education for sustainability, for peace, conflict prevention and intercultural education for citizenship and the development of universal values of tolerance, solidarity, equality, justice, participation, cooperation, and non-violence.
Agency for Positive Change: In this research means that it is an organized process to plan, organize and direct change in Egyptian universities towards a contemporary role for the educator in the development of the universal values of human rights for tolerance, solidarity, equality, justice, participation, cooperation and rejection of violence to keep pace with contemporary global and international changes and transformations and the surrounding variables and developments in order to achieve the desired positive change and conveyor of global education.