Basic Informations

C.V

C.V

Name: Salwa Helmy Aly Youssef

Date of birth: 12-4-1979

Nationality: Egyptian

Religion: Muslim

Marital Status: Married

Place of birth: Beni Suef - Beba .

Permanent mailing address: Faculty of Education - Beni Suef University, Beni Suef - Shafei Street .

Phone: 01156664635

Email: salwahelmi@yahoo.com

Current position: lecturer  of Foundation of Education, Faculty of Education - Beni Suef University

General Specialization: Foundation of Education

Specialization: Sociology of Education

Scientific Qualifications :

- Bachelore of Science and Education – Major in Mathematics and Computer-at 2000's from Faculty of Education – Cairo University – Beni Suef branch with Excellent Grade with Honour .

- Especial Diploma of Education Major in Foundations of Education (Comparative Education ) at 2002 's from Faculty of Education – Cairo University – Beni Suef branch with Very Good  Grade .

-         Master in Foundations of Education, master thesis was " the professional development for rural schools teachers in the light of societal variables "   at 2006 from Faculty of Education – Beni Suef University – Excellent Degree with Recommendation of Printing the Thesis from the University own money , as well as the circulation of the Thesis amongst the Universities and the Scientific Reseach Centers .

-         Doctorate in Education specialized in Foundations of Education in 2011, Faculty of Education - Beni Suef University.

-         Job Gradation :

-         Ademonstrator at Foundations of Education Department – Faculty of Education – Beni Suef University from 17 – 2 -2001 to 31 -3-2006 .

-         

-         Assistant Lecturer at Foundations of Education Department – Faculty of Education – Beni Suef University from 1 – 4 – 2006 .

-         Lecturer at Foundations of Education Department – Faculty of Education – Beni Suef University from

Master Thesis title:

Professional development for teachers of one-class schools in light of societal variables

Doctorate thesis title:

A proposed perspective for human rights education in the pre-university education system in Egypt

Research and scientific literature:

1- A proposed perspective for achieving Egypt's 2030 vision for pre-university education in the light of education for hope among student teachers.

2- The reality of electronic bullying among Beni Suef University students and the possibility of overcoming them

3- A proposed perspective for confronting bullying among middle school students in Egypt in the light of the environmental social model

4- Alternative scenarios for school reform in general secondary education in Egypt in light of (Grid – Group cultural theory) "the new secondary school system as a model"

5- A proposed perspective for developing professional capital for primary school teachers in the light of traditional and virtual Community of practice

6- Suggested mechanisms to achieve the quality of university life for students of the Faculty of Education - Beni Suef University in the light of the continuous improvement approach (Kaizen)

Activities participating as a trainer in

- Training the Students of Faculty of Education on" Classroom Mangement " within the project of the elder education (Iqraa) affiliated to the project of faculties of education reform ( FER) .

- Training to Prepare the Facilitators of the Friendly Girl Schools , that organized by National Council for Childhood and Motherhood , from  2-19 – 2007 till 2-23 2007 .

- Participated in  evaluative study " Documentation for Diffusion of Reform M& E  part 1 " , which was funded by the Education Reform Program (ERP) working under the umbrella of the United States Agency for International Development (USAID) , collaborating with the Ministry of Education (MOE) to promote system wide education reform . from 15-7-2007 till 8-30-2007 .

- Training course about human rights for the students of the faculty of education – university of Beni Suef . , that organized by National Council for human rights , within the national project for the  diffusion  of  human rights culture  . from  3-27-2008 till 3-30-2008 .

- Participated in  evaluative study " Documentation for Diffusion of Reform M& E  part 2 " , which was funded by the Education Reform Program (ERP) working under the umbrella of the United States Agency for International Development (USAID) , collaborating with the Ministry of Education (MOE) to promote system wide education reform . from 4-1-2008 till 5-15-2008 .

- Participating in training programs for secondary and kindergarten teachers .

- Participate in training for staff of the Professional Academy for Teachers .

- Attending faculty development courses:

o Communication skills in different education styles

o Preparing competitive projects to finance research .

o credit hour systems .

o Using technology in teaching

University Administration

Integrity and transparency

Master Title

the Professional Development for One Classroom School Teachers in the Light of Societal Variables

Master Abstract

Abstract Introduction There is a complete agreement among the different trends about the necessity that the basic education is right for every one . so the state tries hard to provide education for all children at education age or for children who want it . but formal education faces many problems in Egypt such as the inability of achieving the complete intake and truancy that is why the state made some forms of informal education such as one classroom school , which has been established since the half of 1970s to intake the children who did not join the educational system and who are still at compulsory education age besides those who dropped out of education in order not to turn into illiteracy . In 1993-1994 one classroom school has become in the focus of the interest because of the increase of illiteracy among girls , that is why the ministry of education decided to establish 3000 one classroom schools for girls in the areas which the educational services do not reach , such as small village , manors to fight illiteracy among girls who age 8-14 years old . so , 3101 schools have been established until 2004-2005 . In these schools , three teachers teach ; one for cultural subjects for the first three stages ; second for vocational subjects ; third for cultural subjects for the fourth , fifth ,and sixth stages . Problem of the study Teacher is considered the most important input of the educational process because of his role in achieving the aims of the educational process through his experience , preparation , his continuous professional development and his correct performance . The success of educational process depends completely on the teacher whose role isn't only teaching but it also includes the administrative and monetary sides , the discipline of the exams , social role for solving the social problems of girls and cultural side to present some health services , besides her teaching role which is considered one of the most difficult roles because she teach for different ages and educational levels . The teacher who teaches vocational subjects , her role is not only training girls on some vocational work but it also includes training girls to choose and prepare productive project and its conditions , aims , budget , marketing skills and propaganda for selling the products to earn money , as well as her role in making parents aware of the necessity of girls education . in addition to the new many roles which the contemporary social variables have imposed the teacher has become researcher , reflective thinker , evaluator , planner and learner . To help teacher to achieve those roles she needs effective professional development as there is a relation between the professional development of multi – stages classes teachers and their creation in classroom . however , many studies refer to the weakness of the professional development chances of one class room schools teacher . The study problem can be specified in the following questions : Questions of the Study: 1. What are the contemporary societal variables ? 2. What is the teacher professional development ( definition – aims – foundations – requirements – standards – activities ) ? 3. What is the nature of one classroom schools ( development – philosophy – aims- teacher selection ,preparation and development ) ? 4. What is the reality of professional development of one classroom schools teachers ? 5. What is the suggested perspective of developing one classroom schools teachers professionally ? Objectives of the Study This study aims at : 1. Identifying contemporary societal variables in Egypt . 2. Identifying teacher professional development ( definition – aims – foundations – requirement – standards – activities ) . 3. Identifying the nature of one classroom schools ( development – philosophy – aims- teacher selection ,preparation and development ) . 4. Identifying the reality of professional development of one classroom schools teachers 5. Suggesting perspective of developing one classroom schools teachers professionally in the light of societal variables . Method and Sample of the Study The study used the analytical descriptive approach and depends on a questionnaire applied to sample of 561 one classroom school teachers in Beni Suef , interview checklist with 32 one classroom school teachers in Beni Suef , interview cheet with some who are responsible for chances of professional development for one classroom schools teachers ; stage director in one classroom schools and one who is responsible from CARE Board . Study Procedures The study has been made according to the following steps : 1. reviewing researches and literature in order to identify the societal variables and their reflections on education in general and on teacher professional development in particular . 2. reviewing researches and literature in order to identify teacher professional development ( definition – aims – foundations – requirement – standards – activities ) . 3. reviewing researches and literature in order to identify the nature of one classroom schools ( development – philosophy – aims- teacher selection ,preparation and development ) . 4. going through field study to identify the fact of professional development depending on some tools (questionnaire , two interview cheets prepared by the researcher according to the following steps : ? Defining the aims of tools of the study . ? Preparing the first draft of tools by reviewing literature and studies in the field of professional development . ? Presenting the first draft of tools to the jury to comment on its suitability for aims for aims it has been prepared and to present their suggestions . ? Modifying tools in the light of jury's opinions and making the final draft of tools . ? Selecting study sample . ? Applying study tools to study sample . ? Tabulation of results of study tools and treating them statistically . 5. Presenting a suggested perspective of developing one classroom school teachers professionally in the light of results of field study and the contemporary trends for developing teachers professionally which have been presented in the theoretical background . Results of the Study 1. One classroom schools teachers assured the importance of professional development fields which involved in the questionnaire in general and according to the study variables . 2. One classroom schools teacher assured the short availability of most aspects of professional development fields which involved in the questionnaire in general and according to the study variables . 3. One classroom schools teacher assured that the least professional development fields: ? Increasing understanding of courses . ? Knowing aims and general philosophy of one classroom schools . ? Knowing the professional rights and responsibilities towards ( colleagues , parents , learners ) . ? Developing teamwork skills . ? developing the sense of leadership and responsibility . ? Loving the profession and being proud of it . ? Browsing modern educational researches . ? Understanding the behavioral objectives of the subject . ? Facilitating doing field study . ? Using the suitable teaching styles for multi-grades classroom (co-operative teaching–teaching for small schools) . ? Producing educational aids from environment materials . 4. One classroom school teachers assured the short availabilty of some effective professional development characteristics in the opportunities presented to them in terms of their freedom in identifying their professional needs practicing some professional development activities inside classrooms ,They are also limited to short time , not depending on styles based on research , lack of depending on technology ( internet – instructional T.V) , weakness in the participation of teachers in developing the opportunities offered to them . 5. There is no enough time for one classroom schools teachers to join training , They see that the day break is considered agood chance to solve problems of school and girls ( social – psychological – educational ) Teachers do not make use of the role of assistant teacher . 6. Teachers make use of educational supervisor at a large scale , Despite The supervisor visits schools ( 1: 2 ) times a month , however the supervisor's visits should be more and teacher should keep in touch with him . 7. The culture of professional development is not populate among one classroom schools teachers . 8. The present cooperation in the schools for solving social and family problems of student , and school administrative problems lessen the cooperation for improving performance and professional development . 9. Teachers see that professional development is important for improving their performance level and students level and for supervisor satisfaction . Teachers believe that it is not possible depending on old information as information is a means of renovation, they have bases and the practice imposes information renovation on them . 10. Teachers do not know the modern professional development styles like mentor , action research , so they prefer lecture , reading , self training , workshops , colleague training as they know these types . 11. Praising statements are the most available incentives then self satisfaction . although self satisfaction should come first as they are not satisfied with their performance as they do not reach completion . 12. Teachers do not have adequate experience to apply staff development programs , because the steps they mentioned are limited to the stage of accomplishment . this requires training them on this role . 13. There is cooperation ( not integration ) between one classroom school administration and CARE Board , there is not cooperation between faculties of education and one classroom school administration and CARE Board . 14. One classroom school administration and CARE Board responsible do not make use of research and studies of one classroom schools which are done by research centers and faculties of education . further studies 1. The role of action research in developing one classroom schools teachers professionally . 2. One classroom school teachers' job satisfaction in the light of societal changes . 3. One classroom schools teachers culture and its role in creating learning communities in schools . 4. A suggested strategy for discipline of time for developing one classroom schools professionally . 5. The effect of cooperation among one classroom schools teachers on their professional development . 6. The relationship between one classroom schools teachers professional development and improving their performance in the light of reflective method . 7. A suggested program for training one classroom schools teachers on planning staff development programs . 8. The criteria of professional development of one classroom schools teachers in the light of aims of schools. 9. Evaluative study of the role of one classroom school teachers in the light of the necessary competences for them

PHD Title

A perspective for Human Rights Education in Pre- Higher Education System in Egypt

PHD Abstract

Beni Suef University Faculty of Education Foundations of Education Department A perspective for Human Rights Education in Pre- Higher Education System in Egypt A Dissertation Submitted to the Department of Foundations of Education, Faculty of Education, Beni - Suef University In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy (Summary) By Salwa Helmy Aly Youssef Supervisors Introduction: There are many local, regional and international human rights instruments. These instruments state the importance of protecting the human rights and the human dignity as well. Indeed, these human rights treaties were released many decades ago, in order to eliminate the human rights abuses all over the world. Although there is an increasing in terms of human rights treaties, human rights organizations, and governments ratified these treaties, but human rights conditions get worse every day. For instance, these are still wars, homeless people, children abuse, children soldiering, children labour, women violence, dictator regimes, corrupted governments, genocide, poverty, and value collapse. Generally, these instruments failed to protect human rights through legislative means only. Therefore, it was too essential to find another agent mean, which can protect these rights guaranteed by the different documents. There is an agreement that human rights crisis due to the lack of awareness among the people about their rights. As a result, many organizations and individuals consider education an effective mean to protect these rights. Furthermore, many studies confirm that educating the individuals about their rights helps them protect their rights, as well as the rights of the others. Recently, many local, regional, and international organizations implemented some initiatives to build universal human rights culture. For example, UN adopted a decade for Human Rights Education [HRE] (1995-2004) and world program for HRE (2005-2014). These organizations claimed the governments to adopt HRE in the educational systems, particularly, elementary and secondary schools. Therefore, some governments responded to these claims, and adopted human rights to different elements of the educational system. These elements include textbooks, teacher training, educational policy, and cooperation with human rights activists. Locally, the Egyptian government aspires to build human right culture in the society. The government depends on media and educational institutions to widespread this culture. Unfortunately, many studies conclude that the educational system is far from reaching this aim. Therefore, it is too essential to search for a comprehensive approach to adopt human rights within the educational system. This comprehensive approach is the systemic approach. The questions of the study: The main question of this study is: How to adopt and implement Human Rights Education in pre- higher education system in Egypt? This main question is divided into the following sub-questions: 1. What is HRE (the concepts, history and development, philosophy, orientations, and institutions? 2. . What is HRE in the formal pre – Higher education in the light of systemic approach? 3. How can Canada adopt and implement HRE in the elementary and secondary education system? 4. What is the possibility of adopting HRE in the formal pre-higher education system in Egypt? 5. What are the requirements for adopting HRE in pre-higher education system in Egypt? 6. What is the perspective of HRE in the formal education system in Egypt? The objectives of the study: This study aims to: 1- Exploring human rights education field, in order to determine its conceptual framework, its historical background, its philosophical background, and the different institutions which can contribute to carry out HRE. 2- Discovering human rights education in the educational system, in order to display the relationships between HRE inside the educational system and HRE outside the educational system. Nevertheless, to determine the suitable educational structure, that can achieve the purposes of HRE. As well as, determining the different processes to accomplish the HRE goals. 3- Examining HRE in elementary and secondary education in Canada. This is by discussing HRE in Canadian society, and specifying the relationships between HRE inside the educational system and HRE outside the educational system. Furthermore, studying the different components of the educational system in Canada, in order to determine the responsibilities, and the cooperation among them to carry out HRE. In addition, studying implementing HRE in Toronto District School Board [TDSB], to determine the educational policy, aims, and the resources. 4- Examining the possibility of adopting HRE in the formal pre-higher education system in Egypt. This is examined by studying the strengths points and weakness points inside the educational system, as well as, the opportunities and the threats outside the educational system. 5- Specifying the requirements for adopting HRE in pre-higher education system in Egypt. These requirements are stated by some educational experts and human rights activists. 6- Providing a perspective to adopt and implement human rights education in the formal pre- higher education system in Egypt. The importance of the study: The importance of this study due to: 1. The importance of human rights issues. 2. The Egyptian society transformation toward democracy, and achieving human rights and freedoms, particularly after the revolution of January 25, 2011. 3. Its contribution to the global trend, which aims to build universal culture of human rights. 4. The development of the epistemology of human rights education in formal education, particularly there is scarcity of Arab Studies in this field. 5. Providing some recommendations to encourage the government to adopt human rights education in the formal education system. 6. Applying the systemic approach to examine Human Rights Education in formal education. Methodology: The study used the descriptive method to describe and analyze human rights education in the educational system. In addition, the study used the systemic approach through three models; these models were used to discuss the integration and implementation of human rights education in the educational system. These models are System - Environment, Functions - Construction, and processes model. To determine the possibility of adoption human rights education in the educational system, the study applied (SWOT) analysis. This analysis aimed to the Strengths, Weaknesses, Opportunities and Threats. Tools: - Questionnaire to determine the requirements for adopting human rights education in formal pre- higher education in Egypt. - SWOT questionnaire to determine the Strengths, Weaknesses, Opportunities and Threats. The Sample: - Professors at faculty of education in four Egyptian universities (Beni-Suef, El Mansoura, Assuit, and Helwan). - Human rights activists in Egypt. Limitations of the Study: The Study limited to the formal pre- higher education in Egypt. However, the study was limited to Ontario Ministry of Education in Canadian experience. paricularly HRE in Toronto District School Board [TDSB]. The Findings of Study: 1. There is no an agreement upon the definition of human rights education. 2. Human rights education has become a systemic approach, which includes all the elements of the educational system. 3. Human Rights Education is a global Movement supported by international organizations. However, there is no one specific model, which can be implemented by each country. 4. Despite there are many institutions can contribute to develop the human rights culture, the educational system is the most important of these institutions. 5. Adopting human rights education in the formal educational system is influenced by the different societal systems. Particularly, the legislative system, the human rights system, political system, and cultural system. 6. There are some strengths in the educational system that can support the adoption of human rights education in formal pre- higher educational system, including: - The cooperation between ministry of education and the civil society. - Council of Trustees. - Transforming towards decentralization. - The law of preventing violence in schools. - UNESCO Associated Schools in Egypt. - The application of active learning. - Increase the incentives for the teachers. - Ministry's contribution to the national plan of protecting human rights. 7. the educational system Faces some weaknesses that could challenge the adoption of human rights education in formal education, including: - Education law does not mention human rights education. - The current textbooks do not contain human rights values and concepts. - Lack of training teachers on human rights. - Limited education budget. - Lack of awareness of the human rights education global movement. - Ambiguity of human rights education. - The lack of accurate information on the status of human rights education. - Low rates of absorption. - High dropout rates. - The high intensity of the classrooms. - Lack of networking. 8 - There are some opportunities exist in the Egyptian society, which can support the integration of human rights education in pre-higher education, including: - Children's law. - Ratification some international conventions. - Establishment the National Council for Human Rights. - Increasing the number of human rights organizations. - There are some initiatives in other ministries, particularly the media and culture. - Teaching human rights in some faculties of education. - There are some international and regional initiatives. 9 - There are some threats, which can reduce the opportunity to integrate human rights education in pre-higher education, including: - Constitution does not confirm human rights education. - Slow transformation to democracy. - There are some cultural beliefs, which are contrary to the human rights principles. - Lack of human rights education initiatives at the African and the Arabic level.