Basic Informations

C.V

v A Certificate of Appreciation from the Academy of Today's News Because of scientific excellence.

v A Certificate of Appreciation From the Leadership Preparation Institute in Helwan Because of excellence in the activities of the university.

Master Title

A suggested Proposal of Economic Education at the University in the Light of Societal Variables

Master Abstract

A suggested Proposal of Economic Education at the University in the Light of Societal Variables Introduction: Egyptian society witnessed many global and local variables, which significantly reflected on the lives of young people, especially on the level of their economic education. Economic illiteracy has spread among a lot of young people and their level of economic awareness has also decreased. This has appeared evidently in the increasing of consumption and wastefulness in spending that many of them have. In addition to the lack of work and production, the frailty of savings and investment, the weakness of attention to safeguard the environment and public and private money, the prevalence of illegal certain economic behaviors such as the violation of state land and destroying its property, and attempts of getting rich quickly by illegal immigration or by committing the crimes of illicit gaining like theft, bribery or monopoly, etc. Matters get worse after the revolution of the twenty-fifth of January with the spread of protests, sit-ins and factional demonstrations , unrest and bullying behaviors that stopped the wheel of development and have made the Egyptian exchange reserves amount to the lowest level recently. The university is not far from this matter since it includes the elite of Egypt's youth, who represent its real wealth, and the category that makes progress and prosperity of any nation. In addition, the students at the university have more capacity to understand the concepts of the economy and deal with it. All this makes there is an urgent need to develop a visualization of economic education at university, to edify these students economically and enable them to achieve the required economic growth and progress, and help them cope with the variables of the age that may stand in the way of achieving their ambitions in progress and a decent living. The problem of the study: The Egyptian youth showed to have several indicators that point to the low level of their economic education, and their economic literacy attained a level that cannot be ignored. The annual average expenditure for the Egyptians on food and drink went up, and the amount of electrical energy used for domestic purposes increased, and the profusion of young people in water grew while most countries of the world tend to find that wealth, even by military force. The level of spending on mobile phones also increased, it is the device of which any Egyptian house is hardly free. Besides, the rates of unemployment increased, work and production reduced, and individual yields decreased. Concerning saving, the proportion of those who support savings among university graduates have become very low in Egypt compared to most countries in the world. Concerning the orientation of the youth towards investment and the establishment of private projects, there is a real weakness in this matter that the Egyptian youth have, although they were in a desperate need to invest more than any other youth of any nation. The Egyptian youth have showed recently to have some behaviours that hinder economic development. Some of these behaviours represent an explicit aggression on the environment and public and private money, especially after the revolution of the twenty-fifth of January with the spread of protests , sit-ins and factional demonstrations that stopped the wheel of development and put the national economy in trouble, and with the increasing of the size of financial corruption in Egypt, and the high rates of issues of illicit gaining (bribery, monopoly, commercial cheating ,fraud or tax evasion, etc.). All this suggests that economic education needs further attention at the present time because of its great importance at the level of individual and society. It is an essential tool to achieve progress and economic, social and political prosperity, to achieve comprehensive and sustainable development, and to enhance confidence and stability in the various communities. Economic education has been and continues to be an important necessity for everyone so that they can manage their budget and their income, rationalize consumption, save and invest efficiently, and avoid becoming a victim of fraud in the complex financial markets. The problem of the study can be formulated in the following main question: How can we conceptualize a suggested proposal of Economic education at university in the light of societal variables? This question ramifies into the following sub-questions: 1) What is meant by economic education, international models in economic education at university? 2) What are the societal variables and their impact on economic education? 3) What is the Features of the economic education at Egyptian society? 4) What is the reality of economic education among students at university? 5) What is the suggested proposal of Economic education at university? Aims of the Study: 1-Identifying the economic education (its concept, its objectives, its importance, the economic education in Islam, some international models in economic education) . 2-Identifying societal variables and detecting their impact on economic education. 3- Identifying the Features of the economic education at the Egyptian society. 4- Identifying the reality of economic education among students at university. 5- Introducing a suggested proposal of economic education at university. Methodology: The study based on a descriptive approach to describe and analyze economic education, with the economic, political, societal and cultural variables which it exposes to, as well as to Identify the Features of the economic education at the Egyptian society, and to describe and analyze the reality of economic education among students at university in an attempt to introduce a suggested proposal of economic education at university. Tools and the sample of the study The study used a questionnaire to reveal the reality of economic education that students of university education have , and this questionnaire has been judged by a group of faculty members in faculties of education, and applied to a random sample of 635 students of the fourth year in the faculties of commerce, education in the universities of Assiut, Beni Suef and Helwan, at the end of the second semester for the academic year 2012/2013. Steps of the study: To answer the questions of the study, the researcher has made the following: 1- Examine research papers, studies and classic works to: • Identify the economic education (its concept, its objectives, its importance, the economic education in Islam, some international models in economic education) to answer the first question of the study, as in the second chapter. • Identify local and international societal variables and their impact on economic education, to answer the second question of the study, as in the third chapter. • Identify the Features of the economic education at the Egyptian society as in the fourth chapter of the study. 2- Make a questionnaire to detect the reality of economic education of university students in the field, and the questionnaire was presented to a group of arbitrators for arbitration, then applying this questionnaire to a sample of students from colleges of education and commerce in the universities of Beni Suef, Assiut, and Helwan. The results have been analyzed and interpreted statistically as in the fifth Chapter of the study. 3- In the light of the conclusions of the theoretical framework and field work, a suggested proposal of economic education at university education is introduced as in the sixth chapter. The findings of the study : (A) The University cannot achieve economic education alone in isolation from other educational institutions especially mass media and houses of worship. (B) We must considered all components of the university education system until economic education achieved in university education like many of the advanced foreign countries ( the objectives of university education, university departments , courses , student activities , faculty members, assistant institutions). (C) Many young people at the university have evident shortcomings in the area of expenditure and consumption represented in the lack of planning for spending, throwing what is left from the food in the trash without saving it and benefiting from it at another time, the wasteful use of water, the disability to make use of papers and old things by recycling them, the lack of attention to follow- up prices of products in the media , and not using the device of consumer protection when it is necessary . (D) They have also shortcomings in the field of labor and production (productivity) represented in the lack of reform of the simple things at home, preferring waiting for the government's job to private work, not shaming when they take money from the family without work, postponing doing matters to complete them later, not exploiting vacation time to work and get money, respecting individuals according to the social status of their careers, not participating in the activities of college families. (E) Moreover, there is a weakness in their awareness of savings and investment represented in (the disbelief in the interest of savings to take precautions for the future, spending what they have depending on the unseen, refusing private projects, keeping the money for fear of losing it in investment, preferring in-kind prizes to investment certificates, lack of attention to the follow-up Egyptian stock indexes, and not wanting to save money monthly or save it in any different way. (F)They have a range of negative attitudes and practices in dealing with the environment and the property (the use of violence in order to obtain the rights, dumping garbage in the halls and terraces, non-compliance with the terms of the Environmental Protection Act, not participating in the tree-planting campaigns and cleaning the environment. (G)In addition, some students don't commit to legality in earning and spending. This has appeared when some students do some illegal behaviours (such as fraud, theft, gambling, bullying, smoking, taking narcotic pills, etc.). (H) For the area of participation in economic development, many of the students don't exploit the leisure time in something useful, and accept the migration abroad in any way, and prefer the imported product to the local one and prefer news and entertainment programs to economic ones. (I) There are no statistically significant differences between the average responses of students in the faculties of education and commerce in the axes (spending and consumption, work and production, saving and investment), while there are differences between the students of those faculties in the axes (dealing with the environment and property, commitment to legality, participating in economic development) in favour of students in the faculties of education. (J) There are no statistically significant differences between the average responses of male and female students in the axes (spending, consumption, saving, investment dealing with the environment and property, and participating in economic development), while there are differences between them in the axis of work and production (productivity) in favour of male students and in the axis of commitment to legality in favour of female students. (K) There are differences in the axes (consumption, spending, the commitment to legality in economic behaviors, participation in economic development) between the universities of Beni Suef, Assiut and Helwan.

PHD Title

Mechanisms of supporting the educational rights for developing the social capital of persons with disabilities

PHD Abstract

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