The overseas in-service egyptian teacher education programme: distal and proximal reflections on policy and change

Abstract

Since 1993 Egypt has been pursuing a policy of teacher development by sending teachers on overseas programmes. The aims are toupgrade the quality of its teachers by allowing them the opportunity to seealternative visions of the future. The origins of the policy and the attitudes of its stakeholders are looked at from three perspectives. The policy makers and senior government advisors, who are dedicated to its success and see the locus of control clearly in the hands of the teachers. The implementers of policy, such as local advisors and inspectors appear to be slightly more willing to co-operate with the teachers. The teachers, as policy recipients, are unclear about how the policy can be applied in their own classroom context and are disillusioned about its merits without support, and they see the locus of control in the hands of the Ministry of Education. A new initiative that focuses on middle management may eventually provide the support and direction that the programme needs.