Arab Educational Information Network

هدف البحث الحالي إلى تقديم آليات لتطوير إدارة مدارس التعليم الثانوي في مصر في ضوء خبرات المدارس الدولية بمصر من خلال إجراء دراسة مقارنة لبعض نظم المدارس الدولية (النظام الأمريكي والنظام البريطاني، ونظام البكالوريا الدولية، وقد اتبعت الدراسة المنهج الوصفي التحليلي عن طريق المقارنات المرجعية، وتبين من خلال الدراسة أن نظم المدارس الدولية هي صيغ للتعليم المتقدم، إذ تهدف إلى تحقيق المساواة واحترام الطلاب، وتأهيلهم بكافة ألوان التكنولوجيا وحصولهم على شهادة يتم اعتمادها عالميا، وإنه يمكن الاستفادة من أنظمتها لتطوير إدارة المدارس الثانوية بمصر. (الملخص المنشور)

The present study aimed to present a suggested perspective; to contribute to the development of general education schools in c. M. In light of the experiences of international schools with them, by conducting a comparative study of some international school systems (the American system, the British system, the International Baccalaureate system), the study followed the comparative approach of Beriday, with its four steps of describing and analyzing the reality of the three systems in Egypt, then determining The similarities and differences between these systems, and it became clear through the study that these international school formulas are formulas for advanced education that aim to achieve equality in providing educational opportunities, appreciation and respect for all students regardless of their ethnicity, religion, orientation, ideas, colors, and sex, Qualifying students using all forms of modern technology to be global citizens, as well as being characterized as a global pattern that meets global requirements, and meets the expectations of the global labor market from graduates, which traditional educational patterns have failed to meet; And then the necessity for international schools arose in all countries of the world, how much these systems provide an internationally recognized certificate, and based on the results of the study, a proposed vision for the development of public education schools in Egypt was presented in light of the experiences of these systems, and one of its most important dimensions was: 1) Procedures related to the inputs (admission policies - funding - the role of the school). 2) Procedures related to operations (student - teacher - learning strategies - educational director - director of student affairs - parent advisor – discipline officer - school activities - school counseling - school work teams - evaluation). 3) Output-related actions (a graduate who meets the needs of the labor market). (Published abstract)