دور البرامج الجديدة بكلية التربية جامعة المنيا في إبراز مظاهر الإقصاء الأكاديمي والمهني والإجتماعي من وجهة نظر منسوبي البرامج المعتادة
This study aims at exploring the role of the newly established programmes at College of Education, Minya University in foregrounding the academic, professional and social exclusion of students of the regular programmes- from the perspective of both students and university staff. The study offers certain proposals and mechanisms to avoid such potential exclusion. Descriptive method has been followed, in which a questionnaire is administered to 350 students and 108 teachers who all belong to the regular programmes. The study has come up with certain conclusions, among which are the following. Generally, the data show that the phenomenon of marginalization of the students of the regular programmes has been observed to be ‘Great’ in the student-sample and ‘average’ in the teacher-sample. This shows that the new programmes with all their activities do foreground the phenomenon of exclusion for these students. The study proposes that these programs require reconsideration, modification and rectification of many of their regulations and procedures. The study ends up with certain recommendations. For instance, a unit, directly connected to University presidency, could be established to address the different forms of exclusion. In addition, College of Education might sign some protocols with well-established schools according to which all the students, those of the new programmes as well as those of the regular programmes, participate in field training in those schools. Further schools might be advised to base their hiring of teachers on scientific methods, without any prejudice for graduates of the new programmes. Novel student activities that would involve students of the two categories alike are recommended, so that students exchange their experiences. Finally, assigning courses to the teaching staff should follow a fair mechanism in all programmes. (Published abstract)