متطلبات تطوير مدارس التعليم الثانوي الفني الزراعي في ضوء فلسفة التعليم والتدريب المزدوج
The researcher wanted to develop Education in Egypt as a mandatory matter according to the goals and directions of the 2030 Sustainable Development Vision for the future vision of the Presidency. Results of the theoretical framework: In light of the theoretical framework of the study regarding Technical Secondary Education in the agricultural three-year system, a set of results were reached, the most prominent of which are the following : Results of the framework; Concerning the first axis, The requirements for the development of Agricultural Technical Secondary Education Schools, the three-year system in light of the dual education and training philosophy (objectives - management performance - curricula - teacher performance - educational services provided to students): There are statistically significant differences between the average scores of the responses of those in charge of technical secondary education. The agricultural three-year system (mentors - managers - teachers) and among the students on this axis, where the value of T = 2.599, which is a statistically significant value at a significance level of 0.01, in favor of those in charge of the agricultural technical secondary education, the three-year system (mentors - managers - teachers) (Average Greatest = 23.17). The second axis, Development constraints: There are statistically significant differences between the mean scores of the responses of those in charge of the agricultural technical secondary education, the three-year system (mentors - managers - teachers) and the students on this axis, where the value of t = 1.964, which is a statistically significant value at a significance level of 0.05, In favor of those in charge of the agricultural technical secondary education system, the three-year system (mentors - managers - teachers). (Author’s abstract)