The Future of Education

This study explores the application of multi-grade education in the Egyptian context. It aims to provide an overall picture of multi-grade education globally, examine its adequacy to the Egyptian social context and assess multi-grade schooling as an alternative that promotes access and equity. Multi-grade teaching is not a new trend; it is a ‘renewed interest’. According to Catherine Mulryan-Kayne (2004), developed countries such as Finland, England and Switzerland adopt multi-grade education. Moreover, Patrick Mc Ewan (2001) has referred to its positive effects on students’ performance. In poor rural areas in Egypt, children do not go to school due to social, economic or demographic constraints.  Multi-grade schooling, with its peculiar nature, is a golden chance to reach out to these children who are living in remote impoverished areas. This could help developing countries that are striving to meet their commitment towards achieving EFA goals. This exploratory analytical study uses mixed-methods research design to explore and examine the application of multi-grade education in the Egyptian context. The study uses a cluster sample of schools in Egypt. The qualitative emphasis is on interviewing teachers, and reviewing students’ achievement documents. The quantitative aspect is based on observations of in-class activities through tally sheets and checklists. Having access to schools and documents is authorized by governmental and institutional research bodies. Egypt has few schools that are implementing the multi-grade system. The cluster sample of schools in Egypt is the unit of analysis of this study. Data sources will comprise enrollment rates, achievement records, students’ portfolios and teachers’ viewpoints. Triangulation and SPSS will be used for analysis. Multi-grade schooling has proved its success in many parts of the world. In summary, multi-grade education could be a viable alternative to ‘reach the unreached’, to achieve access, and enhance quality education for all. This research study provides a comprehensive view concerning the application of the cost-effective multi-grade system to suit the circumstances of the Egyptian community to provide ‘education for all’. Multi-grade education guarantees more access and equity to as many learners of all ages as possible; especially in impoverished and remote areas. With multi-grade schooling, dropout status will decrease, and enrollment rates will escalate.

Keywords: Education for All, Multi-grade Education, Equality, Access;

References:
[1] Mulryan-Kyne, Catherine (2004). The Multigrade Classroom as a Context for Effective Teaching and Learning: Insights from Research on Teaching and Learning in the Irish Context. Paper presented at the World Bank Colloquium on Teaching and Learning, Dakar, Senegal, 24–28 May, World Bank Institute, Washington, DC, USA.
[2] McEwan, Patrick (2001). The Politics of Rural School Reform: Escuela Nueva in Colombia. Journal of Education Policy. Vol.16, No. 6, pp. 547–559.