تطویر المجالس المدرسیة بمرحلة التعلیم الأساسى فى مصر على ضوء خبرة انجلترا
Bibliographic record
Abstract
The study Problem: Despite the importance of the boards of trustees and teachers in the educational process, they are not activated and do not play the role for which they were established.Then the problem of study can be determined in the following main question: "How can the boards of trustees and teachers be developed to develop the educational process in the Arab Republic of Egypt in the light of England's experience ؟ "The following sub-questions are branched from this question:1-What is the Board of Trustees and Teachers in terms of (concept, goals and philosophy) ?2-What are the features of England's experience in the boards of trustees and teachers ?3-What is the reality of the role of the boards of trustees and teachers in facing education problems in Egypt ?4-What are the similarities and differences between the reality of the boards of trustees and teachers in Egypt and the experience of England ?5-What is the proposed vision to activate the role of boards of trustees and teachers to develop the educational process in Egypt in the light of experience?The study addressed the following chapters and the following chapters to answer these questions:The first chapter: dealt with: the general framework of the study, under which the problem of the study falls, its importance, goals, approach, limits, terminology, previous studies, steps to proceed in the study.The second chapter: includes: boards of trustees and teachers in terms of (upbringing, concept, philosophy, importance, goals, termsof reference, the historical dimension of boards of trustees, and the principles and foundations upon which these councils are based.The third chapter: The councils of trustees and teachers in England, Germany and Canada, in terms of education management and financing, origin and development, goals and specialties, financial affairs, achievements, and evaluation of the boards of trustees and teachers in the three countries England, Germany and Canada.In the fourth chapter: The reality of the boards of trustees and teachers in Egypt is covered in terms of concept, origin, goals, composition, terms of reference of boards of trustees and teachers, achievements and evaluation.The fifth chapter: deals with: a comparative analysis of the boards of trustees and teachers between England, Germany, Canada and the Arab Republic of Egypt in the light of the forces and factors affecting each of them.The comparative analysis included all the axes that were addressed to the boards of trustees and teachers through the four countries.As for the sixth chapter: it is a proposed concept for the development of the boards of trustees and teachers in the schools of the second cycle of basic education in the Arab Republic of Egypt.This chapter included the principles of the proposed vision and its objectives, its features, procedures and requirements for the proposed vision
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.004 |
| Open science | 0.006 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.044 | 0.106 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".