The Impact of the Continuing Education Program as a Sub-Program of the Ethics Kiosk Project on Sustainable Development on the Egyptian Society
Bibliographic record
Abstract
Education is a fundamental pillar in societies and an essential factor in achieving the goals of sustainable development. However, poor areas and slums suffer from limited educational opportunities and a lack of quality education due to various factors. Many initiatives have been implemented to improve education in public schools. Among these initiatives is the continuing education program of the Ethics Kiosk Project, which is implemented by the Mishkat Nour Foundation in many Egyptian governorates. The continuing education program seeks to solve education problems in slums, specifically for children from 3 to 15 years old. This has been achieved by applying comprehensive and distinctive curricula such as the Cambridge Curriculum, providing support to public schools through the Public Schools Digital Ethics Kiosk System - ERP, implementing foundational curricula, qualifying and training teachers and conducting free remedial lessons in public schools. The continuing education program is the first of its kind in Egypt, which serves slums and poor areas, as hundreds of students, teachers, schools and centers have benefited from it. The researcher aimed to highlight these benefits. The study depends on a qualitative research method as a questionnaire and statistical methods including Cronbach's alpha coefficient, Pearson correlation coefficient and one-sample T-test. Findings revealed several positive impacts of the Cambridge curriculum application, including the quality of education, empowering teachers, strengthening the partnership between schools and families and a significant reduction in dropout rates which indicates the potential of the distinguished Curricula to address educational challenges and achieve sustainable development in slums.
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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 | 0.009 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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; a candidate call from one teacher head, not a consensus.
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".