Professional learning communities are an approach to face the difficulties of university students' participation in eradicating illiteracy "An applied study at Mansoura University"

Document Type : Original Article

Authors

Department of Foundations of Education, Faculty of Education, Mansoura University

Abstract

The research aimed to employ professional learning communities in facing the difficulties of university students' participation in eradicating illiteracy by applying them to Mansoura University. The researchers followed the steps of the descriptive approach, which was evident in the theoretical framework of teachers of adults from university students and their professional learning communities. To achieve this goal, a field study was conducted to reveal the difficulties facing Mansoura University students who are assigned to eradicating illiteracy, a questionnaire was applied to a representative sample consisting of (1561) male and female students from the third and fourth-year students of the Faculties of Education and Arts at Mansoura University, and a qualitative study was also conducted to extrapolate some of the contributions of professional learning communities in facing the difficulties of Mansoura University students' participation in eradicating illiteracy, that by using the focus groups method. During these groups, interviews were conducted with (3) focused groups consisting of (24) male and female students from the third and fourth-year students at the Faculty of Education, Mansoura University. The most important results were: The difficulties facing university students charged with eradicating illiteracy were organizational and administrative difficulties, student teachers difficulties and the illiterate’s difficulties. It was also found that professional learning societies contribute to facing some of the difficulties facing university students who are charged with eradicating illiteracy. Accordingly, the research ended with a proposed conception for the employment of professional learning communities in facing the difficulties of university students' participation in literacy eradication.
 

Highlights

 

 

Keywords

Full Text

 

 

References

Ibrahim, Mohammed Abdel Nasser Al-Kenawy (2018). Obstacles to Establishing Professional Learning Communities in Industrial Secondary Education Schools in Egypt and Ways to Overcome Them, University Performance Development Journal, Vol. (1), No. (6), PP. 71-81.
Abu Al-Ezz, Yasmin Al-Sayed Abdel-Hafeez (2020): A Proposed Conception for Activating Learning Societies in Light of the Time Management Approach, Journal of the Faculty of Education, Mansoura University, No. (10), PP. 2- 30.
General Administration of Information Systems and Digital Transformation (2022): Estimated indicators of the number of the population and the illiterates, and their ratios distributed among administrative centers and departments for the groups of 15 years and over until 1/7/2022 by adding dropouts, The Public Authority for Adult Education, available at: http://eaea.gov.eg/w/?page_id=111. (Dated: 8/8/2022).
United Nations (2021). The Sustainable Development Goals Report. Available  at: https://unstats.un.org/sdgs/report/2021/The-Sustainable-Development-Goals-Report-2021_Arabic.pdf. (Dated: 4/12/2022).
Barakat, Habiba Mohammad Saber (2020). Requirements for the professional development of educational supervisors in kindergartens in the light of professional learning societies, Journal of Childhood, No. (36), pp. 535-561.
Basta, Ezzat Hakim& Shaheen, Amira Mohamed Mahmoud & Morsi, Nawal Helmy (2020). Efforts of civil society institutions to confront the problem of illiteracy in Egypt, Journal of Scientific Research in Education, Vol. (21), No. (4), April, pp. 46-61.
Bakr, Abd Al-Gawad ElSayedd & Hashim, Gehad Qutb Mohammad & Hatata, Um el-Saad Abu al-Enin (2019). Efforts of some non-governmental organizations in eradicating illiteracy in Egypt and India: a comparative study, Journal of the Faculty of Education, Kafr El-Sheikh University, Vol. (19), No. (3), pp. 561-595.
Al-Banna, Eman Hassan Mohammad Ali & Abu Saada, Wadeaa Mohammad &  Diab, Mahri Amin (2021). The Competences of the Adult Teacher in Light of the Requirements of the Digital Age: A Proposed Model, Journal of the Faculty of Education, Benha University, Vol. (32), No. (128), October, pp. 269-294.
Al-Bayoumi, Sahar Ahmed & Nasr, Nawal Ahmed & Mohammad, Maysa Ali (2016). Activating the professional development of the adult teacher in Egypt in the light of the experiences of some countries, Journal of Scientific Research in Education, Faculty of Girls for Arts and Educational Sciences, Ain Shams University, No. (17), Part (2), pp. 237-278.
Tawfiq, Fifi Ahmed (2017, January). A future scenario for activating learning communities in public schools in Sohag Governorate, Educational Journal, Faculty of Education, Sohag University, No. (47), pp. 113-260.
Gomaa, Mohammed Hassan Ahmed & Omary, Ashour Ahmed (2019). Preparing the adult teacher and qualifying him for new practices in the light of Egypt's vision 2030: a suggested vision, New Horizons in Adult Education Journal, Adult Education Center, Ain Shams University, No. (25), January, pp. 9-94.
Al-Hazemi, Al-Hassan bin Ali Yahya (2021). The role of planning in developing the performance of the adult teacher according to the skills of the twenty-first century, The Arab Journal of Educational and Psychological Sciences, The Arab Foundation for Education, Science and Arts, Vol. (5), No. (19), January, pp. 51-70.
Al-Habashy, Shaima Gabr Abdullah (2022). Obstacles to the community participation of faculties of education in eradicating illiteracy and adult education: Alexandria University as a model, Educational Journal, Faculty of Education, Sohag University, No. (97), Part (1), May, pp. 235-297.
Al-Hadithy, Ehsan Omar Mohammad (2012). The Contribution of Students of the Faculties of Education in Iraqi Universities in Eradicating Illiteracy and Adult Education in Iraq: Students of the Departments of Qur’an Sciences and Islamic Education (as a model). Journal of Educational and Psychological Research, Educational and Psychological Research Center, University of Baghdad, No. (35), pp. 220-247.
Hassan, Mohammad Mimi Al-Saeed (2017). Empowering the leaders of public secondary schools in Egypt in the light of the professional learning communities approach, Journal of Scientific Research in Education, No. (18), pp. 601-638.
Hussein, Khaled Mansour Ghareeb (2020). A proposed conception for adult teacher training in the digital age, New Horizons in Adult Education Journal, Adult Education Center, Ain Shams University, No. (27), January, pp. 13-38.
Al-Houti, Fathiya Al-Sayed (2021). Towards developing the volunteering culture among Mansoura University students in the field of literacy and adult education: a sociological study in the light of Egypt's vision 2020-2030 - Faculty of Arts as a model, Journal of the Faculty of Arts, Mansoura University, No. (69), August, pp. 332-424.
Al-Rouby, Hanan Ahmed (2019). The role of the Faculties of Education in meeting the requirements of professional learning communities among their students in the light of cultural capital, Journal of the Faculty of Education, Beni Suef University, April issue, part (1), April, pp. 1-85.
Zayed, Samar Sami Mahmoud (2017). Activating the partnership between the General Authority for Adult Education and civil society institutions in light of the experiences of some countries, Journal of Scientific Research in Education, No. (8), pp. 1-18.
Zaatar, Wafa Mohamed Abdel-Qawy (2015). Developing the examination system for literacy students according to the developmental approach (Learning for Life), Thirteenth Annual Conference: The Arab Literacy Decade 2015-2024: Directions, Plans and Programs, Adult Education Center, Ain Shams University, April, pp. 373-367.
Al-Saeed, Saeed Mohammad Mohammad (2005). Competencies of the adult teacher, the third annual conference - the adult teacher in the twenty-first century, Center for Adult Education, Ain Shams University, pp. 86-103.
Saqr, Bashir (2018). A reading in the experiences of eradicating illiteracy in Egypt, Journal of Contemporary Education, Association of Modern Education, Cairo, Year (35), No. (108), March, pp. 123-196.
Al-Dafiri, Nagy Badr and Al-Shammari, Ahmed Shallal (2020). The effectiveness of professional learning communities in developing the reflective thinking skills among primary school teachers in the State of Kuwait, Journal of the Fuclty of Education, Mansoura University, No. (112), pp. 762-798.
Abdul Muttalib, Ahmed Abed Ibrahim (2021, March). Investing in building learning communities and expenses governance in Egyptian university education: a predictive vision in the light of the cost-effectiveness analysis approach, Educational Journal, Faculty of Education - Sohag University, Part (1), No. (83). pp. 516-649.
Abdel Moneim, Hana Hussein Mohammed (2021). A proposed model for planning support units for the national project to eradicate illiteracy in Egyptian universities using the PERTK method, Journal of the Faculty of Education, Beni Suef University, Part (2), October, pp. 565-618.
Abdel-Wahhab, Ayman El-Sayed (2021). The Legacy of Illiteracy and Building Awareness, Egyptian Conditions Journal, Al-Ahram Center for Political & Strategic Studies, Cairo, No. (81), July, pp. 7-10.
Al-Atwi, Haifa Ahmed Selim (2020). A proposed conception of the competencies of an adult teacher in the Faculty of Education and Arts - Tabuk University, Journal of the Faculty of Education, Kafrelsheikh University, Vol. (2), No. (1), pp. 638-714.
Otaif, Yahya bin Mansour Hassan (2021). A training program based on professional learning communities and its impact on improving the teaching practices of public education teachers, Arabic Studies in Education and Psychology, No. 133, pp. 403-430.
Ali, Azza Ahmed Sadiq (2018). Requirements for the formation of an adult teacher in Egypt in the light of the challenges of the digital age, Journal of the Faculty of Education, Faculty of Education, Assiut University, Vol. (34), No. (10), October, pp. 512-469.
Omari, Ashour Ahmed (2019). A proposed conception for the competencies of the adult teacher in the digital age, Educational Journal, Faculty of Education, Sohag University, Vol. (68), December, pp. 3139-3159.
Omari, Ashour Ahmed (2020). An Evaluation Study of the Media Role of the Public Authority for Adult Education in Mobilizing Public Opinion to Confront Illiteracy in Egypt, Journal of Educational Sciences, No. (3), part (4), July, pp. 130-185.
Omari, Ashour Ahmed (2021). Universities’ achievement for the October 2020 session, Education for All, The General Authority for Adult Education, January, p. 8.
Al-Ghamdi, Saeed bin Mohammad Al Ateeq (2017). The degree of importance of developing school leadership performance in public education in the Kingdom of Saudi Arabia in the light of the dimensions of professional learning societies, Journal of the faculty of Education in Benha, No. 112, Part 1, pp. 128-382.
Law No. 131 of 2009 amending some provisions of Law No. 8 of 1991 in the matter of literacy and adult education (2009). Official Gazette, President of the Republic, No. (24 bis), June.
Law No. 8 of 1991 regarding the eradication of illiteracy and adult education (1991). Official Gazette, President of the Republic, No. (12), March.
Latif, Mohammad Mustafa (2021). Universities’ achievement for the October 2020 session, Education for All, The General Authority for Adult Education, January, pp. 9-10.
Malek, Khaled Mustafa (2020). Employing education and information technology in professional learning communities for sustainable professional development in Egyptian schools, Egyptian Association for Educational Technology, Vol. (30), No. (5), pp. 3-11.
Mohammad, Sahar Mohammad Abu Rady (2020). Planning for establishing a college to prepare an adult teacher in Egypt in the light of expert opinions, Fayoum University Journal of Educational and Psychological Sciences, Faculty of Education, Fayoum University, No. (14), part (11), December, pp. 659-801.
39. Mohammad, Abd al-Rahman Shawqi (2022). Satisfaction of Ain Shams University students with the media propaganda methods used to promote the national project to eradicate illiteracy at Ain Shams University and its relationship to increasing their demand for the project, Scientific Journal of Radio and Television Research, Cairo University, No. (23), January / June, pp. 467-497.
Mohammed, Mohammed Ahmed El-Sayed and Hussein, Mohammed Abdel-Hamid Hassan (2020). Al-Azhar University partnership with the Authority for Adult Education in the eradication of illiteracy in Egypt, the Sixth International Conference "Community Partnership and Education Development - Studies and Experiences", Faculty of Education for Boys in Cairo, Al-Azhar University, Vol. (4), August, pp. 484-506.
The Supreme Council of Universities (2021). Achievements of universities in the field of literacy eradication during courses (from October 2019 to October 2021) arranged according to the university with the highest achievement, the General Administration of Technical Affairs of the Councils.
Morsi, Hanan Mohammad Kamal Mohammad (2022). The effect of the interaction between assessment sources and their patterns in the environment of virtual professional learning communities on developing the skill of designing training packages and satisfaction with these communities among faculty members, International Journal of E-Learning, Vol. (5), No. (1), pp. 599-754.
Information and Decision Support Center (2014). Public Authority for Adult Education Strategic Plan 2014-2030, Public Authority for Adult Education, available at: http://eaea.gov.eg/w/?p=272   (dated: 8/8/2022).
Mazeed, Refaat Mohammed Mahmoud (2019). Arab efforts in the field of literacy in the light of the global report on education for all: an evaluation study, Journal of Culture and Development, Culture for Development Association, Sohag, year (20), No. (145), October, pp. 227-298.
Moussa, Dina Saber Abdel Halim (October 2020). A proposed program based on professional learning communities (PLC) to develop decision-making skills and direction towards collaborative work among teachers of philosophy, Educational Journal, Faculty of Education, Sohag University, No. (78), pp. 887-941.
Moussa, Hani Mohammad Younis (2016). Requirements for the formation of an adult teacher in the light of the concept of lifelong learning "a proposed vision", Journal of the Faculty of Education, Menoufia University, MG (2016), No. (4), December, pp. 154-201.
Al-Nagar, Fatima Ramadan Awad (2021). The faculty members' view to the competencies of the adult teacher in light of the digital transformation of the Egyptian society, The Educational Journal, Faculty of Education, Sohag University, July, pp. 1027-1112.
Nazeer, Ahmed Abdel-Nabi Abdel-Malik (2022). Developing E-content using Blockchain technology within the environment of E- platforms and its impact on the motivation for achievement and gain of adult education methods for the student teacher at the Faculty of Specific Education, Journal of Education Technology, and Egyptian Society for Educational Technology, Vol. (32), No. (4), April, p.p. 81-217.
Al-Hilali, Al-Sherbiny Al-Hilali (2019). Literacy and adult education in Egypt: reality, challenges and proposals, Researches in Specific Education, Faculty of Specific Education, Cairo University, No. (35), February, pp. 1-21.
Al-Hilali, Al-Sherbiny Al-Hilali (2021). Universities’ achievement for the October 2020 session, Education for All, The General Authority for Adult Education, January, pp. 11-12.
Heikal, Raed (2021). Universities’ achievement for the October 2020 session, Education for All, The General Authority for Adult Education, January, pp. 43-45.
Youssef, Abdel Tawab Sayed Issa (2020). A proposed vision to activate dialogue skills for adult literacy teachers: a field study, Journal of Educational Sciences, Faculty of Educational Graduate Studies, Cairo University, Vol. (28), No. (4), October, pp. 489-530.
ثالثاً: المراجع الأجنبية
Antinluoma, Markku & Ilomäki, Liisa & Lahti-Nuuttila, Pekka & Toom, Auli (2018). Schools as Professional Learning Communities, Vol.(7), No.(5), PP 76 – 91. Retrieval from:  https://www.researchgate.net/publication/326529447_Schools_as_Professional_Learning_Communities, (9/6/2022).
Antinluoma, Markku & Ilomäki, Liisa & Toom, Auli (2021). Practices of Professional Learning Communities, The Journal Frontiers in Education, Vol. (6). Retrieval from: https://www.frontiersin.org/articles/10.3389/feduc.2021.617613, (16/4/2022).
 
 
Choi, Su Jung, Jeong, Jin Chul & Kim, Seoung Nam (2019). Impact of vocational education and training on adult skills and employment: An applied multilevel analysis, International Journal of Educational Development ,No.(66),p.p129-138. available at: https://www.elsevier.com/locate/ijedudev  (5/4/2022).
Dimino, Joseph A. & Taylor, Mary Jo  (2015). Professional Learning Communities Facilitator’s Guide for the What Works Clearinghouse practice guide: Teaching academic content and literacy to English learners in elementary and middle school, (REL 2015–105), Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs, (10/5/2022).
Dogan, Selcuk & Pringle, Rose & Mesa, Jennifer (2015). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review, Professional Development in Education, Vol.(42), No.(4), PP 569-588.  Retrieval from: http://dx.doi.org/10.1080/19415257.2015.1065899, (22/6/2022).
Faze, Pendar(2013). Teacher-coach-student coaching model: A vehicle to improve efficiency of adult institution, Procedia - Social and Behavioral Sciences, No.(97). PP. 384 – 391.
Florea, Radu(2014). Teaching methods in adult education. An appraisal of the effectiveness of methods used in training future teachers , Procedia - Social and Behavioral Sciences, No.(142). PP. 352 – 358.
Jones, Leslie & Stall, Gregg & Yarbrough, Debra (2013). The Importance of Professional Learning Communities for School Improvement, Creative Education, Vol.(4), No.(5), PP 357-361. Retrieval from: http://www.scirp.org/journal/ce, (13/5/2022).
Kager, Klara, Jurczok, Anne, Bolli, Swantje & Vock, Miriam (2022). “We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions, Teaching and Teacher Education, No.(113), p.p1-13. available at: http://www.elsevier.com/locate/tate ,  (5/4/2022).
Mack, Natasha , Woodsong, Cynthia, MacQueen, Kathleen, Guest, Greg & Namey Emily(2011). Qualitative Research Methods: A Data Collector’s Field Guide, Family Health International,USA.
Mayo, Peter(2009). Paulo Freire and Adult Education, In: Global Perspectives on Adult Education , springer.
Mengistie, Tilahun Adamu (2022). How do learners view adult education? Women learners’ perception on the Ethiopia's adult education programme, Heliyon, No.(8), p.p.1-7, available at: https://doi.org/10.1016/j.heliyon.2022.e09272 (4/4/2022).
Pirtle, Sylvia Segura & Tobia, Ed (2014). Implementing Effective Professional Learning Communities, Southwest Educational Development Laboratory (SEDL), Vol. 2, No.3. Retrieval from:  https://sedl.org/insights/23/implementing_effective_professional_learning_communities.pdf?campaign, (1/5/2022).
Tayag, Jarrent R. (2020). Professional Learning Communities in Schools: Challenges and Opportunities, Universal Journal of Educational Research, Vol. 8, No. 4, PP1529-1534.
Tzovla, Eirini & Kedraka, Katerina (2020). The Role of the Adults’ Educator in Teacher Training Programs, American Journal of Education and Learning, Vol.( 5),No.(2), p.p. 152-158.
Wahlgren, Bjarne, Mariager-Anderson Kristina& Sørensen, Sia (2016). Expanding the traditional role of the adult education teacher - The development of relational competences and actions, Teaching and Teacher Education, No.(60), p.p303-311. available at: http://www.elsevier.com/locate/tate ,  (5/7/2022).
 

Files

Share

How to cite

Statistics