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Islam and Egyptian higher education: student attitudes

Cook, Bradley

Abstract:
In this article, the author examines the link between Islamic education and higher education in Egyptian Universities.  A survey was conducted during which nearly 400 students were interviewed about their perception of the role of Islam in state-sponsored universities.  The author not only tries to ascertain whether Egyptian students felt that a religious curriculum component should be included at university level, but also what they thought about a more comprehensive Islamic approach to all facets of university learning. It was suggested that among the literate urban student population, the majority considers the national system of education to be too westernised.  Results also indicate that most students approve of a religious education requirement at the university level where none exists at present and that a university with a more Islamic orientation would enhance the quality of their education.  The survey also examines student perception on academic freedom.  The author mentions that Egyptian society is itself deeply divided over educational policy and that one of the most contested debates concerns the Ministry of Education's policy against Islamic dress in schools and universities.  Statistics reflecting student attitudes on each issue is tabled in this paper.   

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Document Title: Islam and Egyptian higher education: student attitudes
Journal: Comparative Education Review
Volume: 45
Issue: 3
No. of Pages: 379-411


Document Type:Journal Article (Peer Reviewed)
Subject Area:Students
Country:Egypt
Keywords:Egypt, Higher Education, Student Attitudes, Islamic Education, Survey, Religious Education, Curriculum, Socio Economic Background, Academic Freedom


File Size:197 KB
Rights:Copyright belongs to the University of Chicago Press. This publisher permits authors to self-archive the publisher pdf version on non-pofit websites.
Date Added:20 May 2008


Cook, Bradley (2001). Islam and Egyptian higher education: student attitudes, Comparative Education Review 45(3):379-411