الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Education is important Great at the global level for all the peoples of the contemporary world, whether developed or developing, as a great strategy through which comprehensive development can be achieved in all fields at the global and national level. Individuals face the challenges of the twenty-first century, and this requires that educational systems play their role to the fullest extent to meet these challenges.
The educational institutions bear the greatest burden in carrying out this responsibility according to the needs of society Education today must be established in a voluntary manner and knowledge of cultures, new intellectual currents and modern theories in raising young people, in order to keep pace with successive societal changes and this needs huge capabilities, and given the increase in social demand for education, especially the children stage, which led to the state’s inability to fulfill the provision of services educational. As it is required of them, it has become necessary for other sectors to bear the burden of this role.
Here, the importance of the role of civil society institutions, especially NGOs, appears For the state to participate in doing. In turn, the educator is doing well, in an ideal manner, in different societies, and for all groups and economic levels. And social, especially the most needy in remote and disadvantaged places.
The Study Problem:
The global challenges that surround our society, such as globalization, the accelerating technological revolution, the increase in demand for education and the population increase, have led to the weak performance of the state in playing its role, especially education and the lack of spending on it, which increased its need for partners to bear these burdens, so civil society organizations, especially NGOs, played the role of participation.، where these organizations have taken upon themselves the goal of community development, which begins with its members, especially children. The problem of the study is represented in the following questions:
1. What are the theoretical foundations for the educational role of civil society institutions?
2. What is the reality of kindergarten in Egypt? And the educational role of NGOs in it?
3. What are the obstacles facing NGOs in performing their educational role in kindergartens from the point of view of the study sample?
4. What are the procedural proposals to activate the educational role of NGOs working in kindergartens in Egypt?
Study Objectives: The study aims to:
9. Knowing the theoretical foundations of the educational role of civil society institutions
10. Clarification of the reality of kindergartens in Egypt .
And Standing on the educational role of NGOs in kindergartens in Egypt.
Detection the reality of the educational role of NGOs working in kindergartens
11. Determining the obstacles facing NGOs in carrying out their educational role in kindergartens from the point of view of the study sample and.
12. Presenting procedural proposals to activate the educational role of NGOs in kindergartens in Egypt.
The importance of studying:
First, the theoretical importance
1. There is a multiplicity of roles played by civil society institutions, especially NGOs, in the field of education.
2. There is the spread of the work of NGOs among the masses and the multiplicity of their fields of work.
3. The role of NGOs has shifted from a charitable role to a developmental role.
4. The existence of great educational roles for NGOs in the field of education.
5. Multiple educational roles for NGOs in kindergarten.
6. Civil societies are a legislative authority with the will of the masses.
7. The participation of the state’s civil society in solving some societal problems, such as education, has become an inevitable necessity imposed by the state’s conditions.
8. The importance of the role of civil society is evident in bridging the gap between the available resources and what the state provides, and what the masses need.
9. There is a large gap between the actual role of civil society institutions and the role expected of them.
10. Societal institutions suffer
Practical importance:
Among the results of the field study are the following:
1. Disclosure of the obstacles facing NGOs in performing their educational role in their kindergartens.
2. Identifying the obstacles facing kindergartens affiliated with NGOs in performing their educational role.
3. Research limits: where the search is limited to the following limits:
Limitations of The Study :
4. NGOs working in kindergartens in Sohag.
Human limits: directors and directors of kindergartens - chairmen of the board of directors of NGOs.
Objective limits: the educational role of NGOs in kindergartens
Study Approach and the tools:.
The study approach is Descriptive method, and the following tools:
• Unstructured open interview it was directed to asample of heads of directors of NGOs, directors and directors of Kindergartens and Kindergarten Workers.
• Aquestionnaire was directed to a sample one of the chairmen of the board of working NGOs in kindergarten.
• A questionnaire was directed to a sample of Kindergarten directors andguides.
. Study results: Among the most important results of the study are the following:
1. There are many physical, human and administrative obstacles facing NGOs in performing their educational role in kindergartens.
2. Many kindergartens affiliated with NGOs suffer from a lack of qualified professional and educational cadres.
3. Teachers in kindergartens affiliated with NGOs suffer from low salaries.
4. NGOs suffer from a lack of funding sources and the weak participation of businessmen.
5. Many kindergartens benefit from projects offered to them by donors.
6. The scarcity of government support provided to kindergartens affiliated with NGOs.
Study suggestions: The study sugguest the following:
Giving powers to NGOs allows them to play good educational roles.
Allowing associations to accept grants while monitoring them.
The need for good communication and interaction between NGOs working in kindergartens to exchange experiences among them.
The necessity of training the Ministry of Education and all the competent authorities in kindergartens for teachers, directors and directors working in kindergartens affiliated with NGOs.
The necessity of preparing trained technical cadres to work in associations, especially in the educational field, especially kindergartens.
The media’s contribution to shedding light on the efforts of NGOs in kindergartens and spreading awareness of the importance of supporting them from those who are able and from the concerned authorities regionally, locally and globally.
Creating social networking pages to publish the activities and efforts of associations working in kindergartens and compete in their quality.
The need for the Ministry of Education to support the kindergartens of the associations with professionally trained teachers and to reduce curriculum prices.
Make regulations to exempt those who are unable to pay the fees for children’s enrollment in kindergarten officially.
The tendency of organizations concerned with children’s rights to grant support to associations in educational projects.
Spreading awareness seminars for the public about the importance of the kindergarten stage in a child’s life and how to deal with it.
Making profitable projects with reasonable capital to serve children with poor families until they join education in kindergarten and the rest of the educational stages.
Support of the Ministry of Education, the Ministry of Solidarity and the agencies concerned with childhood for kindergartens with modern technological devices and supplies for the establishment of gardens and children’s clubs in kindergartens affiliated with NGOs.
Activating the technical supervision of the ministry on the methods of teaching female teachers and ensuring that they are familiar with training and modern methods of education.
Allocating part of the zakat funds and public donations to support the kindergartens of the associations in the areas most in need.
Good planning for associations and developing appropriate strategies to activate the quality of work in kindergartens and for the continuity of work in them.