الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction
Education is a major service that should be provided to ensure the inclusion and effective participation of the marginalized in the openness to other cultures and modern sciences. It promotes thinking, innovation, and broad-mindedness. Quality education cannot be provided to these groups without exploring their economic, social, and cultural situations that affect and penetrate the internal texture and form their distinctive features. For instance, poverty, traditions and customs, type of teacher and classroom, and student cultural environment affect the quality of education directly.
The Nubian and Siwan communities are border communities that naturally lack the quality of many basic services, especially education. They encounter several educational problems that may be cultural in addition to the educational problems of most Egyptian schools due to administrative centralization.
Therefore, the educational institutions of the Nubian and Siwan communities urgently need to adopt the independent schools styles as an important solution. Following this style, school leadership can considerably organize education from decentralization, making the decision that fits the environmental needs and utilization of available resources, and assuming the responsibility for the academic and financial results. It also helps achieve a better level of community participation to improve education while maintaining the cultural specificity of both communities.
Questions of the Study:
The present study seeks to answer the following questions:
6. What are the educational features of the Nubian community in Egypt in the light of the economic, social, and cultural situations?
7. What are the educational features of the Siwan community in Egypt in the light of the economic, social, and cultural situations?
8. What problems do face the educational institutions of the Nubian and Siwan communities in Egypt?
9. What are the most important requirements of the independent schools for educating the students of the Nubian and Siwan communities in Egypt in terms of
A. student enrollment,
B. teacher screening and evaluation,
C. school administration,
D. education planning and implementation,
E. evaluation and examination systems, and
F. student academic counseling?
10. What is the suggested proposed model of the educational institutions for the students of the Nubian and Siwan communities in Egypt in the light of the reality of these institutions?
Objectives of the Study: The study aimed to:
1. Define the educational features of the Nubian community in Egypt in the light of the economic, social, and cultural situations.
2. Define the educational features of the Siwan community in Egypt in the light of the economic, social, and cultural situations.
3. Explore the reality of educating the students of sub-cultures in Egypt (Nubia and Siwa Oasis) and the most significant challenges facing them.
4. Conclude a proposed model of the educational institutions of the Nubian and Siwan communities in Egypt in the light of the reality and the requirements of the independent school, as well as economic, social, and cultural specificity.
Significance of the Study:
1. The stud handles a significant issue, i.e., the culture and education of sub-cultures students in Egypt.
2. To the author’s knowledge, only a few studies tackled this issue.
3. It paves the way for research horizons to conduct many studies on groups to strengthen and support the Egyptian personality by including all cultures in the texture of the public culture.
4. It resolves some educational problems facing an important group in Egypt, namely the Nubian and Siwan communities.
5. It provides the competent bodies in the Ministry of Education with information to develop the education of the Nubian and Siwan communities’ students in the light of their cultural specificity.
6. It ensures linking the Nubian and Siwan communities to the Egyptian community culturally and educationally and demolishing some psychological limits of both communities’ people by developing an educational model for their inclusion.
Subject limits
To develop the proposed model, the study was limited to:
a) student enrollment
b) teacher screening and evaluation
c) school administration
d) education planning and implementation
e) evaluation and examination systems
f) student academic counseling
Human limits: A sample of teachers and students in the educational institutions of the Nubian and Siwan communities
Spatial limits: The schools of Nasr Nuba in Aswan and Siwa Oasis in Marsa Matruh
Methodology:
The researcher adopted the descriptive approach because it fits the nature of the study, reveals facts, records their significance and features, and highlights relation to other variables for a better and more comprehensive description of the phenomenon and highlighting its dimensions. It identifies the reality of educating sub-cultures students in Egypt by highlighting the educational problems of their schools.
Tools
A questionnaire reveals the most significant problems in the education of students In Nuba and Siwa Oasis, including
Teacher problems
Student care and educational guidance problems
Administrative problems
Financial problems
Technical problems during COVID-19
Procedures
I. The general framework of the study includes the introduction, problem, objectives, significance, method, and definition of terms.
II. The researcher tackles the educational features of the Nubian community in Egypt in the light of the economic, social, and cultural situations.
III. The researcher examines the educational features of the Siwan community in Egypt in the light of the economic, social, and cultural situations.
IV. The researcher explores the problems of the educational institutions in the Nubian and Siwan communities, including teacher problems, student care and educational guidance problems, administrative problems, financial problems, and technical problems during COVID.
V. The researcher handles some features of the proposed independent schools for the students of the Nubian and Siwan communities in Egypt, including student enrollment, teacher screening and evaluation, school administration, education planning and implementation, evaluation and examination systems, and student academic counseling.
VI. The researcher develops the proposed model of the education of the Nubian and Siwan students in the light of the reality and the requirements of independent schools.
Results of the Analytical Field Study:
The results of the analytical study showed some educational features of the Nubian and Siwan communities in Egypt in the light of the social situations (e.g., high illiteracy, belief in superstitions, and under-age marriage), the economic situations (e.g., low standard of living, high unemployment, poor utilization of the available environmental resources), and the cultural situations (e.g., pride in language, love and nostalgia of the homeland, and love of music, dance, and singing).
The results of the analytical field study showed several educational problems in the schools of the Nubian and Siwan communities from the perspective of principals and teachers, topped by the financial problems with a mean of (2.4), followed by teacher-related problems with a mean of (2.36), technical problems during COVID-19 with a mean of (2.35), administrative problems with a mean of (2.3), and student care and educational guidance problems with a mean of (2.3). These domains represented severe problems in the schools of both communities with a mean of (2.35).
The results of the analytical study illustrated that the independent schools are public charter schools (age 3-5 years), offer free education to students regardless of cultural backgrounds. These schools enjoy a high degree of administrative freedom despite being highly accountable for results to ensure the quality of education compared to the public schools. They provide compulsory and elective courses following the nature of the local community.
Based on the results of the analytical field study, the researcher developed a proposed model that fits the Nubian and Siwan environments, starting from a comprehensive vision by providing high-quality education that allows the administrative and financial freedom of school leadership and ensures the participation of all community members with governmental and non-governmental institutions. This model is based on many principles, such as achieving educational justice for the students of the Nubian and Siwan communities according to their economic, social, and cultural situations.