Factors of Development Social Work Education in Contemporary Egypt

Megahead, Hamido A.

doi:10.1080/10911359.2015.1052718

Cited by 3 publications

(4 citation statements)

References 21 publications

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“…Based on foreign experience, we learnt that there is no such specialist as "Counselor", there is only a specialist "Social worker" in different industries. Foreign social workers may also work in educational institutions, but their training is different from that of domestic counselors (ASSYLBEKOVA et al, 2016;BOGO, 2015;BORGES, 2019;COLBY, 2014;EDWARDS, 2011;FABER, 2019;GALVÃO, et al 2018;HIGGINS, 2015a;HIGGINS, 2015b;HINES et al, 2015;HUGMAN & BRISCOE, 2010;JANER & ÚCAR, 2016;KAZHGALIYEVA et al, 2019;KURMANAYEVA, 2016;LARRISON & KORR, 2013;MARDAHAYEV, 2005;MEGAHEAD, 2015;MIRABITO, 2012;MORIARTY & MANTHORPE, 2013;PETERSEN & OLSSON, 2014;PIETRANTONI et al, 2019;ROULSTON et al, 2018;SHANNON, 2011;SHAUMEN et al, 2016;SINGH & COWDEN, 2009;SMITH & CHEUNG, 2015;TAYLOR et al, 2016;TIEER, 2013;VAN PELT et al, 2015;VORONOVA, 2000;WERTHEIMER & SODHI, 2014;WEST & HEATH, 2011;WILSON, 2011;ZHANGHUA & LIQUN, 2014;ZHEXEMBINOVA et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Social pedagogy in Kazakhstan: diagnosis of research competence to explore future counselors

Zhexembinova

Taubayeva

Yertargynkyzy

et al. 2021

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The aim ‎of the study was to distinguish the ways and criteria to diagnose the research competence levels of ‎future counselors in the specialty “Social ‎pedagogy and self-knowledge” and to describe diagnostic tools in ‎accordance with each criterion. The research engaged 103 students acquiring master’s degree in social pedagogy at two Kazakh universities. The participants’ research competence was gauged by 4 criteria and assessed by the “Motives definition of the teaching students of higher educational institutions” test, “The attitude to the research competence of future social workers” test; “Significant attitude to research” test, methods of self-assessment of readiness for professional activity, “Intellectual lability” test, “Assessment of the level of development of research skills of students” test, Common European Framework of Reference for English Language, and the “Diagnostics of the reflexive development level” test. The usefulness of diagnostic tools was approbated for assessment of students’ competence in other pedagogical specialties‎.

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Section: Literature Reviewmentioning

confidence: 99%

Social pedagogy in Kazakhstan: diagnosis of research competence to explore future counselors

Zhexembinova

Taubayeva

Yertargynkyzy

et al. 2021

Laplage

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“…In the 1950s, this was necessitated by political and social change. Egypt became fully independent of British occupation and was transformed from a kingdom into a republic Arab state (Megahead, 2015b). Social conditions also evolved; a study of 50 abandoned children in Cairo found that among those living on the streets, few were orphans and most were there as a result of family breakdown, a lack of recreational and educational opportunities in the neighbourhood, poor parenting or harsh working conditions under the craftsmen with whom they had been apprenticed (Marsafi, 1946).…”

Section: The Context Of Non-kinship Foster Family In Egyptmentioning

confidence: 99%

Non-kinship family foster care in Egypt

Megahead

2017

Adoption & Fostering

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This article describes the history and philosophy of foster care in Egypt. While journal readers will be familiar with the issues affecting their own work, they are less likely to know about fostering in other countries. This can be limiting as international comparisons can give practitioners, researchers and educators insights into their own work as well as skills to support children from different cultural backgrounds. The article shows that foster care in Egypt is not a recent development, indeed it dates back to ancient Egypt and the Egyptian kings, but the current legal system was formalised in the first half of the 20th century. While fostering services are usually based on western paradigms, the Egyptian approach has several distinct features due to its development through authentication processes that match services to the needs and cultural backgrounds of the children concerned. Explanations for these differences are given.

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“…A thorough reading of any or all of the articles in this special section of RSWP will certainly set you to thinking about the article's contents in regarding to your own work or your own country. The different cultures, the different ways in which different aspects of social problems are approached, give the social work practitioners, researchers, and educators new insights into practical solutions for the social problems in their own settings (Catterall, 1977;Megahead, 2015aMegahead, , 2015b. Your reading also introduces you to new ideas and challenges.…”

Section: Guest Editor's Forewordmentioning

confidence: 99%

“…There is a saying which goes “travel broadens the mind.” This is certainly true in my circumstances and conditions, and I have imagined this is true for many social work researchers, educators, and practitioners interested in Research on Social Work Practice who travel to another country (Kraayenoord, 1999). The opportunity to attend conferences and visit universities, schools, and centers in other countries enables one to reexamine social welfare policies and social work practice in one’s own country and to learn about new issues and debates (Megahead, 2012, 2015a, 2015b).…”

mentioning

confidence: 99%