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Routledge Library Editions: Egypt brings together as one set, or individual volumes, a series of previously out-of-print classics from a variety of academic imprints. With titles ranging from Education in Egypt to Egypt in Transition, from Egyptian Religion to Egypt's Economic Potential, this set provides in one place a wealth of important reference sources from a wide range of authors expert in the field.

Roots of modern education -- Early religious education -- Mamluk and Ottoman education -- British occupation of Egypt 1882-1919/1957 -- Nationalization 1920-1952 -- A revolution that socialized education 1952-1970 -- The open door educational policy 1970-1983 -- Reorganization of public education from 1975 to present -- Educational reform : United States of America and World Bank funding 1974-2010 -- Women, education and politics -- Adult and alternative education reforms 1920's to present -- Tutoring in the 21st century -- Crisis in educational administration : examples taken from pre-school and university management -- Results of elementary and secondary school reorganizing 1980 to present -- Conclusion: Crisis in education in contemporary Egypt

AbstractCrown Prince Mohammed bin Salman is moving across the international stage as the future King of Saudi Arabia. He has the support of his father, Saudi royals, and the oil income of his country. He also has 10‐year plan he agreed upon with the King called Vision 2030. The three components of the Vision are to diversify the oil‐based economy to include technology and tourism, to make the country the heart of Islam and Arab culture and to become the economic and geographic hub of Asia/Europe and Africa. His rise in power will depend upon his skill in expanding the religious tolerance of Saudi people, the current economic structure of the country, and the education of the youth. He is simultaneously addressing all these challenges in order to cement the country's future sustainability. Suggestions for enhancing his multifaceted impact on his country are provided.

The unrest in the Middle East has created vacuums where authoritarian and democratic powers are in conflict. Education in all countries is at the heart of the challenges to leadership. In most Middle Eastern countries, graduates from middle school upward have been guaranteed employment in the government. Failure to meet this promise has left thousands of youth who are educated but unemployed. Further fueled by the overwhelming number of refugees, leaders in Jordan, Lebanon, and Israel are threatened by the unemployed and refugees' access to technology and their democratic demands. Authoritarian countries such as Iran and Turkey are emphasizing religious education in order to increase the control of their people. Research, on-site visits and media reports provide the basis for this study which identifies three forces of the educational conflict: religious education, informal education, and access to technology. The possible solutions for future educational directions provide a roadmap for the future.

AbstractIsrael is a democracy splintered by religion and education. Two of its fastest growing religious groups, ultra‐Orthodox and Muslim Israeli Arabs, are not learning democratic principles or marketable skills that enable them to assist in the economic development of the country. Even Israelis who are attending secular and religious Israeli government schools are academically behind in mathematics as measured on 2011 international achievement tests of PISA and TIMSS. The history of religion and education from 1928 to 1955 built the foundation for the current divisions. The impact of the Ottoman and British occupation on citizens is particularized thorough the experiences of Elias Tuma, who lived under British and Israeli government systems. Today's educational system in Israel reinforces religious and sectarian conflict among its citizens. Educational and religious structural suggestions are provided for readers to consider. The implications of this work for future research are provided.

This study profiles tutoring programs that empower urban youth within the Regional Institute of Tutorial Education (RITE), a community collaborative of universities, youth agencies, community service organizations, and school districts. Representative members of RITE detail how they address shared urban problems of academic deficits, school dropout, and pregnancy in St. Louis's urban school districts. Tutoring models of targeted, cross-curricular, collaborative, community directed, and youth-led instruction are described as delivered by Gene Slay's Girls & Boys Club of St. Louis (GSGBCSTL), the Young Men's Christian Association (YMCA), the Clayton-Ladue Rotary community service organization, Advancement Via Individual Determination (AVID), a nationally licensed college preparation program and Conscious Choice (CC), a University of Missouri–St. Louis and St. Louis University student retention and pregnancy prevention program. Data, narratives, and tutoring structures describe how some members of the RITE collaborative assist in addressing both the academic and social needs of urban schools. The achievements of these RITE members demonstrate how frequently unrecognized and underutilized university and community resources are able to empower urban youth.