Creating a Learning Culture in Schools: An Analysis of Challenges and Opportunities with Special Reference to the Egyptian Context

  • Atta Taha Zidan
Part of the Springer International Handbooks of Education book series (SIHE, volume 25)


This chapter explores the nature of the two key concepts in the educational enterprise, namely “learning” and “teaching,” in relation to one another and to total quality education. An attempt is made to analyze current realities of the educational setting in Egyptian education and other similar teaching–learning contexts around the world. The chapter argues that our educational reality generally exposes by far tremendous preoccupation with “teaching” at the expense of “learning,” and, yet, for a “learning” culture to prevail, the chapter posits that educators, communities, and concerned administrations have to maintain mechanisms and applications that most consistently and truthfully both preach and put into effect their new convictions and ideals about maximizing learner role towards nourishing and cherishing a culture of learning at school. Finally, the chapter assesses the contributions of a school learning culture as a maker of total educational quality and spells out the fundamental conditions and requirements for securing a climate for learning and, most importantly, a culture for learning at school. This chapter is an attempt to address the key issue of assessing the real contributions of our schools and the system of formal education in providing our children with quality education, one which values “learning.” It comes to fruition through learner reflection and active involvement in the learning process as well as through lively participation and interaction with peers and teachers. The chapter analyzes the educational context of formal education at school level with particular focus on the current status of formal education in Egyptian public education as a context for other educational settings around the world which exhibit similar characteristics, needs, and aspirations. The chapter starts with examining the teaching–learning relationship as it exists in our everyday school practice and in educational thinking, one that reflects an overwhelmingly preoccupation with “teaching” at the expense of “learning.” The importance of a rationale for a culture of learning is emphasized and the relationship between learning and attainment of educational quality is highlighted, with discussion of conditions conducive for the creation a school learning culture.


Learning Environment Quality Education School Climate Open Communication School Staff 
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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Minia UniversityMiniaEgypt

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