Abstract
This research focuses on a historic issue: the influence of the Earl of Cromer (who served as the British Consul-General in Egypt) on the local education system. The research reflects an inter-disciplinary approach—education and history. Coping with the issue was done via examination of the declared educational goals and the activities in practice as well as the local population’s responses to the activities. Allegedly, Cromer failed in his attempted reforms in Egyptian education. This article attempts to examine the issue from a process-holistic approach attributing meaning to all actions taken by Cromer in the education system. The major leading goal of this research is the examination of the education system in Egypt during the British occupation, when the Earl of Cromer served as the British Consul-General from September 11, 1883 to the end of his term on May 6, 1907. Cromer is claimed to have ailed his reforms in Egyptian education, and so this article will attempt to separate the educational goals set by the British and Cromer and the actual practice in the field. We will also relate to the local population’s responses to these activities.
Highlights
This research focuses on a historic issue: the influence of the Earl of Cromer on the local education system
The major leading goal of this research is the examination of the education system in Egypt during the British occupation, when the Earl of Cromer served as the British Consul-General from September 11, 1883 to the end of his term on May 6, 1907
Cromer is claimed to have ailed his reforms in Egyptian education, and so this article will attempt to separate the educational goals set by the British and Cromer and the actual practice in the field
Summary
The intention is to identify and examine the events, activities and thinking patterns of those involved, and present varied information and criticism, and to deal with the following questions: Did the British make efforts to introduce changes in the benefit of education in Egypt? The findings are mostly based on readings in primary sources—books written about Egypt, about the British in Egypt and about the Earl of Cromer as well as the latter’s own writings (see references in the end). The collection of information was done inductively (from the individual to the general), and so, in the process of reading, any piece of information pertaining to Cromer of the British in Egypt, especially information about education was copied, including a specific reference (book, page). The main question is—did the Earl of Cromer fail, or did he succeed in promoting the Education system in Egypt?
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