Under the auspices of
Professor Doctor. Khaled Abdel Ghaffar
Minister of Higher Education
 
Professor Doctor/ Essam El-Kordi
President of Alexandria University
 
Conference Chairperson
Conference Vice Chairperson
Prof. Dr. Huda Ibrahim Basheer
Prof. Dr. Ashraf Sherit
Dean of Faculty Education for Early Childhood
Professor of Psychological Health and Head of Psychological Sciences Department
Conference Rapporteurs
Prof. Dr. Rehab Saleh
Prof. Dr. Soha Amin
Faculty’s Vice Dean for Education and Students Affairs
Professor of Child Psychology Psychological Sciences Department
Prof. Dr. Gannat El-Bakatoushy
Prof. Dr. Eman El-Nakib
Professor of Child Curricula Educational Sciences Department
Professor of Foundations of Child Education Educational Sciences Department
Conference Secretaries
Prof. Dr.  Amal Mohamed Ahmed
Prof. Dr. Hala El-Garawany
Faculty’s Vice Dean for Community Service and Environmental Development Affairs
Professor and Head of Basic Sciences Department
Prof. Dr. Rehab Seddik
Prof. Dr. Nelly El-Attar
Professor of Psychological Health Psychological Sciences Department
Professor of Child Music Education Basic Sciences Department
Conference Honorary Presidents
Prof. Dr. Seham Badr
Prof. Dr. Abdel Fattah Ghazal
Professor Emeritus and Former Dean of the Faculty
Professor of Psychological Health and Former Dean of the Faculty

Education is one of the most productive investments through which countries could empower their people and communities and achieve security and progress among their people. In the light of the technological development in the modern day, the aims of education has switched from knowledge acquisition to developing skills, acquiring values, trends, concepts, and information in order to confront the changing world and prepare the people for the job market and the international competition challenges. We -in this era of openness to information, people, and ideas- need new tools to face the challenges of this era to achieve personal and professional success as the studies and research show that 65% of kindergarteners at primary schools are going to have new jobs in the future that do not exist now. In addition, due to the rapid and frequent change, the new skills acquire more significant importance to the students, so that they become ready for the job market and able to contribute to the social and economic development. This requires attention to the classroom strategies and the curricula to form students who are ready to achieve the job market requirements, the effective participation, the inter-cultural communication, the critical thinking, and the technological integration. As for the teachers, they must be prepared to be up to these expectations and the new needs to use interactive strategies to tempt the students to participate in classroom activities and to offer competitive opportunities for effective practice, and to train on the comprehensive integrative measurement that copes with the teachers' abilities and skills. For the educational policies, the challenge lies in generalizing the constructive experiments and experiences to future visions in child education under the Arab and African challenges. These experiments and experiences improve the luck of the people's lives and strengthen the social cohesion through the integration of the education of the 21st century competences in the curricula and the support of the course materials; we are also in need of changing the teaching methodology in line with more focus on the educational projects and the student-based styles. Based on the latest research results in the field of childhood, this conference is considered an initiative for child welfare in the Arab and African countries.

193 UN countries officially accredited on the 25th of September 2015 the 2030 agenda for sustainable development, as they presented number of aims and purposes proposed in this regard entitled (Transforming our world) that encompass the three dimensions of sustainable development: the social, the economic, and the environmental, as the child education in the 21st century is one of the most significant aims of the sustainable development. Owing to the difference of the countries' developmental status in the field of child education which led to unequal progress among different countries, particularly the poorest and the least fortunate, there was a desperate need to reach those children in order to achieve an important and effective role to achieve good education for various children in the Arab and African countries.

  • Development of the instruction strategies for the Arab and African child to enhance good lifelong learning for everybody equally in the light of the sustainable development aims.
  • Preparedness of children's teachers for the 21st century to cope with the sustainable development aims.
  • Investing in child education through enhancing health, science, and technology systems and policies.
  • Support the Arab and African child's forms of cultural expression and the cross-cultural dialogues of the countries for supporting the social development and spreading the ethical principles.
  • Children with disabilities' instruction and learning to achieve the quality of the educational process to effect the equality of opportunities.
  • Preparation of programs and events to help the children in difficult circumstances (displaced children, Africa children, children at-risk).
  1. Determine the roles of the universities and educational institutions in phrasing the general policies for child education.
  2. Launch an association for the educational experts in the field of childhood and the communication among these institutions to support and enhance children's learning in the Arab and African countries and under the auspices of the African Union and the Arab league.
  3. Observe and measure the progress in the fields of child's learning in the Arab and the regional countries.
  4. Make a manual guide for the child's learning skills (normal- disabled- at-risk - in difficult circumstances).
  5. Suggest care policies for children at risk and children in difficult circumstances.

Partners and partnership mechanisms in organizing the conference and pursuing its outcomes:

Formation of a mutual committee presided by Alexandria University represented by Prof. Dr./ Dean of Faculty of Early Childhood Education and the membership of a UNESCO representative in order to coordinate and enhance the integration of roles on all levels of planning, pursuing, implementation of all conference phases.

Target participators:

It is expected that the conference attracts almost (1000) participators varying between speakers, work papers and research applicants in the field of childhood representing various groups:

  • Experts and researchers in the fields of childhood on the Arab and African level.
  • Representatives of the African Union.
  • Representatives of Arab League.
  • Representatives of the ministries of Education and decision makers in different Arab and African countries.
  • Representatives of the National Council of Childhood and Motherhood.
  • Representatives of the Arab Council of Childhood and Development.
  • Childhood directors and teachers.