<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Malgorzata Stopikowska</style></author><author><style face="normal" font="default" size="100%">Yasser  Mohamed  El-Deabes</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EDUCATION SYSTEM OF EGYPT: CONTEXTS, FRAMES AND STRUCTURES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational system</style></keyword><keyword><style  face="normal" font="default" size="100%">schools</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408532315.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt’s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">129-144</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Malgorzata Stopikowska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION OF POLISH NATIONAL MINORITY IN THE REPUBLIC OF BELARUS – LAW, MODELS OF ORGANIZATION AND EDUCATIONAL EXPERIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">national minorities</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching of the Polish language</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393267265.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article deals with the issue of the educational system of Polish national minority in the Republic of Belarus. In spite of the fact that citizens of Polish origin have always been very numerous there, they had been deprived of national education for almost 50 years (1949-1988). The situation changed in the period of “perestroika”, when members of the Polish minority were allowed to introduce lessons of the Polish language into schools. However, only the collapse of the USSR and the establishment of the independent Republic of Belarus caused a radical change in the status quo. According to the Byelorussian legislation, Poles have been able to open Polish schools and/or courses. As a result Polish national education underwent a period of rapid development which lasted until 2005. The article presents the domestic law of the republic and bilateral agreements (between Poland and the Republic of Belarus), enabling the Polish minority to develop their own system of education. It also shows several examples of organizational models of teaching the Polish language that function within the framework of the state educational system and beyond. The paper gives an overview of the extent and tendencies in the development of the Polish national education in Belarus.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">117-125</style></section></record></records></xml>