Process and product in educational innovation: Implementing standards in Egypt

What does it mean to be a ‘qualified ’ English teacher in Egypt? This article addresses the question by describing a project charged with developing educa-tional standards for teachers, teacher trainers, educational leaders, and in-service training courses within the Egyptian public school EFL context. Tied to a larger school reform effort, the Pharos Project was charged with developing EFL standards as a means to improve the delivery of English language instruction. Standards were defined as what educators should know and be able to do as a result of instruction or training in the knowledge, skills, and attitudes essential for effective EFL education. The authors present sample standards developed by the project and explore both planned and unplanned aspects of the development process. A major component of this effort has been close collaboration between project staff and Egyptian educators from throughout the educational system. Through discussions about teaching and standards, educators and project staff have co-constructed meaningful and contextualised descriptions of effective instruction. While the sets of competencies developed may provide others with a starting point for their own standards, the authors suggest that the more lasting legacy may rest with the process of engagement that underlay the development of the standards