先行研究やアラビア語史料に依拠しつつ、19世紀末の公教育制度の実態把握を進めた。イギリス占領以前、エジプト政府が構築した近代的公教育制度では、近代的エリート養成と大衆教育は切り離されており、かつ前者に主眼が置かれていた。1882年にイギリスがエジプトを軍事占領下に置くと、破綻したエジプト財政の再建（と債務償還）のための歳出抑制の一環として教育予算が削減された結果、近代的公教育制度の停滞がもたらされた。さらに、イギリス当局がエリート養成課程の有償化や教授言語の英語化を実施した結果、当該課程への進学者数も低迷した。研究を開始する以前は、イギリスによる教育予算の削減と参入障壁の構築が当時の公教育制度、とりわけエリート養成課程の停滞の主要因と考えていた。
しかし、当時の公教育制度の実態把握を進める中で、エジプト人エリートの職業選択が当時の公教育制度の停滞に関与した可能性が浮かび上がってきた。イギリス占領下において年間100名程度であったエリート養成課程修了者のほとんどは、法曹・医師・技師・教師といった専門職養成を目的とした教育機関に進学したが、低待遇が災いして高等師範学校への進学者は少なく、1904年には一時的に閉鎖されるほどであった。すなわち、イギリス占領下においては、生徒数だけでなくエジプト人教員数の増加も抑制されたことになる。このことが、戦間期の公教育制度の発展に影響を及ぼした可能性は高い。
エジプトにおける近代的公教育制度の揺籃期において、首都カイロのアズハル学院に代表されるイスラーム的教育機関出身者が担い手として一定の役割を果たしたことはつとに指摘されているが、イギリス占領下においても同様の傾向が見られた可能性がある。また、教授言語の英語化が示唆するように、外国人教員の存在も無視できない。三者による学校運営および高等師範学校の実態把握を進めることが今後の課題である。
Relying on previous studies and Arabic historical documents, I have made progress in understanding the public education system in Egypt since the late nineteenth century. Before the British occupation, the Egyptian government established a modern public education system that separated the training of the modern elite from the education of the masses, and focused mainly on the former. Education budgets were cut by the British authorities, aiming at reconstructing Egyptian finance. It resulted in the stagnation of the modern public education system. Furthermore, the number of students entering elite training programs stagnated as a result of the British authorities' decision to impose the tuition fee for such programs and to adopt English as the language of instruction. Before starting this research, I expected that the budget cuts and the construction of barriers to entry by the British government were the main reasons for the stagnation of the public education system at that time, especially the elite training programs.
However, after carrying out my research, the possibility has emerged that the career choices of the Egyptian elite may have played a role in the stagnation of the public education system at that time. Under the British occupation, most of the graduates of the elite training program, which numbered about 100 per year, went on to institutions that trained professionals such as lawyers, doctors, engineers, and teachers, but few went on to the Higher Teachers School, which was even temporarily closed in 1904 due to the poor treatment of teachers. In other words, under the British occupation, the number of Egyptian teachers was suppressed as well as the number of students. The shortage of teaching staff likely gave negative impact on the development of the public education system during the interwar period.
It has been pointed out that in the infancy of the modern public education system in mid-nineteenth century Egypt, those who came from Islamic educational institutions, such as Azhar, played a vital role as teaching staff, and it is possible that the same trend was observed under the British occupation. The presence of foreign teachers cannot be ignored, as suggested by the shift of the language of instruction to English. It is my next task to further understand the school management by the three parties and the Higher Teachers Schools.