الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Results of Study:
The current study reached to the following results:
1. The Parliament is interested in the educational sides in the historic period from 1923 to 1952. It examined the tiny issues practiced inside the ministry of education.
2. The Egyptian members focused in their discussions of education issues on the importance of dilating the structural policy in the Upper Egyptian directorates.
3. The interest of Upper Egyptian members in education focused only on their elective areas while most of them didn’t present a certain vision of the development of one educational side in Egypt generally.
4. Few Upper-Egyptian members are distinguished with their grasp of the educational policy meaning, and they presented a depiction of the educational political development in Egypt, especially these concerned with the structural policy and the expansion in decreeing of educational gratuitously.
5. The successive judicature authorities witnessed a remarkable development in the performance of Upper-Egyptian members towards the educational issues. This
proved their greater activities at the beginning of the parliamentary authorities than its end.
6. The creation of educational policy in Egypt is related with persons not organizations, during the extended period from 1923 to 1952. It negatively affected the spreading and development of education in Egypt which depends on personal visions not a whole one of the Egyptian state organizations.
7. The Upper-Egyptian members neglected the basic education, and they didn’t allow dilating of educational gratuitously. It was decreed only at the end of the period according to the ministry of education’s own vision.
8. Education was not the priority of the parliament members who was mostly interested in the political sides. On the contrary, other organizations such as press paid greater attention to education.
9. A specific major of families occupied the seats of parliament in different parliamentary authorities which negatively affected their performance towards the educational issues and spreading it in the Upper-Egyptian directorates.
10. The infrequent issued laws concerning with organizing the pre-tertiary education in Egypt during this periods, in spite of its long period which extended to almost 29 year. Hence, it indicates the parliament’s petty interest in education
11. During this historic period, the members parliament is distinguished with all related to the ministry of education. This reflected on the powerfulness of parliamentary control over the ministry of education’s works, and which represented in the effectiveness of the questions asked by the members to the concerned minister about the educational issues.
12. The overwhelming of individual performance mostly on the Upper- Egyptians’ performance. They didn’t constitute pressuring groups in order to achieve their proposals or presented laws projects. On the contrary, the northern members are distinguished with their several signed proposals which contributed to their implementation and boosting them during proposing.
13. Some members have preceding proposals that emphasize the objectivity of education, such as: the teachers syndicate or schools for special needs, the blinds, which utilize the development of the educational process