This research aimed at identifying the educational and societal benefit level of
male and female participants in community schools, identifying the significant
differences among participants in regard of educational and societal benefit from
such schools, besides determining the relative contribution of most important
variables that explain variance in educational and societal benefit degree from
community schools, finally, identifying the most important problems facing learners
and facilitators in such schools and their suggestions to overcome these problems in
Sohag governorate. Sohag governorate was chosen, as one of the large Upper Egypt governorates
(Sohag-Assuit-Quena) in community schools and number of fifth-grade elementary
students, with a sample size of 200 participants (100 M/F) and 50 facilitators (25
M/F). Data were collected through a personal interview questionnaire- after a pre-test,
during (June-July) 2004. The following statistical methods were used: Pearson simple correlation coefficient,           T tests, STEP-WISE, frequencies and percentages. The research results revealed the following: Females' educational benefit ratio from community schools was higher than
males. Males' community benefit from these schools was higher than females. There was a significant difference at 0.01 among males and females in
regard of educational and societal benefit. There were four independent variables that contribute in explaining the variance
in males' educational benefit from community schools which are: respondents'
culture cosmopolitaness. family's monthly income. family's agriculture ownership,
family's average education level. There were three independent variables that contribute in explaining the variance
in male's societal benefit from community schools which are: family's average
education level, family's monthly income, family's agriculture ownership. There were four independent variables that contribute in explaining the variance
in female's educational benefit from community schools which are: interviewee's
attitude towards community school, family's average education level, family's
agriculture ownership, family size. There were three independent variables that contribute in explaining the variance
in female's societal benefit from community schools which are: interviewee's
attitude towards community school, family's agriculture ownership, family's
average education level. The most important problems - from male's point of view, were respectively:
unavailability of educational materials and facilities, participants amassment, lack
of sufficient lightening in classrooms and lack of authorities follow-up to such
schools. As for female point of view, these problems were respectively:
unavailability of educational materials and facilities, lack of lightening in
classrooms, amassment and lack of authorities' follow-up to such schools.