Arab Republic of Egypt

http://www.transitionsabroad.com/images/maps/egypt_map.gif

History

• Khedive Ismail expanded education in the 1860’s thanks to cotton profits gained during America’s Civil War

• Britain takes over in 1882, cutting back on education and imposing fees

• 1922 – Newly-independent Egypt’s new constitution states that it is the government’s responsibility to provide primary education to all

• 1952 – With Gamal Abdel Nasser in power, number of schools is doubled but is still inadequate

History (cont.)

• 1962 - Nasser guarantees a government job to anyone who graduated from a university

• 1981, Law Number 139 establishes the structure of elementary and secondary education and declares the primary cycle to be compulsory

• 1985 - severe teacher shortage and overcrowding in schools

• 1980’s - influx of funding from the United States after Hosni Mubarak allies with America, used for improvement projects including the construction of new schools, especially universities and institutes of higher education.

Constitution and Laws

• Education is a right of its citizens

• The state is to supervise education and to direct the universities to do scientific research

• The Egyptian government is responsible for funding education

• All levels of education are to be offered free of charge

• Education will be accessible equally regardless of race, ethnic origin, language, religion or belief

• Law 103/1961 - Al-Azhar schools will provide basic education in Islamic and Arab culture in addition to general education

• Law 139/1981 – Made basic education (the primary and preparatory cycles) compulsory

• Law 12/1996 - Established pre-primary and early childhood education

• Law 23/1999 - Increased the requirements of compulsory basic education by a year to cover children aged six to fifteen, and declared that this would be provided to Egyptian citizens for free

Egypt’s Educational Objectives

• Learning environments to be adequate and attractive to students

• Teaching methods should move from quantitative to qualitative

• Students must participate in the educational process

• Teachers should take steps to improve their instruction through professional development and self-assessment

• Buildings should be maintained• Financing should be at an appropriate level • Education should be provided to all equitably

Education’s Goals (cont.)• Learning through technology and scientific research,

along with developing critical and creative thinking and problem-solving skills, is to be emphasized

• Students should be trained to seek knowledge independently from a variety of sources, especially in regards to technology

• Schools must be equipped and teachers must be trained in the use of technology

• Students must be able to read, write, and do basic math• School shall address student growth physically,

mentally, socially, and emotionally - moral and religious values, tolerance, ethics, and citizenship

• Secondary students should be prepared for to participate in the labor force, university education, and life in general

http://www.mtandao.org/English/Training/Images/2008_egyptl1.jpg

http://egypt.usaid.gov/USAID_Egypt__Attachment__Files/92Egypt2000-NasrCity-primary-computer-lab_1_smcrop351.jpg

Egypt’s Education System

http://www.ibe.unesco.org/en/access-by-country/africa/egypt/profile-of-education.html

http://www.ibe.unesco.org/en/access-by-country/africa/egypt/profile-of-education.html

Primary Education Weekly Lesson Timetable

http://www.ibe.unesco.org/en/access-by-country/africa/egypt/profile-of-education.html

Preparatory Education Weekly Lesson Timetable

http://www.ibe.unesco.org/en/access-by-country/africa/egypt/profile-of-education.html

General Secondary Education (First Year)

Weekly Lesson Timetable

Private Education

• Al-Azhar religious schools • Private language schools

– Teach at least one foreign language at a high level of instruction

– offer math and science in these languages– translate tests to the language learned– Sets its own tuition and fees and manages its budget

These schools are supervised by the Ministry of Education and must follow public school guidelines and schedules.

The admission policies are the same as for public schools.

The teachers and administrators must meet the same educational requirements as in the public schools.

Typical Grade III End-of-Term Assessment

• Written tests - 15%• Discussion – 15%• Extra-curricular activities

– 15%• Conduct – 5%• Final semester exam –

50%http://www.flickr.com/photos/29361209@N03/2742271605/

Levels of Teaching

• Assistant Teacher

• Teacher

• Senior Teacher

• Lead Senior Teacher

• Expert Teacher

• Lead Expert Teacher

•Lecturers

•Associate Professors

•Full Professors

Basic and Secondary Education: University:

http://travels.escampette.net/Africa/Egypt/Egypt_files/image016.jpg

Proposed Curricular Reforms• Attention to basic skills, self-education, the

use of technology, and the study of Arabic and foreign language

• Science and math were deemed important subjects

• Religion was to be taught for moral education; citizenship would also be stressed

• Teaching was to focus on the acquisition of skills over the acquisition of information

Additional Proposed Reforms

• Media learning – videotapes, CD’s, computer programs, and the internet – made available to all schools

• Promotion of private schools • Parent councils to be formed• Higher-level distance education supported• Develop a national system to measuring school quality • Improvement infrastructure • Develop better ways to improve teaching skills • Establish a national center to train higher education

administrators

Benha University

http://bestforeignmedicalschools.com/wp-content/uploads/2008/03/benha.jpg

Comparison to U.S.-Purpose of Schooling

• Concerned with preparing their students to be productive members of society and to compete with others on a global scale

• Both societies have made integration and application of technology a priority in the classroom

• Both Egypt and the United States rely on heavily on testing

Similarities

Comparison to U.S.-Purpose of Schooling

• Religion– Banished from U.S. public education on

Constitutional grounds– Required in Egypt to promote culture identity

and benefits to society

Difference

Discussion Questions

Some argue that the spread of religious extremism is encouraged when Egyptian teachers are not knowledgeable about Islam or infuse their own views during the state-specified religious study periods. Some, such as the New Islamists, believe that religious education should be “upgraded” and presented with a positive world view. Others claim that religious study takes time away instruction that may improve students’ employability and standard of living. America, on the other hand, constitutionally excludes religious study from its public schools. What recommendations would you make to the Egyptian Ministry of Education regarding religious instruction in the schools?

Discussion Questions

School accessibility is an ongoing concern in Egypt, especially as it pertains to girls and children in rural areas. Distance learning, special schools for girls, and publicity campaigns have been proposed to address this problem. Do you have any other ideas for increasing school enrollment rates?

Discussion Questions

After-school tutoring has grown into a major problem for Egyptian education as an unregulated, stratifying element.

Do you think the Egyptian government should outlaw tutoring, regulate it, or attempt to alleviate the problem by some other means, and why?