the egyption education system

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"The EGYPTION EDUCATION SYSTEM"

Education reform Movements

ECONOMIC PLANNING AND MANAGEMENT PROGRAM

30 OCT to 31st NOV 2007-Malisiath

PRESENTED BY: ABEER EL FIEKY

LEGAL AFFAR RESERCHER

CENTRAL AGENCY FOR ORGANIZATION ANDADMINISTRATION

EGYPT

2007

Abeer Elfieky, Egypt

Economic Planning & Management

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Table of Contents

Page

1.Introduction 32.Education system and stages 52.1 Basic and primary Education stages 5

2.2 Secondary Education 5

General Secondary Education (Thanawya) 6 Technical Secondary Education 6 Azhar Education System 7

3. Tayp of Egyptian schools 7

3.1GovernmentSchools 7

3.2 Private Schools 7

4. Post-Secondry Education 8

4.1Public Universities 9

4.2 Private Universities 10

4.3 Admission 10

4.4 Funding 10

4.5 University Life 11

5. Females Education 11

6. Education problems 12

6.1 Vocational Education problems 12

6.2 Higher Education Problems 13

6.3 Education Financial Problems 136.4 Training, capacity, curriculum and equipments 13

6.5 Females Educational problems 15

7.What needs to be done? 16

8.Movemensts have been taken 17



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8.1 Education Reform Program 178.2 UNICEF 178.3Females educational Improvements 19 9. Summary 22

1. Introduction

Illiteracy is the most difficult problem facing our society it is notjust a challenge to education, but is also a tremendous stigma; aswell as a tremendous waste of the capabilities and potential of thepresent and future.It is represents an obstacle to social progressand prosperity and we must get rid of it as soon as possible. Whatever the cost of defining illiteracy will remain much lower than thecountry losses from economic, social, and political illiteracy. Itmay be worth mention that the percentage of illiterate women ishigher than the percentage of illiterates and this prompts to directspecial attention to female literacy, because of their significantimpact on the evolution of society and youth education.

Over the 1990s the principle of education for all begins at theglobal level, this principle was a reflection of the global effort togrow continually under joint recognition since education wasconsidered as a human right, and so is the view today that it is partof human development and that it is necessary for the protection ofgroups as it is add important benefits for the individual andsociety. One of the key factors in the progress of nations is thedecline in the female illiteracy rate; obvious example for that isJapan. The percentage of female illiteracy in Japan up to 0%, and theJapanese mothers are foundations supporting their children in

education and considered as a password of real revival in Japan'seducation system.

Womens education is considered as The most single influentialinvestment that can be made in the developing world. manygovernments now support womens education not only to foster economicgrowth, but also to promote smaller families, increase moderncontraceptive use, and improve child health. It is strongly believed,that education of females provides substantial benefits for girls andwomen, their families and the societies in general. Meanwhile, it isan important means for better employment opportunities; it leads tothe transfer of females from low paying, low productive activities toactivities of higher economic value because Women with more schooling

tend to have smaller, healthier families. Throughout the world, moreeducation is associated with smaller family size that will haveeffect on the ability of women to contribute to the labor marketwhich well led at the end to effective economic growth.

Concerning the educational status of Egyptian women, despite thefact that Egypt started public education for girls from the midnineteenth century, female illiteracy in Egypt is one of the highestin the Middle East in comparison to other countries, especially theGulf countries, which just started the education of women in the midof this century. The relationship between education and employmentfor women is indirect, the reason behind this is that other socioeconomic factors "in addition to education" affect the employment

status of women, which have to be taken in consideration whileimplementing a policy for educational and employment promotion of



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women. There is no doubt that women are half of Egyptian society andsponsor the other half, Therefore, the governmental and non-governmental organizations doubling the effort to strengthen the roleof Egyptian women to increase their participation in economic andsocial development in Egypt.

Due to specific gender policies females access to certain types ofsecondary vocational schooling is restricted. Nevertheless,inadequate vocational training for women placed them in a subordinateposition in the labor market, especially after privatization and theattempt to release some workers from the public sector and retrainthem.

Females in secondary education are concentrated in commercialeducation and general secondary education at the expense ofvocational training. This is a natural consequence of some prevailingnorms, as general education is considered the appropriate educationfor girls. As a result girls are usually restricted to sectors, whichare more vulnerable to decrease of economic crisis.

Although the education of women is considered to be very important,most Egyptians believe that the Egyptian educational system does nothave the capacity to provide anyone, men or women, with an adequateeducation. While many Egyptians feel positive about the recentefforts to expand adult literacy programs they do not consider thepublic school system to be efficient.

The strategy of educational reform in Egypt is a prospective dualstrategy which stresses education as one of the basic human rightsthat exerts benefit to the citizen and the country. Providing accessto basic education of all citizens is forms an essential part in thedevelopment processes that are designed to achieve National Security,manpower development and facing the challenges and unexpected changesof the future.

- The purpose of this paper is to discuss the status of the Egyptianeducation system in general, highlighting the conditions of females'education, education problems in general and female educationproblems in particularly and what steps the government had been takento improve the statue of education. Due to the limited data and timeframe the report depended on existing available documentation as wellas date.

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2- Education system and stages

Education is very important for individuals as it is for countries,it has been considered as a human right and it is part of humandevelopment and that it is necessary for the protection ofindividuals and societies. The Egyptian educational system is highlycentralized, and is divided into three stages:

Basic and Primary Education Stage-(Arabic: Marhalet Al-TaaleemAl-Asassi)

Secondary Education (Marhalet ElTaaleem Al-Thanawi). Post-Secondary Education

2.1 Basic and primary Education stage:

Primary school in Egypt is institutions where children receive thefirst stage of compulsory education. Children are mandated to attendprimary school by law since the extension of the free compulsoryeducation law in 1981. The preparatory phase; both the primary andpreparatory phases (Ages 6 through 15) have been combined togetherunder the label Basic Education. Education beyond this stage dependson the student's ability. The vast majority of children do attend butsome working children and street children do not attend. A primaryschool exam is taken at the end of the sixth year of schooling totest students' basic knowledge. The preparatory school exam at theend of the 9th year will determine which school the student moves onto. Students with high scores continue on to a general secondaryschool, which qualifies them to attend universities later. Thosewith low scores are directed to technical secondary schools, wherestudents study commercial, industrial, or agricultural education andpursue careers as technicians, salespeople, secretaries, etc. In thegeneral secondary education, students choose either the science,mathematics, or arts branch after their first year.

2.2Secondary Education

It is the final stage of compulsory education, preceded by primaryeducation and followed by higher education. It is characterized bytransition from the typically compulsory, comprehensiveprimaryeducation for minors to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocationalschool) for adults. The boundary between Egyptian primary andsecondary education in generally is around the fifth to the twelveyear of education. Secondary education occurs mainly during theteenage years. The Secondary School Certificate Exam is the mostimportant and is taken in the last two years of secondary schooling.Students study eight different courses each year. The exam isadministered nation-wide and is based on this coursework. Universityadmittance is dependent upon the results of this exam - a student

should obtain at least 94% in the science branch to get into medicalschool, and 91% in the mathematics branch to get into engineering.Female students in Egypt get better grades and achieve more success



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than males, as well as occupy most of the top ranks in all thegeneral exams in all stages of education. The purpose of secondaryeducation can be to give common knowledge, to prepare for eitherhigher education or vocational education, or to train directly to aprofession. Secondary consists of three different types: general,technical, and vocational.

General Secondary Education (Thanawya)Students in the first year study both humanities and scientificsubjects, At the end of the year, and on the basis of theirgrades, students enter one of three streams in which he/she willstudy for the next two years: humanistic, scientific, ormathematical, each with its specific curricular focus, althoughsome subjects, such as Arabic and Religious Education, are taughtin all streams.

- Since this system is known to impose marvelous psychological andfinancial stress on the students and their families, refining oreven overhauling the entire system is always on the agenda ofevery Minister of Education. A new Secondary Education system isbeing proposed and in a current advanced stage of planning. Thenew system has many similarities with the American High schooldiploma providing more choices in the student in choosing theacademic courses.

Technical Secondary Education- Technical education, which is provided in three-year and five-year programs, includes schools in three different fields:industrial, commercial and agricultural. Vocational education

prepares learners for careers that are based in manual orpractical activities, traditionally non-academic and totallyrelated to a specific trade, occupation or vocation, hence theterm in which the learner participates. It is sometimes referredto as technical education, as the learner directly developsexpertise in a particular group of techniques or technology. It isconsidered in its own form to fall under the traditionaldefinition of a higher education.

Moreover one of the critical problems facing the Egyptian economyduring globalization is the status of the technical and vocationaltraining in Egypt. This kind of education is facing severalproblems such as shortages in qualified teachers and instructors;

outdated programs, outdated curricula, training material andteaching methods; and lack of flexibility with failure to adjustin the face of increasing modernity, new technologicaldevelopments, emerging new occupations and changing existingoccupational and job profiles, lack of an accreditation andcertification system and high drop outs.

In general the objectives of technical education and vocationaltraining were to set the qualifications needs and manpowerdistribution of graduates and school-leavers in line with theirtraining and employment. Besides technical education in secondaryschools, which is affiliated to the Ministry of Education andpost-secondary technical education in Technical Institutes

(Ministry of Higher Education) there are more than 3468 vocational



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training centers (VTCs) with different standards, curricula andsystems supervised by several Ministries.

-However, as the labor market becomes more specialized andeconomies demand higher levels of skills, governments andbusinesses are increasingly investing in the future of

vocational education through publicly funded trainingorganizations and subsidized apprenticeship or traineeshipinitiatives for businesses. Vocational education hasdiversified over the 20th century and now exists in industriessuch as retail, tourism, information technology services andcosmetics, as well as in the traditional crafts and cottageindustries.

Azhar Education System:

The Azhar education system is supervisedby the Supreme Councilof the Al-Azhar Institution. TheAl-Azhar Institution itself isnominally independent from the Ministry of Education, but isultimately under supervision by the Egyptian Prime Minister.

The Azhar schools are named "Institutes" and include primary,preparatory, and secondary phases.

All schools in all phases teach non-religious subjects, to acertain degree, although not as intensively as the stateschools. All the students areMuslim, and males and females areseparated in all phases. The Azhar schools are spread all overthe country, especially in rural areas. The graduates of the

Azhar secondary schools are eligible to continue their studiesonly at the Al-Azhar University. In the early 2000s, the Azharschools accounted for less than 4% of the total enrollment.

3.Types of Egyptian Schools

3.1Government Schools

- Generally speaking, there are two types of government schools:Arabic Schools and Experimental Language Schools.

- The Arabic Schools provide the governmental national curriculumin theArabic Language.

- The Experimental Language Schools (Tagrybi) teach most of thegovernment curriculum in English, and add French as a secondforeign language.

3.2 Private Schools

There are three types of private schools: Ordinary Schools,Language Schools, and Religious Schools.

- The curriculum of the Ordinary schools is quite similar to thatof the government schools, but the private schools pay more



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attention to the students' personal needs and to the schoolfacilities.

- The Language schools teach most of the government curriculum inEnglish, and add French or German as a second foreign language.They are considered to be much better than the other schoolsbut their fees are much higher. Some of these schools useFrench or German as their main language of instruction.

- Many of the private schools were built by missionaries, arecurrently affiliated with churches and provide qualityeducation. lots of private schools offer additional educationalprograms, along with the national curriculum, such as theAmerican High School Diploma, the British IGCSE system, theFrench baccalaurat, the German Abitur and the InternationalBaccalaureate.

- The Religious Schools are religiously oriented private schoolsthat are sponsored by the Muslim Brotherhood movement,especially in the western delta region. Their curricula differfrom those of the state or the Azhar schools.

4. Post-Secondary Education (universities and higherinstitutes)

There are both private and public institutions of highereducation in Egypt. Public higher education is free in Egypt,and Egyptian students only pay registration fees. Privateeducation is much more expensive. Major universities include

Cairo University (100,000 students),Alexandria University, AinShams University, and the 1,000-year-old Al-Azhar University,one of the world's major centers of Islamic learning.Universities in Egypt are generally either state-funded orprivately funded. As mentioned before that Education in Egyptis free by law, however there are very small fees paid forenrollment. Public institutions, with few exceptions aregenerally overcrowded with a student body of several thousands.Private universities are either Egyptian or foreign, andusually have a much smaller student body and with a much highertuition rates. Different types of foreign universities exist,such as American university in Cairo, French university,Canadian and German university.

The number of female students in Egyptian universities hasincreased remarkably over the years as shown in Fig.1



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Female' graduate students with excellent academic records havethe opportunity to study abroad via government scholarships orscholarships from foreign universities. Although the governmentsent the first group of women to study abroad in year 1925until now, some parents may object to this because they oftendo not want daughters traveling alone .some times parents maketheir daughters married before going abroad for studies to makesure they will be protected if they face critical situations orto insure they will come back again.

If the woman is married, her husband may not want to stay athome waiting for her, and it can be difficult for him to find asuitable job in the same country where his wife is studying.

International experience does not necessarily help in finding ajob upon returning to Egypt, but it does offer a way for thecandidate to distinguish herself from other jobapplicants. Given that education is state-sponsored and thatprogression through school is dependent on test scores, thenumber of women in science and engineering colleges hasincreased remarkably.

The female students in year 2002 reached 55.4% in pharmacology,45.5% in medical schools, 58.1% in dentistry, 45.4% inveterinary, 45.8% in science colleges (physics, chemistry,mathematics, biology, and geology), 37.4% in computer science,and 24.5% in engineering .Women getting accepted into science

and engineering schools are not likely to drop out because theyhave reached this position after a tough competition thatscreened all students and proved that they are capable ofpursuing these studies. Moreover, higher education in Egypt isfree. The ratio of female students in engineering in Egypt ishigher than most advanced countries, but still far below theparity, not because female students are not qualified forengineering study but because cultural stereotypes stillclassify engineering as a "hard" profession for girls.

Many parents try to direct their daughters into arts andhumanities, even if they get the required grades forengineering colleges, in order to have an easier time combiningcareer and family. It is important to note that the firstfemale students to join an engineering college in Egypt were in



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1945. Three female students graduated in 1950. The percentageof female students in engineering colleges remained very low inthe 1940s and 1950s. In the 1960s it rose to approximately 15%.It is now about 25% in 2002.

4.1 Public Universities

Public universities are under government administration. PublicHigher education is free in Egypt, and Egyptian students onlypay registration fees. International student pay full tuitionand fees that reach up to 1,500 a year.In 2004, the Egyptian government announced its plan to createnew public universities from splitting multi-branchuniversities (Cairo University, Tanta University). This shouldallow the expansion of these much neglected smaller ruralbranches and provide space for the increasing number ofstudents.

4.2 Private Universities

Before 1993, only two private foreign institutions wereestablished decades ago. TheAmerican University in Cairo(AUC), founded in 1919 and theArab Academy for Science andTechnology (AAST), founded in 1972 with the aid of theInternational Maritime Organization and under theadministration of the League. Under a new law in 1993, Egyptianprivate universities were established starting from 1996. Thesenew universities are accredited from the Egyptian SupremeCouncil of Universities every 3 years, in addition toaccreditation from foreign educational bodies in the US andEurope. Some examples of these universities are L'Universit

Franaise d'gypte (UFE), German University in Cairo (GUC)(which is actually situated about 50 kilometers north ofCairo), and the Canadian International College (CIC). However,certain problems are facing CIC's diploma, thus decreasing itspopularity in the eyes of the public.

4.3 Admission

Admission to public universities and institutions operatesthrough a centralized office, The Admission Office of EgyptianUniversities (Arabic: Maktab Tanseek Al-Jame'at Al-Masriyah).This office receives applications after the results from theGeneral Secondary Education Certificate are announced in any of

its offices or online (also in the new system for Admissionstudent can apply for their desirable university throughonline).The Application dates are announced every year butusually take place every August.The Application is discipline-based rather than university-based. Students are asked to fill the admissions applicationthat listing their choices of their desired schools in adescending order of priority. Students with higher scores havea better chance of securing a place for themselves in theirdesired school of choice. While lower-scoring student may "getstuck" in a school or discipline different from their desired,which might lead to them seeking admission in privateuniversities where competition for places is less fierce.



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Admission to private universities is different and is similarto enrollment procedures world wide. A student applies to aspecific university and goes through its admission process.However restrictions on the admission to certain schools,especially medical school and engineering, are put by theministry of education to add some balance and equality between

the rich and the under-privileged, by putting a minimum scorelimit for each discipline.(Medicine, pharmacy, engineeringschools)

Several reforms are currently being studied, that includescanceling the free tuition rule for Egyptian students in publicuniversities, and making this rule work for the under-privileged, honor students or based on merit.

4.4 Funding

Public universities in Egypt get their funding from the stateas they are state-owned. Egyptian Students receive their

tuition free of charge but pay a very small registration fee.However, Non-Egyptians pay full tuition and fees that areestimated around 1,500 Pounds Sterling.

Private universities in Egypt receive no state funding and areonly dependent on their resources and supporting foundationsand societies. Tuition and fees range from USD 2,000 to 11,000per semester.

4.5 University Life

Almost all public Egyptian universities provide rented

accommodation normally for relocated students (typically roomsor dormitories in same sex campuses) though the majority oflocal students living in their parental homes. By a recentHigher Education law, students have a priority to frequent alocal university

5. Females Education

"If you educated a girl, you educated a woman, family andcountry"

Investing in human capital is one of the most effective meansof reducing poverty and encouraging sustainable development.Education is considered as key strategy for reducing povertyand contributes directly to the growth of national income byimproving the productive capacities of the labor force. In theincreasingly open global economy, countries with high rates ofilliteracy and gender gaps in educational attainment tend to beless competitive, because foreign investors seek labor that isskilled as well as inexpensive.

Women in developing countries usually receive less educationthan men although the benefits of schooling for women are notlimited to increased productivity but it can also play a majorrole in improving the status of women and would significantly

improve household health and nutrition.



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Various global trends pose special challenges to women who areilliterate or have limited education. Economies' exportorientation and the growing importance of small and medium-sized enterprises create opportunities for women, but womenneed the appropriate education and training to take fulladvantage of these opportunities.

In addition, the benefits of female education for women'sempowerment and gender equality are broadly recognized. Asfemale education rises, fertility, population growth, andinfant and child mortality fall and family health improves.

Increases in girls' secondary school enrollment are associatedwith increases in women's participation in the labor force andtheir contributions to household and national income. Women'sincreased earning capacity, in turn, has a positive effect onchild nutrition. Children especially daughters of educatedmothers are more likely to be enrolled in school and to havehigher levels of educational attainment

Educated women are more politically active and better informedabout their legal rights and how to exercise them. Besides;Women's education has also improved reducing levels ofilliteracy among women, increasing their access to education atdifferent stages, decreasing drop-outs in the primary stage inaddition to over passing education gender gap. Although thepast decade has seen a notable increase in governmentcommitment to education, with a three-fold increase in thenational education budget, And the government's goal is toensure that by 2015 every child has access to quality primaryeducation. Still there are many underlying education problemsin general and for females particular.

6. Education Problems

The dawn of the 1990s found Egypt facing serious problems ineducation. Problems compounded by low literacy rates and anexploding population. Educational quality, particularly inbasic education and in technical and vocational education, hadseriously declined. Increasing numbers of graduates wereunemployed and virtually un-trained. In general the problemsthat all ministries of education must resolve is

1.Shortages of teachers, schools, and equipments.

2.Admission of students, selection and training of teachers.

3.Personnel, construction of buildings and classrooms.

4.Supervision and management of schools.

5.Provision and management of schools.

6.Development of curriculum.

In particular Challenges facing technical education can be

classified into technical and social Problems.



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6.1 Vocational Education problems

From the technical point of view, secondary education facesseveral problems such as imbalances between general secondaryeducations, which represented only 30%enrollment, compared tothe vocational secondary education70%).Poor quality, shortages

in qualified teachers and instructors and outdated curriculaare other examples. From the social point of view secondaryeducation in general and technical education in particular hasseveral drawbacks:

First, this kind of education does not improve the averagegraduate's job opportunities.

Second, intermediate education does not yet produce marketableskills and does not necessarily improve the earning prospectssince wage rates for graduates of this kind of education islow.

Third, prevailing tradition and norms in Egypt are a mainchallenge against increasing the efficiency of vocationaleducation and training.

6.2 Higher Education problems

The Higher Education Sector Faces a Number of Challenges Includingsuch as:

Out of date System-wide governance and management.Low quality and relevance at the university level.Low quality and relevance at the middle technical level.Limited financial resources.

6.3 Educational financial problems

The problem of financially unsustainable enrollments isrelated to the dramatic increase in enrollments inuniversity education. For example, enrollments increased by42 percent Between 1997/98 and 1998/99 leading to an 8percent decline in per -student spending .That worsen thegap in resource allocation between faculties(World Bank,2002:41)

While the general expenses on education as a percentagehas grown from 3.9 % Percent in 1991 to 5.9% percent in 1998with higher education receiving a 28%percent share of totalexpenditure in 1998, the dramatic growth of the highereducation student population in Egypt poses a seriousproblem in financing higher education. Given the highpopulation growth in higher education to simply maintainthe share of 18-22 age group at its present 20% percentlevel (this is an official policy) would require on averagean additional 60,000 new enrollments in higher education forthe next ten years ( according to the World Bank, 2000:2).The government has no financial ability to do this, letalone the overstretched limited capacity of the higher

education sector.



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In 1985-1986, nearly 155,000 primary and secondary teachersserved 9.6 million people, a ratio of about 62 students perteacher. An over-abundance of administrators depleted salarybudgets. Serious un-defending was reflected in deteriorating

buildings, overcrowded schools and classrooms, poor orabsent libraries, and lack of technology.

6.4 Training, capacity, curriculum and equipments problems

In-service training, full of bureaucracy and inconsistentfunding, was avoided by many teachers in favor oftutoring for extra income.

Free education coupled with the population explosion ledto growing number of children at all education stages; anexpansion beyond the capacities of the schools.Persistent teacher shortages problems, especially inrural primary schools, resulted from low prestige, lowpay, and migration of teachers to better jobs in othercountries.

Public schools in some cities operated two and even threeshifts daily. Also crowded public classrooms held as manyas 100 students in some Cairo public schools, which wasnot the case in private schools. That is affecting theresult of collecting the information inside theclassrooms and for many Egyptian children, the result wasfragmented information.

The curriculum was generally irrelevant to the studentand learning text books are encouraging memorizationsystem rather than critical thinking and school quality

was uneven, with better quality schools in urban areaswhere the wealthy could pay for tutoring.

Most secondary schools lacked scientific laboratory andcomputer equipment.

Pre-school assessment procedures did not exist. Requiredexams in primary and preparatory schools were often

poorly designed.



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A serious mismatch between supply and demand producedincompetent degree-holders in unwanted subject's which iscontributing in raising the percentage of unemployment.

Full educational planning tying educational programs andoutput to national needs was lacking

The mechanistic learning of concepts and textbook-dependent learning and teaching are fixed in the system.

As long as testing is fact-dominated and doesn't coverhigher order skills such as critical thinking andanalysis of problems, teachers and tutors will continueto teach to the test and the lecture-rote system willpersevere. In-service teacher training, distancelearning, and technology may help, but so far they reachrelatively few teachers.

The inflexible centralized bureaucracy stopped withexcess seniority-promoted staff is awkward and slowmoving and the highly centralized educational planningand policy-making tend to disenfranchise the very peopleat the local level who are entrusted with achieving itsgoals. Local districts need to be able to makeadjustments suited to local needs.

Education in Egypt will continue to face shortages ofteachers, schools, and equipment unless the state makes afar greater financial commitment. Two decades of droppingbirth rates means that the school-age population peaked

in 1997 that should help to prevent shortages fromworsening, but there is still a tremendous shortfall.

6.5 Females Education problems:

Female's education is facing the same problems educationsuffers but in addition there are some other problems asfollowing:

Girl's dropout early education before obtainingsufficient amount of training and education to banish theghost of illiteracy is an important problem where it

needs special efforts to overcome.



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Egypt has a long history of limitations in the educationof women. Even though education in Egypt is free andcompulsory for girls and boys up to the age of 15 thereis a general lack of enforcement of these regulations.

Wealthy families send their children to private foreignschools and universities, while poor families prefer toeducate sons in the hope that they will support thefamily in later years. Poorer families also need theincome from a daughters salary to pay for any additionalschool costs. In rural areas

Despite the fact that public education for girls in Egyptstarted in the mid-nineteenth century, female illiteracy inthe country is higher than in Gulf States countries whichonly introduced education for women in the mid twentiethcentury. These factors and the Egyptian reform program thatincludes the release of workers from the public sector forretraining have affected womens participation in the labormarket and placed them in a subordinate position.

Women facing the same existing education problems ingenerally and in technical Education particularly which ledto lake of skills which affecting the limitations of workchances women face in the labor market. Another side of thetechnical education problems appears because of traditionaland social circumstances, the work isolation women faceafter marriage makes the first choice for them is to leavework. Lots of female's staff suffers instability due tosocial commitment, inability to cope with the physicalrequirements of technical jobs and finally female graduatesfrom technical education suffer from the highestunemployment rates.

7. What Needs To Be Done To Improve Females' Education?

Make schools accessible to families everywhere.

Make basic education free to all children.

Improve the quality of teaching and learning.

Train sufficient teachers and make teaching an attractiveprofession.



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Encourage higher enrolments but also better rates ofcompletion.

Ensure there are women teachers as role models for girls.

Make schooling more attractive to girls, e.g. through a

relevant curriculum.

8. Movements have been taken

In response, the Ministry of Education has initiated an ambitiouseducational reform programme designed to introduce an equitable,relevant and gender-sensitive education system. The most criticaltask is reviewing the educational standards currently applied to the

formal system.

8.1 The Education Reform Program

The Education Reform Program (ERP) at the request of the Governmentof Egypt and working under the umbrella of the United States Agencyfor International Development (USAID) is collaborating with theMinistry of Education (MOE) to promote system wide education reform.The Education Reform Program works with a wide variety of partners;government and non-government national, regional, and local toaccelerate change within the education sector. It aims to create adynamic educational system successfully linked with both local

communities and the global job market; one that is capable ofproviding people of all ages and experiences access to qualitylearning opportunities. It is currently working toward this goal inseven governorates. It operates out of offices in Alexandria, Cairo,Fayoum, Beni Sweif, Minia, Qena and Aswan. In line with the Ministryof Educations strategic objectives, all activities of the EducationReform Program are organized around four themes:

National Standards. Community. Participation/Decentralization. Professional Development, and Monitoring & Evaluation.

Each theme is supported by a working group, consisting of ERP andMinistry of Education staff. All ERP tasks and the four centralthemes that inform them focus on quality education for learnersthrough all life stages. By involving everyoneparents and teachers,community and business leaders, academics and governors in bothdefining and implementing quality education and life-long learningopportunities for every citizen, that should improve the quality oflife for every Egyptian. There are, however, experiences to build on.One example is the Community Schools initiative launched in UpperEgypt in 1992 by UNICEF and the Ministry of Education (MOE) whichapplies activity-based learning and promotes community participation.It also introduces low-cost hygiene and sanitation facilities inschools.

8.2UNICEF Partnership



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UNICEFs long partnership with the MOE has shifted towardsimproving the quality of education and increasing schoolretention, completion and achievement rates. UNICEF supportsthe government's education reform programme, focusing onquality learning and teaching methods, an improved schoolenvironment, including sanitation and hygiene, as well as

making progress towards achieving a 60% pre-school enrollmentrate by 2010.

UNICEF is supporting the development of a national strategicplan for the education sector. The sector plan addresses thelearning environment in schools through setting standards forproviding safe water supply; upgrading gender-segregatedsanitation facilities and hygiene education, and introducingmodels to make schools free of violence including physicalpunishment.

The standards also address interactive learning for buildingknowledge, skills, attitudes and values. School-basedmanagement is strengthened (granting more decision makingauthority to schools) by promoting more community and studentinvolvement in school management, and developing qualityassurance mechanisms. ICT is promoted for use in schools particularly in rural Upper Egypt.

UNICEF continues to assist the MOE to apply the CommunitySchools approach in the formal education system. Thegovernment's "one classroom schools" programme (operated byMOE) and the Girl's Education plan (led by the National Councilfor Childhood and Motherhood (NCCM), supported by UNICEF aslead agency in partnership with 5 other UN organizations) are

being supported to enhance the quality of teaching and learningprocesses. In addition technical and financial support isprovided for the geographic expansion of this plan.

Egypt is in the midst of these changes as it implements asweeping revision of its educational system; a revision aimedat upgrading and modernizing and transforming it into areasonable, continuous educational process. The primary andpreparatory curricula were redesigned to be more relevant andmore scientific with emphasis on experimentation and criticalthinking.

Texts and teaching manuals were revised. Kindergarten wasdesignated as a part of the formal system and included in thecomprehensive planning. Gender and rural/urban inequities andilliteracy are being addressed with special rural programstargeting girls, programs designed to be flexible and relevantto local needs.

To improve the quality and quantity of the teaching staff, pre-service and in-service training was revised and performance-

related (merit) pay and changes in the technical standards of



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supervisors and inspectors instituted. Curriculum and texts areunder revision in industrial schools with new specializations.

Medical insurance is provided for students in kindergarten andbasic education, financed by charging the children fourEgyptian pounds annually. (Private school students pay more.)These fees, plus fees for "additional services" and for takingprimary and preparatory school exams, and the price of uniformsand tutoring costs (averaging 10 percent of family income perchild in 1997) effectively removed the "free" from freeeducation placing it out of reach for Egypt's poorest. No feesare charged however, in the rural community and one-classroomschools or to orphans whose fathers died in military orgovernment service.

8.3 Females Educational Improvements

Ministry of education trying to Increase opportunities foreducation of girls and provide equal educational opportunitiesfor all children in Egypt through educating girls by workingin cooperation with various bodies(UNCIF ,USAID ,localgovernmental and non-governmental Organization) to eliminatethe gap quality especially in areas that exceed. The proportionof girls drops out of education, through the following efforts:

1. Support Initiative National Council for Childhood and Motherhood

This initiative aims to reduce the quality gap in sevenprovinces (Beni Suef Menya, Assiut, Fayyoum, and Sohag -Giza-Qina).

Education initiative aimed 281,123 girls (of the total 6130584girls outside education) through Building 5119 classrooms

434 schools have been built so far restricted by the 10674student.

2. Support and disseminate successful experiences in the education ofgirls and foremost

Community-schools, which started in 1992 and now are numbering339 schools in cooperation with UNICEF.

since Egyptian government is keen to solve this problem thefirst lady Ms. / Suzanne Mubarak a doubt the movement of girlseducation for who did not join up with established schools andstart up one class schools to accommodate girls who dropout ofprimary school and were not covered by the education plan andstill at the age of obligatory education. The one chapterschool consists of five classes in each row 7 students.

This kind of schools started in 1993 and now numbering 3146

schools.The most important objectives of these schools are:



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Overcoming the customs and traditions that deny girls fromeducation.

Mixing-acceptance both missed the train education from age8- 14-year.

Girls in this schools study basic education as well asvocational training and income-generating projects, whereprojects are flexible and are selected from the reality ofthe environment.

Small schools, which started at the end of the 1990s and arenow 46 schools in cooperation with internationalorganizations and NGOs.

Program of the new schools for the education of girls, whichbegan in 2000 in collaboration with the USAID America, inthe provinces of Menya Fayoum and Beni Suef, where they werebuilding 70 elementary schools, separated by 770,The establishment of 170 separate multiple levels,restricted by more than 30000 student.

as a result of this it was announced by Professor / Drminister of education in the development of pre-universityeducation that the school dropout rate of girls in 1990/1991had shrunk 9.9% in 2000/01 to 2.3%.

By 2004 the total number of students enrolled in pre-university education reached approximately 16.3 million. In2004/5 the total enrolment rate in all the categories ofpre-university education totaled 90.1%. The total femaleenrolment rate of 90.3% showed higher levels to those ofmale enrolment at 90% for the same year.

Females now make up the majority of all students enrolled inhigher education. The past few years have witnessed thenarrowing of the qualitative gap between males and females.In 2003/2004 the total number of enrolled students inuniversity and higher education reached 2.02 million approx.

There has been an increase in the percentage of femalesenrolled in university education which has now reached 49%of the total number of students. In 2004/05, there was anemphasis on developing school curricula, improving women'srepresentation in educational establishments and providinghealth and social care during various educational stages.2



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Table: Educational level percentage of employed women and men in2003

Year Education level % of women % of men2003 Intermediate 29% 27%2003 University 21.3% 13%

Females in Egypt have played an important role economicallysince the 1960s. In 1998 women comprised 30% of workers in theformal economy, a small segment of which comprises aprofessional class of female doctors, lawyers, and businesspeople. During 1998-1999, women made up 22.1% of the laborforce; 35% were employed in agriculture; 9% in industry and56% in services.1

Decrease in illiteracy percentage

Illiteracy rates over the past three years show a decrease for

both males and female. This reflects government efforts tospread awareness of the importance of education through theimplementation of illiteracy programs.3

Table: Evaluation of illiteracy rates (+15) over the period2003/05

Year (as at 1stJanuary)

Males(+15) Females(+15)

2003 22.0 47.0

2004 20.4 45.8

2005 18.3 43.8

The following chart illustrates the different educationallevels of women in the labor force: 4

Table: Labor force distribution according to educational status

Educationalstatus

Laborforce size

Number of

females

Female % oftotal number

Illiterate 4.62 1.196 26.5

Read andwrite

3.799 0.23 5.1

University andpostuniversity

3.46 0.99 21.9

2 Source: United Nation Development Program on governance in the Arab region

3-4 Source :Central Agency for Public Mobilization and Statistics (CAPMAS)



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Despite the fact that the illiteracy rate of employed females isgreater than male workers, the percentage of females who hold anintermediate degree is 29% compared to 27% for males. The percentageof female workers that hold university degrees has increased to 21.3%whereas the percentage for males is only 31%.

9. Summary

The Egyptian educational system is highly centralized, and isdivided into three stages, Basic and Primary Education Stage,Secondary Education, and Post-secondary Education.

A primary school is an institution where children receive thefirst stage of compulsory education. It is highly valued forchildren between the ages of six and fifteen. Education inthis stage is free and compulsory.

Secondary education is the final stage of the compulsoryeducation followed by higher education and it is consisting of

three kind of education, General Secondary Education(Thanawya), Technical Secondary Education and Al -AzharEducation System.

A new Secondary Education system is being proposed and in acurrent advanced stage of planning. The new system avoids theold system problems and hasmany similarities with theAmerican High school diploma that providing more choices inthe student in choosing the academic courses.

The Al-Azhar Institution is nominally independent from theMinistry of Education, but is ultimately under supervision bythe Minister. Schools in all stages in this system teach non-religious subjects, to a certain degree, although not asintensively as the state schools.

Tow types of schools and universities are provided in theEgyptian educational system governmental and private

schools/universities.



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Universities in Egypt are generally either state-funded orprivately funded. However, Education in Egypt is free by law,

Admission to public universities and institutions operatesthrough a centralized office. Students are asked to fill theadmissions application that listing their choices of theirdesired college (schools) in a descending order of priority.To enrollment procedures world wide. A student applies to aspecific university and goes through its admission process.

Problems of the Egyptian educational systems are consisting ofshortages of teachers, schools, and equipment, admission ofstudents' selection and training of teachers and otherpersonnel, construction of buildings and classrooms,supervision and management of schools, provision andmanagement of schools, development of curriculum.

Technical education is facing same normal education problemsin addition the lack of flexibility and failure to adjust inthe face of increasing modernity.

Although the notable increase in government commitment toeducation, with a three-fold increase in the nationaleducation budget, still there are many underlying education

problems in general and for females particular.

Some of the girls are still excluded from education, and eventhe rest enrolled in school are learning too little to beprepared for job markets.

Females graduate from technical education suffer from thehighest unemployment rates. Social circumstances after

marriage and due to social commitment, inability to cope withthe physical requirements of technical jobs females becomeisolated at work

To Improve Female s Education The Egyptian government should :a.Make basic education free to all children and schools

accessible to families everywhere.b. Improve the quality of teaching and learning.c. Train sufficient teachers and make teaching an attractiveprofession.

d. Encourage higher enrolments but also better rates ofcompletion.

e. Ensure there are women teachers as role models for girls.

f.Make schooling more attractive to children and girls inparticular through a relevant curriculum.



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Female's education provided families and society some gainssuch as:

a. Improving of the social and health status of women.b. Increasing awareness in the various fields (political-

economic).

c. Increasing private income for the family, which provides abetter life quality.

d.meeting their own needs for self-fulfillment and increasingtheir self-reliance and the ability to make decisions

Egypt recognizes the weaknesses and problems and toke somemovements towards education reform systems.

The educational reform program is a step from the governmenttowards reforming the education system. It is working in sevengovernorates and operates out of offices in Alexandria, Cairo,Fayoum, Beni Sweif, Minia, Qena and Aswan.

The Egyptian Ministry of Education has a partnership withUNICEF and one example of the accomplishment of their work isthe Community Schools initiative launched in Upper Egypt in1992 by UNICEF and the Ministry of Education (MOE) whichapplies activity-based learning and promotes communityparticipation. It also introduces low-cost hygiene andsanitation facilities in schools.

UNICEF Partnership with the MOE has shifted towards improvingthe quality of education and increasing school retention,completion and achievement rates and supporting the developmentof a national strategic plan for the education sector. Thesector plan addresses the learning environment in schoolsthrough setting standards for providing safe water supply;upgrading gender-segregated sanitation facilities and hygieneeducation, and introducing models to make schools free ofviolence including corporal punishment.

Steps have been mad to improve female's educational states. Thegovernment's "one classroom schools" programme (operated byMOE) and the Girl's Education plan (led by the National Councilfor Childhood and Motherhood (NCCM), supported by UNICEF aslead agency in partnership with 5 other UN organizations) arebeing supported to enhance the quality of teaching and learningprocesses. In addition technical and financial support isprovided for the geographic expansion of this plan.



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The ministry of education made a complete revision of itseducational system; aiming to upgrading and modernizing andtransforming it into a logical continuous educational process.Kindergarten was designated as a part of the formal system andincluded in the comprehensive planning. The primary andpreparatory curricula were redesigned to be more relevant and

more scientific with emphasis on experimentation and criticalthinking.

The government had provided Medical insurance for students inkindergarten and basic education.

The reform program included a plan for Improving the qualityand quantity of the teaching staff and started curriculum and

texts revision in industrial schools with new specializations.

Unfortunately, there is still quite a high drop out rate duerelatively to levels of poverty, and adult literacy levels inEgypt are only around 57.7%.

There is a vast difference between idealized plans andimplementation. A system short on resources, stifled by

bureaucracy, and lacking in local expertise moves slowly. Onlytime will tell how well the comprehensive efforts of to makeeducation more relevant to national needs are working. Egypthas a long expensive road to travel given the enormity ofilliteracy and vast educational shortages. The financialimprovement at the millennium, stemming from rising oilrevenues and better fiscal management, gives the educationfuture a rosier glow than a decade ago.

We should mention at the end that The value of education inEgypt is highly prized, but while there exists such a hugediscrepancy between the standards of living, amenities andfacilities available to those from wealthy and poor and cityand rural backgrounds there will continue to exist a barrierbetween those who can afford to send their children to schooland those who dont even have access to teaching staff orlearning materials. Egyptian parents all want the very bestfor their children but not all can afford to send them toschool.

THANK YOU



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27.The Economic Profile of Women in the Arab region, Professor HebaHandoussa, Research Director, gerpa and lead author, National HumanDevelopment Report (Egypt)PDF

http://www.globewomen.com/summit/2006/Speeches/06speech_handoussa.htm
mailto:[email protected]?subject=Living%20::%20Slowly%20but%20surelyhttp://info.worldbank.org/etools/mdfdb/docs/WP_CAWTAR2.pdfhttp://info.worldbank.org/etools/mdfdb/docs/WP_CAWTAR2.pdfhttp://www.ecwronline.org/english/researches/2004/changingworld.htmhttp://www.ecwronline.org/english/researches/2004/changingworld.htmhttp://www.erf.org.eg/workshops/Tunisia_Workshop_%20papers/FElHamidiTextRev.pdfhttp://www.erf.org.eg/workshops/Tunisia_Workshop_%20papers/FElHamidiTextRev.pdfhttp://www.erf.org.eg/workshops/Tunisia_Workshop_%20papers/FElHamidiTextRev.pdfhttp://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2002/08/23/000094946_02080904030162/Rendered/PDF/multi0page.pdfhttp://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2002/08/23/000094946_02080904030162/Rendered/PDF/multi0page.pdfhttp://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2002/08/23/000094946_02080904030162/Rendered/PDF/multi0page.pdfhttp://www.un.org/womenwatch/daw/Review/documents/panel-2/CSW%20panel%20II%20Caren%20Grown%20statement.pdfhttp://www.un.org/womenwatch/daw/Review/documents/panel-2/CSW%20panel%20II%20Caren%20Grown%20statement.pdfhttp://www.un.org/womenwatch/daw/Review/documents/panel-2/CSW%20panel%20II%20Caren%20Grown%20statement.pdfhttp://www.globewomen.com/summit/2006/Speeches/06speech_handoussa.htmhttp://www.globewomen.com/summit/2006/Speeches/06speech_handoussa.htmhttp://www.un.org/womenwatch/daw/Review/documents/panel-2/CSW%20panel%20II%20Caren%20Grown%20statement.pdfhttp://www.un.org/womenwatch/daw/Review/documents/panel-2/CSW%20panel%20II%20Caren%20Grown%20statement.pdfhttp://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2002/08/23/000094946_02080904030162/Rendered/PDF/multi0page.pdfhttp://wwwwds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2002/08/23/000094946_02080904030162/Rendered/PDF/multi0page.pdfhttp://www.erf.org.eg/workshops/Tunisia_Workshop_%20papers/FElHamidiTextRev.pdfhttp://www.erf.org.eg/workshops/Tunisia_Workshop_%20papers/FElHamidiTextRev.pdfhttp://www.ecwronline.org/english/researches/2004/changingworld.htmhttp://info.worldbank.org/etools/mdfdb/docs/WP_CAWTAR2.pdfmailto:[email protected]?subject=Living%20::%20Slowly%20but%20surely

the egyption education system

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