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Arab Republic of Egypt - Education Sector Review : Progress and Priorities for the Future, Volume 1. Main Report

ACCREDITATION ACHIEVEMENT ACHIEVEMENTS ADDITION AGE COHORT AGE GROUP ATTENDING SCHOOL BASIC EDUCATION CHILD DEVELOPMENT CLASS SIZE CLASSROOMS CLIMATE COMPREHENSIVE PROGRAM COMPULSORY EDUCATION COSTS OF EDUCATION CURRICULA CURRICULUM CURRICULUM REFORM DECISION MAKING DEVELOPING COUNTRIES DISTANCE LEARNING DRAWING DROPOUT RATES EARLY CHILDHOOD EDUCATION ECONOMIC DEVELOPMENT ECONOMIC GROWTH EDUCATION CURRICULA EDUCATION EXPENDITURES EDUCATION FINANCE EDUCATION INDICATORS EDUCATION INSTITUTIONS EDUCATION LEVEL EDUCATION LEVELS EDUCATION PROGRAMS EDUCATION REFORM EDUCATION SECTOR EDUCATION SERVICES EDUCATION SYSTEM EDUCATIONAL DEVELOPMENT EDUCATIONAL EVALUATION EDUCATIONAL GOALS EDUCATIONAL INSTITUTIONS EMPLOYMENT EMPLOYMENT OPPORTUNITIES ENROLLMENT ENROLLMENT GROWTH ENROLLMENT RATE ENROLLMENT RATES GENERAL SECONDARY EDUCATION GER GIRLS GIRLS EDUCATION GROSS ENROLLMENT GROSS ENROLLMENT RATIO HIGHER EDUCATION REFORM HOUSEHOLD SURVEYS HUMAN DEVELOPMENT IMMIGRATION IMPROVING ACCESS INNOVATION INSERVICE TRAINING INSTRUCTION INSTRUCTIONAL MATERIALS INTERNATIONAL COMMITMENTS INTERNATIONAL COMPARISONS KINDERGARTEN LABOR FORCE LABOR MARKET LEADERSHIP LEARNING LEARNING OUTCOMES LEARNING PROCESS LEVEL OF EDUCATION LEVELS OF EDUCATION LITERACY LOCAL COMMUNITIES MANAGEMENT MANAGERS MATHEMATICS MOBILITY NATIONAL EDUCATION NER NET ENROLLMENT OPEN UNIVERSITIES PARENTS PARTNERSHIP PERFORMANCE INDICATORS PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOL STUDENTS PRIVATE COSTS PRIVATE SECTOR PUBLIC EXPENDITURE PUBLIC INSTITUTIONS PUBLIC SCHOOLS PUBLIC SECTOR QUALITY QUALITY ASSURANCE QUALITY CONTROL QUALITY OF EDUCATION REASONING RECENT PROGRESS REPETITION RHETORIC SCHOOL ADMINISTRATION SCHOOL FACILITIES SCHOOL IMPROVEMENT SCHOOL MANAGEMENT SCHOOLING SCHOOLS SCREENING SECONDARY EDUCATION SECONDARY ENROLLMENT SECONDARY LEVEL SECONDARY SCHOOL STUDENTS SECONDARY SCHOOLS STANDARDIZED TESTS STUDENT ACHIEVEMENT STUDENT ENROLLMENT STUDENT PERFORMANCE TEACHER TEACHER TRAINING TEACHERS TEACHING TEACHING METHODS TECHNICAL COLLEGES TECHNICAL EDUCATION TERTIARY EDUCATION TEXTBOOKS TUTORING UNEMPLOYMENT UNIVERSITIES UNIVERSITY EDUCATION VOCATIONAL EDUCATION WORKERS WORKING CONDITIONS YOUTH EDUCATION SECTOR GENDER EQUALITY GENDER INEQUALITY GENDER ISSUES TEACHERS EDUCATIONAL INSTITUTIONS DECENTRALIZATION POOR PEOPLE SECONDARY SCHOOLS EDUCATIONAL ATTENDANCE SCHOOL MANAGEMENT SCHOOLS PRIMARY SCHOOLS KINDERGARTEN DISADVANTAGED GROUPS
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Washington, DC
Middle East and North Africa | Egypt, Arab Republic of
2013-08-26T14:04:34Z | 2013-08-26T14:04:34Z | 2002-10

This study assesses the educational progress of Egypt, especially in basic education and identifies the issues that still need to be addressed. At the level of basic education real progress has been made on narrowing regional and reducing gender disparities, reducing class size, eliminating multiple shifts, increasing class instructional time, and introducing technology in the classroom. While Egypt is to be lauded for its significant achievements, problems persist in the education sector. Of particular concern are the problems of the poor. The poor face numerous disadvantages in educating their children, mostly due to: more children per household, low parental education, very limited access to kindergarten, and a high private cost of public schooling. As a result, of all children age seven to eleven who are not attending school, 50 percent are from the poorest segment of the population. While Egypt has embarked on an ambitious and comprehensive education reform program, it faces numerous challenges to attain its educational goals. Foremost among the challenges are: a) improve the quality of schooling, from primary through university; b) strengthen management of educational institutions by decentralizing decisions, and promoting accountability; c) increase efficiency in the use of resources by reducing over-staffing, introducing new financial mechanisms, and given higher education managers increased autonomy and accountability in internal resource allocation; and finally, d) improve equity by ensuring the children of the poor are adequately prepared to begin school, reducing private costs of education to the poor, better targeting higher education subsidies, and initiate parent education programs to improve child development in the home. The reform program is affordable in the long run if recommendations on quality, equity and efficiency and carried out in tandem and regularly barriers to redeploy

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