Arab Republic of Egypt - Education Sector Review : Progress and Priorities for the Future, Volume 2. Statistical Annexes
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 di...
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| Language: | English en_US |
| Published: |
Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2002/10/2138027/egypt-education-sector-review-progress-priorities-future-vol-2-2-statistical-annexes http://hdl.handle.net/10986/15313 |
| Summary: | 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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