schools for skills: a new learning agenda for egypt

272 Pages·2016·3.48 MB·English

Schools for Skills – A New Learning Agenda for Egypt SCHOOLS
FOR SKILLS:
The economic reforms which Egypt has initiated since 1991 have reduced public sector dominance and
increased opportunities for the private sector. The challenge for the Ministry of Education has been to make
education and training more relevant to the country’s economic prospects. It was in this context that the
A NEW LEARNING
ministry launched the comprehensive National Education Strategic Plan 2007-2012. Over this period progress
was made in achieving higher participation and lower attrition rates at all levels in the education system,
professionalisation of the teaching force, increased autonomy, and better data collection and reporting. A
AGENDA FOR
number of quality issues, however, remain a concern which need to be addressed.
This book provides a brief overview of the history of education in Egypt as background to an in-depth analysis
at the national, regional and municipal levels of the compulsory education system including vocational and
EGYPT
technical education with a special focus on improving quality, equity, and efficiency.
It concludes with a set of key recommendations concerning the structure of the system and its labour market
relevance; the quality of teachers and teaching; access and equity; financing; governance and management;
the strategic priorities and implementation management.
This report is part of the OECD’s ongoing co-operation with non-member economies around the world.
Contents
Chapter 1. Introduction
Chapter 2. Egypt’s education system
Chapter 3. The National Education Strategic Plan 2007-2012
Chapter 4. Education and the Changing Labour Market
Chapter 5. The quality of teachers and teaching
Chapter 6. Appropriate assessment
Chapter 7. Financing general education
Chapter 8: Strategic priorities
Chapter 9: Implementation management
Chapter 10: Conclusions
Write to us
Policy Advice and Implementation Division
Directorate for Education and Skills - OECD
2, rue André Pascal - 75775 Paris Cedex 16 - FRANCE
Find us at:
www.oecd.org/edu/policyadvice.htm
YouTube: www.youtube.com/EDUcontact
Twitter: www.twitter.com/OECD_Edu
Slideshare: www.slideshare.net/OECDEDU
GPS: www.gpseducation.oecd.org

Schools for Skills – A New Learning Agenda for Egypt

SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015
This work is published under the responsibility of the Secretary-General of the
OECD. The opinions expressed and arguments employed herein do not necessarily reflect
the official views of OECD member countries.
This document and any map included herein are without prejudice to the status of or
sovereignty over any territory, to the delimitation of international frontiers and
boundaries and to the name of any territory, city or area.
The statistical data for Israel are supplied by and under the responsibility of the
relevant Israeli authorities. The use of such data by the OECD is without prejudice to the
status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank
under the terms of international law.

Cover photo credits: © Orhan Çam – Fotolia.com.

You can copy, download or print OECD content for your own use, and you can include
excerpts from OECD publications, databases and multimedia products in your own documents,
presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of
the source and copyright owner is given. All requests for public or commercial use and translation
rights should be submitted to [email protected]. Requests for permission to photocopy portions of
this material for public or commercial use shall be addressed directly to the Copyright Clearance
Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC)
at [email protected].

SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015
3
FOREWORD–

Foreword
Egypt is going through a major political transition. It will need to manage that
transition in ways that bring about greater cohesion in the Egyptian society and greater
capacity to build a more competitive and sustainable economy. Effective education is the
key to both these challenges.
While gains have been made, particularly over the last decade, in improving literacy
and increasing educational participation, major deficiencies persist.
Manifestations of the problems are well known to Egyptian education authorities and
other interest groups. While some of the challenges are unique to Egypt’s circumstances,
many are shared among several countries in the Middle East and North Africa, and
beyond.
This report seeks to understand the nature of the challenges ahead for Egypt and to
inform decision makers with insights derived from the development of policies and
practices elsewhere.
As this report was underway, the government was developing its National Strategic
Plan for Pre-University Education 2014-2030 for increasing student participation and
outcomes at each stage of education, including the increments in resources required
(personnel, capital works, equipment and student support services).
The report was initiated in response to a request from the Government of Egypt and is
concerned with the broader public policy issues that give context and purpose to the
strategic plan, and are matters of interest to the wider Egyptian community.
This activity was undertaken within the Programme of Work of the OECD
Directorate for Education and Skills Programme for Co-operation with Non-Member
Economies in partnership with World Bank Human Development Department of the
Middle East and North Africa Region, and the European Training Foundation. This
activity was funded by the World Bank with in kind support from the Abu Dhabi
Education Council, the European Training Foundation and the Islamic Development
Bank.
Members of the team were Ian Whitman (OECD), Joint Team Leader, former Head of
the OECD Programme with Non-Member Economies; Ernesto Cuadra (World Bank),
Joint Team Leader, former Lead Education Specialist, Middle East and North Africa
Section; Michael Gallagher (Australia), Rapporteur, former Executive Director of the
Group of Eight Universities in Australia; Dina Abu-Ghaida (World Bank), Senior
Economist, Middle East and North Africa Region; Satya Brink (Canada), Education and
Human Development International Consultant, former Director of Learning Policy
Research at Human Resources and Skills Development; Andrew Burke (Ireland),
Consultant, former Director of the postgraduate teacher education programme and Dean
of Education at St. Patrick’s College, Dublin City University; Eduardo Cascallar (United
States), Managing Director for Assessment Group International, and Guest Professor,
SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015
4
– FOREWORD

Catholic University of Leuven; Mahmoud Gamal El Din (World Bank), former Senior
Operations Officer; Jawara Gaye (Islamic Development Bank), Senior Education
Specialist; Marie Niven (United Kingdom), former Deputy Director of the International
Unit, Departments of Education and Employment; Sebastian Rubens y Rojo (United Arab
Emirates), Education Advisor, Director General’s Office, Abu Dhabi Education Council;
Helmut Zelloth (European Training Foundation), Senior Specialist in VET Policies and
Systems. Overall support and co-ordination was provided by Raghada Mohamed Abdel
Hamed (World Bank); Louise Binns, Rebekah Cameron, Rachel Linden, Camilla
Lorentzen and Diana Tramontano (OECD).
The team was able to draw upon background information prepared by the Ministry of
Education, especially the Condition of Education in Egypt 2010 Report on National
Education Indicators.
The team also benefitted greatly from its consultations with students, parents,
teachers, school principals, and education administrators in the Alexandria, Beira, Cairo,
Fayoum, Menia, Luxor and Qena governorates. The team benefitted too from its
discussions with employers. Useful consultations were also held with officials from the
Professional Academy of Teachers, the National Centre for Examination and Education
Evaluation, the Centre for Curriculum and Instructional Materials Development, the
Central Agency for Public Mobilisation and Statistics, the National Authority for Quality
Assurance and Accreditation, the General Authority for Education Building, the
Education Development Fund, and the Ministry of Education.
The team is grateful for all the information and assistance provided and trusts that the
report will provide a useful reference on the path to progressing educational reform in
Egypt.

SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015
5
NOTE FROM THE AUTHORS –

Note from the Authors
Since the completion of the OECD/World Bank review team’s visit to Egypt in 2013
and the finalisation of its report, the Government of Egypt has adopted a new Education
Strategic Plan for 2014-2030. The team only had information regarding the previous plan
available to it, and focused its observations and discussions on the situation as of 2012
and early 2013. The team has not had the opportunity to consider the new plan and assess
its actions and priorities against the recommendations made by the team. However, to
assist readers, a summary of the key programmes of the new strategic plan as well as
changes to the Technical Education system is presented below:
• Technical Education Development Programme. This includes the initiative of
“a factory in each school and a school in each factory”, as well as implementation
of the Egypt-European Union Support to the Technical and Vocational Education
and Training Reform Programme in Egypt (Phase II) – known as TVET II. This
programme envisions developing technical education, including reforming the
Egyptian technical education curriculum in light of international models so as to
prepare workers appropriately and fulfil the requirements of sustainable
development. TVET II stresses co-operation amongst all the ministries concerned
as well as stakeholders of technical and vocational education in order to enhance
the quality and improve the efficiency of this part of the education system. In
addition, a new Ministry for Technical Education has been created, and the new
Egyptian constitution includes a commitment to the expansion and quality of
technical and vocational education in line with international standards. Articles 19
and 20 of the constitution also specify a minimum public expenditure on
education of 4% of GDP in total (2% on higher education), gradually rising over
time.
• Technology Development Programme. The interactive classroom methodology
is currently being applied in nine governorates in Egypt and will be expanded in
the remaining governorates over the next three years.
• Primary Education Development Programme. The focus here is on
mainstreaming and expanding the Early Grade Learning Programme in primary
school across all governorates. This programme includes both reading and
mathematics and is being carried out in partnership with the US Agency for
International Development (USAID).
• Children with Special Needs Programme. Increased support will be provided
for the policy to include children with special needs schools in public education,
including equipping schools with trained cadres and the necessary tools, in
addition to co-operation with non-governmental organisations to provide resource
rooms and follow-up services for students with special needs.
SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015
6
– NOTE FROM THE AUTHORS

• Administrative Development, Legislation, and Laws Programme. Based on
the Education Law No. 139 issued in 1981, the precise roles of the Ministry of
Education and governorates will be defined. In addition, in light of the new
Egyptian constitution, decentralisation will be implemented more effectively and
school-based reform enhanced.
• Human Resource Management Programme. Teachers’ salaries have been
raised by setting a bonus in return for the agreed job burden, effective from 1
January 2014 and with an estimated cost of EGP 6.2 billion. This serves to create
a positive environment in which school children can develop.
• Gifted and Talented Sub-programme of the General Secondary Education
Programme. A unit for science, technology, engineering and mathematics
(STEM) schools will be established as part of the Central Administration of
secondary education of the general education sector. An evaluation will be
conducted of existing STEM schools as a basis for future development of pre-
university education in Egypt.
• Primary and Secondary Education Programmes. The science curriculum in
basic education will be reformed in light of global contemporary trends.
• Human Resource Development and Monitoring and Evaluation
Programmes. The role of inspection and monitoring bodies at all levels will be
further activated and developed.
SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015
7
TABLE OF CONTENTS –

Table of Contents
Acronyms .................................................................................................................................................... 11
Executive summary .................................................................................................................................... 13
Chapter 1. Introduction ............................................................................................................................. 15
Egypt’s place in the world ....................................................................................................................... 16
Historical legacies ................................................................................................................................... 16
Contemporary transitions and aspirations ............................................................................................... 16
Government structure .............................................................................................................................. 18
Economy.................................................................................................................................................. 18
Investment climate .................................................................................................................................. 20
Workforce................................................................................................................................................ 23
Technology .............................................................................................................................................. 25
Human development ............................................................................................................................... 27
Income distribution ................................................................................................................................. 28
References ............................................................................................................................................... 29
Chapter 2. Egypt’s education system ......................................................................................................... 31
Historical development of education in Egypt ........................................................................................ 32
The structure of educational provision .................................................................................................... 35
Technical and vocational education and training .................................................................................... 40
The education workforce ......................................................................................................................... 45
Technology in education ......................................................................................................................... 49
Issues in Egyptian education ................................................................................................................... 50
References ............................................................................................................................................... 55
Chapter 3. The National Education Strategic Plan 2007-2012 ................................................................ 57
The scope of the plan .............................................................................................................................. 58
Achievements of the plan ........................................................................................................................ 60
Deficiencies in the design and execution of the plan .............................................................................. 67
Foundations for future action .................................................................................................................. 68
References ............................................................................................................................................... 70
Chapter 4. Education and the Changing Labour Market ........................................................................ 71
Current Egyptian labour market characteristics ...................................................................................... 72
Anticipated changes in labour market structure and conditions .............................................................. 79
Problems in the transition from education to work ................................................................................. 81
Employer views about the relevance of schooling and the employability of graduates .......................... 82
Education and preparation for the world of work ................................................................................... 85
Active labour market measures ............................................................................................................... 90
Future directions and policy options ....................................................................................................... 92
References ............................................................................................................................................... 93
SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015
8
– TABLE OF CONTENTS

Chapter 5. The quality of teachers and teaching ...................................................................................... 99
Teaching’s claim to professional status and recognition ....................................................................... 100
Arguments and evidence supporting teaching reform ........................................................................... 101
Critique of traditional approaches to pre-service education of teachers ............................................... 106
Critique of traditional approaches to INSET and CPD ......................................................................... 108
Guiding principles for reform of PRESET, INSET and CPD ............................................................... 111
Characteristics of teaching in Egyptian schools .................................................................................... 113
Pre-service teacher education in Egypt ................................................................................................. 115
Induction, INSET and CPD in Egypt .................................................................................................... 123
Training for technical and vocational education and training in Egypt ................................................ 126
Training of trainers for PRESET, INSET and CPD .............................................................................. 128
The need for and challenge of reform ................................................................................................... 129
Information and communication technology in teaching and teacher education. ................................. 132
A policy framework for teacher education ............................................................................................ 134
References ............................................................................................................................................. 139
Chapter 6. Appropriate assessment ......................................................................................................... 153
The different uses of assessment ........................................................................................................... 154
Assessment design principles ................................................................................................................ 156
Problems with the current examinations in Egypt ................................................................................. 158
What can be done? ................................................................................................................................ 164
Implications and suggested solutions to some of the challenges in current educational assessments .. 168
References ............................................................................................................................................. 170
Chapter 7. Financing general education ................................................................................................ 173
Adequacy of general education financing in Egypt .............................................................................. 174
Cost-effectiveness of general education financing in Egypt ................................................................. 178
Equity of general education financing in Egypt .................................................................................... 187
Addressing issues of adequacy, equity and cost-effectiveness ............................................................. 194
References ............................................................................................................................................. 199
Chapter 8: Strategic priorities ................................................................................................................. 201
The dimensions of the task ahead.......................................................................................................... 203
Attending not just to quantity but also to quality .................................................................................. 211
A principles-based and evidence-backed approach ............................................................................... 212
Prioritising policy interventions ............................................................................................................ 216
Technical and vocational education and training .................................................................................. 220
Donor interest and donor landscape ...................................................................................................... 227
References ............................................................................................................................................. 234
Chapter 9: Implementation management ............................................................................................... 239
Addressing Egypt’s particular challenges ............................................................................................. 240
Drawing on recent efforts to change school systems elsewhere ........................................................... 240
Lessons from international experience .................................................................................................. 245
A systems approach is essential ............................................................................................................ 248
Longer-term strategic planning and rolling shorter-term operational planning .................................... 250
References ............................................................................................................................................. 255
Chapter 10: Conclusions ......................................................................................................................... 259

SCHOOLS FOR SKILLS: A NEW LEARNING AGENDA FOR EGYPT © OECD 2015