Egypt is located in northern Africa, bordered by Libya, the Gaza Strip, Sudan, and the Mediterranean Sea. Arabic is the official language, while English and French are widely understood. Education is state-sponsored and divided into primary, preparatory, secondary, and higher education. Female education has increased over the years, with girls outperforming boys and occupying top ranks. While the number of females in science and engineering fields has risen, cultural stereotypes still influence some to pursue other fields. Overall, Egypt aims to continue improving access to education and educational quality.
The Egyptian education system consists of kindergarten, primary school (6 years), preparatory school (3 years), secondary school (3 years), and tertiary education (4-6 years). Government schools provide the national Arabic curriculum, while private schools include ordinary schools, language schools, and religious schools. The education system faces challenges like overcrowded classrooms, outdated teaching practices, and an exam-focused system that emphasizes memorization over skills like problem-solving. Overall, the document provides an overview of the structure and types of schools in Egypt's education system as well as some of its current challenges.
The educational system of Egypt has evolved from ancient to modern times. In ancient Egypt, education involved memorization and physical discipline. Three ancient scripts were used: hieroglyphics, hieratic, and demotic. Muhammad Ali introduced a modern, western-style system in the 19th century with sciences and separate schools for girls and boys. Today, the system includes kindergarten, 9 years of basic education, 3-5 years of secondary school, and public and private universities. The Al-Azhar religious university also plays an important role in Egypt's educational and cultural life.
Journey in the Basic Education Curricular reformsPaul Christian
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
The educational system in Japan is divided into 5 levels: kindergarten, elementary school (6 years), lower secondary school (3 years), upper secondary school (3 years), and college (4 years). Primary school is 6 years, followed by 6 years of high school divided into 3 years of junior high and 3 years of senior high. College programs range from 3-6 years depending on the field of study. The Japanese educational system is highly centralized and administered by the Ministry of Education, with an emphasis on obedience and listening to teachers.
This document summarizes the historical foundations of education in different nations from 5000 BC to the present. It discusses the educational goals, students, instructional methods, curriculum, and important agents of education in ancient Egypt, China, India, Greece, Rome, the Arabic world, medieval Europe, the Renaissance, Reformation, and several important educational theorists like Confucius, Socrates, and Dewey. It provides a comprehensive overview of the evolution of education across time and various cultures.
This document provides an overview of the historical foundations of education around the world. It discusses early education in Eastern civilizations like India, China, and Egypt. It then covers the development of education in ancient Greece and Rome, the influence of the Catholic Church during the Middle Ages, and reforms during the Renaissance and Reformation eras. The document also summarizes the emergence of common schooling in Europe and education in the American colonies, including the development of primary, secondary, and higher education systems.
This document discusses the history and development of Madrasah education in the Philippines. It provides details on:
1. The three types of Madrasah - traditional weekend schools, formal developmental schools, and integrated schools that teach both secular and Islamic subjects.
2. Government efforts to upgrade Muslim basic education through a "Road Map" developed in 2004, which included institutionalizing Madrasah education and improving secular education in Muslim areas.
3. The development of a standard Madrasah curriculum through consultations with Muslim scholars, resulting in DepEd Order No. 51 in 2004 prescribing the curriculum.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
The Egyptian education system consists of kindergarten, primary school (6 years), preparatory school (3 years), secondary school (3 years), and tertiary education (4-6 years). Government schools provide the national Arabic curriculum, while private schools include ordinary schools, language schools, and religious schools. The education system faces challenges like overcrowded classrooms, outdated teaching practices, and an exam-focused system that emphasizes memorization over skills like problem-solving. Overall, the document provides an overview of the structure and types of schools in Egypt's education system as well as some of its current challenges.
The educational system of Egypt has evolved from ancient to modern times. In ancient Egypt, education involved memorization and physical discipline. Three ancient scripts were used: hieroglyphics, hieratic, and demotic. Muhammad Ali introduced a modern, western-style system in the 19th century with sciences and separate schools for girls and boys. Today, the system includes kindergarten, 9 years of basic education, 3-5 years of secondary school, and public and private universities. The Al-Azhar religious university also plays an important role in Egypt's educational and cultural life.
Journey in the Basic Education Curricular reformsPaul Christian
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
The educational system in Japan is divided into 5 levels: kindergarten, elementary school (6 years), lower secondary school (3 years), upper secondary school (3 years), and college (4 years). Primary school is 6 years, followed by 6 years of high school divided into 3 years of junior high and 3 years of senior high. College programs range from 3-6 years depending on the field of study. The Japanese educational system is highly centralized and administered by the Ministry of Education, with an emphasis on obedience and listening to teachers.
This document summarizes the historical foundations of education in different nations from 5000 BC to the present. It discusses the educational goals, students, instructional methods, curriculum, and important agents of education in ancient Egypt, China, India, Greece, Rome, the Arabic world, medieval Europe, the Renaissance, Reformation, and several important educational theorists like Confucius, Socrates, and Dewey. It provides a comprehensive overview of the evolution of education across time and various cultures.
This document provides an overview of the historical foundations of education around the world. It discusses early education in Eastern civilizations like India, China, and Egypt. It then covers the development of education in ancient Greece and Rome, the influence of the Catholic Church during the Middle Ages, and reforms during the Renaissance and Reformation eras. The document also summarizes the emergence of common schooling in Europe and education in the American colonies, including the development of primary, secondary, and higher education systems.
This document discusses the history and development of Madrasah education in the Philippines. It provides details on:
1. The three types of Madrasah - traditional weekend schools, formal developmental schools, and integrated schools that teach both secular and Islamic subjects.
2. Government efforts to upgrade Muslim basic education through a "Road Map" developed in 2004, which included institutionalizing Madrasah education and improving secular education in Muslim areas.
3. The development of a standard Madrasah curriculum through consultations with Muslim scholars, resulting in DepEd Order No. 51 in 2004 prescribing the curriculum.
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
The document discusses the influences on Philippine education from various historical periods. It describes how education evolved from primitive times, where the goal was ensuring cultural continuity, to oriental education under Confucian philosophy, with its focus on social stability. It then outlines the influences of Christianity, Greek ideals on art and literature, and the Renaissance's emphasis on classical education. The Reformation promoted character education, universal education and helped the rise of Protestantism through the printing press and figures like Martin Luther. Curriculum incorporated the arts, sciences and philosophy, while teaching methods remained similar to past traditions.
The Roman educational system developed in two periods and was heavily influenced by Greek culture. Early Roman education involved apprenticeship training led by parents to teach civic and religious duties. As Rome conquered Greece, Greek ideas spread their influence, including the introduction of Greek schools and literature being taught in Latin. The educational system became more formalized with elementary schools teaching basics, grammar schools focusing on language and rhetoric, and rhetorical schools preparing students for public service. Roman emperors supported education through investments and policies.
This document discusses Basil Bernstein's theory of cultural deprivation and language codes as it relates to class differences in education. It can be summarized as follows:
1. Bernstein proposed that working class children experience cultural deprivation that limits their intellectual development and language skills compared to middle class children.
2. He identified two main language codes - restricted code used by working class families and elaborated code used by middle class families and schools.
3. Bernstein argued that schools reward the use of elaborated code, putting working class children at a disadvantage if they only have access to restricted code in their home environment.
The document traces the history of educational technology from 3000 BC to the present. It describes how early technologies like the abacus, blackboard, and slate were introduced and used in classrooms. Radio and film began to be used in the 1920s. During World War II, technology advanced rapidly for military training purposes. The 1940s saw the introduction of the computer. Television was used for instruction in the 1950s and language labs in the 1960s. Microcomputers entered schools in the 1970s and became widespread in the 1980s. The internet and web browsers revolutionized education in the 1990s and 2000s, introducing tools like blogs, learning management systems, and video sharing.
Linkages and networking with organizations (edcon)Jervis Panis
The document discusses the importance of linkages and networking between schools and other organizations to create mutual benefits and assistance. It provides examples of international, national, and local organizations that schools can form partnerships with, including honor societies, professional associations, subject specialist groups, foundations, government offices, and media organizations. Forming these connections allows schools to prepare joint projects, conduct research collaborations, share best practices, provide professional development for teachers, and gain support through donations and educational opportunities.
FOUNDATION OF EDUCATION DURING MEDIEVAL PERIODDiwanie Perez
The medieval concept of education centered on spiritual, intellectual, political, and economic development. During this period, four main educational systems emerged: Monasticism, Scholasticism, Chivalry, and the Guild system. Monasticism focused on spiritual and moral education through monasteries and monks. Scholasticism emphasized intellectual discipline and using logic and reason to prove religious doctrines. Chivalry educated the nobility through apprenticeship and training in skills like combat and etiquette. The Guild system provided vocational training through apprenticeships and helped organize trades.
Topic 2 education reforms in the philippines by cruzMaria Theresa
The document discusses reforms to the Philippine education system, including its general education curriculum. It notes that by 2015, the Philippines will open its borders and by 2020 will join the APEC trade regime, requiring graduates to be globally competitive. It recommends preparing for these events by aligning degree programs with other countries and reforming general education. Two models are presented: one for humanities/social sciences majors and another for all others. Lessons from other countries and experts are discussed, focusing on making general education issue-based rather than discipline-based and potentially shortening the undergraduate degree. Comprehensive reforms are needed beyond just adding or removing years of schooling.
The document provides a summary of the history of education from preliterate societies to the 20th century. It covers several topics including education in ancient Africa/Asia, Greece, India, and during periods like the Renaissance, Reformation, Enlightenment, and 19th century. It also discusses key figures like Pestalozzi, Herbart, and educational developments like the printing press and universities/schools in ancient India and their various courses of study.
The curriculum in the Philippines has evolved over time through different periods of history. During the pre-Hispanic period, education was oral and practical, aiming to prepare children for adulthood. In the Spanish period, friars managed parochial schools that spread Christianity through basic education. The American period established a public school system and abolished religious instruction. Today, the K-12 program provides mother-tongue based education through junior and senior high school, allowing students to choose between academic or vocational tracks.
Historical Foundations of Education: World Education Evolution at a GlanceZenpai Carl
This presentation traces the development of education from preliterate societies to the Reformation period. It discusses the goals, instructional methods, curriculum, and influencing agents of education during different historical periods including preliterate societies, China, Egypt, Judaism, Greece, Rome, the Arabic era, the Medieval period, the Renaissance, and the Reformation. The conclusion emphasizes the importance of understanding history to reflect on current practices and envision a better future for education.
Understanding the k 12 basic education program updated 042312Hans Mallen
This document provides an overview of the K-12 Basic Education Program in the Philippines. It discusses President Aquino's 10-point education agenda including extending basic education to 12 years. The new K-12 system includes kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for the job market or higher education through an enhanced curriculum with areas of specialization. The additional schooling years are expected to benefit individuals, families, and society through higher incomes, better economic growth, and a more educated population.
Here are the answers to your questions:
1. Madrassa refers to an Islamic religious school or college for the study of the Islamic religion.
2. The first madrassa was established in Madina called "Suffa" on the east side of the Al-Masjid an-Nabawi mosque, where Hazrat Muhammad was the teacher.
3. The 5 aims and objectives of madrassa are: to teach Quran, Islamic injunctions, morality, impart Islamic education for future generations, and establish a caring environment for excellence in Islamic education.
4. Mosques played a pivotal role in education from the early days of Islam. They taught both religious and secular subjects and housed important libraries
Historical Foundation of Modern Times Educationkayumangi
It was believed that Historical foundation of Modern Times Education started between 1300 to 1700 years. Everything in this presentation was a gathered information from different references that helps me accomplished my report.
The educational system of Egypt has evolved from ancient to modern times. In ancient Egypt, education involved memorization and physical discipline. Three ancient scripts were used: hieroglyphics, hieratic, and demotic. Muhammad Ali introduced a modern, western-style system in the 19th century with sciences and separate schools for girls and boys. Today, education is divided into kindergarten, basic compulsory education from ages 6-15, secondary or vocational schools, and higher education through public and private universities. The Al-Azhar religious university also plays an important role in Egypt's educational and cultural life.
This document provides an overview of educational systems from several countries around the world. It begins by outlining the objectives of the chapter, which are to increase knowledge of other cultures and peoples, help resolve global problems, improve foreign language skills, and develop tolerance. Several sections then describe the structure and characteristics of educational systems in countries like Australia, China, Japan, South Africa, South Korea, and the United Kingdom. Key details covered include the organization of primary, secondary, and tertiary levels of education as well as typical curriculum, examinations, and qualifications. The document aims to benchmark best practices from high-performing international systems.
The document summarizes the educational system in Japan. It follows a 6-3-3-4 structure, with 6 years of primary school, 3 years of junior high school, 3 years of high school, and 4 years of university. Education is compulsory through junior high school. The curriculum focuses heavily on Japanese language, mathematics, social studies, and science at the primary and junior high levels. Students have a choice to attend junior college for 2 years or university for 4 years after high school. There are 778 universities in Japan, some of the top ranked in Asia, as well as various types of high schools including vocational and correspondence options.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
Education has evolved greatly over thousands of years, from early informal teachings passed through oral tradition to today's widespread systems of formal education. Some key developments include ancient Egyptian temples schools in 3000 BC, the first schools in China in 2000 BC, and schools established by Plato and Aristotle in Greece in 387 and 355 BC. The printing press in 1450 and the internet in the late 1990s dramatically increased access to information and learning resources. While most nations now aim to provide education for all, many parts of the world still struggle to make even basic education universally available.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
A Closer Look to the Educational Sytems of the Worldghostfreak09
A report presented by different individuals from the school of Eastern Samar State University-Guiuan. I hope that students can use it in their studies to.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, the needs of 21st century Africa, the current status of education, the need for quality assurance, approaches to quality assurance, future challenges and prospects. It notes the increasing demand for higher education in Africa and calls for measures to improve both access and quality at institutions of higher learning on the continent.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, 21st century needs in Africa, the current status of education, the need for quality assurance, definitions and approaches to quality assurance, future challenges and prospects, and a conclusion. It emphasizes that quality higher education is crucial for development in Africa given the continent's education challenges and high demand for access and skills training.
The document discusses the influences on Philippine education from various historical periods. It describes how education evolved from primitive times, where the goal was ensuring cultural continuity, to oriental education under Confucian philosophy, with its focus on social stability. It then outlines the influences of Christianity, Greek ideals on art and literature, and the Renaissance's emphasis on classical education. The Reformation promoted character education, universal education and helped the rise of Protestantism through the printing press and figures like Martin Luther. Curriculum incorporated the arts, sciences and philosophy, while teaching methods remained similar to past traditions.
The Roman educational system developed in two periods and was heavily influenced by Greek culture. Early Roman education involved apprenticeship training led by parents to teach civic and religious duties. As Rome conquered Greece, Greek ideas spread their influence, including the introduction of Greek schools and literature being taught in Latin. The educational system became more formalized with elementary schools teaching basics, grammar schools focusing on language and rhetoric, and rhetorical schools preparing students for public service. Roman emperors supported education through investments and policies.
This document discusses Basil Bernstein's theory of cultural deprivation and language codes as it relates to class differences in education. It can be summarized as follows:
1. Bernstein proposed that working class children experience cultural deprivation that limits their intellectual development and language skills compared to middle class children.
2. He identified two main language codes - restricted code used by working class families and elaborated code used by middle class families and schools.
3. Bernstein argued that schools reward the use of elaborated code, putting working class children at a disadvantage if they only have access to restricted code in their home environment.
The document traces the history of educational technology from 3000 BC to the present. It describes how early technologies like the abacus, blackboard, and slate were introduced and used in classrooms. Radio and film began to be used in the 1920s. During World War II, technology advanced rapidly for military training purposes. The 1940s saw the introduction of the computer. Television was used for instruction in the 1950s and language labs in the 1960s. Microcomputers entered schools in the 1970s and became widespread in the 1980s. The internet and web browsers revolutionized education in the 1990s and 2000s, introducing tools like blogs, learning management systems, and video sharing.
Linkages and networking with organizations (edcon)Jervis Panis
The document discusses the importance of linkages and networking between schools and other organizations to create mutual benefits and assistance. It provides examples of international, national, and local organizations that schools can form partnerships with, including honor societies, professional associations, subject specialist groups, foundations, government offices, and media organizations. Forming these connections allows schools to prepare joint projects, conduct research collaborations, share best practices, provide professional development for teachers, and gain support through donations and educational opportunities.
FOUNDATION OF EDUCATION DURING MEDIEVAL PERIODDiwanie Perez
The medieval concept of education centered on spiritual, intellectual, political, and economic development. During this period, four main educational systems emerged: Monasticism, Scholasticism, Chivalry, and the Guild system. Monasticism focused on spiritual and moral education through monasteries and monks. Scholasticism emphasized intellectual discipline and using logic and reason to prove religious doctrines. Chivalry educated the nobility through apprenticeship and training in skills like combat and etiquette. The Guild system provided vocational training through apprenticeships and helped organize trades.
Topic 2 education reforms in the philippines by cruzMaria Theresa
The document discusses reforms to the Philippine education system, including its general education curriculum. It notes that by 2015, the Philippines will open its borders and by 2020 will join the APEC trade regime, requiring graduates to be globally competitive. It recommends preparing for these events by aligning degree programs with other countries and reforming general education. Two models are presented: one for humanities/social sciences majors and another for all others. Lessons from other countries and experts are discussed, focusing on making general education issue-based rather than discipline-based and potentially shortening the undergraduate degree. Comprehensive reforms are needed beyond just adding or removing years of schooling.
The document provides a summary of the history of education from preliterate societies to the 20th century. It covers several topics including education in ancient Africa/Asia, Greece, India, and during periods like the Renaissance, Reformation, Enlightenment, and 19th century. It also discusses key figures like Pestalozzi, Herbart, and educational developments like the printing press and universities/schools in ancient India and their various courses of study.
The curriculum in the Philippines has evolved over time through different periods of history. During the pre-Hispanic period, education was oral and practical, aiming to prepare children for adulthood. In the Spanish period, friars managed parochial schools that spread Christianity through basic education. The American period established a public school system and abolished religious instruction. Today, the K-12 program provides mother-tongue based education through junior and senior high school, allowing students to choose between academic or vocational tracks.
Historical Foundations of Education: World Education Evolution at a GlanceZenpai Carl
This presentation traces the development of education from preliterate societies to the Reformation period. It discusses the goals, instructional methods, curriculum, and influencing agents of education during different historical periods including preliterate societies, China, Egypt, Judaism, Greece, Rome, the Arabic era, the Medieval period, the Renaissance, and the Reformation. The conclusion emphasizes the importance of understanding history to reflect on current practices and envision a better future for education.
Understanding the k 12 basic education program updated 042312Hans Mallen
This document provides an overview of the K-12 Basic Education Program in the Philippines. It discusses President Aquino's 10-point education agenda including extending basic education to 12 years. The new K-12 system includes kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for the job market or higher education through an enhanced curriculum with areas of specialization. The additional schooling years are expected to benefit individuals, families, and society through higher incomes, better economic growth, and a more educated population.
Here are the answers to your questions:
1. Madrassa refers to an Islamic religious school or college for the study of the Islamic religion.
2. The first madrassa was established in Madina called "Suffa" on the east side of the Al-Masjid an-Nabawi mosque, where Hazrat Muhammad was the teacher.
3. The 5 aims and objectives of madrassa are: to teach Quran, Islamic injunctions, morality, impart Islamic education for future generations, and establish a caring environment for excellence in Islamic education.
4. Mosques played a pivotal role in education from the early days of Islam. They taught both religious and secular subjects and housed important libraries
Historical Foundation of Modern Times Educationkayumangi
It was believed that Historical foundation of Modern Times Education started between 1300 to 1700 years. Everything in this presentation was a gathered information from different references that helps me accomplished my report.
The educational system of Egypt has evolved from ancient to modern times. In ancient Egypt, education involved memorization and physical discipline. Three ancient scripts were used: hieroglyphics, hieratic, and demotic. Muhammad Ali introduced a modern, western-style system in the 19th century with sciences and separate schools for girls and boys. Today, education is divided into kindergarten, basic compulsory education from ages 6-15, secondary or vocational schools, and higher education through public and private universities. The Al-Azhar religious university also plays an important role in Egypt's educational and cultural life.
This document provides an overview of educational systems from several countries around the world. It begins by outlining the objectives of the chapter, which are to increase knowledge of other cultures and peoples, help resolve global problems, improve foreign language skills, and develop tolerance. Several sections then describe the structure and characteristics of educational systems in countries like Australia, China, Japan, South Africa, South Korea, and the United Kingdom. Key details covered include the organization of primary, secondary, and tertiary levels of education as well as typical curriculum, examinations, and qualifications. The document aims to benchmark best practices from high-performing international systems.
The document summarizes the educational system in Japan. It follows a 6-3-3-4 structure, with 6 years of primary school, 3 years of junior high school, 3 years of high school, and 4 years of university. Education is compulsory through junior high school. The curriculum focuses heavily on Japanese language, mathematics, social studies, and science at the primary and junior high levels. Students have a choice to attend junior college for 2 years or university for 4 years after high school. There are 778 universities in Japan, some of the top ranked in Asia, as well as various types of high schools including vocational and correspondence options.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
Education has evolved greatly over thousands of years, from early informal teachings passed through oral tradition to today's widespread systems of formal education. Some key developments include ancient Egyptian temples schools in 3000 BC, the first schools in China in 2000 BC, and schools established by Plato and Aristotle in Greece in 387 and 355 BC. The printing press in 1450 and the internet in the late 1990s dramatically increased access to information and learning resources. While most nations now aim to provide education for all, many parts of the world still struggle to make even basic education universally available.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
A Closer Look to the Educational Sytems of the Worldghostfreak09
A report presented by different individuals from the school of Eastern Samar State University-Guiuan. I hope that students can use it in their studies to.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, the needs of 21st century Africa, the current status of education, the need for quality assurance, approaches to quality assurance, future challenges and prospects. It notes the increasing demand for higher education in Africa and calls for measures to improve both access and quality at institutions of higher learning on the continent.
This document discusses quality assurance in Nigerian higher education. It begins with an introduction by Olugbemiro Jegede, Secretary to the Government of Kogi State. The main topics covered include the main issues of concern in education, 21st century needs in Africa, the current status of education, the need for quality assurance, definitions and approaches to quality assurance, future challenges and prospects, and a conclusion. It emphasizes that quality higher education is crucial for development in Africa given the continent's education challenges and high demand for access and skills training.
Education in Sudan consists of 11 years of schooling in three stages: primary, middle, and secondary education. Primary education is from ages 6-13 and is compulsory. The education system has undergone reforms, changing from a 6+3+3 system to an 8+3 system. Some of Sudan's major universities include the University of Khartoum, the oldest and largest university, as well as Sudan University of Science and Technology, Ahfad University for Women, and Blue Nile University. Girls' education has expanded since the early 20th century but was historically limited.
The educational system in Algeria has undergone significant reforms since independence from France in 1962. The initial system was designed by French colonists to benefit European settlers, but reforms introduced free, compulsory education for all Algerians and replaced the French curriculum and language with Arabic. Current reforms aim to improve teacher training, educational resources, and make course content more culturally relevant. The structure provides 6 years of primary education, 3 years of lower secondary, and 3 years of upper secondary, with the opportunity to pursue higher education.
PSYCHOLOGICAL WELLBEING INTENDED FOR HEALTHY LONGEVITYIAEME Publication
Human body has multidimensional ability to perceive consciousness and has infinite
capacity to change, heal and renew by itself which is called rejuvenation. The estimation
of Life Expectancy based on data from World Health Organization (WHO) and World
Development Indicators (WDI) 2015, ranked 145/187 for India reflects poor life
expectancy
Is The Educational System in the United Kingdom Effective_.pdfmarkhurstan
The UK education system is reputed for its excellent quality of education, interactive teaching methodology, top-ranking universities, and great student satisfaction. Education in the United Kingdom is divided into four sections primary education, secondary education, further education, and higher education. Children in the UK have to legally attend primary and secondary which runs from 5 years old up to 16 years old.
Women have a vital role in environmental management and development, this presentation present the efforts that has done to empower women in Arab region
Education in Libya has evolved significantly over time. During Ottoman rule in the 16th-20th centuries, small Koran schools were the primary form of education. Italy expanded the school system when it controlled Libya but excluded Arabs and Bedouins. After independence, Libya built new schools and universities while also reopening Koran schools, and enrollment increased rapidly. However, Libya still struggles with shortages of qualified teachers and low attendance among females in secondary and higher education.
The Israeli education system faces challenges in integrating large influxes of immigrants from over 70 countries since 1948. It has developed special programs to teach Hebrew, Jewish history and train teachers for immigrant students. The government funds most schools, with higher expenditures on education than most OECD countries. The system includes state schools (majority), state-religious schools, Arab schools, independent religious schools and private schools. Enrollment has greatly increased since the 1950s. Higher education plays a key role in Israel's development, with over half of youth attending university. However, Arab students face resource gaps compared to Jewish students.
This webinar discusses partnering schools in Iraq through the British Council's Connecting Classrooms program. It provides an overview of Iraq and its education system, outlines the benefits of partnerships for pupils and teachers, and explains how the British Council can help schools apply for funding and support to partner with schools in Iraq. Attendees are encouraged to register on the British Council Schools Online site to explore potential partnerships and apply for a grant before the January 2014 deadline.
The British education system has three main stages: primary school, secondary school, and further/higher education. Education is compulsory between ages 5-16 and free for the majority attending public schools, though some attend private fee-paying public schools. While the education departments in each country manage their own systems, there is little central control over individual schools. Most schools follow the National Curriculum which sets standards for subjects and achievement levels. Beyond age 16, many students continue their education at school or in universities, polytechnics, or colleges.
The document summarizes Turkey's education system. It describes the 4+4+4 system which extends compulsory schooling from 6 to 18 years. Primary school is from ages 6-10, followed by secondary education from 11-14. High school is from 15-18. University entrance exams are highly competitive, with around 1.6 million students taking the exam each year but only 630,000 gaining admission. Problems with the system include inequality between private and public schools, over-reliance on exams which push students to attend paid courses, and lack of support for varied student needs and interests.
The education of old or ancient Greek was thoroughly distinct from other ancient city-states. In all Greek city-states except for Sparta, education aimed to produce good citizens. The children studied different kinds of subjects like music, art, literature, science, mathematics, and politics.
This document discusses education for women and girls in the Middle East. It notes that while education is a human right, many girls in the Middle East do not have access to schooling due to customs, lack of resources, and oppression. Statistics show that over 75 million women and 45 million men in the Middle East and North Africa are illiterate. However, there has been some progress over the past 10 years, with increased access to primary, secondary, and university education for women in most countries of the region. Challenges remain such as high female unemployment and lack of quality education for all. Improving vocational training and removing barriers to women's entrepreneurship could help address issues of unemployment.
Socioloy of Education, Fomal Education in Colonial AfricaChhun Kannitha
Formal education in colonial Africa was established and controlled by European colonists who sought to limit African education to technical skills. After independence, Ghana struggled to determine the type of education best suited to its culture. Ghana operates a 6-3-4-4 educational system with primary, junior secondary, senior secondary, and university levels. While access to education has increased, inequality persists between urban elites and rural masses. At the tertiary level, Ghana has numerous public and private universities and polytechnics offering degrees up to the PhD level.
This document provides background information on literacy and education in Egypt from 1980 to present. It discusses Egypt's large education system and high illiteracy rates, especially among women. In the 1980s and 1990s, the government and organizations worked to address illiteracy through programs and laws. Rates declined from 49.4% to 34.2% during this period. The 2000s saw continued work but details are not provided. Organizations like USAID, UNESCO, and AUEED implemented programs to increase access and quality of education, particularly for girls and women. Educational programs have led to social and economic improvements for women in Egypt.
This document provides information about an evening vocational lyceum located in Aghii Anargyri, Greece. It offers both general education and technical training across several sectors such as mechanical engineering, electrical installations, electronics, vehicles, computer science, health and welfare, and applied arts. The school aims to provide working students and adults between ages 15-40 with qualifications to enhance their competitiveness in the job market. It has a diverse student body of 363 students reflecting Greece's multicultural society, and teaches students with an inclusive approach embracing different cultures and religions.
The document discusses problems with scientific research in Arab universities. It finds that Arab universities produce very little scientific research compared to other regions. Expenditure on research and development is only 0.2-0.4% of GDP in Arab countries, compared to 4-6% in developed countries. Few Arab patents are registered each year and Arab universities rarely rank among the top 500 globally. Brain drain is also a major issue, with over 50% of Arab talents working abroad. Key problems include a lack of quality assurance in higher education, insufficient funding for research, political instability, and an education system focused on memorization rather than innovation. Overall reforms are needed to boost scientific research output from Arab universities.
Presentation Dynamic Relationship between Education and Development in I.R. I...Salman Azam
This presentation briefly states dynamic relationship between education and Development in Iran, with special reference to the linkage between Government, University and Industry. Iran's education system is highly centralize and each year 20% of government spending and 5% of GDP goes to education, a higher rate than most other developing countries.
Prior to Islamic Revolution in 1979, Knowledge generated through higher education and scientific researches were the core functions of the Ministry of Science. At the university level, however, every student attending public schools is required to commit to serve the government for a number of years typically equivalent to those spent at the university, or pay it off for a very low price (typically a few hundred dollars). In 2012, Iran had 120,000 PhD students.
Second largest oil and gas reserves in the world, strong GDP growth, young and relatively well qualified population. Huge market for capital and consumer goods, financial strength, young and western oriented population with strong interest in modern and sophisticated products and technology.
Iran's flourishing regional influence in terms of distribution of electricity and crude oil to neighboring countries although faced with harsh threats from the United States. With entry to European markets shuttered, opportunities within the Middle East and central Asia became more attractive for Iran.
Nigeria has a varied landscape ranging from tropical rainforest in the south to savannah in the center and the Sahara Desert in the far north. It has over 200 million people and 36 states. The major environmental issues include oil pollution in the Niger Delta, waste management problems in major cities, and risks from climate change like reduced food production. Nigeria's educational system has three levels - basic, post-basic, and tertiary education. It is the shared responsibility of federal, state and local governments and includes public and private institutions.
The document summarizes Finland's educational system from pre-primary education through adult education. It outlines that basic education is compulsory and free for all students between the ages of 7-16 provided at comprehensive schools. Vocational education and training provides qualifications and degrees in fields like technology, health, and business. Polytechnics and universities provide professional degrees and conduct research. Adult education programs are available in vocational schools, polytechnics, universities, and liberal adult education centers to support lifelong learning and professional development. Financial assistance is available to students in the form of grants, housing supplements, and government-backed loans.
Venezuela is a country located on the northern coast of South America with a population of approximately 29 million people. The majority of Venezuelans are Roman Catholic but Evangelical Protestants make up about 10% of the population. Venezuela's population is ethnically diverse, with most identifying as multiracial or white. The official currency is the bolívar fuerte which replaced the bolívar in 2008 due to inflation. While Spanish is the dominant language, indigenous languages like Wayuu and Warao are also recognized. Venezuela has a unicameral legislature and a president who is both head of state and government, elected to a six-year term by popular vote. Education is compulsory for nine years in Venezuela and
Each teacher is provided with a Korean assistant who helps with translation,
cultural issues, paperwork and other daily tasks. This assistant is usually a student or
recent graduate who speaks excellent English.
Vacation Time: Teachers receive paid national holidays and summer/winter breaks.
National holidays include New Years, Lunar New Year, Independence Movement Day
and more. Summer break is usually 6 weeks and winter break is 2 weeks.
Health Insurance: All teachers receive national health insurance which covers the cost
of doctor visits and hospital stays. Some schools also provide additional private
insurance.
Severance Pay: Upon completion of the contract, teachers receive a lump sum
severance payment equal to one month's salary for
Malaysia is located in Southeast Asia and consists of two parts - peninsular Malaysia and east Malaysia. The official language is Bahasa Malaysia and the dominant religion is Islam. During British rule, there were vernacular schools that used different languages but did not foster national unity. After World War 2, committees were formed to develop a national education system using a common syllabus and examinations to unite the multiethnic population through the use of Malay and English as compulsory subjects. This led to the Education Act of 1961 that established the foundation of Malaysia's current education system.
Implementing rules and regulations of k to 12Allan Gulinao
This document provides the implementing rules and regulations for the Enhanced Basic Education Act of 2013. It defines key terms, outlines the scope of basic education which now includes kindergarten and 12 years of elementary and secondary education. It also discusses provisions for developing an inclusive curriculum that follows standards like being learner-centered and using the mother tongue as the primary language of instruction, especially in early grades of elementary school. The rules aim to strengthen and expand basic education in the Philippines as mandated by the new law.
Canada is the second largest country in the world located in North America. It has ten provinces and three territories, with six time zones across the vast country. Ottawa is the capital city located in Ontario. Canada has a diverse population of over 34 million people from many different cultures and nationalities. It has a highly developed economy and ranks highly for quality of living. Some of Canada's major cities include Vancouver, Toronto, Calgary, Montreal, and Edmonton.
This lesson plan aims to teach students about angles formed by parallel lines cut by a transversal. It begins with introducing the objectives of defining a transversal and identifying different angles formed. The instructional procedure includes reviewing perpendicular lines, presenting examples and activities, and having students apply their learning by identifying angles in figures. For evaluation, students are asked to identify exterior, interior, alternate interior, and alternate exterior angles. The lesson concludes with an assignment for students to classify different angles in a figure using a transversal.
The key principles of Finnish education policy are quality, efficiency, equity and internationalization. Education is free at all levels from pre-primary to higher education. The education system consists of pre-primary education, nine years of compulsory basic education, upper secondary education and higher education. Education policy priorities are outlined in five-year development plans which currently focus on promoting equality, quality and lifelong learning. Legislation governs each level of education and most education is publicly funded through state and local authorities. Evaluation of education focuses on both self-evaluation of schools and national evaluations.
A lesson plan guides classroom instruction by detailing the objectives, activities, and assessments for a lesson. It helps teachers stay organized, engage students, and ensure all required topics are covered. While developing detailed lesson plans requires time, it saves effort in the long run and improves teaching skills. Lesson plans provide structure for students and allow teachers to efficiently manage their time and resources.
The document discusses graphing polynomial functions. It begins by stating the learning objectives, which include identifying polynomial functions, using the leading coefficient test to determine graph end behavior, finding zeros, determining zero multiplicity, knowing the maximum number of turning points, and graphing polynomial functions. It then provides an introduction and definitions of key polynomial function concepts like leading term, leading coefficient, degree of a term and function, and the leading coefficient test. The document uses examples to demonstrate how to apply the leading coefficient test and find zeros and their multiplicities. It states that a polynomial can have at most n-1 turning points if it has degree n. Finally, it outlines the steps to graph a polynomial function.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. EGYPT
Country name: Conventional long form: Arab republic of Egypt
Conventional short form: Egypt
Local long form: Jumhuriyat Misr Al-Arabiyah
Local short form: Misr
Government type: Republic
Capital Name: Cairo
Location: Egypt is situated in northern Africa, bordering the Mediterranean Sea. Libya
is on its western border and the Gaza Strip and the Red Sea makes up the eastern
border. The Sudan lies on Egypt's southern border.
Geography: Egypt covers 95,450 sq km , slightly more than three times the size of New
Mexico, US. It has a desert climate with hot, dry summers and moderate winters.
Languages: Arabic (official), English and French widely understood by educated
classes.
Ethnic Groups: Eastern Hamitic stock (Egyptians, Bedouins, and Berbers) 99%.
Greek, Nubian, Armenian and other European (primarily Italian and French) 1%.
2. Religion: Muslim (mostly Sunni) 94%, Coptic Christian and other 6%.
Currency: Egyptian Pounds (LE)
ATTRACTION IN EGYPT
The Pyramids of Giza and the Sphinx
The Pyramids of Giza represent one of the greatest architectural feats by man. The last
surviving member of the Seven Wonders of the World, the Great Pyramid of Giza is one
of the world's oldest tourist attractions and the reason most people visit Egypt today.
Egypt: Abu Simbel
Next to the Pyramids of Giza, Abu Simbel is perhaps the most recognized monument of
ancient Egypt. The two temples built for the pharaoh Ramesses II have been attracting
visitors since Victorian times.
Egypt: Valley of the Kings
The Valley of the Kings (Biban El Moluk) situated on the ancient site of Thebes is where
the pharaoh's were buried and hoped to meet their Gods in the afterlife. This is where
you will find Tutankhamun's tomb which was discovered almost intact in the 1920's.
Egypt: The Egyptian Museum in Cairo
The Egyptian Museum in Cairo is one of the first stops on most people's itineraries
when traveling to Egypt. With over 120,000 artifacts, the museum houses an incredible
display depicting ancient Egypt's glorious reign. You can enjoy mummies, sarcophagi,
pottery, jewelry and of course King Tutankhamen's treasures.
Story about King Tutankhamen
TUT was only nine years old when he became Pharaoh. He was only 18 years old when
he died. The people did not have a lot of time to build Tut's tomb. Tut's tomb was very
small compared to the tombs of other pharaohs.
Because his tomb was so small, it was overlooked for thousands of years.
In 1922, a British archaeologist named Howard Carter entered King Tut's tomb. It was
almost like entering a time machine.
Robbers might have been there because a bag of gold rings was found on the floor, as
if dropped in haste. But they did not take everything because Carter and his team found
many treasures inside the tomb including a solid gold mask of King Tut's face.
3. The Education System in Egypt
The education system in Egypt is state-sponsored and set up in three stages:
primary school (6 years), preparatory school (3 years), and secondary school (3 years).
Basic education consists of the first two stages and is obligatory for all students in the
country, although 16% of girls still do not enroll in primary school. Primary schools are
not segregated by sex, but the public preparatory and secondary schools are. There
are, however, many co-educational private schools with fees affordable only for the
middle and upper classes.
The first primary school for girls was opened in 1873 and the first secondary
school for girls was opened in 1921. Education became obligatory by law for both sexes
in the constitution in year 1923. Women joined Cairo University for the first time in
1928.
In 1993, the First Lady of Egypt initiated a project for educating girls who did not
join formal education through one-class and community schools. The Ministry of
Education constructed this special type of school in rural and remote areas of Egypt.
Recently, the National Council for Women has launched an optimistic project in
cooperation with the Elderly Education Organization and with the help of nongovernmental organizations aiming at eradicating illiteracy among women aged 15-45
years as well as executing a plan for total elimination of illiteracy among those aged 1535 by the year 2006.
Students take various exams throughout their formal schooling which determine
the path that they will take. A primary school exam is taken at the end of the sixth year
of schooling to test students' basic knowledge. The preparatory school exam at the end
of the 9th year will determine which school the student moves on to. Students with high
scores continue on to a general secondary school, which qualifies them to attend
universities later. Those with low scores are directed to technical secondary schools,
where students study commercial, industrial, or agricultural education and pursue
careers as technicians, salespeople, secretaries, etc. In the general secondary
education, students choose either the science, mathematics, or arts branch after their
first year.
The Secondary School Certificate Exam is the most important and is taken in the
last two years of secondary schooling. Students study eight different courses each year.
The exam is administered nation-wide and is based on this coursework. University
admittance is dependent upon the results of this exam - a student should obtain at least
94% in the science branch to get into medical school, and 91% in the mathematics
branch to get into engineering. Female students in Egypt get better grades and achieve
more success than males, as well as occupy most of the top ranks in all the general
exams in all stages of education. The number of female students in Egyptian
universities has increased remarkably over the years as shown in Fig. 1.
4. Female graduate students with excellent academic records have the opportunity
to study abroad via government scholarships or scholarships from foreign universities.
Although the government sent the first group of women to study abroad in year 1925
until now, some parents may object to this because they often do not want daughters
traveling alone. If the woman is married, her husband may not want to stay at home
waiting for her, and it can be difficult for him to find a suitable job in the same country
where his wife is studying. International experience does not necessarily help in finding
a job upon returning to Egypt, but it does offer a way for the candidate to distinguish
herself from other job applicants.
Given that education is state-sponsored and that progression through school is
dependent on test scores, the number of women in science and engineering colleges
has increased remarkably. The female students in year 2002 reached 55.4% in
pharmacology, 45.5% in medical schools, 58.1% in dentistry, 45.4% in veterinary,
45.8% in science colleges (physics, chemistry, mathematics, biology, and geology),
37.4% in computer science, and 24.5% in engineering as shown in Fig.2. Women
getting accepted into science and engineering schools are not likely to drop out
because they have reached this position after a tough competition that screened all
students and proved that they are capable of pursuing these studies. Moreover, higher
education in Egypt is free. The ratio of female students in engineering in Egypt is higher
than most advanced countries, but still far below the parity, not because female
students are not qualified for engineering study but because cultural stereotypes still
classify engineering as a "hard" profession for girls. Many parents try to direct their
daughters into arts and humanities, even if they get the required grades for engineering
colleges, in order to have an easier time combining career and family. It is important to
note that the first female student to join an engineering college in Egypt was in 1945.
Three female students graduated in 1950. The percentage of female students in
engineering colleges remained very low in the 1940s and 1950s. In the 1960s it rose to
approximately 15%. It is now about 25% in 2002.
5. Female professors in science and engineering become role models for women
students. There are currently no state-sponsored organizations to increase the retention
of women in science and engineering because the Egyptian constitution and laws offer
equal opportunities for all students and they do not need any retention like other
countries. The female student can overcome any problems during her study, and her
success depends on her perseverance and the encouragement of women professors.
The overall number of women professors has also increased over the years. In some
scientific colleges as dentistry and pharmacology, they exceeded the male professors.
Fig. 3 gives an example of the percent of women faculty members in the three
academic ranks in some scientific and engineering colleges in Zagazig University. Fig. 4
portrays the overall increase in the number of female faculty members in Egyptian
universities.
6. Egypt has the largest education system in the Middle East and North Africa (MENA) and
it has grown rapidly since the early 1990s. In recent years the government has
accorded even greater priority to improving the education system.
According to the Human Development Index (HDI), Egypt is ranked 116. With the help
of the World Bank and other multilateral organizations, Egypt aims to increase access to
education and to include ICT at all levels of education, especially at tertiary level. The
government is responsible for offering free education at all levels.
The Ministry of Education is also trying to move from a highly centralised system to
offering more autonomy to individual institutions, thereby increasing accountability. The
personnel management in education also needs to be overhauled and teachers should
be hired on merit with salaries based on performance.
TYPES OF SCHOOLS
Government Schools
There are two types of government schools:
Arabic Schools provide the governmental national curriculum in the Arabic
language
Experimental Language Schools teach most of the government curriculum in
English, and add French as a second foreign language.
Private Schools
There are three types of private schools:
Ordinary schools have a similar curriculum to that of government schools, but
private schools pay more attention to students' personal needs and to school
facilities
Language schools teach most of the government curriculum in English, and add
French or German as a second foreign language. They are expected to be better
than other schools, because of the facilities available, but their fees are much
higher. Some of these schools use French or German as their main language of
instruction, but it may be difficult for the student to study in governmental
universities in Arabic or English afterwards.
Religious schools are religiously-oriented, e.g. Azhar schools.
7. Many of the private schools were built by missionaries, are currently affiliated with
churches and provide quality education.
Many private schools offer additional educational programmes, along with the national
curriculum, such as the American High School Diploma, the British IGCSE system, the
French baccalauréat, the German Abitur and the International Baccalaureate.
BASIC, SECONDARY AND VOCATIONAL EDUCATION
Basic Education
Basic education consists of pre-primary, primary and preparatory levels of
education. Irrespective of whether they are private or state-run, all pre-school
institutions come under the Ministry of Education. The ministry receives support from
international agencies, such as the World Bank, to enhance the early childhood
education system by increasing access to schools, improving the quality of education
and building the capacity of teachers..
The second tier of basic compulsory education is the preparatory or lower secondary
stage which lasts for three years. Completion of this tier grants students the Basic
Education Completion Certificate. It is important for students to complete this level of
education, as early drop outs easily recede into illiteracy and eventually poverty.
Secondary Education
Secondary education, which is also compulsory, consists of three tracks: general,
vocational / technical and the dual system vocational education which is represented in
Mubarak Kohl schools. The general secondary stage includes three years of education,
whereas the secondary vocational track could be for three-five years and three years for
the dual system vocational education.
To enter the secondary level, students must pass a national exam at the end of the
preparatory stage. At this level, students have assessments during the first year, and
the average of the end of year national standardised exams for year two and three
qualifies the students to take the Certificate of General Secondary EducationThanawiya Amma.
Technical/Vocational Secondary Education Technical education, which is provided in
three-year and five-year programmes, includes schools in three different fields:
industrial, commercial and agricultural. The UN and other multilateral organisations are
working towards improving the technical and vocational training system in Egypt.
Al Azhar Education System
Another system that runs in parallel with the public educational system is the AlAzhar system. It consists of four years of primary stage, a three year preparatory stage
and finally three years of secondary stage. Al Azhar education system is supervised by
the Supreme Council of the Al-Azhar Institution.
The Azhar Institution itself is nominally independent from the Ministry of Education, but
is ultimately supervised by the Egyptian Prime Minister. Al Azhar schools are called
‘institutes’ and include primary, preparatory, and secondary phases. All schools in all
stages teach religious subjects and non-religious subjects. The bulk of the curriculum,
however, consists of religious subjects.
8. Higher Education
Egypt has an extensive higher education system. About 30% of all Egyptians in
the relevant age group go to university. However, only half of them graduate.
The Ministry of Higher Education supervises the tertiary level of education. There are a
number of universities catering to students in diverse fields. In the current education
system, there are 17 public universities, 51 public non-university institutions, 16 private
universities and 89 private higher institutions. Of the 51 non–university institutions, 47
are Middle Technical Institutes offering two-year courses and four are Higher Technical
Institutes offering four-five year courses. The higher education cohort was expected to
increase by close to 6% (60,000 students) in 2009.
Initiatives to Improve the System
Egyptian tertiary education is run centrally, with institutions having little control
over decisions about the curriculum, programme development and deployment of staff
and faculty. In order to improve this outdated system, rigid curriculum and teaching
practices, the government has established the National Agency for Quality Assurance
and Accreditation of Education (NAQAAE) as an independent entity.
The aim of NAQAAE is to introduce international best practices, promote quality and
provide greater autonomy for universities and technical institutes. Two new government
bodies have been established to promote research, development and innovation (RDI)
through increased funding and technical assistance. In 2007, the overall level of funding
of RDI was 0.24 percent of the GDP but it is expected that by 2012 RDI funding will
reach 0.5% of GDP, which is quite high by the standards of lower middle income
countries.
New Master Plan
The Ministry of Education recently proposed a Master Plan for the Development
of Higher Education until 2022, which is a second phase following the reforms initiated
in 1995. This plan aims to further the reform process in the higher education sector by
spreading best practice. The World Bank has been one of the few donors, along with
the OECD, to be deeply involved with the higher education sector.
Types of Institutions
There are both private and public institutions of higher education in Egypt. Public
higher education is free in Egypt, and Egyptian students only pay registration fees.
Private education is much more expensive. Major universities include Cairo University,
Alexandria University, Ain Shams University, and the 1,000-year-old Al-Azhar
University, while the American University in Cairo, Arab Academy for Science and
Technology and Maritime Transport, the British University and Université Française
d'Égypte are some of the leading private universities.
Current Educational Issues’ in Egypt
- Poor Facilities
- Inadequate Teachers
- Outdated Curricula
- Overcrowded Classrooms