A CRITICAL PATH TO GENDER EQUALITY, WOMEN’S EMPOWERMENT AND DEVELOPMENT Dr. Mohesen Abbas Ministry of Education Egypt A Symposium 2-3 October, 2007 World Bank Washington D.C. , USA

From Access to Quality Quality-Based Education Reform Initiatives & their Influence on Gender Issues in Egypt

Education is considered the greatest national project in Egypt and is on the top of national priorities. The education strategy prepared by the Ministry of Education (MOE) in 2007 has emphasized that education is a right for all, in addition to making the achievement of this goal a collaborative, and collective responsibility of all the society institutions in a frame of a decentralized educational system in order to promote quality education and create the culture of community participation.

Education as a ‘Public Good’ To educate all children and so reap the benefits for the country as a whole, government has to lead – to make education (primary and secondary) effectively mandatory, cut its costs to families, and – critically – improve its quality. Private schools can help, but no country has developed without educating its people through a strong public education system.

The problem When education costs too much and when good quality education is hard to come by, parents, especially those in poverty, may feel that the future returns may not justify the present costs.

What Works Make education more affordable for families and students; Make education a practical option; Make schools more girls-friendly; and Improve education quality.

Quality It is the key feature in the drive for Education for All, but is far more difficult to measure than access.

Targets of Educational Reform Initiatives in Egypt Eliminate school shifts; Reduce class density; Solve low enrollment ratio & dropout problems in deprived areas; Move from access to quality nationwide; Provide more access for girls to school;

Targets of Interventions in Egypt (cont’d) Expand & deepen the scope of community participation; Apply MoE Education Standards; (as a measure of quality of education); Achieve capacity building of MoE at all levels & offer professional development; and Maximize students’ learning.

Table (1) Gender equality at the primary stage (2006 -2007) Item Total Male % Female % Governmental 8160236 51.7% 48.3% Private 722561 51.8% 48.2% Urban 3600891 51.5% 48.5% Rural 5281906 51.9% 48.1% 8882797

Cont’d Table (2) Gender equality at the preparatory stage (2006 -2007) Statement Total Male % Female % Governmental 2740589 51.8% 48.2% Private 137453 53.6% 46.4% Urban 1223076 25% 48% Rural 1654966 51.7% 48.3% 2878042 51.9% 48.1%

Preparatory education Cont’d Table (3) Development in the numbers of students enrollment in 2001-2007 (pre-school, primary and preparatory) Item 2000/2001 2006/2007 Male Female Total Pre-school education 199480 184136 383616 305524 274003 579527 Primary education 3835956 2389033 7224989 4595349 4285161 8880510 Preparatory education 234666 2081278 4427944 1490432 1384112 2874544

Cont’d Table (4) Gender equality at the general secondary stage (2006 -2007) Statement Total Male % Female % Governmental 1081984 47.5% 52.5% Private 91827 51.3% 48.7% Urban 834664 47.3% 52.7% Rural 339147 49.1% 50.9% 1173811 47.8% 52.2%

Cont’d Table (5) Gender equality in technical, industrial education (2006 -2007) Statement Total Male % Female % Governmental 907598 61.4% 38.6% Private 2785 52.4% 47.6% Urban 752271 62.5% 37.5% Rural 158112 56% 44% 910383

Cont’d Table (6) Gender equality in technical, agricultural education (2006 -2007) Statement Total Male % Female % Governmental 185499 75.7% 24.3% Private - Urban 143360 73.8% 26.2% Rural 42139 82.5% 17.5%

Cont’d Table (7) Gender equality in technical, commercial education (2006 -2007) Statement Total Male % Female % Governmental 584233 32.4% 67.6% Private 113494 41% 59% Urban 498543 30% 70% Rural 199184 42% 58% 697727 33.8% 66.2%