1. 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

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

3. 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.

4. 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.

5. 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.

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

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

8. 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;

9. 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.

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

11. Cont’d
Table (2) Gender equality at the preparatory stage ( )
Statement
Total
Male %
Female %
Governmental
51.8%
48.2%
Private
137453
53.6%
46.4%
Urban
25%
48%
Rural
51.7%
48.3%
51.9%
48.1%

12. Preparatory education
Cont’d
Table (3) Development in the numbers of students enrollment in
(pre-school, primary and preparatory)
Item
2000/2001
2006/2007
Male
Female
Total
Pre-school education
199480
184136
383616
305524
274003
579527
Primary education
Preparatory education
234666

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

14. Cont’d
Table (5) Gender equality in technical, industrial education ( )
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

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

16. Cont’d
Table (7) Gender equality in technical, commercial education ( )
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%