DOCSLIB.ORG

SUPPORTING EGYPT EDUCATION REFORM PROJECT March 23, 2018

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SUPPORTING EGYPT EDUCATION REFORM PROJECT March 23, 2018 Document of The World Bank FOR OFFICIAL USE ONLY Public Disclosure Authorized Report No: PAD2644 INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT PROJECT APPRAISAL DOCUMENT ON A Public Disclosure Authorized PROPOSED LOAN IN THE AMOUNT OF US$500 MILLION TO THE ARAB REPUBLIC OF EGYPT FOR A SUPPORTING EGYPT EDUCATION REFORM PROJECT March 23, 2018 Public Disclosure Authorized Education Global Practice Middle East And North Africa Region Public Disclosure Authorized This document is being made publicly available prior to Board consideration. This does not imply a presumed outcome. This document may be updated following Board consideration and the updated document will be made publicly available in accordance with the Bank’s policy on Access to Information. CURRENCY EQUIVALENTS (Exchange Rate Effective March 23, 2018) Currency Unit = EGP EGP 17.615 = US$1 US$ 1.45 = SDR 1 FISCAL YEAR July 1 – June 30 Regional Vice President: Hafez M. H. Ghanem Country Director: Asad Alam Senior Global Practice Director: Jaime Saavedra Chanduvi Practice Manager: Safaa El Tayeb El-Kogali Task Team Leader(s): Juan Manuel Moreno Olmedilla, Amira Kazem ABBREVIATIONS AY Academic year CAGR Compound Annual Growth Rate CAPMAS Central Agency for Public Mobilization and Statistics CCIMD Center for Curriculum and Instructional Development (MOETE) CIE Cambridge International Education CLA Community Learning Ambassadors COP Community of Practice CPD Continuous Professional Development CSO Civil Society Organization DA Designated Account DLI Disbursement-Linked Indicators DLR Disbursement-Linked Results DP Development Partner ECD Early Childhood Development ECE Early Childhood Education EEP Eligible Expenditure Programs EGRA Early Grade Reading Assessment EKB Egyptian Knowledge Bank EL&S Education Leaders and Supervisors ELMPS Egypt - Labor Market Panel Survey EMIS Education Management Information System ETE Education Technology Entity EU European Union FMIS Financial Management Information System FOE Faculty of Education GAEB General Authority for Educational Buildings GiZ Deutsche Gesellschaft für Internationale Zusammenarbeit, GmbH (German Society for International Cooperation) GOE Government of Egypt GPA Grade point average GRM Grievance redress mechanism GRS Grievance redress service HDI Human Development Index HIECS Household Income, Expenditure, and Consumption Survey ICR Implementation Completion and Results report ICT Information, and Communication Technology IFR Interim Financial Reports ILO International Labour Organization INDC Intended Nationally Determined Contributions IPF Investment project financing IRR Internal rate of return JICA Japan International Cooperation Agency KfW Kreditanstalt für Wiederaufbau (German Development Bank) KG Kindergarten LMS Learning Management System M&E Monitoring and Evaluation MDB Multilateral Development Bank MIIC Ministry of Investment and International Cooperation MOETE Ministry of Education and Technical Education MOF Ministry of Finance MOP Ministry of Planning NCEEE National Center for Examinations and Educational Evaluation NPV Net present value NTTP National Teacher Training Program OECD Organization of Economic Co-operation and Development PCU Project Coordination Unit PD Professional Development PDO Project Development Objective PEA Political economy analysis PIRLS Progress in International Reading Literacy Study POM Project Operations Manual PTA Parent-teacher association QA Quality Assurance RBF Results-based funding RF Results Framework SABER System Approach for Better Education Results SC Steering Committee SCPTE Supreme Council for Pre-Tertiary Education SEER Supporting Egypt Education Reform Project TF Teachers First TIMSS Trends in International Mathematics and Science Study TOR Terms of Reference TPB Teacher Professional Behavior TTL Task Team Leader UNESCO United Nations Educational, Scientific and Cultural Organization UNFCCC United Nations Framework for Convention on Climate Change UNICEF United Nations International Children's Emergency Fund USAID United States Agency for International Development TVET Technical, Vocational Education and Training WB World Bank WDI World Development Indicators The World Bank Supporting Egypt Education Reform Project (P157809) BASIC INFORMATION Is this a regionally tagged project? Country(ies) Financing Instrument No Investment Project Financing [ ] Situations of Urgent Need of Assistance or Capacity Constraints [ ] Financial Intermediaries [ ] Series of Projects Approval Date Closing Date Environmental Assessment Category 13-Apr-2018 01-Sep-2023 C - Not Required Bank/IFC Collaboration No Proposed Development Objective(s) The project development objective (PDO) is to improve teaching and learning conditions in public schools. Components Component Name Cost (US$, millions) Component 1: Improved Early Childhood Education 100.00 Component 2: Effective Teachers and Education Leaders 100.00 Component 3: Comprehensive Assessment Reform for Improved Student Learning 120.00 Component 4: Enhancing Education Service Delivery through Connected Systems 160.00 Component 5: Project Management, Communication, and Monitoring and Evaluation 20.00 i The World Bank Supporting Egypt Education Reform Project (P157809) Organizations Borrower : Ministry of Investment and International Cooperation Implementing Agency : Ministry of Education and Technical Education PROJECT FINANCING DATA (US$, Millions) [ ✔ ] [ ✔ ] IBRD [ ] IDA Credit [ ] IDA Grant [ ] Trust [ ] Counterpart Funds Parallel Funding Financing FIN_COST_OLD Total Project Cost: Total Financing: Financing Gap: 2,000.00 2,000.00 0.00 Of Which Bank Financing (IBRD/IDA): 500.00 Financing (in US$, millions) FIN_SUMM_OLD Financing Source Amount Borrower 1,500.00 International Bank for Reconstruction and Development 500.00 Total 2,000.00 Expected Disbursements (in US$, millions) Fiscal Year 2018 2019 2020 2021 2022 2023 2024 Annual 0.00 80.00 110.00 100.00 80.00 80.00 50.00 Cumulative 0.00 80.00 190.00 290.00 370.00 450.00 500.00 ii The World Bank Supporting Egypt Education Reform Project (P157809) INSTITUTIONAL DATA Practice Area (Lead) Education Contributing Practice Areas Climate Change and Disaster Screening This operation has been screened for short and long-term climate change and disaster risks Gender Tag Does the project plan to undertake any of the following? a. Analysis to identify Project-relevant gaps between males and females, especially in light of country gaps identified through SCD and CPF Yes b. Specific action(s) to address the gender gaps identified in (a) and/or to improve women or men's empowerment Yes c. Include Indicators in results framework to monitor outcomes from actions identified in (b) Yes SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT) Risk Category Rating High 1. Political and Governance Substantial 2. Macroeconomic High 3. Sector Strategies and Policies Substantial 4. Technical Design of Project or Program Substantial 5. Institutional Capacity for Implementation and Sustainability 6. Fiduciary High iii The World Bank Supporting Egypt Education Reform Project (P157809) Low 7. Environment and Social Substantial 8. Stakeholders 9. Other 10. Overall High COMPLIANCE Policy Does the project depart from the CPF in content or in other significant respects? [ ] Yes [✔] No Does the project require any waivers of Bank policies? [ ] Yes [✔] No Safeguard Policies Triggered by the Project Yes No Environmental Assessment OP/BP 4.01 ✔ Natural Habitats OP/BP 4.04 ✔ Forests OP/BP 4.36 ✔ Pest Management OP 4.09 ✔ Physical Cultural Resources OP/BP 4.11 ✔ Indigenous Peoples OP/BP 4.10 ✔ Involuntary Resettlement OP/BP 4.12 ✔ Safety of Dams OP/BP 4.37 ✔ Projects on International Waterways OP/BP 7.50 ✔ Projects in Disputed Areas OP/BP 7.60 ✔ Legal Covenants Sections and Description Implementing entities as per Section I, Paragraph A.2.(b) of Schedule 2 of the Loan Agreement Sections and Description iv The World Bank Supporting Egypt Education Reform Project (P157809) Appointment of the Independent Verification Agent (s) (IVA) as per Section I, Paragraph C.1.(a) of Schedule 2 of the Loan Agreement Sections and Description The Borrower, through MOETE, shall establish prior to the commencement of Project implementation, and thereafter maintain throughout such implementation, a Project Steering Committee with terms of reference, composition and resources acceptable to the Bank. To this end, the PSC shall be chaired by a MOETE representative and include representatives of Ministry of Investment and International Cooperation, Ministry of Finance, and Ministry of Communication and Information Technology, and of such other ministries as shall be set out in the POM. Sections and Description The Borrower, through MOETE, shall establish prior to Project implementation, and thereafter maintain throughout such implementation, a Project Coordination Unit, with adequate staff, with terms and reference acceptable to the Bank. To this end, the Project Coordination Unit shall be responsible for the technical oversight and implementation of the Project to ensure that the Project meets all of its objectives, including: (i) the overall management, coordination, reporting, monitoring, and evaluation of Project implementation; (ii) fiduciary aspects of implementation, including financial management and procurement; (iii) providing technical support to the Project Steering Committee; and (iv) hiring and interfacing with the Verification Agent. Sections and Description The Borrower, through MOETE, shall ensure that the Project is
Load more

Recommended publications
  • Egypt Education Legacy 35 Years of a Partnership in Education
    EGYPT EDUCATION LEGACY 35 YEARS OF A PARTNERSHIP IN EDUCATION January 2012 This report was produced for review by the United States Agency for International Development, Mission to Egypt (USAID/Egypt), under a task order of the Global Evaluation and Monitoring (GEM II) IQC, Contract No. EDH-E-23-08- 00003-00. It was prepared by the Aguirre Division of JBS International, Inc. Cover page photo by GILO project EGYPT EDUCATION LEGACY January 2012 The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. This document is available in printed and online versions. The online version is stored at the Development Experience Clearinghouse (http://dec.usaid.gov). Additional information can be obtained from [email protected]. ACKNOWLEDGMENTS The U.S. Agency for International Development (USAID) would like to express sincere gratitude to the many institutions and people who have made the 35-year partnership in Egypt’s education sector so fruitful. The education system has benefited from the valuable collaboration of many Egyptian officials and policy makers. First, we would like to express our sincere gratitude to the Government of Egypt, primarily the Ministry of Education. Several officials have led this office over the years, and we acknowledge each and every one of them. We are also grateful to staff in departments and units at the central, governorate (Muddiraya), district (Idara), and school levels. Success in the sector is due largely to the support and sincere cooperation of all these key actors. USAID would especially like to thank Dr.
    [Show full text]
  • Adaptations of International Standards on Educational Leadership Preparation in Egypt
    Adaptations of International Standards on Educational Leadership Preparation in Egypt Ted Purinton and Dalia Khalil Ted Purinton is Dean of the Graduate School of Education at Abstract the American University in Cairo and Associate Professor in This paper is a case study of one leadership preparation the Department of International and Comparative Education. program, utilizing US school leadership standards and practices, offered in Egypt. This case study illuminates how Dalia Khalil is an instructor at the Graduate School of cultural and policy distinctions impact differing necessities Education at the American University in Cairo. of educational leadership, and how those necessities conflict or concur with the international standards and assumed best practices. In particular, it serves as an exploration of policy borrowing, considering that leadership preparation in developed countries has been, on some levels, an issue of occupational field professionalization. Introduction The preparation of educational leaders has become, in some regard, a standardized practice throughout the world, based on professional knowledge of best practice, empirical evidence, and organizational leadership theory. In large part, PISA and national exams have encouraged a consistent set of views about what constitutes instructional leadership. Standards, particularly from English-speaking countries, such as the US and the UK, have provided relatively common understandings on school leadership throughout the world. And naturally, preparation programs have followed suit, often instituting courses that look remarkably similar. This is a noteworthy feat for the professionalization of the occupation of school leadership, as it has instituted common boundaries of practice that span national borders. In some sense– furthering the professionalization of the field–it makes a case for the de-contextualization of school leadership practice.
    [Show full text]
  • Implementation of Web-Based Education in Egypt Through Cloud Computing Technologies and Its Effect on Higher Education
    Higher Education Studies; Vol. 3, No. 3; 2013 ISSN 1925-4741 E-ISSN 1925-475X Published by Canadian Center of Science and Education Implementation of Web-Based Education in Egypt through Cloud Computing Technologies and Its Effect on Higher Education M. Samir Abou El-Seoud1, Hosam F. El-Sofany2, Islam A. T. F. Taj-Eddin1, Ann Nosseir1 & Mahmoud M. El-Khouly3 1 Faculty of Informatics and Computer Science, British University in Egypt-BUE, Cairo, Egypt 2 Arab East Colleges for Graduate Studies, Department of Computer Science, Riyadh, Kingdom of Saudi Arabia 3 Faculty of Computers & Information, Helwan University, Cairo, Egypt Correspondence: M. Samir Abou El-Seoud, Faculty of Informatics and Computer Science, British University in Egypt-BUE, Postal Code (11837), P.O. Box (43), Cairo, Egypt. Tel: 20-2-2689-0000. E-mail: [email protected]; [email protected] Received: January 6, 2013 Accepted: April 1, 2013 Online Published: May 20, 2013 doi:10.5539/hes.v3n3p62 URL: http://dx.doi.org/10.5539/hes.v3n3p62 Abstract The information technology educational programs at most universities in Egypt face many obstacles that can be overcome using technology enhanced learning. An open source Moodle eLearning platform has been implemented at many public and private universities in Egypt, as an aid to deliver e-content and to provide the institution with various possibilities for implementing asynchronous e-learning web-based modules. In this paper the use of web-based education through cloud computing is presented. The evaluation showed that it has strongly contributed to the effectiveness of e- learning by improving the quality of students' comprehension.
    [Show full text]
  • 1 Education in Ancient Egypt Till the End of the Graeco-Roman Period: Some Evidences for Quality
    Journal of Association of Arab Universities for Tourism and Hospitality Special Issue’ Ismailia Conference 2016 1-16 Education in Ancient Egypt till the End of the Graeco-Roman Period: Some Evidences for Quality Tamer Fahim Nagoua Zoair Faculty of Tourism and Hotels- Fayoum University Abstract The article highlights how the ancient Egyptian and then the Greeks of Egypt operated basic education from quality prospective to achieve its fundamental goal: providing the society with competent graduates who meet the intended requirements of labour market. The education will be examined through two of modern quality models: goal and specification model and resources-input model. The research investigates the educational inputs, processes and some aspects of educational outcomes, depending on analysing texts and inscriptions. The paper concluded that the Egyptians developed a flexible successful system, and operated according to limited sources but finally achieved its goals. It produced a successful system that held features of modern quality practices. Key Words: Education, Quality, Ancient Egypt, Graeco-Roman Period, Teaching Methods. …………………………………………………………………………………………………………………... Introduction Education was essential in ancient Egypt till the end of the Graeco-Roman Period. The main purpose behind education in ancient Egyptian society is building a well-educated character that could set up a civilized society which preserves the identity and legacy of individuals.1The ancient Egyptians believed in education and its important role in life and afterlife2so that, they considered their duty toward the society is to build an educated society.3 The Instructions of Khety to his son Pepi motivate the students and sons to acquire certain knowledge, to gain positive attitude towards teaching, and to respect sources and teaching materials: 'love the books like your mother, there isn't anything expensive in entire life more than books'4.
    [Show full text]
  • Education in Egypt: Key Challenges
    Background Paper Education in Egypt: Key Challenges Louisa Loveluck Middle East and North Africa Programme, Chatham House March 2012 The views expressed in this document are the sole responsibility of the author(s) and do not necessarily reflect the view of Chatham House, its staff, associates or Council. Chatham House is independent and owes no allegiance to any government or to any political body. It does not take institutional positions on policy issues. This document is issued on the understanding that if any extract is used, the author(s)/ speaker(s) and Chatham House should be credited, preferably with the date of the publication or details of the event. Where this document refers to or reports statements made by speakers at an event every effort has been made to provide a fair representation of their views and opinions, but the ultimate responsibility for accuracy lies with this document’s author(s). The published text of speeches and presentations may differ from delivery. Background Paper: Education in Egypt BACKGROUND PAPER The original version of this paper was prepared for the Egypt Education roundtable event convened by the Middle East and North Africa Programme in partnership with the British Council Egypt and supporting partners the Egyptian-British Business Council, held at Chatham House on 19 January 2012. A companion paper (‘The State of Education in Egypt’) summarizes the outcome of those discussions, focusing on recommendations for policy- makers, civil society and the business community. This paper benefited from feedback from roundtable discussants. www.chathamhouse.org 2 Background Paper: Education in Egypt INTRODUCTION The challenges facing Egypt’s education system in the post-Mubarak era are numerous and pressing.
    [Show full text]
  • Education System Egypt
    Education system Egypt described and compared with the Dutch system Education system | Evaluation chart Education system Egypt This document contains information on the education system of Egypt. We explain the Dutch equivalent of the most common qualifications from Egypt for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Egypt | Nuffic | 2nd edition, December 2010 | version 3, September 2018 2 Education system | Evaluation chart Education system Egypt Education system Egypt Doctorate Degree L8 (PhD) 3 Master L7 Diploma of Higher Studies L7 (university education) (university education) postgraduate 2 1-2 Bachelor L6 Bachelor L6 (university education) (higher institutes) 4 Higher Diploma of Technology L5 (higher institutes of technology) undergraduate 4-5 3 Technical Institute Diploma L4 (intermediate technical institutes) 2 General Secondary L4 Secondary School L3 Diploma of L4 Secondary L3 Education Certificate Technical Diploma Advanced Technical School Diploma in (senior secondary (senior secondary Studies Vocational Preparation general education)
    [Show full text]
  • Is Early Childhood Care and Education a Good Investment for Egypt? Estimates of Educational Impacts, Costs, and Benefits
    Population Council Knowledge Commons Poverty, Gender, and Youth Social and Behavioral Science Research (SBSR) 2012 Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits Caroline Krafft Follow this and additional works at: https://knowledgecommons.popcouncil.org/departments_sbsr-pgy Part of the Demography, Population, and Ecology Commons, Early Childhood Education Commons, Family, Life Course, and Society Commons, Gender Equity in Education Commons, and the International Public Health Commons How does access to this work benefit ou?y Let us know! Recommended Citation Krafft, Caroline. 2012. "Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits," Survey of Young People in Egypt Policy Brief no.3. Cairo: Population Council. This Brief is brought to you for free and open access by the Population Council. arly Childhood Care and Education (ECCE)— Methods kindergarten or nursery—is available to only some Egyptian children. Expanding The recommendations in this brief are based on ECCE should be a government priority, as E , a nationally representative survey of ECCE is an excellent investment. ECCE improves a wide variety of educational outcomes, including an analysis of1 the 2009 Survey of Young People in educational attainment, drop out, repetition, test Egypt (SYPE) scores, and tracking into the more prestigious general whether15,000 Egyptian the participant youth aged had 10–29. attended The kindergarten survey has a secondary education as opposed to vocational ordetailed nursery. educational The broad section, age rangeincluding encompassed a question onby Providingeducation. kindergarten Moreover, investing to all Egyptian in ECCE children, will yield and SYPE, and the comprehensive nature of the education particularlyeducational thosebenefits from that disadvantaged are greater backgrounds, than costs.
    [Show full text]
  • 1 the Informal Market of Education in Egypt – Private Tutoring and Its
    The informal market of education in Egypt – private tutoring and its implications Paper presented at the AEGIS European Conference on African Studies Leiden, 11th to 14th July 2007 by Sarah Hartmann Freie Universität Berlin [email protected] Introduction A large part of instruction and learning in Egypt takes place outside of the official classroom, either at home or in private tutoring centers.1 The majority of Egyptian high school students, and even a large number of elementary and preparatory school students, attend private supplementary lessons in the afternoons and evenings, in addition to formal schooling. As it is virtually impossible for Egyptian teachers to survive on their regular salaries, let alone to feed a family, most of them have to resort either to private tutoring or to other sources of additional income in order to make a living. Private lessons consume not only much of the students’ and teachers’ spare time but also a substantial part of the average Egyptian family budget. As early as 1983, the Egyptian Minister of Education, Dr. Mustafa Kamal Helmi, acknowledged that “the overspreading phenomenon of private lessons whether in schools or universities has become one of the major drawbacks in the education system” (cited by Cochran 1986: 59). While free public education had been introduced in the 1950s and 60s, rapid population growth and escalating enrollment rates have, since, led to a severe deterioration in the quality of publicly provided education in Egypt. Where state-run services were absent or insufficient, the responsibilities of the state have increasingly been taken over by non-state actors, including both private entrepreneurs and religious associations or NGOs (cf.
    [Show full text]
  • The Education System of Egypt
    PROBLEMS OF EDUCATION IN THE 21st CENTURY Volume 40, 2012 competence, translation competence, legal correspondence competence and bookkeeping 129 competence. THE EDUCATION SYSTEM OF EGYPT: Within cross-cultural communication competence, such skills as awareness of cultural differences, as well as knowledge in certain business etiquettes of various cultures and ways of CONTEXTS, FRAMES AND STRUCTURES communicating and thinking of particular cultures should be acquired more; there is no need to improve the process of acquiring language skills for the purposes of successful cross-cultural communication. Malgorzata Stopikowska It should be studied what specific skills external relations specialists should acquire Ateneum – University in Gdansk, Poland more. E-mail: [email protected] To ensure successful development of cross-cultural communication competence and solve the problem of the insufficient cross-cultural communication competence of external Yasser Mohamed El-Deabes relations specialists, the study plan should be amended by means of a) increasing the number Suez Canal University, Egypt of credit points for the study course Cross-cultural Communication from 3 to 4; b) ensuring E-mail: [email protected] the possibilities for students to practice cross-cultural activities apart from the classroom; c) providing possibilities for students’ internship in multicultural and/or international companies; d) amending the Professional Standard of External Relations Unit Manager to integrate cross- cultural competence to a larger extent; e) promoting specific sets of skills that can be most useful Abstract in the today’s business environment; f) elaborating a plan for the development of competences necessary most for international partnership of external relations specialists today on the basis The research describes contemporary educational system existing in the Arab Republic of Egypt against a of the sets of skills dominating at the moment.
    [Show full text]
  • The Inclusion of Children with Disabilities in Early Childhood Education
    American University in Cairo AUC Knowledge Fountain Papers, Posters, and Presentations 2018 The Inclusion of Children with Disabilities in Early Childhood Education Amina Tarraf The American University in Cairo AUC, [email protected] Ghadeer Ahmed Ali The American University in Cairo AUC, [email protected] Nadeen Baraka The American University in Cairo AUC, [email protected] Follow this and additional works at: https://fount.aucegypt.edu/studenttxt Part of the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Tarraf, Amina; Ali, Ghadeer Ahmed; and Baraka, Nadeen, "The Inclusion of Children with Disabilities in Early Childhood Education" (2018). Papers, Posters, and Presentations. 65. https://fount.aucegypt.edu/studenttxt/65 This Article is brought to you for free and open access by AUC Knowledge Fountain. It has been accepted for inclusion in Papers, Posters, and Presentations by an authorized administrator of AUC Knowledge Fountain. For more information, please contact [email protected]. The Inclusion Of Children With Disabilities In Early Childhood Education Prepared by Amina Tarraf Ghadeer Ali Nadeen Baraka Supervised by: Dr. Ghada Barsoum Associate Professor Department of Public Policy and Administration The School of Global Affairs and Public Policy The American University in Cairo 2018 The opinions expressed in this paper are those of the authors and or editors and do not reflect UNICEF or AUC policies or views. They are published to stimulate further dialogue on issues affecting children in Egypt in an attempt to expose young graduates to practical policy solutions. The Inclusion Of Children With Disabilities In Early Childhood Education Prepared by* Amina Tarraf Ghadeer Ali Nadeen Baraka Supervised by: Dr.
    [Show full text]
  • Engineering and Engineering Education in Egypt
    Session 0560 Engineering and Engineering Education in Egypt Osman Lotfy El-Sayed Faculty of Engineering, Cairo University I Introduction The long history of Egypt is marked by a number of engineering achievements which gave it a well deserved reputation of a nation of great builders. Foremost among these achievements is the construction of the first stone building in the history of mankind, the stepped pyramid of Sakkara which is associated with the name of its architect Imhoteb, the eminent figure of engineering and medicine deified by the ancient Egyptians and revered by the Greeks for centuries. Another example of engineering achievements is the construction of the Giza pyramids which required not only a mastery of many sciences and technologies such as geometry, cosmology, architecture … etc but also the management of a work force consisting of tens of thousands of workers that had to be housed fed and medically treated on the construction site. The list of engineering achievements is large and encompasses all the civilizations that flourished in the Nile Valley. It includes the temples of Karnak and Abu Simbel, the Pharos of Alexandria and the mosque and madrassa of Sultan Hassan among others. This history is also associated with the creation of the first forms of "universities" as centers for the generation, conservation and transmission of knowledge. Oun (3000BC) best, known as Heliopolis, was the first center of its kind and was the mecca of Greek philosophers, scientists and historians. The Bibliotheca Alexandrina and its Museum (300BC) brought together the scientists and philosophers from all parts of the Mediterranean and preserved the knowledge of all the major civilizations along its shores.
    [Show full text]
  • Educational System in Egypt and Jordan: a Comparative Study
    EDUCATIONAL SYSTEM IN EGYPT AND JORDAN: A COMPARATIVE STUDY MOHAMMAD ZAHRAN ABU- ALI* BASEL ASAAD* MSALLAM ABU QATTAM* *** Al-Zaytoonah University - Jordan 1 International Interdisciplinary Journal of Education –June 2016, Volume 5, Issue 6 EDUCATIONAL SYSTEM IN EGYPT AND JORDAN: A COMPARATIVE STUDY and Egypt ) springs from the very urgent need to identify the ABSTRACT _The current study aimed to show the most important most important stages, changes and reasons - even if they are similarities and differences between the Educational System in partial - leading to educational amendments in the two Egypt and Jordan. The results showed that there are a lot of countries by following scientific methodology. similarities between the both systems, for example: education in Methodology Used in this Research: both countries is available for everyone as it's compulsory, free of "George Birdie method" known by the four – stage method or charge but within nominal fees, The increasing number of schools the scientific methodology, which is characterized by and students in both countries leading, both countries seek to studying the comparative pedagogy based on scientific improve the quality of education and its outputs to suit market methodology, has been chosen in this research summarized demands, the similarity in kindergarten stage in terms of age and as follows: prevalence, both countries agree upon social and individual needs Stage 1_The Description for education, as it provides children with essential values and It is the process of showing data obtained by intensive information enabling them to conduct their multiple needs. On the reading, reports collections and so on .In another way, it is other hand there are some important differences between the two the arrangement of information in tables and graphs in order systems, such as: In Jordan the compulsory stage is extended to 10 to have preliminary generalizations.
    [Show full text]