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. Reda Abou Serie, the current Deputy to the Minister of Education, who has been an extremely dedicated long-standing partner. Our gratitude also goes to other ministries, in particular the Ministry of International Cooperation, the Ministry of Finance, the Ministry of Local Development, and the Ministry of Higher Education, with whom we have also cooperated over the years and whose support was crucial to our work.

Over the years, the sector has benefited from the input of a number of Egyptian researchers and technical experts. These professionals, through their knowledge of the uniquely Egyptian context, not only helped to ensure that USAID’s work was sensitive to the local cultural, social, and political environment, but also elevated our work to a higher level. We would also like to express our appreciation to all of our implementing partners, from 1975 until the present day. There have been many who demonstrated dedication and commitment to excellence in order to produce the results that we are now proud to celebrate.

Finally, we would like to thank the Egyptian citizens, the ultimate beneficiaries of our efforts in education. On a number of occasions, we witnessed firsthand the appreciation of those whose lives were directly and positively affected by our work. We will never forget the smiling faces of school children, as well as the enthusiasm of teachers and principals as they voiced their sincere appreciation for the support they received in their communities. We continue to wish them all much success in the years to come

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FOREWORD

Montaigne, in a classic essay on the characteristics of a good education—one directed towards developing ―a well-made head rather than a well-filled one‖—chose a compelling metaphor to capture its transformative power He wrote, ―Bees pillage the flowers here and there, but they then make honey of them which is all their own ‖ Successful nations enable open inquiry and independent judgment in their education systems. That spirit is a cornerstone of a free and democratic society.

This report celebrates a generation of USAID supported achievements in the education sector in Egypt. Many of those milestones were significant and compelling. Cumulatively, they demonstrate that sustained smart investments can and do make a positive difference. Access to basic education, particularly for girls, has boomed. Better assessment tools, empirically based research products, benchmarking and stronger teacher training have become key features of the system. New models of tertiary education are flourishing. Bright young poor people from all over the country have been awarded university scholarships and programs to train Egyptians in American universities continue. Community engagement in school management has started to gain traction. Persistence, patience and strong partners facilitated these impressive outcomes.

This sounds like success but the reality is that the Egyptian system today is a beehive without honey. Students graduate without rudimentary skills. Too many teachers teach to the test and not to Egypt’s future Oftentimes, they aren’t even in their classrooms Corrupt practices pervade much of the process. Universities are overcrowded and what they produce is not well correlated with priority growth opportunities. Research standards and citation indices are disappointing. The ailments are many and the challenges ahead daunting.

Thankfully, there are wonderful Egyptians throughout the country who are committed to turning this situation around. The democratic opening provides a moment of hope and suggests that their idealism can find practical expression in a new era. We applaud their ideas and energy. USAID stands ready to work with Egyptians to build on the impressive outcomes detailed in this document in the years ahead.

Sincerely,

Walter North Mission Director USAID/Egypt

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CONTENTS

Executive Summary ...... v Introduction ...... 1 The Partnership ...... 3

Key Achievements ...... 4 Access and Gender Equity ...... 5 Community Participation...... 12 Professional Development ...... 18 Policy Reform ...... 25 Tertiary Education and Participant Training ...... 31

Sustainability ...... 38 Lessons and Conclusions ...... 39

Notes ...... 43 Annexes ...... 47 Annex I: Acronyms ...... 48 Annex 1I: Methodology ...... 49 Annex III: Obligations to Education ...... 52 Annex IV: Data for Access and Gender Equity Section Graphs ...... 53

References ...... 54

Figures, Tables, and Success Stories Figure A. Egypt Inflation Rate (%) 1981–2011 ...... 2 Figure B: Gross Enrollment Rate in Primary Education by Gender (%) 1970–2009 .... 6 Figure C: Gross Enrollment Rate in Secondary Education By Gender (%) 1970–2009 ...... 6 Figure D: Board of Trustees (BOT) Membership at School, Idara, Muddiraya, and Central Levels ...... 12 Figure E: Total MOE Teaching and Non-Teaching Staff 2005–2010 ...... 19 Figure F: Higher Education System in Egypt and Percentage of Total Enrollment in 2008–09 ...... 31 Figure G: Number of USAID-Funded Trainees by Decade ...... 36

Table 1: Egypt Economic and Social Indicators in the1970s and Present ...... 2 Table 2. Access Highlights in Numbers (1981 to Present) ...... 8 Table 3. Gender Equity Highlights in Numbers (1981 to Present) ...... 10 Table 4. Community Participation Highlights in Numbers (1990s to Present) ...... 14 Table 5. Professional Development Highlights in Numbers (1980s to Present) ...... 24 Table 6. Planning, M&E Highlights in Numbers (2000 to Present) ...... 30

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Success Story 1: Reaching Out to Girls Who Almost Missed Their Chance...... 9 Success Story 2: Alam Simsim Spreads Learning, Increases Aspirations ...... 11 Success Story 3: Mobilizing Communities Makes a Difference ...... 17 Success Story 4: Professional Development Spurs Active Learning ...... 21 Success Story 5: New Technology Sparks Enthusiasm and Facilitates Active Learning ...... 23 Success Story 6: Decentralization Expands Role and Voice at School Level...... 29 Success Story 7: Scholarships Yield Opportunities for Low-Income Undergraduate Students ...... 34

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EXECUTIVE SUMMARY

n 1975, the Arab Republic of Egypt and the United States launched a program of development cooperation that included the areas of education and training. I This long-standing partnership has evolved over the years, resulting in impressive achievements. Egypt has made notable progress in the education sector during this period by expanding access and improving equity and quality at all levels. USAID has contributed to these outcomes, helping to increase and improve the educational opportunities available to the Egyptian people. This document presents the shared accomplishments of the Egypt-USAID partnership, while acknowledging the contributions of others to these successes. It discusses Egypt’s achievements in education access and gender equity, community participation, professional development, policy reform, and tertiary education and training. It also celebrates the importance of this five-fold legacy. This summary presents highlights of the cooperation.

More children attend school in Egypt Enormous efforts were made in today than in the 1970s. Enrollment in harnessing the potential primary education has grown contributions of civil society to tremendously, reaching almost full inclusion in 2009. Girls in particular the improvement of Egypt’s benefited from these gains. Their educational system enrollment in primary school increased nearly two-fold between 1970 and 2009, Community involvement has been a greatly reducing the gender gap. cornerstone of Egypt’s efforts to enhance Enrollment in secondary education has the quality of education, and several also grown. actions were taken to encourage participation. In 1999, for example, the Great success was achieved in Ministry of Education created two new growth of enrollment and departments to support collaboration; it mandated the creation of Boards of narrowing the gender gap Trustees in all Egyptian schools in 2005, and established and/or strengthened USAID has been dedicated to assisting partnerships with civil society groups to Egypt in these efforts. The Agency focused advance education in Egypt. on building needed schools early in the collaboration and on equity and quality USAID has supported the Government of issues in later years. Working with local Egypt in these efforts by establishing or communities and the Ministry of revitalizing governance organizations in Education, USAID developed programs to Egyptian schools. It also facilitated motivate girls to stay in school and to cooperation between the government, establish multi-grade schools that give community groups, and civil society out-of-school girls a second chance. Boys organizations and mobilized the private were given opportunities for active sector as an educational partner USAID’s participation in their own learning and effort focused heavily on capacity building. were sensitized to the importance of Training empowered community gender equity. members, including women, to support education improvement efforts.

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Egyptian children have  National Strategic Plan for Pre- benefited greatly from active University Education Reform; learning teaching released in 2007 methodologies and the infusion  National Standards of Education; of technology in schools issued in 2003; revised in 2007  National Education Indicators; Improving professional expertise has been released in 2009 a goal in Egypt since the 1970s; the results have been impressive. In 1977, only 49 USAID supported this agenda by providing percent of teachers and administrators technical assistance for several policy had attended teacher-training institutes. In changes and training as a major focus of 2009–10, nearly 80 percent of the programs that built Egyptians’ capacity to teachers in public schools had degrees in lead reform. USAID provided assistance in education. In-service training developing and administering standardized opportunities have flourished, and the assessments, and in supporting Egypt’s Ministry of Education has introduced efforts to move toward a decentralized active learning techniques throughout educational system. Egyptian primary education. The professional development system itself has Joint Egypt-USAID education been the focus of far-reaching efforts have helped Egypt improvements, such as the establishment of Egypt’s first Professional Academy for realize the potential of its Teachers in 2008. youth

USAID has been a dedicated supporter of Egyptian youth have increasing access to these efforts. The Agency has provided post-secondary educational opportunities. specialized training, materials and Over the years, the Government of Egypt technology, and assistance in developing has enacted laws to regulate and expand and implementing key systemic changes public and private higher education affecting professional development. institutions. This policy has resulted in a Teachers learned practices that foster dramatic increase in the number of active learning by students and institutions and offerings. Enrollment in administrators learned how to provide higher education grew from 16 percent in effective supervision. 1982–83 to nearly 30 percent in 2007–08. The participation of women has improved Egypt made unprecedented markedly. policy changes supporting USAID has long supported these efforts education reform by funding scholarship programs for low- Egypt has initiated a comprehensive income undergraduate students; technical education reform process that, though and graduate-level exchange programs; still underway, has already achieved and collaboration on research in science significant policy changes, including: and technology. USAID has also supported higher education infrastructure  National Authority for Quality improvements through a grant Assurance and Accreditation of contributing to the construction of the Education; established in 2007 new campus of the American University in Cairo.

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The information presented here is a testament to the shared commitment of Egypt and the United States to realizing the promise of educational excellence for the Egyptian people.

PHOTO BY LEAD PROGRAM Leadership for Education and Development Program scholarship recipients celebrate graduation from the American University in Cairo in 2009. These USAID-funded scholarships have dramatically improved the long-term prospects of low-income students in Egypt.

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INTRODUCTION provide the context for Egypt’s educational achievements by summarizing the data for gypt has achieved remarkable gains these trends and information related to in education, from successfully the country's economic policy. attaining near-universal primary-level E The Government of Egypt (GOE) has enrollment to dramatic progress in narrowing the gender gap at all levels. The made significant efforts to improve the United States has been Egypt’s committed social and economic environment for partner in support of its educational Egyptians. In 1974, the GOE announced development. The two nations have an ―open door policy‖ to attract foreign worked together on education and investment. From the mid-1970s to mid- training programs since 1975, and the U.S. 1980s, Egypt experienced swift economic Agency for International Development growth stimulated by high oil prices, (USAID) has provided nearly 1.3 billion increased worker remittances, tourism U.S. dollars (USD) for these programs. revenues, and substantial foreign This strong partnership has helped Egypt borrowing. During this period, revenues to achieve significant improvements in the were directed toward increased public education provided to its people. expenditures on infrastructure and import-substitution industries. As a result, This document celebrates Egypt’s many most public sector industries developed positive educational outcomes during this rapidly. But after a decade of rapid fruitful partnership It highlights Egypt’s economic growth, Egypt experienced a educational accomplishments in selected serious economic crisis following the oil areas over the past three decades, and boom of the 1980s. The inflation rate discusses USAID’s contributions to these increased dramatically, from 10 percent in accomplishments. It also presents key 1981 to about 20 percent in 1991. During information related to sustainability and the 1990s, therefore, the country the lessons learned from this experience. implemented a comprehensive economic reform and structural adjustment program This review by no means seeks to supported by donors. The chief objective attribute results to USAID interventions of this reform was to allow the private only; it is simply not possible to isolate sector to achieve rapid, efficient, and other factors such as the efforts of the sustainable growth.1 government or other donors. In fact, this document presents the contributions of In the 2000s, privatization, among other USAID to the outcomes achieved in the factors, resulted in moderate growth of sector as a whole, acknowledging that the Egyptian economy. After an average many other elements were at play. growth rate of 7 percent during 2006– 2008, the rate slowed to 4.7 percent in BACKGROUND 2009 but improved slightly to 5.3 percent in 2010.2 This slowdown was due in part Egypt has made extraordinary strides in to effects of the global economic many key economic and social indicators slowdown that led to a reduction in since the 1970s. Particularly noteworthy tourism and revenues from remittances are growth in the economy, gains in life and the Suez Canal. The inflation rate expectancy, decreases in infant mortality continued to rise, climbing to 8.8 percent rates, increases in labor force rates, and a in 2011 (Figure A).3 Moreover, the substantial increase in access to schooling. broader impact of the recent revolution, The country has also faced significant which led to a change in the national challenges. The following paragraphs government in February 2011, is unfolding

EGYPT EDUCATION LEGACY 1

with dramatic effects on the country’s years to address high rates of population social and economic indicators. growth, which resulted in a decrease of the country’s average annual Figure A. Egypt Inflation Rate (%) 1981–2011 growth of population to 1.8 8 25 percent in 2009. Infant mortality rates declined dramatically, and significant gains 20 19.7 were achieved in life expectancy 17 15 at birth, which in 2009 was recorded at 70 years.9

10 10.3 8.8 These improvements, however,

5 4.9 caused changes in the age 2.3 structure of the population. 0 From 1980 to 2010, the number 1981 1984 1991 2001 2005 2011 of people of working age (15 to Source: CAPMAS, 2011, p. 1; World Bank, Online Data. 64 years old) increased considerably, creating a high Table 1 presents key Egyptian socio- demand for job opportunities.10 The economic indicators in the 1970s and at partial modernization of Egypt’s economy, present. Over the years, substantial with a continuation of the GOE’s heavy progress was made in increasing income investment in the public sector, levels. As a lower-middle-income country, contributed to increased problems, Egypt’s gross domestic product reached including high unemployment.11 Thus, over USD 188 billion in 2009. The gross while the labor force rates of the total national income per capita also improved population increased, unemployment rates, dramatically from USD 480 in 1979 to particularly for young adults, also USD 2,070 in 2009,4 while the poverty increased, rising to about 12 percent in rate declined considerably.5 2011.12

Egypt is currently the largest country in In spite of these economic difficulties, North Africa with a population estimated Egypt’s education sector has realized 7 at 83 million. The GOE has taken a extraordinary improvements since the number of successful measures over the

Table 1: Egypt Economic and Social Indicators in the 1970s and Present The 1970s 2006-2011 Gross Domestic Product (GDP) USD 17,050 (million) USD 188.4 (billion) Gross National Income (GNI) per capita USD 480 USD 2,070 National Poverty (%) 35.5 22.0 Inflation, consumer prices (annual %) 10.3* 8.8 Population 33.3 (million) 83 (million) Labor Force (%) of Total Population 28.0 32.9 Unemployment (%) 4.1* 11.9 Life Expectancy at Birth (years) 56.5 70 Infant Mortality (per 1,000 live births) 107.5* 18 Literacy Rate (%) Age 15+ 43.5 66.4 Gross Enrollment Rate in Primary Education 69.5 101 Gross Enrollment Rate in Secondary Education 32.4 67 *Figures are for 1980-1985 period. Sources in Notes, p. 43.6

2 EGYPT EDUCATION LEGACY

1970s. Examples include significant gains in million during the first decade of the adult literacy rates and enrollment rates in 2000s. primary and secondary education. Though lingering challenges in the sector require Working closely with the Egyptian further attention, the educational Government, USAID has taken an outcomes achieved have laid solid integrated approach to education-sector groundwork for further achievements. support that involves work at both the policy and operational levels. Funding has been channeled through both projects and THE PARTNERSHIP direct technical assistance, with a focus on program areas and geographical locations he partnership for economic and with the greatest need. development cooperation between T the United States and Egypt dates back to 1975, when the first cooperative Education Legacy Areas development program was launched. The USAID’s support to Egypt contributed to subsequent Camp David Accords, which sustained improvements in the education led to the Israel-Egypt Peace Treaty of sector. The legacy of this impressive work 1979, marked an important turning point includes the five key areas briefly in history for Egypt and the world, introduced here. resulting in increased support and commitments of resources to Egypt. Since Access and Gender Equity: USAID has that time, this partnership has evolved and been dedicated to assisting Egypt in these strengthened, contributing to an two intertwined areas from the start of impressive legacy of major achievements. the partnership. During this time, Egypt The economic assistance provided to has made continuous progress toward Egypt by the U.S. Agency for International universal access to primary education, Development during the past 35 years has improved literacy rates, and gender touched many lives and helped expand equity. opportunities for the Egyptian people. Support has covered a wide range of Community Participation: Egypt has areas, including education, economic made great strides in engaging local growth, health, agriculture, democracy communities in educational improvement. and governance, and the environment. The most notable examples include institutionalizing parent-community During these 35 years, USAID support to organizations and local school governance Egypt has totaled more than USD 28 groups. USAID supported this effort with billion.13 Of this amount, nearly USD 1.3 extensive contributions as well as on-the- billion has been committed to support ground capacity building to spur Egypt’s education sector.14 In the 1970s, community participation in education. this educational assistance focused on higher education and training, and funding Professional Development: By exceeded USD 37 million. During the improving the skills and practices of 1980s, program areas were broadened to teachers and education leaders, Egypt has include a major focus on basic education, made significant progress in improving the and resources grew more than ten-fold to quality of education. USAID has over USD 387 million. Although funding supported Egypt by providing ongoing was reduced to approximately USD 222 training on active learning methodologies million during the 1990s, there was an and effective supervision, and by supplying extraordinary increase to over USD 643 supplemental materials and technology

EGYPT EDUCATION LEGACY 3

TILO project

Young men enhancing their skills in a Technology for Improved Photo by Learning Outcomes project school in 2008. Active learning opportunities funded by USAID have helped Egyptian youth to realize their potential.

that help improve student learning. in-country training programs, providing Recent efforts have contributed to scholarships, and creating opportunities groundbreaking policy-level changes for exchange visits. affecting teachers and supervisors.

Policy Reform: Governmental policies KEY ACHIEVEMENTS are the underpinning for much of the he Egypt-USAID partnership in progress made by Egypt in improving the education has created an quality of education. Key policy changes important, multifaceted legacy. This that have enabled reforms include T legacy offers a foundation of educational decentralization and the creation of a legal achievements on which future progress framework conducive to broader can be built. Discussion of each legacy educational improvements. USAID has area is divided into four parts: worked closely with Egyptian officials and practitioners, for example, in supporting  Definition and Importance decentralization efforts through pilot defines the particular legacy area and projects and creating mechanisms to clarifies the rationale for documenting effect policy change. it.  Evidence of Progress describes Tertiary Education and Participant Egypt’s progress in the particular Training: Through the years, Egypt has legacy area. increased its citizens’ access to post-  USAID’s Role in the Progress secondary educational opportunities, and Achieved describes how USAID women’s access, in particular, has supported and contributed to this improved markedly USAID’s progress. contributions to this progress include  Toward the Future suggests items building local capacity through specialized that may merit further attention as Egypt moves forward.

TILO project Photo by

Young men enhancing their skills in a Technology for Improved Learning Outcomes project school in 2008. Active learning opportunities funded by USAID have helped Egyptian youth realize their potential.

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ACCESS AND GENDER Over the past three decades, enormous EQUITY efforts have been made to improve access and reduce the gender gap in education. In 1981, grades 1 through 9 became compulsory. From 1992 through the Definition and Importance 2000s, the MOE and partner donors, Access to school is vital to achieving a together with the National Council for quality education, although access alone Childhood and Motherhood and other does not guarantee a quality education. government agencies, established a This document uses the term broadly, number of initiatives to provide education meaning access to both school and other for girls and hard-to-reach children. activities that promote learning, such as These initiatives created a type of life skills classes or watching quality education known as Community-Based children’s television programming 15 Education, which includes girl-friendly and Ensuring access to quality education is community schools, schools for street essential to producing effective citizens children, one-classroom schools, and with the skills needed to lead productive small schools.17 Progress has included lives. notable increases in enrollment rates in primary and secondary education, in the Gender equity is an important number of government schools, in adult component of access. Traditionally, the literacy rates, and a decrease in the term has been used to refer to the need gender gap. to get more girls into school. Considerable research around the world Approaching Universal Access in has shown the importance of educating Primary Education: Egypt has made girls and women: Their own education has remarkable progress in getting children of a marked influence on their children’s primary-school age (ages 6 to 11) into health and education. Education ensures schools. Their enrollment almost reached that women become more capable full inclusion in 2009. Though disparities citizens who can make positive remain in pockets of the country, at the contributions to social and economic national level girls’ enrollment increased development. It is also clear that boys, nearly two-fold between 1970 and 2009 who have sometimes been overlooked, (Figure B).18 need a quality education as much as girls do. Thus, gender equity has come to Successful efforts to improve girls’ mean equal access to quality educational participation in primary education are experiences for both boys and girls. shown by the decline in the difference between girls’ and boys’ enrollment rates; this gender gap fell from 15 percent in 19 Evidence of Progress 1990 to 4 percent in 2009.

Providing equitable access to education Expanding Enrollment and Reducing has been a priority of the Egyptian the Gender Gap in Secondary Ministry of Education (MOE) for decades. Education: Marked progress was also According to the 1971 Constitution of made at the secondary education level, Egypt, education is a basic right, all stages which in Egypt includes preparatory and of education are free in the state secondary schools (ages 12–17).20 From institutions, and eradicating illiteracy is a 1970 to 2004, enrollment at this level national duty.16 increased substantially to 79 percent,

though it decreased slightly in 2009. Both

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boys and girls achieved large Figure B: Gross Enrollment Rate21 in Primary Education gains (Figure C). by Gender (%) 1970–2009

Nationwide, the gender gap in secondary education 2009 plummeted from 18 percent in 2004 1990 to 2 percent in 2009. Yet the gains are uneven among 1999 governorates. In Matrouh governorate, for instance, 1990 more boys than girls are 1970 enrolled in secondary schools, while in Demitta governorate 0 20 40 60 80 100 120 the opposite is true.22 MF Female Male Research in 2010 indicated Figure C: Gross Enrollment Rate in Secondary Education that barriers to girls’ education By Gender (%) 1970–2009 are still prevalent in rural pockets of the country. Observations from local 2009 stakeholders, however, suggest that a possible counter trend 2004 may be emerging in some 1999 areas where boys are sent to 23 work while girls go to school. 1990

Growth of Government 1970

Schools: To accommodate 0 20 40 60 80 100 the increase in enrollment, school construction received MF Female Male considerable attention from Source: See Annex III for sources. the Egyptian Government and the donor community during the last 2008–09 Egypt’s goal is a class size of 38 three decades. The number of primary by 2012.26 schools almost doubled, from an estimated 10,000 in 1976 to nearly 20,000 Improving Literacy Rates: There has in 2009–10.24 The total number of been a steady increase in adult literacy government schools for all levels (pre- rates (ages 15 and above). The percentage primary, primary, preparatory, secondary, of adults who could read and write and community education schools) increased from 43 percent in 1976 to 66 increased significantly, from approximately percent in 2006. In the same 30-year 26,000 in 1994–95 to more than 38,000 in period, women achieved particularly 2009–10.25 significant gains: The literacy rate for women increased from 29 percent to 58 Naturally, with the growth of public percent.27 schools, the number of classrooms increased. Nonetheless, average class size, In summary, Egypt has made enormous an important input to quality education, strides in expanding access and improving was higher than desired at about 45 gender equity in both primary and students per public primary-level class in secondary education.

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USAID’s Role in the Progress School Construction: USAID’s support Achieved for school construction and renovation started in 1981. Construction efforts “The new school [funded by USAID] initially targeted governorates with has transformed our families, our enrollments that were particularly low for daughters and our lives.” rural populations and for girls. By the –LOCAL IMAM AND MEMBER OF SCHOOL early1990s, a total of 1,947 schools had GOVERNANCE ORGANIZATION been constructed throughout Egypt with USAID funding, providing seating for USAID has been a major partner in roughly 1 million students per year.28 A supporting Egypt’s successful efforts to study conducted for USAID showed that improve access and gender equity. In the after the initial year of construction, first early years, the focus was on building grade enrollment increased, on average, schools in order to broaden desperately by 18 percent more than expected, with needed access to basic education. an even greater increase for girl students. Although construction continued, In the 2000s, an additional 109 primary, addressing equity and quality issues and preparatory, and secondary schools were including the community as a partner in constructed with USAID support, mainly educational improvement have become in Upper Egypt, adding a total of 1,312 paramount since the 1990s. USAID, classrooms to the system. USAID also therefore, has supported the development provided equipment and furniture for the of programs appropriate for girls and new schools and, in some instances, young women as well as for boys, and has endowment funds for future maintenance. provided even broader access to learning through a highly popular educational TV School construction and placement program. decisions were based on thorough

Barbara Hunt Photo by

New Schools Program primary school built by USAID in Upper Egypt in the 2000s. USAID built over 2,000 schools in Egypt to increase access to education.

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research showing concentrations of girls USAID also designed innovative solutions who did not attend schools in rural to provide schooling for large numbers of communities in Upper Egypt. Many out-of-school girls over nine years old, schools with a special focus on education the highest age at which Egyptian children for girls were built in these communities.29 could enter primary school. Working with USAID consistently supported studies local communities and the MOE, USAID investigating where schools were needed, established 267 innovative, multi-grade what types and sizes of schools were schools that mix 9- to 12-year-old girls in needed, and what cultural and pedagogical just one or two classrooms. USAID also traditions were relevant. Lessons learned provided support for other schools in the from previous projects led to continual government’s One Classroom School improvements in planning. program. Many girls have expressed gratitude for these programs; some say Table 2. Access Highlights in Numbers that without these programs they would (1981 to Present) have missed their chance to go to school. These schools flexibly permitted girls to Description Achieved be absent when needed at home and to Schools constructed, particularly accelerate their learning. This allowed girls in rural areas 2,056 who made rapid progress to pass exams and enter preparatory school at or close Schools renovated 15 to the typical entrance age (Story I).

Working together with the Egyptian USAID’s efforts also targeted older girls Government, USAID carefully and young women. Programs in literacy coordinated school design and and life skills, such as health, construction so that schools built with environmental, and vocational education USAID funding adhered to the General offered these young women an array of Authority for Educational Buildings skills and opportunities. An impact study standards and would be assimilated found that these classes had a positive smoothly into the Egyptian public school effect on the knowledge, attitudes, and system. In the 2000s, USAID-funded behaviors of participants. The study also schools were built with great efficiency 30 showed that parents believed that using low-cost designs. participation had enhanced their daughters’ school performance and social Promoting Gender Equity for Girls: skills.32 In all, more than 100,000 girls and Further USAID research determined that young women benefited from these the major reasons why girls did not programs. attend school included cultural traditions suggesting that (a) girls need to be “Now I can help my daughter with her sheltered, (b) schooling is expensive, and schoolwork.” boys have priority in a poor family, (c) –STUDENT IN LITERACY AND LIFE SKILLS girls do not need and will not benefit from CLASS school attendance, (d) girls are needed to Scholarships: Many girls had access to a help out at home, and (e) girls should not school, but were prevented from walk long distances and attend school attending by their poverty. Therefore, in with boys.31 In light of this research, collaboration with the MOE and local civil USAID developed programs to involve society organizations, USAID provided girls in their own learning, help them feel 185,000 scholarships to underprivileged successful, and motivate them to stay in girls. After the discovery that some school. families would not send their daughters to

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Success Story 1: Reaching Out to Girls Who Almost Missed Their Chance ―I did not come to school to be literate only; I want to learn and increase my knowledge. I want to go to university and learn how to become a good teacher, so that I can inspire other girls to go to school and fulfill their dreams,‖ said Amal Ashour, a 14-year-old in Beni Menein village, Beni Suef.33 Schooling has given Amal confidence and the ability to view herself as a role model for others.

But Amal almost didn’t go to school ―[M]y father was against my education,‖ she explained ―He did not see any value in it To him, I was more valuable going to the field and getting 15 Egyptian pounds a day ‖

Amal was given a chance, however, when her community established a multi-grade school. PHOTO BY RICHARD KRAFT Part of a USAID-funded project for older out- Girls in a New Schools Program multi- of-school girls, these innovative, girl-friendly grade school in Upper Egypt in 2002. schools were set up anywhere space could be USAID’s education efforts offered a second chance to out-of-school girls. found. Community members wanted to accommodate traditional values and create the right conditions—schools close to home, girls-only enrollment, and female-only instructors—to motivate parents to enroll their daughters.34 The education was free and flexible scheduling accommodated girls’ household responsibilities According to students, facilitators, and parents’ associations, multi-grade schools were essential in meeting critical access needs.35

Amal excelled in school, where creative methods taught students to work cooperatively and helped them develop self-confidence. Another beneficiary of these schools, Minia, a graduate from Tuna Al Gabal School, said with conviction, ―If you compare me to a girl who never went to school, you will see that I can express myself freely while she is silent, has no contact with life, and feels life is boring ‖36 Amal, Minia, and other students also acquired a variety of practical skills ―I learned how to cook… and produce nice needlework that I can sell and help myself Even my father is happy with my performance,‖ Amal said

Parents increasingly praised daughters for their knowledge, and parents’ associations became supporters of girls’ education Amal’s graduation and subsequent enrollment in preparatory school had a huge impact on her family and will also affect her community ―My father decided to send the rest of my siblings to school regardless of their gender,‖ Amal said ―I am very happy they will have a chance like I had ‖ school while poverty prevented them Promoting Gender Equity for Boys: from letting their sons attend, boys were As progress was made in increasing girls’ also given scholarships. The scholarships participation in education, it became clear typically paid school fees and provided that many boys also needed assistance. uniforms, bags, and supplies.

EGYPT EDUCATION LEGACY 9

were focused on girls. In addition, during Table 3. Gender Equity Highlights in the 1990s, a special non-formal Numbers (1981 to Present) educational program specifically for boys Description Achieved reached over 17,300 boys and young men Girls' scholarships provided 185,000 from 12 to 20 years of age. This initiative Multi-grade schools established 267 focused on reproductive health, gender Existing multi-grade schools sensitivity, and life skills.37 supported 26 Second-chance classes established Increasing Access Through Media- for girls age 14 and older 92 Based Instruction: Efforts to increase Girls and young women receiving access and gender equity went beyond life skills and reproductive health traditional means. In 1997, USAID education* 76,993 partnered with the Ministry of Education, Boys and young men benefiting from male-focused programs 17,359 the Ministry of Information, and Al Karma *This figure includes girls and young women benefiting Edutainment, a leading media provider in from USAID-funded projects delivering life skills and the Arab world, to produce Egypt’s reproductive health education only. version of Sesame Street, Alam Simsim. The show introduces millions of young Like girls, boys benefited from USAID- learners to early literacy and numeracy; funded efforts that promoted the importance of girls’ education, health, opportunities for active participation in and safety; and the concept of tolerance. their own learning. There was also an In 2010, according to USAID, more than increasing awareness that if boys were 99 percent of children under age 8 in educated in gender awareness, they would urban areas and 86 percent of those in realize the value of gender equity, and rural areas regularly watched this popular would more likely support their sisters, television show, which combines 38 mothers, and wives in their struggle for education and entertainment. The equality. USAID projects have therefore collaboration also included capacity included boys, even when the projects building with the objective of sustaining efforts beyond USAID funding (Story 2).

TILO project Photo by

Boys learning useful skills in a Technology for Improved Learning Outcomes project school in 2008. Boys and young men were also targeted by USAID education efforts in Egypt.

10 EGYPT EDUCATION LEGACY

Success Story 2: Alam Simsim Spreads Learning, Increases Aspirations Fatma, a little girl in Cairo, wants to grow up to be a lawyer. That would mean going to college. Fatma has been inspired by Khokha, one of three Muppets who star in the Egyptian version of Sesame Street, Alam Simsim ―Khokha always talks about going to school and about how great it is,‖ Fatma said, describing the inquisitive pink Muppet with a passion for learning as ―a girl like me ‖39

Children all over Egypt are excited and learning from Alam Simsim. Through the experiences of Khokha, her two male Muppet friends, and engaging human characters, Egyptian children are taught basic literacy and math skills, and health, hygiene, and environmental practices. Alam Simsim also emphasizes girls’ education, a central aspect of Egypt’s educational goals. When Khokha imagines what she might grow up to be—a doctor, a lawyer, an astronaut, or a truck driver—she helps broaden boys’ and girls’ ideas about women’s role in society

Recent studies show that children who watch Alam Simsim make significant gains in primary school skills, as well as in nutrition and health practices. It also has helped to change attitudes about gender roles. More than 6 million children watch the show each week. Alam Simsim is also popular with mothers: 54 percent watch the series regularly.

Another aspect of Alam Simsim’s triumph lies in teaching children to believe in their own and each other’s aspirations Al Karma Edutainment embraced several principles of gender equality in programming.40 Alam Simsim director Amr Koura explains: ―We provide the necessary tools to help the viewers, especially at a younger age, to look positively towards the future and allow them to succeed in the very competitive world ‖41

Toward the Future

 School enrollment is excellent at the diverse realities in the different primary grades—almost all children governorates. are now enrolled—but enrollment  Attention is still needed in some rural declines steadily after primary school areas where significant gender even though attendance is compulsory imbalances remain at the primary through grade nine. The highest level. This is also true at the dropout rates are at the preparatory preparatory and secondary levels, and secondary levels. Ongoing efforts where girls’ enrollment is actually will be needed to further expand higher than boys’ in some areas, but enrollment, particularly at the higher much lower than boys’ in others levels, and to ensure that low-income Continued research is needed to students are given access to understand the reasons behind these education. disparities and to devise strategies to  There is a continuing need for careful address them. planning and budget allocation to meet the demand for more equitable distribution of schools and classrooms across the country and to respond to

EGYPT EDUCATION LEGACY 11

COMMUNITY community involvement. The MOE PARTICIPATION continued to foster these organizations, and in the 1990s, their responsibilities were expanded, including their role in Definition and Importance promoting democracy and participation in 43 In the early 1990s, community schools. participation gained prominence Boards of Trustees (BOTs) evolved from because of accumulating evidence that it Parents and Teachers’ Councils and were can help to improve the relevance and introduced in Egypt in 2001. By the quality of education. Ideally, it means middle of the decade, the MOE involving community members in all institutionalized these school governance aspects of the educational process, organizations, which were created in including decision-making affecting their schools across the country The BOT’s schools. When local men and women are membership structure and its role and actively involved in education, responsibilities in the educational process governments are better equipped to and school management were clearly address constraints to access and equity, defined (Figure D).44 and to improve the education delivered.

Participation is valuable because it builds The MOE also created mechanisms for capacity at the local level to advocate for involving civil society groups in education. and sustain improvements. In 1999, two new departments were

established at the MOE to support Community participation includes the participation by these groups: the involvement of parents and a wide range Department of Community-Based of other actors such as school governance Education, and the Department of Non- organizations, formal and informal civil Governmental Organizations.45 New society groups, and private-sector entities were also established at the institutions and businesses. Muddiraya (governorate) and Idara (district) levels of the system for the same purpose.46 Evidence of Progress Figure D: Board of Trustees (BOT) Membership at Over the years, the Egyptian MOE School, Idara, Muddiraya, and Central Levels has increasingly encouraged community participation in School-Level BOTs Idara-Level BOTs education. Establishing mechanisms Parents: 5 School BOTs: 12 Teachers: 3 Community: 5 of collaboration between schools Community: 5 Principal: 1 and communities has been a Principal: 1 Social Supervisor: 1 cornerstone of this strategy, which Social Worker: 1 aims to improve educational quality TOTAL: 15 TOTAL: 19 and enhance the culture of Muddiraya-Level BOTs democracy in Egyptian schools. This All Idara-Level BOT Chairpersons approach also promotes 5 Community Members Selected by the Governor decentralized management and can Social Studies General Supervisor All Muddiraya Officials at General Director Level encourage private-sector contributions to education.42 Central-Level BOTs All Muddiraya-Level BOTs Chairpersons In the 1960s, the MOE established 6 Community Members Selected by the Minister of Education Parents and Teachers’ Councils in Director General of Central Directorate of Educational Service Director General of Social Studies at the Ministry of Education

Egyptian schools to promote Source: Education Reform Program (ERP) II, 2008, p. 35.

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Within this framework of cooperation, Since the 1990s, with the increased non-governmental organizations have awareness of the importance of been allowed to establish community- community participation in education, based schools, such as one-classroom USAID has supported Egypt in its efforts schools and small schools, since 2000. In to create partnerships with civil society 2002, the MOE established a committee groups and communities. to coordinate jointly implemented projects, address obstacles facing these School Governance Organizations: projects, and enhance cooperation.47 USAID designed and tested innovative models of community participation, and Subsequently, the MOE coordinated a use of proven models has expanded over broad-based process that led to the the years. Establishing school governance publication of the National Standards of organizations, building their capacity, and Education in Egypt in 2003.48 One of the supporting their work were essential key areas of the National Standards aspects of these models. addressed community participation. Communities were mobilized to support In partnership with the GOE, USAID school improvements, and civil society established and trained Community groups were encouraged to participate in Education Teams—voluntary and provide support for local schools.49 organizations responsible for mobilizing community support for the education of In 2007, the MOE further emphasized the women and girls. Many women were importance of decentralized school involved as members of Community governance and community participation: Education Teams.51 One of the main Egypt’s National Strategic Plan for Pre- activities of these organizations was to University Education was issued, facilitate land donations for the highlighting the principle of school-based construction of new schools. Community management and good governance members were actively involved in site through BOTs and local community selection, approval, and construction. participation.50 These were usually long processes that produced powerful outcomes: the Partner donors have supported Egypt’s commitment of communities to the remarkable progress in fostering schools they helped build and a strong community participation. This local sense of ownership and enthusiasm. A involvement has enabled community 2010 study confirmed that these ties members and other stakeholders to play a remain strong in several sites.52 Donations larger role in improving the quality of included much more than just land. From education delivered to Egyptians. 2000 to 2003, for example, Community Education Teams raised substantial USAID’s Role in the Progress amounts of money—nearly 10 million Achieved Egyptian pounds in community donations, including the value of land, buildings, cash, “The Board of Trustees was not active rooms for educational use, and other in- before, now it is active. Now we are kind contributions.53 more effective; we know our roles and responsibilities.” Community Education Teams were also –BOT MEMBER IN USAID-SUPPORTED asked to identify sites in the community SCHOOL for establishing multi-grade schools. These efforts contributed greatly to the country’s success in narrowing the gender

EGYPT EDUCATION LEGACY 13

Richard Kraft Photo by

Community members join a school general assembly in USAID’s New Schools Program in Upper Egypt in 2002. Once involved, community members were eager to participate. gap in education in Upper Egypt, where proven approaches that the Government gender disparities were high. of Egypt can build on.

Since 2000, USAID has worked closely with the MOE’s One-Classroom Schools Table 4. Community Participation Highlights in Numbers (1990s to Present) Department to establish 84 Parents’ Associations to support multi-grade Description Achieved schools and serve as models for similar Boards of Trustees and/or initiatives.54 These community-based Parents and Teachers’ Councils entities ensure the sustainable established or strengthened 492 development of the schools they assist. Parents’ Associations established 84 Civil society organizations Boards of Trustees were first formalized strengthened 457 by Egypt in a USAID-funded initiative to decentralize school management; the USAID supported democratic elections of initiative’s success led to the parents and other community members establishment of BOTs in schools to serve in school governance nationwide.55 Some 492 BOTs and/or organizations. High turnout of voting Parents and Teachers’ Councils were parents (at times recorded at 66 percent established or strengthened in USAID- or more) reflected parents’ willingness to supported schools. Many of these be involved and confirmed the success of organizations had existed formally, but awareness-raising and training efforts. had not been functioning. They were Reports indicated that elections generated activated, given intensive training, and great enthusiasm among both school equipped with procedural manuals and officials and community members, some guides developed for their use. Perhaps of whom pointed out that it was the first most important, USAID’s work with these time they had witnessed school organizations helped institutionalize governance organizations’ elections using

14 EGYPT EDUCATION LEGACY

a transparent process. These electoral governance organizations in schools processes clearly helped to promote a across the country. more democratic environment in Egyptian schools. Reaching Out to Civil Society Groups as Partners in Education: As “This is the greatest involvement we the drive to give voice to local have ever seen in any election in our organizations gained momentum, USAID community. Many parents and provided direct assistance to Government community members want to be of Egypt efforts to empower these groups. elected to [serve in] the Parents and USAID partnered with over 450 civil Teachers’ Council.” society organizations to deliver –PARENT IN USAID-SUPPORTED SCHOOL educational services, including non-formal education, adult literacy classes, early childhood classes for parents, and scholarship programs for girls.57 To offer these services, non-governmental organizations and community development associations received comprehensive training. Strategies used to create strong organizations capable of sustaining activities beyond USAID funding included building fundraising capacities and, in some cases, providing income- generating grants.58 These initiatives reportedly inspired some beneficiaries to start organizations of their own.

Rallying Communities Around School Improvement: The National PHOTO BY RICHARD KRAFT Standards of Education in Egypt provided Community members vote in elections in USAID’s New Schools a clear path for achieving educational Program in Upper Egypt in 2002. quality. In collaboration with the GOE, Elections contributed to a more USAID developed the Egyptian School democratic school environment. Quality Manual. The manual contains school-level procedures for conducting To create a basis for sustainability, USAID annual self-assessments based on these went beyond the school level to provide national standards, and for preparing and institutional support for community implementing school improvement plans participation. In the late 2000s, capacity based on the needs identified. USAID building was provided to units at the provided training for education governorate and district level, and in professionals from various levels of the particular to the Social Work system and for the district-level Technical Departments that housed BOT Support Support and Quality Assurance Units that Teams. A total of 1,250 social workers were charged with supporting schools in 59 and social worker supervisors were these processes. A total of 2,380 district trained.56 The investment of this USAID staff members were trained and will effort directly benefited USAID-supported continue to assist schools across the 60 schools and indirectly assisted many country.

EGYPT EDUCATION LEGACY 15

Barbara Hunt Photo by

Community members attend a meeting in USAID’s New Schools Program in Upper Egypt in 2002. Increased participation helped build consensus for educational improvements at the school level.

USAID also sponsored three rounds of a The inclusion of women in school popular contest among schools to governance organizations is another promote the effective implementation of major accomplishment, especially in Egypt’s National Education Standards. This communities with high gender barriers. initiative generated much enthusiasm, USAID raised awareness of the resulting in donations of USD 5 million in importance of women’s participation and cash and in-kind contributions for school provided training to develop their improvements.61 Between 2006 and 2009, leadership skills (Story 3). Though the some 10,500 primary and preparatory number of elected women is still low, schools participated in this contest. A they are gaining increased representation. 2010 study indicated that this effort Reported figures for 2008 on membership mobilized communities toward quality by gender for a specific USAID-funded improvements and laid the groundwork project show that women were 9 percent for Egypt’s new system of school of the members in primary school BOTs accreditation.62 and 6 percent in preparatory school BOTs In Parents’ Associations, they Forming Community Leaders: comprised 42 percent of the members.63 Capacity building was one of the hallmarks of USAID’s efforts to spur community Leveraging the Support of the participation in the educational process. Private Sector: USAID encouraged Training enabled community members to public-private partnerships to leverage organize and support formal and non- private-sector contributions for formal education, mobilize resources for educational improvement. From 2007 to their schools, participate actively in 2011, for example, cooperation with 13 decision making, and advocate for needed firms generated contributions exceeding changes. USD 9.4 million to provide technology to Egyptian schools.64

16 EGYPT EDUCATION LEGACY

Success Story 3: Mobilizing Communities Makes a Difference According to Ms. Nahed Salah, a mother of four in the Gendeya Community, Minia, it may only take a little encouragement to transform a skeptical parent into an enthusiastic participant, who can then motivate other parents to embrace participation. Ms. Nahed thought the local school administration was unapproachable. But she accepted an invitation to a General Assembly meeting at her children’s school She had heard about the efforts, funded by USAID, to encourage women and communities to get involved in their children’s education. When Ms. Nahed sat among women at the meeting, she decided she wanted to participate, and declared: ―I want my name to stand for the Board of Trustees membership. I am hoping to know all the goings-on of the school and to serve as an active individual with the school staff ‖65 Not only did Ms. Nahed win the election, she started to encourage women in other school communities to participate as well.

Working together, school governance organizations, school administrators, and other community members like Ms. Nahed can often find innovative solutions to educational challenges. The rural village of al-Selsela in Minia is a good example. Many girls like Mona Gomaa dropped out of school after grade six: The nearest preparatory school was 5 km away and their fathers would not permit them to walk so far. The local Board of Trustees, Community Education Team, and primary school administrators (who had received training through a program funded by USAID) designed an action plan to hold temporary classes to ensure their children had access to school ―Finally our hope for preparatory education for our daughters has come true,‖ rejoiced Mr Hussein Mostafa, the primary school principal.66 But there was still no way to bring the teachers to the remote community. ―The Board of Trustees offered a solution,‖ said Mr Hussein ―They rented a vehicle to drive teachers daily between the mother village and the school ‖ He added proudly, ―Mona was among the first to show up in the school ‖ With five classes serving 129 girls and boys, al-Selsela is evidence of the positive impact of community participation on the educational process.

Toward the Future governance process. Focused efforts  Great strides have been made by the will be needed to maintain parental Government of Egypt in participation, attain gender balance in institutionalizing, activating, and school governance organizations, and equipping a number of school amplify the voice of women in the governance organizations with the education process at the school level. skills and tools they need to fill their  The participation of civil society roles. These newly empowered, organizations and the private sector in school-based organizations will Egyptian education has proven continue to need support to fulfill effective. Encouraging collaboration their mandate, and become fully between these organizations, for involved in school governance. example by connecting school Boards  Ongoing efforts will be needed to of Trustees with civil society groups, involve more parents in education in has the potential to magnify the Egypt’s schools. Their enthusiasm and positive results achieved thus far. participation in school improvement Continued outreach to the private and accreditation efforts are sector will also help forge new encouraging signs, as is the alliances and strengthen existing participation of women in the school public-private partnerships.

EGYPT EDUCATION LEGACY 17

PROFESSIONAL Evidence of Progress DEVELOPMENT Improving the professional expertise of educators has been a goal in Egypt since the 1970s. After the rapid expansion of Definition and Importance the educational system, cooperative Professional development is the international efforts were initiated under advancement of skills or expertise needed President Sadat’s ―open door policy,‖ to succeed in a particular profession. The which encouraged donor investment in term is now increasingly used instead of public education and teacher training.67 In teacher training, which tended to imply 1977, only 49 percent of an estimated that teachers were passive recipients of 200,000 teachers and administrators were training (both terms are used educated in teacher training institutes; interchangeably here). Professional others were not certified.68 In response to development suggests the active the critical need for qualified teachers, involvement of the individuals who are during the 1970s and 1980s, the MOE developing, and in this sense, mirrors the worked with donors to increase and educational process desired for students: improve the training of primary, active involvement in their own learning. secondary, and technical teachers.69 Meanwhile, the extension of compulsory Research has increasingly shown that the education to include primary and single most important factor in providing preparatory levels increased the student quality education is the teacher. Effective, population. In order to meet the long-term professional development, increased demand for teachers and to building on the quality of the initial improve their qualifications, a program for preparation of teachers, is essential for teaching basic education was opened in enabling teachers to provide an education 1983 in all teacher education colleges in that promotes students’ curiosity and Egyptian universities. By 2009–10, 80 engagement. Professional development is percent of teachers in MOE schools had used here in its broadest sense. In education degrees and the remaining 20 addition to teachers, it includes percent of teachers had degrees in opportunities for professional growth of disciplines other than education.70 other educators who may work outside the classroom, such as principals, During the 1990s and the 2000s, the MOE supervisors, and other staff members of continued to expand opportunities for schools, districts, governorates, and the educators. Several authorities and MOE central offices. In addition to formal organizations were established to support training sessions, it includes formal and the educational system and offer informal networks of professionals, such professional development, including the as teacher circles, and other opportunities National Center for Examinations and in which educators work together to Educational Evaluation, the Center for solve problems or to assist new staff Curriculum and Instructional Materials members. Professional development also Development, the Technology includes provision of materials, supplies, Development Center, and the Central and equipment that teachers need to Directorate for In-Service Training.71 deliver quality education. From the mid-1990s to the mid-2000s, over 1 million educators received in-

18 EGYPT EDUCATION LEGACY

service training in Egypt.72 A number of development system and to develop the others received training abroad. In capacity of all educators. The addition, video-conference training responsibilities of the new academy networks were established in 1996. These include managing the implementation of networks use 72 regional training sites the Teacher Cadre, certifying training and serve up to 8,000 trainees at the providers, and licensing teachers.75 same time. By 2007, more than 1 million teachers had been trained through Figure E: Total MOE Teaching and Non-Teaching video-conferences.73 Staff 2005–2010

Starting in the 1990s, the MOE put a 2009/10 major focus on improving the quality of education delivered in Egypt. Three 2008/09 national education conferences held in 2007/08 that decade recommended that training programs during the 2000s focus on 2006/07 new teaching strategies: active learning and student-centered approaches, use of 2005/06 technology in classroom practice, and 0 500,000 1,000,000 1,500,000 the comprehensive assessment of Non-Teaching Staff Teaching Staff Total MOE Staff students based on exam scores and student activities.74 The MOE Source: Data is aggregated from the Ministry of Education, Statistics Year-Book, 2010. introduced active learning techniques and comprehensive assessment at all levels of primary education and extended USAID’s Role in the Progress their implementation to the preparatory Achieved level in the school year 2011–12. It has also provided computers to schools and Over the course of the partnership, trained teachers in their use. support for professional development gradually evolved from a focus on short- In order to improve the social and term training on specific topics to economic status of educators, in 2008 the increasingly more sophisticated and MOE implemented a Teacher Cadre—a longer-term professional development merit-based licensing and promotion programs. system that serves teachers, supervisors, administrators, and school support staff. From Targeted Training to Greater The cadre also seeks to address specific Focus on Improving Teaching system issues, such as reducing the large Practice: USAID’s educational training number of teachers leaving teaching for targeted specific needs in the earlier years higher-paying administrative posts and of the partnership. In the 1980s, USAID encouraging excess administrative staff to trained teachers to use and maintain the 76 return to teaching. The total number of equipment provided in the new schools. non-teaching staff decreased by about 14 In the following decade, USAID supported percent in just 12 months—from nearly the MOE’s One-Classroom School 560,000 to just over 480,000 between Program in adapting the curriculum and 2008–09 and 2009–10 (Figure E). developing manuals, materials, and assessment systems. Capacity building of In addition, a Professional Academy for supervisors prepared them to train and Teachers was established in 2008 to support multi-grade school teachers.77 In improve the quality of the professional the first half of the 1990s, USAID

EGYPT EDUCATION LEGACY 19

partnered with the MOE and the training meets its goals. USAID has made Binational Fulbright Commission in Egypt extraordinary strides in this regard. In to improve the quality of English language USAID-supported schools, teachers have instruction offered in Egypt. The worked with coaches who assisted them successes of this effort led to substantial in applying new approaches, and have met follow-on training.78 in Teacher Learning Circles to discuss their successes and problems. They have In support of the GOE’s increased effort learned how to use active learning to improve educational quality in the methods to teach content in specific 2000s, USAID’s professional development subjects. School administrators and goals focused on advancing teaching supervisors have been trained to assist practice and creating an environment in teachers in making desired changes in which changes could thrive and be their classroom practice and to use class sustained. Specific objectives included management and other skills to create the helping teachers to improve their planning supportive environment needed to foster and classroom management skills, and to and sustain changes in teaching practice. incorporate the use of active learning methodologies needed to produce eager, USAID also worked with the MOE in active learners who can think critically and developing and implementing measures to solve problems effectively. It became monitor degrees of change in teacher increasingly clear that achievement of performance toward desired behaviors. these goals required major changes in The USAID-supported Standards-Based behavior for many teachers and long-term Classroom Observation Protocol for effort for changes to reach higher levels. Egypt (SCOPE) is a tool that enables supervisors to rate the extent to which Research indicates that teachers in the desired teacher and student behaviors are process of changing their classroom present during a classroom observation. practice typically go through several Observations with SCOPE have indicated stages. Initially, their changes are quite that, in USAID-supported schools, many superficial, but as they progress into the teachers have made the vitally important intermediate stage, they acquire an first step of letting go of their traditional increasingly deeper understanding of the practices and trying out more effective active learning approach. In the advanced strategies. These teachers, with continued stage, teachers have mastered a variety of support, will be able to continue towards specific strategies from which they can mastery of the desired methodologies. choose to meet students’ varying needs The most recent assessment results from In 2010, a review of major USAID one USAID-funded project, for example, projects offering professional show changes in teacher performance to development since 2000 found that the higher levels, indicating increasing mastery training was based on the latest research in effective classroom management, and included characteristics essential for collaborative learning, and creating an helping teachers make changes in their active student-centered environment.80 79 teaching paradigm (Story 4). Providing the Tools Needed to Since the start of the partnership, more Improve Teaching: To achieve higher than 132,000 educators received training teaching outcomes teachers need not only funded by USAID. Although this is an training, but also improved tools. In the impressive number, the numbers do not 2000s, USAID partnered with the GOE to tell the whole story. Much more provide an array of new teaching tools. important is the extent to which the

20 EGYPT EDUCATION LEGACY

Success Story 4: Professional Development Spurs Active Learning Senior math teacher Amer Abdel Meguid from Reeda Preparatory School says that teacher training and subsequent in-school coaching not only enhanced his own pedagogical practices, but also improved those of his whole school. Mr. Meguid and the other teachers received training in student-centered, active learning strategies, as well as in-school coaching, through a program funded by USAID.

Until recently, teachers were using the same teaching methods that PHOTO BY TILO PROJECT their own teachers employed. Teachers working together in Technology for ―Vital teacher-student interaction Improved Learning Outcomes project school in was not encouraged and students 2009. USAID built the capacity of teachers and didn’t participate or interact supervisors to raise the quality of education. enough in classes to achieve the desired educational development,‖ Mr Meguid said 81 At first, many educators were skeptical of the new methodologies, but some teachers and administrators embraced the new approach as a means of improving instruction and achieving better educational outcomes. This change in attitude occurred in other schools as well. Qufaada Preparatory School in Minia is a good example. After taking a course in active learning and classroom management techniques, the school’s principal, Mr Abel Zim Mohamed, said that ―all doubts transformed into a strong will and determination not only to apply such new skills, but to transfer this new learning to all the teachers in my school ‖82

At Reeda Preparatory School, new teaching methodologies were consolidated and reinforced by in-school coaching ―Most of this new learning might have faded had it not been for the coaching,‖ said Mr Meguid Coaching occurs when same-subject teachers get together in weekly meetings to share experiences, ideas, and even critiques of teaching performance. The teachers even invited the district-level supervisor to join their meeting. In the words of a teacher from another school, coaching has been widely instituted; it has ―created a learning community… Before we all worked alone; now we have teams and cooperate with each other ‖83

Improved instruction has positively affected student outcomes. Student test results at Reeda Preparatory School are 15 percent higher this year than last year ―This tells us we’re on the right track,‖ said Mr Meguid ―Now, we are keen to sustain these coaching meetings and search for new and enhanced teaching trends throughout our professional career ‖

Supplemental materials, such as specially 29 Learning Resource Centers for designed instructional kits, helped teachers across Egypt’s governorates. teachers reinforce students’ active These centers all included computer involvement. USAID set up and equipped laboratories, professional libraries, an

EGYPT EDUCATION LEGACY 21

ample selection of science equipment and USAID has devoted significant resources kits that could be checked out by to the use of technology to improve the teachers, and ―make and take‖ rooms quality of teaching, learning, and school containing resources with which teachers management. Using an innovative model could create supplementary materials.84 that involves training teachers from within schools to transfer knowledge to their In support of the GOE’s increased focus peers, USAID has equipped schools with on the use of technology in schools, in the white boards and computers used in 2000s all major USAID-funded projects laboratories or classrooms. USAID have provided computers for educational provided more than 4,000 computers, in purposes. Some 98 Information and addition to those in the Learning Communications Technology Centers Resource Centers and Information and were given to schools through USAID’s Communications Technology Centers. Global Development Alliance and the The goal is to make use of technology as Vodafone-Egypt Foundation, a successful an integral part of the learning experience example of a public-private partnership and to take full advantage of the unique facilitated by USAID.85 In many schools, possibilities provided by computer computer laboratories have been opened software to more creatively design and to parents and community members, deliver lessons. This initiative has often for modest fees that help defray generated great enthusiasm among maintenance costs, thus extending the teachers, students, parents, and benefits of technology beyond the community members alike (Story 5). In targeted schools. addition, between 2009 and 2011, USAID collaborated with the MOE in developing “A 70-year-old woman in a remote course material and piloting a free, open- area now comes to the school to source, online Learning and Course communicate with her son via the Management System called ―Moodle‖ that Internet.” can be used in delivering online training to 86 –IDARA (SCHOOL DISTRICT) OFFICIAL teachers.

Photo by TILO project

Children working together in computer lab in Technology for Improved Learning Outcomes project school in 2008. USAID provided laboratories and computers for classroom use in schools across Egypt.

22 EGYPT EDUCATION LEGACY

Success Story 5: New Technology Sparks Enthusiasm and Facilitates Active Learning Egyptian students are more excited about attending school since the introduction of computer technology. As Mr. Haris Saide, the father of a student in El Boor School, said, ―Gehan is much happier about school and even more eager to learn The new resources have sparked her enthusiasm ‖87 El Boor School is one of many schools in Egypt that have received computer technology funded by USAID.

Fateh Alia Mahmoud, a teacher at the Dar el Salaam Primary School in Fayoum, describes vast changes in her classroom: ―In the past, I have only used a chalk board and the few books supplied by the government. Now, thanks to The Best of Edmark program, I have colorful resources to help me teach. My students find the program exciting. They love the bright colors, the sounds ‖88 The Best of Edmark program in Arabic, which includes computer software for teaching reading, math, science, and skills like telling time, has been installed on more than 2,000 school computers.

Technology has greatly expanded teachers’ ability to implement active learning strategies ―The active learning training along with The Best of Edmark software has helped me vary my teaching style greatly,‖ said Ms Najat, a grade three teacher in El Roda School.89 The introduction of computers and innovative teaching methods has also encouraged collaborative learning. As Mr. Rizk Hussein, a grade six teacher in Beni Suef, explained, ―Collaborative learning techniques help me reach more students But the technology plays an important role. I can meet with each group without thinking the rest of the students will get distracted…They are all more engaged by the computer technology ‖90 Mona Mohamed Ali Robi, a grade two teacher in Fayoum added, ―Initially trusting that the children would do the right thing was difficult, but now we see that the children are learning even more because they are happy and having fun… They teach one another.‖91

Emphasizing Reading: In the 2000s, enhanced the capacity and efficiency of the GOE embarked on a campaign to the Egyptian publishing industry.93 promote a strong reading culture among Egyptian children and youth. The goal was The emphasis on reading also focused on to create a generation of readers well improving early grade reading instruction. equipped to meet the challenges and reap USAID supported the Early Grade the benefits of life in the 21st century. In Reading Assessment, which was adapted 2005, USAID partnered with the GOE in for the Egyptian context and language, and this effort. The Agency implemented a administered to a baseline sample of nationwide initiative that provided over second-grade students in Upper Egypt in 24 million extracurricular books to 39,000 2009.94 Results indicated that primary, preparatory, and secondary improvement was needed in early reading schools in all 29 governorates of Egypt instruction. USAID provided professional over a three-year period. Over 2 million development to equip teachers with oversized books were included, some effective, research-based methodologies featuring Alam Simsim characters, to for teaching reading in the early grades, enrich the reading program in grades K, 1 accompanied by specialized materials. The and 2.92 The initiative provided training for second application of the assessment, in librarians and teachers—which the MOE 2011, revealed improvements in the test then continued on a broader scale—and scores of second-grade students. Students

EGYPT EDUCATION LEGACY 23

whose teachers had received the USAID Toward the Future training in research-based, early reading  It takes time and continued support methodologies improved more on every for teachers to change from more measure from pre-test to post-test than traditional teaching approaches to students in comparison schools who had command of active learning 95 not benefited from the USAID program. methodologies. Moving all teachers to desired levels of expertise in the Table 5. Professional Development methodologies advocated by the Highlights in Numbers (1980s to Present) country’s education reform initiative Description96 Achieved will require strong initial preparation TRAINING in the faculties of education and ongoing professional development of Teachers trained 70,835 teachers. Continued training of Facilitators trained 2,375 supervisors and administrators is also Administrators, supervisors crucial to strengthen the environment and officials trained 11,527 needed to support quality teaching. Professionals trained in English language instruction* 47,802  Important first steps have been taken in providing evaluation measures for BOOKS, MATERIALS, EQUIPMENT teachers and students that reflect the Extracurricular books provided Over 24 million goals of education reform. The new Information and Professional Academy for Teachers Communications Technology Centers 98 can play a vital role in this process. This organization will need continued Learning Resource Centers 29 support to become fully functional in Computers 4,684 its ability to appraise educators and *Not included in first three categories. improve the quality of the professional development system. Improving Professional  The increasing use of technology in Development Systems: Support went teaching will continue to require beyond the lower levels of the system to special professional development assistance focused on systemic change. offerings, not only in how to use new USAID worked with the MOE to develop equipment and software, but also in placement tests and job descriptions for how to effectively integrate teachers in the newly developed Teacher technology with the desired active Cadre. Over 300 test developers were learning methodologies. The trained and nearly 830,000 candidates introduction of new teaching methods took the cadre placement tests in August and technology in Egyptian schools 97 2008, with a pass rate of 92 percent. suggests that the curriculum itself will also need continued attention in order USAID also cooperated with the MOE in to remain current and to effectively establishing the Professional Academy for support Egypt’s reform goals Teachers. Assistance included developing the organization’s basic systems, 98 structure, and operating tools. In addition, USAID supported the MOE in developing the Induction and Mentoring Program for novice teachers, which was 99 piloted and then adopted nationally.

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POLICY REFORM implementation of several groundbreaking policy changes in the 2000s. The record includes: Definition and Importance  The National Standards of The word policy here refers to a vision Education in Egypt was issued in or guiding principle set by a government 2003 and revised in 2007. This in order to meet its educational goals. document set standards for quality Policies are put into practice as specific education that became the basis for plans or procedures. Policy reform thus school improvement efforts, including refers to the concrete actions taken by a student, teacher, and school government to improve the policies that performance measurements.102 guide its education reform effort. Effective policies include the mission statements  The National Authority for and key values that set governmental Quality Assurance and direction. They are sector-wide and Accreditation of Education was ideally developed with ample participation established in 2007. This autonomous of all stakeholders. agency was charged with evaluating and accrediting more than 50,000 Policy reform is important because educational institutions in Egypt at all effective policies provide a clear levels, from basic education to higher navigational map, while ineffective policies education.103 A total of 1,440 schools, may allow reform efforts to flounder. from kindergarten through the Broad-based participation and capacity secondary level, were accredited by building in policy development and 2011.104 implementation are critical at all levels of  The National Strategic Plan a system because they help to ensure that stakeholders understand the new policies for Pre-University Education and are capable of implementing them. Reform in Egypt 2007/08– 2011/12 was released in 2007. This plan, the first of its kind in Egypt, is a comprehensive framework for Evidence of Progress education reform that set clear policy In the early 1990s, Egypt embarked on an goals and priority programs. School- ambitious and comprehensive education based reform was identified as the reform process in order to improve the core priority program, thus placing educational opportunities provided to its the school at the center of the reform citizens. The national project for effort. The plan was developed developing education through the year through a participatory process 2000 placed Egypt among the countries involving more than 200 professionals that had initiated major reforms of basic from all levels of the educational 100 education. While several activities and system and donor community. A strategies were first articulated in that special unit within the MOE, the Policy early period, it was not until the late and Strategic Planning Unit, was 1990s that certain technical reforms created to lead the strategic planning gained momentum. The reform objectives process and implementation.105 specified by the MOE in 2006 were: system efficiency, equitable access,  The National Education institutionalized decentralization, and Indicators were released in 2009. quality for all.101 Egypt’s increasingly This is a set of 36 indicators to positive climate for reform led to the measure and monitor progress in the

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sector. They cover crucial aspects ultimately to the school level as the such as student achievement, teacher focal unit of the reform. In 2010–11, characteristics, school environment, the positive results of the pilots led to and educational expenditures. In 2010, a nationwide expansion of certain in an unprecedented effort, 10 years aspects of the financial of data on 29 of the 36 indicators decentralization initiative. A recent were integrated and analyzed. This interpretation of where Egypt stood exercise provided information crucial on the educational decentralization for guiding both educational policy and continuum showed progress in practice Also, Egypt’s Education and evolving from a highly centralized Management Information System was system to a hybrid system, in which upgraded to allow integration of the certain functions, such as setting goals data from multiple sources and levels and measurements, remain of the system.106 centralized, while implementation and management are more localized.111  The National Standardized Test measures students’ critical USAID’s Role in the Progress thinking, knowledge, and factual Achieved understanding of Arabic, math, and science. It was administered While education-sector reform is a nationwide for the first time in 2010. process that takes time, Egypt has made Students in grades 4 (primary) and 8 historic progress in moving this process (preparatory) from a sample of forward. USAID has supported several schools across Egypt’s 29 elements of the reform agenda and played governorates took the test.107 While a unique role in the development and overall results for student implementation of several policy changes. achievement in this first exercise were relatively low on average (less than 50 Strengthening the Quality percent of the total possible score), Assurance and Accreditation the design and implementation of a System: USAID supported the MOE in standards-based test on a national its efforts to develop a systemic, ongoing scale in Egypt was in itself a marked process of school improvement and accomplishment that built capacity at accreditation. In 2007, the Agency all levels of the system.108 collaborated in the revision of the National Education Standards, which  Decentralization was identified as resulted in the development of a a priority program in the National document outlining standards for an Strategic Plan It is defined as ―the effective school.112 USAID also worked devolution of authorities from the with the MOE to develop materials and central decision-making level to the processes for school accreditation. These service provision level ‖109 Education is materials and a full-cycle process of the leading sector in the government’s accreditation were tested in two overall decentralization process, and governorates in 2007–08. This successful in the early 2000s the MOE delegated pilot served as a model for the national considerable authority to several accreditation system. In connection with governorates to pilot more this effort, nearly 19,800 government staff decentralized systems.110 In 2008–09, members from all levels of the system the MOE started to experiment with participated in training funded by USAID decentralized education finance. The in the 2007–08 period.113 goal was to move some spending decisions to lower levels, and

26 EGYPT EDUCATION LEGACY

Barbara Hunt Photo by

Principal in a USAID-supported school in Alexandria in 2010. Training funded by USAID enhanced the decision-making skills of school principals across Egypt.

Supporting Educational innovative method for decentralized Decentralization: USAID has provided allocation of resources to the school level consistent, in-depth support to the MOE via funding formulas that favor the poor in its efforts to move toward a more and promote transparency. This was decentralized system of education. In coupled with capacity building at all levels 2001, USAID supported the of the system where spending decisions implementation of a decentralized school were to be made, particularly at the management pilot in one of Egypt’s school level.115 In 2010, USAID also governorates. The model involved strong provided specialized training to support community participation and substantial units at the Idara level so that these transfer of management responsibility and groups could continue to assist schools in 114 116 authority to school administrations. The best utilizing decentralized funds. success of this highly visible effort set in motion a decentralization reform dynamic “Decentralization for us means that I that subsequently inspired a number of have the capability to make decisions like-minded initiatives. here in my office at the school and do not need to wait for permission to do Decentralization of school finance was something.” another area in which USAID provided –School Principal direct technical assistance to the MOE. In 2008–09, this resulted in a collaborative implementation of decentralized Decentralization efforts have gone beyond education finance pilots in the three the financial realm to plans for governorates of Fayoum, Ismailia, and transferring certain Ministry of Education Luxor. The success of these experiments administrative functions from the central led to a nationwide expansion of aspects to lower levels of the system. USAID has supported these efforts since their of this effort in 2010–11. Assistance from 117 USAID included the creation of an initiation in late 2007. In 2011, this

EGYPT EDUCATION LEGACY 27

collaboration resulted in a plan to practices; and the Critical-Thinking, delegate specific functions to different Achievement, and Problem Solving levels (central, Muddiraya, Idara, school) (CAPS) test that measures student of the educational system.118 learning outcomes in Arabic, math, and science subjects for grades 4, 8, and 10. These standardized assessments were developed in close collaboration with government officials and Egyptian educators. USAID also provided specialized training to build capacity in testing and measurement at different levels of the system. In 2010, the CAPS test was institutionalized and implemented nationwide as the National Standardized Test.120

Enhancing Planning, Monitoring, and PHOTO BY GILO PROJECT Information on decentralized Evaluation (M&E) Systems: The funds’ use is made public in release in 2007 of the National Strategic USAID-supported school in 2008– Plan for Pre-University Education Reform 09. Decentralization has helped marked a turning point in the reform promote a culture of transparency effort in Egypt. This initiative was and accountability. supported by a number of donors. USAID collaborated with the strategic planning Building Capacity to Lead Reform: teams in the development of the plan. Sustaining the education reform effort Once the national plan was in place, the requires effective leadership. To this end, Agency worked with all of Egypt’s USAID collaborated with the MOE in the governorates to develop governorate- creation and implementation of a training level strategic plans. These were program to improve the leadership skills completed in 2008, with seven of its staff. In 2008, a total of 147 governorates also preparing Idara-level government officials representing every implementation plans. Over 3,000 governorate of Egypt attended this one- workshops funded by USAID were year program. This effort produced a conducted across Egypt as part of a cadre of knowledgeable and skilled participatory approach to developing the professionals capable of advocating for plans. More than 6,000 persons education reform and filling key positions 119 participated in USAID-funded workshops, throughout the system. meetings or other training events related to strategic planning.121 Developing Standardized Tests and Tools: USAID supported the MOE’s USAID also supported the MOE’s increased focus on data-based policy increased focus on transparency and data- planning and decision making. Since 2005, based decision making by funding the the Agency has funded the design and development of the National Education implementation of the Management Indicators, which were completed in Assessment Protocol (MAP) that 2009. In 2010, USAID collaborated with evaluates the management system of the Ministry in an unparalleled exercise in Egyptian schools; the Standards-Based which 29 of the 36 adopted indicators Classroom Observation Protocol for were analyzed in the report Condition of Egypt (SCOPE) that assesses teachers’ Education in Egypt.122

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Success Story 6: Decentralization Expands Role and Voice at School Level Schools in Egypt are enthusiastic about their increased decision-making powers. Decentralized models of school management were introduced as part of the country’s education reform effort that is supported by USAID. As a school principal in Fayoum Governorate explained, ―Decentralization means that as a director I can make decisions without going back to [the Idara to] ask permission ‖123

Schools and their communities are increasingly empowered to identify and address problems affecting their children’s education A case in point is the El Sadat School in Aswan Governorate. The school administration and Board of Trustees played an important role in meeting the school’s infrastructure needs while simultaneously ensuring that the students’ academic year was not interrupted Planned renovations for the school by the General Authority for Education Buildings would have seriously disrupted school attendance. Working with the Board of Trustees, the school management agreed to consult parents to discuss possible solutions ―Together,‖ they said, ―we proposed that half the school be renovated at a time, allowing students to attend school in the other half of the building ‖124 At first, the school was not able to obtain the approval of the Idara. But, after receiving a formal letter from the Board of Trustees, the Idara supported the decision that had been taken at the school level.

The school improvement process is a concrete example of decentralization being realized at the local level in USAID-supported schools. It calls for schools to identify their own needs, and to prepare and implement a school improvement plan to address the needs identified. According to the El-Awawna Collective School in Beni Suef, ―Everyone shared in identifying gaps and setting priorities… The school management played a major role in monitoring the process to ensure that PHOTO BY BARBARA HUNT 125 everyone was performing their roles ‖ Vision and mission posted in USAID- A school improvement team member supported school in Fayoum in 2010. from another school added, ―the most Developing such statements is an important thing [was]… to train us on important part of the school how to mobilize resources ‖ He improvement and accreditation process stressed that training, funded by USAID, supported by USAID. ―was of high quality ‖126

The ability of individual schools to influence the allocation of resources is another example of decentralization ―Because we were able to make our case and claim our rights at the central level, we were included in the [government’s infrastructure] plan,‖ explained an El Sadat School Board of Trustees member.127 ―A wall, valued at 145,000 Egyptian pounds, was built all around the school. Our school was built in 1980, so additional renovations, worth about 195,000 Egyptian pounds were carried out ‖ The school and community, working together, were successful in ensuring that their local needs were met.

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Support was also provided for the Toward the Future upgrading of the national Education and  The policy reforms initiated by Egypt Management Information System, which in the last 10 years have been was transformed from a one-way to a remarkable efforts. A number of them multilevel, integrated system. As part of are in the early stages of the upgrade, USAID provided capacity implementation and will therefore building. Between 2005 and 2008, more continue to require an ongoing than 3,200 government staff members commitment of political will in order participated in meetings, training sessions, to be implemented fully. In particular, 128 and other events related to this effort. continuing the long-term planning School staff received specialized support process by regularly updating the for preparing School Report Cards. By National Strategic Plan is essential to 2009, a total of 162 schools had produced guide Egypt’s quest for excellence in and distributed their own Report Cards, education. which provided many parents and  Expanding decentralization efforts is a communities with crucial data about difficult process that will require 129 school performance. careful planning, capacity building, and commitment at all levels to fully bring Table 6. Planning, M&E Highlights in those efforts to all governorates and Numbers (2000 to Present) to move beyond just the financial aspects to the planned reallocation of Description Achieved administrative functions. Participants in strategic planning  Many of the gains made in the reform workshops, meetings, training process will require considerable sessions 6,007 attention and resources if reforms Governorate-level workshops on strategic planning 3,120 such as national standards and Participants in meetings, accreditation are to be sustained training sessions related to the across the country. The challenge will education management system be to maintain the momentum and to upgrade 3,213 consolidate, monitor, and improve the effort. Building the capacity of stakeholders at all levels of the system Policy Impact of Other Activities: to ensure that reform efforts do not Over the 35 years of the partnership, a fail has been a top priority for Egypt number of other USAID activities that and supporting donors, and this effort support the MOE have effected policy needs to be maintained as the process change. Some examples include promoting develops. the participation of communities in education, which led to the introduction of Board of Trustees in Egypt, and providing extracurricular books in all of Egypt’s public schools, which resulted in the establishment of school libraries served by librarians as an integral entity in these institutions.130 Policy changes such as these, which closely affect other legacy areas, are addressed in the corresponding sections of this document.

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TERTIARY EDUCATION system included 17 universities and over 132 AND PARTICIPANT 100 technical institutes. Though the TRAINING private system has increased considerably, the Egyptian higher education system is mainly public, and in 2009 enrolled over Definition and Importance three-quarters (81 percent) of students (Figure F). Tertiary education refers broadly to all post-secondary education, including but The expansion of higher education not limited to university level. It is used institutions dramatically increased interchangeably with the term higher opportunities for Egyptians at this level. education. Participant training often Enrollment nearly doubled between1982– refers to training in general, whether in 83 and 2008–09, rising from 16 percent to the home country, the United States, or a nearly 30 percent. 133 The participation of third country. It can be short-term (e.g., women improved considerably, reaching technical training, conferences, 46 percent in 2008–09.134 workshops, and study tours) or long-term (e.g., academic degree studies such as The system served 2.5 million master’s and doctorate programs, and undergraduate students and about non-degree research programs). Here, 215,000 postgraduate students in 2008– participant training is narrowly defined, 09. The continued increase in the number referring to U.S.-based training only. of pupils, though, did push the faculty-to- student ratio upward compared to the Research has consistently pointed to the internationally accepted ratio of 1:25. This crucial role tertiary education plays in the varied by discipline and institution. In the economic and social development of 2008–09 academic year, for example, the countries. The knowledge-driven global ratio in public universities was 1:43 in economy of the 21st century has education and 1:94 in the arts.135 increased the demand for higher-level skills, making the call for better programs In the late 1990s, the higher education at this level ever more important. reform agenda gained momentum. In its strategic plan for 2002–2007, the Ministry of Higher Education specified a number of Evidence of Progress Over the past 30 years, the Figure F: Higher Education System in Egypt and Government of Egypt has Percentage of Total Enrollment in 2008–09 significantly expanded and Private Higher Private Middle improved the educational Technical Technical Private Institutes Institutes opportunities provided to Egyptians Universities 16% 1% at the tertiary level. The number of 2% both public and private institutions, Public Technical Public including universities and technical Colleges Universities 63% institutes, has increased 5% dramatically over the years. In Al-Azhar 2009, the public system consisted University of 17 public universities, 8 technical 13% colleges, and Al-Azhar University, a highly respected Islamic educational system in Egypt.131 The private Source: Ministry of Higher Education, 2008-09 Statistics-Institutions.

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initiatives to improve the quality of competitive national and donor-supported education, including accreditation of all grants for projects initiated by Egyptian higher educational institutions and researchers.141 strengthening faculties of education and technical colleges and institutes. The Ministry developed academic standards USAID’s Role in the Progress for these faculties and revised curricula to Achieved 136 correspond to the standards. In 2006, it Since the start of the partnership, USAID improved the governance of public has collaborated with the GOE in technical colleges with the establishment increasing opportunities for Egyptians at of a Board of Trustees for each of these the tertiary level. These efforts have institutions. The Ministry has also been included building capacity through training, involved in efforts to improve the providing scholarships, and funding education provided in technical colleges science and technology joint research. and institutes to better match the skills of 137 graduates with labor market demands. Scholarships to Undergraduates in By 2011, six faculties within public Egyptian Universities: Starting in 2004, universities and a private university had USAID partnered with the Egyptian been accredited. Though many public Ministry of International Cooperation in faculties of education were going through an innovative effort to award scholarships the quality assurance process, none had to public school undergraduate students. 138 yet achieved accreditation. These scholarships enabled young men and women with financial needs to attend Study abroad and exchange programs the American University in Cairo, a highly have also contributed to improving the regarded Egyptian private university. It quality of tertiary education. A number of provided a life-changing experience for Egyptian faculty and students have disadvantaged students, whose future enhanced their skills through such prospects were enhanced by the unique programs. In 2008, for example, there opportunity to obtain a good education. were more than 3,000 Egyptians studying A number of them were also given a 139 abroad in government programs. The chance to spend a semester abroad in GOE has also collaborated with leading U.S. universities. This effort has international organizations, such as the not only provided essential academic Binational Fulbright Commission in Egypt, knowledge, but also has enabled students which promote exchange programs. Over to build leadership skills. It has provided the past 60 years, the total number of hands-on opportunities to participate in foreigners who have visited Egypt and and lead extra-curricular activities, such as Egyptian scholars and students who have conferences and student clubs. It has also benefited from Fulbright grants is engaged students in voluntary community 140 estimated to be around 5,000. service, thereby extending the benefits of their education to their communities. Of The GOE’s efforts to improve the quality the 325 students who have received of tertiary education have also focused on scholarships, 126 have graduated.142 advancing scientific productivity. In 2006, Reports indicate that this initiative has the GOE embarked on an ambitious generated much enthusiasm among exercise to overhaul science and beneficiaries and has created a generation technology activities in Egypt. One of skilled young men and women poised outcome of this process was the creation to advance the future of their country in 2007 of the Science and Technology (Story 7). Development Fund, which provides

32 EGYPT EDUCATION LEGACY

LEAD project Photo by

Leadership for Education and Development Program scholarship recipient celebrates graduation from the American University in Cairo in 2009. These USAID- funded scholarships have improved the future prospects for low- income students in Egypt.

“I want to climb the ladder… I want to non-governmental organizations operating be making use of what I learned here nationwide whose unique knowledge of at the American University in Cairo to the local context was crucial. In turn, this help my country, maybe in the context effort strengthened these organizations by of a political career.” building the capacity of their personnel –Scholarship recipient and graduate and the large network of volunteers they mobilized. The success of this effort led in 2010 to a similar collaboration that also provides Improving English Language comprehensive scholarships to low- Instruction: USAID collaborated with income students for study in five different the Egyptian Government in its quest to and equally renowned private institutions improve the teaching of English. Between in Egypt: the Ahram Canadian University, 1997 and 2004, the Agency provided the British University in Egypt, the Future advanced training for faculty members in University in Egypt, the Modern Sciences 27 faculties of education, faculties of arts, 144 and Arts University, and the Pharos and private-sector training providers. In University in Alexandria. Since 2010, all, over 4,700 people benefited from these scholarships have been awarded to USAID-funded training in connection with a total of 150 students from all of Egypt’s this effort. Extensive and repeated training governorates.143 They were initially helped form cadres of expertise within reached through a very successful the Ministry of Education that could recruiting campaign. This massive support ongoing and future English outreach was carried out in close language teacher education. The cadres collaboration with two Egyptian were also able to provide assistance

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Success Story 7: Scholarships Yield Opportunities for Low-Income Undergraduate Students ―My dream is to create a sustainable, green city in the New Valley. This may take years to accomplish, but I believe in this vision I know where I’m heading, and I’m confident I have the skills to follow through with my ideas and make the change I want,‖ said Abdur Rahman Awad, a 23-year old construction engineering student at the American University in Cairo. Awad is from Demitta, a governorate in the northern part of the country.145 PHOTO BY LEAD PROJECT

Sophia Wadie, a 20-year old Aiming high: USAID-funded Leadership for computer science student has Education and Development Program different, but equally grand scholarship students enjoy an extracurricular dreams; she plans ―to pursue a activity in 2011. master’s and PhD, then do something extraordinary in the software field ‖146 Wadie, who comes from the Sohag governorate in Upper Egypt, has more in common with Awad than just studying at the same university. They are both public high school graduates and both of them are recipients of a full-tuition, USAID-funded scholarship to study at the American University in Cairo. Targeting low-income students, these scholarships are opening new opportunities for undergraduate students, and forming a generation of skilled and knowledgeable youth who can in turn better contribute to their country’s development.

The new graduates are realizing their dreams in a variety of public- and private-sector careers. Mina Rizk, a scholarship student from the Assiut governorate in Upper Egypt, was a political science major. Now, having passed the Egyptian Ministry of Foreign Affairs exams, he has started his career as a diplomatic attaché. Rizk lived in a diverse community, with students who had very different backgrounds and who were from different parts of Egypt as well as from other countries. He said this experience has made him familiar with the differences and the problems in the governorates. In addition, Rizk said he learned to think critically and to understand that people ―have different points of view, and these different viewpoints may all be right–even if contradictory ‖147 Nada Mahdy, a 22-year old from Cairo governorate, was also a political science major and scholarship recipient. After graduation, she became a teaching assistant at the university where she helped a professor develop a new master’s degree program in global affairs Mahdy pointed out that, while studying, she too learned about diversity and ―not only about cultural differences, but also about political and religious differences ‖148 Currently Mahdy is working as a program assistant at the National Democratic Institute, helping to build networks with new political parties. She added that she hopes to find additional ways to contribute to her community.

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in specific areas of their training, including visits, or benefited from other training testing and assessment.149 opportunities in U.S. universities in disciplines critical to the Egypt’s economic The development of standards and growth.156 indicators for effective English language instruction was another area of More recently, cooperation has focused collaboration. USAID partnered with the on long-term academic exchange Government of Egypt on a three-year programs for Egyptians in U.S. universities process of developing standards for or other institutions of learning. Between teachers, educational leaders, and teacher 2007 and 2010, USAID partnered with training programs. This was done in close the Government of Egypt and the collaboration with Ministry of Education Binational Fulbright Commission in Egypt staff at all levels, and contributed to the in awarding scholarships for Egyptians to Ministry’s subsequent decision to establish earn master’s degrees in the United States the National Standards Committee, which in key fields in the sciences or social was charged with developing the overall sciences. These scholarships were National Standards of Education in available to Egyptians representing Egypt.150 minorities and governorates other than Cairo. Reports indicate that participants Building Capacity Across Sectors: placed a high value on the academic USAID has supported Egypt in building quality of the exchange opportunities and capacity through training since 1975. In have stressed the personal and the education sector, U.S.-based professional impact of participating in such participant training has served many programs.157 pressing needs, including: (a) training Egyptian master teachers to serve as “It affected my life in general… The resource persons and peer trainers in program broadened my horizons to new teaching methods,151 (b) providing many things that I would have not study tours for Egyptian faculty of normally thought of before… I became education staff to learn from the U.S. more analytical in my views… I came experience with education reform,152 back to the same job that I left, but I (c) training Egyptian faculty in effective came back with a different perspective methods of English language instruction,153 and new skills.” and (d) funding visits of government – Exchange program student officials to build capacity in topics central to the country’s education reform More recent cooperation has also focused 154 effort. on building the skills of the Egyptian youth workforce by enhancing their technical USAID has also helped build capacity in a and vocational capacity. Since 2008, as a number of other sectors equally crucial to result of a catalytic partnership between Egypt’s social and economic development USAID, the GOE, the Binational Fulbright In the 1970s, scientists and technicians in Commission in Egypt, and the Bureau of areas as diverse as health, civil aviation, Education and Cultural Affairs of the U.S. and public administration participated in Department of State, Egyptian youth have USAID-funded visits to the United States received scholarships to study in 155 to upgrade their technical skills. community colleges across the United Cooperation was expanded in the States. The young people use this following decades. Between the 1980s and opportunity to acquire critical skills that the early 2000s, a number of Egyptians improve their employability and advance received scholarships, went on study

EGYPT EDUCATION LEGACY 35

Egypt’s competitiveness in areas as Figure G: Number of USAID-Funded Trainees by diverse as information technology, Decade agriculture, health, and tourism. Support 9000 to exchange students also included career development seminars in which they were 8000 linked with prospective employers in 7000 Egypt upon their return. In 2010, just over 6000 half of returned participants reported 5000 being employed.158 4000

“My study in America helped me find 3000 this job [as an Information Technology 2000 Specialist].” 1000

–Scholarship recipient and graduate 0 1970s 1980s 1990s 2000s

Reports indicate that the effects of this Source: USAID/Egypt TraiNet database. effort went beyond the direct impact on the beneficiaries’ lives and careers. These Collaborating in Science and exchange visits helped to address cultural Technology: The development of a misconceptions and promote mutual country rests to a large extent on the understanding. They have helped forge scientific and technological capabilities it strong cultural linkages, as illustrated by a possesses for achieving high levels of peace statue built by an Egyptian exchange productivity. USAID has partnered with student in a park in the U.S. state of Egypt in advancing this common interest. Wisconsin. They have also had positive In the early 1990s, the Agency funded a effects on participating U.S. colleges, as program to increase the linkages between noted by one of the program managers: Egyptian and U.S. universities. By 1998, ―The program also helped them [U.S. 102 seed grants had been awarded to participating community colleges] learn fund exchange visits resulting in 56 full how to compete for exchange programs proposals for joint research.160 These and internationalize their campus...‖ efforts promoted long-term relationships between participating institutions in the Egyptian students, researchers, and two countries. professionals from the public, private, and voluntary sectors have benefited from Since 1996, the two countries have also short- and long-term participant training cooperated on projects that brought funded by USAID. Training has covered a together Egyptian and American scientists wide range of areas, including education, in 435 grants for collaborative scientific health, agriculture, management, business research. These jointly funded and administration, trade, law, and economics. managed projects have focused on areas In all sectors, more than 24,100 Egyptians as critical as energy, biotechnology, and have been trained in the United States by environmental and information USAID-funded programs since 1975. The technology, and have benefited both number of trainees peaked in the 1980s countries. Awards went from USD 20,000 and decreased slightly in the following two for short-term grants to USD 750,000 for decades (Figure G). Training of less than 6 multiyear research projects, and involved nths duration comprised 81 percent of mo the sharing of knowledge, information, exchange visits. More than three-quarters 161 159 and know-how. (76.6 percent) of trainees were male.

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Investing in Infrastructure: USAID The opening of a new campus marks support went beyond capacity building to the beginning of a new era for one of investing in higher education the Middle East's great academic infrastructure. The Agency provided a institutions, and a new era for the grant to the American University in Cairo, Egyptian-United States partnership contributing approximately 25 percent of that is symbolized by the history of this the total cost of constructing their new university. campus, which was inaugurated in 2009.162 Founded in 1919 by Americans devoted For ninety years, Americans and to education and community service in Egyptians have studied and researched the Middle East, the university’s together… With a new campus, more downtown campus became too small to young people will benefit from this support the growing student and staff unique educational experience. They population. The USD 400 million new will have access to world-class facilities campus is located in the suburb of New and innovative teaching that will Cairo and provides classrooms and produce the science and understanding laboratories to 5,500 students and 1,500 to improve all of our lives… faculty and staff members.163 I am honored to affirm the Reiterating the support of the people of commitment of the American people the United States to the people of Egypt, as your partner and friend in this President Barack Obama sent a message endeavor. I do so with the belief that of congratulations on the university’s our work together is vital and inauguration day: necessary… Together, we can and should work for peace, better educational opportunities for our children, and more opportunities for all.164

Combs - Adriana Abreu Photo by

View of the American University in Cairo campus in 2011. USAID contributed approximately a quarter of the cost of building the university’s new campus

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Toward the Future highlight the existing mechanisms through  Progress in increasing higher four lenses—social, institutional, financial, education opportunities in Egypt has and political sustainability—and also the been remarkable. It will be essential to measures that are still needed. continue moving this process forward, further expanding access for women Social Sustainability: It is well and low-income students, and recognized that community participation ensuring equitable distribution of in education improvement efforts is one classrooms to meet the increased of the contributors to social sustainability. demand for education at this level. USAID has worked with the GOE on a  Changes initiated to improve the number of activities that include strong quality of higher education–such as components fostering participation. These accreditation, reform of faculties of initiatives build the capacity of community education, and improvements in members to take part in education and technical education to better match it sustain reform efforts at the local level. with labor market demands–will need Examples include support for school considerable attention and resources governance organizations and to be fully implemented across the partnerships with civil society groups and country. It is also essential to maintain the private sector. These efforts have the momentum to expand and deepen helped create a sense of ownership, these systemic changes and to push increasing the communities’ stake in forward other planned reforms, such reform activities affecting their schools. as revising the student admissions Further harnessing the potential of these process and providing for more self- actors will be important for sustaining the governance in higher education results achieved thus far. institutions.  Scientific productivity increased Institutional Sustainability: USAID has considerably in Egypt, in particular consistently collaborated with the GOE with the creation of the Science and on efforts to work through existing Technology Development Fund. It will systems to institutionalize reform be important to continue this trend, practices. Examples include capacity further expanding opportunities for building of support units at the Idara and Egyptian university researchers and Muddiraya levels, and similar efforts with faculty members to interact and school-based units. Teachers in USAID- collaborate with colleagues in both supported schools benefited from other Egyptian and foreign higher intensive training and were empowered to education institutions. become agents of change themselves, as they progressed to higher levels of mastery in new teaching methods. These groups will continue to support reform SUSTAINABILITY efforts, though they will need ongoing assistance to carry out their mandates lanning for sustainability has been an effectively. integral part of the Egypt-USAID P partnership, and mechanisms have USAID also provided capacity building been put in place to sustain reform support at the central level to ensure buy- efforts. Continuing the benefits of in and to develop cadres of expertise development activities without formal within the MOE charged with leading the interventions will require ongoing reform effort by transferring skills to the commitment. The following paragraphs lower levels of the system. It will be

38 EGYPT EDUCATION LEGACY

important to upgrade human resources devise strategies for ensuring the survival skills as the reform initiative moves to of these efforts through transitions such advanced stages of implementation. as the current political changes in the USAID also partnered with the GOE to country. There is no doubt that institutionalize proven approaches such as enthusiasm and momentum for education the school self-assessment and reform have been building in Egypt. improvement processes, community participation models, and girl- and women-friendly education strategies. These can continue to be expanded and LESSONS AND built on in the years to come. CONCLUSIONS

At the policy level, USAID collaborated he Egypt-USAID partnership has with the GOE on a number of systemic produced numerous gains, some changes introduced in the last decade. T measurable in numbers such as Several of these initiatives were schools built, teachers trained and developed through a broad-based community groups formed, and some less participatory process involving tangible, such as far-reaching educational stakeholders from the different levels of policies. This experience has also the system to ensure the institutional provided crosscutting lessons that can support needed for owning and inform future efforts. implementing the proposed changes. More effort will be needed to ensure that LESSONS LEARNED stakeholders truly understand the new It is effective to use an integrated policies and are capable of putting them approach, working within the system into practice. Success in these spheres will at all levels. As the partnership with increase the prospects for sustainability. Egypt evolved and expanded, USAID moved from providing targeted, isolated Financial and Political Sustainability: support, to working with Egyptian Education reform in Egypt was partners at every level of the system. championed by a number of leaders Learning from experience, the Agency whose vision, dedication, and developed an integrated approach to commitment of political will and financial improving education that combined resources were instrumental to moving policy-level support with action on the the effort forward. Over the years, ground. This strategy created both the USAID worked in tandem with Egyptian will and the human capacity to implement leaders, building the strong working policy changes, and made these changes relationships that formed a basis for operational through educational cooperation and helped institutionalize improvement projects that addressed policies and strategies for developing the multiple interconnected issues. In the last educational system. One example is the decade, USAID also increased assistance National Strategic Plan for Pre-University to the Idaras and Muddirayas, so that staff Education Reform, which has served in those middle levels would have the national interests by ensuring the skills and knowledge needed to continue continuation of reform efforts even when supporting changes implemented at the changes in educational leadership school level. This integrated approach occurred. Moving implementation forward helped maximize the use of resources and and sustaining long-term effects will the achievement of results, while also require both ongoing commitment and improving the prospects for sustainability. dedicated leadership. It will also be vital to

EGYPT EDUCATION LEGACY 39

In addition, it fostered close relationships capacity was built and learning that created trust, facilitated incorporated to improve these efforts. communication, and increased For example, training on key issues cooperation. provided to MOE staff at school, district, and central levels increased both their Wide involvement of stakeholders expertise and commitment, which enabled helps to create ownership. them to play effective roles in related Participation by parents, community interventions later on. In addition, both members, and local officials in planning the duration and funding level of the and implementing USAID-funded projects Egypt-USAID partnership undoubtedly gave these individuals the tools needed to played a role in the positive outcomes foster educational improvements in their noted. They allowed for the gradual own communities. It also prevented the expansion of successful interventions and problems associated with ―turnkey programming that met changing needs and projects‖ that were sometimes seen priorities. during the earlier years. Stakeholders in these early projects had little opportunity Patience is required when real to take part in planning and design, with change is sought. It is useful to the result that their needs were not remember the old slogan, ―Things take always met. In later years, however, time ‖ Whatever the nature of far- substantial time and resources were reaching modifications—changing teacher devoted to forming and training behavior, administrative practices, or community groups to plan and facilitate policies regarding centralized decision- donations of land for schools to be built making—change is almost always slower by USAID. These groups made important than everyone wishes. Changing behavior, commitments, the resulting sense of in particular, is difficult because it entails ownership of the schools built is still altering perceptions and developing new present, and the programs in the new skills. Change that is profound is never schools are much appreciated by achieved in a single project, a single year benefiting communities. Experience also of training, or a single, innovative decree. showed that education reform efforts Patience and persistence, combined with would only be successful if the local an understanding of how long it may take capacity to advocate for change was to make a truly significant change, have strengthened Thus, USAID’s enabled USAID and its Egyptian partners interventions focused on building this to achieve remarkable results. capacity by establishing and training school governance organizations and involving Sustained leadership commitment civil society groups in education efforts to facilitates the reform process. The create the support needed at the local continued commitment of reform-minded level for the changes introduced. leaders in the GOE greatly facilitated USAID’s efforts, as did its own Consistency in goals and funding persistence and patience. Continuity of levels over time contributes to staffing within USAID meant that staff change and has a cumulative effect. members were able to build knowledge USAID remained dedicated to certain and experience regarding consistent themes, including access, gender equity, themes over a long period of time. These professional development, and technical dedicated individuals were then able to support for decentralization. This bring this knowledge to bear on activities persistence made it possible to see the that built on earlier efforts. In addition, cumulative effect of interventions as new they developed strong working

40 EGYPT EDUCATION LEGACY

relationships with counterparts that flexibility not only helped consolidate the engendered trust and facilitated the partnership, but also provided important process of introducing complex changes. opportunities. The response of USAID to a request from the GOE for assistance Evaluations and research studies with designing and implementing a pilot of enable decision making and policy decentralized school management in the planning that is based on accurate governorate of Alexandria is a good information. Research studies and illustration. This initiative laid the evaluations commissioned by USAID groundwork for important further work proved extremely useful in pinpointing on decentralization in later years. problems, helping to design programs that were more effective and efficient, and Public-private partnerships make it preventing the misallocation of time and possible to leverage USAID resources. For example, USAID funded investments. The role of the private studies that explored the reasons why sector in education is increasingly many Egyptian girls weren’t attending recognized in Egypt. In cooperation with school. Without such studies, schools the GOE, USAID effectively leveraged the might have been built where girls would support of the private sector for not attend them, or programs might have education reform, thereby maximizing the been provided that would have been benefits to both students and their inappropriate for girls. Similarly, a recent communities. A successful example of USAID-funded report that analyzed such a partnership was the cooperation Egypt’s status on the National Education between USAID’s Global Development Indicators illustrates the way in which Alliance and the Vodafone-Egypt research and data are helping to build an Foundation, which set up and equipped institutional tradition of evidence-based Information and Communications decision-making. Technology Centers in a number of schools in Upper Egypt. Considering the needs of both males and females helps achieve gender CONCLUSIONS equity in education. While initial Egypt’s impressive accomplishments in the gender equity efforts focused on girls in education sector are cause for much particular, it became evident that boys celebration. They are the fruit of the themselves faced challenges in accessing enormous work of Egyptian leaders and education in Egypt, and needed assistance citizens, and the dedication of both to the as much as girls in order to stay in school. progress of their country. The systemic Working with boys also meant that they improvements introduced, the could be sensitized to the importance of strengthened capacity at all levels of the educating girls. This experience resulted system, and the support built for in programs that focused on males and education reform are just three examples females equally as part of a of the outcomes achieved that will endure comprehensive gender-equity strategy. and sustain further improvements. Still,

there will be continuing challenges in Flexibility can open important achieving the excellence in education windows of opportunity. Partly sought by Egypt, and this will require because of the close partnership built up ongoing efforts in the years to come. through the years, USAID was able to be flexible in responding to specific requests Over the past 35 years, USAID has for assistance from the GOE, when these worked with Egypt on a number of aligned with agreed-upon strategies. Such

EGYPT EDUCATION LEGACY 41

education efforts that have contributed to Secretary of State Hillary Clinton voiced the country’s remarkable outcomes The this commitment in March 2011 during a Agency introduced innovative approaches two-day visit to Egypt, where she was to improving education, funded rigorous quoted in the media as saying: ―There is research that informed strong programs, so much work to be done, but the United made use of cutting-edge ideas and States stands ready to help in every way technology to transform practices, and possible to translate what happened in brought its extensive experience to bear Tahrir Square into [the] new reality for on the technical assistance provided to Egypt ‖165 This relationship will continue Egypt. The work of USAID has been to shape cooperative efforts in the years commendable. to come as Egypt enters a new era of its history. As Egypt starts a new chapter, the United States remains a dedicated partner. U.S.

PHOTO BY GILO PROJECT Girls proud to show their work in Girls’ Improved Learning Outcomes project school in Minia in 2010. During the 35-year partnership, USAID-funded projects have provided unique educational opportunities for Egyptian children and youth.

42 EGYPT EDUCATION LEGACY

NOTES 17 MOE, 2007, p. 309. 18 World Bank, Online Edstats; USAID, 1982, p. 9; UIS, 2011. 1 Al-Mashat & Grigorian, 1998; Egypt Economic 19 MOE, 2003, p. 14; MOE, 2007, Annexes, p. 41; Development, 2011; Megahed, 2002. World Bank, Online Edstats. 2 World Bank online, Egypt Country Brief, accessed 20 The World Bank and UIS data banks define September 29, 2011, www.worldbank.org. secondary education as grades 7-12. 3 Central Agency for Public Mobilization and 21 Gross Enrollment Rate is the number of pupils Statistics (CAPMAS). Press Release: Inflation Rate, enrolled in a given level of education regardless of September 10, 2011, p. 1. age (UIS, 2011). 4 USAID, 1982, p. 1; World Bank, 2011, Egypt, Arab 22 NEI Report, 2010, p. 62; NEI PowerPoint, 2010, Rep. at a Glance, p. 1. p. 9. 5 World Bank, 1991, p. 6; World Bank, 2011; 23 Aguirre Division of JBS International, 2010. World Bank, Online Data for Egypt, accessed 24 Metz, 1990; MOE Statistics Yearbook, Five-Year October 4, 2011. (2005-2006/2009-2010) Development of http://data.worldbank.org/country/egypt-arab- Government Schools, Classrooms and Students. republic. 25 MOE Statistics Yearbook, Five-Year (2005- 6 CAPMAS, 2011; Population and Development, 2006/2009-2010) Development of Government 2011; World Bank, 1991; World Bank Online Schools, Classrooms and Students; World Bank, Data; World Bank, 2009; World Bank Online 2002, p. 7; p. 27. Egypt Country Profile, 2011; World Bank, 2011; 26 National Education Indicators (NEI) PowerPoint, USAID, 1982. It is indicated in the source that the 2010, p. 26-27. 1979 GDP was calculated without making 27 World Bank, Online Data; World Bank, 2003, p. deductions of depreciation, and the 1979 GNI 26; UIS, 2011; USAID, 1982, p. 9. (former GNP) per capita figure represents ―GNP 28 Creative Associates, 1991, p. 16. in national currency units first expressed in 29 In such schools, boys were accepted if space weighted average prices for the base period 1977- was available, generally up to a ratio of 1:4 boys to 79, next converted into dollars at the GNP- girls. weighted average exchange rate for the base 30 Aguirre International, 2003, p. 47. period, and then adjusted for U.S. inflation‖ 31 Ibid., p. 37. (USAID, 1982, p. A-1). The 2009 GNI per capita 32 North South Consultants Exchange (NSCE), figure was calculated using the World Bank’s Atlas 2003, p. 1. In the Egyptian system, basic education method which ―applies a conversion factor that encompasses primary (grades 1-6) and averages the exchange rate for a given year and preparatory (grades 7-9) schools; secondary the two preceding years, adjusted for differences education encompasses grades 10-12. in rates of inflation between the country, and 33 New Schools Program (NSP), Success Story: through 2000, the G-5 countries‖ (World Bank, Innovative School Solutions, 2008. 2011; World Bank World Development Indicators 34 As originally conceptualized, these were girls- online). only schools, though in practice they were 7 World Bank, 2011, p. 1; USAID, 1982, p. 7. adaptable. Priority was given to girls, but on some 8 USAID, 1982, p. 8; World Bank, 2011, p. 1. occasions boys were admitted, as evidenced in 9 This is considered ―the largest absolute recent (2010) field visits. reduction in infant mortality in the Arab region ‖ 35 American Institutes for Research, (AIR) June 20, Population and Development, 2011, p. 4; p. 13; 2008, p. 42. World Bank, 2011, p. 1. 36 CID Consulting, April 2008, p. 44. 10 Population and Development, p. 5; p. 14. 37Centre for Development and Population 11 World Bank Online, Egypt Country Brief, 2011. Activities (CEDPA), 2004, p. 22-23. 12 CAPMAS. Press Release: Unemployment Rate, 38 USAID, Arabic Sesame Street is a Hit in Egypt, September 7, 2011, p.1; World Bank, Online Data; February 23, 2010. USAID, 1984, p. 10. 39 Sesame Workshop, 2008, p. 19. 13 USAID/Egypt website, accessed August 29, 40 Ibid. 2011, http://egypt.usaid.gov/en/Pages/default.aspx. 41 Yahoo! Maktoob, accessed September 26, 2011, 14 Information provided by USAID/Egypt, Office of http://eg.socialinnovation.yahoo.net/entrepreneurs/ Education. profile?p_id=2. 15Activities to help improve the quality of 42 MOE, 2007, p. 158 and Annexes, p. 46. education are addressed specifically in the section 43 Education Reform Program (ERP) II, 2008, on Professional Development. National Assessment of Boards of Trustees Experience 16 El Baradei, M. & El Baradei, L., 2004, p. 13; in Egypt, pp. 33-35; Ginsburg et al., 2010, p.18. Ministry of Education (MOE), 2007, pp. 88-89.

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44 ERP II, 2008, p. 33. educational materials; provide training for 45 UNICEF-Egypt, Forward Looking Assessment of the supervisors and senior teachers on newly Community Schools Project, 2010, p. 93. developed curricula. The Technology Development 46 MOE, 2007, p. 158. Center was established in 1997 to extend computer 47 El Baradei, M. & El Baradei, L., 2004, p. 17. facilities, Internet links, multimedia laboratories, 48 MOE, 2007, p. 126. and other educational technology resources to all 49 Ibid, p. 76. schools; and to provide training in computer skills. 50 MOE, 2007, p. 8; p. 158. The Central Directorate for In-Service Training was 51 NSP, 2009, p. 58. established in 2001 to plan and facilitate training 52 Aguirre Division of JBS International, 2010, p. 4. programs for public school teachers, supervisors, 53 AIR, 2008, p. 49. and managers. 54 NSP, 2009, p. 57. 72 UNESCO, 2003, p. 8. 55 Aguirre International, 2002 (Volume II, Annex 73 NCERD, 2001, p. 37; Ibid, Annexes p. 84; MOE, O), pp. 181-190. 2007, Annexes p. 84; NCERD, 2001, p. 34. 56 AIR PowerPoint, 2010, p. 13. 74 NCERD, 2001, pp. 24-25; pp. 33-34; MOE, 2007, 57 AIR, 2011, p. 6; CEDPA, 2004, p. 4; Aguirre pp. 43-44. International, 2002, p. 6. 75 Ibid, p. 43; p. 84. 58 CEDPA, 2004, p. 23; p. 27. 76 Creative Associates, 1991, p. 3. 59 Development Associates, 2009. 77 Academy for Educational Development (AED), 60 AIR PowerPoint, 2010, p. 13. 2001, p. 20; p. 23. 61 Development Associates, 2009, p. 38. 78 AED, 2004, p. 8; p.15. 62 Aguirre Division of JBS International, 2010, pp. 79 Aguirre Division of JBS International, 2010. See 16-17. pages 24-26 for a detailed discussion of the 63 AIR, 2008, p. 50. elements of successful professional development 64 Creative Associates International, 2011, Annex models present in USAID-funded programs. These D. See Professional Development section of this include modeling in the training of the desired report for other public-private alliances facilitated methodologies; training of sufficient duration; by USAID in the provision of technology in attendance with colleagues; in-class supervision Egyptian schools. and support, including coaching; and opportunities 65 Girls’ Improved Learning Outcomes (GILO) for teachers to work together. Stories of Change: Change through the General 80 Creative Associates International, 2011, Annex Assembly, n.d. G, p. 13. 66 GILO, Quarterly Report October1 to December 31, 81 GILO, Stories of Change: Change Through 2009, p. 37. Coaching, n.d. 67 Cochran, 1986, p. 92. 82 GILO, Quarterly Report October 1 to December 68 World Bank, 1977, p. 6; Cochran, 1986, p. 56. 31, 2009, p. 33. 83 69 Ibid., 118. Aguirre Division of JBS International, 2010, p. 70 Note that the degrees referred to may be from 18. 84 university, post-secondary or secondary levels, AIR, 2010, p. 7. 85 though pre-service programs in Egypt are now AIR, 2008, p. 61. 86 provided at university and other post-secondary Creative Associates International, 2009, p. 34; institutions. Ibid., 2011, Annex H. 87 71 MOE, 2007, Annexes p. 60; UNESCO, 2003, p. Technology for Improved Learning Outcomes 8; ERP, 2007, p.1; National Center for Educational (TILO), Case Study: Houghton Mifflin Harcourt, 2011. 88 Ibid. Research and Development (NCERD), 2001, p. 18; 89 MOE at Ibid. 90 Creative Associates International, July 2011. http://knowledge.moe.gov.eg/Arabic/Departments/ 91 TDC/decition/; MOE, 2007, Annexes p. 60; MOE TILO, Case Study: Houghton Mifflin Harcourt, 2011. at 92 http://knowledge.moe.gov.eg/Arabic/Departments/ Juarez and Associates, 2008, p. 6. 93 Ibid, p. 8. cdist/about%20us/. The National Center for 94 Examinations and Educational Evaluation (NCEEE) Linan-Thompson, 2009. 95 GILO, 2011. was established in1990 to develop exams; conduct 96 evaluations, organize training on examination In Table 5, note that Teachers include all levels of design and tools for student and teacher teachers, as well as MGS teachers and library assessment. The Center for Curriculum and specialists. Facilitators refer to persons providing Instructional Materials Development was established services in out-of-school projects, such as literacy early in the 1990s to develop curricula and and/or life skills classes. School administrators,

44 EGYPT EDUCATION LEGACY

supervisors and officials include school directors, 130 See Community Participation and Professional assistant directors and administrators, supervisors Development sections of this report for more and officials at all levels in ministries and information about these activities. governmental offices. The first three categories do 131 Al-Azhar religious education provides primary, not include any training in the teaching of English. preparatory, secondary, and tertiary education. It The category All persons trained in the teaching of became part of the government system, but with a English includes individuals trained who were special status, in 1961. Al-Azhar University teachers, supervisors, managers or specialists, with offerings include degrees in fields of Islamic no numbers provided for separate categories. studies, sciences, and humanities. 97 AED and RTI, 2009, p. 16. 132 MOHE,2009. In Egypt, higher education 98 Ibid, p. 16. comprises university and non-university 99 AED and RTI, 2009, p. 16. institutions; the latter include middle and higher 100 UNESCO, 1996, p. 7-8. technical institutes, which provide technical post- 101 MOE, 2007, p. 1. secondary educational programs of 2 and 4-5 102 MOE, 2007b; MOE, 2007, p. 126. years in duration, respectively. 103 NAQAAE, accessed September 30, 2011, 133 MOHE, 2010, p. 25; MOHE, Higher Education in http://en.naqaae.org.eg/ Egypt: Facts and Numbers, 2009. This gross 104 NAQAAE, accessed December 25, 2011, enrollment figure is far higher than the the http://www.naqaae.eg/services/naqaae-acc-inst regional average of 21 percent in the Arab states, 105 MOE, 2007; MOE, National Strategic Plan though remains far from the Organisation for 2007/2012 Towards an Educational Paradigm Shift, Economic Co-Operation and Development Presentation. (OECD) average of 53 percent for higher income 106 NEI Report, 2010; NEI PowerPoint, 2010; countries (USAID/Egypt, Bridge Strategy Document, MOE, 2009. 2009). 107 The number of sampled schools by grade and 134 MOHE, October 2009, Higher Education in subject area (with possible overlap) is reported in Egypt: Facts and Numbers. NEI Report, 2010, p. 31. 135 MOHE, 2008-2009 Statistics-Sectors. 108 Ibid., pp. 30-36. 136 MOHE, 2010, p 43, p. 66; p. 55; Ginsburg and 109 MOE, 2007, p. 157. Megahed, 2011. 110 AED, 2009, pp. 29-30. 137 OECD and the World Bank, 2010, p. 98; p. 111 Crouch, 2010; Healey and Crouch, 2009. 165. 112 MOE, 2007b, p. 6-7. 138 MOHE, 2010, p. 55; NAQAAE, accessed 113 Development Associates, 2009, p. 19; AED and October, 17, 2011, http://www.naqaae.org.eg/; RTI, 2009, p. 91. NAQAAE, 2009, p. 10. 114 MOE, 2007, p. 71. 139 MOHE, 2010, p. 105 (the timeframe for the 115Crouch 2010; Healey and Crouch, 2009. data provided in this source was confirmed by the 116 ERP PowerPoint, 2010. Strategic Planning Unit of the MOHE in a 117 AED and RTI, 2009, p. 14; pp. 45-47. communication with the research team). The 118 GILO, 2011, p. 20. number of secondary and undergraduate students 119 AED and RTI, 2009, p. 15. who study in Arab countries is high. Of the 3,289 120 AIR, 2011, p. 21. Egyptian students studying abroad through 121 AED and RTI, 2009, p. 12; p. 18; pp. 28-31. government missions in 2008-09, over 2,000 were 122 NEI PowerPoint, 2010, p. 3. secondary and undergraduate students studying in 123 Aguirre Division of JBS International, 2010, p. 8. the Arab Region. This may be related to the large 124 ERP, A BOT Case Study: Significant Outcomes number of Egyptians who work and reside in these Towards School-based Reform in Egypt, n.d., p. 2. countries with their families. 125 ERP, School Self Assessment and School 140 MOHE, 2010, pp. 105-106; Fulbright, accessed Improvement Planning in Support of School Based December 29, 2011, http://www.fulbright- Reform, n.d., p. 5. egypt.org/ 126 Aguirre Division of JBS International, 2010, p. 7. 141 Science and Technology Development Fund, 127 ERP, A BOT Case Study, n.d., p. 5. accessed October, 22, 2011, www.stdf.org.eg. 128 The national EMIS was established in Egypt 20 142 American University in Cairo (AUC), 2011, p. years ago through technical assistance from 5. Harvard University, funded by USAID. 143 The Lotus Scholarship Program, n.d., p. 1. (Information received from the lead consultant in 144 AED, 2004, p. 4; p. 55. the NEI effort.); AED and RTI, 2009, p. 116-121. 145AUC, 2010. 129 AED and RTI, 2009, p. 122. 146 Ibid.

EGYPT EDUCATION LEGACY 45

147 Interview with Mina Rizk conducted in July 2011. 148 Interview with Nada Mahdy conducted in July 2011. 149 Ibid., p. 4; p. 14; p. 16. 150 AED, 2004, p. 9; p. 51; p. 54. 151 USAID/Egypt, 2001/2002, p. 79. 152 AED and RTI, 2009, p. 92. 153 AED, 2004, p. 8. 154 AED and RTI, 2009, Annex 3, p. 202. 155 USAID/Egypt, 1990, pp. 120-121. 156 Ibid., p. 123; USAID/Egypt 1994, 1998, 2001/2002. 157 Master’s Degree Program Final Report, 2010. 158 Community College Initiative (CCI) Fact Sheet, n.d.; CCI Alumni Employment Report 3, n.d., p. 4; CCI, accessed October 16, 2011, http://www.fulbright- egypt-cci.org/default_e.asp. 159 Data provided by USAID/Egypt TraiNet database. Note that, to a lesser degree, USAID/Egypt has also funded training of Egyptians in a third country, though that data is not included in this report. 160 USAID/Egypt, 1994, p. 34; USAID/Egypt, 1998, p. 40. 161 U.S.-Egypt Joint Science and Technology Fund, n.d., pp. 1-2. 162 USAID/Egypt, accessed October 7, 2011, http://egypt.usaid.gov/en/programs/Pages/education .aspx. 163 AUC, accessed October 7, 2011, http://www.aucegypt.edu/news/Pages/NewsDetails. aspx?eid=306 164 Message posted on AUC’s website, accessed October 7, 2011, http://www.aucegypt.edu/news/Pages/NewsDetails. aspx?eid=307 165 Clinton Meets With Egypt’s Transitional Leadership, Visits Tahrir Square, accessed October 26, 2011, http://www.bloomberg.com/news/2011-03- 16/clinton-visits-tahrir-square-site-of-egyptian- protests-1-.html

46 EGYPT EDUCATION LEGACY

ANNEXES

EGYPT EDUCATION LEGACY 47

ANNEX I: ACRONYMS

AED Academy for Educational Development AIR American Institutes for Research AUC American University in Cairo BOT Board of Trustees CAPMAS Central Agency for Public Mobilization and Statistics CAPS Critical-Thinking, Achievement, and Problem Solving CCI Community College Initiative CEDPA Centre for Development and Population Activities ERP Education Reform Program GDP Gross Domestic Product GEM II Global Evaluation and Monitoring GILO Girls’ Improved Learning Outcomes GNI Gross National Income GOE Government of Egypt LEAD Leadership for Education and Development MAP Management Assessment Protocol MOE Ministry of Education MOHE Ministry of Higher Education NAQAAE National Authority for Quality Assurance and Accreditation of Education NEI National Education Indicators NSCE North South Consultants Exchange NSP New Schools Program OECD Organisation for Economic Co-Operation and Development RTI Research Triangle Institute SCOPE Standards-Based Classroom Observation Protocol for Egypt TILO Technology for Improved Learning Outcomes UIS UNESCO Institute for Statistics UNESCO United Nations Educational, Scientific, and Cultural Organization UNICEF United Nations Children's Fund USAID U.S. Agency for International Development USAID/Egypt U.S. Agency for International Development, Mission to Egypt USD U.S. dollars

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ANNEX 1I: METHODOLOGY

This document was prepared by the Aguirre Division of JBS International, Inc., at the request of the USAID Mission to Egypt. The study was conducted under the leadership of Adriana Abreu-Combs, Chief of Party of the Education Monitoring and Evaluation Program, in collaboration with Barbara Hunt, team leader and coordinating author, and team members Nagwa Megahed and Jeanne Holden. The team was supported by Sebastian Duncan, who helped in particular with management of an extensive database of documentation that was reviewed by the team as part of this effort, and David Dunn, who assisted with final editing.

This study adopted a multi-method design, which builds on the work accomplished by other recent research efforts commissioned by USAID/Egypt. It employed both qualitative and quantitative data collection methods. The work was conducted in two stages: data collection and analysis, and report writing.

Data collection and analysis 1. Preparation Based on the knowledge accumulated in recent research efforts, suggested legacy areas were identified for exploration in this study. These were included in an initial draft outline for discussion with the Mission. Adjustments were made to the outline in accordance with the comments received; other adjustments were made as the research and analysis process unfolded.

Following the approval of the draft outline of the study, an initial conference call was organized between the Mission and the U.S.-based team. The purpose of this call was two- fold: clarify any questions the team had at startup; and provide an opportunity for the Mission to convey its vision for this assignment to the team firsthand.

A critical element to the success of this effort was the availability of USAID/Egypt staff members to advise the team. Their assistance included providing feedback during the process, responding to questions that came up as the research progressed, facilitating contacts for selected interviews when needed, and assisting in the location of missing information and documentation. To this end, USAID/Egypt assembled an informal Legacy Review Consultation Group, consisting of USAID Mission staff members. The lead person of the research team and the contact person at the Mission facilitated interaction between this group and the team.

2. Document Review Document review was one of the main data collection methods used in this study. It formed the primary basis for growing understanding of (i) USAID’s education activities in Egypt from inception to date, and (ii) the country’s accomplishments in the sector Documentation accumulated by the contractor on recent related assignments was reviewed and catalogued for analysis using a classification scheme that followed the pre-identified legacy areas of investigation. Further research was conducted to identify other documents and background materials needed for the study. These included following up on suggestions made by key informants, web-based searches for relevant information, and suggestions by members of the team based on their extensive knowledge and experience. The team also turned to

EGYPT EDUCATION LEGACY 49

project implementers and USAID staff for support in obtaining documentation that was not easily accessible and/or available in public sources.

3. Quantitative Data The determination of Egypt’s main accomplishments and trends in education over the past three decades was accomplished by a secondary analysis of existing quantitative data from a number of sources These included government statistics, the World Bank’s education data bank, data from the UNESCO Institute of Statistics, and other sources, as appropriate. The objective of the analysis was to showcase evidence of Egypt’s accomplishments in education in the pre-selected legacy areas, displaying relevant quantitative data in the form of graphs and/or tables Similarly, USAID’s contributions to Egypt’s educational outcomes were determined by a review of data on program results as reported by USAID/Egypt and its implementing partners in project reports and related documents. Data on participant training was obtained from USAID’s TraiNet database

4. Qualitative Data The study also employed qualitative methods of data collection. The team was fortunate to have access to a large bank of transcripts from recent efforts commissioned by USAID/Egypt in which stakeholders from all levels of the Egyptian educational system – including government officials, staff from several implementing partners, and direct beneficiaries – had been interviewed. The team combed these interview transcripts with the objective of gathering quotes and personal accounts of the impact of USAID programs for inclusion in the report in support of the analysis. The team also collected primary qualitative data through interviews with the aim of (i) obtaining information in program areas for which written documentation was scarce; and (ii) gathering additional personal accounts on topics that had not been part of previously collected qualitative data, but were relevant to the legacy areas reviewed in the study. Interview protocols were developed for the specific categories of stakeholders to be interviewed. A number of one-on-one, in-depth interviews were conducted by telephone or in person with selected individuals over the five months during which this study was carried out. Persons interviewed included Mission staff members, managers of USAID-funded projects, education experts, and evaluators who had been involved in USAID-funded activities in Egypt over the years of support, as well as direct beneficiaries of USAID interventions.

Qualitative data was also included in the report in the form of success stories. These were based on stories prepared by implementing partners and shared with the research team. Stories available on the Mission’s website were also used The team reviewed these stories, and those selected were summarized for inclusion in the study.

Report writing

Preparation of the report followed a three-stage process. First, a draft of the introduction and one of the legacy areas was prepared This was shared with the Mission’s Legacy Review Consultation Group to obtain its feedback and to ensure that the approach, language, and tone used in the study, and the presentation of the content, were acceptable to the Consultation Group. At this early stage of preparation, the comments received from the Mission were incorporated into the document, as were any requested adjustments in the approach. Next, the team prepared a second, mid-term deliverable in which the comments of the first deliverable were addressed and two additional legacy areas presented. The final

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stage consisted of the presentation of the full draft report. This staged approach of preparing and reviewing the report allowed the team to make adjustments along the way, and afforded both the team and the Mission a shorter review period after the completion of the final draft.

Limitations

Limitations of this effort included the challenge of meshing data from earlier years with numbers from recent years, given the large span of time covered in this study. The team circumvented this problem by adopting a systematic method of aggregating USAID/Egypt project-level data for key indicators.

The interpretation of in-country training data reported over the years also presented a challenge. This report uses in-country training figures as reported by implementing partners in project reports or by USAID. It became apparent from the data that methods of reporting in-country training data varied over the years. For example, in the early years of the partnership, trainees may have typically been counted once for a given training, which might have ranged from one to several sessions. As the duration of professional development was extended to longer periods of time, some individuals, such as teachers in multiyear in-service training programs, received training for one or more years. These individuals may have been counted per year of training rather than only once.

This review by no means sought to attribute results to USAID interventions only, due to the difficulty of isolating other factors such as government or other donors’ interventions. In fact, this research effort focused on analyzing the contributions of USAID to the outcomes achieved in the sector, while acknowledging that other factors were at play. Also of importance is that this review did not attempt to account for all projects and activities financed by USAID/Egypt, but rather explored only those relevant to the legacy areas selected for the study.

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ANNEX III: OBLIGATIONS TO EDUCATION

USAID/Egypt obligations to education and training from program inception in 1975 through the end of the first decade of the new century are presented below in table and graph format.

Amount (millions) Decades Education Participant Training Total 1970s 37.7 37.7 1980s 287.3 100 387.3 1990s 217.9 4 221.9 2000s 627.3 16.5 643.8 Total 1,132.50 158.2 1,290.70

Source: USAID/Egypt

USAID/Egypt Education Sector Obligations 1975-2010 1970s 3%

1980s 30% 2000s 50%

1990s 17%

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ANNEX IV: DATA FOR ACCESS AND GENDER EQUITY SECTION GRAPHS

Table 1: Literacy Rates by Gender, 1976 - 2006 Year Male Female Total 1976 56.8 29 43.5 1986 57 31.4 44.2 1996 61 51 56 2006 74.6 57.8 66.4 Source: World Bank, Online Data; World Bank, 2003, p. 26; UNESCO, UIS, 2011; USAID, 1982, p. 9.

Table 2: Number of MOE Schools in Pre-University Education, 1994-95 / 2009-10 Year Pre-Primary Primary Preparatory Secondary Total 1994-95 766 16,088 6,496 2,935 26,285 1997-98 1,580 15,607 7,129 3,217 27,533 1999-00 2,534 15,533 7,544 3,421 29,032 2000-01 2,725 15,546 7,772 3,543 29,586 2005-06 4,876 18,137 7,922 3,212 34,147 2007-08 5,910 18,936 8,308 3,254 36,408 2009-10 6,679 19,871 8,626 3,361 38,574 Source: MOE. Statistics Yearbook, Five-Year (2005-2006/2009-2010) Development of Government Schools, Classrooms and Students; World Bank, 2002, p. 7 & p. 27.

Table 3: Gross Enrollment Rates in Primary Education by Gender, 1970 – 2009 Year Male and Female Male Female 1970 69.5 58 54 1990 86.1 93.1 76.3 1999 92.6 96.6 88.5 2004 95.9 97.7 94 2009 101 103 99 Source: World Bank, Online Edstats; USAID, 1982, p. 9; UNESCO, UIS, 2011.

Table 4: Gross Enrollment Rates in Secondary Education by Gender, 1970 – 2009 Year Male and Female Male Female 1970 32.4 44 21 1990 68.6 77.6 59.4 1999 74.3 77.6 70.9 2004 79.3 81.7 76.9 2009 67 68 66 Source: World Bank, Online Edstats; USAID, 1982, p. 9; UNESCO, UIS, 2011.

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U.S. Agency for International Development Egypt Mission 1A Nady El-Etisalat Street off El-Laselki Street New Maadi, Cairo, Egypt 11435 Tel: (2-02) 2-522-7000 Fax: (2-02) 2-516-4628 http://egypt.usaid.gov