Are you up to creating the next solution using
the power of the technology to enhance pre university education in Egypt?
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become a great innovator and we will give you an important task to solve. The
world needs innovators and entrepreneurs who can create solutions for today’s
problems. This workshop will be an opportunity for you to improve your
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inspire you to become a successful entrepreneur.
Innovative Technologies for Better Education in Egypt
To come up with innovative technology based solutions to be used to improve the
level of education in pre-university education system in Egypt.
Quantitatively, according to World Development Indicators Database from World
Bank, Egypt has made great strides in achieving the Millennium Development Goal
of universal basic education; the gross primary school enrollment ratio in 2007
was 100%. However, this is not the case when you are talking about qualitative
indicators. Still the quality of education experience is low and unequally
The Egyptian pre-university education system is the largest in the Middle East
and one of the largest worldwide. It encompasses more than 43,000 schools
(public and private), some 1.6 million personnel (teachers, administrators, and
others), approximately 821,000 teachers and over 16 million students. The
pre-university education system is expected over the longer term to make a
significant contribution to Egypt’s economy and to play an essential role in
increasing its national income. 90.2% of all students in Egypt are included in
the public and private education sectors (83% and 7.2%, respectively). The
remaining 9.8 % of students attend Al Azhar schools.
Poor teaching quality and dependence on private
In Egypt today, the teaching profession tends to be associated with
a low social and economic status. This belief is reinforced by the inadequate
salaries and the poor quality of training. Although the Ministry of Education
cites the improvement of training as a major priority, there has been little
progress on its achievement to date. In addition, unqualified teachers
constitute a major problem, especially in technical and primary education. The
poor quality of state-provided schooling has led to the emergence of an
educational ‘informal sector’ where private tutoring is used to fill the
educational gaps left by the formal schooling system. According to CAPMAS
(Egypt’s Central Statistics and Mobilization Agency), over 60% of investments in
education are spent on private tutoring. It is dominate in all types of school,
and leaves those students whose parents cannot afford private lessons at a
disadvantage relative to their classmates. In this respect it can be seen as
another factor affecting the social inequalities.
The increase of access ratio
for children in the age of obligatory education is more than 90% of those
children. This has led to raising classroom density despite the continuous
establishment of new, modern schools to 41 pupils per classroom. The density of
classroom has been raised to reach very dangerous limit in poor areas to reach
60 and 70 pupils per classroom. This rapid increase of classroom density is
considered an obstacle blocking achieving the slogan of excellence for all and
excellent high quality education for all.
Retention and School Dropouts;
rates are high, especially for females, despite free and subsidized tuition.
Many choose to avoid the costs for transportation, private tutoring (which is
becoming customary) and other study requirements and accessories. According to
the informal statistics of some NGOs, there are 2.5 million children across the
country that dropped out before finishing primary school. One study says that:
There is evidence that dropout rates in the poorest villages (6.87%) are
significantly higher than the national rate (4.87%) and it is higher after
finishing primary stage. According to the same study; the three most popular
reasons for dropout are: Child did not want to continue, Education Fees, Child
not doing well in school, and children work to bring income to family.
“Rote learning” and focus on examinations;
Pedagogical methods and teaching approaches are also problematic. Rather than
being encouraged to engage critically with the subject matter at hand, students
are generally steered towards memorization and rote-learning. This
over-concentration on passive learning is magnified by a lack of learning
materials, library books, facilities and equipment. In many cases, students
therefore have neither academic nor physical stimulus. Student testimonies are
frequently resulting of this approach.
Negative attitudes towards vocational education
(التعليم الفني – المهني);
A strong belief is that examination results
determine type of student who goes on to undertake vocational schools. The
majority of students attending Egypt’s technical schools are those who have
failed to win a university place. There is a negative correlation with the
quality and capacity of those who pursue this track. The 2010 OECD report on
Egypt’s higher education system identified the transition of students from
general and vocational tracks of secondary education to general higher education
as one of the most significant challenges for education reform in Egypt. The
report argues that those who have joined technical and vocational schools are
dramatically leave education at early stage due to limited opportunities for
Call for Action:
To develop innovative technology based solutions to improve the quality and/or
solve existing problems in the Egyptian education system.
�ميدو والتعليم في مصر
�كيف تعامل ميدو مع مشكلة التعليم في مصر
��افلام قصيرة - الى اللاشئ - التعليم فى مصر