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3. Education in Egypt 3.1. Introduction Current educational philosophy in Egypt is the product of three cultural heritages: British, secular (westernized) Egyptian, and Islamic (traditional) Egyptian. The British protectorate in Egypt left an exclusionary, state-controlled education system structured to serve elite (British) interests with little concern for the masses. The heritage was one of restricted opportunity, unenforced limited education (generally of poor quality), and higher education reserved mostly for the elite. Egyptians and non-English foreigners were left few options but to expand private and religious education. Muhammad Ali, regarded as the father of modern Egypt and its education system, introduced a secular, modern, western educational philosophy complete with sciences. Egyptian leaders since the bloodless revolution that ended the monarchy in 1952 have espoused this approach, viewing it as essential to Egyptian development. Islamic education remained in place and, eventually, the traditional Islamic and the western educational tracks, with their differing orientations, created a dichotomized educational culture that persists to the present. The Islamic heritage provides an educational system, parallel to public education, that is basically a system of transmitting culture.. The Arab/Muslim heritage carries an orientation that transcends national boundaries to include all Arabs and Muslims. From 1952 on, Nasser offered free education, not only for Egyptians, but also for students from other Muslim countries. At the same time, Egypt sent teachers and administrators out to the rest of the Arab world where they set up and staffed schools and universities on a large scale. Egypt's educational system both reflects and augments the socio-economic status of its own people. Historic conflicts between tradition and innovation, and between foreign and national interests all influence contemporary Egyptian education. Education in Egypt has political, social, and economic objectives, namely: education for strengthening democracy and comprehensive development as a continuous process, within the framework of Arab culture. Throughout the past 40 years, the strong autocratic government sometimes conflicted with the democratization efforts in schools; nevertheless, the number of schools and technical schools increased even in times of economic downturns. There is an abiding belief in Egyptian education. It is viewed as vital to the transmission of cultural values and as a critical force in individual development and in national Egyptian development. Pre-university education reflects the dual secular and religious philosophies as it aims to develop the learner culturally, scientifically, and nationally at successive levels "with the aim of developing the Egyptian individual who is faithful to his God, his homeland, and to the values of good, truth, and humanity." Pre-university education is supervised by the Ministry of Education while the Ministry of Higher Education and Scientific Research is responsible for university and higher Institute level education. 30 THE RESEARCH AND INNOVATION SYSTEM IN EGYPT
The public education system consists of three stages: the basic education stage for 4-15 year-olds (kindergarten for two years followed by primary school for six years and preparatory school for three years); the secondary school stage for three years, generally for ages 15 to 18; and the university stage. Education is compulsory for 8 years between the ages of 6 and 15. All levels of education are tuition-free at all government schools and institutions. In 1993, more than 13.8 million people were enrolled in state education at all levels. In five years, that figure grew by 5 million. Ninety-one percent of all school-age children were enrolled in school in 1991. When this figure is adjusted for school dropouts and students repeating grades, the enrollment figures drop to 70-84 percent. In 1996, the total official enrollment in primary, preparatory, and secondary schools topped 14 million, the equivalent of 88 percent of the school-age population (boys, 94 percent; girls, 82 percent). In 1998-1999, some 17 million students were enrolled. Rural-urban inequities continue to persist; in 1991-1992, rural enrollments often did not exceed 50 percent of the appropriate age group . Gender inequities also persist; fewer female than male students are enrolled. Many girls drop out of school at the end of their basic compulsory program either to work or to marry. A law prohibiting girls from marrying prior to age 16 has slowly begun to affect the female dropout rates. The planning process, especially at the basic education level, begins at the bottom as governate officials submit new project proposals (schools, classrooms, equipment, and teachers) and budget requests every year to the Ministry of Education. 3.2. Basic Education Preschool education: Within the Ministry of Education, a Higher Council for Childhood supervises and coordinates preschool education with other concerned authorities. By ministerial decree, preschool education is intended to aid mental, physical, social, moral, and emotional development; develop language skills and numerical and technical abilities, especially creativity and imagination; raise children in a better environment; help children develop good personalities; and help children gradually accept formal school life and discipline. In 1995-1996 there were 2,060 preschools staffed by 10,913 teachers, enrolling 266,502 students. Preschool enrollment included 80 percent of the children in the relevant age group (boys, 86 percent, and girls, 74 percent). There are no periods in the preschool day; days are filled with activities and experiences to help children develop their spiritual, moral, physical, social, and emotional domains. Homework or outside duties are strongly discouraged. All preschool institutions, whether state run or privately operated, are under the Ministry of Education, educationally, technically, and administratively. The Ministry selects and distributes textbooks; the use of any additional textbooks is forbidden. Guidelines state that each class is to have two teachers and a helper in addition to a music teacher. The maximum class size is 45 students. No child less than 4-years-old is allowed in state preschool classes or schools. 31 3. EDUCATION IN EGYPT
Page 1 and 2: October 2008 THE RESEARCH AND INNOV
Page 4: ARTI International Booklets ARTI, R
Page 7 and 8: 3. Education in Egypt 3.1. Introduc
Page 10: Part one: general framework 10
Page 13 and 14: Through sound fiscal and monetary p
Page 15 and 16: Table 3 - GDP per capita (EGP = Egy
Page 17 and 18: In 2006, areas planted with wheat i
Page 19 and 20: Egypt's mineral and energy resource
Page 21 and 22: except with IMF approval. Egypt thu
Page 23 and 24: - Living conditions of the average
Page 25 and 26: Egypt has 90 industrial areas which
Page 27 and 28: In June 1997, the responsibility of
Page 29: 2.8. Summary With the appointment o
Page 33 and 34: Special Education: In the year 2000
Page 35 and 36: The second stage is more specialize
Page 37 and 38: Higher education includes non-unive
Page 39 and 40: 4. SCIENCE IN EGYPT 4.1. Introducti
Page 41 and 42: important role in establishing the
Page 43 and 44: play an effective role in transferr
Page 45 and 46: 4.2.7. Mubarak City for Scientific
Page 47 and 48: 5. Research, Development and Innova
Page 49 and 50: important factor is the Social Fund
Page 51 and 52: Gharably Engineering Co. El Nasr Cl
Page 53 and 54: - Energy and Renewable Energy - Nuc
Page 55 and 56: human resources, priority of nation
Page 57 and 58: Fig.8 - Percentage of budget for sc
Page 59 and 60: The main research areas are energy,
Page 62 and 63: 6. Introduction In Part 2 we will p
Page 64 and 65: Current research areas and topics -
Page 66 and 67: aosherif@mailer.eun.eg aosherif@eng
Page 68 and 69: - High Performance Computing in Aer
Page 70 and 71: Egyptian Academy of Science US-NSF
Page 72 and 73: - Professors: 38 - Ass. Professors:
Page 74 and 75: - Dairy products - Extraction and D
Page 76 and 77: Participation to national and inter
Page 78 and 79: - Humanitarian demining (Robotics a
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- Robot Society of Japan, since 198
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- Development of Flexible manufactu
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- Renewable Energy Number and quali
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Offered services - Technical consul
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- Consultations Business model of t
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Registered patents, licenses The ne
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- Unix - Java - Mobile Application
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ndarwish@ieee.org Year of establish
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- Protocols and contracts through f
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Number and qualification of the emp
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- Microwave Devices - Optoelectroni
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- Network planning Department - Tra
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Participation to international prog
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Business model of the offered servi
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Participation to national and inter
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Many partnerships and collaboration
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Funding Sources Governmental and pr
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- Research Projects (research grant
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Business model of the offered servi
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Professors: 3 Researchers: 16 Offer
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7.6. Renewable Energy Department of
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- Computers & Systems - Informatics
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Contact Person Prof. Dr. Ahmed El-B
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- Power Electronics Prof. Dr. Amr A
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1983 Associated institutes/ bodies
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7.7. Other National Research Center
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CE=Ceramics; ME = Mechanical Engine
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- In Vitro Multiplication Molecular
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Contaminated and Toxic Bio fibers f
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