(^3^ X C E - h a h ' o i ^ a ! ref:>o--h A i r

Arab Republic of Egypt National Centre for Educational

Research and Development

International Conference on Education Forty-Fourth Session, Geneva, 1994

Development of Education in

Arab Republic of Egypt 92/1993 - 93/1994

Cairo 1994

G E N È V E

Foreword

Egypt and its political leadersiiip are careful to place education at the top of the country's priorities. It has long been realized that the care of the global development process lies in causing a radical change in the philosophy of education and its policies, with the conviction that the Egyptian individual is the most valuable possession of the country and the key factor of any development.

Education in Egypt has been given its due care and currentiy it is Egypt's national project for embarking upon the coming century and the basic support of the national security, as was stated by the President of the Republic on so many occasions.

In his speach on the occasion of Labour Day, May 1994, he declared the adoption of a comprehensive program of school innovation. This declaration was accompanied by great accomplishments in the field of building, restoring and refurnishing thousands of schools. Leading steps were taken towards developing primary education curricula, and the general secondary cerifícate examination, as well as towards the promotion of teachers' scientific and professional levels. Egypt has reason to be proud of these achievements, and to take satisfaction in its incessant efforts to increase the prosperity and welfare of the Egyptian citizen.

As Egypt presents this report on the educatinal achievements it scored over the past two years, it reasserts its resolution to continue the march which it started in a maimer that is compatible with its tremendous cultural heritage and the esteem it enjoys in the world today.

Minister of Education

Prof. Dr. Hussein Kaibel Bahaa E l - D l n

I

T A B L E O F CONTENTS

1. The Egyptian Education System 1 General Education System 1 Basic Education With Its Two Tiers 2 Primary Tier of Basic Education 2 Preparatory Tier of Basic Education 6 General Secondary Education 9 Education Finance 16 Quantitative Development in General Education 17 Quantitative Development in Secondary Education of All Types 20 Technical Education 20 University and Higher Education 23 University Education 23 Higher Education 25 Technical Institutes 25 Private Post-Secondary and Higher Institutes 28 Services Extended to University and Higher Education Students 32 Education in AI-Azher 33 Azherite University Education 35

2. Development of Education in Arab Repuplic of Egypt 38 2/1 Educational Innovations Between the Two Years 1992/1993 — 38

Educational Innovations in Pre-University Education 38 Higher and University Education 38 New Developments in Higher Education 43

2/2 New Trends in The Educational Policy 43 2/3 The Structure of Education, its Content and Teaching Methods — 47 2/4 Nonformal Education 48 2/5 Pre-service and Inservice Teacher Training 52 2/6 Educational Research 58 2/7 International and Regional Co-operation 60 2/8 Problems that Face the Education System

and Futuristic Aspirations 71

3. Education For International Understanding 75 Education for Human Rights and Democracy 75 Religious and Ethical Education For Tolerance and Peace 79

4. Reference Documents 85

Introduction

Arab Republic of Egypt presents its periodical report on the development of education during the two years of 1992/1993¬1993/1994 to the International Conference of Education to be held in Geneva in September 1994.

The report embraces several aspects of development and innovations such as curricula, syllabi, systems of examinations and evaluation, as well as other educational practices and activities.

It includes three chapters. The first one displays the education system in Egypt and its developments over the past two years in both pre-university education and higher and university education, either in state or private institutions, in addition to the Azahrite education. A quantitative aspect would be stressed in displaying such developments.

Chapter two displays educational innovations in political and educational aspects, curricula, syllabi, in addition to the non-formal education aspect, ways of confronting some of the educational problems, and aspects of international co-operation, and educational researches and conferences etc.

Chapter three analyzes the aspects of emphasizing the Egyptian education on the concept of the international understanding and its realization of the meanings of tolerance and peace through varied curricula and syllabi in all different stages and grades of pre-university education.

As the N C E R D team is preparing and presenting this report to specialists and researchers, they ask Allah to make it profitable for all in pursuit of a better education for Egypt's sons.

CHAPTER 1 THE EGYPTIAN EDUCATION SYSTEM

General Education System

In compliance with the law on Education No 139/1981, modified by the law No 233/1988 and the law No 2/1994, the pre-university education span now extends over eleven academic years covering ages from six to seventeen and comprising two stages:

a. Basic education of two tiers and eight years: a five-year primary tier and a three-year (general or technical) preparatory tier; and

b. Secondary education (general or technical) of three years; or advanced technical secondary educatin of five years.

A kindergarten (Kg) stage precedes the educational ladder. This is a two-year independent stage covering ages from four to six. Admission to it is governed by regulations indicated in the concerned decrees, the last of which is Ministerial Decree Nol49/1991, handling admission to Kgs in public and private schools. Kgs aim at bringing up thinking and creative children, as well as providing overall development for pre-school children and qualifying them to join the basic education stage.

Educational Ladder in the Arab Republic of Egypt

14 years 17 years[ R7 122 years)

Pre School Education School age Stage Secondary University and Higjier Education

Nursery and KG Basic Education

T Primary Preparatory

Vocational Preparatory -

General Secondary

5 Years Technical Secondary

3Yeais rechnical Secondary

Vocational Secondary

Vocational Worliers JTechnician

Universities

Higher Institutes

Technical Institutes 2 Years

First Technician Specialist

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The education field at present abounds in Kg classes affiliated to schools of all types such as specially public language schools, and fee-charging private schools adopting either language or Arabic curricula. Kgs affiliated to Arabic curricula schools (Public and Private) follow a one-year programme, language schools (public and private) a two-year programme.

Kgs aim at paving the way for children to join the primary school, through providing them with integrated growth, tending to their wishes and interests and developing their skills and talents.

Interest in early childhood education springs from a strong belief in its great importance to character building. Mobarak's document on education (A Future Outlook) stresses this fact, regarding early childhood (age 4 to six) as a very critical and sensitive time for character and body building and for accommodating the child pedagogically, physically and morally. Consequently, it is deemed necessary, that the stage should be put under the supervision of the State. Perhaps it is time that it was made part of compulsary education. An action is taken to put this into effect, and a care is taken that new buildings for primary schools shall have classrooms for Kgs, which witnessed an immense growth in numbers of classes and pupils. The number of classes rose from 5002 in the year 1990/1991 to 6732 in 1993/1994. Of these, 885 affiliated to the Ministry became 1718 in 1993/1994. The number of pupils rose from 198743 in 1990/1991 to 249234 m 1994.

Despite these efforts, the fact remains that the total numbers of children enrolled in Kgs still represent a mere trifle (about 7%) of the overall number of 4-5 year old children. The great majority of present Kg classes (67.4% of them), catering for (67.6%) of Kg children are in private schools. These schools charge fees that overwhelm middle class household budgets. Consequently the Ministry finds it necessary to open her own Kg classes with a view to providing equal educational opportunities for all.

A: Basic Education with its Two Tiers fPrimarv and Prenaratorv)

Basic education with its two tiers is the basis of the educational ladder. It is a right to all Egyptian children aged 6-14. The State is committed to provide it free, parents to observe it for a period of eight years, and governors to issue decrees for its control and implementation. The admission age of six years can be lowered to five and a half provided that it does not affect class density.

- Primary Tier of Basic Education;

It has a duration of five years, and comprises grades from one to five . To ascertain that education plays its role in developing the child's potentials and abilities. Ministerial Decree No 71/1993 stipulates splitting this tier into two levels:

The first level, comprising the first three grades, helps a child to acquire the basic skills in reading, writing, arithemüc and religious education. The second level, comprising grades four and five, aims at ensuring that the child uses the basic skills and utilizes them in daily life activities so as to stop relapse to ilUteracy.

- 3—

The education field at present abounds in Kg classes affiliated to schools of all types such as specially public language schools, and fee-charging private schools adopting either language or Arabic curricula. Kgs affiliated to Arabic curricula schools (Public and Private) follov ? a one-year programme, language schools (public and private) a tvi o-year programme.

Kgs aim at paving the way for children to join the primary school, through providing them with integrated growth, tending to their wishes and interests and developing their skills and talents.

Interest in early childhood education springs from a strong belief in its great importance to character building. Mobarak's document on education (A Future Outlook) stresses this fact, regarding early childhood (age 4 to six) as a very critical and sensitive time for character and body building and for acconmiodating the child pedagogically, physically and morally. Consequentiy, it is deemed necessary, that the stage should be put under the supervision of the State. Perhaps it is time that it was made part of compulsary education. An action is taken to put this into effect, and a care is taken that new buildings for primary schools shall have classrooms for Kgs, which witnessed an immense growth in numbers of classes and pupils. The number of classes rose from 5002 in the year 1990/1991 to 6732 in 1993/1994. Of these, 885 affiliated to the Ministry became 1718 in 1993/1994. The number of pupils rose from 198743 in 1990/1991 to 249234 in 1994.

Despite these efforts, the fact remains that the total numbers of children enrolled in Kgs still represent a mere trifle (about 7%) of the overall number of 4-5 year old children. The great majority of present Kg classes (67.4% of them), catering for (67.6%) of Kg children are in private schools. These schools charge fees that overwhelm middle class household budgets. Consequently the Ministry finds it necessary to open her own Kg classes with a view to providing equal educational opportunities for all.

A: Basic Education with its Two Tiers (Primary and Preparatory^

Basic education with its two tiers is the basis of the educational ladder. It is a right to all Egyptian children aged 6-14. The State is committed to provide it free, parents to observe it for a period of eight years, and governors to issue decrees for its control and implementation. The admission age of six years can be lowered to five and a half provided that it does not affect class density.

- Primary Tier of Basic Education;

It has a duration of five years, and comprises grades from one to five . To ascertain that this type of education plays its role in developing the child's potentials and abilities, Ministerial Decree No 71/1993 stipulates splitting this tier into two levels:

The first level, comprising the first three grades, helps a child to acquire the basic skills in reading, writing, arithemtic and religious education. The second level, comprising grades four and five, ahns at ensuring that the child uses the basic skills and utilizes them in daily life activities so as to stop relapse to illiteracy.

_ /, -

Attention is directed to pupil evaluation techniques. These are to be comprehensive; besides written tests, evaluation shall involve oral, practical and perfomiance aspects depending on the nature of the experience offered.

In addition, examinations shall be developed so that they measure the pupil's ability for deduction, analysis, construction and criticism rather than his ability to learn things by heart.

To attain the goal of "Education for A l l in the Age Stage 7-12", the Ministiy, in collaboration with U N I C E F , set up community schools in the villages and hamlets of the Egyptian countryside, specially in those romote areas in Upper Egypt that feature poor services, sparsity of population and tendency to resist enrollment, specially of females, in school-age education. Nineteen such schools were opened in the hamlets of a district of Assiut Governrate in 1992/1993, and six in the hamlets of a district in Souhage in 1993/1994, making the total number of 25 so far.

- One"CIa.ss Schoo l s :

In compliance with the principle of equal opportunities, Ministrial Decree No 255/1993 was issued, stipulating the establishment of 3000 one-class schools in the areas deprived of educational services, i.e. remote hamlets and areas. The goal is to cope with tiie problem of 8 to 14 year female agers, deprived of educational services, and in this way, to block the sources of illiteracy in these parts. At the end of the study, the learners are av/arded certification that is equal to tlie ceritificate indicating the completion of primajy tiei- studies.

- Study Plan for the Primary Tier of Basic Educa t ion :

The following table displays these plans. It is to be noted that the Arabic Language enjoys the lion's share of the study time whether in governm.ental or private education. In private education, Arabic is follov/ed by the foreign language. Besides, due attention is given to art and music education and to physical education.

Study plan in Arabic Program Schoois The Primary Tier of General Basic Education

Study Sulijccts First Form

Second Form

Third Form

Fourth Form

Fifth Form

Religious Education 3 3 3 3 3 Arai)ic Langusfje 10 10 10 10 10 Foreign Lanjjuaiic — — — — ...

MatliemaÜcs 6 6 6 6 6 Soda] Studies ... -- 2 3 General Inlorrnntion and Enviionmental Studios 3 3 6 - --Science and Hygiene -- -- 2 2 4 Art Education 2 2 Physical Education 2 T 2 2 2 Mu.sic Education 1 1 1 i 1 Technological and Practical StudicK

"" "

2 2

T O T A L 27 27 30 30 32

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Study Plan in Arabic Program Schools (Public & Private, Primary Tier of Basic Education

Study Subject First Second Third Fourth Fifth Study Subject grade grade grade grade grade

Religious Eduction 3 3 3 3 3 Arabic Language 10 10 10 10 10 First European Language 8 8 8 1 8 Second European Language -- — -- " — Mathematics 6 6 6 6 6 Social Studies —

- - 2 2 Gerenarl Information and Environmental Studies 3 3 6 " — Science and Hygiene — -- - 2 4 Art Eduction 2 2 2 2 2 Physical Education Music Edication

2 2 2 2 2 Physical Education Music Edication 1 1 1 1 1 Technological & Practical Studies 2 2

T O T A L 35 35 38 38 40

Study Plan in One-Class Schools

^ ^ * \ C l a s s per Week Fifth

^ ^ * \ C l a s s per Week First Second Third Fourth Fifth

Subject grade grade grade grade grade

Religious Education 3 3 3 3 3 Arabic Language 11 5 5 10 10 Mathematics 6 3 3 5 5 Science 1 1 Social Studies — — 1 1 Vocational Build Up 12 10 10 10 10 Productive Projects 8 6 6 6 6

Total 40 27 27 38 36

In accordance with Minsterial Decree No 533 for the year 1993

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Preparatory Tier of Basic Education;

Study in this tier of basic education is of two types, General and Vocational. The study duration is three years.

General preparatory education stresses teaching the pupils a suitable amount of cultural and scientific information (which can be added up to in the secondary stage school, either general or technical, that they often join on completing their general preparatory education). Study in vocational preparatory schools stresses vocational training, qualifying the pupils to partake in work and production. Besides, pupils receive the essential amount of cultural education.

Pupils who stumble in the general preparatory school can change their career to vocational education, where the study terminates with the preparatory education certificate (vocational preparation).

In harmony with the principle of equal opportunities for all. Ministerial Decrees Nos. 24 and 255/1992 were issued giving right of admission to these schools to certain categories of students. Among these are Egyptian students returning from abroad, aliens coming to study in Egypt, those who failed to pass the preparatory school certificate examination before 1985 (accepted as externa candidates), school boys and girls transferring from Azharite preparatory schools, and one-class school female pupils who show excellence and wish to continue their education in vocational preparatory schools.

Preparatory education comprises a number of schools that vary in curricula and nature of study. Indeed, they all achieve the principle objectives of basic education; however, they also have other specific objectives dictated by the requirments of economic and cultural development through which the country is now passing. Diversification also takes into account the individual differences among pupils in terms of skills, abihties and aptitudes.

Admission to Preparatory Schools ;

(a) General Preparatory Schools

Admission to the preparatorj' tier of basic education is a right to all pupils who pass a fifth form preparatory examination, held by the concerned educational administiration, in accordnace with coordination criteria set by the educational directorate or administration.

(b) Private Schools and Experimental Language Schools

Those who pass the primary fifth grade examination will be admitted in preparatory first grade in their school provided that they pass the advanced level examination in the given language.

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(c) Vocational Preparatory Schools are open to

- Pupils who express their wish to join these schools after having passed the primary tier.

- Pupils who repeatedly fail in the primary tier when they have spent seven years in it.

- Pupils who fail twice successively in preparatory first or second grade.

(d) Experimental Physical EducatiQn Preparatory Schools

To the first grade of experimental physical education preparatory schools are admitted male and female pupils who have successfully completed primary fifth year examination on condition that :

- They pass the medical test.

- They pass the required ability test.

- The pupil obtains an athletic championship at the central or local level.

- Primary Tier of Basic Education:

In view of the influx of information and the rapid succession of changes that face life and society towards the end of the twentieth century, the Ministry is inclined towards the development and innovation of curricula so that the State may keep pace with the procession of progress and attain its end, i.e., qualifying its children to confront the challenges of life strongly and effectively.

The Ministry embarked upon the implementation of this vital project, spirited by the declaration of Mr. President before the People's Assembly and Shoura Council on 15/11/1992, which made of education reform the national project of Egypt during the remaining years of this century.

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- 9 -

B: General Secondary Education :

In virtue of Law No 139/1981, the general secondary education stage aims at qualifying the students for practical life, together with preparing them for higher and university educatiion . For these considerations, the stage gained its monentum, and attained a considerable share of the development efforts in the past two years: 1992/1993 and 1993/1994:

Attention was focused on the system of study in general secondary third year. This system embraces specialized and optional subjects for the students, as stipulated by article 26 of Law No 233/1988, modifying die stipulations of Law No. 139. Li this respect two Ministerial Decrees Nos. 61 and 64, were issued on 25/03/1992 concerning the study plan for general and experimental secondary third grade. The plan consisted of four groups of subjects as of the year 1992/1993, as follows:

(2) Group of specialized subjects:

This consists of two branches (arts and science) for the student to choose one

( 1 ) Group of compulsory basic subjects:

Arabic First foreign language Second foreign language Religious education Physical education

6 5 3 2 1

periods per week periods per week periods per week periods per week period per week

of them :

ARTS Geogrophy History Philosophy and Logic Psychology and Sociology

3 periods per week 3 periods per week 3 periods per week 2 periods per week

SCIENCE Physics Chemistry Biology Mathematics

3 periods per week 3 periods per week 3 periods per week 5 periods per week

This system is operative until the school year 1994/1995.

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(3) Group of elective subjects:

This comprises two sets, for the student to choose one subject of each set

SET A Economy Statistics Geology Environmental Education General mathematics (for the Art section only)

SET B Computer Home economy-Agricultural Commercial Industrial Art education Music education

periods per week periods per week periods per week periods per week periods per week

2 2 2 2 2 2 2

periods periods periods periods periods periods periods

per week per week per week per week per week per week per week

(4) Group of advanced level subjects:

The student may choose to study one or two subjects. One period per week is dedicated to this study :

Arabic. - Mathematics. - First foreign language. - Geography.

Biology. - Philosophy and Logic.

- The name of this last group was modified the following year to become 'Special level Subjects".

- The study plan for the first and second grades of all kinds of general secondary education, the same for all students, was as follows in the school year 1993/1994.

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-12 -

- On the other hand, development endeavrours aimed at the creation of new types of general secondary education, or the cancellation of other types which practical experience showed to be defective.

In this respect. Ministerial Decree No. 293 of 14/12/1992 was issued to put an end to the experimental specialized secondary schools, and their conversion to general secondary schools as of the school year 1993/1994, with the cancellation to be effected as of the school year 1995/1996.

Expansion in the addition of new classes to physical education experimental secondary schools in the school year 1993/1994 shall pave the way for the generalization of this in all govemorates.

- The most prominent development feature, however, was the issue of Law No 2/1994 with regard to the regulation of the general secondary certificate examination, and modifying the subjects of this examination as stipulated by Law No 139. The new regulation aims at providing more chances for students to pass it, as well as at curbing the "private lessons" phenomenon. The Law No 139 was as follows :

In general secondary education, a system which consists of compulsory subjects and optional subjects will replace the branching system which is currently followed.

The examination leading to the acquisition of the general secondary study comple­tion certificate will fall into two stages:

One of the stages shall be at the end of second grade, and the other at the end of third grade. At the end of each stage, a student shall be allowed to take examinations in the related subjects in one or two sessions.

These modifications shall be effected as of the school year 1994/1995 to the students erurolled in secondary second grade.

The study plan, according to this systems, involves dividing the curricula in the first and second stages (second and third grades) into three groups: The group of compulsory subjects, the group of specialized collateral subjects and the group of advanced level subjects, which is also optional. See the following table:

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- 1A -

The plan also includes religious education, civics and the applied subject as succeed and fail subjects, whose scores are not to be added to the total.

It also involves that when choosing the optional specialized subjects, a student should choose one subject in group (A), which comprises history, geography, philosophy, logic, psychology, sociology, economy and statistics, and one subject in group (B), which comprises mathematics (1), mathematics (2), physics, chemistry, biology, geoglogy and environmental sciences. A student can choose only mathematics (1), and mathematics (1) is not a prerequisite of mathematics (2).

The plan involves that a student may choose one or two, at the most, of the advanced level subjects (Arabic language - first foreign language - biology - mathematics -philosophy and logic - geography).

The plan defined the specialized optional subject groups "qualifying" for each group of faculties or higher institutes as follows.

Faculties of medicine, dentistry, pharmacy, veterinary medicine, agriculture and agricultural sciences, higher institutes for nursing and sciences, scientific departments in faculties of education, and private agricultural higher institutes: 3 qualifying subjects: biology, physics and chemsity. One of the following optionals: mathematics (1) - mathematics (2) - geology and environmental sciences. Another one of the following optionals: History - geography - psychology and sociology - philsosphy and logic - economy and statistics. It is to be noted that if a student wishes to join the mathematics department in the faculties of science and education and the Women's College, mathematics (2) should be among optional subjects.

Faculties of engineering, technology, electronic engineering, petroleum and mining engineering, construction planning, fine arts (architecture), applied arts, private institutes of technology and engineering and industrial technical institutes: 3 qualifying subjects: mathematics (2) - physics - chemistry. One of the following optionals: Mathematics (1) - biology - geology and environmental sciences. Another one of the following optionals: history - geogarphy - psychology and sociology - philsosphy and logic - economy and statistics.

Faculties of (mass communication), archaeology, Al-Alsun, tourism and hotels, economy and political sciences, commerce, commerce and business administraion, art departments in faculties of education and the Women's College, law, social service, home economy, Dar-el-Olum and Arab studies, fine arts (arts), art eduation, music education, physical education, higher and post-secondary institutes for computer, higher and post-secondary institutes for toursim and hotels, commerial technical institutes, private post-secondary secretarial institutes and technical for hotels.

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4 compulsory qualifying subjects from among the following : (history - geography - psychology and sociology - philosophy and logic-economy and statistics).

One optional of the following subjects: (mathematics (1) - mathematics (2) - physics - chemistry - biology -environmental sciences ).

O r :

4 compulsory qualifying subjects from among the following : (mathematics (1) - mathematics (2) - physics - chemistry - biology - geology -environmental sciences ).

* One optional of the following subjects: (history - geography - psychology and sociology - philosophy and logic-economy and statistics).

Several advantages feature the new system, the most important of which are the foUowing:-

Frist : Adoption of the choice principle, such as goes with a profound faith in the democracy of education and the student's right of choosing the subjects he studies. It is also in line with the new educational trends followed by the majority of educationally-advanced states. Adequate measures were taken to guarantee the success of this trend through securing the approval of the Higher Council of Pre-university Education and the Higher Council of Universities to the compulsory and collateral curricula lists displayed in the plan.

Secondly : Adoption of the principle of alleviating psvchological tension on the students and observing their mental abilities. This is effected through splitting the examination into two stages instead of focusing on one. This will give the student greater opportunity to concentrate on a smaller number of subjects ; i.e., five or six, instead of ten or twelve.

Thirdly : Giving hope for continuity of education. A principle that is well established in the majority of advanced countries and in pedagogical sciences.Limitation to one chance or to a limited number of chances is a defect that causes considerable harm. The new system revives the hope of taking the examination again on one condition, that is, being serious enough.

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Educat ion Finance

The process of education finance is considered one of the Icey issue in achieving the required development. It is a real scale of the society's interest, including individuals and the State, in education.

The new educational policy has achieved an unprecedented rise in the allocations of the general budget of education. This policy encouraged the public contributions in education which were clear after Egypt's earthquake in October, 1992.

In the following tables we display the education budgets and their proportion to GNP and their distribution to the various stages of education.

A Comparative statement on MOE Investment (Chapter 3) During the Years 1990/1991-1993/1994

Fiscal Year Investments in

Thousand Pound In Proportion to the Previous year

%

In Proportion to the year 1990/1991

%

1990/1991 174451 119.5 100.0 1991/1992 245434 140.7 140.7 1992/1993 26618(> 230.7 324.6 1993/1994 752633 132.9 431.4

Proportion = M O E Investment (Chapter 3) 1993/1994

M O E Budget 1993/1994 752,633, OOP

4,604,451,159 = 16.2

Proportions of Expenditure on Education to Total State Experditure for the two years 1990/1991-1992/1993

Statement 1990/1991 1990/1991 Chang Proportion of

Change %

M O E and Education Directorates Ministry of Higher Education University Total of Education Budgets Total of General State Budget

2240756810 95991100

1209145200 2545893210

37918000000

3523981434 177313800

1805928200 5500722203

07886000000

1283224634 81221700

596782000 19612329324 19968000000

57.027% 84.072% 49.360% 55.021% 52.066%

S O U R C E : Ministry of Education, Mubarak National Project: Education Achievements in two Years, October 1993.

These previous tables show that the budgets of the Egyptian Universities have witnessed a huge rise in the year 1992-1993. The amount of its increase in compare with last year amounted 50.62%. This is due to the increase of universities and higher education allocations from the State general budget in the year 1992-93. It was 3568 million pounds in 1990-1991 which increased to become 4070 million pounds in the year 1991-92 with an increase of 502 million pounds. To be brief, we can say that the increase in financing the university and higher education is an unprecedented event in the Egyptian education history. This is due to the political leadership's interest in education as a vital key in preparing a better future for the next generations.

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Quantitative Development in General Education;

Education in Egypt during tlie scliool year 93/1994 comprises 13 million male and female students. They study in 21,800 schools, 13 universities and 92 institutes distributed as follows :

1. Kindergartens;

The number of kindergartens, state-owned, experimental and private (languages and Arabic) in the year 1993/1994 amounted to 1610 schools comprising 6.642 classes and 249.234 children of both sexes. In 1992/1993, the figures were 1500 schools, 6242 classes and 236,347 children..

2. Basic Education;

A. First (Primary) Tier of Basic Education

The number of schools and divisions of the first tier of basic education, state-owned, subsidized, languages state-owned, and private (Arabic and languages) in the school year 1993/1994 amounts to 15,944 schools and divisions comprising 162,187 classes and 7,046,966 shoolboys and girls, as compared with 15,674 schools and divisions, 155,521 classes and 6,791,128 pupils in 1992/1993.

B. Second (Preparatory) Tier of Basic Education

The number of schools and divisions in the second tier of basic education, (prepatatory), state-owned, experimental and private (Arabic and languages) in the school year 1993/1994 amounts to 6,784 schools and divisions comprising 97,322 classes and 3,287,284 shoolboys and girls, as compared with 5,774 schools and divisions, 78,449 classes and 3,246,302 pupils in 1992/1993.

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Quantitative Development of Preparatory School (Public)

School Year School Classes Pupils Density

81/82 2459 37858 11570 41.2

90/91 5062 7832 83050 43.5

93/94 6037 75599 2158961 41.7

The table shows the growth rate from 88/89 to 93/94 to be as follows:-

School Classes Pupils 145.5% 100.2% 192.87%

Quantitative Development of Preparatory School (Private)

School Year School Classes Pupils Density

81/82 613 2502 62899 37.1 90/91 345 2219 87493 37.7 93/94 516 2964 105895 35.7

The table shows the growth rate from 88/89 to 93/94 to be as follows:-

School Minus

Classes 18.46%

Pupils 13.98%

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Quantitative Development of Preparatory (Vocational)

School Year School Classes Pupils Density

88/89 68 283 11570 40.9

91/92 168 1848 83050 44.9

93/94 212 2728 106091 38.8

The table shows the growth rate from 88/89 to 93/94 to be as follows:-School Classes Pupils 211.76% 863.95% 81.94%

Quantitative Development of Preparatory (Physical experimental) School

School Year School Classes Pupils Density

88/89 10 22 627 28.5

91/92 15 68 1801 26.5

93/94 19 75 1956 26.1

The table shows the growth rate from 88/89 to 93/94 to be as foUows:-School Classes Pupils 90% 240.9% 211.94%

- 20 -

Quantitative Development in Secondary Education of all Types;

It can safely be said that the diierama of Ihe "double cohort" of basic education pupils (92/1993), began to lose its impact on general secondary schools of all types. The numbers of basic education certificate holders admitted in secondary schools are receding to their normal levels. This can clearly be discerned on comparing the figures of the past three year.These amounted to 174, 273 pupils in 91/1992, steeply rose to 329,447 in 92/1993, then fell down to 231,576 in 93/1994.

The following table shows the quantitative development in numbers of schools and divisions, classes and pupils in general secondary education of all types during the years 92/19.93 and 93/1994.

The following table shows the quantitative development in numbers of schools,

divisions, classes and pupils in all general secondary education types and

their affiliation during the two acadaic years 1992/1993 -1993/1994

1992/1993 1993/1994

School Type School Type Schools & Division Classes Pupils Schools &

Division Classes Pupils

Public 910 16137 642167 956 17286 634799 Private 291 1968 72421 256 1972 73225

General Secondary Total 1210 18105 714588 1212 192.58 758024

QualificationExperemcnt 78 425 11362 56 172 4296

Physical Experiments 16 60 1740 16 81 2052

Overall Total 1295 18590 727690 1284 1 9 5 1 1 764372

Technical Education ;

* The Ministry of Education adopts a policy of expansion in technical education, which now gives admission to 70% of the total number of students enrolling in secondaty education. These are distributed as follows: 47% (in industrial education), 13% (agricultural), and 40% (commercial).

* Tectmicai education comprises two levels: a. Three - year - system technical schools (industrial - agriculutral - commercial),

and they qualify "technicians", b Five - year - system technical schools (industrial - agricultural - commercial),

and they qualify for two classes of Jobs: "first technician" and "teacher", or "practical subject instructor".

Schools of both systems give admission to holders of basic education certificate, who are then distributed to the different schools according to their scores and wishes.

Technical education also undertakes the education of other types of technical labour as follows: a. Vocational secondary schools : (industrial - agricultural). They aim at

educating skilled craftsmen in industrial and agricultural fields, and thery give admission to holders of vocational preparatory certificate. Those who successfully finish their study in these schools are granted the technical secondary school diploma "qualifying a craftsman".

b. Industrial complementary studies : They undertake the education of teachers of practical subjects in industrial schools. They have a study duration of two years after students have obtained the three-year-system industrial secondary school diploma.

c. Practical - subject teacher - education branch :findustrial - agriculturaP : It is affiliated to agricultural and industrial secondary schools.Its study duration is two years, at the and of which successful candidates are granted the five-year-system technical school diploma (qualifying a basic - education, agricultural or industrial. - practical - subject instructor).

d. Industrial secondary schools (the school type affiliated to factories and organizations for qualifying technical workers, specialized in certain fields needed by these organizations). Among these are the River Transportation School, in collaboration with the Ministry of Transportation and Conmi-unications; the Printing School, in collaboration with the Public Print Authority; and the Metallic Industry School, in collaboration with the Iron and Steel Factory.

e. Typing Teacher Branch: It is for the education of typing teachers for commercial schools, of a study duration of two years,to obtain the three - year - system - commercial - secondary - school diploma.

f. General secondary to technical education career change: Ministerial decree No (194) was issued on 23/8/1989 for the organization of studies in three -year - system technical education for students who fail in first and second grades of general secondary, and who would like to study in technical education schools.

The technical education types comprise several specializations. Industries and specializations are determined in accordance with the development plan requi­rements and the labour market needs.

Industrial education comprises industries or specializations : The mechanical, electrical, architectural, decor and weaving industries receive training in their respective schools. Other industries involve training in factories and organizations, such as power-station equipment and networks, petrochemicals, and weaving. Certain industries are originally affiliated to factories and organizations, for example, river transportation, printing and iron and steel schools.

Agrticultural education comprises specializations such as the general study branch, laboratory technician branch, technicians in the fields of land reclamation, agricultural mechanization, and animal production

Conunercial education comprises specializations, such as the general study branch-purchases and warehouses- commercial transactions - commercial insurances- legal affairs - hotel (kitchen, restaurant, housekeeping)- banks - port management and marine services and computer.

In techmical education, the Ministry is inclined towards:

Expansion in building five - year - system technical schools for providing first technicians. Introduction of new specializations to fulfill the needs of labour market, besides expansion in existent specializations which are in great demand, as well as linking technical education with production sites and with economic development plans.

- Generalization of teaching computer in all conmiercial schools, and mana­gement and services schools, together with providing the needed equipment and laboratories. Enhancing and updating workshop and laboratory equipment, besides making use of the facilites of developed production and service establishments in training students. Developing study programmes and plans; in this respect, programmes and plans were developed for three-year-system technical schools. New study subjects were introduced, such as industrial security, vocational sanitation, and small industry management. Work was done for integrating the cognitive and skill aspects of students. Co-operating with work sectors whether in building technical schools, or in traning students in them. Co-operation with the Archaeolagy Authority led to the construction of an industrial school for monument renovation. An experimental technolgical school was buiU in tiie Tenth- of- Ramadan city, in collaboration with the Investors group; students are to receive practical training in their respective specializations in the industrial facihtes of the city. Implementation of the Mobarak - Kohl project, which rests on a dual -instruction basis; a student receives academic instruction at the school; practical study is to be done in factories. Sites were chosen for the project implementation work which will soon start on two of the sites with the construction of two high - calibre training centres.

Technical education witaessed remarkable quantitative development as follows : In 92/1993, there were about (469) industrial schools and divisions, (108) agricultural and (774) conunercial schools, a total of about (1433) schools and devisions, representing a rise of 13.3% over the previous year. Consequently, this period (of a year) witnessed a rise in the numbers of classes as follows: In 92/1993, the figures were about (18,793) classes in industrial schools, (4,469) in agricultural and (16,403) in conunercial schools

- 23 -

and divisions, a total of about (39,665) classes in technical education In 93/1994, the figure became (20,915) industrial, (4,979) agricultural, and (19,457) conunercial, a total of (45,351) in the whole of technical education, representing a rise of about 13.3% over the previous year.

- The numbers of students rose as follows: In 92/1993, there were (675,687) male and female students in industrial education, (165,458) in agricultural, and (623,669) in commercial schools, a total of (1,464,836) students in technical education. In 93/1994, the figures amounted to (757,628) in industrial,(187,716)in agricultural, and (755,378) in commercial schools, a total of (1,700,723) students in technical education. This represents a rise of about 16.1% over the previous year.

University And Higher Education :

University and higher education in the Arab Republic of Egypt comes at the top of the educational ladder.

First : University Education :

Egyptian universities are concerned with all that is related to university education, and the scientific research conducted by the different faculties and institutes, with a view to serving and promoting society, and providing the country with specialists and experts in the various fields.

There are (13) universities in Egypt, eleven of which are affiliated to the Higher Council of Universities. Until the year 93/1994, these universities comprised (194 faculties and institutes), located in 25 governorates of the Arab Republic of Egypt.

The aforesaid eleven universities - together - with Al -Azhar university, which shall be discussed later - are state - owned. At present, there is one private university -the American University in Cairo. Agreement was conculded, however, to build private Egyptian universities in the future (Presidential Decree No 101/1992).

The number of students admitted in the eleven universities in the academic year -93/1994 was (131,007), whereas the number admitted in 92/1993 was (110,323).

The number of students registered for the B A and BSc studies in the academic year 92/1993 was (460,358).

The number of those registered for higher studies (higher diplomas, MBs and Ph Ds) in the same year was (98,437). B A and BSc graduates come to a figure of 87,393 in 92/1993.

The same year (92/1993) witnessed the graduation of 18,281 higher diploma, M A and Ph D students.

_2/( -

The number of teaching staff nembers in the 11 Egyptiaii universities in 92/1993 v/as (22,100): 1,861 professors, 5,563 assifitant professors, and 9,676 teachers.

The number of ancillary staff in the same year amounted to (15,721): (9,655) assistant teachers and (6,066) demonstrators.

The following tables show the developmant in numbfirs of admissions, registered students, and graduates of all levels (BA and BSc and higher studies), as well as the development in numbers of teacliing staff in the academic year 92/1993.

Relative Development of Numbers of Undergraduates and Post Graduates 1991/1992-1992/1993

Types of Higher Studies .'Vcadeiiiic 1991/1992

Ycsrs 1992/1993

IJ A and BSc licf'ree : . . . . Admissions EnroUmoRís

74310 441863

110322 461000

Higher Studies Diplômes EnroUees for M A and M S G Studies Enrollecss for I ' i iD Studiis

406S6 3440S 11718

41875

12195;

T O T A l 86782 89510

Growth in Numbers of Students Accepted in the A . R . E Unversities in the Years from 1991/1992 - 1993/1994

\ ^ c a d c m i c Ycai

Univers i ty \ ._^^ 1991/1992 1992/1993 1993/1994

Cairo 13538 18659 23808 Alexndria 8000 12999 15922 Ain-Shams 9285 12742 17722 Ass i III 10238 Î4956 15184 Tntantíí 5927 9975 10596 Mansoura 5543 9752 Ï1808 Zagazig 8571 12928 14221 Heiwan 4104 5079 7858 Menia 2580 3225 3458 -Menoiifia 3574 6178 6743 Suez Canal 2950 3830 3687

Total 74310 JÎ0323 131007

S O U R C E : liighei- Coiuicil For Univeisilics, Ccnlcr i"oi-University Education Research Development, (Ststi.stics Department) Cairo, March 1994.

Comparison of Numbers of Staff Members of tlieir Assistants in the A . R . E Unversities in the Years 1991/1992 - 1992/1993

1991/1992 1992/1993

Assistant Assistant Staff Teachers Total Staff Teachers Total

Demonst. Total

Demonst.

Cai ro 4639 3135 7774 4932 3296 8128 Alexandria 3237 1871 5108 3355 1792 5147 A i n - Shain 3090 2362 5452 3232 2391 5623 Assiut 1612 1219 2831 1707 1213 2920 Tanta 1158 1057 2215 1278 1164 2442 Mansoura 1481 784 2265 1540 789 2329 Zagazig 2429 2372 4801 2679 2201 4880 Hehvan 1179 1094 2273 1231 1099 2330 Menia 695 634 1329 744 631 1375 Monouna 743 672 1415 828 65S 1486 Suez Canal 613 533 1146 674 487 1161

T o t a l 20876 15733 36609 22100 15721 37821

S O U R C E : Higher council For Uiiiversilie;;, Center for University Education Research Development, (Sistislics Department) Cairo, March 1994.

Secondly ; Hi{>her Education :

(Non - university) higher education aims at qualifying speciaüzed technical individuals, the connecting link, on the labuor ladder, between the Cfeative designer and the skilled executive worker. This education is carried on in colleges and institutes outside universities, and is supervised by the Ministry of Education.

Technical Institutes ;

Technical higher institutes are considered the cornerstone of technical higher education. In them, a student receives a two - year study after he or she obtains the general secondary education certificate, the number of these institutes amounts to (59), comprising (22)commercial, (24) industrial, (8) health and (6) social service. The total number of students enrolled in these institutes in the year 92/1993 amounted to about (118,00); the number of graduates in 91/1992 was about (44,880).

The most important development in this field was the emergence of specific industrial technical institutes, which are more highly specialized, such as the institutes for electronics, optics and industrial chemistry, as well as hotel technical institutes. These last came as a result of the growing need of the tourist sector for a number of specialized ancillary jobs. Besides, tourism provides work for large numbers of workers and so helps solve the problem of unemployment.

- 26 -

1 - Industrial Technical Institutes ;

Theye are located in ( 13) goveraorates in the Arab Republic of Egypt. Admission figures in industrial technical institutes am.ounted to (12,620) male and female students. Among these, (4,269) were holders of the general secondaiy education certifcate (91/91), and (8,351) of the technical education certificate. The mumber of students of both sexes registered in these institutes amounted to (38,926) in 92/1993 : (27,826) males, and (11,100) females . The number of teaching staff members in these institutes amounted to (3,040) : (588) original, and (2,452) delegated. Among the original staff members, (370) teach academic subjects, and (213) teach practical subjects. The tables given hereafter show development in the number of enrolled, new and graduating students, as well those of teaching staff, in industrial technical institutes in the period 89/1993.

2 - Commercial Technical Institutes : These institutes are located in (14) governorates in the Arab Republic of Egypt. A number of (21,337) students of both sexes gained admission to comimercial technical institutes in the academic year 92/1993. Among those, (21,216) were holders of the general secondary education certificate (92/1992), and (121) of the commercial secondary certificate. The number of registered students in the sam.e year (92/1993) amounted to (66,014) male and\29,959) female. (1,242) teachers taught in these institutes. (427) of these were original and (815) delegated. Admission in commercial technical institutes requries a candidate to be a holder of the secondary school education certificate (science or arts). Admission is also granted to a limited number of holders of the comimercial secondary education certificate who score 65% of the maximum and above. The following table shows development in num.bers of enrollees, admissions and graduates, as v.'ell as of tcacliing staff in commercial technical institutes in the period 1989 - 1993:

-27 -

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- 28 -

Private Post-secondary nnd Higher Institutes ;

The structure of higher education in the Arab Republic of Egypt comprises non-state-owned private institutes, sponsored by societies or non - governmental organizations, or owned by individuals. These can be higher institutes, with a four -year , or more, study duration, and they grant the B Sc in accordance with the scientific specializations they have, or they can be post - secondary institutes with a study duration of two years, and they grant the post - secondary diploma in compliance with the specializations they incur.Reference is made to these educational establishments as follows :

A . Private higher institutes ; These institutes are located in ten of the governorates of the Arab Republic of Egypt. The number of students admitted in private higher institutes in the academic year 92/1993 omounted to (31135) male and female students. The number of students enrolled in these institutes in the same year (92/1993) amounted to (104,187). The total number of teaching staff in private higher education institutes in the year 92/1993 amounted to (1075); (405) of these are original, and (670) are delegated .

B . Private post - secondary institutes ;

These institutes are located in fourteen of the governorates of Egypt. A number of (15,773) male and female students were admitted in these institutes in the academic year 92/1993. The number of students of both sexes registered in these institutes in the academic year 92/1993 amounted to (33,794). The total number of teaching staff members in post - secondary institutes amounted to (1,144).

Thi rd ly : Open College Education : In the past few years, Egypt v.'itnessed a number of inportant changes as

follov,'s : A growing increase in university education establishments . An economic, political and social development. Technological inventions and an inclination towards development and national production prom.oiion . Pragmadc policies for economic reform . An adoption of the principle of citizens' participadon in shouldering the burden of tlie services they need .

A l l these factors made it clear that Egypt, since it took to political numericity, economic openness, and democracy of government, must also provide room for individual initiative in the field of university education. This led to the emergence of new initiatives in the field of university education, the most prominent of which was the open college education, which was approved by the Higher Council of Universités in 1990 . It was then put into effect in Cairo, A.lexandria and Assiut universities starting as of the year 1991 .

The following tables show the status of open college education in Egyptian universities during the two years 92/1993 C

-29 -

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- 31 -

Open Educatiuon Students Ciassified By Working Conditions, Se.x,Qualification and Age - December 1993

( Agricultur Program )

\ ^ Class

W o r k ^ V

1 St 2 nd 3 nd 4 th 5 til 6 th T O T A L

Job less 11 26 40 75 105 62 219

Working 29 35 39 47 57 47 254

T O T A L 40 61 79 122 162 109 573

Class 1 St 2 nd 3 nd 4 th 5 th 6 th T O T A L

Male 95 76 98 125 153 97 644

Female 20 15 11 18 26 — 90

T O T A L 115 91 109 143 179 97 734

Class 1 St 2 nd 3 nd 4 th 5 th 6 til T O T A L

Intermediate 10 4 6 9 13 4 46

102 82 101 13 1 159 105 680

High 3 5 2 3 7 3 23

T O T A L 115 91 109 143 179 112 749

-32 -

Services Extended to University and Higher Education Students ;

University and other educational establishment students enjoy the concern of the State, that extends to them a large number of health, cultural and social cai'e services. These services have the following features : A . Social Care ;

It aims at qualifying university students to assunie their actual respon-sibility for society development, the protection of youth from deviation and providing them v/ith chances of making good use of their leisure time. This could be achieved as follows :

Competitons iu-e conducted by youth cai-c agencies in universities . Materialistic or financial benefits and services are extended through the social security central fund for university students . A sum of 4.5 million pounds was allocated for this purpose, which was used to help 150,000 students of both sexes . Social care also covers subsidizing student housing. The total number of students residing in university boarding hostels in the year 91/1992 was about 55,339. In 92/1993 it rose to about 59,421 making an increase of 4,082.

B. Inteilectual And Cultural Care of Students :

Scientific, cultural and literar}' competitions are held for students and there are also camps . The number of students benefiting from this cultural care in meetings and camps in the year 92/1993 amounted to about 7500 male and famale. These camps formed fourteen groups that convened in both Heiwan and Alexandria .

C . Sports Activity :

This aims at exploiting leisure time in a planned way, at endowing students with the true sporting spirit and at developing sporting skills and experiences through the contests an-anged by youth care agencies.

D. Arts Activity ;

This aims at developing artistic talents of students, and discovering their abilities and skills. This is done through holding competitions, shows, and art exhibitions .

E . Families And Scientific Pioneering ;

This is conducted through the formation of families within every faculty under the supervision of teaching staff members. The activity aims at helping youth departments in the various faculties to implement their varied programs and activities, identify problems and help students. Another target of the activity is to strengthen the ties between students and teachers throurrh fufilliníT, the aims of student unions .

- 33 -

Educat ion In A l - A z h a r :

A ! - Azhar Mosque is one of the oldest educational establishinents in the world. Having been built in 912 A D , i.e., over a thousand years ago, Al -Azhar receives thousands of students iVorn all parts of the islamic world every year to study in its various institutes .

Besides its educational institutes, Al -Azhar inch'.des estblishments of a religious and cultural nature, such as the Higer Council for Islamic Affairs, Dar Al-Iftaa (Court for Legal Decisions), and the Academy for Islamic Research . A l l this has helped to extend the influence of Al-Azhcir to all parts of the Islamic World .

Al-Azhar had gone through several organizational and political developments from the tirne of its establishment until 1961, when Law no. 103 was issued regarding the re-organizction of yVl-Azhar and its authorities. The law divided Azharite education into tv/o sections : 1- pre-university Azharite education. (Azharite institutes), and 2-university Azharite education.

The follov/ing pages shall cope with the pre-university educational ladder and education organization in Al-Azhar.

Pre-univers i ty Educa t ion (./Vzharite In.stiii.utcs) :

Pre-university educational ladder in Al-Azhar covers thirteen years, i,e., two years longer than the general pre-university educational ladder,and it is divided into three stages :

1- Azhar i t e P r i m a r y Educat ion ;

L ike general education, it starts at the age of six, but unlike it, it lasts for six years. The pupil studies the same curricula as his peer in general education, together with a bigger dose of religious education and the Holy Koran .

This stage terminates with the pupil obtaining the Azharite primary study completion certificate, which qualifies for admission in tlie following stage, the preparatory education stage.

2- Azhar i t e Prepara tory Educat ion;

The Azharite preparatory' education stage gives admission to Azharite primary education certificate holders. It also gives admission to general primary education certificate holders after they take some tests in memorizing certain parts of the Holy Koran and in religious information .

Azharite preparatory study lasts for three years, and ends v/ith the pupil obtaining the Azharite preparatory education certificate, qualifying for admission in the Azharite secondary education.

3- Azha r i t e Secondary Educat ion :

This stage gives admission only to holders of Azharite preparatory education certificate. Azharite secondary education stage extends over four years, and ends

-3A -

with granting the Azharite secondaiy education certificate, quahfying for admission in Azharite university.

Azharite secondary stage students study the same curricula as those prescribed for general secondary stage students, together v/ith large portions of religious and Arabic programmes .

Branching starts as of the secondary first grade which falls into two sections; 1- the literary and 2- the scienfific. In second year secondary, there is branching again for the scientific section, into 1- sciences and 2- mathematics .

Those in charge of Al-Azhar are desirous to keep pace v/ith the progress featuring the various aspests of educafion, and to respond to the social changes in education, i.e., the growing demand for learning foreign languages. Consequently Al -Azhar strived to establish a number of model institutes - twelve so far - which take interest in teaching foreign languages starting as of the K g stage, where pupils study either the English or French language .

4- Private Azharite Institutes :

a. Islamic Missions Institute : A comprehensive institute comprising primary, preparatory and

secondary insfitutes. It gives admission to students from all parts of the Islamic v/orld, and qualifies them to join Al -Azhar university. There is, affiliated to it, a site of youth hostels, the city of Islamic Missions.The number of students studying in these institutes and in Al-Aihai- university amounted to ten thousand students coming from 84 states.

b. Rehearsing Institutes: These are concerned with the education of the Holy Koran reciters, and

instructing them in the Koran, its reciting and modulation. These institutes also qualify their graduates for teaching Arabic and religious subjects in primary institutes, and for teaching the Holy Koran subjects in preparatory and secondaiy insfitutes. Study in these institutes lasts for five years follov/ing the preparatoiy certificate.

c. Teachers Institutes They qualify students for teaching at Azharite primary insfitutes. Study

duration in them is of five years after the student has obtained the Azharite preparatory cerfificate. At present, the Faculty of Education of Al -Azhar University is building programmes for upgrading the level of Azharite Teacher Institute graduates to the university study level, with a view to uplifting the academic level of teachers and unifying the sources of Azharize educafion teacher preparation .

On comparing the content of our previous report regarding the numbers of Azharite insfitute students with their numbers these days, we notice the following .The num.ber of pupils enrolled in Azharite primary education this year (93/1994) reached up to (682,759) schoolboys and girls. The number of institutes for the year amounted to (1938), comprising (17,643) classes. In the school year 90/1991, i.e., in our last report on Development of Educafion in the A R E , the figures were (561,834) pupils. This denotes an increase in pupils' numbers, reaching up to (21%). The increase in the numbers of institutes and classes marks about the sam.e percentage .

- 35 -

In the preparaory stage, the number of enrolled pupils in the year 93/1994 amounted to (149,335), and the number of institutes to (1028).

In the secondary stage, the number of students amounted to (163,423), that of institutes to (611).

Status Quo of Pre-univcrsity Azharite Education 1993/1994

Number of Institutes Classes Pupil / Students

Stage Stage Male Female T O T A Male Female T O T A L Male Female T O T A

Primary 1938 18.073 425.363 257.396 682.759 Preparatory 702 326 1028 3344 1550 4.894 99.342 49.933 149.335 Secondary 406 205 611 3759 1645 5.314 112.842 50.581 163.423 Tcacljer Institutes 20 20 — „ 7.973 7.973 Institutes 25 -- 29 7.290 " 7.290

Note: Aziiarite education is witnessing growing dcsirabüty as time passes

Azharite University Education :

Al-Azhar university is a natural extension of the glorious Azhar - the eldest and most famous of Islamic scientific institutes - which has remained for over a thousand years, the cultural Kaaba for Muslims in the east and the west. The following trends and principles control and guide the educational policy of Al-Azhar University. (1) The university is open to all Mus l im students seeking science and specialized

Icnowledge in the study of Islamic religion. (2) The University purports to accomplish some sort of intellectual unity among the

sons of the Islamic world, and their solidarity, and to develop this sense of belonging to Islam.

(3) In its educational curricula and programmes, the university is careful to inculcate all that enhances tiie Islamic spirit and promotes the national feeling. In this way, it carries out the mission that Al-Azhar has always purported to fulfill throughout history . Egypt can, thus, maintain its leading role among Muslims .

(4) The university undertakes to produce for Egypt and the Arab and Islamic v/orld, scientists and specialized preachers of profound Islamic religious culture, qualified to serve society, and capable of efficient performance in all fields.

(5) The university shall provide for future generations the pioneer leadership they need. It shall make available large numbers of new specializations in all fields.

(6) Pursuing scientific research .and benefiting from it, through strengthening ties Vi'ith other universities.

- 36 -

University Faculties in Cairo And Other Provinces; First ; Group of Religious Faculties ; (1) Shari'a and Law . (2) Fundamentals of Religion - Fundamentals of Religion and the C a l l . (3) Islamic C a l l .

(4) Islamic Studies, Arabic Language, the Holy Koran and its Sciences .

Secondly " Academic and Practical Faculties ; (1) Commerce (2) Education (3) Languages & Translation (4) Medicine (5) Pharmacy (6) Dentistry (7) Agriculture (8) Science (9) Engineering

In the field of developing study, departments for the study of Islamic religion in foreign languages (English - French - German) were eatabilished in the Faculty of Languages & Translation .Besides, an independent department was set up for physical education; and another for art education (painting) was affiliated to the Faculty of Education.

Faculties of the University Branch for Women ;

Since its development, Al -Azhar University has been concerned with the education of Mus l im woman. Consequently, it established an independent branch for woman. This comprises the faculties of pharmacy, medicine, science, commerce and humanities, besides the Islamic faculties with their various departments. Out of greater care for woman education, the university established the following departments : (1) Department of simultaneous translation ( English and French ). (2) Education Department in the Faculty of Humanities .

First ; Religious Colleges And Their Departments :

(1) Colleges for Arabic and Islamic studies in Cairo and the provinces, and they comprise three departments : a. Fundametals of Religion . b. Arabic language , c. (Shari'a) .

Secondly ; Academic And Practical Colleges : (1) Colleges for humanities in Cairo, and they comprise the following branches :

a. Branch of humanities with the following specializations : 1 - Sociology 2 - Psychology 3 - History 4 - Geography

b. Branch of European languages and simultaneous translation (English -French).

c. Branch of Oriental languages . d. Branch of Education .

(2) Faculty of Commerce in Cairo and Assiut. (3) Faculty of Medicine in Cairo . (4) Faculty of Pharmacy in Cairo . (5) Faculty of Science in Cairo .

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Scientific Degrees Granted by the University :

Al-Azhai- university faculties grant the following scientific degrees : (1) Higher (Ijaza) Degree (BA or B S c ) .

(2) Diploma, Specialization Degree (MA), and (Al-Aalemia (Ph D).

Numbers of Students in the Various Faculties of the Universitv :

(1) The B A and B S c . A thousand Egyptian students of both sexes . A thousand students of both sexes coming from over sixty states .

(2) The higher (post - graduate) studies : Diplomas (3000) M A s (2000) P h D s (1500)

Teaching Staff ;

The numbers of those in charge of teaching in the university including professors, assistant professors, and teachers, and the ancillary staff, i.e., assistant teachers and demonstrators, until the academic year 93/1994, were as follows : 1030 professors 1000 assistants 1600 teachers 1300 assistant teachers 1000 demonstrators

5930 Total

Al-Azhar university fulfills the needs of the Islamic world in terms of teaching staff members in all specializations, since this is part of its mission and obligation towards Islamis culture .

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CHAPTER 2

DEVELOPMENT OF EDUCATION IN ARAB REPUBLIC OF EGYPT

Educational Innovations Between the two Years 1992/1993-1993/1994

In pursiut of completing the exerted efforts some years ago to develop and innovate education, the two school years 1992/1993-1993 1994 have witnessed a set of reform steps in varoius education stages, types, and aspects. Such reform steps are represented in the follov/ing features :-

First: Educational Innovations in Pre-University Education

This type of Education v/ith its various stages has witnessed so many additions and innovations over the past two years. Such changes had the striking reputation of being done in a coincident and parallel way, starting with pre-school education up to secondaiy education.

1- Pre-School Education ;-

Issuing the document of care and protection for the Egyptian child in 1988 was a tremendous impetus for all efforts of Innovations and reform. It had its impact upon setting up national councils and centres that care for, educate and provide culture to the child, in addition to estabishing specialized faculties for the education of female teachers of Kindergartens. Moreover, these efforts culminated in the latest recommendation issued by the Conference on Developing Primary Education Curricula in Februar>' 1993, which regarded Kindergarten stage as a part of the compulsory basic education and might be generalized to include all Egyptian children as possible.

The Kindergraten stage witnessed an increasing development with regard to numbers of classrooms and pupils. However, the officials still recognize that such numbers represent a little percentage of the total number of Egyptian children. This in itself requires an emergent expansion in this type of education to fulfill the principle of equal opportunities.

2- The Basic Education Stage ;-

This type of education v/itnessed a qualitative transition represented in holding a conference on curriculum development at the beginning of last year. That meant commencing a serious attention torwards a qualitative development after a long time of paying attention to the quantitative approach.

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It should be mentioned that such conference witnessed a collaboration of official efforts among the various institutions of the Minist iy of Education (MOE) and other public agencies. It embraced a set of comparative and evaluative educational studies that asserted delineating the sound approach of developing education in Egypt.

Curricula Development ;

This area witnessed an accrual attitude towards alleviating the quantitative burdens to stress the quality of knov/ledge , skills and attitudes that could be offered by the academic curricula. This attitude distinguishes between countries that are content with what has been achieved and other countries that are willing to compete and qualify their education systems for the 21st century. This approach has striking features and measures which are represented in :

A- Deletion of Stuff and Repetition;

The Ministry conducted a comprehensive and drastic review of all the existing curricula to delete what is dispenablc and maintain what is compatible with the child's desire for knov/ledge, skills and attitudes. This process has been in action since the academic year 1991/1992, shouldered by a group of specialized experts.

B- Insertion of New Information and Concepts;

This activity is directed specifically to the primary education curricula to add new concepts that help in building up the integrated personality of cifizens such as environmental balance, tourisfic av/areness, and other concepts related to national security, internafional understanding, £uid polifical participation.

C- Stressing the Futuristic Sciences:

The Ministry is pursuing its efforts to insert m.odcrn technologies in the education system to upgrade its quality, parficularly in teaching science, math, languages and computer science in most plans of study.

D- Developing the Religious Education Curricula;

Experience has proved the significance of providing the pupils with modernized curricula to safisfy their current and acutual needs. For this reason, attempts have been exterted to review all curricula, prepare the suitable plans of study, and reaffirm the inculcation of religious forgiveness and repudiafion of extremism as v/ell.

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E - Developing History Curricula;

Tliis approacii is adopted by the State in pursuit of deepening the national belongingness and affirming the development of the pupil's absorption for the hidden meanings included in history. Accordingly, there are current attempts to improve methods of teaching history.

F- Developing T.V. and Broadcast Educational Programs;

A team of experts from both the Ministy of Education and the Ministry of Information was sent to the United Kingdom to brief on the innovations in the field. There are efforts to develop the current T. V . and broadcast educational programmes in an attempt to fulfill the targets of continuing education and self learning philosophies.

4- Developing the Examination of General Secondary School Certificate ;-

This effort has been developed within a profound understanding of the significance of the evaluation element as a part of the educational process. Such effort is exerted in the framework of the continuous efforts to reform and develop education in all its stages and types. The Ministry is fully aware of the necessity of alleviating the burdens and tensions caused by such exams to students and their families. This trend wi l l allow more elective school subjects to students of this stage. The legislative institution passed Decree No.2 1994 to modify some items of Decree No. 139/1981 regarding the General Secondary Examination. Moreover, two Ministerial Decrees Nos. 154 and 155 were issued in 1994 by the National Council for Education concerning the study plan of this stage and its admission rules.

5- Repairing and Erecting Schools ;-

There are about 25000 schools in Egypt. More than half of this number are considered unfit to be a proper site for schooling. For this reason the Minister of Education issued a decree that prohibits erecting any new school without finishing the overall health and educational utihties. To achieve this, plans and efforts were implemented as follows:

A- Works of Repairing. Renewal and Maintenance;

- 15236 schools were repaired, renewed and maintained for the year 1991/1992 and 1993/1994.

1143 schools were partially rebuilt.

- The Ministry spent about L . E . 150 million to equip schools with seats, laboratories and halls for different school activides.

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B- Erecting New School Buildings;

The Ministry delivered 1591 sites to companies to stmt erecting new schools in all governorates. In December 1993, a number of 554 new schools were received, besides a number of expansions and completions to be received in December 1993 v/ith a total of 1537 schools.

C- Encouraging Self-Efforts and Donations;

There was a call for erecting 100 schools on the eve of the earthquake of October 1992 that instigated so many citizens, Egyptian businessmen, Arabs and foreigners from other national and international agencies. The Ministry actually could raise the required budgets to set up 100 new schools.

D- The Application of the Movable Classroom;

There were som.e applications for the movable classroom inside some new schools that have suitable buildings. This system encourages the usage of the classroom to absorb more than one group of pupils through using effectively the available spaces.

6- Remedy of Teachers' Conditions ;-

One of the essential elements in reforming education was to remedy teachers' conditions. To achieve this, some measures implemented as follows:-

A- As an initial step, the government allocated 75 million pounds to remedy what is so called job failure among teachers. Such step allowed 52422 teachers to be promoted to higher financial grades.

B- The government allocated 73 million pounds as extra rémunérations for teachers. This sum of allocafion was doubled through the year 1993.

C- Remunerafions of examinations were increased in the form of days of exam and percentages of the basic salaries.

D- Remunerations for school directors and headmaters were increased in all different stages for their leadership in caring for the school activities.

E - The Ministry prepared a plan to send 400 teachers abroad annually, to be trained in different educational fields.

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7- Resurgence of Extra-Curricular Activities ;

The current stage witnessed an increasing attention to the resurgence educational activities as a vital part of the overall educational process. Such Resurgence is very important to resist drug addiction and extremism. Accordingly, a set of societies appeared within schools to serve school activities.

8- Resurgence of School Feeding :

The Ministry of Education concentrated on caring for school nutrition in kindergartens and primary schools. This activity started initially in rural areas as children suffer to a great extent.

9- Caring for talented Students ;

The Ministry gave special attention to talented students as they represent a public wealth. President Mobarak assigned a day to celebrate and honour excellent and talented students.

10- Medical Insurance ;

Ministerial Decree No.18 dated 01/01/1992 was issued to grant medical insurance for all students in all stages of pre-university education.

11- Caring for Handicapped Students ;

The Ministry offers a comprehensive and integrated care for handicapped students. Such care is health, social and psychological. Some achievements were realized recently as follows:-

A- Field follow-up for schools of special education of different hand­icaps.

B- Expanding and developing schools and classrooms of special educa­tion to render educational and instructional services easily and comfortably.

C- Developing curricula and textbooks of special education.

12- Technical Education ;

Technical education represents an important dimension in economic development. Consequently, the Ministry of Education expanded and upgraded this type of education to modernize it through the following activities:-

A- The Ministry introduced new divisions in technical schools such as animal production, marine works, and maintenance of antiqiuties in the school year of 1992-1993.

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B- Introducing simple elements of technical education in basic education and achieving conformity among types of education and work market. The Ministry encouraged the technical education graduates to join higher institutes and universities.

C - Implementing Mobarak-Kohl agreement on developing technical education in Egypt. Six sites were chosen to establish high level training centres similar to the German ones. Each centre includes a workshop for each craft existing in the local community. Selected factories in each area wi l l train the students of the six centres and technical schools in the area.

Second: Higher and University Education

1- New Developments in University Education;-

Universities are responsible for all different activities of university education and scientific research which are performed by faculties and institutes to serve the entire society. They take part in upgrading thought, progressing science, and developing human values. Moreover, they provide the State with specialists, technicians, and expertise in various areas. University education witnessed a tremendous progress, pardculary in the following areas:

A. Admission Policies:

In the light of the new philosophy of university education as being considered as a national demand, and related to the national security of Egypt, a new educational policy was developed to include the following indicators:

1. Increasing the opportunities of higher and university education.

2. Delineating needs of production and services sectors for specialists,

3. Studying the available data on shortage and surplus of grad­uates of all different faculties and institutes.

4. Determining the capacity absorption of university faculties and opinions of comaiiittees of university education sectors on the proposed numbers of admissions.

5. Studying the suggestions of the professional subjects concerned. In this respect, the new educational policy adopted a trend to increase numbers of students to be admitted in the j'car 1992/1993. Universities admitted a number of 88613 students v/ith an increase of 21622 students, an increased percentage of 32.2%, in comparison to the year 1989/1990.

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B. Encouragement of Non-Regular Attendance:

This system was adopted for tlie first time in the year 1992¬1993 to allow students to continue their university study. It allows the students who have got the general certificate of secondary school and face hardships to join universities. The study is organized in evening classes and tuition payable within the limitaions determined by the Supreme Council of Universities. The system was implemented in faculties of arts, lav/, and commerce. It admits 50% of the regular students. /\. number of 21710 studetns were admitted through this system.

C. Adoption of the Two Term System:

To enhance the standard of the educational process in Egyptian Universities, the Supreme Council for Universities decided to adopt the two-term system in the academic year 1993/1994. This system has many advantages such as alleviating the students' examination burdens, enabling them to acquire the scientific expertise and approaching the source of knowledge and information.

D. Expansion in University Education

The State is striving to increase the admission rates in the higher and university education as a way to increase the educational opportunities on one side, and to separate between the acquisition of a certificate and a job on the other side

E . Social Care of Students:-

The Supreme Council for Education allocated a sum of 4.5 mill ion pounds as a social care for students. About 150.000 female and male students in different Egyptian universities made use of it. Furthermore, the universities expanded the students' hostels to include 56000 students in the year 1992/1993.

F. Cultural Care for Students:-

The Egyptian universities set up youth camps in Helwan and Alexandria as a way to illuminate their thinking and culture and to protect them against the currents of extremism. Such camps include sym.posiums on the society issues. About 7500 students from different Egyptian universities took part in these camps in the year 1992/1993.

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J. Care of Futuristics:-

The Egyptian universities set up centres tliat are interested in tlie new sciences sucli as genetic engineering and space sciences. Tliey also take part in the futuristic developments within the global movement.

H . Universities' Role in Supporting Basic Education ;-

The Egyptian universities took part in responding to reforming pre-university education. For this reason, they offered in-service teacher training and studies on public education curricula. They also took part in deledng the stuff and repetition in the educational curricula, particularly in the basic education stage.

I. Developments in the Universities' Structures;-

Great developments in the universities' structures occurred as the Supreme Council for Universities issued the following decrees and recommendations:-

1. Cairo University;

Agreement on setting up the Natíonal Institute for Laser Science dated 27/02/1993.

2. Ain-Shames University;

Agreement on setting up a Faculty of Dentistry dated 04/12/1993.

3. Asuit University;

Agreement on setting up an Institute for Studies and Research on the Sugar Industry Technology, as well as a Faculty of Social Services dated 04/12/1993.

4. Tanta University;

Agreement on setting up a Faculty of Agriculture dated 26/08/1993 and a Faculty of Medicine on 04/12/1993.

5. Mansnra University:

Agreement on establishing a Faculty of Veterinary, a Faculty of Physical Education for Males and a Higher Institute for Nursing attached to the Faculty of Medicine on 27/02/1993.

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6. E l - Z a g a z i g U n i v e r s i t y :

Agreement on establishing the Institute of Asian .Studies and Researches and a Faculty of Law (Benha Branch) on 14/12/1993.

7. The Suez C a n a l Un ive r s i t y :

Agreement on establishing a Faculty of Pharmacy in E i -Esmaeliaon 27/08/1993.

New Developments in Higher Educat ion :•

The Non-University higher education aims at preparing the specialized technician who is considered as a connecting link in the employment ladder between the creative planner and the skilled implementor. This type of education witnessed a big rise within the new educational policy. Some of its striking feasures are:-

A . I m p r o v i n g the performance of the Facul t ies of Spec i f ic Educat ion and Kindergartens

The local regulations of the faculties of specific education were developed and modernized greatly in the preparation of teachers and responding to the work market needs. Within the framev/ork of developing the performance of these faculties, a set of new divisions were established to fulfill the Ministiy's requirements and needs.

B . Es tab l i sh ing Faculties for Indust r ia l Teachers:-

A Ministerial decree v/as issued in 1992 to establish a Faculty for Industrial Education in Beni Suif Governorate to grant a bechelor degree in education (Industrial Education) a period of study of ibur years for general and technical secondary school certificate holders.

C . Techn ica l Institutes:-

There is an increasing interest in technical institutes of all types because of their significant role in the educational and production process. The Ministry introduced new other scientific specializations to fulfill the sophisticated needs and requirements in fields of industry, agriculture, and commerce. In this respect, the repair of antiqiuties specialization v/as introduced..

D . E n c o u r a g i n g the P r i v a t e Sector C o n t r i b u t i o n i n H i g h e r Educa t ion :-

The Ministry of Higher Education is aware of encouraging the private sector to take part in financing the higher education. Such activity enabled the Ministry to innovate private institutes that offer studies in the fields of tourism, hoteling, and computer sciences.

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2/2 New Trends in the Educational Policy ;

The educational policy inyoWed a growing emphasis on the care of the political leadership for educational issues. It spoUighted the eyer rising inclination towards making education a chief pillar in comprehensiye development, and a basic support of national security. It also made clear the concern of the State to maintain the social gains in the field of education. At the same time there is a stress on the role that the private sector can assume in this area.

It can be said that the new educational policy is founded on a set of principles as follows :

1 - Education is an Issue of National Security to Egypt :

For years, education has been dealt with as a service issue. Then with the advent of the nineties, all theories and views advocating the military dimension as the sole basic support of the national security concept for any state collapsed . Education emerged as one of the most important supports of two dimensions, i.e., political and economic, of the new concept. A strong relation was discerned between good education and the fulfillment of the meanings of democracy, social peace and political sharing. A l l these guarantee for the state unlimited abilities to defend itself and repel any external or internal threat, and achieve for it the integrated sense of national security concept.

2 - Education as an Investment :

Education has become the most effective element in the field of "human development". This was the concept adopted by the United Nations, with the advent of the nineties, to replace other concepts of development. Consequenty, the State utilized its available potential for investment in education. An ever - increasing budget has been allocated to it over the past few years.

3 •• Equality of Educational Opportunities

This principle is one of the social gains of the nation which it struggled for over years to attain. It is sanctioned by the Constitution and all laws.

4 - Democracy of Making the Educational Policy :

This is an axiom required by the aforesaid three principles.The responsibitity of making the educational policy in the light of the national security concept, human development and equality of opportunities connot be shouldered by one individual. It required the emergence of some "institutional thought" that shall work in a democratic atmosphere to guarantee the establishment of appropriate educational policies that wi l l attain the objectives of education .

5 - No More Burdens on the Egyptian Family : In all its efforts to develop and innovate education, the State has observed that

its policy has always been not to impose any financial or psychological loads on famihes while carrying out this development.

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2/3 The Structure of Education, its Content and Teaching Methods ;

The most important innovations in the organization and structuring of education over the last two years were:

a. Pre-school Education (KGS) : Due to the importance of the earlier age stage of a child and its role in shaping

his/her character, the following trends were induced in the educational system structure:

- Striving to make the K G stage, of two years, part of the compulsory basic education. If the available potentials were too few, the K G stage could be confined to one school year. At the same fime K G education must be made available for all children of both sexes, in rural and urban areas .

- Forming the Higher Consultative Commission for Childhood, which is concerned v/ith setting K G curricula and their development.

b. Basic Education : In striving to improve the quality of this education, which is a common basis

for all children, certain measures were taken - especially in the primary tier, such as boosting the educational process.These were recommended by the National Conference on Primar)' Education (1993) and they are as follows ;

(1) Subdividing primiuy education into two levels : The first level embraces the first three grades and the second, the remaining two - This conforms to the desciplinary objective of that education, namely, mastering the basic ski l ls of reading, v/riting, and mathematics and religious education. At the end of the first level, the acquisition of these skills must be confirmed, while a perfection and application of them in daily life must be consoldidated at the end of the second level. Ministerial Decree No "71" on "17/3/1993" was issued regarding dividing primary education into two levels in conformity v/ith tiie recornm.endations and decisions of the Higher Council for Pre-university Education .

(2) Giving more weight, in the cognitive domain, to teaching reading, writing, Arabic handwriting, mathematical skills, religious education and civics. Such subjects, however, should not occupy more than 70% of the overall time of the school plan. At least 30% of this time is to be allocated to educational, social, physical, art and theatrical activities, in addition to the proper practical and technological skills. The teacher m.ust be given the chance to select the proper activities that fit both the child's background and interests .

(3) Reducing the number of school textbooks, together with improving their preparafion, method and production .

(4) Holding competitions among schoolbook writers and providing sufficient rewards to encourage efficient writers to participate. Arbitration committees must include experts from outside the Ministiy of Education so that objective judgement can be secured .Ministerial Decree No 70 dated 16/3/1993 was issued regarding the implementation of competition practices on school - book writing .

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(5) Starting to introduce teaching the English language, or any other foreign language as of the fourth grade in primary school. This shall be done graduahy, so that implementation starts in full-day schools . Teachers qualified to teach foreign languages shall be made available .

(6) Providing primary education for children with special needs .

(7) Adopting the principle of learning for perfection in pupils' evaluation. Emphasis shall be laid on the diagnostic function of evaluation, and the subsequent remedial teaching, with a view to confronting the teaching difficulties in each one of the school subjects or activities .

(8) Making a test at the end of the third and fifth grades confirming the acquistion of the basic skills of reading, writing and mathematics by the end of the third grade and a perfect mastery of them by the end of the fifth. Relapsing to illiteracy can, thus, be prevented and the understanding of school subjects rendered easy, with all linguisitic obstacles brushed away . The tests shall be at the educational directorate level.

Recently, preparations were started for holding a national conference on preparatory education development on the same lines as the conference on primary education. The target is to upgrade the level of that education in all its organizational aspects, as well as in its cuixicula and syllabi.

c . Secondary Education :

In the light of the Ministry's plan to further upraise the level of general secondary education, the new educational policy introduced the following innovations :

(1) Study in general secondary education comprises compulsory subjects and optional subjects.

(2) Study in general secondaiy education certificate is divided into two sessions, one at the end of second grade, and the other at the end of third grade. The Minister of education determines the subjects to be dealt with at each session, their syllabi, plans and examination date .

(3) Candidates allowed to take this examination must have completed the study of the syllabus of each given subject in a State school, or in a private school supervised by the State, external candidates can take the examination in accordance with controls set by the Minister of Education .

(4) The new system of the developed general secondary examinaüon shall be ' administered for students now enrolled in the first grade of general secondary education in the school year 93/1994 .

(5) Candidates who used up all chances of passing the Thanawia Aama exmination are allowed to attend the classes organized by the Ministiy (for 12 months) to obtain the thi'ee - year system, commercial secondaiy school diploma .

(6) Candidates who are promoted from second to third grade of general secondary education can, if they wil l , change their career to industrial education to obtain the three-year-system industrial secondary school diploma .

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. Technical Education ;

In the light of the Ministry's plan for the expansion of technical education, together with upgrading its level, the following innovations were introduced :

(1) In view of the State's interest in tourism and related services, an advanced five -year co-educational technical school for hotel affairs and touristic services was established in the 6th October city, Guiza governorate, for qualifying first technicians in the following specializations : kitchin - restaurant - house keeping -touristic services .

(2) For technical education to keep pace with the latest developments, and be linked with the State's need for skilled technical labour, a branch was established in the agriculrual secondary school, Damenhour, for qualifying the first technican specialized in animal production .

(3) A branch was established and aftlliated to the marine industrial secondary school of Ras-el-Bar, to qualify a first technician, specizliaed in underwater marine works.

(4) For the first time, a school was established for monument renovation, in collaboration with the General Authority for Archaeology .

(5) Specialized branches were eatablished in three - year system management and services schools in the governorates of Kafr-el-Sheikh, Sharkia, Beni-suef, and the Nev/ Valley .

(6) Seeds of technical education are being introduced in the ixidimentary beginnings of basic education .Streamlining is introduced between each type of education and between education and lobour market. Changing from one type of education to another is made easier. Holders of technical education diplomas are allowed to join university and higher institutes .

(7) The Mobarak - Kohl Project for the development of technical education in Egypt was implemented on six sites in the cities of the Tenth of Ramadan, the Sixth of October, Al-Sadat, Al-Mahalea Al-Kobra,Shobra and Al-Emeria to set up six high-calibre training centres similar to like centres in Germany.

(8) Great efforts are being made to update the equipment needed for industrial and agricultural secondary so that they keep pace with the new technology and become productive, as well as educational units.

(9) Much has been done towards the expansion and development of capital, the target being to heighten technical education efficiency in such a way as to serve the comprehensive production and dcvelopm.ent plan.

(10) Steps have been taken on the path of linking technical education to the world of work, tfirough the syllabi and content of this type of eduction .

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As has already been mentioned, the curricula of the primary tier of basic education were developed in the light of the recommendations made by the National Conference on Primary Education Curricula, and in the light of the general educational policy of the State.

Great attention was directed to developing teaching aids and education technology, which support the implementation of those curricula, either through allocating adequate funds for libraiy and laborotory equipment and computer and T . V sets, or through holding training sessions for teaching- method experts to acquaint them v/ith the new trends in their field, or through co-operation with such establishments as the Broadcasting and Television Corporation and other non-Egyptian bodies.

At the same time, great care is taken of school activities as a step towards the universaliztion of full school day. School activity groups receive great material and moral support and the number of contests at the local, national and international level is on the increase.

Efforts are excited to upgrade the scientific, cultural and vocational level of teachers, as well as to improve their teaching performance, through internal and external missions. In this way, the developed curricula shall find the competent teacher who is capable of implementing them and attaining their objectives.

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2/4 Nonformal Education

In continuation of tiie efforts exerted by the .State during the past years in the context of the National Campaign, the National Organization for Literacy put a plan for eradicating the ilhteracy of 9,792,800 individuals in the age group 15-35 years, during the period 1993-2000. The target illitirate population was spread out over the plan years as follows; 5% of the total to the first year, 10% of the remainder to the second year, 15% of the remainder to the third, the remaining numbers to the remaining years of the plan, with the last year covering the remaining illiterates.

Training Programmes;

The Organization Carried out Plans for Three Types of Programmes:

(1) A programme for the preparation of leaders and supervisors for conducdng the compaign operations, and it targets 260 leaders and supervisors in all governorates.

(2) A programme for the education of teacher organizations,supervisors and trainers, and it targets 250 trainers from among specialists and educationalists in ail concerned bodies at the level of the Republic.

(3) A programme for training the required teachers was organized and directed in two different types of teachers :

First : Pedagogically-qualified teachers working in the various educational stages, and it targets 3000 teachers, and is to be implemented in three years.

Secondly : Non-pedagogically qualified teachers; this targets 5000 trainers, and is to be implemented in five years.

The first two programmes are to be carried out at the central level , the third with its two types at the local level.

The Developed Curricula :

The developed curricula for literacy and education were built in confornúty with the following principles:

(1) The totall illiterates shall have to study 412 hours at two levels, at the end of which they reach the target educational and cultural level, i.e., the end of first tier of basic education level (the primary tier).

(2) The curriculum shall reflect the society culture, as v/i l l satisfy the educational needs of adult learners, and the needs of their environments. It should be different from the curricula for young people.

(3) The curriculum shall seek integration of school subjects.

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(4) The curriculum shall include experiences from the learners' lives and interests. In this way, the punctuality, attention and participation of the learners can be secured.

(5) Implementation of the curriculum wil l be based on strategies and methods of teaching that are varied and unconventional.

(6) The program shall be taught on the work site whenever possible.

(7) The curriculum wil l include a system of evaluation that aims at correcting deviations and fulfilling objecfives.

Literacv Programmes for Special Groups;

Out of concern for special groups of handicapped citizens, the law on Literacy and Adult Educafion stipulated the organization of education studies in the special-group literacy programmes.

Continuing Education for Adults in Higher Education Stages if they desire:

Instructions of the Ministry of Education were issued effecting the enrollment in the second tier of basic education of adults who have completed the literacy stage and obtained the pertaining certificate. Ministerial Decree N O 8/1991 on literacy and adult education.

Enlisting the Efforts of Unemployed Young Graduates in Literacv Programme Implemantation;

- In collaboration with the Social Fund for Development, The General Organization for Literacy and Adult Education embarked apon a project, for the employment of jobless young graduates in the literacy and adult education programme implementation. This project aims at providing jobs for 10.000 youth from among university and higher, and intermadiate institute graduates in their native districts. The project wi l l benefit 300 thousand male and female illiterates every year, and the young graduates have actually been distributed according to their wishes in seven governorates: Sharkia, Menoufia, Beheira, Minia , Souhag, the New Valley and Aswan in addition to Luxor City.

The continual follow-up operations of the experiment implementation show that the percentage of the illiterates who sought attending these classes formed 87% of the target numbers. This induced the General Organization for Literacy to widen the scope of this project through making an agreement v/ith the Social Fund for Development. Consequently, in 93/1994, the project was extended to cover 13 other governorates , so that at present, there are 20 (out of 26) governorates at the level of the Republic, implementing the strategy of employing young graduates to teach in literacy classes and centres. 16,500 young men and women are engaged in teaching litaracy to 500,000 illterates of both sexes. These young teachers had been pedagagically qualified before starting work on the project implementation.

- Besides its contributions to the project of employing young graduates to teach literacy in the governorates, and to superivse the implementation, follow-up and evaluation of the project, the General Organization for Literacy and Adult Education undertakes the

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implementation of literacy and adult education programmes by modifying the general budget for the fiscal year 93/1994 in the governorates of Cairo, Alexandria, Matrouh, Northern Sinai, Southern Sinai and the Red Sea. I n this way , literacy projects and programmes have come to cover all the Republic.

- It was agreed that a graduate teacher in literacy classes shall be paid 120 pounds as a monthly remuneration.

The graduates w e n t through a three-week pedagagical training programme before starting and through another similar programme at mid-term.

A graduate is responsible for 20-30 illiterates during the term.

Besides, the M O E supervises 6600 literacy classes with 200 thousand male and female learners. Work there is done under the General Organization for Literacy, in collaboration with the General Directorate for Adult Eduaction in the Minis t iy of Education and the educational.directorates in the governorates.

The Media Campaign;

The General Organization for Literacy worked out a general plan for an intensive media campaign to accompany the implementation work for each stage. The campaign is to be carried out at all levels, central and local, with a view to mobilizing public opinion and amassing energies and potentials. It is important to create an atmosphere favourable to secure the illiterates' participation, which is essential for the success of literacy campaign programmes. Taking part in the media campaign should involve all mass media and agencies, thinkers, leaders and educationists.

Literacy and Vocational Training;

Besides learning reading, writing and arithmetic, a literacy student receives some vocational education, in the form of training in a craft that is competent with the environment where he lives. The General Orgenization purchased some machines and equipment needed for vocational training for over 5 million pounds in the 92/93 plan, raised to 15 mill ion in the 93/1994 plan. These were distributed to the concerned governorates for training purposes in literacy classes.

The Budget of the General Orgonization for Literacy;

- In 92/1993, the budget for the Organization ( Chapters One and Two) was 200,000 pounds.

In 93/1994, the budget rose to 7,442,547 pounds to cover the cost of teaching literacy to 676 thousand indviduals ( at an average of 80 pounds per individual ). Since the Organization needs 105 pounds, the difference wil l be covered by the localities, and volunteering and popular efforts.

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Follow-iip and Evaluation ;

The executive staff of the General Organization makes a monthly follow-up of literacy classes in the governorates. Committees evaluate performance and pass a feedback to the governors, who interfere to correct deviations.

There is continual contact among the concerned bodies at all sites and in the various ministries, especially the Ministry of Population.., the National Council for Motherhood and Childhood, and the Broadcasting and Television Corporation in the field of literacy and adult education, in surmounting obstacles and the generalization of successful experiments.

S E C O N D L Y : The Role of the Ministry of Education in blocking the sources of illteracy for the 8-14 years old group.

With the issue of Law 8/1991 on literacy and adult education which stipulates that literacy and adult education are a duty towards the homeland and a national and political responsibility of all governments and popular bodies, the Ministry of Education made an attempt to block the sources of illiteracy - teaching literacy to individuals below 14 years old, who dropped out and relapsed or were left out, according to a set plan that aims at :

a : Reaching full absorption of school-age children in basic education schools .

b : Teaching literacy to children of both sexes . c : Solving the problem of relopsing to illiteracy . d : Upgrading the abilities and productive skills of children before reach­

ing working age . e : Helping boys and giils to underdstand the problems of their sanitaiy,

social and economic environment.

Teaching literacy to these individuals adopts methods that feature diversification and elasücity . The programmes consist of : 1- Academic lessons in Arabic language, arithmatic and general culture . 2- Vocational trainining for both sexes (crafts related to the various

environments for all children, home economy for girls ). This reflects the new trend of relafing educafion to vocafional training on the path to comprehensive development of society .

In 92/1993, the Ministry started the implementafion of this plan pai'allel to the plan of the national literacy campaign for the children aged 8 -14 years. In this connection, the Minist iy opened 1000 literacy classes providing room for 30 thousand learners .

- In 1993/1994, the number of these classes amounted to 7497, providing room for 224880 learners .

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Thirdly ; Efforts Exerted by Other Organizations in the Field of Literacy and Adult Education ;

1- Teaching Literacy to Children and Child-bearing- Age Women

A . This programme is implemented by the National Counci l for Childhood and Motherhood in collaboration with the Ministry of Education, local government and the National Organization for Literacy and Adult Education. It is nov.' being administered in six governorates of the Republic .

E . The objectives of the programnie can be summed up as follows :

* Teaching literacy to child-bearing-age v/omen, i.e., 16 - 35 years o l d .

* Solving the problem of relapsing to illiteracy

C. The programme adopts literacy in its comprehensive meaning, covering the social needs of both child and mother. It does not restrict itself to just teaching reading, writing and arithmatic, but it integrates these with the practical needs of life, both social and economJc .

2- Relating literacy to vocational training

A . The Ministry of Education undertakes the implementation of this in collaboration with U N E S C O .

B . The activities of the programmée can be summed up as follov/s :

1- Teaching literacy to workmen and providing them with expertise and general culixuc knowledge .

2- Helping their self development and vocational training - upgrad­ing their economic, social and health level .

3- Providing labour market with v/cii-infonned workers w i i h training in certain vocations needed by local environment.

4- Relating literacy to vocational training and continuing cduciition .

C. The Adult-Educñticn, MuUi - Purpose Centre is in-iclementing a number of progranunes on vocational education, featuring the following :

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* Programmes for wom.en, iriciuding tailoring and sewing, tricot both manual and m.echanical, needle-v/ork, food industries, and hom.e-economy.

* Training programmes for men, inchiding carpentry, wood-painting, electrical v/ork, leather work, tailoring, typing, gardening, food and dairy industries

D. The programme provides integrated care for 8- 14 year-old individuals. I n addition to literacy, these people receive vocational training, as v/ell as religious education contributing to their sound social education and qualifying them to participate in various vocational activities when they reach worldng age .

E . Eleven-mJllion-pound-v.'orth equipment for training the illiterates was provided during the years 92/1993 and 93/1994 .

Prc-service and In-service Teacher Tra in ing;

The Supreme Council of universities (SCll) has recently adopted a plan to expand admissions in the FacuUies of Teachers,particulary in the divisions of basic education, to provide that type of education v,'ith the required numbers of teachers. Accordingly, the S C U issued a decree in its session No 233 dated 23/3/1992 to increase the numbers of admitted students in the divisions of basic education in faculties of educaton in universities. The number of the adn'dtted students in the sector of " Education and Teacher Pieparation " in universities increased from 15548 in the year 1991/92 to 17057 in the year 1992/93, This number represents 15.5% of the admitted students in the Egyptian universities in 1992/93.

A nev/ trend has emerged recently to lessen the diversification in the nominations and levels of the divisions of preparing teachers of basic education faculties in different universities. The S C U issued a decree dated 23/3/1992 to call the Committee of Educational Studies and P.rcparing teachers to determine a unified nomination for the divisions of basic education and to set delineated specifictions to them collaboratively v/ith M O E representsiivcs.

The Ministry allocated about 30 m.illion dollars to support policies for preparing teachers of industrial education to imple;nent tiicsc projects:

A - Establishing two new fiiculties for industrial education in Cairo and Beny Suif that grant Bacheiorate in education (Lncustria! Education) after a study for four Years for graduates of general and technical secondary schools. Faculty of Beny Suif started its study in tlis Year 1993-94. Faculties of industrial education perform basic functions such as:

1- Prepiu-ing technical teachers required for the technical secondary scliools and offering assistance in developing the staff of intermediate technical institutes.

2- Presenting special programmes of developing technical education.

3- Providing assistance in the aspects of dcsͣning,develop!ng, and evaluating cuiTicula and textbooks.

4- Establishing effective relationships with (lie governcrate and otiier industrial insdtutions.

B - Designing programme of ensuring an accurate performance for facuUies of industrial education to include the follov/ing functiop.s:

1- Selecting and training of qualified individuals to v.'ork as trainers in the faculties of tech.niciiJ education.

2- Assigning specialists to assist in designing, teaching, and evaluating programmes

In pursuit of organizing the division of preparing teachers of agriculture domain in basic education stage, two Ministerial Decrees were issued NOS.254 dated 5/11/1992 and 255 dated 8/11/1992. In virtue of these two decrees, gradutes cf agricultural secondary schools arc allowed to attend evening classes to be

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qualified to teach the gricultural domain mandatorily in an attempt to develop their scientific, technical, and educational slcills.

5- In encouraging both excellent students who join faculties of education and those working teachers, the Ministiy adopted the following measures:

A - 75 million pounds were allocated to face the job-failure phenomenon among teachers. This led to the promotion of 52422 teaciiers.

B - Recent allocations of incentives were doubled in comparison with those of the last tliree years.

C- Remunerations of examination works were doubled.

6- During the last two years, some efforts were exerted to develop the performance of faculües of qualitative education and kindergartens. Such efforts are represented in:

A - The internal regulations of qualitative education faculties were developed to get along with the events of world scientific approaches in prepaiing teachers to satisfy the requirements of work-force either in public or private schools.

B - New academic divisions were established in faculties of qualitative education and kindergarten to meet M O E needs paiticularly in basic education.

7- Within the framework of M O E policy to develop the teacher training sector in Pre-University Education, numbers of training programmes were increased to include 283 programmes, about 35894 teachers attended them. To achieve this, the M O E allocated 388652 pounds in the yeai-1992/93.

8- The Ministry started sending a number of teachers on missions abroad annually to be trained in scientific and training institutions. It sent 400 teachers in different specialities for months to be trained on innovations in education in advanced countries. The Minist iy wi l l allow those teacher after getting back to Egypt to take part in the educational and ti-aining development plans.

9- The Ministry is supporting the role of universities in the aspect of preparing and training teachers in Egypt. Moreover, the Minis t iy enncouraged many other institutions to take piut in the training process such as Egyptian universities, Nationl Centre for Educationl Examinations and Evaluation, and Centre of Curriculum Development.

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2/6 Educational Research

To ensure the principle of democracy in educational policy-making, a great deal of interest was directed to sectors of educational scientific research and infomiation. This is made clear when we follow up the activities of research institutions such as the National Centre for Educational Research and Development (NCERD), National Centre for Examinations and Educational Evaluation, and Centre for Higher Education, Reseai'ch and Studies... etc.

First : NCERD's Researches and Studies :

During the last two research years 1992-93, 1993-94, N C E R D accomplished the most important ibllowing reseairhes and studies :

A study under the title " A Proposed policy for Pupils' Retention in Basic Education Schools", Cairo, 1993. The study aimed at looking for unraditional methods to lessen leaver and dropouts percentages in basic education through studying the leading factors. The study proposed some measures and polices linking the integral efforts between schools and famJlies and supporting the pupil's continuity in schools.

A study on "Learning Foreign Languages in Primary Education Cycle",1993. This study aimed to figure out the relationsliip betv/een foreign languages in primary school and the pupils' acquisition of Arabic. It historically reviewed teaching foreign languages in Egypt. A survey of requirements, specialists and parents' attitudes v/as conducted. The study found out the non-existence of a passive effect of teaching foreign languages on the level of student's Arabic acquisition. Moreover, it found out positive attitudes for parents towards the generalization of teaching foreign languages in primary education.

A study on "Scholastic Acquisition and Care of Talented Students in the Light of Their Educational Policy in Different Countries", Cairo, 1993. This study aimed at delineating the distinguished characteristics and qualities of excellent and talented students and methods of figuring out and caring them in some for an Egyptian system related to the topic.

A study on "Diversification of Sources in Financing Education", 1993. This study surveyed sources of financing pre-university education in some advanced and developing countries. It proposed finally a model for diversifying sources of financing cducatior: in Egypt through futuristic expectations, the societal and educational contexts and the regional and international data.

"A Comparative Study on P;epartion of Special Education Teachers in Some Advanced Countries", Cairo, 1993.Tl:is study ainied at figuring out tlie status quo

of preparing special education teaciiers in some advanced countries such as Sweden, î-Iorv/ay, Fi-ance, and United States in an aticm.pt to develop the current systems of preparing special education teachers in Egypt.

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A study on "Role of School in Preventing Extremism" Cairo, 1993. This study aimed at identifying the extent of education system responsibility in the dessimenation of extremism phenomenon among young men and ways of preventing it. It found out that school's role should be developed in the aspect of religious guidance for students, making use of leisure time, and developing students' attitudes towards thought tolerane.

A study on "School Management Pattern in Industrial Secondary Schools and Their Impact Upon Students; Cairo, 1993. This study aimed at identifying the relationship between the two variables through a set of criteria such as maintaining the system, objectivity, intellectuality and the extent of co-operation, mutual respect between students and management... etc.

A study on "Developing Educational Leaderships in General Preparatory and Secendaiy Eduction Institutions" Cairo, 1993. This study aimed to design a scheme of achieving such development according to specific dimensions such as the selecdon system, preparation of educational leaderships, training techniques, and problems of these leaderships and technigues of overcoming them.

A study on "Examination Systems of General Secondary School Certifícate in Egypt and United Kingdon." Cairo, 1993. This study aimed at identifying the most important effective features of these examinations (Objectives -Curricula-Evaluation). It introduced suggestions regarding the development of this examination in Egypt.

A study on "Planning the Resurgence of the Educational Activities in Pre-university Stage", Cairo. 1993. This study aimed at studying the best possible techniques of improving the efficiency of educadonal activities in developing the pupils' cognitive, affective, and behavioural aspects. The study proposed a plan for the resurgence of educational activities in terms of objectives, content, organizational plan, evaluation, foUow up, and their relationship with the sociíü and cultural milieu.

The NCERD's research plan for the year 1993-94 includes sets of projects among which are the following :

A survey and analysis of university educational dissertations in the period of 1986-1990.

Barriers to developing primaiy education in Egypt.

EnroUment in primary education and its quality.

Techniques of childs socialization in the kindergarten stage.

Objectives of basic education stage and measures of achieving them : researches and studies .

Some difficulties that face educational higher studies students.

State supervision of private education.

Delineating the optimal size of school management in basic education.

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A proposed formula of boards of trustees in linking schools with local communities.

Secondary school curricula in foreign schools ( U . S . A . , England, France, and Japan ).

Evaluating prepartory education curricula in Arab Republic of Egypt.

Developing cunicula of general secondary scliool in the light of the new lav/.

Child's casual education in pre-primaiy school.

Second : Scientific Educational Conferences Held During the Two Years 1993¬94 :

A conference on "Education and the New Global System.", the Egyptian society for Comparative Education and Educational Administration, Jan., 1993. This conference aimed at identifying the educational efforts among A.rabs in an attempt to be adopted v/ith tlîis system and its conformity with human principles and international charters. It ended by a set of recommendations mostly represented in setting up guiding curricula for the planetary education. Another recommendation was represented in the necessity of preparing a specialzed teacher in subject materials and activities that support the international understanding concept.

The first annual conference on "The Arab World Education Faculties in a Changing World", The Egyptian Society for Comparative and Educational Administration, Jan. 23-2.'),1994.This conference aimed at developing programmes of preparing and training the Arab World teacher and identifying the most important contemporary trends. It ended v/ith a set of related recommendations.

The Nineth Conference on Psychogy in Egypt, Aswan, Jan 27-31,1993,This conferace was organized by both the Egyptian Society for Psychologicîil Studies and Faculty of Education in Asv/an. The confrence discussed a set of researches on educational and school psychology, integrated care for people of old age, clinical psychology, problems of Egyptian society, developing the administrative behaviour, confronting the youth problems, cognitive psychology, prcpai-ing the psychological specialist in universities, and man's dcvelopm.ent.

The Tenth Conference on P.sychology in Egypt, Cairo Fcb.7-9,1994. This conference was organized by both the Egyptian Society for Psychological Studies and Faculty of Education at Helwan University. It discussed a set of researches on psychology and society issues, the psychological effects of the Gulf war, social psychology, physiological psychology, educational psychology, psychology of language learning, political socialization of Egyptian j'outh, cognitive psychology, psychology of personality, psychological measurement, and pychology of audio-visual arts.

The 13th Annual Scientific Conference for the Association of Modem Education, July 12-15,(1993.This conference v/as organized collaboratively by the Association of Modern Education with Faculty of Education, Ain Shams University, under the title "Future of Technical Education in Egypt" It di.scussed a set of reseai'ches on the topic ,such as the international contemporaiy trends for policies of technical education and training, the crisis of social position for technical education in Egypt, an analytical

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study on the development of technical education in Egypt and requirements of modernizing and increasing its efficiency, and methods of developing technical education in the Arab World.

The First Conference for Educational and Psychological Sciences, Kafr E l -Shiekh Feb. 5-7 1994. This conference was organized by Faculty of Education, Tanta Unversity at Kafr El-Shiekh under the title "Education and Social Change in Egypt between Theory and Practice". It discussed a set of researches on the topic including social change in Egypt and its Impact Upon the Paradigm of values in Egypt, education and the future of human development in the Arab World and the changes of the end of this century. Moreover, working papers were presented in this conference on the crisis of the educational unversity thought £ind the society, education and social change in Egypt (role-conrstaints), towards an educadonal paradigm for confronting thought vandalism, development of educational thought and the determinism of academic curricula development, and education and social change.

Conference on Developing Primarj' Education Curricula, Cairo, Feb. 9-14, 1993. This conference was collaboratively organized by the Egyptian Society for Development and Childhood with M O E and the National centre for Educational Research under the chairmanship of the President of A R E . It aimed at preparing futuristic visions for primary education cumcula in tiie light of the new educational policy vv'hich is included in the document of "Mobarak and Education: A Vision Towards the Future". Among die most important findings of the conference were the necessity of caring the preparation and training of teachers, raising stable mechanisms for developing primaiy education curricula, maintaing intergrated visions to the primary education paradigm, and establishing creditability for education development.

The Sixth Scientific Conference for the Egyptian Federation for the Handicapped Welfare Agencies (EFHWA). This conferece was organized by E F H W A under the title "Towards A Better Future for the Handicapped" to stress the positives of E E H W A and its societies, university staff, and ministries concerned. It shed light on scientific and modern discoveries and advances in the field of handicapped welfare and rehabilitation. Besides, it set a futuristic plan for handicapped v/elfare.The conference discussed many papers such as the influences of sensational handicaps, raising the proper climate to upgrade handicapped v/elfare, problems of mentally retarded children. There were other field studies presented alongside the conference such as the current services and future needs for handicapped welfare and rehabilitadon, educational and professional aspirations and self- appreciation of audio­visual, and the mentally handicapped, the usage of computers for welfaring, educating, and rehabilitating handicapped.

A Symposium on Eradicating the Children's Illiteracy, Cairo, June 26-28. 1993. This symposium was organized by tiie National Centre for Childs Culture. It studied the status quo of children's illiteracy in Egypt and the exerted efforts to achieve full absorption and eradicate the illiteracy of dropouts in accordance with a special plan. The symposium concluded its meetings v/itii recommendations; among them were delineating three levels to overcome children's illiteracy in Egypt such as realizing full absorption for all children in the age of compulsory education, reducing the dropout rate in basic education as much as possible, and thirdly fighiting the illiteracy of those children who dropped out or did not join education.

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A Symposium on the Factors That Hinder the Employment of Qual if ied Handicapped, Alex. Sept. 25-26, 1993. About 72 participants took part in this symposium as representatives of Ministry of Social Affairs and Working Manpower and Training, Social Affairs Directorates, Diretorates of Manpower in Ghurbia, Dakahlia, Asuit, and Alex , and E F H W A just to discuss the factors that hinder the employment of the handicapped who are vocationally qualified. The sympusium found out some recommendations such as developing the handicaped crafts to be suitable for the age needs, manipulaimg training centres overspread in universiües in training the handicaped, follov/ing up the handicapped employment at their job sites to make sure of thair vocational adjustment and stability, and expanding the establishment of everlasting and contemporar}' fairs and exhibitions in marketing the handicupped products.

2/7 international and Ret;ional Co-Operation

The Arab Republic of Egypt (A.R.E.) is careful to strengthen co-operation and relations, in the field of education and scientific research, v/ith international and regional organizations, and foreign countries, v/ith a view to exchanging of expertise and fanùliarization v/ith modern trends in educafion. This is essential for A . R . E . to develop and modernize its education and to keep pace v/ith the development needs and age requirements.

During the past two yeai-s, co-operation between A.R .E . and such bodies in the field of education was as follows ;

First ; Co-Operation vyjth International and Regional Bodies ;

(1) The World Bank ;

An agreement was made betv/een A . R . E . and the World Banlc to the effect that A . R . E . shall obtain a loan to help in achieving an essential reform in university engineering education, and technical education in secondary and po£t-.secondarj' schools. This loan, which starts on 5/6/1991 and ends on 31 Dec. 1995, is to be utilized as foUov/s:

Modernizing university engineering education, through linking the application aspect v/ith industry, developing laboratory equipment and facilities, updating study cuiTicula and educational materials.

Equipping faculties of engineering such that they apply nev/ academic programmes competent wiüi the innovations in tiie engineering field; apply new programs for improving engineers' skills, and programmes for developing engineering laboratories and workshops; implement the scholarship programmes needed for that.

Upgrading teclinical edtication through the dcvelopm.ent of educational metlîods and school curricula.

Increasing the number of technical educatio.i teachers, together with qualifying efficient teachers.

(2) International Development Organization fl.D.O.'t

In the context of co-operation between Egypt and international organizations, the IDO extended to Egypt a loan on 13/8/1993 with a view to :

Building 130 basic education first tier and 110 basic education second-tier schools in three phases.

Improving the quality of teaching and curriculum development.

Upgrading the training techniques in the field of building and construction, the training that is carried out through the training agency affiliated to the Ministry of Housing .

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(3) IINESCQ :

Several types of co-operation were carried out in the past two years between Egypt and U N E S C O . In tills respect, vv-e cite the fcllov/ing :

U N E S C O was careful to provide Egypt with expertise in the various educational aspects.

Egypt provided - through the same organization-several U N E S C O irieinbcr States with the expertise needed to upgrade education in these states,

Egypt undertook the training of Arab and African State niissioners who were awarded U N E S C O grants in their field of specialization in institutes and research centres in Egypt.

Egyptian university professors and researchers participated in conferences, v,'orkshops and seminars organized by U N E S C O for member States to study certain educadonal prcbleins.

Egypt v/as av/arded ten grants of 14-vv'eoks' duration each, to start as of 12/9/1994.

( A ) U N I C E F :

A n important objective of co-operation programmes between Egypt and U N I C E F v/as the preparation of a nvunber of programmes and projects that contribute to achieving a better iliture for children.

In this context, the Ministry of Education in coUabartion w i t h U N I C E F -undertakes the establishment of a number of schools known as "Community Schools" in the hamlets of the Egyptian countryside. This aims at realizing "Education for A l l " through focusing on the remote areas v/hcrc it is difficult to apply compulsory education and which resist thai educntion.Speciai attention in these schools is directed to the females of these areas, wldch suffir from poor services and the sparsity of population. Other groiins benefiting frcn'i the project are male ana female child ren m the age group 7-12 at the level of the first three grades cf basic education.

To achieve the project successfully, the Ministry of Education undertakes the responsibility of providing textbooks and remuneration for the people involved in the educational process. U N I C E F undertakes Uie provision of school furniture, togctlier with training the project personnel and the managers of the project in the initial stages. Localités provide the land needed for setting up tlie schools.

(5) The./V.frican Deveioprncnt Fund :

The African Development Fund and other regional organizations contribute their share to education development in Egypt in a number of fields, seme cf which are the foilov/ing:

In the field of education development, a lo:in was extended to Egypt by A D F , on 26/11/1993, to terminate on 31/12/1993,with a view to rchabditating the schools that underwent damage by the effect of the October 1992 earthquake. This was to be effected through the consiruction of 131 schools, together with

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providing them with the equipment needed tor maintenance work, training and technicíü aid.

Another loan was e.xtended to Egypt jointly by A D F and A D B , together v / i t h offering Egypt a grant to be used for promoting technical education as follows :

* Supply equipment for four new technical secondary schools. * Develop equipnient of 380 specialized workshops in 160 v/orking

schools. * Update curricula. * Develop training skills and trainers' efficiency.

Three industrial schools v/ith modern specializations were set up, making use of a loan extended by A D B . These are :

* The Printing School in Shcubra. * The Ismailia School for Heavy Equipment.

The Salhia Secondaiy School.

(6) The A r a b League for Educat ion, Cul ture , and Science Orgajüzatlon ( A L E C S O ) :

Co-operation between Egypt and A L E C S O is carried on as follows :

Egypt helps the Organization to achieve its goals through supplying it with experts and specialists in the field of education and educational information.

The Organization asks some Egyptian experts and specialists to prepare given studies and researches that it needs in the field of education and educational information.

The Organization exchanges publications and periodicals with other organizations, educational research centres, and faculties of Education in Egypt.

Egypt participates in the conferences, seminars and workshops held by tlie Organization, cither through giving opinion and advice, or through the preparation of studies and researches.

S E C O N D L Y : Areas of Educat ional Cooperat ion F<etv/ecn Egypt A n d Cer ta in Countries ;

Educational co-operation betv/een Egypt and some States goes as follows :

(1.) The United States of Amerir.n ( m X ) :

Egypt and U S A co-operate in educational aspects in a number of ways as follov/s :

A grant vv'as extended to the basic education project; the pertaining agreement v/as sealed betv/een the Egyptian Ministry of Education and U S A I D on 19/S/19S1. By virtue of this agreement, a number of 1951 schools comprising 15702 classrooms v/ere constructed and fitted out until 30/6/1993.

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A number of scholarships were offered to Egyptian teachers. These comprise 6 Peace Awards of 12 months' duration each, starting as of June and ending in July 1993; 9 scliolarships for industrial education leaderships of two months' duration each, stalling as of June and ending in July 1993; 17 schokirships for training trrdnees of seven weeks' duration each, starting as of June and ending in July 1993.

The Fulbright Organization takes piirt in co-operation areas through extending some scholarship to M O E of a month and a half each. Four of these scholarships are for training English language teachers in experimental schools starting as of April and ending in June 1994; 20 summer training scholarships start in May and end in July 1994; 8 scholarships for supervision managers and division heads start in June and end in August 1994.

U S A I D contributes in this aspect by extending 10 scholarships to M O E in school administration of three months' duration each.

Fifty teachers v/orking in the field of the deaf receive intensive training in the USA.fcrming a nucleus for training more teachers. T'ais is based on a contract sealed by M O E and Galloudut University in 1991.

Special education schools are fitted v,'ith eiiuipmenl and apparatuses for developing teaching in these schools. This is based on an agreement between M O E and U S A I D . The schcols were furnished with Perkins Braillers (typev/riters), abacuses, and other equipment.

(2) Canada ;

In the context of co-operation betv/een Egypt and canada, Egypt obtained a Canadian grant to finance nutrition of school children. The value of t h e , grant vvas allocated to finance primary school children in rural areas and in the poor districts of Cairo and Alexandria. The Canadian grant took part in raising the nutrition value of the m.eals oiTercd to some categories of pupils, incieasing the me,al-days from four to six per week, and increasinr; the number of rneal-receiving pupils from 3,091,300 (in 91/1992) to 3,43S,S63 (in 92/1993).

(3) The United Kingdom :

In accordance with the MOE's policy v/hich aims at benefiting from foreign experience, Egypt availed by co-operation with the U K as follows :

Sending four groups of teachers comprising 70 each to the U K . The last group actually left Egypt in April 1994. The aim of their visit to the U K was to raise their linguistic and professional level and to receive training in using English as a language cf instruction. On returning to Egypt, these people can be of much benefit in teaching in experimental schools. Besides, they can train their colleagues in teaching in English.

Sending a number of superviscrs to the U K to receive training in ways of practising activities in class and in methods of student evaluation.

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Training a number of specalists of the National Centre of Educational Evaluation and Examinadons in setting questions, and specifications of the examination paper.

(4) France ;

There are a number of aspects for co-operation between (he M O E and France as follov/s :

hiviting French experts annually in the aspects that raise difficulties for teachers and education assistants. So invitation is extended to French experts speoialized in the field of audio visual media and of follow-up and enrichment of new teaching methods applied in preparatory schools.

Training a group of teachers in teacliing the mathematics and science subjects in French; these can later be of much benefit in teaching in experimental language schools, and in training their colleagues in teaching in French.

Training sessions were held, in collaboration with the Egyptian French institute, in the school year 92/1993, in the area of teaching mathematics in the French language. The target of holding these sessions was to prepare supervision eodres in language schools (French). Supervisors from among the pioneers who completed these sessions were sent to France to review the most up-to-date methods of teaching mathematics.

In collaboration with the Egyptian French Institute, a number of specialists were trained in the preparation of science and biology curricula for the grades of the preparatory and secondiiry stages.

In the context of collaboration between Egypt and France, and as of May 1994, a number of mathemctics and science supervisors and experts in the field of computer, and educational assistants in the French lauguage and educational media aspects were sent to France for training on scholarships ranging from one to ten months, awarded by tlie French government.

(5) Germnny_j.

Aspects of co-operation between Egypt and Germiuiy covered a number of areas as follows :

German language teachers benefited from die training programmes that are implemented by the German experts and the Educational Liaison Bureau of the Goethe Institute. Besides, a number of summer and v/inter scholarships are extended to Ger.man language teachers including 7 summer scholarships for teachers and 3 for supervisors, as well as three winter grants for teachers. These scholarships are of two months' duration each, and aim at upgrading the level of German language teachers through their contact with German native spealcers. Besides, they become familiarized v/ith the most up-to-date methods of teaching, eviduation and follov/-up in Gemían schools.

Thirty scholarships are offered for prominent students at the German language to travel to Germany for a month, whence an entertainment, cultural program is organized for them.

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The Bureau of the German Language Dean in the M O E , in collaboration with the Educational Affairs Dcpartm.ent of the Goethe histiUite, organized, in 1993, a contest for students using German as their language of instruction. One thousand and five hundred students paiticipated, and valuable prizes were given to winning students.

B y virtue of the Mubarak-Kohl project, a memorandum v/as signed in Bonne (12 February 1992), between the Egyptian Minister of Education and the German Minister of Economic Co-operation. It stipulates the implemicntation of the project content in the area of technical education and vocational training development. A step v/as actually taken on the path to implementation of the project in six important indusU'ial centres.

(6) Austria ;

Within the co.ntcxt of co-operation between Egypt and Austria, Egypt obtains eveiy year 12 scholarships of a month's duration each, for training in German language teaching.

(7) Spain ;

In the context of co-operation belv^/een Egypt and Spain, an agreement was signed for training 8 Spanish language teachers in teaching that language on scholarships of a duration cf 17 days each.

(8) Korea ;

Korea allocated a grant to the value of 1000,000 for the Ministry of Education. The grant is to be used for equipping the Industrial Sixth October School as one specialized in the fields of electricty and electronics.

Problems Confronting the Educational System and a Futuristic Oiithook

Despite the successful and continual efforts exerted over the past years to upgrade the quality of education in Egypt, and to add up to the available educational opportunties, educational progress still faces a number of problems that hamper it.

Some of these problems are the following:

First : Shortage of School Buildings :

The number of schools in the diverse pre-university education stages amounted to 2500 schools and they are considered as bad and unsuitable places to put children in, and cannot provide successful educational services. The Ministry exerts strenuous efforts to overcome this problem, especially through engaging public support to contribute by building 1500 schools. Yet, these efforts were not enough to solve the problem. In view of the rapid gorwth of population, the state has to carry the ever-increasing burden of providing more educatinal opportunities in state-owned schools, especially in the firet stage of education.

The inability to provide the adequate number of school buildings is linked with the following subsidiaiy problems:

a. The multiple school shift problem. b. The high class density.

So as to solve the problem of shortage of school buildings, the Ministy is tiying hard to carry out some procedural objectives as follows:

1- Expansion in the construction of school buildings of diverse types such that keeps pace with the projected increase in the pupils' numbers in the different age stages.

2- Implementation of a plan that aims at a fair distribution of school buildings through the following :

Making use of educational maps to guarantee delivery of educational service to diverse environments and residential areas.

Striking a balance between the needs of the governorates for educational buildings.

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Secondly: Failure to Reach the Full-Absorption State :

The Ministry is becoming more and more careful to attain full absorption for all school-age children in primaiy education. This is compatible with the goal of "education for all by the year 2000" that Egypt is committed to achieve.

This objective has not been achieved yet as the following table shows:

Year Number of School age Children

Number of admitted School age Children

(%)

1990/1991 1992/1993

1,407,000 1,440,000

1,232,116 1,311,708

87.57 % 91.10 %

One measure that leads to full absorption is managing to deliver educational service to those distant parts that are deprived of it now on account of their remoteness, as well as to thinly-populated areas, like hamlet.s and liny villages. T.his can be done through building one-class and two-class schools.

These schools admit pupils in the age group 6-14, and provide for them convenient and flexible educational opportunities that are compatible with their circumstances.

One advantage of these schools is that th.ey reduce the priman-' tier time of study from five to three years. Another advantage is that they have open channels leading to regular education provided that the age is within the li.mits. These schools, therefore, provide chances for those who have stopped going to school for one reason or another, and now want to resume th.eir schooling.

Tliirdly : The Gap between "Male" and "Female" Absorption in Education :

The past few years v/itnessed an improvement in absorption rates of females in primaiy education. These rates were 83.9% in the year 19S9/1990, 87.2% in 1990/1991 and 86.1% in 1992/1993. Hov/cver, statisfica! comparison shov/s that these rales for females are lov/cr than they ai'e for males.

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The Gap in the Year 1992/1993 is Displayed in tlie following Table

Educational Directorate

Total of School

age Males

Total of Admitted

Males (%)

Total of School

age Males

Total of Admitted

Males (%)

Souhay 72,800 52,826 72.6 35,800 21,642 60.4 South Sinai 1,100 886 80.5 440 349 79.4 Kafrcl 54,100 43,789 80.9 27,000 20,923 77.5 Shiekh 66,700 54,871 82.3 32,300 22,459 69.5 Assiut 43,600 26,026 82.6 21,500 13,913 64.7 Bcni Suef 47,500 40,972 86.2 22,900 15,584 68.0 Fayyoum 5,100 4,433 86.9 2,500 1,870 74.8 Matrouh 64,500 56,607 87.7 34,000 25,276 74.3 Kena 5 )00 5,187 87.9 2,900 2,290 78.9 North Sinia 69,000 69,951 88.5 38,800 25,622 99.0

Total of Whole Republic 1,440,000 1,323,355 91.9 705,000 607,000 86.1

The gap between the rate of admitted females at the governrate level and the overall rate of admission at the Republic levels is greater in the Upper Egypt governorates than in the Delta governorates.

It should be noted that the majority of trends were studied through the committees of the " Conference on Primary Education Curricula Development," 1993 .

Fourthly: Poor Education Efficiency. Especially in Basic Education Schools :

Despite the remarkable success achieved in upgrading the efficiency of the educational process, the past few years showed that there are sdll aspects of low efficiency. The Ministry is trying its best to cope with them. Some of these aspects are:

A: There are still aspects of edncational waste especially in primary education as follows;

- Failure to reach full absorption of primaiy school-age child­ren. The number of children not being able to join primary education in the year 1991/1992 amounted to 116,645 (a percentage of 8.1 of the school-age population).

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- The high rates of failing to pass examinations and repeating in the same grade. These rates sometimes exceed 10%, and they are especially high in the higher grades of primary education, i.e., the fourth and fifth grades, where the examinations ixro conducted at the educational division level, or the level of the educational administration. The problem leads to big money losses eitlier directly or indirectly.

- To solve this problem, the Ministry has em.barked upon developing the school curricula for basic education so that they become more competent with the pupils' abilities and aptitutdes and more related to their needs and those of the environment.

B: L o w Effectivenes.s of Teaching Pract ical Subjects;

The Ministry is striving to upgrade the effectiveness of teaching practical subjects so as to endow the pupils with practical skills and to enhance their connection with productive v/ork. However, teaching practical subjects is still of a very poor quality, though there are differences among schools.

The problem is Uaced back to the poor ability of som.e teachers to teach these subjects, and to the poor physical faciities available, especially in terms of workshops, equipment and apparatus.

To cope with the problem, the Ministry started compiling teacher indices in all subjects to guide the teacher. It also issued directives to the effect that teaching pratical subjects should continue up to the end of the year, and that a class density should not exceed 25 pupils.

C : M o r e Cont ro l is Needed over the FoHow-np Process of the Teaching Process;

The Ministry of Education pays much iittention to the field follow-up process on account of its importance in correcting deviafions. Hov/ever, there are some defects that need to be dealt with, such as:

1- The vast geographical area involved. The long distances between the educational zones, and the absence of compatible regular means of transportaion inside the one governrate hamper those in charge of the follow-up process from doing their v/ork

2- Deficiency in the number of general supervisors v/ho ai'c qualified academically and pracfically to perform the follow-up job properly hazards the validity of the reports they make about the progress of study and (lie proper functioning of the educational process.

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3- Some educational directorates and administrations and affdiated schools tend to give a rosy image of the state of affairs, so as to conceal the faults of certain people in charge, and this impacts the accuracy of the reports.

To cope with these discrepencies, the Ministry compiled indices that aim at improving the quality of the follow-up process. Besides, it had follow-up forms to be designed and developed to cover all the aspects of the follow-up process and observe that no data are neglected.

Besides, the Ministry plans to develop the concept of technical supervision so that it becomes a means of communication between the educadonal establishments and the Ministry. Supervision should not aim at detecting faults and punishing offenders. It should rather be a means of making the best use of what is available.

Fifthly : The Problem of Limited Effectiveness of Illiteracy Eradication Plans :

The issuance of Law No 8/1992 on Illiteracy Eradication and Adult Education led to the appearance of favourable conditions for more effectiveness in the aspect of illiteracy eradication. Yet, the cherished hopes in this respect have not yet been fulfdled in the desired manner .

Consequentiy, the State is trying to make use of the efforts of the National Authority for Literacy and the other authorities and ministeries co-operating with it-to confront the situation through the National Plan for Illiteracy Eradication until the end of the present decade.

Some of the objectives which the State is trying to achieve in this respect are the following: 1- Encouraging individual and local initiatives and stimulating

govemorates to compete for solving the problem. 2- Implem-entaiton of set plans to upgrade the level of internal efficien­

cy of primary education so as to stop the drop-out of children before completing their primary education and prevent relapsing to illiteracy.

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C H A P T E R 3

E D U C A T I O N F O R L N T E R N A T I O N A L U N D E R S T A N D I N G

FIRST: Education for Human Rights and Democracy:

The aspect of education related to human rights and democracy is closely related to the issue of school curricula, especially as it concerns the modern methods and techniques that aim at lieiglitening the effectiveness of this education. An analysis of the school curricula that directly copes v/ith those concepts in Egypt during the past yeai's reveals the ibllowing:

In the Primary Stage

The curricula of the first three grades of primary education inculcate concepts related to the rights of man, democracy and international understanding and peace both directly and indirectly. We find, for instance, the concepts of rights and duties of family members, the right of living creatures to life and growth, the

• rights of man regardless of his features, (first grade); the concept of internaüonal communication and the necessity of peace, and conservation of the environment for nrian's welfare on earth (second grade); co-operation among communities and peoples, tourist exchange among the countries of the world, the citizen's duties towards societal institutions, and lav/s that contribute to discipline (third grade).

- The concept of natural environment differences at the state level is developed:

* Tourism and its role in convergence among people, respect for the customs and traditions of other peoples, historical events and important characters and their bearing on democracy, world peace (fourll; grade).

* Human culture and the peoples' contribution to its growth and development, communication among the states of the v/orki.

In its session dated 23/10/1993, the Higher Council for Pre-university Education approved the new concepts for primary education. These concepts were radically developed in the light of th.e recommendations of the National Conference on Primary Education curricula held in February 1993. Such concepts w i l l add nev/ dimensions coping with aspects of international understanding, human rights, dem.ocracy, enhancement of religions education, and ethical education, and the achievem.ent of worid peace.

In the Preparatory Stage

The preparatory stage cumcula cope with studies pertaining to the geography of Egypt and the Arab homeland for sixth and seventh grades (preparatory first and second grades). Study in eighth grade (the end of the preparatory stage) includes the geography of Egypt and the v/orid, and history of modern Egypt.

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- The curricula for the three grades include concepts dealing with a study of the Arab League, the African Unity Organizatin, and tiie development of regional and international organizations, in addition to geographical concepts pertaining to the states of the Arab homeland and the various continents of the world, government systems and tourist and commercial exchange. These concepts help to develop democratic concepts through a study of systems of government; concepts of peace and international understanding through a study of the United Nations and the aims of regional organizations (die Arab League and the African Unity Organization). To illustrate, (grade six) has a large number of concepts of commerce and commercial exchange with the states of the world, government systems and doraocracy, and rights and duties. Grade seven presents concepts of (economic development, the Arab League, the Islamic Conference Organization, and islamic Civilization). Grade eight copes with a study of the continents and states of die world, development of regional and international organizations, the United Nations, its rise, aims and suborganizations, and the African Unity Organizaüon.

In the Secondary Stage

In geography and histoiy, the secondary stage curricula in Egypt include the study of man, emvironment, resources and geography of the Arab Homeland, then the geography of Egypt and the Nile Basin. For the three grades successively; in history, include the ancient civilizations, the Islamic civilization and the histoiy of modern Egypt. These curricula also include concepts of human civilizations, human activity, problems of population, resources and intégration and the First and Second Worid Wars.

Secondary Firs t Grade

Here v/e find a lai'ge number of the concepts included in the curriclum. Examples are man's rights to travel, migration and moving about, international co-operation for coping with natural catastrophes, the citizen's duties towards conservation of local and world environ.ments, man's rights to live in a clean environment, scientific co-operaiion among states to find energy alternatives, seas and rivers as sources of food common to tisc peoples of the v.'orid .

* The ancient civilization is the basis of human civilizations.

* The system of government, democracy and the rights cf man, peace and its effect on the progress of humain civilizations.

* The Constitution as a sign of the state's progress. Aspects of democratic life and the predominance of the law in Egypt, the micanings of "state of constitutional institutions" and the role of the latter in the protection of man's rights.

* The efforts exerted by Egypt to enhance freedom., and peace, and emphasize co-operation with the other states of the v/orid.

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••' Aspects of co-operation between Egypt and the United Nations with a view to spreading v/orld peace and enhancing international co-operation.

Secondary vSecond Grade

State disputes over frontiers, and world peace, desertifiction as a worldwide phenomenon, v/orld economic blocks and international understanding. Population of tlie Arab Homeland in the world context, peace and its effect on the development and thriving of Islamic civilization, mutual effect of human thought, fruitful co-operation of human brains, and emphasizing basic freedoms, enhancing aspects of peace, co-operation and understanding in the Ai'ab area.

Secondary Third Grade

- The strategic location of Egypt amid the states of the world, and how this influences its international relations, Citizens' Rights and duties regarding the issue of population, tourist activity and its relation to citizens' rights and duties, migration, and its effect on international understanding and the goodv/ill of the peoples of the worid, economic relations betvi'een Egypt and the other worid states, and the impact of peace and international understanding, Egypt's commercial relations with the world states. In addition, it includes the states of the Nile Basin and the necessity of their mutual understanding, and peace among them, economic and political revolution in the United States and Europe arsd the flourishing of democracy, National struggle in Egypt in modern times, and the rights of man with regard to the Arab League and the United Nations and the relation between this and international understanding and v/orld peace. Camp David Agreement, tlie Middle East peace and worid pence.

E.nvironmental impact of wars (psychological, economic, political, and social).

- The value of peace and its role in developing society, devastating effect of violence and extremism, explanation of violence and ways of confronting it.

- The strong ties between rights and duties, man's rights, their value and kinds, international protection of man's rights.

The role of philosophy in deepening awareness, uplifting intellectual level and enhancing faith and tolerance v/ith others.

- The role of philosophy in the call for v/orld peace, especially after the increase of v/ars am.ong peoples and groups. Examples cf philosophers' efforts regarding the call for worid peace.

- The basis of true democracy is that the people is the source of all authority.

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- "Shoura", counselling, is the Islamic aspect of the democracy of government, enhancement of equality of all before the law. Guarantee and securing basic freedoms for every individual regardless of complexion or race etc.

Realization of internal peace among all categories of the society.

- The basis of despotic government is the uprooting of individual free­doms and social peace.

The genuine development of society depends on democracy, freedom and peace.

It is to be noted that the basic concepts mentioned in the General Conference of U N E S C O regarding the recommendation "Education for Understanding, Co-operation and Peace at the International level, and Education in the Sphere of Man's Basic Rights and Duties" materialized, either directly or indirectly, in many of the subjects of the curricula for pre-university education, such as civics, philosophical subjects, geography and history, or social studies generally.

- It is difficult to amass all the concepts of the aforesaid recommendations in one topic for one school subject or one syllabus to deal with. Therefore, these concepts are distributed to a number of diverse topics and several school subjects. However, they are all integrated in one stage of education, i.e., the pre-university stage.

Secondly; religions and Ethical Education for Tolerance and Peace;¬- religions and ethical education curricula applied now in the diverse

education stages in Egypt stress a number of basic topics that call for deepening faith-and the love of one's neighbours. A l l religions call for noble manners, and co-operation and compassion among all people; fraternal rights are needed not only in religion but at v/ork, in the street and on all occasion and in misfortunes as well . Islam calls for tolerence with believers in other religions, the protection of life, property and honor of all people, the preservation of public property, repudiation of violence and fanaticism, and the confrontation of deviant behavior,

religions and ethical education curricula, therefore, emphasize that Muslims and non-Muslims have a right to a dignified free life in a context of justice and equality v/here they enjoy stability and safety.

Through religions and ethical education curricula, a teacher tries to stress certain concepts. One of these is that after the validity of the faith has been proved, it is left for the people to believe what they wi l l , so long as they abstain from hurting Muslims or deriding their faith. In his Holy Book, God, Almighty, says that "there is no fear for those v/ho have talcen the faith, and those who have found the right way, for Christians and Sabeans v/ho believe in God and "Judgement day".

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" Here, a stress is laid on freedom of faith and freedom of belief; and every individual is to be rewarded for his work.

Islam is careful to guarantee freedom of belief for Muslims and non-Muslims alike. Islam shows concern not only for mosques to be demolished and for worship to be blotted out in them, but also for hermits' cells and churches, and for synagogues as well . But for God's care to make people unite their efforts, cells, churches, synagogues and mosques, where the name of God is often mentioned would have been demolished. In the actual wording of the Holy Verse, God, Almighty, mentions cells, churches and synagogues before mosques, which argues back against those who accuse Mushms of fanadsm and disrespect for other creeds.

Islam calls for good manners of discourse using sound logic and clear evidence, sticking to right and calm patience.

Differences among people in the affairs of their religion and their sec­ular affairs is an old issue, and they wi l l remain up to Doomsday. According to the Holy Koran, if God willed, he would make all people into one nation, and they would still differ .

Freedom of faith in Islam is founded on intellectual and emotional conviction based on free thinking and free discussion, "No compulsion in religion". Islam allows free religions belief for people of other creeds. A non-Muslim is not to be forced to convert to Islam.

The Prophet, Peace be upon Him, settled the principle of religions freedom for the Jews in Medina. He recorded this in a document that is regarded as one of the greatest constitutional documents; it included the words: "The Jews have their religion, and the Muslims have theirs "

He also settíed the freedom of practising religions rites for non-Mus­lims. He allowed the delegate from Nejran to say their prayers in His mosque when they wanted to. He also called for peace with the Christian Taghleb Tribe, in which he allowed them to keep to their religion. This reveals the highest degree of religions indulgence.

The Prophet also stipulated, the principle of non-interference in the religions affairs of non-Muslims by recording this in a document to the Nejran people. A part of this document can be interpreted as follows: "For Nejran, there is the protection of God and the guarantee of the Prophet Mohamed of their lives, faith, land, property, , kith and kin, and attendants; they aie not to change of what they were. None of their rights shall be changed nor their faith, nor a bishop of his bishopric, nor a monk of his monastry". This shows that Islmic Shari'a was the first discipline to tolerate the creeds of others, to oblige its followers to protect these creeds and guarantee the freedom of practising religions rights for all.

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This was achieved without need to separate religion from state, or religions authority from secular authority, for Islam does not conflict with freedom of thinking. On the contrary, it calls on its followers to adopt the intellectual method on conducting their religions and secular affairs.

Islam made the principle of equality applicable to all people, Muslims and non-Muslims, in rights and duties, c iv i l and political aspects, before law and judge.

Islam calls for the avoidance of aggression and injustice against non-Muslims. The Prophet, Peace be upon Him, threatens those who are unfair to a treaty-partner, cheat him or overburden him.

Never did an oppressed alien (a Jew or a Christian) complain to Omar of a ruler unless Omar did him justice and gave him his due.

It was prayer time when Omar was sitting in the yard of the Res­urrection Church. Omar rose to his feet, made his way out to the gate of the Church and said his prayers there, quite alone. Then be had a document issued to the effect that, in similar circumstances, Muslims should act in a similar way, say their prayers at the gate, one be one, and never in a group.

The Holy Koran recommended Muslims to defend all houses of worship, be they for Jews or Christians. This is an obligation. A l l believers should be united for the protection of places of worship, where the name of God, Almighty, is freqently mentioned.

The Prophet, Peace be upon Him, warned Muslims of inflicting harm upon Christians, and particularly recommended the Copts of Egypt to them.

The Holy Koran commanded that the call should be performed with sagacity and amenity. Islam also allowed freedom of religions discourse with people of other creeds, so that conviction can be based on reason and proof.

Islam called upon Muslims to be good to their brethern, followers of the Book, and give them the best treatment.

The Prophet, Peace be upon Him, instructs us as to how to live in pea­ce, and not to be fanatic.

Besides, the curriculum emphasizes that Islam calls for a human discip­line, where all revealed religions collaborate to reform human life, place it on the right track and absolve it from absolute nihilism.

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Islam calls for love and amenity for all people v/ithout discrimination on account of religion, language, poverty or richness. So many are the aspects of human life where all revealed religions m.eet. Hence, Islam calls upon people to meet on a given basis (Co-operate in goodness and piety, and not in vice and aggression).

- Islam calls for indulgence that is founded on respect for the otb.er viev/ on uncertain issues. In this respect. Imam Shafei is quoted to have said: (My view is right but it can be wrong; and your view is v/rong, but it can be right).

- Islam calls for peace in all things and in all cases. The Islamic Call is for peace, fraternity and respect for the other view.

- The curricula of eithics and religions education which are to be deep-rooted in the pupils' souls, strive to emphasize religions values derived from the Divine laws that regard as good v/hat agrees with God's Statute and merits rev/ard in the Other Life, and as God prohibits what disagrees v/ith the Statute and deserves punishment.

Besides, religions and ethical values feature certain characteristics in such a concentration as cannot be found anywhere else: genuineness which is derived from God's Inspiration and the Holy Books with all their reverence and sacredncss; consistcncey issuing from the claiity of religions facts that provide impeccability for mind and soul; idealism which agrees with man's nature, his dynamic energy and the obligations dictated by religion; continuity that controls the m.ovement of life and contributes to its renev/al; commitment that is inspired by religions, ethical, individual and group av/areness; rcsponsibilty which is the basis of all control and integrity and the value of right and duty; balance between religions and secular needs and which leads to moderation and excludes exaggeration and extremism; and comprehensiveness, since religion controls the affairs of both worlds and the needs of self, mind, soul and body.

All The aforesaid chai-acteristics togedier are positive elements, enhancing religions values in individual and society, and eventually lead to the formation of good personality. Good personality of individuals makes a good society that is capable of looking after duties and rights of individuals and deepening their feeling of belongingness to the country.

Three spheres where the individual should take care of his religions and ethical values arc:

First : Religion-belief: The individual is required to believe in C-cd, His an­gels, books, and messengers, in the other life and in fate.

Second: Relation of the individual to others: Good manners are part and parcel of religion. This explains why religion calls upon us to be com.mitted to moral values and corresponding behavior.

Examples are taith saying-privately and in public, honesty, chastity, sincerity, purity of hand and tongue, good faith, work perfection, love of one's relatives, respect for the elders, mercy for the young and other virtues.

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Religion also regards freedom of speeeh as a value provided that it does not involve obscenity, lies, backbiting or slander. It considers blood shedding an ugly and rejected act unless it is for penalty or punishment. It calls upon the next-of-kin of the murdered person to show forgiveness, which it regards as of more value than revenge.

Thirdly: Relation of the individual to the universe: Looking at the Kingdom of God and contemplating it is a value. It adds to the value of science and leads to the revelation of mysteries of Earth and Heaven.

To sum up, all activities in the diverse fields should be a response to religions values, should be reflected by them and not diverge from them. Religion does not approve of any act that contradicts its foundation, or acknowledge any value that conflicts with its principles, regardless of its origin or its agent.

Values that are considered noble manners and that are involved in religions and ethical education are numerous and are distributed between rights and duties. Some of them are the right to live, freedom, religions indulgence, fraternity, self-defence, honour, and property, justice, dignity, participation in public life, religions belief, expressing one's opinion, consultation, private ownership, making legal wealth, v/ork, production, having a family, leai'ning, being dutiful to one's kin, being kind to the poor, securing a sufficient income, having a home, moving, good neighbourhood, m.aking peace between people, good citizenship, belongingness.. etc.

religions and ethical education is not the reponsibility only of school and teacher; other parties which share this responsibility are home, places of worship, mass media, cultural agencies, clubs and all other educational establishments and media. " Good example" also has a great impact on young people. Virtues are transferred through observation and imitation, and vices contaminate through association and company.

Ethical and religions education curricula strive to clarify aspects of value and ethical similarity in other religions and sects, together with explaining them in an unbiased way.

They also try to enhance such content and teaching methods as develop the scien­tific method of thinking, especially in life ethical and religions problems v/ith a view to combating mental and intellectual inflexibility and rigidity. The Mininstry of Education also tries to inculcate topics related to comparative religions and affinity of common concepts in religions and eithcal curricula. This helps to remove barriers between religions and is a step on the path of education for international understanding.

Islam launched a call for peace over 1400 years ago. Islam and peace meet at providing security, assurance and harmony. As to the relation betv/een Islam and the other religions, it is one of good-faith, co-operation, friendliness and justice.

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God Almighty made Prophet Mohamed a messenger with a mission, and not a despot. There are so many verses that emphasize this meaning although God, Almighty, considers His prophet as one with great morals. This may prove that Islam does not advocate voilence; Islamic Call derived its weight from the values, ideals and morals that it advocates.

Islam set its peace theory as can best be liked by humanity. Muslims should avoid aggression and starting war. However, i f hostility intensified and there was a threat of war, Muslims should accept all the peace terms offered by their enemy as long as these led to blood-sparing, and securing safety and peace for both siders.

Koran and Sunna have so many verses to this effect, which are taught in all educational stages. A good example of this spirit of indulgence is the noble, peace-oriented attitude reflected in the treaty which the Prophet made and, himself, signed with Koreish in the year of Hodayyeba.

Islam even set the scientific rules and priniciples which alleviated the horrors of war, and which are required for mere defence. So, it prohibited killing a woman at her home, a child in its cradle, a monk in his temple, a farmer on his land and a sick man in bed. Consequently, fighting was restricted to the battlefield and it was not to affect civilians. What is more, such acts as mutilation, torture and scortching were forbidden even in the battlefield itself

At the invasion of Mecca, the Prophet was so generous and forgiving to Koreish who kept fighting him for over twenty years, he set free over six thousand captives.

Muslims set an example in giving the best treatment to their captives, and fed them on bread, milk and dates Tam.ama bin Athal was captured by the Muslims and brought before the Prophet, who said to his men (Treat him well. Gather the food you have and send it to him). They offered him milk from the Prophet's camel.

The religions education curricula emphasize, and even recommends that a Muslim should treat his neighbour well whatever his religion is. So many verses deal with this theme to strengthen a Muslim's indulgence and peace with his neighbours of other religions. This is v/hat actually happens in all aspects of life in Egyptian Society, in rural and urban areas, among the rich and the poor.

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Reference Documents

1- Ministry oF Education, General Directorate for Adult Education, General Directions on Budget Execution of Literacy Classes for Individuals of 8-14 Years Old in the School Year 1993-94. Cairo, 1993.

2- Ministry of Education, General Directorate for Adult Education, Execution Directions for Curricula oF First Level oF ILLiteracy Eradication For Individuals of 8-14 Years Old in the School Year 1993-94. Cairo, 1993.

3- Ministiy oF Education, General Directorate for Basic Education. General Directions Regarding the Preparedness for the School Year 1993-94. Cairo. 1993.

4- Ministry of Education, General Directorate for Basic Education, A Memorandum on Preparing a Report on the Developments of Primary Education Stage During the Two Years 1991-92 / 1992-93. Cairo, 1993.

5- Ministry of Education, General Directorate for Preparatory Education, General Directions For the School Year 1993-94. Cairo, Í993.

6- Ministry oF Education, Chairman's Office oF General Directorate For General Secondry Education, General Directions On the Preparedness For the School Year 1993-94 in Special Education Schools and Classes. Cairo, 1993.

7- Ministry of Education, Chairman's Office of General Developments That have Been Done in the Central Directorate for Secondaiy Education in the two Years 1991¬92/1992-93. Cairo, 1993.

8- Ministry of Education, Senior Ministry Secretriate's Office of Chairman of Services Sector, Achievements of Services Sector Over the Period From 1/7/91 to 30/6/1992. Cairo, 1993.

9- Ministry of Education, Senior Minist iy Secretariate's Office of Chairman of North Egypt Directorates, A Report on Developments That Have Been Done Over the Period 1991-92/1992-93. Cciiro. 1993.

10- Ministry of Education, Senior Minist iy Secretariate's Office of Services Sector, A Report on Developing the Work in the Field of Educational Services During the Two Years 1991-92/1992-93. Cairo. 1993.

11 - U N E C E F , Communilv Schools. Cairo, 1993.

12- U N E C E F . Community Schoois : Manfalout-Asuit.El-Maisra Guide.Cairo. 1993.