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Several posts were written before on the poor quality of education in the Arab world in general and the meager scientific academic research as well. Nevertheless, recently an international survey of the quality of education in 65 countries has been made public. The survey is conducted every three years by the Program for International Student Assessments or “PISA”.
PISA, conducted by the Organization for Economic Cooperation and Development, based in Paris, is a set of standardized tests weighs reading comprehension, mathematics and science and is taken by half a million 15 year olds in 65 countries.
The survey showed teenagers in Shanghai to be the best educated in the world. Also, Finnish and South Korean students’ performances were high and far ahead of the United States. According to the report, American students ranked 30th in math and 20th in sciences.
It has been well known that the educational quality at the lower level in the U.S. has been on a gradual decline since the 1970s. This lead to stern words from the U.S. education secretary, Mr. Duncan, who said that we are being out-educated. However, test scores also reflected negatively on Western European countries. The report came as an awakening call to many countries, which reflects that Asia in general is pushing hard in the field of education, and scientific research, which has begun to pay off for them.
A survey of the quality of education in the Arab world will reflect worse results of student performances. It has been reported that in the quality of education Egypt ranked 129 out of 134 states. This means that Egypt ranked among the ten lowest countries (ahram.org, 12/9/10). There are obvious reasons behind the deterioration of education in Egypt. First, the financial resources allocated to education are very small and 83% of it is spent on the salaries of teachers and other staff members. This means that only a small percentage of money is allocated to education is spent on students to improve the quality of education. Second, the increases in population contributed to large class size. During 2009, 2, 217, 409 babies were born in Egypt. During the same year, 476, 297 people died. This translates into a 1, 741, 112 population increase. It remains to be seen what the impact of such population increases will be on schools and educational facilities.
This should be viewed in relation to the small educational budget. This is why Egypt has been unable to lower its illiteracy rate, which is still more than 1/3 of the total population. According to Dr. Ahmad Darwish, the Minister of Administrative Development, Egypt needs to build 1,000 schools per year to accommodate the population increase. Furthermore, it has been reported that only 28% of children between the age of 4 and 6 years attend school. Also, the dropout rate is 16% among students between the ages of 6 and 14 years old. (www.ahram.org, 11/14/10).
The deterioration of the quality of education is reflected at the higher educational levels as well. The UNISECO educational report for the year 2010 stated that scientific research in the Arab world is not that significant. During the past four decades, money allocated for scientific research has been below the average of world rates, which fluctuate between 1.0 and 0.1% of the GDP. For example, Egypt allocated less than 0.23% of its GDP for its scientific research while Tunisia ranked number one in the Arab world since 2007 (it allocates 1% of its GDP to scientific research). Saudi Arabia allocates 0.05% and is ranked at the bottom of the list in the Arab world in terms of spending on scientific research.
The report revealed also that the correlation between population and scientists in the Arab world is very low. There are 373 researchers per one million people, while the world average is 1,081 researchers per one million people.
It is a tragic thing that many Arab scientists leave their countries due to the lack of opportunities at home. What adds to the deterioration of scientific research is not only the lack of funds but also the high unemployment among that part of the population. This is the major factor that puts the Arab world way behind the rest of the world. In the mean time, Arab states need to face the challenges facing them such as scarcity of water, increasing desertification, declining of agricultural productivity and more reliance on food imports. High unemployment rates exceed 20%. The illiteracy rate is nearly 50%. Meanwhile, more money is spent on the import of military hardware to ensure the ruling political leaders’ survival.
The major factor behind the problems facing the Arab world is the absence of democracy, transparency, and accoun
Showing posts with label Illiteracy. Show all posts
Showing posts with label Illiteracy. Show all posts
Dec 27, 2010
Sep 30, 2010
The Chronic Dilemma of Egypt’s Educational System
In Egypt, it is becoming a yearly phenomenon that the Ministry of Education fails to deliver books on time for students. The lack of books, among other things, has been a problem for the last 25 years, despite parent protests each year against this problem and also against teacher in competency. Many students cannot move from one grade to the next without private tutoring because of this. Accountability in the lower educational system is absent, despite the denials of the Ministry of Education.
It has been reported by ahram (9/21/10) that 66% of school children in Egypt have private tutoring. The survey of the Social Research Center in Egypt revealed that 39% of families who provide private tutoring for their children spend more than half the family’s income and 22.6% of families spend one-third of their income on the tutoring. 18.1% spend one-fourth of their income on tutoring. Furthermore, parents are experiencing an increase in the cost of private tutoring. The cost depends on the subject matter. Science and math cost more than other subjects. Also, the price per sixty-minute session depends on the residential area where the student lives. According to almasry-alyoum (9/24/10) the cost of private tutoring in math and sciences has reached between 50 and 60 Egyptian pounds per hour. In lower income residential areas, the prices are relatively lower, between 25 and 30 Egyptian pounds. If a family has two children attending school, the economic impact on this family would be very difficult to cope with, especially w hen nearly 44% of families in Egypt are living below the poverty index level, according to U.N reports. It seems to me that the public officials, especially teachers, have lost their morals, ethics and sense of responsibility. The progress of any society depends on the quality of education and the scientific research accomplished. During the past 25 years, government officials have ignored education, and that is why the illiteracy rates in Egypt are among the highest, at nearly one-third of the population. Furthermore, the government education budget is only 4.2% of the GDP according to the Egyptian census of 2006. This is a very low allocation and will not be effective in dealing with the massive problems in the Egyptian educational system. During the early 1960s, Egypt was ahead of South Korea in many ways. Due to the implementation of democracy in South Korea at the time, public officials allocated 20% of the government budget to education and scientific research for twenty years. The commitment of the South Korean government to educational reforms has paid off. The tragedy is that what happens to the Egyptian educational system is the opposite of what South Korea’s government has accomplished. Corruption and the absence of accountability are costing the Egyptian public a high price.
Recently, Farouk Gowaida wrote an excellent article on the negative turn of events in the Egyptian educational system since the late 1960s (www.shorouknews.com, 9/27/10). Professor Gowaida noted that the Egyptian educational system at the time was among the best. Schools were clean and the quality of education was high. Egyptian universities' standards were well recognized. That was the prevailing status of Egypt's educational system at the time. Things have changed substantially since then. The Egyptian teacher is no longer viewed as a model teacher. Instead, he or she is viewed as part of the Egyptian financial market. Even the educational requirements reflect a lack of understanding of the changes that have been taking place in the advanced world. Many students are graduating without the knowledge and skills required for employment.
Among other things, the poor quality of the educational system has enhanced the growth of foreign schools that cost parents a high price in tuition. The tuition of some of these schools exceeds 100,000 Egyptian pounds per year. Equate this to the yearly salary of the average factory worker, which fluctuates between 4,000 and 5,000 Egyptian pounds per year.
According to the professor, there are around 57 foreign high schools in Egypt. 32 schools are American, 11 are British, 9 are French, 3 are Canadian, and 2 are German. He continued to say that these schools look like islands, totally separate from Egyptian society. Despite the fact that the Egyptian educational system requires foreign schools to operate according to the Egyptian law, these laws are ignored by the foreign schools. Foreign languages are the main language in many of these schools. Arabic language and Egyptian history and culture are not part of their curriculum.
This is a very dangerous phenomenon in terms of its long-term impact on Egyptian students who are enrolled in these schools. What will the impact of such an educational situation be on future Egyptian generations and society at large?
These schools provide education for some of the children of non-Egyptian nationals who will leave Egyptian to go back where they came form. It is the responsibility of the Egyptian Ministry of Education to hold foreign schools to the same standards required in public schools. Egyptian students should be required to learn Arabic language and be educated on the history and culture of their own society.
Based on my own observations as a frequent academic visitor to Egypt, the changes that have been taking place during the past 4 decades have been moving in the wrong direction. This is reflected in all walks of life and not just in education. Such misdirection is also attributed to the lack of transparency and accountability due to the absence of democratic institutions in Egyptian society. This has led to the widely prevailing corruption in Egyptian society.
It has been reported by ahram (9/21/10) that 66% of school children in Egypt have private tutoring. The survey of the Social Research Center in Egypt revealed that 39% of families who provide private tutoring for their children spend more than half the family’s income and 22.6% of families spend one-third of their income on the tutoring. 18.1% spend one-fourth of their income on tutoring. Furthermore, parents are experiencing an increase in the cost of private tutoring. The cost depends on the subject matter. Science and math cost more than other subjects. Also, the price per sixty-minute session depends on the residential area where the student lives. According to almasry-alyoum (9/24/10) the cost of private tutoring in math and sciences has reached between 50 and 60 Egyptian pounds per hour. In lower income residential areas, the prices are relatively lower, between 25 and 30 Egyptian pounds. If a family has two children attending school, the economic impact on this family would be very difficult to cope with, especially w hen nearly 44% of families in Egypt are living below the poverty index level, according to U.N reports. It seems to me that the public officials, especially teachers, have lost their morals, ethics and sense of responsibility. The progress of any society depends on the quality of education and the scientific research accomplished. During the past 25 years, government officials have ignored education, and that is why the illiteracy rates in Egypt are among the highest, at nearly one-third of the population. Furthermore, the government education budget is only 4.2% of the GDP according to the Egyptian census of 2006. This is a very low allocation and will not be effective in dealing with the massive problems in the Egyptian educational system. During the early 1960s, Egypt was ahead of South Korea in many ways. Due to the implementation of democracy in South Korea at the time, public officials allocated 20% of the government budget to education and scientific research for twenty years. The commitment of the South Korean government to educational reforms has paid off. The tragedy is that what happens to the Egyptian educational system is the opposite of what South Korea’s government has accomplished. Corruption and the absence of accountability are costing the Egyptian public a high price.
Recently, Farouk Gowaida wrote an excellent article on the negative turn of events in the Egyptian educational system since the late 1960s (www.shorouknews.com, 9/27/10). Professor Gowaida noted that the Egyptian educational system at the time was among the best. Schools were clean and the quality of education was high. Egyptian universities' standards were well recognized. That was the prevailing status of Egypt's educational system at the time. Things have changed substantially since then. The Egyptian teacher is no longer viewed as a model teacher. Instead, he or she is viewed as part of the Egyptian financial market. Even the educational requirements reflect a lack of understanding of the changes that have been taking place in the advanced world. Many students are graduating without the knowledge and skills required for employment.
Among other things, the poor quality of the educational system has enhanced the growth of foreign schools that cost parents a high price in tuition. The tuition of some of these schools exceeds 100,000 Egyptian pounds per year. Equate this to the yearly salary of the average factory worker, which fluctuates between 4,000 and 5,000 Egyptian pounds per year.
According to the professor, there are around 57 foreign high schools in Egypt. 32 schools are American, 11 are British, 9 are French, 3 are Canadian, and 2 are German. He continued to say that these schools look like islands, totally separate from Egyptian society. Despite the fact that the Egyptian educational system requires foreign schools to operate according to the Egyptian law, these laws are ignored by the foreign schools. Foreign languages are the main language in many of these schools. Arabic language and Egyptian history and culture are not part of their curriculum.
This is a very dangerous phenomenon in terms of its long-term impact on Egyptian students who are enrolled in these schools. What will the impact of such an educational situation be on future Egyptian generations and society at large?
These schools provide education for some of the children of non-Egyptian nationals who will leave Egyptian to go back where they came form. It is the responsibility of the Egyptian Ministry of Education to hold foreign schools to the same standards required in public schools. Egyptian students should be required to learn Arabic language and be educated on the history and culture of their own society.
Based on my own observations as a frequent academic visitor to Egypt, the changes that have been taking place during the past 4 decades have been moving in the wrong direction. This is reflected in all walks of life and not just in education. Such misdirection is also attributed to the lack of transparency and accountability due to the absence of democratic institutions in Egyptian society. This has led to the widely prevailing corruption in Egyptian society.
Aug 12, 2010
Illiteracy Rate and Population Growth
The illiteracy rates in the Arab world fluctuate from 35% to 45% in most populated states such as Egypt, Sudan, Yemen and Morocco, where more than half the population resides. However, the illiteracy rate among females is almost double the rate for men.
Available demographic research reflects that the educational attainment of individuals are inversely related to their fertility and directly related to their knowledge and practice of family planning and birth control.
The high illiteracy rate among female and their meager participation in waged economic activities will continue to be an influential contributing factor to the high birth rate in the Arab world.
Furthermore, the unemployment rates among females in general, especially in the college graduate group, are much higher than their equals among males. For example, the female unemployment rate of high school graduates was estimated at 83% and was 25% among college graduates. (www.ahram.org, 8/9/2010).
The high unemployment rate among females is not the result of discrimination, but it is attributed to the lack of job opportunities.
In conclusion, the Arab world's demographic profile reflects a critical and important feature. First, the age composition indicates that half of the population is under the age of 18 and may be classified as a consumer population. This implies that more resources must be allocated to take care of that dependent segment of the population, hence less capital will be available for economic investment in industry and agriculture, especially in populated states. Furthermore, the consequence of the present demographic momentum, which is the delayed impact of the recent rapid trend of population growth, is a ticking bomb. Nearly half of the population is under the age of 18 and within a short period many will be ready to marry; the rate of population growth will be further accelerated. Even under the most optimistic situation, where all newlywed couples limit themselves to two children, which is roughly the replacement level, Arab population will continue to increase because the large cohorts of children born recently will mature and reproduce. It will take nearly fifty years for the population to stabilize and the Arab world will add at least fifty percent more to its size from the time when the decline to replacement level starts.
Nearly half the Arab population is poverty-stricken and more than 2/3 of the land is unfit for cultivation. Shortages of food and scarcity of water is posing the biggest challenge to the Arab world. Population increase must be challenged by remodeling social, cultural and economic habits and by a highly organized independent apparatus of social production.
Available demographic research reflects that the educational attainment of individuals are inversely related to their fertility and directly related to their knowledge and practice of family planning and birth control.
The high illiteracy rate among female and their meager participation in waged economic activities will continue to be an influential contributing factor to the high birth rate in the Arab world.
Furthermore, the unemployment rates among females in general, especially in the college graduate group, are much higher than their equals among males. For example, the female unemployment rate of high school graduates was estimated at 83% and was 25% among college graduates. (www.ahram.org, 8/9/2010).
The high unemployment rate among females is not the result of discrimination, but it is attributed to the lack of job opportunities.
In conclusion, the Arab world's demographic profile reflects a critical and important feature. First, the age composition indicates that half of the population is under the age of 18 and may be classified as a consumer population. This implies that more resources must be allocated to take care of that dependent segment of the population, hence less capital will be available for economic investment in industry and agriculture, especially in populated states. Furthermore, the consequence of the present demographic momentum, which is the delayed impact of the recent rapid trend of population growth, is a ticking bomb. Nearly half of the population is under the age of 18 and within a short period many will be ready to marry; the rate of population growth will be further accelerated. Even under the most optimistic situation, where all newlywed couples limit themselves to two children, which is roughly the replacement level, Arab population will continue to increase because the large cohorts of children born recently will mature and reproduce. It will take nearly fifty years for the population to stabilize and the Arab world will add at least fifty percent more to its size from the time when the decline to replacement level starts.
Nearly half the Arab population is poverty-stricken and more than 2/3 of the land is unfit for cultivation. Shortages of food and scarcity of water is posing the biggest challenge to the Arab world. Population increase must be challenged by remodeling social, cultural and economic habits and by a highly organized independent apparatus of social production.
Jul 22, 2010
Population Explosion in the Arab World
Population growth in the Arab world has been increasing steadily and creating difficulties for economic development, especially in the most populated states.
As of 2009, Arab population exceeded 350 million people. If the rate of growth continues, it is projected to reach 400 million people by the year 2015 and 650 million by the year 2030.
However, the population growth rate varies from state to state. It fluctuates from 3.69% to .98%. The United Arab Emirates have the highest growth rate (3.69%) with a population size of 4,599,000 people. They also have one of the highest GDP (PPP) in the region: $54.433 per person per year. The state of Oman ranked second with a rate of growth of 3.14% and a population size of 2,845,000 people. Its GDP is above the average of $22.816.
Jordan ranked third with a rate of growth of 3.04% and a population size of 6,316,000 people. It has a high population density and low GDP, which is $4,901 per person per year.
There are ten Arab states with a population growth rate between 2.0% and 2.97%. Egypt has a rate of growth of 2.03% and a population size of 82 million people. Its GDP, $5,138 per person per year. Yemen has a rate of growth of 2.97% and a population size of23,586,000 people. its GDP is among the very lowest at $2.335 per person per year. Eight states fall between Egypt and Yemen in terms of rates of population growth. However, their GDP varies from $2,000 – $600 per person per year for these states. The rest of the Arab states (8) have rates of population growth that vary from 1.9%-0.98%. Tunisia has the lowest population growth rate, which is 0.98% and a population size of 10,432,500 people. Its GDP is $7,520 per person per year. Tunisia is among the few states that implemented a successful family planning and birth control program several decades ago. In a previous post a reference was made to Egypt’s family planning and birth control program, which was officially implemented decades before Tunisia but so far has turned out to be a failure.
Jordan just recently adopted a family planning and birth control program with an aim of lowering its birth rate to 2.5 babies per woman by the year 2017 and 2.1 babies per woman by 2030. The present rate is 3.6 babies per woman (www.aljazeera.net, 7/17/2010). Nevertheless, the second lowest population growth rate, 1% is in Lebanon, which has a population size of 4,224,000 people and a GDP of $10,109 per person per year.
The GDP (PPP) in the Arab world reflects a big gap between the “haves” and the “have nots”. The gap fluctuates from $74,882 in Qatar with a population of 1,409,000 people to Somalia’s GDP of $600 per person per year and a population size of 10,112,453.
For comparative purposes, the U.S.A GDP is $46,400 per person per year.
The highest GDP (PPP) in the Arab world is reflected in the Arab oil producing countries of the Gulf region. This situation reflects a wide gap in terms of the distribution of wealth in the Arab world. These countries also have a low population size and population density by comparison to the rest of the states in the Arab world. The negative consequences of both the uneven distribution of wealth and the high rates of population growth have produced instabilities and a grim future outlook, especially for the younger generations. In the following post, emphasis will be placed on the impact of population growth on food production, scarcity of water resources, education and the high rates of illiteracy, unemployment and poverty, the shortage of housing, and crowded transportation systems.
*All statistics were used based on U.N. demographic data, World Bank and U.S. Central Intelligence Agency’s records.
As of 2009, Arab population exceeded 350 million people. If the rate of growth continues, it is projected to reach 400 million people by the year 2015 and 650 million by the year 2030.
However, the population growth rate varies from state to state. It fluctuates from 3.69% to .98%. The United Arab Emirates have the highest growth rate (3.69%) with a population size of 4,599,000 people. They also have one of the highest GDP (PPP) in the region: $54.433 per person per year. The state of Oman ranked second with a rate of growth of 3.14% and a population size of 2,845,000 people. Its GDP is above the average of $22.816.
Jordan ranked third with a rate of growth of 3.04% and a population size of 6,316,000 people. It has a high population density and low GDP, which is $4,901 per person per year.
There are ten Arab states with a population growth rate between 2.0% and 2.97%. Egypt has a rate of growth of 2.03% and a population size of 82 million people. Its GDP, $5,138 per person per year. Yemen has a rate of growth of 2.97% and a population size of23,586,000 people. its GDP is among the very lowest at $2.335 per person per year. Eight states fall between Egypt and Yemen in terms of rates of population growth. However, their GDP varies from $2,000 – $600 per person per year for these states. The rest of the Arab states (8) have rates of population growth that vary from 1.9%-0.98%. Tunisia has the lowest population growth rate, which is 0.98% and a population size of 10,432,500 people. Its GDP is $7,520 per person per year. Tunisia is among the few states that implemented a successful family planning and birth control program several decades ago. In a previous post a reference was made to Egypt’s family planning and birth control program, which was officially implemented decades before Tunisia but so far has turned out to be a failure.
Jordan just recently adopted a family planning and birth control program with an aim of lowering its birth rate to 2.5 babies per woman by the year 2017 and 2.1 babies per woman by 2030. The present rate is 3.6 babies per woman (www.aljazeera.net, 7/17/2010). Nevertheless, the second lowest population growth rate, 1% is in Lebanon, which has a population size of 4,224,000 people and a GDP of $10,109 per person per year.
The GDP (PPP) in the Arab world reflects a big gap between the “haves” and the “have nots”. The gap fluctuates from $74,882 in Qatar with a population of 1,409,000 people to Somalia’s GDP of $600 per person per year and a population size of 10,112,453.
For comparative purposes, the U.S.A GDP is $46,400 per person per year.
The highest GDP (PPP) in the Arab world is reflected in the Arab oil producing countries of the Gulf region. This situation reflects a wide gap in terms of the distribution of wealth in the Arab world. These countries also have a low population size and population density by comparison to the rest of the states in the Arab world. The negative consequences of both the uneven distribution of wealth and the high rates of population growth have produced instabilities and a grim future outlook, especially for the younger generations. In the following post, emphasis will be placed on the impact of population growth on food production, scarcity of water resources, education and the high rates of illiteracy, unemployment and poverty, the shortage of housing, and crowded transportation systems.
*All statistics were used based on U.N. demographic data, World Bank and U.S. Central Intelligence Agency’s records.
Dec 19, 2009
Problems and Challenges Facing the Arab World
There are serious problems and challenges facing the Arab world today.They require immediate attention:
1. Global weather change and its impact on the Middle East and North African regions, such as the decreasing rainfall and the problem of desertification.
2. Population growth and its negative impact on economic development. The population is expected to double, 345 million people to over 600 million, the next 25 to 30 years.
3. Insufficient food production in all Arab states. They all rely on food import to meet their basic needs.
4. Shortage of fresh water which caused the Middle East to be among the driest regions in the world. More than 2/3 of Arab countries are classified as water poverty stricken.
5.Official unemployment rate in the Arab world is 15%, which is a very conservative estimate. Some studies notes that at least 100 million new jobs need to be created in the next 25 years for the young generation that will be entering the labor market.
6. Poverty and the high rate of illiteracy which are of major human and economic concerns. More than 40% of the Arab world population are living below the poverty index level , which is 2 dollars per day, per person. Poverty is definitely associated with the high rate of illiteracy. It has been estimated that at least 1/3 of the adult population in the Arab world cannot read or write. This is translated into more than 60 million people.
I will further discuss and analyze the above problems and challenges facing the Arab world. Keep checking my posts for further information.
1. Global weather change and its impact on the Middle East and North African regions, such as the decreasing rainfall and the problem of desertification.
2. Population growth and its negative impact on economic development. The population is expected to double, 345 million people to over 600 million, the next 25 to 30 years.
3. Insufficient food production in all Arab states. They all rely on food import to meet their basic needs.
4. Shortage of fresh water which caused the Middle East to be among the driest regions in the world. More than 2/3 of Arab countries are classified as water poverty stricken.
5.Official unemployment rate in the Arab world is 15%, which is a very conservative estimate. Some studies notes that at least 100 million new jobs need to be created in the next 25 years for the young generation that will be entering the labor market.
6. Poverty and the high rate of illiteracy which are of major human and economic concerns. More than 40% of the Arab world population are living below the poverty index level , which is 2 dollars per day, per person. Poverty is definitely associated with the high rate of illiteracy. It has been estimated that at least 1/3 of the adult population in the Arab world cannot read or write. This is translated into more than 60 million people.
I will further discuss and analyze the above problems and challenges facing the Arab world. Keep checking my posts for further information.
Dec 16, 2009
School Dropout
In previous posts I have noted that, in general, the educational systems at both the upper and lower levels are poor and way behind other countries worldwide. The educational institutions are graduating students who are not prepared to meet the challenges of the 21st Century.
Recently, the Egyptian Minister of Education, Dr. Yusri Aljamal, stated that there are more than 300,000 students who dropped out of schools in Egypt. He noted that this trend has to stop, because it reflects negatively on the Egyptian society, and that these students have to be brought back to school. Some of these students are without shelter, and must be from poverty stricken homes. They are referred to as "Awlad il-Shawara", which means "street boys". The Minister of Education should be commended for focusing on the problem of school dropouts, which has been going on for many years and is also reflected in the high illiteracy rate in Egypt which exceeds one third of the total adult population. It is unfortunate that the illiteracy rate in the Arab world in general is still high. It varies from 10% to 40% of the adult population.
There are several factors related to students dropping out from schools. First, poverty, which prevails on a large scale in many countries in the Arab world, pressures families to let their children leave school to search for a job. Second, schools are too crowded, and the educational environment does not encourage students to stay in school. Third, there are shortages of trained school teachers where they are needed. Fourth, schools lack professionally trained counselors to help students with their problems when needed. Fifth, the location of public schools, especially in rural areas where distance becomes discouraging factor commuting to school. Sixth, in rural areas, many illiterate parents discourage their daughters from attending schools for obvious reasons. These are at least some factors that influence and discourage students from continuing their education. Nevertheless, those who drop out of schools will pay a high price, and will become a burden on their societies.
Recently, the Egyptian Minister of Education, Dr. Yusri Aljamal, stated that there are more than 300,000 students who dropped out of schools in Egypt. He noted that this trend has to stop, because it reflects negatively on the Egyptian society, and that these students have to be brought back to school. Some of these students are without shelter, and must be from poverty stricken homes. They are referred to as "Awlad il-Shawara", which means "street boys". The Minister of Education should be commended for focusing on the problem of school dropouts, which has been going on for many years and is also reflected in the high illiteracy rate in Egypt which exceeds one third of the total adult population. It is unfortunate that the illiteracy rate in the Arab world in general is still high. It varies from 10% to 40% of the adult population.
There are several factors related to students dropping out from schools. First, poverty, which prevails on a large scale in many countries in the Arab world, pressures families to let their children leave school to search for a job. Second, schools are too crowded, and the educational environment does not encourage students to stay in school. Third, there are shortages of trained school teachers where they are needed. Fourth, schools lack professionally trained counselors to help students with their problems when needed. Fifth, the location of public schools, especially in rural areas where distance becomes discouraging factor commuting to school. Sixth, in rural areas, many illiterate parents discourage their daughters from attending schools for obvious reasons. These are at least some factors that influence and discourage students from continuing their education. Nevertheless, those who drop out of schools will pay a high price, and will become a burden on their societies.
Oct 31, 2009
Decline of the Educational System in the Arab World -Egypt
Illiteracy in the Arab World exceeds one third of its population, and statistics on illiteracy vary from country to country in the region.
In a previous post (10/24/09), I have referred to the poor quality of education in the Arab world, in both higher academic institutions as well the lower levels. The Economist (10/17/09) referred to a comparative study conducted on the educational system in the Arab World. The study "Trends in International Mathematics and Science Study, TIMSS," is issued every four years. The latest issue, 2007, states that "out of 48 countries tested all 12 participating Arab countries fell below the average. More disturbing, less than 1% of students aged 12-13 in ten Arab countries reached an advanced benchmark in science, compared with 32% in Singapore and 10% in the U.S., only Jordan scored above the average."
In Egypt, which used to carry the torch of education in the Arab World, the situation is deteriorating at a rapid rate.
The poor performance of students, especially in math and sciences, is attributed to several factors:
1. population growth is a big challenge to the Egyptian government. There are not enough schools build to meet the increasing number of students. Classes are over-crowded, which hinders the learning process.
2. government budget allocated for schools to meet their basic needs, is relatively small.
3. teachers are not properly trained. Hence, the quality of teaching is poor, a situation that is of concern to many parents. The number of private tutoring is on the increase, and only parents with certain means can afford to hire private tutors.
4. large number of schools are physically and structurally unfit to be used. Some structures are endangering the life of students due to their very poor conditions. Recently, it has been noticed in the Egyptian media that some schools do not have proper facilities to be used by students.
A quick survey of an Egyptian newspaper reflects the intensity of the problem. The followings are some specific points highlighting the decaying conditions of some schools:
1. In 1999 the Egyptian Governor of Buhayra ordered the partial demolition of EDCO (Secondary Agricultural School) for safety reasons. The school used to provide 25 class rooms serving 400 students. After the demolition 6 class rooms were left. Most of the classes are held in the open and chemical labs are unavailable for students. The Governor maintained that he has, since 1999, requested the Ministry of Education to rebuild what was demolished. His requests were never taken into consideration (Al Masry Al Yom,10/30/09)!
2. There are 450 students who are attending school in a barn due to the lack of facilities ( Al Masry Al Yom, 10/12/09)!
3. In Daqahliya, a condemned school liable to collapse, is attended by 770 students ( Al masry Al Yom, 10/31/09). According to this report, the Ministry of Education, for the past ten years, has turned down requests to build a new school!
4.In Al Muhandiseen, a middle class residential area in Cairo, garbage piles are blocking the entrance to an elementary school ( Al Masry Al Yom, 10/14/09)!
5. In the governorate of Ismailiyah, water services were cut off in Sarabiyum school because water bills were not paid (10/19/09)!
6. In Port-Said, 120 students are attending schools in shacks and use the street corners as their public facilities (Al Masry Al Yom 10/22/09)!
7. Garbage piles are surrounding Khalid Ibn al Walid school in Cairo, and students have to close windows to avoid foul smells( Al Masry Al Yom, 10,19/09)!
The above are only few examples listed in one newspaper in less than a month. The Ministry of Education in Egypt is failing on two accounts: to secure the safety of students in many schools, and to maintain a successful system of education. The results of bureaucratic obstacles are reflected in the high rates of students drop-out, and the rising rate of illiteracy. A large number of students graduate from schools with poor education in math, sciences and even the basic knowledge of standard Arabic.
It is a fact, that in any society the education of the younger generation is the most important investment for future development. Hence, it is of the utmost importance for the Egyptian government, specially the Ministry of Education, to seriously re-evaluate its educational programs. Will it be able to face such an important challenge?
In a previous post (10/24/09), I have referred to the poor quality of education in the Arab world, in both higher academic institutions as well the lower levels. The Economist (10/17/09) referred to a comparative study conducted on the educational system in the Arab World. The study "Trends in International Mathematics and Science Study, TIMSS," is issued every four years. The latest issue, 2007, states that "out of 48 countries tested all 12 participating Arab countries fell below the average. More disturbing, less than 1% of students aged 12-13 in ten Arab countries reached an advanced benchmark in science, compared with 32% in Singapore and 10% in the U.S., only Jordan scored above the average."
In Egypt, which used to carry the torch of education in the Arab World, the situation is deteriorating at a rapid rate.
The poor performance of students, especially in math and sciences, is attributed to several factors:
1. population growth is a big challenge to the Egyptian government. There are not enough schools build to meet the increasing number of students. Classes are over-crowded, which hinders the learning process.
2. government budget allocated for schools to meet their basic needs, is relatively small.
3. teachers are not properly trained. Hence, the quality of teaching is poor, a situation that is of concern to many parents. The number of private tutoring is on the increase, and only parents with certain means can afford to hire private tutors.
4. large number of schools are physically and structurally unfit to be used. Some structures are endangering the life of students due to their very poor conditions. Recently, it has been noticed in the Egyptian media that some schools do not have proper facilities to be used by students.
A quick survey of an Egyptian newspaper reflects the intensity of the problem. The followings are some specific points highlighting the decaying conditions of some schools:
1. In 1999 the Egyptian Governor of Buhayra ordered the partial demolition of EDCO (Secondary Agricultural School) for safety reasons. The school used to provide 25 class rooms serving 400 students. After the demolition 6 class rooms were left. Most of the classes are held in the open and chemical labs are unavailable for students. The Governor maintained that he has, since 1999, requested the Ministry of Education to rebuild what was demolished. His requests were never taken into consideration (Al Masry Al Yom,10/30/09)!
2. There are 450 students who are attending school in a barn due to the lack of facilities ( Al Masry Al Yom, 10/12/09)!
3. In Daqahliya, a condemned school liable to collapse, is attended by 770 students ( Al masry Al Yom, 10/31/09). According to this report, the Ministry of Education, for the past ten years, has turned down requests to build a new school!
4.In Al Muhandiseen, a middle class residential area in Cairo, garbage piles are blocking the entrance to an elementary school ( Al Masry Al Yom, 10/14/09)!
5. In the governorate of Ismailiyah, water services were cut off in Sarabiyum school because water bills were not paid (10/19/09)!
6. In Port-Said, 120 students are attending schools in shacks and use the street corners as their public facilities (Al Masry Al Yom 10/22/09)!
7. Garbage piles are surrounding Khalid Ibn al Walid school in Cairo, and students have to close windows to avoid foul smells( Al Masry Al Yom, 10,19/09)!
The above are only few examples listed in one newspaper in less than a month. The Ministry of Education in Egypt is failing on two accounts: to secure the safety of students in many schools, and to maintain a successful system of education. The results of bureaucratic obstacles are reflected in the high rates of students drop-out, and the rising rate of illiteracy. A large number of students graduate from schools with poor education in math, sciences and even the basic knowledge of standard Arabic.
It is a fact, that in any society the education of the younger generation is the most important investment for future development. Hence, it is of the utmost importance for the Egyptian government, specially the Ministry of Education, to seriously re-evaluate its educational programs. Will it be able to face such an important challenge?
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