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Overview of the chapter'
After reading this chapter,the readers will understand:

1-The difference between public education and Al Azhar education systems. 2-The differences between secondary and specialized schools. 3-How students apply to the universities after completing school? Ranareda.h (discuss • contribs) 17:29, 26 November 2022 (UTC) ===

Education levels
The public education system in Egypt is divided into three levels for kids aged 4-14. First, there is kindergarten for two years, followed by primary schools for six years and then a preparatory school for three years. The third stage involves secondary schools, which last until the age of 17 and then the university level. Starting at the age of four, kids are required to attend school for nine academic years. All levels of education are free of charge in government-run schools. There are also differences between the classes of the rich and the poor. According to the World Bank, the gap between the rich and the poor is referred to as the wealth gap. The National Strategic Plan for the Pre-University Education Reform was launched in 2007. It aims to ensure that all students have the necessary skills and knowledge to succeed in a knowledge economy. This includes the establishment of a comprehensive and viable education system that includes multiple components such as teaching methods, curriculum, assessment, and management.

The History of Education in Egypt
The History of Education in Egypt Ottoman ruler Pasha Muhammad Ali, who ruled from 1805 to 1848, established a modern school system that included a dual educational system. One of these was a traditional Mansourya school that served the civil servants, while the other was a school that was designed to teach the elite. The Mansourya emphasized the importance of memorizing passages from the Qur'an, while the Madrasa emphasized the importance of critical thinking and experimentation. The former system also did not emphasize the use of learning-by-doing and experimentation. During his reign, Ali Pasha sent two teams of understudy to Paris. Their main objective was to maintain the spirit of Napoleon's 1798 campaign in Egypt. The French government participated in the second student mission in 1844. Their interest in North Africa was the main reason for their participation. During this period, Egypt's provincial government did not support the country's instructive framework. Lord Cromer, who was the longest-serving British representative in Egypt, had a negative influence on the country's education system. Under his leadership, Egypt's education budget was reduced, and specialized institutions were closed. He also introduced tuition fees, which restricted the number of students who could attend school. After he left the country, these restrictions were lifted Ranareda.h (discuss • contribs) 17:32, 26 November 2022 (UTC)

Secondary schools in Egypt
Students after finishing their middle school and passing the national exam, students start secondary school. There are two kinds of secondary education in Egypt: technical and general. The general stage of secondary education in Egypt consists of three years of education. On the other hand, the technical stage lasts for up to five years. In Egypt, specialized schools are divided into business, mechanical, and rural schools. Some of these schools are also equipped with dual systems. The country's government recently introduced a new system for schools that are focused on Applied Technology. The Industrial Training Council was established in 2006 by a ministerial decree. Its main objective is to improve the coordination and guidance of various training-related entities within the Ministry of Education. The council's actions are based on the global technical education strategy. The objective of technical education and training is to address the skills shortage that most companies in Egypt face. According to a 2007 survey, over 30 percent of Egyptian firms cited the lack of skilled workers as the biggest barrier to their operations. Ranareda.h (discuss • contribs) 17:33, 26 November 2022 (UTC)

Al Azhar Education system
The Al-Azhar system, which is a parallel educational system, runs alongside the public system. It consists of primary school, three-year preparatory school, and six years of secondary education. To align the system with the rest of the secondary education system, the number of years was reduced from four to three in 1998. Girls and boys are separate schools within the system. The governing body of Al-Azhar is the Supreme Council of the Islamic Scholars Institution, which is responsible for overseeing the educational system. Although it is not officially a part of the Ministry of Education, it's still under the authority of Egypt's Prime Minister. All of the schools within the Al-Azhar system are referred to as institutes. Most of the curriculum is focused on religious subjects, and students are mostly Muslim. Al-Azhar schools can be found in different parts of the country, such as rural areas. Those who graduate from these schools are eligible to continue their studies at Al-Azhar University. As of 2008, there were 8272 Al-Azhar schools in Egypt. During the early 2000s, Al-Azhar schools only contributed less than 4% of the total enrollment. After graduating from these schools, their graduates are automatically admitted to Al-Azhar university. In 2007, it was estimated that there were about 1,906,290 students enrolled in Al-Azhar institutes. Ranareda.h (discuss • contribs) 17:37, 26 November 2022 (UTC)

Higher Education system
In Egypt, there is a wide range of educational institutions. About 30% of the country's population goes to university. However, only half of them finish their studies. The Higher Education Ministry is responsible for overseeing the country's tertiary education system. There are over 80 private and public universities, as well as 17 public universities. There are over 50 two-year and four-year technical schools and higher technical institutes in the country. The government anticipates that the number of students studying in higher education will grow by around 6% in 2009. There are 51 non-university technical schools and four higher technical institutes. The number of students studying in these establishments is expected to grow by 6% annually through 2009. In 1990, a law was passed that gave universities more autonomy. Unfortunately, despite the law's provisions, the country's education infrastructure still remains insufficient to meet the demand for higher education. Despite the law's provisions, the funding for university education has not increased significantly. In addition, the system's efficiency and effectiveness are not improved. This is because the lack of comprehensive evaluation systems and student assessments has affected the country's education system. Besides the lack of proper technical support for teachers, the inspection system also lacks an effective monitoring system for schools that are failing. The Thanaweyya Amma examinations are used for the end of secondary and preparatory schools. They do not assess students' higher-order thinking skills. Through private tutoring, students with better assets can significantly improve their scores and be admitted into Egypt's top universities. This type of education can also help them get into the country's top colleges. Unfortunately, this process limits the degree options of students and prevents them from choosing programs that are uninteresting. Ranareda.h (discuss • contribs) 17:39, 26 November 2022 (UTC)

International Education in Egypt
In 2015, Egypt was listed as one of the 184 international schools in the world by the ISC. This is a list that shows schools that provide a curriculum that is either partially or wholly in English, outside of an English-speaking country. Other publications such as The Economist use this term.The System of Education in Egypt. The NCCD, which are known as the National Center for Higher Education Research, the National Center for Education Evaluation, and the National Center for Curricula Development, help the Education Ministry make decisions related to the education system. They work together with other state-level panels to develop policies that are related to higher education. A formal teacher qualification track is in place for secondary and basic education. To become a teacher, candidates must complete four years' worth of pre-service courses at a university. The Professional Academy For Teachers provides various programs that are designed to improve the teaching skills of teachers. Local educators can also participate in international programs that are aimed at improving their professional development. In 2007, various ministries started informal discussions about the possibility of implementing education decentralization. Working groups were then formed to develop more formal proposals. In 2008, three pilot projects were established in Egypt's Ismailia, Luxor, and Faiyum governorates. These were chosen to implement the design. The project's main components are: capacity-building manuals, monitoring processes, and education stage. After funding was decentralized throughout the project's various phases, schools started receiving financial support in 2009. The pilot program had a relatively smooth start, and the anticipated outcomes included improved school-based planning and the development of local community cooperation. The pilot program's evaluation noted that the increased number of community donations resulted from the project's financing formula. The survey results also indicated that the median value of these donations had risen by over two-fold. Due to the different projects' focus on the education sector, the pilot projects have also been expanded to include other areas such as lodging and city administration. This new approach aims to decentralize the spending and dynamic aspects of the country's public service. One of the lead areas in this project is the instruction stage. As part of the decentralization process, the country's elected local popular councils are also being encouraged to participate in the planning and budgeting of the public service. These bodies, which exist at the district and governorate levels, are being utilized to monitor and manage the spending of the public service. In 2009, the plans for the decentralization of the financing of the public service were made. These include the establishment of new lines of financing and the distribution of capital equipment Ranareda.h (discuss • contribs) 17:40, 26 November 2022 (UTC)

Conclusion
Despite the progress that has been made in improving education, the quality of education still remains low and unequally distributed. This is why it is more important that students take private lessons instead of follow corrective measures. Due to the lack of high-quality education, the private tutoring market has become a growing one. According to a survey conducted by CAPMAS in 2004, about 58% of the families said that their children are currently taking private lessons. The survey also revealed that the average household spends over 60% of its total budget on private education. The lack of proper education and the need for private tuition are some of the issues that affect the students' decision to take private lessons. As of 2005, over 60% of Egyptian students are currently taking private lessons. Ranareda.h (discuss • contribs) 17:43, 26 November 2022 (UTC)