Education in Egypt

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Egyptian boys reading

Mansoura University

Egypt has the
largest overall education system in the Middle East and
North Africa (MENA) and it has grown rapidly since the early 1990s. In
recent years the Government of Egypt has accorded even greater priority in
improving the education system. According to the Human Development
Index (HDI), Egypt is ranked 123 in the HDI, and 7 in the lowest 10 HDI
countries in the Middle East and Northern Africa, in 2009. With the help of
World Bank and other multilateral organizations Egypt aims to increase access in
early childhood care and education and the inclusion of ICT at all levels of
education, especially at the tertiary level[1].
The government is responsible for offering free education at all levels. The
current overall expenditure on education is about 12.6 percent as of 2007[2].
Investment in education as a percentage of GDP rose to 4.8 in 2005 but then fell
to 3.7 in 2007. The Ministry of education is also tackling with a number of
issues: trying to move from a highly centralized system to offering more
autonomy to individual institutions, thereby increasing accountability. The
personnel management in the education also needs to be overhauled and teachers
should be hired on merit with salaries attached to the performance.

Contents

1 Education System in
Egypt

2 Demographics

3 Types of Schools

3.1 Government
Schools

3.2 Private
Schools

4 Basic
Education

5 Secondary
Education

6 Al Azhar Education
System

7 Higher Education
System

8 Education and the
Community

9 Challenges

10 See also

11 References

[edit]
Education System in
Egypt

Life in Egypt

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Education

Wildlife

The public education system in Egypt consists of three levels: the basic
education stage for 4–14 years old: kindergarten for two years followed by
primary school for six years and preparatory school for three years. Then, the
secondary school stage is for three years,for ages 15 to 17, followed by the
tertiary level. Education is made compulsory for 9 academic years between the
ages of 6 and 14. Moreover, all levels of education are free in any government
run schools. According to the World Bank, there are great
differences in educational attainment of the rich and the poor, also known as
the “wealth gap.” Although the median years of school completed by the rich and
the poor is only one or two years but the wealth gap reaches as high as nine or
ten years. In the case of Egypt, the wealth gap was a modest 3 years in the
mid1990s[3].
Overall, the composite education Index in the MENA Flagship Report: The Road Not
Traveled showed promising results of Egypt’s relative educational achievements.
Of the 14 MENA countries analyzed, Egypt achieved the universal primary
education and has also reduced the gender gap at all levels of instruction, but
there is still a need to improve the quality of education[4].

Promotional examinations are held at all levels except in grades 3, 6 and 9
at the basic education level and the grades 11 and 12 in the secondary stage,
which apply standardized regional or national exams.

The Ministry of Education is responsible for making decisions about the
education system with the support of three Centers: the National Center of
Curricula Development, the National Center for Education Research, and the
National Center for Examinations and Educational Evaluation. Each center has its
own focus in formulating education policies with other state level
committees[5].On
the other hand, the Ministry of Higher Education supervises the higher education
system.

There is also a formal teacher’s qualification track in place for basic and
secondary education levels. The teachers are required to complete four years of
pre-service courses at university to enter the teaching profession. Specifically
with respect to teacher’s professional development to raise mathematics, science
and technology teaching standards, the Professional Academy for Teachers offer
several programs. Local teachers also take part in the international
professional training programs[6].

Starting in 2007, the Ministries of Education, Finance, and Local Development
(and others) started informal discussions to experiment with the
decentralization of education. Working groups were established to make more
formal proposals. Proposals included ideas for starting with recurrent
expenditures, using a simple and transparent formula for carrying out fiscal
transfers, and making sure that transfers would reach the school itself.

During 2008 design was carried out, three pilot governorates (Faiyum,
Ismailia, and Luxor) were chosen, and monitoring and capacity building processes
and manuals were agreed upon. The formula is quite simple, and includes
enrolment, poverty, and stage of education as drivers.

During 2009 funding was decentralized all the way to the school level, and
schools began to receive funding. As of late 2009, the pilot showed few if any
problems, and the expected results were materializing quite well, in terms of
stimulating community participation, allowing schools to spend more efficiently
and assess their own priorities, and increasing the seriousness of school-based
planning by creating a means to finance such plans, among other expected
results. An informal assessment of the pilot revealed that the funding formula
money precipitated an increase in community donations. The survey results show
that the ratio of the median values of community donations of the pilot year to
the previous year was 2.20. Parallel to these efforts in the education sector,
other sectors (for example, certain aspects of housing and municipal services)
in Egypt are planning to decentralize decision-making and spending, now
nation-wide (without a pilot stage in limited governorates), in a phased
approach. Education plans to be one of the lead sectors in this process. In
addition to administrative and financial decentralization, there is an
increasing emphasis on involving elected local popular councils (which exist at
governorate and district level) in the horizontal oversight of expenditure and
planning across the decentralizing sectors, and as they come on stream in the
decentralization process. Within the education sector, as of late 2009 plans are
being made to decentralize certain lines of funding and planning for capital
equipment and infrastructure, in all governorates, all the way to school level
in the case of smaller units of capital equipment, or levels higher than the
school for items such as new infrastructure. The education sector does expect to
continue to use the original 3 pilot governorates as a special observatory to
assess and understand how well the process is proceeding [7].
[8]

[edit]
Demographics

The literacy rate in Egypt is 71 percent as of 2005 which includes 59 percent
of females and 83 percent of males[9].There
is special attention given by the government and other NGOs to reduce gender
disparity in education and to achieve the 2015 MDG of universal primary
education.

The Egyptian educational system is highly centralized, and is divided
into three stages:

Basic Education (Arabic: التعليم الأساسى‎, transliteration:
al-Taʿaleem al-Asassī)

Primary Stage

Preparatory Stage

Secondary Education (Arabic: التعليم الثانوى‎, transliteration:
al-Taʿaleem al-Thanawī)

Post-Secondary education (Arabic: التعليم الجامعى‎, transliteration:
al-Taʿaleem al-Gammeʿī)

Since Egypt's extension of the free compulsory education law in 1981 to
include the Preparatory Stage, both Primary and Preparatory phases (Ages 6
through 14) have been combined together under the label Basic Education.
Education beyond this stage depends on the student's ability.

[edit]
Types of Schools

[edit]
Government Schools

Generally speaking, there are two types of government schools: Arabic Schools
and Experimental Language Schools.

Arabic Schools, provide the governmental national curriculum in the
Arabic Language. A
governmental English language curriculum is taught starting at first Primary
year and French is added as a second foreign language in Secondary
Education.

Experimental Language Schools, teach most of the government
curriculum (Science, Mathematics and Computer) in English, and adds French as
a second foreign language in Preparatory Education. An Advanced English
language curriculum is provided in all Educational stages. Social Studies are
taught in Arabic. Students are admitted into first grade at age seven; a year
older than Arabic schools.

[edit]
Private Schools

Generally speaking, there are four types of private schools:

Ordinary schools, their curriculum is quite similar to that of the
government schools, but the private schools pay more attention to the
students' personal needs and to the school facilities.

Language schools, teach most of the government curriculum in
English, and add French or German as a second foreign language. They are
expected to be better than the other schools, because of the facilities
available, but their fees are much higher. Some of these schools use French or
German as their main language of instruction, but it may be difficult for the
student to study in governmental universities in Arabic or English
afterward.

Religious Schools, are religiously oriented schools as Azhar
schools or Catholic schools.

International Schools, are private schools that follow another
country's curriculum, like a British, American, or French system, and the
degrees earned from them get official certification from the Ministry of
Education, to be eligible to enroll in Egyptian universities, such schools
offer even better facilities & activities than regular private schools
with higher fees, but are criticized to be providing a much easier education
level compared to the general curriculum, and some Egyptian universities
require higher grades than those of regular schools students as a minimum for
enrollment, or an extra high school certificate like SAT[citation
needed].

Many of the private schools were built by missionaries, are currently
affiliated with churches and provide quality education.

Many private schools offer additional educational programs, along with the
national curriculum, such as the American High School Diploma,
the British IGCSE system, the French
baccalauréat, the German Abitur and the International
Baccalaureate. These are the types of private schools in Egypt.

[edit]
Basic Education

The basic education consists of pre-primary, primary and preparatory levels
of education. In Egypt, the Ministry of Education coordinates the preschool
education. In 1999-2000 the total enrollment rate of pre-primary students was 16
percent and that increased to 24 percent in 2009. Irrespective of private or
state run, all preschool institutions come under Ministry of Education. It is
the Ministry’s duty to select and distribute textbooks. According to the
Ministry’s guidelines, the maximum size of a preschool should not exceed more
than 45 students . Ministry of Education is also getting support from the
international agencies, such as the World Bank to enhance the early childhood
education system by increasing access to schools, improving quality of education
and building capacity of teachers[10]
At the primary level students could attend private, religious or government
schools. Currently, there are 7.8 percent of students enrolled at primary level
in private schools as of 2007[11].The
total enrollment of students at primary level is 105 percent in 2007 [12].
The examinations at grade 3 are on district (edara) level[13].

The second tier of basic compulsory education is the preparatory stage or
lower secondary which is three years long. Completion of this tier grants
students the Basic Education Completion Certificate. The importance of
completion of this level of education is to safeguard students against
illiteracy as early drop outs at this stage easily recede into illiteracy and
eventually poverty. Secondary education consists of three tracks: general
,vocational/technical and the dualsystem vocational education which represented
i Mubarak Kohl schools. The general secondary stage includes 3 years of
education, whereas the secondary vocational track could be for 3–5 years.And 3
years for the dual system vocational education.To enter the secondary level, the
students must pass a national exam which is given at end of the secondary stage.
As of year 2004 the 77.3 percent of students completing preparatory stage are
estimated to be enrolled in secondary education.At this level, students have
formative and summative assessments during the first year and the average of the
end of year national standardized exams for year two and three qualifies the
students to take the Certificate of General Secondary Education-Thanawiya Amma,
which is one of the requirements for admission into the universities. So far
efforts are underway with the support of multilateral organizations to make the
general and vocational secondary system less rigid and provide equal
opportunities to students of various wealth quin tiles in the two tracks to opt
for higher education. This is also being implemented by the World Bank led
secondary enhancement project in Egypt.

[edit]
Secondary Education

Secondary education consists of three tracks: general ,vocational/technical
and the dualsystem vocational education which represented i Mubarak Kohl
schools. The general secondary stage includes 3 years of education, whereas the
secondary vocational track could be for 3–5 years.And 3 years for the dual
system vocational education.To enter the secondary level, the students must pass
a national exam which is given at end of the secondary stage. As of year 2004
the 77.3 percent of students completing preparatory stage are estimated to be
enrolled in secondary education [14].At
this level, students have formative and summative assessments during the first
year and the average of the end of year national standardized exams for year two
and three qualifies the students to take the Certificate of General Secondary
Education-Thanawiya Amma, which is one of the requirements for admission
into the universities. So far efforts are underway with the support of
multilateral organizations to make the general and vocational secondary system
less rigid and provide equal opportunities to students of various wealth
quintiles in the two tracks to opt for higher education. This is also being
implemented by the World Bank led secondary enhancement project in Egypt.

Secondary education consists of three different types: general, technical or
vocational.

Technical/Vocational Secondary Education Technical education, which is
provided in three-year and five-year programs, includes schools in three
different fields: industrial, commercial and agricultural. The UN and other
multilateral organizations are working towards improving the technical and
vocational training system in Egypt. It is recommended to the Ministry of
Education to introduce broad vocational skills in the curricula of general
secondary schools. In this way students will be able to gain certification in
practical skills needed in the job market[15].The
Ministry of Education (MoE) controls pre-tertiary, school-based programs that
can start after grade 6 and that enroll the largest number of students in
TVET-over 2 million students. The Ministry of Higher Education (MoHE) controls
the middle technical institutes (MTIs). These draw their enrollments from MoE's
general secondary schools or technical schools and have much smaller enrollment
numbers. Graduates o f the MoE’s vocational programs can enter vocational
training centers (VTCs)[16].From
the 2004 data, it is estimated that 30 percent of the secondary students have
opted for the vocational track[17].
Government of Egypt has undertaken some promising initiatives to strengthen the
management and reform of the TVET system.In 2006 the Industrial Training
Council(ITC) was created through a ministerial decree with a mandate to improve
coordination and direction of all training related entities, projects and
policies in the Ministry.This will resolve the issue faced by most firms to
employ skilled work force.According to the Enterprise Surveys in 2007, 31
percent of the firms in Egypt identify labor skill level as the major constraint
of doing business in the country.[18]

[edit]
Al Azhar Education
System

Another system that runs in parallel with the public educational system is
known as the Al-Azhar system. It consists of four years of primary stage, a
three year preparatory stage and finally three years of secondary stage. The
Ministry of education reduced the number of secondary school years from four to
three years in 1998, so as to align the Al Azhar system with the general
secondary education system. In this system as well, there are separate schools
for girls and boys. Al Azhar education system is supervised by the Supreme
Council of the Al-Azhar Institution. The Azhar Institution itself is
nominally independent from the Ministry of Education, but is ultimately under
supervision by the Egyptian Prime
Minister.Al Azhar schools are named "Institutes" and include primary,
preparatory, and secondary phases.All schools in all stages teach religious
subjects and non-religious subjects, to a certain degree- not as intensively as
the state schools. The bulk of the curriculum, however, consists of religious
subjects as described below. All the students are Muslims, and males and females
are separated in all stages. Al-Azhar schools are all over the country,
especially in rural areas. The graduates of Al-Azhar secondary schools are
eligible to continue their studies only at the Al-Azhar University. As of 2007
and 2008, there are 8272 Al-Azhar schools in Egypt. In the early 2000s, Al-Azhar
schools accounted for less than 4% of the total enrollment.The graduates of this
system are then automatically accepted into Al-Azhar University.In 2007, the
Pre-University enrollment in Al- Azhar institutes is about 1,906,290
students.

[edit]
Higher Education
System

Egypt has a very extensive higher education system. About 30% of all
Egyptians in the relevant age group go to university. However, only half of them
graduate. According to The Economist, standards
of education at Egyptian public universities are "abysmal".[19]

The Ministry of Higher Education supervises the tertiary level of education.
There are a number of universities catering to students in diverse fields. In
the current education system, there are 17[20]
public universities, 51 public non-university institutions, 16 private
universities and 89 private higher institutions. Out of the 51 non –university
institutions, 47 are two-year middle technical institutes (MTIs) and four are
4–5 years higher technical institutes’[21]
. The higher education cohort is expected to increase by close to 6 percent
(60,000) students per annum through 2009[22].

In 1990, a legislation was passed to provide greater autonomy to the
universities17[23]
. But still the education infrastructure, equipment and human resources are not
in place to cater to the rising higher education students. Gross enrollment in
tertiary education increased from 27 percent in 2003 to 31 percent in 2005[24].But
there has not been a similar increase in spending on improving the higher
education system in terms of introduction of new programs and technologies.Both
at national level (inspection systems, examinations) and at local level (school
level student assessments) measures of the success of education strategies and
the performance of the system are weak. The inspectorate system does not provide
either solid technical support to school staff, nor an effective monitoring
mechanism for failing schools. The examination system at the end of preparatory
and secondary levels—Thanawiya Awwa, does not measure higher-order thinking
skills, but concentrates rather on rote memorization. Scores can thus be raised
significantly by exam specific tutoring, therefore, students with more resources
can afford private tutoring which helps them to score higher on the national
standardized exams and hence are accepted in top universities in Egypt. Hence,
this competitive process of selection restricts students’ degree options and
results, hence making students opt for programs and careers which are of little
interest to them[25].

The Egyptian tertiary education is steered by a centralized system with
institutions having little control on the decisions of the curriculum, program
development and deployment of staff and faculty. Improving system governance and
efficiency is an imperative that takes on added urgency given that a significant
population bulge has reached the higher education system.The actual number of
students entering higher education grew by 17 percent per year between 1992/93
and 1997/98. The consequence was a sharp decline in per student spending of
around 40 percent in real terms over that period. The higher education cohort is
projected to continue to increase by close to 6 percent (60,000 students) per
annum through 2009. This means that significant efficiencies will need to be
introduced into the system just to maintain quality at its current inadequate
level. The performance and quality of higher education is currently severely
compromised by overly centralized order to improve the already outdated system,
rigid curriculum and teaching practices. Improving system governance and
efficiency is an imperative that takes on added urgency given that a significant
population bulge has reached the higher education system.The actual number of
students entering higher education grew by 17 percent per year between 1992/93
and 1997/98. The consequence was a sharp decline in per student spending of
around 40 percent in real terms over that period. The higher education cohort is
projected to continue to increase by close to 6 percent (60,000 students) per
annum through 2009. This means that significant efficiencies will need to be
introduced into the system just to maintain quality at its current inadequate
level[26].
The Government of Egypt
recognizes that there are real challenges to be faced in the sector, foremost
amongst which are the need to significantly improve sector governance and
efficiency, increase institutional autonomy, significantly improve the quality
and relevance of higher education programs, and maintain coverage at existing
levels. Recent Government actions to build political consensus on issues
critical to reform have created a climate that is ripe for change. The Ministry
of Higher Education (MOHE) acts as a champion for reform. The Minister,
appointed in 1997, quickly established a committee for the reform of higher
education (known as the HEEP Committee) which drew in a wide range of
stakeholders including industrialists and parliamentarians. A National
Conference on higher education reform was held in February 2000, and a
Declaration for action emanating from the Conference was endorsed by the
President and the Prime Minister. The Declaration identified 25 specific reform
initiatives. The Bank agrees with, and supports, the Declaration. A range of
multilateral and bilateral agencies,including the World Bank, also concur with
the Declaration's proposals, and are committed to supporting various aspects of
the reform process[27].
The Government's Higher Education Reform Strategy Egyptian higher education
reform strategy included 25 projects addressing all the reform domains, is
implemented over three phases until 2017, and corresponds to the government's
five year plans as follows:

First phase from 2002 to 2007

Second phase from 2007 to 2012

Third phase from 2012 to 2017

Priority has been given to 12 projects in the first phase of implementation
(2002–2007) and were integrated into the following six projects: HEEP Six
Priority Projects (2002–2007)

Higher Education Enhancement Project Fund (HEEPF),

Information and Communications Technology Project (ICTP),

Egyptian Technical Colleges Project (ETCP),

Faculty of Education Project (FOEP),

Faculty Leaders Development Project (FLDP),

Quality Assurance and Accreditation Project (QAAP).

In August 2004, HEEP strategic priorities were adjusted to become responsive
to the requirements of quality and accreditation and to correspond to the
government’s approach to improving scientific research. The adjustment added two
more dimensions: first, developing post graduate studies and scientific research
and second, addressing students’ extra-curricular activities in addition to the
continued implementation of the six prioritized programs during the first phase.
Due to the dynamic nature of the reform strategy, which entails reconsidering
priorities for each period, a Strategic Planning Unit (SPU) was established for
the MOHE to ensure the sustainability of planning and project monitoring during
the three phases and for future ones. A Students’ Activity Project (SAP) was
also initiated as part of program accreditation similar to scientific research
and post graduate studies[28].
There are both private and public institutions of higher education in Egypt. Public higher
education is free in Egypt, and Egyptian students only pay registration fees.
Private education is much more expensive.

[edit]
Education and the
Community

There were a few attempts for positive impact and reform from the civil
community in Egypt but those efforts remained very limited on their impact on
the educational process. Education crisis in Egypt is very complicated, public
education is not capable of providing quality education are hardly any education
with the shortage in facilities, lack of trained educators and inflation in
classes. Private( including International) is still incapable of reform for the
lack of interest, shortage in trained educators, defective curriculum,
commercialization of education and finally a customized accreditation system
that involves the irrevocable licensure of International schools based on
candidacy for accreditation while candidacy for accreditation is originally
based on the initial efficiency of the school in providing the educational
services including its status as a legal education provider that it doesn't get
to get unless its a candidate school, which is setting the cart before the
horse.

No community efforts have been done to address the crisis of education in
Egypt until 2008, when the [International-Curricula Educators Association جمعية
معلمي المناهج الدولية(ICEA)][29].
was established with modest financial resources but great expectations.

The Community addressed itself to contributing to solving the educational
problems in Egypt including the shortage in research, statistics and
entrepreneurship in the field of education.

On 2009 it's started involving volunteers through the UNV program and has
successfully began to develop its range of not-for-profit services to address
several needs of the educational community in Egypt starting from affordable
certified teacher training and going making its way through all the required
student activities stimulating citizenship whether on the local or the global
level.

[edit]
Challenges

Although significant progress has been made to increase human capital base
through improved education system, still the quality of education experience is
low and unequally distributed. Due to lack of good quality education at the
basic and secondary levels, there has been a mushrooming market for private
tutoring. Now to take private tuition has become more of an obligation than a
remedial activity. According to the Egypt Human Development Report (2005), 58
percent of surveyed families stated that their children take private tutoring.
The CAPMAS (2004) survey showed that households spend on average around 61
percent of total education expenditure on private tutoring. In addition, per
household expenditure of the richest quintile on private tutoring is more than
seven times that of the poorest[30].
Among the issues is the lack of sufficient education in public schools and the
need for private tuition. As of 2005, 61-70% of Egyptian students attend private
tuition.[31].
Other common issues include: theft of public educational funds [32]
and leakage of exams.[33].

Egypt also has a shortage of skilled and semi-skilled workforce.But there has
been an abundance of low-skilled laborers. Even if there are any high-skilled
workers available, their quality of training is quite poor. This is mostly a
problem in small-medium companies and large public industries that work in
“protected” domestic markets. The average gross production per worker is lower
than other North African countries: Morocco and Tunisia. Youth unemployment is
also very high, primarily due to lack of education system in providing necessary
training under TVET programs.

A study conducted by UNESCO on educational equity in world’s 16 most populous
countries placed Egypt in the middle range in terms of equity of primary and
secondary enrollments across governorates in Egypt [34].
But when the wealth component is added to education attainment, the results are
not very encouraging. There are significantly higher enrollment rates in
wealthier regions at both the primary and secondary levels. This confirms that
more efforts are needed to reduce the wealth gap in educational attainment

[edit]
See also

Wikimedia Commons has media related to: Education
in Egypt

Egyptian
universities

List of
Egyptian universities

Francophonie, an
organization of which Egypt is a member state

[edit]
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^
"World Bank(2008), The Road Not Traveled:Education Reform in the
Middle East and North Africa". http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/MENAEXT/0,,contentMDK:21617643~pagePK:146736~piPK:226340~theSitePK:256299,00.html.

^
"World Bank". http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/EXTDATASTATISTICS/EXTEDSTATS/0,,contentMDK:21528247~menuPK:3409442~pagePK:64168445~piPK:64168309~theSitePK:3232764,00.html.

^
"The World Bank(1999).Secondary Education Enhancement
Project.Project Appraisal Document(PAD)". http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/1999/08/15/000094946_99040605595340/Rendered/PDF/multi_page.pdf.

^
"The World Bank(2002).Higher Education Enhancement
Project.Project Appraisal Document(PAD)". http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2002/04/12/000094946_02033004305220/Rendered/PD.

^
"The World Bank(2002).Higher Education Enhancement
Project.Project Appraisal Document(PAD)". http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2002/04/12/000094946_02033004305220/Rendered/PDF/multi0page.pdf.

^
"Egypt
Ministry of Higher Education 2009". http://www.egy-mhe.gov.eg/english/index-e.html#.

^
"ICEA". http://www.icea-egy.com/#.

^
"World Bank(2008),The Road Not Traveled:Education Reform in the
Middle East and North Africa". http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/MENAEXT/0,,contentMDK:21617643~pagePK:146736~piPK:226340~theSitePK:256299,00.html.

^
Al Hadath

^
Nazaha

^
Nazaha

^
"The World Bank (2007).”Improving Quality, Equality, and
Efficiency in the Education Sector: Fostering a Competent Generation of
Youth.” Education Sector Policy Note.pp9World Bank".
http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2008/06/26/000334955_20080626033032/Rendered/PDF/428630ESW0P08910gray0cover01PUBLIC1.pdf.

Andarwes, Ezzat. "History of
Education during Muhammad Ali's era" (in Arabic). http://www.coptichistory.org/new_page_3993.htm. Retrieved 2008-08-19.

v • d • e

Education in Africa

Sovereign
states

Algeria ·
Angola ·
Benin ·
Botswana ·
Burkina
Faso · Burundi ·
Cameroon ·
Cape
Verde · Central
African Republic · Chad ·
Comoros ·
Democratic
Republic of the Congo · Republic
of the Congo · Côte
d'Ivoire (Ivory Coast) · Djibouti ·
Egypt1 ·
Equatorial
Guinea · Eritrea ·
Ethiopia ·
Gabon ·
The
Gambia · Ghana ·
Guinea ·
Guinea-Bissau ·
Kenya ·
Lesotho ·
Liberia ·
Libya ·
Madagascar ·
Malawi ·
Mali ·
Mauritania ·
Mauritius ·
Morocco ·
Mozambique ·
Namibia ·
Niger ·
Nigeria ·
Rwanda ·
São
Tomé and Príncipe · Senegal ·
Seychelles ·
Sierra
Leone · Somalia ·
South
Africa · Sudan ·
Swaziland ·
Tanzania ·
Togo ·
Tunisia ·
Uganda ·
Zambia ·
Zimbabwe

States
with limited
recognition

Sahrawi
Arab Democratic Republic · Somaliland

Dependencies,
autonomies,
other
territories

Canary
Islands / Ceuta /
Melilla /
Plazas
de soberanía (Spain) · Madeira
(Portugal) · Mayotte /
Réunion
(France) · Puntland
(Somalia) · Saint
Helena, Ascension and Tristan da Cunha (United
Kingdom) · Southern
Sudan (Sudan) · Western
Sahara · Zanzibar
(Tanzania)

1 Transcontinental
country.

Retrieved from "http://en.wikipedia.org/wiki/Education_in_Egypt"

Categories: Education in
Egypt

Hidden categories: Articles
containing Arabic language text | All
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15:36.

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