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Egypt
>> Regional Overview >> Egypt Overview ACTIVITY DATA SHEET
PROGRAM: Egypt
TITLE AND NUMBER: Basic Education Improved to Meet Market Demands, 263-022
STATUS: Continuing
PLANNED FY 2001 OBLIGATION AND FUNDING SOURCE: $23,900,000 ESF
PROPOSED FY 2002 OBLIGATION AND FUNDING SOURCE: $14,000,000 ESF
INITIAL OBLIGATION: FY 1996 ESTIMATED COMPLETION DATE: FY 2003Summary: An educated, skilled workforce is necessary if Egypt is to successfully compete in the global economy. While the enrollment of girls in primary and secondary schools continues to increase each year, access to education remains an acute problem, particularly in the rural areas of Upper Egypt where USAID is targeting its resources. Gender inequity and limited basic education are impediments to longer-term social and economic growth. In 2000, the national literacy rate was 41.8% for women, compared with 65.5% for men. The national increase in female adult literacy rate over recent years has been marginal at only 1% per year. Egypt's literacy rate lags behind that of its regional competitors. In 2000, 74% of girls in rural Upper Egypt attended school, a 19.5% increase over the past five years.
USAID's former activities funded under "Increased Participation of Girls in Quality Basic Education" (263-002) were fully merged into this objective, which focuses on improving basic education to meet market demands. The current objective aims to provide students, from preschool through secondary education levels, with the basic skills and problem-solving abilities to meet the changing demands of the 21st century. Support is provided for the following: (1) demonstrating models of improved basic education, with a target emphasis on girls and young women; (2) strengthening English language skills; (3) improving teacher training; and (4) increasing the capacity of secondary education to meet market demand.
Key Results: From FY 1997 to FY 1999, USAID provided support to nongovernmental organizations (NGOs) to develop pilots of quality basic education programs and to expand education access for girls and young women. More than 40,000 beneficiaries received scholarships, training in literacy, life skills, and health, as well as quality primary education through multi-grade and community-based schools. From this emerged community pilot schools that demonstrated quality improvements under local school management. A Ministerial decree permitted replication of similar schools. Leadership was mobilized at the national, governorate and community levels to support girls' education, and thousands of scholarships were awarded for girls who would not otherwise have been enrolled. In addition, an Egyptian "Sesame Street" series was produced to build literacy and numerical skills, promote girls' education, and encourage sound health and environmental practices among millions of Egyptian children and families.
Thousands of teachers and supervisors improved their English language proficiency and teaching skills through support provided by USAID programs. The programs also strengthened in-service and pre-service teacher education and built local capacity to implement innovative models within local institutions. Notable improvements have accrued in student pass and achievement rates, retention rates, community involvement and the sustained use of new teaching methodologies.
Performance and Prospects: The FY 2001 and FY 2002 activities are illustrative.
With strong partner relations at the national, governorate and local levels firmly established, the prospects for achieving longer-term results are excellent. Overall prospects for FY 2001 also are excellent, and no significant delays are expected that would prohibit this objective from achieving its performance goals. Yet, minor delays could be encountered in the development of secondary education programs and in education reform pilots. This is because the design of these activities will employ the important process of coordination, collaboration, and consensus building among multiple partners in the public and private sectors. Nonetheless, by most indications, ongoing and planned performance programs are on track to achieve planned results and in some cases to surpass targets.
One of the USAID-sponsored programs that produced major achievements was the New School Program (NSP). The NSP rapidly mobilized significant community participation toward improving education in the Minya Governorate during NSP's first year of implementation. Twenty-one initial sites for new schools have been identified and 15 have been approved for construction. Nine community education teams have been trained and mobilized. Twenty-five multi-grade schools have been established, with 70 facilitators trained in school management. Thirty-five temporary classrooms have been established, and 54 teachers have been trained to manage these schools. Nearly 1,700 girls are enrolled in NSP temporary and multi-grade schools. The combined community and Government of Egypt (GOE) contributions to the NSP reached $666,000. An additional 1,330 teachers received intensive methodology training through the Master Teacher Exchange Program (MTEP) and LearnLink programs.
During FY 2001 and FY 2002, school construction, teacher training and community mobilization will expand under the NSP to new communities in the Beni Suef and Fayoum Governorates. This will result in the training of an additional 2,053 teachers for the NSP and a total of 31,991 beneficiaries participating in formal and non-formal girls' education programs. The Integrated English Language Program will directly train more than 7,000 teachers, supervisors, and Faculty of Education staff over the next two years to increase the number of qualified English language teachers working in education and in the export-oriented sector in Egypt.
In FY 2001 and 2002 ($13 million and $8 million, respectively), USAID will provide support to expand girls' education to two additional governorates under the NSP. This activity has had a successful first year with rapid start-up and accelerated implementation. The NSP serves as the cornerstone of the USAID girls' education program. A total of 80 new schools and dozens of multi-grade and temporary schools will be built over the next three years to meet the needs of communities with a high number of unenrolled girls. Technical assistance will be provided to train parents and community leaders to effectively participate in and manage the local schools. Programs will be conducted to train teachers in new "learner-nucleus" teaching methodologies. Schools will be equipped with modern and innovative materials. More than 13,400 students will to be enrolled in these new schools during FY 2001 and FY 2002. More than 3,100 adolescent girls will also receive "second chance" basic literacy training through the NSP over the next two years.
In FY 2002 ($2.5 million), USAID will design and initiate a new program to expand the community-based NSP model in the Alexandria Governorate. The program will include school construction, teacher training, parent, and community development, and will introduce innovative materials in needy areas. This activity will be integrated into the emerging education reform process in the Alexandria Governorate. Alexandria will serve as the pilot area for a larger sub-regional or national reform effort, given the presence of strong political and private sector commitments to educational reform in this governorate.
In FY 2002 ($1.5 million), USAID will design and initiate an activity that links public-sector secondary education to private sector job requirements. The purpose is to improve the capacity of secondary education to meet market demand for workforce knowledge and skills. Linkages between employers, job seekers, and students will be established, and the private sector will be encouraged to provide input into the development of the technical curriculum for secondary education. These activities support the partnering of private sector firms with local schools and parent committees. Workforce development services that promote accurate labor market information will be supported. The educational system will be able to use this information to design market responsive programs and curricula. Three job referral centers will be supported to help direct potential employees toward jobs in the tourism industry, given this industry's high demand for employees.
In FY 2001 and FY 2002 ($10.9 million and $2 million, respectively), the Integrated English Language Training-II program will continue to train teachers, supervisors and Ministry of Education officials, and will eventually serve 26,000 current teachers and 31,000 future teachers. This program improves English language training in the public and private sectors to help Egyptians compete in the global economy. The program also builds on existing systems within the GOE to improve pre-service and in-service teacher training and is being integrated into the Ministry of Education for longer-term sustainability. It also supports training specifically directed at improving language and job skills needed in the private sector.
USAID will continue to support programs that upgrade the skills of Faculty of Education staff and that increase the number of master teachers. Under MTEP, a total of 80 master teachers will be provided six weeks of U.S. and Egypt-based training over a two-year period. They will in turn train thousands of future teachers in new teaching and learning methodologies and will build capacity within Faculties of Education. Thousands of future teachers will benefit as the master teachers and their trainees introduce new methodologies into the Faculties of Education and schools at large.
Possible Adjustments to Plans: In July-August 2000, a meeting of the U.S.-Egypt Partnership on Education and Human Resource Development resulted in an agreement for possible expanded U.S. assistance for Egypt to undertake a substantial education reform agenda to be guided and led by an Advisory Board. The Ministry of Education has indicated that Egypt's First Lady has agreed to chair the board. Strong, high-level inter-ministerial support and public support would further strengthen the reform process. During FY 2001 and FY 2002, USAID will undertake an analysis of its current education program; review needs and opportunities concerning education in collaboration with the public sector, the private sector and non-governmental organizations; and design responsive follow-on education programs. Some of the key areas likely to be addressed in the new programming include: teacher development; mid-to-lower level management training; early childhood development; decentralization; and pilot support for reform in up to two focus governorates (including Alexandria). Over the next year, new activities will be further defined and implemented as funds are made available.
Other Donor Programs: Donor coordination in education is strong, with donors convening regular meetings to review and coordinate programs and priorities. USAID is the largest bilateral donor in basic education. The World Bank and the European Union have initiated a complementary $200 million basic education program. USAID employs public-private partnerships to support a secondary education program focused on school-to-career training. The World Bank, Germany, and the multi-donor supported Social Development Fund finance school construction and collaborate with USAID. Canada and the United Nations Children's Fund also collaborate on a community school program that complements USAID's programs. The GOE is contributing approximately $16 million over six years to complement USAID activities.
Principal Contractors, Grantees, or Agencies: CARE International; Save the Children; Centre for Development and Population Activities; Plan International; Academy for Educational Development; and Sesame Workshop.
FY 2002 Performance Table
Egypt: 263-022
Performance Measures:
Indicator FY97 (Actual) FY98 (Actual) FY99 (Actual) FY00 (Actual) FY00 (Plan) FY01 (Plan) FY02 (Plan) Indicator 1: Annual number of teachers and teacher trainers directly trained to use modern communicative and learner-centered teaching methods NA NA 1216 4922 4474 4560 4293 Indicator 2: Number of business and industries developing linkages and providing input to the secondary education electives curriculum NA NA 3 8 8 15 20 Indicator 3: Annual number of girls and young women receiving basic education through USAID-funded programs NA NA 7207 20535 17195 17801 14190 Indicator 4: Percentage of girls, ages 6-10, enrolled in primary school in Rural Upper Egypt 62.5 68.7 69.8 74 71 75 76 Indicator Information:
Indicator Level (S) or (IR) Unit of Measure Source Indicator Description Indicator 1: IR Annual number of teachers, supervisors facilitators and Faculty of Education staff participating in English language training for primary education. Semi-annual reports received from grantees and contractors Annual number of teachers directly trained to use modern and learner-centered teaching methods. This include those reached through IELP-II, LearnLink, CARE and MTEP. (Extensive cascade training also occurs, thus extending the reach to many thousands more.) Indicator 2: IR Annual number of business and industries developing linkages and providing input to the secondary education electives curriculum MOE, USAID, Private Sector Businesses, AED secretariat to the partnership This indicator tracks the annual number of business and industries that partner with local schools to develop linkages, that provide input to the secondary education electives curriculum, or otherwise support school-to-work programs so that graduates from these institutions possess the required skills to work within local business and industry. Indicator 3: IR Annual number Grantees and contractors semiannual reports Annual number of girls and young women (ages 6-25) who directly participate in and benefit from USAID-funded programs during the fiscal year from October-September. The majority of beneficiaries are in the 6-14 age range, however the CEDPA program targets beneficiaries that may be as old as 25 with the majority of CEDPA beneficiaries 13-20 years of age. Indicator 4: IR Percentage of girls Egypt Demographic and Health Survey data (1997-2000) The enrollment ratio is a percentage of those girls, ages 6-10 in the rural area of Upper Egypt, who are enrolled in primary school. Data within Upper Egypt are disaggregated by Rural and Urban and by Male and Female for comparison and tracking rather than reporting purposes. Only girls in Rural, Upper Egypt, where there are the greatest gender imbalances, will be reported U.S. Financing
(In thousands of dollars)
Obligations Expenditures Unliquidated Through September 30, 1999* 0 DA 0 DA 0 DA 0 CSD 0 CSD 0 CSD 44,242 ESF 0 ESF 44,242 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 0 DFA Fiscal Year 2000 0 DA 0 DA 0 CSD 0 CSD 14,000 ESF 11,482 ESF 0 SEED 0 SEED 0 FSA 0 FSA 0 DFA 0 DFA Through September 30, 2000 0 DA 0 DA 0 DA 0 CSD 0 CSD 0 CSD 58,242 ESF 11,482 ESF 46,760 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 0 DFA Prior Year Unobligated Funds 0 DA 0 CSD 0 ESF 0 SEED 0 FSA 0 DFA Planned Fiscal Year 2001 NOA 0 DA 0 CSD 23,900 ESF 0 SEED 0 FSA 0 DFA Total Planned Fiscal Year 2001 0 DA 0 CSD 23,900 ESF 0 SEED 0 FSA 0 DFA Future Obligations Est. Total Cost Proposed Fiscal Year 2002 NOA 0 DA 0 DA 0 DA 0 CSD 0 CSD 0 CSD 14,000 ESF 59,000 ESF 155,142 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 0 DFA * These funds were previously obligated under former objective 263-002, whose activities have been merged into this SO.
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Last Updated on: May 29, 2002 |
