Education 2.0: A Vision for Educational Transformation in Egypt

Abstract

This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.

Exploring language assessment literacy: A case of perceived needs of two stakeholder groups in Egypt

“…There are recent attempts to align among assessment, teachers' training and curriculum development. However, Moustafa et al (2022) pinpoint that there is a discrepancy and inconsistency between conceptual objectives and practices '… there is a lack of coordination from top-down directives to establish and monitor implementation and evaluation or to find grassroots support that sustains the reform' (p. 55).…”

Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt

“…Egypt has had substantial success expanding access to primary, secondary, and higher education, but education quality remains an issue (Elbadawy, 2015). Emphasis on rote memorization, large class sizes, and a focus on credentials over skills have been long-standing challenges in Egypt's education system (El-Kogali & Krafft, 2020;Elbadawy, 2015;Moustafa, Elghamrawy, King, & Hao, 2022;World Bank, 2008). Returns to education in MENA and Egypt are low and stagnant as a result of both education and labor market challenges (Krafft, Branson, & Flak, 2019;Said, Galal, & Sami, 2022;Salehi-Isfahani, Tunali, & Assaad, 2009).…”

“…Starting in 2018, MoETE began a series of system-wide educational reforms, referred to as education 2.0 (Moustafa, Elghamrawy, King, & Hao, 2022). The new education 2.0 system was competency-based, multi-disciplinary, and aimed to foster a variety of 21 st century skills.…”

“…A new curriculum, textbooks, and teacher guides were developed, along with complementary online content (Moustafa, Elghamrawy, King, & Hao, 2022). The new materials for KGs were quite detailed, laying out a daily schedule, 11 providing teaching strategies, and detailed, scripted instructions in the teacher's guide (Ministry of Education and Technical Education, 2019).…”

“…Continuous professional development was planned, with initial training on the new education system and materials offered and ongoing training planned. Training was primarily offered in a cascade model (Moustafa, Elghamrawy, King, & Hao, 2022). The standard amount of professional training was three days per term.…”