Education in Egypt

Education in Egypt Egypt Education System The extension of the free mandatory education law in 1981 was one of the reasons to combine the Preparatory Stage, both Primary and Preparatory phases (Ages 6 through 14) together under the label Basic Education, as education beyond this stage depends on the students ability. Egypt operates two corresponding education systems: the secular system and the religious, or Al-Azhar system. The secular system consists of basic education which covers the first 8 eight years of schooling. The second level divides students between three-year general academic secondary schools and three or five-year vocational schools, as there are three different types of secondary education which are general, technical, and vocational Technical education. These types of education are provided in three-year and five-year programs, and include schools in three different fields: industrial, commercial and agricultural. The third level is universities. The Al-Azhar system, which maintains separate facilities for male and female from primary to university level, enrolls 4 percent of the country’s total students, and is responsible for conveying the mission of Islam and revealing its contribution to humanity’s welfare and progress. In this system, primary school extends over the first 6 years, and preparatory school for the next three years. Students who successfully complete 4 years of secondary school can enroll at Al-Azhar University.2 Al-Azhar University, which is considered to be the bastion of Islamic knowledge in Egypt, was founded in AD 970. There are two kinds of government schools in Egypt which are Arabic Schools and Experimental Language Schools. Arabic Schools provide the governmental national curriculum in the Arabic Language; however, experimental Language Schools teach most of the government curriculum in English, and add French as a second foreign language. Moreover, there are three kinds of private schools. As Government schools, private schools also has different types such as ordinary schools, language schools, and religious schools. First, Ordinary schools have the same way of education of the government schools with more concentration on the students want and services provided to them. Second, language schools have the same educational materials as the government with the exception that all those materials are taught in different languages; this is beside the high fees those schools requires. The third type of private education is religious that are established or controlled by Muslim Brotherhood. Their educational curriculum is totally unlike the government and Azhar schools. Private schools on Egypt are considered the best education because of high and various facilities offered by those schools. This educational system is supervises by the ministry of education However, the Azhar education system is supervised by the Supreme Council of the Al-Azhar Institution and considered to be independent from the Ministry of Education, but is eventually under supervision by the Egyptian Prime Minister. The Azhar schools are named Institutes and also share the same phases as the normal educational system which both include primary, preparatory, and secondary education. The Azhar schools in all phases teach non-religious subjects, to a certain degree; however, the majority of the curriculum consists of religious subjects. All the students are Muslims, and males and females are separated in all phases. The Azhar schools are spread all over the country, but excessively in rural areas. The graduates of the Azhar secondary schools are eligible to continue their studies only at the Al-Azhar University. In the early 2000s, the Azhar schools accounted for less than 4% of the total enrollment. There are both private and public universities of higher education in Egypt. The difference between them is that Public higher education is free in Egypt, and Egyptian students only pay registration fees, but Private education is much more expensive and is considered to b for the elite, as graduates of such schools generally do very well on their final secondary school examinations, which ensures them access to what are considered as elite faculties. Currently 98 percent of graduates from secondary schools enter higher education. The higher education sector in Egypt is comprised of universities and institutions of technical and professional training. The system is made up of 12 public universities, 51public non-university institutions, and 4 private (for profit) universities. In May 2000, there were 18 pending applications to open additional private for profit higher education institutions. Of the 51 non-university institutions, 47 are two-year middle technical institutes (MTI), and 4 are four or five-year higher technical institutes (World Bank, 2000:1). The major public universities are Cairo University (100,000 students), Alexandria University, Ain Shams University, and the 1,000-year-old Al-Azhar University. While the American University in Cairo, the German University in Cairo and the Università © Franà §aise dÉgypte is of the leading private universities in Egypt. Entry into the secular university system is based on the results of the Secondary Educational phase. According to the article â€Å"Egypt,† â€Å"only students attending general academic secondary schools were eligible to matriculate; however since 1970 universities have been enrolling some students from vocational schools. The Placement Bureau of the Ministry of Higher Education controls admission, and there is a numerous clauses imposed by the Supreme Council of Universities (SCU) on admission at institutional and state levels†. Al-Azhar University system, unlike other systems, requires certain certificates like a Secondary School Certificate from the Al-Azhar education system and a Certificate of Koran Recitation from a Koran Recitation Institute or hold an Al-Azhar diploma. Non-university education is offered by industrial, commercial, and technical institutes which provide 2-year courses leading to diplomas in accountancy, secretarial work, insurance, computer or health sciences and electronics. Technical education schools provide 5-year courses leading to advanced technical education diplomas in commercial, industrial, and agricultural fields. Although the American University in Cairo (AUC) has existed since 1919 as a private university, Egypt only legalized Egyptian private universities in 1992 when the People’s Assembly passed a Law # 101 allowing the establishment of private universities. The most essential consideration is that the Minister for Education must approve the appointment of private university, as presidents, and non-Egyptians cannot occupy leading positions in private universities without the ministry’s approval. The second vital aspect is that the Supreme Council of Universities indirectly supervises private universities and is responsible for monitoring standards to ensure that graduation certificates from state and private universities represent an equal education level compared with the governmental certificates. â€Å"In May 2002, the private universities’ committee was replaced with the private universities’ council. The council has the same powers as the Supreme Council of Universities, which regulates public universities.† Many People assume that private higher education institutions in Egypt are s institutions that â€Å"sell† degrees to those who can afford the university expanses. Critics of private higher education in Egypt also argue that private higher education is at odds with the principles of the 1952 Revolution, which called for equal access to educational opportunities for all citizens. Egypt is considered the country that has the largest higher education systems in the third world as it contains about 1.670 million students. Egypt relies in its education on two-year technical institutes to continue providing access to all secondary school graduates while protecting the already overfed universities. Technical institutes enroll 40 percent of all secondary school graduates. This lack of financial, human, and material resources results in poor quality education in most universities and is considered by many people as non academic institution. The number of higher education students per 100,000 inhabitants is 1,900 in Egypt compared to 1,132 in Morocco; 1,236 in Algeria; and 1,253 in Tunisia. Studies on the social class and educational backgrounds of state university students have revealed inequalities of access to what are considered as high status/elite faculties. To improve the educational system in Egypt governance and control of higher education should be obtained by the Ministry of Higher Education, the Supreme Council of Universities (SCU), and the Central Administration of Al-Azhar Institutes. The Ministry of Higher Education has a legal authority over higher education by supervising and controlling the education, planning, policy making, and quality control on primary and preparatory schools and training for basic education for teachers. The Supreme Council of Universities formulates is the one responsible for policy making and deciding or controlling the number of students to be admitted to each faculty in each university. Moreover, supervision and administration of the Al-Azhar higher education system is the responsibility of the Central Administration of Al-Azhar Institutes, which is a department of the Supreme Council of Al-Azhar that is responsible for the development of the general policy and planning to enable the spread of Islamic culture and Arabic language. In official discourse, education in Egypt is â€Å"free† from basic to higher education. While officially the state is responsible for financing higher education in Egypt, the state’s share of higher education finance for universities was reduced to 85 percent in 1994-1995, leaving the universities to generate the remaining 15 percent through various revenue diversification strategies. Sanyal (1998:16), and the World Bank (2000:40-41) identify the following revenue diversification strategies adopted by Egyptian universities: (a) Charging nominal tuition fees for alternative academic programs that are perceived to be of high quality and introducing other relevant fees. For example, state universities have introduced foreign language programs for which they charge tuition. Some public universities charge  £E1,000 as tuition for a degree program in Commerce which uses English as a medium of instruction. The number of applicants in some degree programs in public universities exceeds available spaces, a phenomenon which gives room for universities to charge tuition. While the tuition charged in this case is still only about 33 percent of the actual cost of the program, this arrangement sets a precedent towards cost recovery in public institutions (World Bank, 2002:40). Also, in recent years, a new system of admission to the faculties of Law, Commerce, and Arts allows a less qualified student to obtain a place on paying an admission fee of  £E 360 (Sanyal, op cit). The impact of this practice on the quality has been negative as manifested by a high number of repeating students in universities. Egyptian students pay between  £E30- £E150 per year as a token tuition fee in government funded universities. In addition, they also pay necessary equipment, books, transportation, and residence fees. The practice of charging token tuition fees in Egyptian public universities goes as far back as 1924 when the Egyptian University (now Cairo University) started charging  £E30 per year for all faculties with the exception of the pharmacology department that charged  £E20 per year. This university also imposed a non-refundable examination fee of  £E1.16 Tuition fee in private universities range from  £E15,000-25,000. The American University in Cairo-the oldest private university in Egypt, charges a tuition fee of US$ 2,813 for 6 credits and US$ 469 for each additional credit. (b) Income generation by specialized university centers from: (1) Cooperation with industry; (2) Patent rights; (3) Provision of continuing education to industrial employees; (4) Access to laboratory and scientific equipment; (5) Manufacturing intermediate industrial products; In addition, In 1998, the International Finance Corporation (IFC) conducted an extensive feasibility study on the market for student loans in post-secondary education in Egypt. This study recommended against launching a student loan program due to the following reasons: (a) limited market size; (b) underdeveloped debt/credit market; (c) cultural attitude uncomfortable with personal debt and loans; and (d) lack of a consumer credit agency (World Bank, 2000 op cit: 41). As a result of the above recommendations, the Egyptian Government by 2000 was planning to establish a  £E100 million-loan program for needy university students. Under this proposed loan scheme, students who can prove that they are in need of financial assistance for education-related expenses will be eligible to receive up to  £E1000 per year in government loans. The loans are to be interest free and repayment will be spread out over a period of 40 years after graduation. Problems and challenges in Egyptian higher education system are analyzed in the World Bank’s Higher Education Enhancement Project, which is a part of a comprehensive reform strategy for higher education in Egypt. The higher education reform agenda was influenced by the National Conference on Higher Education, held in February 2000, and aims to address Egypt’s need to upgrade educational quality in the university sector. Egyptian higher education sector faces a number of challenges including: (i) antiquated system-wide governance and management; (ii) low quality and relevance at the university level; (iii) low quality and relevance at the middle technical level; and (iv) limited fiscal sustainability of publicly financed enrollments (World Bank, 2000:1). The problem of financially weak enrollments is related to the dramatic increase in enrollments in university education. For example, enrollments increased by 42 percent between 1997/98 and 1998/99 leading to an 8 percent decline in per -student spending that exacerbated disparities in resource allocation between faculties (World Bank, 2002:41). While the overall expenditure on education as a proportion of GDP has grown from 3.9 percent in 1991 to 5.9 percent in 1998 with higher education receiving a 28 percent share of total expenditure in 1998, the dramatic growth of the higher education student population in Egypt creats a serious problem in financing higher education. Given the high population growth in higher education, to simply maintain the share of 18-22 age group at its present 20 percent level (this is an official policy) would require on average an additional 60,000 new enrollments in higher education for the next ten years (World Bank, 2000:2). The government has no financial ability to do this.

Benefits of Nonverbal Communication Essay

Certain things are not conveyed by words or verbal means because individuals are not simply skilled to deliver or are not trained to explain in appropriate means or symbols. An officer can definitely learn from an understanding of nonverbal communication as he/she will be able to gain the nuances of an offender or parolee’s responses whether these are in consonance with the gaze in his eyes, the confidence of gait, or the studied looks that he may portray during the sessions that might transpire with the officer (Messina, Training in Nonverbal Communication). An officer who has spent a lengthy time studying people in this kind of profession, the difficulty usually lies in studying those who are mentally deranged, or the offenders who are so evil that they are capable to manipulate even the most intelligent officers, when possible. Their eyes convey differently where their talk or smiles carry them to a different level (Carrick, 2006). Art in any form conveys the reality that a human’s world is enriched by the kind of communication inherent in being human. Even one’s attire may speak a million things about the person or his intentions. People communicate both through verbal and nonverbal modes. Though we mistake verbal communication is clearer, yet often the reverse is truer (Messina, Training in Nonverbal Communication). People frequently understand our gestures more than our words. Hence, the adage â€Å"Actions speak louder than words. † Nonverbal communication is taught and performed frequently on an almost instinctive level. People get attention by using nonverbal signals and every so often the attention is usually due to an unpleasant manner by which these signals were conveyed. Most people who employ body language utilize such behavior to conceal the self for fear of rejection. The result would mean no real deep connections and deters other people to develop such deep and beneficial relationships. Many of those who realize their need try to unlearn years of covering up and attempt to make themselves known to avoid (Messina, Training in Nonverbal Communication). Every individual has inadequate stock of body language and utilizes the same manners to show specific emotionality. Body language and/or gestures, and a host of physical and psychological signals take place in clusters. This means that when a particular body language is used, it may not mean much as when it is used alongside many other forms of communication (Messina, Training in Nonverbal Communication). The officer then must continually make use of every opportunity as a learning experience as people are dynamic and continually changing. Reference: Carrick, Damien. 31 January 2006. The Law Report. Parole Boards. Messina, James D. Training in Nonverbal Communication. Accessed from Analysis of Cultural Communication and Proxemics http://www. unl. edu/casetudy/456/traci. htm

Brief Article Teaches You the Ins and Outs of Easy Problem Solution Essay Topics and What You Should Do Today

Brief Article Teaches You the Ins and Outs of Easy Problem Solution Essay Topics and What You Should Do Today The 30-Second Trick for Easy Problem Solution Essay Topics Now, students have a tendency to believe that the problem solution essay isn't the best one to pick if you're a newbie writer. As with other essays, people frequently discover that it's really hard to choose a topic particularly when the instructor asks students to produce their own topics. During the duration of your academic career, whether at school or university, you'll almost certainly have to write a minumum of one problem solution essay. A problem solution essay seems to be something which not only college students may get assigned. The Good, the Bad and Easy Problem Solution Essay Topics What's more, if you pick very good problem solution essay topics, there is not going to be a problem for you to make an ideal text without having to spend an excessive amount of time on writing. You simply need a coupl e of problems as remember you don't have a lot of time and you want to spell out the issues. There are many problems, even on your own campus, that ought to be resolved. Another significant problem is the development of internet fraud and hacking. Firstly, you've got to find out the way to structure the text since it will simplify the writing process greatly. At any time you get the task description for your writing assignment, it's of the utmost value to know everything about the sort of essay. If you own a topic provided already, click the order now button to file your request. When writing an essay, you will need to understand that however much you know about the subject, there's always more to learn. There are lots of essay types and every of them requires a particular technique of writing. If you don't have a thing to write about in regards to your essay it's an issue. The first thing you should consider when you get started writing an essay is the topic. Sometimes essay writing can be challenging for many students. You can find plenty of forms of English essays. Check on the format our writers have used and check on the way the essay is organized by a specialist writer. The very first step to writing a problem-solution essay is to recognize the problem which will be discussed. It is extremely easy to get an entire group of such topics if you simply look around. You need to provide a thorough account of this issue and create the reader understand why the issue should be solved. If you aren't interested in the subject, writing about it is going to look like it takes forever so find something which you like. It is crucial to select the topic that's the most interesting to you. There are additionally some descriptions so you might find the fullest picture of what a good topic ought to be. There is an excellent reason to take a look at our topic lists below you can think of an excellent topic also. Whenever you have so many topics to speak about, choose what you're passionate about and it is going to be super-easy that you develop a considerable argument for it. All you will need is a simple topic. The Appeal of Easy Problem Solution Essay Topics In the opening, you will be required to paint a crystal clear picture of the issue. Let's talk about the simple issue and solution essay ideas. After stating the issue, you then need to provide a solution to the issue. Don't forget that for each issue, you want to find three or more solutions and discuss them. Assess the ways of problem solution you've found. State issue and explain why a solution has to be figured out. It is possible to also describe what's going to occur if your solution won't be implemented. To be able to compose an intriguing paper, you should research the chosen matter carefully and provide real solutions. Identifying an issue and proposing one or more solutions ought to be a vital element in your essay. Advantages or disadvantages to every solution needs to be included, along with feasibility of the proposed solutions. Then you describe the probable ways to manage it. Otherwise, then the very first point to know is that you should begin by viewing a range of topics before choosing one that's suitable. Ultimately, do not make a frequent mistake a great deal of students make in the concluding paragraph. The main reason is there are basically only two significant things you should write about in your problem and solution essay, making it so much simpler to research info and structure the paper. Lay out a plan which you will adhere to while writing. Once you receive an idea, the practice of writing will be much simpler. Though there are many techniques to compose a report, there's an extremely straightforward outline to follow for accomplishment every time. The issue and solution essay writing procedure can be created easy when you've got a plan in mind.

Interpretations And Ideas About Christ - Free Essay Example

Sample details Pages: 2 Words: 690 Downloads: 7 Date added: 2019/07/01 Category Religion Essay Level High school Tags: Jesus Christ Essay Did you like this example? There are many interpretations and ideas about what the crucifixion of Christ means, for some it is seen as brutal and unfair, but for the apostle Paul, it symbolizes the love a husband possesses for his wife. The idea of Jesus as a bridegroom comes from the divine love for his people, which is first, demonstrated when he establishes the covenant of the Ten Commandments with the Israelites. By accepting these terms, the Israelites have formed a sacred relationship with God (Pitre 10); therefore, this scene as Sanai becomes the wedding of God and Israel. Don’t waste time! Our writers will create an original "Interpretations And Ideas About Christ" essay for you Create order Israel will betray God, essentially breaking their vows, but through later prophecies, it becomes evident that God has forgiven his bride because he establishes new marriage covenants with her. According to the Gospel of John, the first public miracle Jesus performed, which set the stage for the rest of his ministry, was to transform water into wine at a Jewish wedding (Pitre 35). By providing wine for the wedding, it becomes apparent that Jesus is indeed the bridegroom. Jesus could have performed any miracle to prove his power, but chose to turn water to wine, which paves the way to his true identity and sole purpose: marrying his bride. If Jesus is the bridegroom, then there must be a wedding banquet, just as people today host a rehearsal dinner. John describes this banquet between Him and His people as a banquet of love (Pitre 48). Jesus will give the wine of salvation at the Last Supper, when the hour of his passion has arrived (Pire 48). Through Jesus words Drink of it, all of you; for this is my blood of the [new] covenant, which is poured out for many for the forgiveness of sins (Matthew 26:27-28), he has identified the wine as the blood of a new marriage covenant between Him, the bridegroom and the people of Israel, who would then represent the bride. If this is correct, then the Last Supper is a wedding banquet (Pitre 50). So far, it is quite clear that the bride of Jesus is not just one person, but rather the people of God as a whole. We get to know the bride even more when Jesus meets the Samaritan woman at the well. It is alarming that Jesus approaches the woman because she is not Jewish and she has already been married and divorced five times. At this point it is unclear why Jesus is interested in the Samaritan woman. Biblical scholars have suggested that the Samaritan woman is a symbol of the people of Samaria, with whom Jesus wishes to enter into a relationship as Bridegroom and Messiah (Pitre 65). This suggests then that Jesus wishes to be wed not only to Jewish believers in YHWH, but also non-Jewish believers, which would again make him the bridegroom and the Samaritan woman the bride. If this is true then it explains why Jesus gives her the gift of living water, which is associated with the custom of a Jewish bride undergoing a ritual bath before her wedding (Pitre 73), because it demons trates that the new covenant will be made with everyone. No matter what, you are invited to be the bride of Christ. If Jesus is the bridegroom, and his people are the bride-to-be, then the only thing left to do is wed the two. Jesus wedding day is probably a lot different than what most people see when they think of a wedding. Instead of it being a day full of joy and happiness, it was a day full of pain and suffering. The one thing I can say that Jesus wedding and weddings today do have in common, is that there is most definitely love between the bridegroom and his bride. Ancient Jewish weddings described in the Bible are often portrayed as feasts with friends and family, and the rejection to fast in Mark 2:19 As long as they have the bridegroom with them, they cannot fast, proves that Jesus is the bridegroom, this is his wedding celebration, and they will not fast until he is gone. Mark 2:19 is the only passage in which Jesus explicitly refers to himself as the bridegroom (Pitre 84).