2014年-世界发展银行全球_Egypt___Inequality_of_Opportunity_in_Education_40页_1mb

Egypt: Inequality of Opportunity in Education

Core Content

This working paper by Lire Ersado and Jeremie Gignoux analyzes the levels and trends in educational access and outcomes in Egypt, focusing on the role of inequality of opportunity. It draws on data from three labor force surveys (1988, 1998, 2006), TIMSS test scores (2003, 2007), and national examination results to assess how educational attainment is influenced by circumstances beyond students' control, such as parental education, socioeconomic background, and place of birth.

Main Findings

• Improvement in Educational Access: Over the past three decades, access to education in Egypt has significantly improved. Completion rates at the preparatory level increased by over 60 percent, and at the secondary level by over 70 percent. College completion rates more than doubled.
• Persistent Inequalities: Despite improvements, significant disparities in educational outcomes remain. These disparities affect girls more than boys, rural areas more than urban areas, and children of parents with lower education levels or in elementary occupations.
• Early Inequality: Inequality of opportunity in learning outcomes begins early and escalates as students progress through the education system.
• Tracking into Education Tracks: The Egyptian education system tracks students into vocational and general secondary schools based on a high-stakes national examination. This tracking contributes to divergent educational and labor market outcomes.
• Private Tutoring: High and unequal levels of private tutoring expenditures play a substantial role in exacerbating learning outcome disparities.
• Democratization of Basic Education: Basic education has become more accessible, with a noticeable decrease in the number of never-enrolled students, especially among disadvantaged groups.
• Gender Gaps: While girls were historically less likely to complete basic education, the gender gap has narrowed, and in 2006, girls were more likely to complete general secondary education than boys.
• Regional Disparities: Rural youth, particularly in Upper Egypt, face greater challenges in accessing higher education compared to urban youth, especially in Cairo.
• Family Background: Children from families with uneducated parents or in elementary occupations have significantly lower chances of completing higher education.
• Drop-out Rates: Drop-out rates remain high, especially among rural youth and girls. Financial constraints and cultural attitudes toward girls' education are major reasons for both never attendance and drop-out.
• Demographic Trends: The proportion of least advantaged youth (born in rural areas, from uneducated parents, or with fathers in elementary occupations) has decreased slightly, while the most advantaged group (urban, with educated parents, and higher occupational status) has seen a modest increase in educational attainment.

Key Information

• Cohorts Analyzed: Individuals aged 21–24, born between 1964 and 1967, 1974 and 1977, and 1982 and 1985.
• Data Sources:
  • Egypt Labor Force Sample Survey (LFSS) of 1988
  • Egypt Labor Market Survey (ELMS) of 1998
  • Egypt Labor Market Panel Survey (ELMPS) of 2006
  • Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007
  • National examination scores
• Main Variables Analyzed:
  • Gender
  • Region of birth
  • Parents' education level
  • Father's occupational status
  • Mother's education level
• Key Statistics:
  • Completion Rates:
    • Preparatory: 43% (1988) to 69% (2006)
    • Secondary: 38% (1988) to 65% (2006)
    • College: 7% (1988) to 17% (2006)
  • Least Advantaged Group:
    • 25% of 21–24 year-olds in 1998 and 2006
    • 27% in 1988
  • Most Advantaged Group:
    • 3% of 21–24 year-olds in 1998 and 2006
    • 2% in 1988
  • Drop-out Rates:
    • 15% of 15–19 year-olds in 2006 dropped out after obtaining vocational secondary education
    • 13% of 15–19 year-olds in 2006 never enrolled in school
    • 7% dropped out after primary education
    • 4% dropped out after preparatory education

Main Viewpoints

• The expansion of education in Egypt has not been matched by corresponding improvements in labor market outcomes, which may contribute to youth discontent.
• Inequality of opportunity in education is deeply rooted in socioeconomic and geographic factors, with disadvantaged groups facing significant barriers to higher education.
• The high-stakes national examination system and private tutoring expenditures reinforce existing inequalities by affecting access to better educational tracks.
• The democratization of basic education has been more pronounced than for higher levels, with girls and rural youth benefiting the most.
• Cultural and financial factors are critical in determining educational outcomes, especially for girls and those from poorer backgrounds.

Conclusion

The paper concludes that while there have been notable improvements in educational access, particularly at the basic level, significant inequality of opportunity persists in the Egyptian education system. This inequality is shaped by a combination of socioeconomic, geographic, and cultural factors, which continue to influence educational outcomes and limit opportunities for disadvantaged groups. The findings highlight the need for targeted interventions to address these disparities and ensure equitable access to education and better labor market outcomes.