Egypt : Inequality of Opportunity in Education
The paper examines the levels and trends in access to education and educational outcomes across generations of Egyptian youth. Examination of three cohorts of individuals aged 21 to 24 (born between 1964 and 1967, 1974 and 1977, and 1982 and 1985) shows that access to education has substantially improved during the last three decades. Completion rates increased by more than 60 percent at the preparatory level and 70 percent at the secondary level and the college completion rate more than doubled. However, significant inequities remain in access to education and educational outcomes. The fraction of never enrolled among the cohorts is still large, affecting more girls than boys, more rural than urban areas, and more children of parents with lower level of education and in elementary occupations, such as subsistence agriculture. The analysis of test-scores from the Trends in International Mathematics and Science Study (TIMSS) and national examinations shows that more than a quarter of learning outcome inequality is attributable to circumstances beyond the control of a student, such as parental education, socioeconomic background and place of birth. In Egypt, inequality of opportunity in learning outcomes emerges early and builds up progressively throughout the education levels. Access to higher education continues to remain significantly lower for children from rural areas and for those whose parents have a low level of education or are engaged in elementary occupations. Tracking into vocational and general secondary schools, which depends on a high-stakes national examination, and high and unequal levels of household expenditures in private tutoring substantially contribute to unequal learning outcomes.
Summary: | The paper examines the levels and trends
in access to education and educational outcomes across
generations of Egyptian youth. Examination of three cohorts
of individuals aged 21 to 24 (born between 1964 and 1967,
1974 and 1977, and 1982 and 1985) shows that access to
education has substantially improved during the last three
decades. Completion rates increased by more than 60 percent
at the preparatory level and 70 percent at the secondary
level and the college completion rate more than doubled.
However, significant inequities remain in access to
education and educational outcomes. The fraction of never
enrolled among the cohorts is still large, affecting more
girls than boys, more rural than urban areas, and more
children of parents with lower level of education and in
elementary occupations, such as subsistence agriculture. The
analysis of test-scores from the Trends in International
Mathematics and Science Study (TIMSS) and national
examinations shows that more than a quarter of learning
outcome inequality is attributable to circumstances beyond
the control of a student, such as parental education,
socioeconomic background and place of birth. In Egypt,
inequality of opportunity in learning outcomes emerges early
and builds up progressively throughout the education levels.
Access to higher education continues to remain significantly
lower for children from rural areas and for those whose
parents have a low level of education or are engaged in
elementary occupations. Tracking into vocational and general
secondary schools, which depends on a high-stakes national
examination, and high and unequal levels of household
expenditures in private tutoring substantially contribute to
unequal learning outcomes. |
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