Introduction:
Education has been one of the major points
of concern in Egypt since the 1952 Revolution. With the increasing number of
students and the decreasing numbers of proper schools and qualified teachers,
Egypt has been unable to fulfill any expectations toward education reform. Quick
facts reveal that the Egyptian government spends 11.9% on education[1].
The pupil-teacher ratio is 26[2],
and the general spending on education is 3.8% of its GDP[3].
Educators, parents, and students are forever complaining about exams,
curricula, system of education and ministry policies. Yet so far, there had
been nothing tangible in educational reform.
Malaysia is a Muslim country revered by the
developing nations for its ability to rise in such a short time while
preserving its national identity. It is a role model for Egypt. This is a
country which does not have an established political or educational system for centuries
like Europe and the US. It is better chosen for a model to look up to and try
to implement similar strategies in Egypt. The quick facts here as well reveal
that the Malaysian government spends around 17% on education[4],
6.3 % of its GDP[5],
and that the student-teacher ratio is 13[6].
This proves that Malaysia already pays more attention to the future of the
Malaysian children. In September 2012, Malaysia published its Preliminary
Report: Malaysia Education Blueprint 2013-2025 in an effort at educational
reform.
Malaysia bases its Blueprint on
extensive research and the collaboration on both local and international
institutions. Students, parents, six local universities, UNESCO and OECD all
helped to put this Blueprint together. This document represents
Mlaysia’s short and long-term goals to reform its education. There are three
objectives stated for this reform plan: to understand the current situation of
education in Malaysia, to create a plan of action, and to prepare a programme
to implement these aspirations[7]
(1:4). The plan is to make eleven shifts in its educational system, presented
in the figures below:
Figure 1 The First Five Shifts in Education
Figure 2 The Rest of the Eleven Shifts
Why this Blueprint is Relevant to Egypt:
The Blueprint is very important for
Egypt because its approach and comprehensive outlook of the local education is
just what is needed to take an actual step forward in Egypt’s own educational
reform. Firstly, Malaysia admits that its education is in need of improvement.
It manages to lay its hands on the points of weakness that may be hindering it
from being in equal terms with neighboring countries in education such as
Singapore and Korea. Secondly, it sought the help of various parties, in order
to help all stakeholders in the matter. All interested parties participated,
especially parents, teachers, and students. It is very important to engage all
parties in policy making. It is noteworthy that Malaysia enjoys a certain form
of transparency that is not equally made use of in Egypt. The fact that
Malaysia publishes this document online, commits it to its citizens. Finally,
the Blueprint outlines specifically the steps of its reform plan.
The SixElements Egypt Ought to Pay Special
Attention to:
There are six elements in the Blueprint that
are particularly lacking in Egyptian education and have been the subject of
public complaints and debates:
1- Malaysia makes it compulsory for primary students to participate in at
least one sport, a club, and a “uniformed body activity to build individual and
leadership skills.” (E-4)
2- Malaysia desired to be on par with international standards, so the
document suggests changing the curricula of primary and secondary education
(E-11).
3- The Blueprint aims at changing Secondary education exams and shift to
more critical thinking approaches instead of testing content knowledge. This is
the same problem in the Egyptian system of secondary school exams.
4- Malaysia aims at making the students master both their mother tongue as
well as English. Egyptian students generally lack mastery of either languages.
5- One of the aims is to raise value-driven students by strengthening
Islamic studies, Moral Education and Civics. The improper education in these
areas in Egypt has driven people to seek alternatives in fundamental Islamist
education, which was a grave mistake.
6- The Blueprint draws special attention to teachers: “teaching will be a
prestigious profession that only recruits from the top 30% of graduates in the
country.” (E-14). They will also receive the best training possible starting
from 2013.
7- Malaysia is working slowly but surely to make this Blueprint a
reality. The figure below shows the three waves of achievement the country
intends to go through in thirteen years:
Conclusion:
Egypt can benefit a lot from this educational Blueprint.
By taking similar steps at analyzing the problems of our education system, by
sitting with the stakeholders in different parts of the country, by making use of international expertise, by
making our goals realistic and feasible, by adding the elements of transparency
and professionalism, we can take the educational system in Egypt to another
level.
[1]
“ Public spending on education, total (% of government expenditure).” The
World Bank. 12 Apr. 2013.
<http://data.worldbank.org/indicator/SE.XPD.TOTL.GB.ZS/countries>
[2]
“ Public spending on education, total (% of government expenditure).” The
World Bank. 12 Apr. 2013.
<http://data.worldbank.org/indicator/SE.XPD.TOTL.GB.ZS/countries>
[3]
“Public spending on education,
total (% of GDP).” 12 Apr. 2013. <http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS>
[4] Source
1
[5] Source
3
[6] Source
2
[7] Preliminary Report: Malaysia
Education Blueprint. September 2012.
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