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The total duration in school remains intact, 12 years. The primary cycle of general education has been increased by one year, and is divided into two modules of three years each, while the intermediary cycle was reduced to three years instead of four. The first year of general education's secondary cycle must be considered common for all four different series of instruction, and the second year is common to only two out of four series. Lebanese students are not allowed to enter formal technical education before age 12, which is the age limit of obligatory education. The scholastic year was changed to 36 weeks, and 4 supplementary hours per week were added at the intermediary and secondary cycles.

The new school curricula was launched in September 1998, and the Educational Center for Research and Development had trained 16,000 teachers in public schools and 6,000 teachers in private schools on the new uses and principles of the new program. The new system took into account economic, social, and national perspectives. The principle characteristics of this new system consist of the following:

The Lebanese educational system has usually relied heavily on private schooling to accommodate the evergrowing demand for learning in the country

In short, the new formal educational system of Lebanon, like in many other countries, divides the years of instruction as follows: 6-3-3 (six years for the primary cycle, three years for the intermediate cycle, and three years for the secondary cycle), followed by the higher education cycle. Primary school education is followed either by a six-year intermediary and secondary program, leading to the official Lebanese baccalaureate certificate, which was originally based on the equivalent French school diploma, or by a three- to six-year technical or vocational training program.

There are 1508 public and private intermediary and secondary schools for the general instruction program in Lebanon, while there are only 262 schools for the technical and professional instruction program divided between the public sector (29 schools) and the private sector (233 schools).

Education is compulsory until the end of the intermediate cycle, is available to all Lebanese students, and is attended by nearly 95 percent of school-age children

The school year starts in early October and ends in late June. The school day consists of six hours starting at 8:00 a.m. with two hour lunch break and ends at 4:00 p.m. The length of class periods ranges from 50 to 55 minutes. Both public and private schools are supposed to observe official holidays, which are decided by the government; however, Christian-administered, religious private schools take Saturday and Sunday off every week, while Moslem-run religious private schools take Friday and Sunday, and Jewish-run private schools take off all of Saturday and Sunday afternoon only.

As to special education concerning handicapped students, there were about 10,000 handicapped people in 1975 (prior to the Lebanese civil war). During the Israeli invasion of Lebanon in 1982, this number reached 13,000; it is more than 15,000 in 2001. About 2,500 handicapped people were being educated and made ready to enter the work market.

In addition, females appeared to have a slightly higher percentage than males with regard to attending schools and universities. After age 25 male attendance becomes almost double that of female attendance.

the literacy rate was 88.4 percent in 1997

ue to the Lebanese people's negative attitude toward manual work, especially in industry and agriculture, students of lower socioeconomic status enroll mostly in vocational and technical schools. Therefore, there is a big difference between the two major types of instruction, as well as the relative numbers of schools and students enrolled in each of these types

The brevet certificate is only required by public schools, vocational schools, and teacher training institutes. The baccalaureate part I exam has two main tracks: literary and scientific. The baccalaureate part II has four main tracks: literature and humanities, which includes language, literature, history, philosophy, education, arts, and religion; sociology and economy, which includes economic sciences, politics, business and management, law, and sociology; general sciences, which includes mathematics, physics, chemistry, and their applications at the level of engineering; and life sciences, which includes biology and life sciences, chemistry and their applications in the area of medicine, health, agriculture, and other related subjects.

Most institutions of higher education require entrance examinations besides the baccalaureate part II, which is required by law.

The grading system is generally based on scales of 0 to 20 or 0 to 100, with 10 or 60, respectively, as passing grades

he curriculum in Lebanese schools is somewhat rigid, for all students must pursue the same programs in all three cycles

rivate schools can choose textbooks that meet their syllabi, except in the civics area where the Ministry of Education, Youth, and Sport requires them to use the center's textbooks.

rabic and either French or English are the languages of instruction in the Lebanese schools.

The United Nations Reliefs and Works Agency (UNRWA) provides funds supporting a private nonsectarian school system for Palestinian Refugees in the Middle East. This type of private schooling has been very effective in offering education and social services for children of Palestinian Refugees residing in Lebanon

Cost-sharing is a “shift of the burden of higher education costs from being totally borne by the government or the taxpayer, to being shared with parents and students”

This raises the  question, to what extent can this cost-sharing policy preserve equity in enrollment and improve the quality of higher education in Morocco? The obvious answer is that this policy is causing more harm to Moroccan higher education.

lack of female teachers is one of the factors resulting in low enrolment and retention of girls in schools, particularly in higher grades when parents tend to object to male teachers

The sector also suffers from a lack of efficiency and effectiveness in using limited financial resources and weak management capacity.

DA has provided assistance for development of all education system sub-sector

both building on the success of the Basic Education Expansion Project of 2001-2007

The Secondary Education Development and Girls Access Project provides a platform to address broader sector governance and management issues by bringing together the Ministries of Planning, Finance, Civil Service and Insurance and Local Officials to jointly sign a Protocol of Participation in this Project.

men is also part of the Education For All Fast Track Initiative (EFA-FTI). FTI focuses on increasing access of children to primary education in line with the MDG target of achieving universal primary education, and its interventions target the most remote areas in the country where no other IDA project, government intervention or donor project has gone before

Increase in enrolment in primary education to 87 percent in 2008-09 from 68 percent in 1998-99.Gains in girls’ enrolment were even higher with an increase to 78% in 2008-09 from 49% in 1998-99, reducing by half the gap with male enrolment

The Education sector in Yemen is one of oldest and largest sectors of IDA investment in Yemen.

otal Bank financing for the five projects amounts to US$133 million, comprising Basic Education Development Project (US$68.66 million), Secondary Education Development and Girls Access project (US$20 million), Fast Track Initiative – Phase III (US$20 million), Second Vocational Training Project (US$ 15 million), and Second Higher Education Project (US$13 million).

he basic education sector in Yemen is characterized by a high degree of donor harmonization. Education receives a large share of the comparatively small amount of Official Development Assistance per capita recipient (just US$13 in 2006).

The Yemen Country Status Report set the stage for the development of a national vision for education. The national vision is to be developed in coordination with line ministries and aims to develop the foundations for a national education system that is linked to the labor market

Higher education, either a two-year intermediate level course offered by community colleges or four years of university level courses, either in public or private institutions. The student's achievement on the General Secondary Education Certificate Examination is the sole criterion for admission into higher education institutes.

Under this system, students in grades 4 through 10 may repeat a grade twice. After that they are automatically promoted. In the preparatory stage, grade repetition is allowed only once. At the secondary level, students are allowed to repeat once in a government school provided they are younger than 17; otherwise they must transfer to a private school.

Community colleges and universities vary in required attendance from two years in community colleges to six or more in universities based on the type of institution and specialization

he majority of students are enrolled in schools directly controlled by the MOE. Some schools fall under the jurisdiction of the cultural bureau of the Ministry of Defense. The Ministry of Health oversees students studying for medical careers; it established the first nursing school in 1953-54.

Instruction is in Arabic, but English is introduced in public schools in the fifth grade and is widely used. A new policy was recently approved to start teaching English in the first grade beginning in the academic year 2001-02

The school year runs for 210 days from September to June.

All public schools and most private ones use the same textbooks. Under Law 16 of 1964, the School Curricula and Textbooks Division of the MOE is responsible for producing and printing the textbooks. They are distributed free of charge during the compulsory stage, but there is a nominal fee at the secondary stage.

Jordanian public schools are single sex schools.

In 1997, however, only 16 percent of students were attending two shift schools and 11 percent went to rented buildings.

As a whole, education in Jordan is considered an investment in the future. Skilled citizens are necessary. Before the Gulf War, most graduates could find good jobs in the oil-rich countries, and the money they sent home helped the Jordanian economy to grow. It is not uncommon for a family living at subsistence level to be able to send a child to a university (Abu-Zeinh).

Finally, although Qatar has a high per capita income, the national investment in education was small. Teachers received low pay and little professional development, many school buildings were in poor condition, and classrooms were overcrowded.

he most fundamental need was for clear curriculum standards oriented toward the desired outcomes of schooling. The new system’s curriculum, assessments, and professional development would all need to be aligned with these clear standards

AND presented three governance options to the Qatari leadership for discussion: (1) a Modified Centralized Model, which upgraded the existing, centrally controlled system by allowing for some school-level flexibility with or without parental choice of schools; (2) a Charter School Model, which encouraged variety through a set of schools independent of the Ministry and which allowed parents to choose whether to send their children to these schools; and (3) a Voucher Model, which offered parents school vouchers so that they could send their children to private schools and which sought to expand high-quality private schooling in Qatar.

Qatar now possesses curriculum standards in Arabic, mathematics, science, and English for all 12 grades — and these standards are comparable to the highest in the world.

These tests and surveys were then upgraded and repeated in 2005 and 2006 as part of the ongoing accountability system. The tests are the first standardized measures of student learning available in the Arabic language.

otential school operators responded enthusiastically to the call to open the new schools.

from a pool of 160 initial applicants; all 12 opened under three-year renewable contracts. In 2005, 21 additional Independent schools opened, and in 2006, 13 more opened.

Increased expertise is needed in Qatar’s teaching workforce and among the Institutes’ staff. Non-Qatari specialists are likely to be required in the future, but it is important that they find the means to transfer knowledge to Qataris to build local human resources.

The four principles of the reform — autonomy, accountability, variety, and choice

The emirate of Abu Dhabi in the United Arab Emirates recently adopted a strategy of public financing for private providers of education that is similar to that of Qatar. Also, the Secretary General of the Gulf Cooperation Council praised Qatar’s initiative, especially its curriculum standards. Since these standards are the foundation for teaching, learning, and accountability, the Secretary General’s praise, motivated by concern throughout the region about preparing students for later life, represents a major endorsement of the approach taken in Qatar.

Ordinary schools

Language schools 

Religious schools

nternational schools

n 2010, a total of 2,646,000 students were enrolled across all tertiary levels. They attended one of 23 public universities, including Al-Azhar University, the oldest continuously running university in the world. There are 19 private universities; 18 public institutes of higher education and 81 private higher institutes.

verall literacy rate in Egypt is 72%

80.3% for males and 63.5% for females

educe gender disparity in education and to achieve the 2015 Millennium Development Goal of universal primary education

In Africa and South Asia for example, boys remain 1.55 times more likely to complete secondary education than girls, according to World Bank data.

Even when girls make it into the classroom they still “continue to face particular risk in chaotic conflict settings,”

n Pakistan, for example, the Taliban has declared war on girls' education, and frequently attacks educational institutions

“They don’t translate into greater equality in the labor market,” said Sarah Gammage, director of gender, economic empowerment and livelihoods at the International Center for Research on Women. “Around the world women have disproportionately been part of the informal economy.”

hey are typically responsible for providing care services for family members, Gammage said. Other duties include child rearing, cooking, and other household chores. It is work for which they are not paid. Women perform three times more unpaid work than men, according to the U.N.’s 2015 Human Development Report.

eing able to make decisions, such as voting, owning land, and deciding whom to marry “is where we see the most significant difference between the least developed and developed countries,” said Varia.

In Saudi Arabia, women are not permitted to drive and cannot open bank accounts without their husbands' permissio

Uganda forbids women to gain permanent custody of children after a divorce,

Honor killings, the traditional practice that allows the slaying of a family member who is believed to have brought dishonor on a family, claims thousands of women’s lives every year in South and Central Asia.

t is absolutely shameful that the obligation to protect schools is not being respected in this conflict

Syrian refugee children in neighbouring countries are facing disturbing rates of abuse, bullying, corporal punishment and marginalization

p to half of children surveyed by the agency in Syria reported they were 'rarely' or 'never' able to concentrate in class

Syrian children are dropping out of school by the day, and the international community has to step up its response to ensure that we do not lose an entire generation of children."

Four years into the Syria crisis, overall enrolment in Syrian schools has halved from near 100% pre-crisis levels, while enrolment in the hardest hit areas such as Aleppo has plummeted to just 6%

And those children who have managed to escape the conflict in Syria are also missing out on education with devastating consequences. One in 10 Syrian refugee children across the region are estimated to be working, and the figure is likely to be much higher. In Jordan, 47% of refugee families reported relying partly or entirely on their children's income in a recent assessment.

We have heard from children being cursed and ridiculed by teachers in host countries, being told that they have ruined their country or to go back to Syria," Hearn said. "Others face corporal punishment at school. In Egypt alone, 30% of children we interviewed told us they were being hit by teachers and 70% are being verbally abused

Refugee children are also faced with learning an unfamiliar curriculum or even a teacher speaking a language they cannot understand.

who are assigned to subjects according not to their own choice, but to their school grades. Medicine, engineering and political science require high results. Low-scorers are concentrated in arts, business and education courses.

The very wealthy send their sons and daughters abroad. Many never come back, contributing to a brain drain in the Arab world.

Past issues Information for contributors Editorial members How to order About the Bulletin Disclaimer Prevalence of female genital cutting among Egyptian girls

25.7% of top management positions in the state are held by women

30 women were appointed as judges presiding over family courts;

49 percent of students enrolled in universities and higher education institutions;

• There was a significant increase in the proportions of mothers assisted at delivery by medical provider - from 61.5 percent in 2000 to 78.6 percent in 2006;

The percentage of women who gave birth at an age younger than 18 decreased from 23.7 in 1992 to 20.4 in 2000 then to 15.8 in 2005.