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Public schools are completely the responsibility of the Education Ministry

bout 92 percent of students attend public schools.

ublic schools are divided into two types: local Arabic schools and experimental schools.

Experimental schools a

public schools that offer their curriculum in a foreign language.

ational Institutions Schools

hese schools are institutions that are not privately owned but are related to national institutions and administrations.

hich are semi-private schools with high language standards and school fees close to private school fees.

ed by social institutions, not individuals

mbassy Schools

hese are schools that are not connected to the Ministry of Education in any way

embers of the student body are mainly from the nation of their respective embassies and follow their own curriculum.

since these schools do not offer the courses required by the ministry in Arabic, Religion and Social Studies, Egyptian universities are not likely to admit students from these schools.

Private Schools

rivate schools edcuate just 8 percent of students.

creditation to offer other kinds of diplomas, including the British General Certificate of Secondary Education, the International Baccalaureate and the French Baccalaureate.

ther schools are privately owned but offer a national curriculum.

issionary and Religious Schools also teach the national curriculum but have a religious mission.

They do not have a special license, are legally national schools and are subject to Egyptian laws.

10,000 detainees are under investigation or awaiting trial in detention centers and prisons, and Eid wrote in a Jan. 13 Twitter post that Egypt now houses around 60,000 political prisoners.

The statement condemned the arrest of journalists and a number of activists affiliated with certain social movements, primarily the April 6 Youth Movement. T

he movement has said it considers the regime’s attempts to crush it as "failures," further characterizing this era of Egypt’s judiciary as bleak.

Egyptian authorities are not content with merely preventing some citizens active in society from leaving the country. They also are barring the return of others who they allege pose a security risk

he was questioned for about 16 hours and her personal laptop and cellphone were searched. She was subsequently denied entry and deported back to Tunisia, an incident that rights organizations consider blatant police interference in academic liberties.

In October, Alexandria University canceled, for “security reasons,” a lecture by Essam Heggy, a NASA scientist and former adviser to Mansour. Heggy is known for his critical views about the Egyptian government.

n Jordan, there is an excessive use of lecturing and memorisation, with little emphasis on analysis of what is being memorised. It is well known that students in public schools are required to memorise endless facts and formulas from a dreary academic curriculum.

hile all new theories of language acquisition are based on meaningful communication through which students can acquire English as a second language without translation or focusing on grammatical principles and rules, “grammar translation method” is still the only popular method used in public schools and even at universities in Jordan.

Over the years, there has been much talk about reforming the education system in Jordan, but less action. Reform i

We need an education through which students are able to connect the facts they learn about to the real world, which helps them innovate, understand social responsibilities, ethics and values.

In addition, the benefits of female education for women's empowerment and gender equality are broadly recognized:

While 53 percent of the women said that the decision should depend on the children's capabilities, 39 percent said that the son should go to the university, compared with only 8 percent who said that the daughter should go. The survey also found that mothers of children who had never attended school were more likely to cite the cost of education as a reason for not educating their daughters than for not educating their sons.

As women's educational attainment in MENA countries has increased, more women have moved into the job market. But women's participation in the labor force is still low: Only 20 percent of women ages 15 and older in MENA countries are in the labor force — the lowest level of any world region.

But those rates are lower than rates found outside the region. In France, for example, women make up 45 percent of the labor force; in Indonesia, which is home to the world's largest Muslim population, women make up 38 percent of the labor force.16

Women in MENA countries are twice as likely to be illiterate as men are and make up two-thirds of the region's illiterate adults. The gender gaps in education vary greatly across countries in the region but are generally wider in countries where overall literacy and school enrollment are lower. In Yemen, for example, the illiteracy rate among young women (54 percent) is triple that of young men (17 percent). But countries that make political and financial commitments to reducing illiteracy, as Jordan and Tunisia have, generally see significant improvements in reducing illiteracy and narrowing the gender gap (see Figure 6).

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.

The Taliban has already been successful with this approach on other fronts. Their attacks on polio aid workers have proven effective in disrupting the country’s entire public health system

Together with Jishnu Das of the World Bank, we have been researching Pakistan’s education sector for nearly 20 years.

Girls in particular have benefited from this school boom: more are in school than ever.

Research shows that the education debate in Pakistan is similar to the education debate in any other country: parents grapple with a choice of schools based on the usual set of considerations: Which of the schools nearby is best? How much should we pay? Is our child getting the best quality education?

But education is a unique service – not only because it involves a country’s most precious resource, its children – but also because, by increasing human capital, it strengthens the state not only in the present, but in the future.

As we speak, many schools are announcing temporary closure of facilities in the aftermath of the latest attack

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

hero and a national treasure in the eyes of Egyptians.

Women saw her as an inspiration in their struggle for equal rights

women followed her exam

Egyptian women made advances in equality throughout the period of the monarchy

Gamal Abdel Nasser, women continued to advance, achieving positions in universities, Parliament and the senior judiciary.

22 Arab countries for discrimination in law, sexual harassment and the paucity of female political representation

women

Egypt’s tradition of moderate Islam recognized women’s rights and encouraged women to study and work.

woman’s job is to please her husband and provide offspring.

promote female genital mutilation

cover her body completely and may not study,

women started to wear the

cannot even leave the house without her husband’s permission.

control women’s sexuality.

Wahhabism has influenced all Islamic societies and movements, including Al Qaeda and the Muslim Brotherhood.

until 2005 that sexual harassment became an organized form of retribution against Egyptian women

hijab

83 percent of women interviewed had been subjected to sexual harassment at least once, and that 50 percent experienced it on a daily basis.

When ultraconservative doctrine dehumanizes women, reducing them to objects, it legitimizes acts of sexual aggression against them.

many Egyptian women still went without head scarves, wearing modern Western-style dress, yet incidents of sexual harassment were rare. Now, with the spread of the hijab, harassm

The security apparatus paid thugs, known as “beltagiya,” to gang up on a woman attending a demonstration, tear off her clothes and molest her.

Dec. 17, 201

Tahrir Square in Cairo, soldiers pulled a female protester’s clothes off and dragged her along the ground, stomping on her with their boots

victim of the attack became an icon for Egyptian women

mocked the victim, blaming her for not staying

in the home

During the revolution, millions of Egyptian women went out and bravely faced snipers’ bullets

rity.

President Mohamed Morsi’s later attempt to rewrite the Egyptian Constitution would also have removed the only female judge on the Supreme Constitutional Court.

They tried to overturn the law punishing doctors who carried out female genital mutilation, and refused to consider the marriage of minors as a form of human trafficking by claiming that Islam permitted a girl as young as 10 years old to be married.

The revolutionaries are fighting for equality

trying to strip women of their political and social rights and make them subject to men’s autho

10 female members of Parliament out of a total of 508

epresents a future that no one can prevent.