Kindly note that all the figures listed here were included in a study made by USAID about Educational Investment in Egypt.

Among Egypt's challenges to become an active participant in the globalized changing world of today is the nations educational system currently under close review. Holistic theory indicates that there is no one complete system but a combination of sub-system are the ingredients required for major achievements or progress. 

In this theory, education is one of the foundational systems. Developing a new educational system necessitates a clear vision of why such a change is required and the functional objectives of an the system.

Traditionally, Egypt's human resources were it's main assets and competitive advantage. Such situation has been rapidly changing since the mid-eighties due to the various changes in global communications resulting in the illumination of significant obstacles. Today a country like India is one of the leading host of software developing and digital processing industries.

Large corporations send their data electronically for processing and management to India rather than invest in establishing systems of their own. While this may be one example there is so many others from different countries around the world. The intention here is not to blindly replicate however to develop a niche by which to lead.

To do so, one must consider the development of a new educational system as a long term strategic financial investment that yields are distributed to cover all other inter-related systems hence enabling the harvesting of national progress and development. Such investment requires careful consideration of the following issues among other:

· Infra-structure
· Policy
· Executing force
· Beneficiaries

Infra-structure - Lack of educational facilities has been one of Egypt's problems in terms of number of available schools and the appropriateness of the equipment within the schools if they happen to exist.

During the last two decades Egypt's Government has built more than 6000 school building with an estimated cost of LE 3,000,000,000 serving 2,400,000 school children every academic year. Initially this number may seem big and sufficient, however, the reality is that every year Egypt's population is increased by 1.5 million child who after 5 years are to be enrolled in the schools this requires an annual establishment of no less than 3750 school worth an estimated annual cost of LE 1,875,000,000. 

This sort of investment will be required annually for the next 15 years as long as the population increase ratio is to continue at it's present rate.  While some may argue that funds required to establish such large number of schools can be obtained from a number of sources including the private sector. It is worth considering the price of land on which the schools are to be built upon and whether or not these lands exist and what will these schools replace.

Simple questions do not mean simple answers. Schools must be located with no more than 3 kilometer radius from where people live; hence, we would need to build on productive agriculture land in the rural areas and highly priced residential plots in the urban parts of Egypt. 
 

Till this point we have not mentioned the required investment in the upgrading of the class rooms and laboratories within the current established schools. 

To probe this we would need to decide on how to solve the establishments issue first and their associated costs. Virtual schools may be one solution and a less costly one to consider.

Policy - One major limitation to the above and later parts of the problem is the government's commitment to free education. As mentioned above it is a difficult investment on behalf of any government especially Egypt's. Just as any parent finds it difficult to accept and admit the inability to care for one's
children, Egypt's parental government is no exception.

The last decade witnessed the creation and establishment of private sector educational institutions starting from primary education to universities. These private sector initiative are not many in numbers and the last two years witnessed a decrease in their growth due to government attempts to regulate, control, supervise, and be part of the lucrative profit making business.

Policy makers should be mainly concerned about the adequacy of the facilities and the design of the educational curricula by which all schools follow. Interference in the day to day management and pricing should be left to modern management principles and the natural forces of customer driven market forces.

National policy makers must make an effort to promote education as an investment opportunity by allowing for motivational elements such as those available for industrial initiative. 

Community schools already in existence since 1995 should be accredited and their students be allowed formal government approved certificates. Doing this means admitting failure to support - Government and People Perception - but is admitting that people can solve their own problems provided they are given the necessary policy support. This brings us back to market forces of supply and demand as well as the natural human need which triggers innovation and
self-reliance.

Executing force - In this section we look at two main elements of any educational system. The most critical are the educators and the administrators within the system. The initial and most apparent problem for these important elements of the system is their current pay structure which was the first issue tackled by the private schools. While the educators developed coping strategies through private teaching classes administrators could not and a split of the two teams resulted leading to one creating problems for the others making it difficult to perform their educational role within the class room. Administrators attempts to develop similar coping strategies resulted in the over-burdening of student families with requests that have financial implications that constitute a major factor in the decision of the parent to stop sending his children to school especially male children. 

Again market forces show it's unpleasant nature in high pricing and double payment for quality services limiting those with under economic constraints from accessing education. As apparent, it is not the 'right to free education' is the decisive factor but the manner this education is offered. 

Educators at different education levels vary in their level of qualifications. We see teachers responsible for early childhood and primary education with no formal educators degree due to the lack of interest in these types of jobs as their pay (formal and in-formal) is minimal. 

Multiple dimensions should be taken into consideration regarding the type and qualification of educators, their pay structure, and most importantly their work conditions especially as it relates to the number of students in each class room (current national average 78 students/class room). 

Beneficiaries - Last but not least a critical yet careful review of the needs of the children for an education that enables them to actively participate in the development of the country is required. An education system that produces graduates unwanted in the job market is a clear sign for significant change.

Employers today are investing in the re-training of their junior staff. In each sector we find a human resource development department from the surface one would say this is a solid step to international and global systems compliance. In depth investigation to the programs offered revealed an alarming fact indicting the short falls of the educational system in all sectors. 

Today education is considered one of the main expenses for the Egyptian family due to the costs involved. Cost benefit analysis may be a sophisticated analysis tool but in reality poor uneducated parents can perform it to accuracy when it comes to investing their hard earned income. 

To conclude - Egypt's educational system does not operate in a void but is influenced by other inter-related systems that must be all developed at the same time using a business modality rather than the traditional parental government planning approach.

It may be time for an increased involvement of businesses in the provision of basic government services (i.e. privatization). Fear of exploitation is inevitable and is most welcomed. It is better to fear the devil than to be content within his arms.

Regards to all

Jano