Assessing community based education in Upper Egypt failure and success

Type Thesis or Dissertation - Master of Arts
Title Assessing community based education in Upper Egypt failure and success
Publication (Day/Month/Year) 2016
URL Hussein - Assessing Community Based​Education in Upper Egypt.pdf?sequence=1
Community based education has been used in different developing countries in
the context of the Education for All (EFA) commitments as a mechanism to increase
access and enrollment for basic education in remote and rural areas. It has been
introduced to Egypt in 1992 through a partnership between MOE, INGOs, such as
UNICEF, USAID, CARE, and local communities. This study examines the current
prevailing perception about the community education model as being a successful
alternative for public primary education in Egypt in marginalized areas and for vulnerable
and marginalized groups mainly girls. It argues that in spite of achieving satisfactory
results in the beginning, the model failed to be sustainable and to achieve its targeted
results on both the short and long term. On the basis of the assessment of the model in
two villages in Upper Egypt, Hoore in Minya and Talt in Benisuif, it can be claimed that
there are a number of reasons behind the unsatisfactory results of community education
in the last 10 years. These reasons include three main aspects: first, the lack of a
comprehensive vision at MOE level, including the scattered policies and regulations
governing the model; second, the distorted methodologies of implementation applied by
different INGOs and local NGOs; and third, the weak role of the community in managing
the schools. As a prerequisite for success, MOE should have an accurate mapping of the
educational needs including the targeted areas and number of dropouts in each
governorate. This information should be the guide for NGOs working on community
education to avoid duplication and competition. Policies should be revised, unified, and
applied efficiently on all implementing bodies with no exceptions. Community Education
facilitators should be well trained and well paid. Supervision and assessment mechanisms
should be in place and curriculums should be revised to ensure the core of the model
which its flexibility and ability to address the needs of different local groups. Finally, the
important role of local communities should be reclaimed and promoted

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