This research aims at investigating the challenges of achieving education quality in public primary
schools in Egypt, with a specific focus on readability issues. The researcher employed a
qualitative approach to research, using semi-structured face-to-face interviews. The main
findings of the research suggested that the main reasons affecting the efficiency of the education
quality efforts and thus reading and writing proficiency in public primary schools include: (1) poor
school resources including oversized classes and poor quality of teachers; (2) enhanced
readability curricula and assessments are not in use, especially for restorative programs; (3)
contradicting laws and regulations, such as the decree on automatic transfer of students; (4) lack
of coordination between the different entities mandated with achieving education quality;
amongst others. Recommendations include increasing the public funding of the education sector
to cover education quality interventions from the state budget; enforcing the use of the
readability curricula and the EGRA assessment tools; as well as adopting pro-poor policies in poor
communities.