Journal articles on the topic 'Education, Primary – Egypt – 1990-'

Public mass modern education was a major pillar of state-led development in the post-Colonial period. I examine the impact of Egypt's transformation in 1951–1953 of traditional elementary schools (kuttabs) into modern primary schools on the Christian-Muslim educational and occupational differentials, which were in favor of Christians. The reform granted kuttabs' graduates (where Muslim students were over-represented) access to higher stages of education that were previously confined to primary schools' graduates. Exploiting the variation in exposure to the reform across cohorts and districts of birth among males in 1986, I find that the reform benefited Muslims but not Christians. What Europe is suffering from is the result of generalizing education among all levels of society… they have no chance of avoiding what happened [Europe's 1848 revolutions]. So if this is an example in front of us, our duty is simply to teach them how to read and write to a certain limit in order to encourage satisfactory work and not to spread education beyond that point.Muhammad Ali Pasha, Ottoman Viceroy of Egypt (1805–1848), in a private letter to his son, Ibrahim Pasha (in Judith Cochran 1986, p. 6)Education is like the water we drink and the air we breathe.Taha Hussein, Egyptian liberal intellectual and Egypt's Minister of Education (1950–1952)The poor go to heaven, but can't they have a share on Earth too? They are willing to give up a share in heaven in exchange for a share on Earth.Gamal Abdul-Nasser, President of Egypt (1956–1970) (Excerpt from a public speech)

Economic literature highlights the vital role that women can play in enhancing the economic development of nations. However, there is still gender inequality in developing countries, especially in education and labour market participation. Although women represent nearly half of the population in Egypt, their labour force participation rate is still very low compared to men. This paper's primary goal is to investigate the short and long-run associations between female labour force participation and Egypt's GDP growth rate. The study used annual time series data from 1990-2019, where the vector error correction model (VECM) was employed. The study found that female labour force participation and the gross fixed capital formation growth rate can enhance the GDP growth rate in the long run. Nevertheless, there is no statistically significant relationship in the short run. This paper's main recommendations are that the Egyptian government needs to implement policies that encourage women's labour force participation and decrease gender inequality. These policies could be changes in legislation, modernization of social norms, Job flexibility, and increasing access to childcare. Moreover, they need to focus on both the demand and supply sides of the quality of female labour force participation by matching the women’s education with the creation of suitable jobs.

Global burden of obesity Introduction The burden of nutritional disorders is increasing despite advances in scientific research and health promotion. Nutritional disorders include excess body mass conditions especially obesity (body mass index [BMI] > 30 kg/m2) and being overweight (BMI > 25 and < 30 kg/m2). These conditions are now considered as precursors to several diseases including diabetes, heart disease, musculoskeletal disorders as well as psychiatric illnesses. We studied the global burden of obesity to assess temporal trends and regional variations of this highly prevalent nutritional disorder. Methods We used the Global Burden of Disease database from the Institute of Health Metrics (www.healthdata.org) at the University of Washington, Seattle. This database collates data from a very large number of studies and census figures to generate regional estimates for health statistics. We analyzed the data from 1990 to 2015 using global averages for years lived with disability (YLD). The primary risk factor analyzed was ‘High body-mass index’. The effect of high BMI on all causes of health reduction (including diabetes) were studied for temporal (1990 to 2015) and regional/national patterns. Results The global of burden of diseases due to high BMI is rising continuously, from 213 YLDs per 100,000 in 1990 to 388 YLDs in 2015. A high burden of YLDs was seen in developed regions including North America and Australasia. Northern Europe and Middle East were also disproportionately affected. Areas with low rates of YLDs from obesity included sub-Saharan Africa, south Asia and south east Asia. Marked increases in the rates per 100,000 populations were seen over 1990 to 2015 in countries such as Fiji, USA, Egypt and Ukraine. The burden of suffering is higher among women than men. Conclusion The global burden of suffering due to illnesses caused by high body mass index is continuing to rise. Existing public health measures appear to be ineffective and more efficacious nutritional education and health promotion strategies are urgently needed. Conflicts of interest disclosure: no external or commercial funding source, and no holding of significant equity in a company relevant to the study.

The objective of the present paper is to determine that how the level of education drives the relationship between economic growth and female labour force participation (FLFP) in developing-8 (D-8) countries (Bangladesh, Egypt, Indonesia, Iran, Malaysia, Nigeria, Pakistan, and Turkey).To achieve this objective, the gross enrolment at primary, secondary, and tertiary levels are incorporated as interaction with economic growth. The empirical estimation carried through the panel ARDL (Pooled Mean Group) for the short and long-run analysis from 1980 -2018.The results revealed that economic growth is positively associated with FLFP. This indicates that economic growth augments prospects for FLFPR on the one hand, it reassures women to obtain anticipated skills engendered by new development on the other hand. Resultantly women choose to switch from the labor market to substitute education at secondary or primary. The tertiary level of education enables women to participate more in the labor market even with the increased demand for skills. This is evident by the findings from the interaction effect of different levels of enrolment. Therefore, having observed economic growth as a crucial factor, and education asa moderator several policy guidelines are formulated to enhance the status of female labor in developing-8 countries. This can be done by adopting the proper policy through the provision of basic skills, on the job training, and subsidized higher education, this would enable the sustainable development of society.

The long-serving principal of Darul Quran (DQ) who has contributed to Quranic Education in Malaysia is Dato Sallehuddin Omar. His service as the principal of DQ began from 1980 to 1993. This al-Quran figure has made a significant contribution to Quranic education since his return from Egypt in 1976 until now. The study was to look at his educational background from the primary level until he successfully obtained a bachelor’s degree. It also looks into his in-depth education in the field of Quran and Qiraat as well as his major contributions in Quranic education. Hence, his involvement in the study of the Quran is studied starting from reciting, memorizing the Quran and gaining deeper understanding in the learning of Qiraat. The study was written according to the author's interview method with this figure in several meeting sessions. In addition, it also refers to the author's interviews with some of his successful students and refers to the writings of some of his students with him during the figure's visit to their place. This study has found that Dato Sallehuddin Omar is a figure who has contributed a lot to the development of al-Quran education in Malaysia. He has proposed to the PSD to upgrade the tahfiz certificate to the Tahfiz Diploma. Apart from that, he has also made a great contribution in publishing the Mushaf Rasm Uthmani in which the address of waqf is referred to the book of Manar al-Huda.

With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

Purpose – The purpose of this paper is to study the impact of the Arab Spring on public administration programs in Egypt, with a special focus on executive education programs. Design/methodology/approach – The study draws on stakeholder analysis, and uses both primary and secondary data. Findings – The author describes the impact of the Arab Spring on executive education in Egypt and methods of dealing with the crises. Research limitations/implications – Egypt is still in a phase of transition, which implies further changes are likely to occur in the current situation, which may be worthy of further study. Originality/value – This study provides an overview of the challenges to executive education in Egypt during its transitional period with an overview of the underlying opportunities.

Purpose Educational policy is crucial to society. Its process is related to political, economic and cultural variables. Nevertheless, there is a paucity of research in the field of applied social sciences, about how educational policies help to achieve societal objectives and welfare. This study aims to assess the concept and features of school education in Egypt during 1990-2017. Design/methodology/approach Secondary data were collected using governmental reports and educational institutional reports and assessed through specialized focus groups. Findings Results showed that, despite the multiplicity of strategies to reform the educational system, achievements and outcomes of educational processes are modest, and the developmental status of Egypt is lower than that of other countries. Studying educational outcomes indicated that school-education suffered from the predominance of quantity over quality and a serious inability to meet requirements of new knowledge era. Originality/value A novel future-oriented proposal for context, ethos and reforming aspects of educational policy will be suggested.

Language teacher education programs are likely to be housed in departments of applied linguistics, education, or languages and literature: These three disciplines provide the knowledge base and opportunities for developing skills and dispositions for both prospective and experienced teachers. Until recently, applied linguistics (psycholinguistics, sociolinguistics, discourse analysis, language description, and language teaching and testing methodology) formed the core of language teacher education, not unexpected, since language teaching has historically been the primary focus of applied linguistics (Bardovi-Harlig and Hartford 1997, Crandall 1995; 1996). However, during the last decade, general educational theory and practice have exerted a much more powerful influence on the direction of the education of both preservice and inservice language teacher education, resulting in a greater focus on: 1) practical experiences such as observations, practice teaching, and opportunities for curriculum and materials development (Crandall 1994, Johnson 1996b, Pennington 1990, Richards 1990, Richards and Crookes 1988); 2) classroom-centered or teacher research (Allwright and Bailey 1991, Chaudron 1988, Edge and Richards 1993, Nunan 1989, van Lier 1988); and 3) teacher beliefs and teacher cognition in language teacher education (Freeman 1996; 1998, Freeman and Johnson 1998a, Richards and Nunan 1990). In fact, the last decade can be viewed as a search for a theory of language teaching and, by extension, of language teacher education at both the micro and macro levels (Freeman and Johnson 1998b, Johnson 1996a, Larsen-Freeman 1990, Richards 1990). Language teacher education is a microcosm of teacher education, and many of the trends in current language teacher education derive from theory and practice in general teacher education. These trends include at least four major shifts.

Abstract In this work, the research team employed a VECM regression model to evaluate the relationship between money supply and inflation rate (INF) in Egypt from 1990 to 2019. The model includes four independent variables: money supply (MS), imports (IMP), Gross Domestic Product (GDP), and exchange rate (EXCH). A Johansen-Juselius co-integration test and a Vector Error Correction Model were used to determine the existence of long-term and short-term links between the variables. The results demonstrated the existence of co-integrating links between the variables. Aside from the effects of GDP, all independent factors had a positive effect on the inflation rate. Depending on the results, the money supply is the primary long-term predictor of the inflation rate in Egypt.

Taha Hussein is one of the greatest thinkers of Egypt, who was provided with high intelligence and extensive knowledge in different areas. Formation of his personality coincided with the dramatic moments in the history of the country associated with the British occupation of Egypt. The author of paper traces the role of T. Hussein in the development and reform of education in Egypt in the early thirties of the 20th century. Moreover, the author analyzes the pedagogical concepts of T. Hussein, i. e. the idea of the democratization of education and overcoming the inertia of public consciousness, which blocked the creative development of the individual. As the Minister of Education of Egypt, T. Hussein was able to implement a number of his ideas on the progress and reform of education, the most important of which was the establishment of free primary education for all segments of the population, regardless of social status and material welfare.

The American Economist has a long and significant history of publishing research in the field of economic education. This article provides a review and synthesis of the 70 economic education articles published by the journal between spring 1990 and spring 2015. The authors discuss The American Economist’s contribution to the field of economic education according to four primary themes: program design, instructional and assessment methodology, instructional materials, and student outcomes.

The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt’s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith. Key words: Egypt, educational system, schools.

In 1990-1991 an action-research programme in the field of rural water supply and sanitation was implemented with the objective “To assess to what extent childhood diarrhoea is reduced by the delivery of hardware facilities which improve water quality, water availability and excreta disposal, and also including an intensive educational package directed toward improving behaviours concerning water use and personal and domestic hygiene”. The intervention in Assyut Governorate comprising the construction of handpumps and latrines and a health education programme, was implemented during the second half of 1990. The data collection and data evaluation have been carried out during the period 1990-1991. Data were collected from the villages served with a complete intervention package as well as in control villages. This paper deals mainly with the water quality issues which were part of the research programme. A comparison is presented for the water quality from both traditional and new handpumps. This comparison is supported by data collection throughout the research period within certain intervals, and by data collected from other handpumps installed at earlier times in areas within Upper Egypt. Findings concerning the actual drinking water quality, and the quality control of intervention and monitoring procedures are also discussed. Major conclusions drawn from the results of the monitoring programme are:–The design, the drilling method and a proper development of handpump wells play an important role in the quality control of its water.–The bacteriological water quality improves only gradually after construction and eventually reaches acceptable levels. However, deep groundwater is thought to be of bacteriologically excellent quality. The most probable explanation for this gradual improvement is therefore the relatively long survival times of bacteria that entered the wells during construction.–Although it is not the intention of this paper to discuss the behavioural changes in the village communities during the research period, it was observed that, while water quality from handpumps is improving with time, the water quality from in-house zirs (storage reservoirs for drinking water) remained poor.

Withthe aim of developing schistosomiasis health education programmes through primary health care, water contact activities were studied in two large villages in Menoufia Governorate. In 1994, an in-depth epidemiological study performed on a calculated sample of households revealed that certain water contact activities [grain washing, irrigation, ablution] resulted in higher schistosomiasis infection rates than others. The irrigation system used appeared to be significantly related to the infection rate. Health education and community participation in schistosomiasis control via primary health care are recommended

This paper examines the trends in marginal rates of return to various levels of education for paid employees and how rewards for additional investments at a particular level of education has changed over time. Although the findings are indicative of increasing returns at different educational levels (excluding Graduation) over the years, we find no evidence that additional investments at successive levels bring consistently higher returns as highlighted by certain previous studies in Pakistan. The changes in returns at the primary and pre secondary levels have been found to be miniscule, taking the time span into consideration. The paper has also examined the returns to education between males and females and across urban and rural areas in view of the large disparities that exist by gender and region. Our findings indicate that although the wage structure may be biased in favour of males, additional investments made in female education accrue higher returns in comparison to males. Moreover, higher education is better rewarded in the urban areas whereas medium of instruction is a significant indicator of earning differentials in the labour market.

Tuberculosis (TB) is a potentially fatal contagious disease that can affect almost any part of the body but is mainly an infection of the lungs. It has been present in humans since antiquity. In the past, tuberculosis has been called consumption, because it seemed to consume people from within, with a bloody cough, fever, pallor, and long relentless wasting. In Egypt, TB constitutes the second most important public health problem after schistosomiasis. Although Egypt has relatively low levels of TB according to data from the World Health of Organization, 2005:66% of TB cases occur among the socially and economically productive age groups of 15 to 54 years. According to Ministry of Health and Population (MOHP), Egypt; tuberculosis control is carried out through 111 chest centers and 39 chest disease hospitals. Treatment failure accounts for 3%–5%of the treatment outcome of new smear positive cases and 13%–17% of retreated cases and this is due to non-compliance to treatment, defi cient health education to the patient, poor patient knowledge regarding the disease and diabetes mellitus as co-morbid. The incidence and prevalence of tuberculosis in Egypt has been declining due to increased efforts of the MOHP. Prevalence dropped from 88/100,000 population in 1990 to 24 in 2008, according to data from WHO. SAARC Journal of Tuberculosis, Lung Diseases & HIV/AIDS; 2013; X(1); 43-49 DOI: http://dx.doi.org/10.3126/saarctb.v10i1.8677

This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.

Purpose To prepare pre-service mathematics teachers (PSMTs) in Egypt, learning statistics as a subject takes place at the faculty of science, apart from what is going on at the faculty of education. The Organization for Economic Co-operation and Development has highlighted this dilemma as follows; “Pre-service education in Egypt is characterized by a separation of theory from practice, in the belief that student teachers will put it into practice later in schools” (OECD, 2015, p. 120). The purpose of this paper is to propose a microteaching lesson study (MLS) model that bridges the gap between learning free content pedagogies and teaching statistics, consequently, enhances PSMTs’ pedagogical content knowledge. Design/methodology/approach The ethnographic approach has been employed, and hence, the national faculty policy guidelines have been revised through Grossman’s (1990) model. Moreover, a focus group of PSMTs’ opinions has been investigated to interpret the aforementioned situation and provide meaningful insights. Findings As a result, the MLS model rooted in constructivism theory has been introduced. Furthermore, supported discourse to enhance PSMTs’ pedagogical content knowledge (PCK) of teaching statistics is described. Originality/value The MLS model may help to change PSMTs’ perception concerning the gap between theory and practice. Meanwhile, it could be an endeavor to reform PSMTs’ initial views regarding what learning and teaching of statistics look like, through enhancing their PCK of teaching statistics. Furthermore, engaging them in such environments to be a part of the learning community and learn more from the experts is crucial.

The aim of this paper is the mapping of the pedagogic discourse in the Greek school science textbooks of the primary and lower secondary level. School science textbooks are considered as means of regulating the pedagogic discourse of each of the educational levels. This approach stems from the view that science education (and education in general) is a socialization process into the practices and conventions (i.e. the discourses) of sub-communities, in our case of the scientific community (Lemke, 1990). Within the framework of this view, science textbooks have a central role to play in this socialising process as a resource for shared meaning making (Lemke, 1990; Bazerman, 1998).

Abstract Due to the scarcity in natural resources and the demand for green labour and economy, education for sustainable development (ESD) gained a great importance in developed countries, let alone developing ones. From this point of view, this paper is studying the possibility of infusing ESD in Egypt after one and a half years since January 2011 youth revolution. A primary data gathering method was conducted within a sample of 79 young undergraduate people (67 from the American University in Cairo and 12 fresh graduates from conventional educational systems). The results indicated that there is a positive relationship between high cultural resources along with early childhood awareness and ESD adoption and infusion. Also, Spearman’s rank association test showed a negative relationship between ESD infusion and the satisfaction level of the current conventional curriculum. On the other hand, Spearman’s rank association test showed that α is greater than 0.05; accordingly, there was no correlation between ESD infusion if introduced within the curriculum of an existing well-established university than if introduced as the final outcome of a new university specialised in ESD. The paper highlights the importance of ESD brand associations offered as a service product. After validating the hypothesis, the author discusses the findings and provides solid recommendations for ESD infusion in Egypt.

Background: Renal amyloidosis is a well-known disease. The forms of amyloidosis that are frequently associated with renal involvement are AL and AA amyloidosis. In Theodor Bilharz Institute, in Egypt, 2.5% of the total number of renal biopsies examined showed amyloidosis including secondary type in 80% and primary type in 20% of cases. Objectives: To investigate the prevalence of amyloidosis among Egyptian renal patients within 25 years and to screen the amyloid type whether AA or AL. Materials and Methods: Demographic and pathological data of archived renal biopsies presented to Ain Shams University hospitals in 25 years (1990-2015) were the material of this study. The diagnosis of all renal biopsies included in the study was confirmed by electron microscopy (EM). Immunohistochemical (IHC) staining of paraffin blocks for amyloid typing was carried out on archived material from (2010-2015). Results: Of a total number of 3962 biopsies examined; 118 were renal amyloidosis (2.97%). IHC typing of the screened samples revealed positive staining for amyloid A protein in 14 cases (73.68%). Light chain AL amyloidosis was found in 5 cases (26.3%). Conclusions: Renal amyloidosis is not uncommon in Egypt. AA amyloidosis represents the commonest type of renal amyloidosis in this study. The most common underlying disease was systemic inflammatory diseases, on top of familial Mediterranean fever (FMF).

Abstract This paper examines whether foreign aid in education has a significant effect on growth in Sub-Saharan Africa. Our analysis covers 38 countries over the period 1990–2004 and we control for initial per capita income, inflation, investment, government consumption, openness to trade and institutional quality. We find that (i) aid in primary education has a positive and significant effect on growth; (ii) aid in post-primary education has an adverse effect or at best no significant impact on growth; and (iii) growth increases as aid in primary education as a share of total education aid rises.

Historically, the early childhood care and education (ECCE) workforce has been characterized as a low-education, low-compensation, low-stability workforce. In recent years, considerable investments have been made to correct this, but we lack evidence about the extent to which these investments were accompanied by changes in the characteristics of the workforce. Using nationally representative data, we find that the historical characterization of the ECCE workforce continues to apply. However, we also find that the average educational attainment, compensation, and stability of ECCE workers increased substantially from 1990 to 2010. Surprisingly, the shift in the composition of the ECCE workforce toward more regulated settings and away from home-based settings is not the primary driver of these changes. Contrary to our expectations, gains within the home-based workforce are the primary drivers, though the education and wages of home-based workers remain substantially lower than among formal-care workers.

In my reply to Bishop and Carter, I concede the point that there was a bias in the projections that the Bureau of Labor Statistics prepared for 1990, but not for the primary reason they noted. Also, I provide data which question the claims of Bishop and Carter that there is a shortage of college graduates although data on returns to education support their shortage thesis.

The World Conference on Education for All, held in Jomtiem, Thailand 1990 stated that education is so diverse, complex and demanding to expect governments alone to meet the vast arrays of learner needs. The call for a multi-sectoral approach and building new alliances between governments, private, and NGOs forces was central to the thematic round tables on "NGOs and Literacy" and Mobilizing for "Education for All" (Hadaad 1990). This study examined the role of NGOs in financing public primary education in Budalangi, Kenya. The specific objectives of the study were: to determine NGOs participation areas in public primary education provision focusing on disbursement procedures and equity considerations for different socio-economic groups; to find out the various sources of NGOs‘ funds; to reveal the challenges facing NGOs in their effort to support public primary education and finally, to find out the adequacy and relevance of NGOs support as perceived byschool heads, parents and pupils in the region. The study adopted a descriptive survey paradigm. The target population comprised of 16 NGOs supporting publicprimary education, 33 primary schools and 16518 pupils and their parents benefiting from NGOs support. The sample included nine NGOs, seven public primary schools and 111 pupils and their parents. This gave a total of 238 respondents. The data was collected using questionnaires for NGO administrators and head teachers and interview schedules for parents and pupils. The study found out that NGOs play a central role in promoting quality, access, equity and relevance of primary education by providing physical facilities, direct support to pupils and parents. It was noted that the number of supported pupils was significant (31%) in relation to the total school enrolment. However, NGOs faced the challenge of insufficient funds, lack of exit strategy and mistrust by the government. The study recommends that the NGOs should use capacity building for sustained support and to work hand in hand with the government and all other stakeholders in education to help Kenya meet her international commitment in achieving the MDG goal in Education and EFA goals adopted in Dakar in 2000.

The aim of this study of ICT policy in K-12 education in Sudan is to investigate the status of planning for technologyin education and then determine how the advantage of ICT can best serve the educational system and improveeducational outcomes. The study examined two plans for ICT in education, addition to an interview with theeducational planning manager, and information center of federal ministry of general education, and other documentsfrom the ministry of education, as well as recommendations of previous studies which emphasized the need forpolicy to be compatible with other countries may face semi conditions of Sudan, and importance of compatible withUNESCO declarations (Incheon& Qingdao, 2015). The results of this study showed the need for policy emphasis onusing technology in education, K-12 education in Sudan requires better technology equipment, inclusive ICT policyincludes primary and secondary education need to formulate. The study also suggests that evaluation and assessmentare required in order to get more effective solutions and cope with the international educational progress of ICT inK-12 education.

The article explains the content, structure of abbreviations, key components. "STEM". The history of the development of the" STEM " education is divided into three periods. First of all, Steam (science, technology, engineering, art and mathematics) -appeared in 1990; the second - strem (science, technology, robotics, engineering and mathematics) - was implemented in 2000, and the third stage-2016, the stream is based on the fact that art Science is planning work on artificial intelligence. It is an integrator of the four components of the STEM. The article describes the effectiveness of the components c-science, scientific understanding (science), T – technology (technology), Electronic engineering (engineering), m – mathematics (mathematics) in the organization of the educational process in primary classes. Also in the article we offer the rules for completing the "STEM" tasks. These are: training, setting complex goals, analysis, choice, self-management, personal qualities, trajectory. The main attention is paid to the creative self-management of students using the "STEM" tasks.

AbstractThis article discusses a comparative analysis of education in three countries where the population is predominantly of a Muslim background; Egypt, Iran and Turkey, andexplains about the system of education in primary schools, secondary schools and colleges.Additionally, this article clarifies the latest education policy, curriculum, subjects, andassessment systems in schools and universities. The three countries have some similarities;each country is implementing the policy of compulsory education with it split into threelevels. The other similarity being that is the students have a high interest for furtherstudy in foreign universities with some destination countries being: the United Statesof America, United Kingdom, Germany, Saudi Arabia, Canada, Ukraine, Malaysia,France, and Austria. Due to unfavorable politics in both countries of Egypt and Turkey, aswell as Iran, education has been effected by a foreign policy that is often contradictory.

Higher Islamic Education in Egypt passed through many stages between strength and weakness, but what that cannot be denied is that there is an intellectual development that took place in this education due to different factors and reasons which influenced this development both negatively and positively. In the past, Islamic education was predominantly theological but the condition changed to the extent that the system became a twinning of general public education with Islamic studies education represented in Al-Azhar. Islamic education in Egypt thrived during the seventh to tenth centuries when primary Islamic schools were established as kuttābs, which subsequently advanced to Al-Azhar system. Kuttāb institutions emerged as spontaneous schools at grassroot level, often connected with mosques, but also created by the communities in homes, shops, tents, or under palm trees. Islamic studies education by then was built around individual teachers rather than institutions, and this helped the spread of education in the Muslim world. This later changed to institutional based education as evidenced in Al-Azhar. Therefore, the author in this paper intends to explore the factors that contributed to the intellectual development of Islamic education and the role of Al-Azhar in this endeavour. The view that Al-Azhar as an institution submitted to the Egyptian regimes and was unable to innovate intellectually and ideologically is one of this article’s major arguments.

As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.

The Egyptian education system is large, and current practices are very rigid. It is accustomed to mass education as was developed in Europe over the past two hundred years, following closely the British tradition. Full-scale renovation of the existing system will take time; a ten-year period is estimated. Significant changes are taking place in science programs offered to future citizens. Traditional patterns of science education, which build a strong theoretical tradition with less emphasis on laboratory and practical experiences, are changing rapidly. New programs and systems with more emphasis on research are being introduced. The content and teaching methods incorporated in these programs are based on the most up-to-date theories about what science is most worth knowing. The primary goal of the new generation science programs is to reflect the national interest of having a scientifically literate population.

Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. 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The study sought to achieve the main aim: determining how to develop negotiation practices for primary school principals in Ismailia city. The study relied on the descriptive method. The questionnaire tool was applied to determine the level of negotiation practice by primary school principals. And the level of availability of the requirements for successful negotiation in primary schools. The questionnaire was applied to (130) principals of primary schools in Ismailia city. The study found that primary school principals practice negotiation management skills at levels ranging from high to weak; the skills that managers practice at a high level are: As for the requirements necessary to develop the negotiation management skills of school principals, their importance came from their point of view at a high level for all conditions; Except for the condition of "Estimated the value of time," it was of medium importance. A Framework has been Suggested for developing the negotiation management skills of primary school principals. This vision included five main axes: the Ministry of Education, the Professional Academy for Teachers, the College of Education, schools, and schools’ principals.

This study attempts to investigate the cultural contents of two EFL textbooks entitled English for Elementary School Students Grade 6 and Grow with English Book 6. This research is qualitative descriptive research, particularly content analysis. This study uses the categorization of cultural aspects by Cortazzi and Jin (1999), including source culture, target culture, and International culture. Adaskou’s et al. (1990) categorization of cultural dimensions covering sociological sense, aesthetic sense, semantic sense, and pragmatic sense is also employed. The findings show that the two English textbooks present the cultural aspects and dimensions differently. English for Elementary School Students Grade 6 textbook carries out more source culture than target culture and international culture. In comparison, Grow with English Grade 6 textbook carries out more target culture than source and global cultures. The findings also reveal that the sociological sense is the most prominent sense occurring in the two textbooks compared to the aesthetic, semantic, and pragmatic senses. Therefore, from the results, it can be inferred that the proportion of the cultural content in the two textbooks is imbalanced.

Structural change in the provision of rural education appears to have two causes. It can result from demographic change within the framework of existing policy or from changes in government policy. On such policy change was the consolidation of rural primary education in Hong Kong during the 1980's and 1990's. The policy involved the closure of a number of small rural primary schools and transporting the children to larger consolidated schools. Recently, in Australia, Victorian Government has marked 18 primary schools and 3 secondary schools in rural areas for voluntary closure or would be asked to consider merging. In this paper, a historical review of pOlicies of two governments and their consequences of consolidation policy are the main concerns. The first section will cover rural education development in Hong Kong followed by a review on the consolidation of rural education in Australia at Wimmera, one of Victorian rural areas. In the final section the consequences of consolidation of rural education in Hong Kong and Australia are discussed.

International comparisons demonstrate that Russia lags behind OECD countries in terms of citizen satisfaction with the quality of public services in education and healthcare. However, traditionally public perceptions of the quality of service delivery are not taken into account when evaluating public expenditures. Given the overall client centricity trend in the Russian public administration, the assessment of public expenditures on the basis of citizens’ satisfaction with the quality of public services is highly relevant. The paper proposes and implements an approach to evaluating the efficiency of public expenditures on primary and secondary education and primary healthcare based on the ratio of citizens’ satisfaction with the quality of public services and per capita expenditures from regional consolidated budgets. The authors demonstrate that citizens’ perceptions weakly correlate with the level and dynamics of budget expenditures on primary and secondary education and primary healthcare services. Thus, citizens’ priorities and expectations are not fully accounted for in the budgeting process. The proposed approach helped to identify Russian regions with high and low efficiency of public spending on primary and secondary education and primary healthcare. It is recommended to use this approach as a diagnostic tool for identifying regions and sectors requiring in-depth public expenditure review and to expand the proposed approach to evaluate public spending from citizens’ perspective in other areas.

Information and knowledge management have become very crucial to the growth and development of countries around the world, including African countries. This is also true about the importance of information science education. This truth has already been accepted in Africa, including Nigeria, where the joint effort of the International Development Research Centre (IDRC) and United Nations Educational, Scientific and Cultural Organisation (UNESCO) led to the establishment of the Africa Regional Center for Information Science (ARCIS) in 1990. The primary objective set for ARCIS was for it, as a regional Center, to internationalize its processes, functions and curriculum. This paper, relying on both primary and secondary data, examines the issue of internationalization of information science education in Nigeria with practical examples reported from experiences at ARCIS. It highlights current achievements ARCIS has recorded in its internationalization efforts, challenges it faces due to the political experiences in Nigeria and competing needs of units and departments at the University of Ibadan, as well as the prospects of ARCIS internationalization efforts. In the end, it is concluded that the internationalization future for ARCIS is bright.

Background: The study’s aim is to examine adolescent girls’ attitudes toward the continuation or discontinuation of female genital mutilation (FGM) in association with their demographics in seven different countries in Africa. Methods: Data from the women’s survey of the Demographic and Health Surveys (DHS) conducted by the respective ministries (of Health and Family Welfare) in Egypt, Guinea, Kenya, Mali, Niger, Senegal and Sierra Leone were used. Adolescent girls (15–19 years) were included in the current analysis: Egypt (N=636), Guinea (N=1994), Kenya (N= 1767), Mali (N=2791), Niger (N=1835), Senegal (N=3604), Sierra Leone (N=1237). Results: Prevalence of supporting the continuation of FGM among adolescent girls was in Egypt 58%, Guinea 63%, Kenya 16%, Mali 72%, Niger 3%, Senegal 23%, and Sierra Leone 52%. Being Muslim and having low economic status were significantly associated with supporting the continuation of FGM in five of the participating countries. Girls having no education or only primary education in Guinea, Kenya, Mali and Sierra Leone exhibited a higher likelihood of supporting FGM than girls with secondary or higher education. In Egypt, Niger and Senegal there was no association between education and supporting FGM. The girls who stated that they had no exposure to media showed the higher likelihood of supporting FGM in Guinea, Kenya, and Senegal than those with exposure to media. Conclusions: The current study argues that increasing media coverage and education, and reducing poverty are of importance for shifting adolescent girls’ attitudes in favor of discontinuation of FGM.

This paper uses a natural experiment from Egypt to examine the effect of extending compulsory schooling on long-term educational and labor market outcomes. Beginning in school year 2004–05, the Egyptian government extended primary education from five to six years, moving from an eight-year compulsory schooling system to a nine-year system. Using a regression discontinuity design, I examine whether the compulsory schooling expansion affects years of schooling, literacy and cognitive skills, post-primary attendance, and labor market outcomes of individuals born just around the 1992 school entry cutoff. The results suggest that an extra year of compulsory education increases total years of schooling by 0.6 to 0.8 years. This effect, however, is concentrated among male individuals. In particular, I find that the school reform increases the schooling gap between male and female students by somewhere between 0.30 and 0.48 years. I also find no effect of expanding compulsory education on individuals’ literacy skills, schooling beyond the primary education level, or labor market outcomes. There is some evidence, however, that the school reform has improved reading and self-reported writing skills among male individuals.

Cutaneous warts are common in children worldwide, although the prevalence figures are conflicting. There are few publications on that issue, particularly in rural Egypt. The present cross-sectional study aimed to assess the prevalence of warts of hands in rural primary school children and to examine some risk factors associated with warts in these children. The study examined 1833 children from 15 rural primary schools in Dakahlia governorate, Egypt, for the presence of warts. Data about sociodemographic, lifestyle, and environmental factors were collected. Prevalence of warts was estimated. Appropriate statistical analyses including multivariate logistic regression were done. The prevalence of warts of hands in the studied children was 2.3% (1.3–3.3%) with no significant sex difference. The risk of warts increased significantly in children reported swimming in Nile channels (adjusted odds ratio (OR) = 5.6; 95% confidence interval (CI) = 2.9–10.6) and child labor (adjusted OR = 4.5; 95% CI = 2.3–8.8). A ninety percent risk reduction was observed in children with educated parents. The study findings demonstrated a significant increase in the risk of warts among rural children reported swimming in Nile channels and child labor. Parents’ education, on the other hand, was found to play an important role in risk reduction.

Thistudy compares patient satisfaction with primary health care services and identifies factors associated with patient satisfaction in two health districts in Egypt where a project for upgrading primary health care services had been running for three years. An exit interview was conducted for 1108 patients using a structured questionnaire. The results revealed that most clients using primary health care services were females. Patient satisfaction was high for accessibility, waiting area conditions and performance of doctors and nurses. The main complaints centred on the availability of prescribed drugs and laboratory investigations. Additionally, level of privacy in the consultation room was described as unsatisfactory by 33% of patients. There was no association between overall patient satisfaction and age, gender, education level or type of service received