Inclusiveness in higher education in Egypt

Abstract

In Egypt, before 1952, education, especially higher education, was the province of a privileged few. After the 1952 Revolution, in pursuit of social justice and economic development, Egypt's leaders eliminated fees, instituted a universal admission examination, promised government employment to all graduates of higher education, and expanded the number of places. Officials expected these policies to increase inclusiveness as enrollments grew. We examine the period from 1988 through 2005, when egalitarian policies remained in place, and during which enrollments continued to expand rapidly. Despite this growth, we find that inclusiveness did not change for males and, at best, modestly improved for females. Young adults from the wealthiest families maintained a substantial advantage in the likelihood of enrolling in higher education. At the same time, females, and notably females from poor families, came to make up a larger share of the higher education community.

Barriers of organizational inclusion: A study among academics in Egyptian public business schools

“…While historically, the Egyptian Government initiated equality, diversity and inclusivity policies, unfortunately this was not a prioritized practice across the sector. In a study in inclusiveness in higher education in Egypt, Cupito and Langsten [17] found that since 1952 Revolution, in pursuit of social justice and economic development, Egypt's leaders eliminated fees, instituted a universal admission examination, promised government employment to all graduates of higher education, and expanded the number of places, and officials expected these policies to increase inclusiveness as enrollments grew, however inclusiveness did not change for males and, at best, modestly improved for females, and that young adults from the wealthiest families maintained a substantial advantage in the likelihood of enrolling in higher education.…”

Track and Sector in Egyptian Higher Education: Who Studies Where and Why?

“…Tracking in secondary school is a key determinant of access to higher education (Cupito and Langsten 2011;Langsten 2015). At the time of the 1952 revolution, almost all secondary students (around 95%) were enrolled in the general (academic) secondary track (Richards 1992;Szyliowicz 1973).…”

Shifting spaces of contention

“…Aged between 15 and 35 years old, they sweep through all social classes of society, though a large portion of their members belong to the upper classes of Egyptian society, unlike their European counterparts (Hourcade 2000;El-Zatmah 2012;Lebrun 2013). 18 What is more, many Ultras -regardless of social class -are well educated and carry a University degree or are currently pursuing studies, as a result of the free education system for public schools in Egypt, the private system being more expensive (Cupito;Langsten 2011). 19 So the main issue for these young Egyptians resides in the imposed set of goals to achieve and norms to respect according to their social status and qualifications.…”

“…19. Regarding the public and private education system in Egypt, seeHyde 1978; Arum; Gamoran; Shavit 2007;Cupito; Langsten 2011. 20.…”