Globally, in developing countries, less than two-thirds of girls complete their primary education and only one-third complete secondary school, where necessary skills are learned to function productively as an adult.[i] Educating girls has a profound impact on (1) reducing child marriage and early child bearing; (2) improving women’s psychological well-being; (3) increasing women’s contraception use and knowledge of HIV/AIDS and other health issues; (4) empowering women to make decisions within the family; (5) reducing the risk of intimate partner violence; and (6) increasing the likelihood of social and community engagement, like volunteering, donating to charity, and seeking out the company and counsel of other women. Of course, all of this ignores the obvious economic power accompanying greater education. In Egypt, those with a secondary education can earn twice as much as those without an education.[ii] Earning one’s own wage is linked to greater autonomy, personal freedom, and an increased sense of self-worth – each important facets of leveling the gender playing field in Egypt.
However, girls in Egypt are not pursuing or completing higher education or entering the workforce at the same rate as their male peers. To identify drivers of this and uncover meaningful differences in the educational experiences of boys and girls in Egypt, Untold Research conducted in-depth interviews with teachers, mothers of primary school-age girls, and girls in secondary school to understand their thoughts, feelings, experiences, and opinions on Egypt’s education system and the future of girls. These interviews were followed by a survey (n=403) of lower-income mothers (earning 5,000 LE or less each month). The survey was administered face-to-face using tablets between January 23 and February 9, 2019. Data on a total of 1,079 children was gathered as most women had multiple children.
During the in-depth interviews, by far, the most discussed issue was the cost of education in Egypt. While, technically, enrolling and attending school is free, there are many ancillary expenses nearly essential for the successful completion of each grade. Uniforms, outside books, pens, paper, and transportation to and from school are just some of the unavoidable costs, but most taxing is the private lesson epidemic.
Because teachers feel they are underpaid and there is a serious lack of classroom oversight, little to no information is imparted to students during the school day. Instead, teachers pressure students to take expensive private or small group lessons with them before or after school where the real material and often even the answers to exams are presented. Taking private lessons is rampant throughout Egypt as evidenced by four in five (81%) of the children discussed in this research taking them.
Two in five (41%) families earning 1500-3000 LE per month spend/t between 33-67% of their monthly income on private lessons, leaving some families with no more than 500 LE for other household and family expenses the rest of the month. Not surprisingly, the more children a family has, the less money spent on private lessons per child.
It would be assumed for low-income families to prioritize educating the child or children with the greatest earning potential, yet, this research shows families supporting children of both genders nearly equally when it comes to paying for private lessons. For both genders, there is a huge decrease in private lesson taking between primary and secondary schools and boys experience another significant drop between ages 17 and 18, from 70% to 48%. Meanwhile, between this same period of time, more than three-quarter of girls (77%) continue private lessons through graduation, a demonstration of their commitment and interest in their studies. However, not all of this value on education is altruistic. Many mothers expressed the desire for their daughters to become educated and even go on to university for the express interest of meeting a more successful husband.
While limited in size and scope, this research finds participation in and family spending on private lessons to not be major barriers to a girl’s matriculation to higher education. Being only one of many presumed and identified factors contributing to girls’ failure to enter higher learning or the work force, much more research is needed to continue to peel back the layers of this complicated problem.
[i] Wodon, Quentin, et al. Missed Opportunities: The High Cost of Not Education Girls. Children Investment Fund Foundation, Global Partnership for Education, Malala Fund, World Bank Group, 2018.
[ii] Ibid.