Enjuba: Empowering Ugandan  Children through Education and Literacy

Written by Frida Brekk

Enjuba is a dedicated children’s education organization in Uganda with a mission to improve literacy and executive function skills among young learners. By offering innovative programs and leveraging technology, Enjuba aims to empower children and provide them with the tools they need to succeed in their education and beyond. This article explores the initiatives and impact of Enjuba in transforming the educational landscape for Ugandan children.

Spelling and writing competitions contribute to improve learning outcomes of children in Uganda. Photo by enjuba.

A core focus of Enjuba is enhancing literacy skills among Ugandan children. They employ evidence-based teaching methods and innovative approaches to foster reading comprehension, writing proficiency, and critical thinking skills. Through engaging and interactive activities, Enjuba aims to instill a love for reading and enhance overall literacy levels, which are crucial for academic success and personal development.

Enjuba recognizes the importance of executive function skills, such as attention, memory, organization, and self-regulation, in a child’s learning journey. Their programs are designed to develop these skills, enabling children to manage time effectively, set goals, solve problems, and make informed decisions. By strengthening executive function abilities, Enjuba equips children with the cognitive tools necessary for lifelong learning and success.

Enjuba harnesses the power of technology and technological integration as critical in order to enhance educational experiences. Enjuba provides children with access to educational content and activities that supplement classroom learning through their digital platforms, such as interactive learning apps and online resources. This technology integration expands learning opportunities, particularly in areas with limited resources, and fosters digital literacy skills that are increasingly essential in the modern world.

Recognizing educational support and the pivotal role of teachers, Enjuba offers professional development programs and ongoing support to educators. Enjuba helps teachers enhance their instructional techniques, incorporate student-centred approaches, and effectively implement literacy and executive function strategies in the classroom through workshops, mentoring, and resources. By empowering teachers, Enjuba extends its impact and ensures sustainable improvements in education.

Enjuba actively engages and collaborates with local communities, parents, and stakeholders to foster a collaborative approach to education. They involve parents in their children’s learning journey through workshops and home-based activities, creating a supportive environment that reinforces educational goals. Collaborations with schools, government agencies, and other organizations enable Enjuba to reach a wider audience and advocate for educational reforms and policies.

Enjuba is making a significant impact on children’s education in Uganda through its dedication to improving literacy and executive function skills. By utilizing innovative approaches, integrating technology, and providing teacher training, Enjuba equips Ugandan children with the necessary tools for success in their academic and personal lives. Through its commitment to community engagement and collaboration, Enjuba is fostering a holistic approach to education, empowering children, and creating a brighter future for Uganda.


enjuba – See the World Differently. (n.d.). Retrieved from https://www.enjuba.com/

enjuba (@enjuba1) / Twitter. (n.d.). Retrieved from https://twitter.com/enjuba1?s=11&t=rRZ3C1VSbq2cHxaJpAPYLg

Beyond the Medina: Unpacking Morocco’s Educational Challenges

Written by Anastasia Bagration-Gruzinski

Morocco is a North African country that is bordered by the Atlantic Ocean, the Mediterranean Sea, and Algeria. The country has a population of over 36 million people, making it the fifth-largest economy in Africa. Although Morocco is one of the most prosperous and politically stable countries in the region, it still faces several educational challenges.

According to UNESCO, the literacy rate in Morocco is 73%, with a 66% literacy rate for women and a 79% literacy rate for men. Although this is an improvement from previous years, there is still a significant disparity between urban and rural areas, with rural areas having lower literacy rates. Moreover, the quality of education is a concern, with a high dropout rate and low educational achievement levels.

In this article, we will examine the educational challenges that Morocco is facing, as well as possible solutions to address these challenges.

Schoolchildren admiring an eclipse in Morocco. Photo by Universe Awareness.

Challenges Facing Morocco’s Education System

Quality of Education

One of the most pressing challenges facing Morocco’s education system is the quality of education. Many Moroccan students struggle with basic reading and writing skills, which leads to high dropout rates and low achievement levels. According to the World Bank, only 36% of Moroccan students who enroll in primary school complete secondary education.

The lack of quality education is partly due to the shortage of qualified teachers, particularly in rural areas. According to a report by the Moroccan Ministry of National Education, Vocational Training, Higher Education, and Scientific Research, there is a shortage of over 60,000 teachers in the country. This shortage results in larger class sizes, which makes it challenging for teachers to provide individualized attention to each student.

Access to Education

While education is compulsory in Morocco, many children, particularly those in rural areas, do not have access to education. According to a report by the United Nations Children’s Fund (UNICEF), about 200,000 Moroccan children between the ages of 7 and 13 are not enrolled in school. Girls are especially affected, with many families preferring to keep their daughters at home to help with household chores or marry them off at a young age.

Moreover, poverty is a significant barrier to education in Morocco, with many families unable to afford school supplies and uniforms, as well as transportation to and from school.

Curriculum and Teaching Methods

Morocco’s education system has been criticized for its outdated curriculum and teaching methods. The current curriculum does not align with the needs of the modern workforce and does not provide students with the skills and knowledge they need to succeed in the 21st century.

Additionally, the teaching methods used in Moroccan schools are often outdated and rely heavily on rote learning and memorization. This approach does not encourage critical thinking or creativity, which are essential skills in today’s rapidly changing world.

Gender Inequality

Gender inequality is a significant challenge in Morocco’s education system. While the government has made progress in promoting girls’ education, there is still a significant gender gap in enrollment and achievement. According to a report by UNESCO, the primary school net enrollment rate for girls in Morocco is 87%, compared to 93% for boys. Moreover, girls’ achievement levels are lower than boys, with a higher dropout rate.

Teacher Training and Professional Development

Investing in teacher training and professional development is one of the most critical solutions to Morocco’s education challenges. The Moroccan government should provide more training opportunities for teachers to enhance their teaching skills and learn new approaches to teaching.

Additionally, the government should incentivize teachers to work in rural areas by providing them with better salaries, housing, and other benefits. This approach would help address the shortage of qualified teachers in rural areas and provide students with better access to quality education.

Children in a classroom in Morocco. Photo by Antonio Cinotti.

Solutions to Morocco’s Educational Challenges

Investing in Teacher Training

One of the most critical solutions to Morocco’s education challenges is investing in teacher training. The Moroccan government should provide more training opportunities for teachers to enhance their teaching skills and learn new approaches to teaching.

Additionally, the government should incentivize teachers to work in rural areas by providing them with better salaries, housing, and other benefits. This approach would help address the shortage of qualified teachers in rural areas and provide students with better access to quality education.

Legal Basis for the Solution:

According to Article 26 of the Universal Declaration of Human Rights, “Everyone has the right to education.” The right to education is also recognized in several international human rights treaties, including the International Covenant on Economic, Social, and Cultural Rights (ICESCR) and the Convention on the Rights of the Child (CRC). Both of these treaties recognize the right to education as a fundamental human right that should be accessible to everyone, regardless of gender, social class, or geographic location.

Expanding Access to Education

To increase access to education in Morocco, the government should consider implementing policies that target children from disadvantaged backgrounds. These policies may include financial assistance programs, such as scholarships or subsidies, to help families cover the cost of education.

The Moroccan government can also partner with non-governmental organizations and other stakeholders to expand access to education in rural areas. This approach could involve building new schools, providing transportation to and from school, and ensuring that schools have access to resources and materials needed to provide quality education.

Updating the Curriculum and Teaching Methods

To improve the quality of education in Morocco, the government must update the curriculum and teaching methods to align with the needs of the modern workforce. This could involve incorporating more practical skills, such as computer literacy, into the curriculum. The government should also promote project-based learning, which encourages critical thinking and problem-solving skills, rather than rote memorization.

Furthermore, the Moroccan government can collaborate with international organizations, such as UNESCO, to develop new teaching materials and curricula that are more inclusive and relevant to the needs of Moroccan students.

Closing the Gender Gap

Morocco has made significant progress in promoting girls’ education, but there is still a gender gap in enrollment and achievement. To close this gap, the government should focus on improving access to education for girls, particularly in rural areas.

The government can provide incentives for families to send their daughters to school, such as scholarships or subsidies. Additionally, the government can work with non-governmental organizations to create awareness campaigns that promote the importance of girls’ education and address cultural attitudes that prevent girls from accessing education.

International Cooperation

International cooperation is crucial in addressing Morocco’s education challenges. The Moroccan government can collaborate with international organizations, such as the World Bank and UNESCO, to secure funding for education initiatives and gain access to expertise and resources.

Additionally, the Moroccan government can learn from the experiences of other countries that have successfully addressed similar education challenges. For example, Morocco can look to neighboring countries, such as Tunisia and Algeria, that have made significant progress in improving access to education and promoting gender equality in education.


Morocco’s education system is facing several challenges, including the quality of education, access to education, curriculum and teaching methods, and gender inequality. While the government has made efforts to address these challenges, more needs to be done to ensure that all Moroccan children have access to quality education.

To improve the quality of education in Morocco, the government should invest in teacher training, expand access to education, update the curriculum and teaching methods, and close the gender gap in enrollment and achievement. Additionally, international cooperation is crucial in addressing these challenges, and the Moroccan government should collaborate with international organizations and learn from the experiences of other countries that have successfully addressed similar education challenges.

By addressing these challenges, Morocco can improve the prospects of its young people, promote economic growth, and build a brighter future for the country.


Educational challenges in Sri Lanka

Written by Sara Ahmed

Students report high pressure when attending school – Photo by Groundviews.


Education lays the foundation for political, social and economic development of any country. The literacy rate of Sri Lankans in 2020 was 92.38%. However, Sri Lanka still faces many other challenges in the educational field. The downside of the free educational system of Sri Lanka and the lack of responsiveness of the educational system to the labour market requirements will be discussed below.

The downside of the free educational system in Sri Lanka

Since 1994, the Sri Lankan government, initiated a free education system for the public without any discrimination. The State provides free education at primary, secondary and university levels that is compulsory for children between five and 16 years of age. This had pushed the country forward into a leading position in the South Asian region in terms of literacy rate, gender parity, school enrolment rate and human quality index. However, it has been criticized for not being progressively improved and developed to cope with the changing world.

The Sri Lankan culture is highly education oriented rather than consumption and entertainment oriented. As a result, a significant proportion of the household income is spent by the parents on their children’s education. It has been a long dream of most of the parents to send their children to a state university. However, according to the reports of the Department of Census and Statistics there are about 300,000 students that annually sit for the Advanced Level Examination and approximately only a 60% percent of them are qualified for the university entrance. Nevertheless, out of these qualified students just about 15% are selected to the state universities of Sri Lanka leaving the rest of the people (85%) losing their dream to enter state university education.

Free education does play a key role today but insufficient government spending on education has led to a marked decline in educational standards in the country. Consequently, there is an emerging demand and social pressure for establishing private universities in certain fields of studies. The concept of private universities has been severely criticized and opposed by the majority of state university students’ movements and some of the social pressure groups. A solution for this could be to increase the annual university entrance intake while allocating additional resources to universities to accommodate them.        Due to lack of resources, certain examinations have become so competitive in Sri Lanka. For instance, the first government examination of a student; the Grade five scholarship has become more competitive than other examinations. That is because those who obtain better higher marks are eligible to have a good school and also good funds. Thus, parents force students to work hard for this exam. However, this pressure to take an examination since childhood has a bad impact on the mental stability of the students.

Another downside of the free educational system is the fact that the Sri Lankan government does not always have the resources to update the curriculums, teaching methods, courses, and career paths and the gap between free and quality education becomes bigger and bigger. Proper planning, better resource allocations, and more funds would certainly benefit the education system.

Disparities in access to quality education

Although Sri Lanka has managed to achieve high levels of literacy, it has been unable to provide students with high quality educational services. Sri Lanka ranks poorly in terms of science and math education and internet access in schools. Sri Lanka’s efforts have been primarily concentrated on basic education (particularly secondary), with much less focus on higher levels of education, such as universities. In order to participate successfully in the knowledge economy, the country will have to increase quality inputs such as IT access, constructive and effective teaching, better math and science education, whilst constantly consolidating existing high levels of literacy.          

Children’s access to ICT is low.  Few students and even fewer teachers are IT literate. Even in the elite public schools, access to computer facilities, defined by the student to computer ratio is well over 1:100. Computers alone are not enough to provide students with the comprehensive skills needed to use computers. This training should be supplied by capable teachers who are skilled in not only teaching students how to use them, but also using computers, themselves, in daily lessons and incorporating them into teaching methods.

Another issue is the lack of responsiveness of the educational system to the labour market requirements. While concentrating on exams, the products of this education system are fulfilled with knowledge, but less on practical activities. This is a major problem in the educational system of Sri Lanka. Many people have the theoretical knowledge, but they can’t perform well in their professions because they don’t have much practice on those things. This creates issues in the labour market and leads to a gap between theoretical and practical knowledge.

Covid-19 response

Sri Lanka was very prone to a fast spread of the virus mainly due to its tourism sector. One of the main challenges of the Covid measures in the educational sector in Sri Lanka was the fact that the distance learning modalities could not be uniformly applied across the nation as children have varying levels of access to laptops, mobile phones, TV, radio and the broader infrastructure that supports these systems. Students in remote areas for example, have no to very little access to internet and mobile phones/laptops. Hence, school closures have led to inequity in access to and participation in learning. For teachers in Sri Lanka, there were similar struggles in delivering the curriculum through distance learning modalities.

The teachers interviewed for the case study of UNESCO claimed to not have received any training on information and communications technology (ICT) or distance learning and had often had to teach themselves or find other creative solutions to keep teaching to its students. The UNESCO research shows that a major lack in the educational sector, which also existed before COVID, was the lack of monitoring systems which is needed to ensure and effective system of education. UNESCO, in its report, also recommended Sri Lanka to implement an effective monitoring system in the education field.


Access to education in Sri Lanka is free and has resulted to high literacy rates of the country. However, the education system is extremely competitive and poor physical and mental health of the school students due to heavy workload, competition, and pressure from the parents for getting better results is an issue that has not been cared and concerned for by the policy makers. It is therefore recommended for Sri Lanka to consider the impact of the workload on the students’ physical and mental health and divert the focus from classroom learning to activity-based learning to create better responsiveness from the education system to the labour market requirements. The whole world is changing, and Sri Lanka should always try to move parallelly with everything including facilities, systems, and technologies.



  • Iqbal Ahmad et al, ‘Critical analysis of the problems of education in Pakistan: possible solutions’, IJERE (3:2) June 2014
  • Kingsley Karunaratne Alawattegama, ‘Free Education Policy and it’s Emerging Challenges in Sri Lanka’, University of Sri Jayewardenepurra, https://files.eric.ed.gov/fulltext/EJ1250461.pdf
  • Macrotrends, ‘Sri lanka Literacy rate 1981-2023’ <https://www.macrotrends.net/countries/LKA/sri-lanka/literacy-rate> last accessed on 22 April 2023
  • Rameez et al, Impact of Covid-19 on Higher Education Sectors in Sri Lanka: A Study based on South Eastern University of Sri Lanka, Journal of Educatiional and Social Researcg (volume 10, No 6, November 2020).
  • Rev Minuwangoda Gnanawasa, ‘A Study of a few recognised educational issues faced by Sri Lanka at Present’ (APCAR 2017), https://apiar.org.au/wp-content/uploads/2017/04/6_APCAR_MAR_2017_BRR739_education-35-42.pdf
  • Social Protection Toolbox, ‘Sri Lanka’s Universal Education System’ https://www.socialprotection-toolbox.org/practice/sri-lankas-universal-education-system
  • Team Next Travel Sri Lanka, ‘All About Free Education in Sri Lanka’ (2021), https://nexttravelsrilanka.com/free-education-in-sri-lanka/
  • UNESCO, Sri Lanka: Case Study: ‘Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia’ (2021)

Education in Egypt: Addressing the Barriers to a Better Future

Exams in Egypt – Photo by Egyptian Center for Economic Social Rights

Written by N.Mohamed

Why is it important to educate our children? You have asked the same question before, whether now as a parent or when you were a child asking why should I go to school? Education opens the door to you, it helps you develop the skills needed to live. It widens your horizons and allows you to understand and respect your rights and your duties toward your society, your family, your home and the whole nation.

As an educated person, you become aware of your goals, career and the tools needed to improve your quality of life. We all faced challenges when we were at school and so did our parents, our challenges might not be the same as theirs and what will our children face will also differ from ours but the most important thing is to acknowledge these challenges and work on overcoming them.

The education system in Egypt consists of three phases for children in the age range of 4-14 years old. The first phase is kindergarten for 2 years followed by 6 years in primary then preparatory education for 3 years until secondary education which also lasts for 3 years before the student starts his/her university life.

Statistically and as published by Statista, This graph depicts the literacy rate in Egypt from 2006 to 2021. The literacy rate measures the percentage of people aged 15 and above who can read and write. In 2021, Egypt’s literacy rate was around 73.09 percent. Throughout this article, we will do our best to try and shed some light on the challenges that face education in Egypt, efforts done by the government to try and eradicate them and the image reflected by the local news in the country.

Quality of Education: This is affected by several factors such as the teaching styles considered rigid as it doesn’t encourage the student’s participation throughout the education process. The teacher/student ratio as the density of the pupils in class increased significantly in the past 5 years at the rate of 5.11 per cent between the school years 2015/16 and 2019/20. Adding to this, The infrastructure in some areas especially rural places are not fully prepared for the students. Some of them lack  functional water and sanitation facilities. In addition to what was mentioned above, Egypt now faces a shortage of staff in the educational field which is also considered an important challenge in the quality of education presented to the children.

On the other hand, although the private education sector might not have the same challenges as the public one however it is also of a very high cost that the average Egyptian citizen can’t afford so it is also considered a challenge.

To improve the quality of education and overcome these problems, UNICEF since 1992 is supporting the Ministry of education in Egypt in improving the education journey. This cooperation led to many projects that are helping the education process in Egypt to become better. For example, the Community-Based Education project which is by the help of UNICEF provides access to education to the most vulnerable and disadvantaged children by adopting and scaling up a Community-based Education model.

Also, the government together with the ministry is working on a plan to take efficient decisions. As an example of this that was mentioned in a local newspaper in Egypt, a recent program was issued by the ministry to train 150 thousand teachers to be hired in the next five years as a means to decrease the shortage of staff and improve the teachers/student ratio. Also, in the past few years, the education system in Egypt and under the influence of Corona has transitioned to electronic education out of paper-based education. This will be discussed in more detail later in the article as this is also created a new challenge to education in Egypt that we need to highlight in more detail.

Dropout Rates in Education: Unicef defines dropout as follows “Children who are of educational age do not enrol in school or leave it without completing the educational stage in which they are studying, whether by their desire or as a result of other factors, as well as failure to attend regularly for a year or more.”

Most of the students in Egypt and as you can see in this graph were enrolled in general primary schooling during 2020/2021 about 13.4 million. On the contrary, you can see that a significantly lower number were enlisted in preparatory and general secondary education. This indicates that some students drop out and don’t continue their education after or even during the general primary phase.

The problem of dropouts is considered a major challenge to education. It has negative effects on the family, the society and the nation overall. In my opinion, increasing dropout rates are a consequence of the challenges mentioned in the quality of education however this is not the only factor.

Many studies have been performed to evaluate and understand the main reasons behind this challenge in the education process. These studies also provided general characteristics for the students who drop out of school and these characteristics are Children with limited mental abilities, Students with difficult economic conditions, Children who live in families suffering from social disintegration, Children who are competent but have problems with their teachers or colleagues, Children with special behaviour as a result of social and economic conditions that lead them to be aggressive towards their teachers and classmates.

By looking at data and statistics issued by the Ministry of Education and contained in the Annual Statistics Book 2021/2022. There are several indicators that we need to highlight to better understand this challenge and search for the possible causes. These causes can be summarised as follows:

1- Percentages of school dropouts: The percentage of school dropouts at the primary level in the period from 2019/2020 and 2020/2021 was about 0.2%, of whom 0.17% were girls and 0.23% were boys, compared to 0.25%, including 0.20% for girls, and 0.29% for boys in the period from 2018/2019 and 2019/2020.

The percentage of school dropouts in the preparatory stage in the period from 2019/2020 and 2020/2021 was about 0.87%, of whom 1.10% were girls and 0.66% were boys, compared to 1.73%, including 2.07% girls, and 1.40% boys in the period from 2018/ 2019 and 2019/2020.

Even though the dropout rates are declining and getting better but they still exist. But what we can notice from the graph that shows the dropout rates in the preparatory education phase, the percentage of girls dropping out is near twice that of boys. While it is quite the opposite in the primary education phase. This is an indication that due to social and economic needs, some families force children to work and leave their education so they can help with the income for the whole family. While in the preparatory stage, many families encourage the early marriage of the girls to get rid of their expenses and economic burdens.

This is a very important challenge and several reasons contribute to its increase and these causes are:

  • Economic factors are considered the primary cause of this phenomenon as the lack of the parent’s capability of providing for their children their needs force them to take such actions and harm their future.
  • Social factors reflect the family and the environment that the child lives in which plays an important role, for example some old social customs such as prioritizing boys’ education over girls and early marriage for girls.
  • Educational factors which are already mentioned in the quality of education part at the beginning of this article.

This makes us think, why is dropping out of school considered a challenge or a bad phenomenon that we try to eradicate? What is its impact on society? So to answer this question we will have to look at it from several axes.

  • Economic repercussions as the government spend money and this money is wasted on the students dropping out since the outcome that is expected can’t be achieved since the student is no longer being educated.
  • Educational implications: Education’s role in society is not just about teaching how to read, write and do simple maths. Its main goal is also to reform and impede the social change that is desirable for individuals.
  • Social repercussions: when a child is not in school and at this critical age is being left in the street he is being transformed into a dangerous version that may lead him to do crimes and acts of violence.

The government in Egypt is aware of this issue and is working on getting it to vanish at the soonest as I would like to highlight some of the efforts done by the government to help with this phenomenon eradicated.

  • The 2014 Constitution: Article 19 of the 2014 Constitution expands the right to free education mentioned in previous constitutions, as it states that education is a right for every citizen, and it aims to build the Egyptian character, preserve national identity, and instil the values ​​of citizenship, tolerance and non-discrimination, and the state is committed to.
  • Sustainable Development Strategy 2030 (Education Axis) which we will discuss in detail in the next part of the article.
  • The elaboration of a strategic plan to declare Egypt free of illiteracy by 2030.
  • Expanding the construction of public schools to reduce the density of classes.
  • An online tele-learning platform created by the General Authority for Adult Education during the coronavirus pandemic.

The transition from paper-based to technology-based education in Egypt:

Although the coronavirus pandemic was a disaster on all levels to the whole world, one can’t deny the impact it made on the countries both negative and positive. It was a tough time but at the same time, it was a great opportunity so everyone can stop and think about these questions. How can I keep going when everything around me, stops? How can I continue working/eating/learning/exercising and do everything just like nothing happened? How can I walk out of the pandemic a winner and not a loser?

These questions must have crossed your mind during the past 2 and a half years as the coronavirus and the lockdown was a blessing for some companies and economies for example the e-commerce field and it was not a blessing for others such as the retail stores that still don’t have online stores and depends only on the physical stores. This was also a start for education to move into a technology-based one since learning is essential and even during lockdowns or pandemics it’s important to continue the learning process as education and building the next generation is important for society and the country overall.

In Egypt, the e-learning process started as an execution of the government’s vision that by 2030 education should be of high and international standards and quality, should release a highly up-to-date and skilled member for the society and use technology to implement education and communication between both the teacher and the student. This has been seen by using tablets instead of paper books and using more advanced technologies to deliver the information by the teacher to the student. Although this is considered a huge step however it does create a lot of challenges for the teachers, parents and students which also creates a bigger challenge for the government and the ministry of education.

The system will eradicate the old education system’s ailments by turning the pupils from passive recipients into active participants in the educational process,” said Ahmed Khairy, a spokesman for Egypt’s Ministry of Education, “We are going for a total change of the educational process, instead of introducing minor changes,” he said.

Some local journals considered these challenges an indication of the failure of the whole experiment and some considered this as a challenge to the ministry and that we still need to work on this to consider this a fully successful transition. In any transition period, you see challenges and burdens and that is not considered a failure but opportunities to work on making this better. I will add a few examples below about the challenges that were created during this transition period for clarification.

  • So from the school side, the facilities in Egypt are not fully equipped and prepared for this transition yet as you can see many struggles when it comes to the network quality and the presence of fully trained technicians to deal with when the network is down.
  • The system itself still has a lot of errors that are causing stress to both teachers and students as an example of this is when for any reason the system stops while the student is having an exam there’s a high chance that the student won’t be able to recover his answers that he typed before the system stops or even restart the timer he can rewrite his answers once more.
  • Teachers are not trained or have the required access to control any challenge that the students may face as they’re using their tablets to do the exams.
  • Internet access is still not available in all educational facilities which make these facilities still depend on paper-based approaches with their students.
  • Parents also complained about the type of questions given to the students as it differs from one student to another which is not fair to all students
  • A local paper also mentioned that the same student took advantage of this to cheat on there which will not help provide an accurate evaluation of this experiment to better work on its negatives.

The general secondary exams, which are considered the most important exams in the life of an Egyptian student, are a major burden in this experiment. These exams serve as the sole means of determining a student’s university path. Because this is an important stage, the parents definitely expressed their concerns about implementing the technological approach, believing that it would seriously damage their children’s future and could be the reason that their children’s dreams were not achieved. Due to the importance of this in the life of an Egyptian student, the government extended it to all preuniversity years except general secondary exams. This year, students in this phase will take exams that consist of 85% MCQs and 15% essays. The correction process will be based on new tech to reduce the human factor (and thus reduce human errors during the correction process) and will rely on technology to correct the exams and provide the final grade. According to the Ministry of Education, the exams will be held in June 2023, so we will have to wait and see how things go this year in the hopes that the students will have a fair chance to achieve their dreams and choose the career path they want and prefer.

At the end of this article, I would like to say that it is essential that we emphasize the challenges we face in education, specifically because education is so crucial to shaping the future of the entire world. An educated individual who we assist today will be tomorrow’s doctor, engineer, worker, and every other significant human being who contributes to a better future for our children and ourselves. Investing in our children has always had a positive influence on society and our lives. We, everyone, want to see a better tomorrow, and we should all work together to make that happen. We must make sure that the next generation inherits a healthy environment.


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  • بعد انتهاء امتحان آخر العام لأولى ثانوى.. التجربة الإلكترونية تحت مجهر أولياء الأمور والطلاب: واجهتنا مشكلات فى التعامل مع السيستم.. ونطالب بتوحيد الأسئلة.. ومصادر مسئولة: فرق التطوير تسعى لإزالة المعوقات – اليوم السابع. (2019, June 1). اليوم السابع. https://www.youm7.com/story/2019/6/1/بعد-انتهاء-امتحان-آخر-العام-لأولى-ثانوى-التجربة-الإلكترونية-تحت/4267857
  • Cover Photo by aboodi vesakaran on Unsplash