Minister of Education Presents Budget to the Planning and Budget Committee
Mr. Mohamed Abdel Latif, Minister of Education and Technical Education, participated in a meeting of the Planning and Budget Committee of the House of Representatives, chaired by Dr. Fakhry El-Feky. The meeting was part of the committee's discussions on the final accounts of ministries' budgets for the fiscal year 2024-2025, including those of the Ministry of Education and Technical Education.
Representing the Ministry were Dr. Ahmed Daher, Deputy Minister; Dr. Ayman Bahaa El-Din, Deputy Minister; Brigadier General Ahmed Nabil, Head of the Central Administration for Financial and Administrative Affairs; and Mr. Walid Maher, Director General of the General Administration for Political Communication and Parliamentary Affairs.
During the meeting, the committee discussed the Ministry's final accounts, reviewed the financial results and performance indicators, and assessed the extent of adherence to the allocations approved in the state budget. This discussion took place within the framework of the Planning and Budget Committee's oversight role in monitoring the efficient use of public resources.
During the meeting, the Minister affirmed the Ministry of Education and Technical Education's commitment to full cooperation with the Planning and Budget Committee, providing the necessary data and clarifications, working to enhance spending efficiency, and linking financial planning to educational objectives. This aims to serve the best interests of students and support the development of the pre-university education system nationwide.
Minister Mohamed Abdel Latif reviewed the Ministry's budget implementation status, expenditure categories, and their alignment with established objectives. He also discussed the Ministry's program and performance budget, reflecting the efficient allocation of funds to serve the educational process and achieve set targets.
Minister Abdel Latif explained the previous and current state of the education system, noting that student attendance rates are a key indicator for evaluating any educational process. He pointed out that approximately 87% of Egyptian students are enrolled in public schools, compared to 13% in private, international, and fee-paying public schools. He noted that attendance rates within the public education sector previously ranged between 9% and 15%, prompting a study into the reasons for student absenteeism. He indicated that attendance rates have now risen to 90%.
The minister added that any talk of curriculum development, critical thinking, or linking education to the labor market remained impractical in the absence of a sound foundation for schools. He emphasized that addressing the problem of overcrowding was an indispensable priority, along with tackling the teacher shortage.
The minister explained that after addressing these two problems, class sizes have now decreased to less than 50 students per class, allowing for a suitable learning environment. He noted that these rates are consistent with educational systems in developed countries.
The minister also confirmed that there is no longer a shortage of teachers of core subjects in any public school nationwide. He explained that this issue was addressed through a number of technical measures that ensure the smooth and stable operation of the educational process.
The minister pointed out that student absenteeism in previous years was linked to a large number of students opting for education outside of school. This led to resistance to development and reform efforts, given the impact of regular school attendance on this informal form of education.
He explained that students' regular school attendance has contributed to reducing reliance on these practices, as their use has declined significantly, reflecting the school's return to its fundamental educational role. He emphasized that the state's focus is on strengthening formal education within schools, considering it the natural and effective framework for the educational process.
The minister affirmed that the ministry is proceeding with its reform policies aimed at consolidating the role of schools, achieving educational discipline, and ensuring students receive a structured and equitable education within formal educational institutions.
In another context, Minister Mohamed Abdel Latif revealed that the ministry is considering drafting legislation to increase the number of years of compulsory education to 13 years instead of 12, while also including kindergarten within compulsory education, thus lowering the compulsory age to 5 years instead of 6. This would follow amendments to the law regulating the educational process.
The minister added that the ministry is considering implementing this step in two or three years, allowing for the simultaneous enrollment of two cohorts and achieving a controlled expansion of the years of education without placing undue burdens on the system, thereby supporting the achievement of educational sustainability in the medium and long term.
Minister of Education and Technical Education, Mohamed Abdel Latif, also addressed the efforts to develop school curricula, explaining that the previous curricula relied on complex linguistic terminology that was difficult for students to grasp, in addition to a lack of practical exercises. This negatively impacted the effectiveness of teaching. He noted that 94 new curricula had been developed without placing any financial burden on the state budget.
Minister Abdel Latif emphasized that the state has achieved an unprecedented accomplishment in the education sector over the past ten years, with the construction and development of approximately 150,000 classrooms. This was part of a comprehensive plan aimed at reducing student density, improving the quality of the educational process, and providing a suitable learning environment that meets modern standards, which will positively impact students' academic achievement at all educational levels.
Regarding the secondary school system, the Minister explained that the previous system relied on 32 subjects, which placed a significant burden on students, especially when compared to international systems. Such as the IG system, which has between 8 and 9 subjects, the IP system, which is based on only 6 subjects over two years, as well as the Nile system, which includes 7 subjects over 3 years.