Egypt
Household Education Survey 2005-06
Egypt Household Education Survey (EHES) 2005-2006
Fatma El-Zanaty Stephanie Gorin
May 2007
The 2005-2006 Egypt Household Education Survey (EHES) is the first national-level household education survey of its kind to be conducted in Egypt. It is designed to provide timely, nationally representative education data on the demand for schooling in support of policy and program planning. The 2005-2006 EHES provides information about the decisions households make concerning primary, preparatory, and secondary schooling. It investigates this decision-making process, focusing on major factors that influence the demand for schooling, such as child characteristics (gender, age, residence), the costs of schooling (monetary and non-monetary), and the perceived benefits and quality of schooling. This report summarizes data from the 2005-2006 Egypt Household Education Survey and the 2005 Egypt Demographic and Health Survey (Egypt DHS), both of which were implemented by El-Zanaty & Associates with technical assistance provided by Macro International. The 2005-2006 EHES was conducted under the auspices of the Egyptian Ministry of Education (MOE) in conjunction with the Egypt Education Reform Program (ERP). The United States Agency for International Development (USAID)/Cairo provided funding for the survey through the Academy for Educational Development’s EQUIP 2 project. Additional information about the final report of the 2005-2006 Egypt Household Education Survey may be obtained from the Education Reform Program, 52 Corniche El Nil 9th Floor, Maadi Cairo, Egypt (telephone: 5281101; fax: 5281107). In the United States, contact Macro International Inc., 11785 Beltsville Drive, Suite 300, Calverton, MD 20705 (Telephone: 301-572-0200; Fax: 301-572-0999; E-mail: reports@orcmacro.com). Suggested citation: El-Zanaty, Fatma and Stephanie Gorin. 2007. Egypt Household Education Survey 2005-06: Cairo, Egypt: El Zanaty & Associates and Macro International Inc.
CONTENTS
TABLES AND FIGURES ................................................................................................................ vii PREFACE ............................................................................................................................xi ACKNOWLEDGMENTS ....................................................................................................xiii SUMMARY OF FINDINGS ................................................................................................ xv CHAPTER 1
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9
INTRODUCTION
Education in Egypt .................................................................................................1 Objectives of the 2005-2006 Egypt Household Education Survey...........................2 Organization of the EHES.......................................................................................3 Linkage of the 2005-2006 EHES with the 2005 EDHS............................................3 Sample Design and Selection .................................................................................3 Questionnaires.......................................................................................................3 Training .................................................................................................................4 Data Collection and Data Processing......................................................................5 Survey Coverage ....................................................................................................5
CHAPTER 2
2.1 2.2 2.3 2.4
BACKGROUND CHARACTERISTICS OF EHES PARENT/GUARDIANS
Demographic Characteristics..................................................................................7 Educational Attainment ..........................................................................................9 Literacy ................................................................................................................11 Exposure to Mass Media ......................................................................................12
CHAPTER 3
3.1 3.2 3.3 3.4 3.5
CHILDREN’S BACKGROUND CHARACTERISTICS
Children’s Background Characteristics..................................................................15 Children’s Living Arrangements ............................................................................17 Children’s Eating Patterns.....................................................................................18 Nutritional Status of Children ...............................................................................20 Literacy and Numeracy among Children ..............................................................22
CHAPTER 4
4.1 4.2 4.3 4.4 4.5
SCHOOL TYPES, ACCESS TO SCHOOL, AND SCHOOL CHOICE
School Types........................................................................................................27 Household Proximity to Schools...........................................................................28 Transport to School ..............................................................................................31 School Selection...................................................................................................33 Household Decision-making ................................................................................34
Contents | iii
CHAPTER 5
5.1 5.2 5.3
SCHOOL ATTENDANCE RATES
School Attendance Ratios.....................................................................................37 Age-specific Schooling Status................................................................................43 Student Flow Rates...............................................................................................46
CHAPTER 6
6.1 6.2
FACTORS AFFECTING CHILDREN’S SCHOOL ATTENDANCE
Children Who Have Never Attended School ........................................................51 Children Who Have Dropped Out of School .......................................................54
CHAPTER 7
7.1 7.2 7.3
HOUSEHOLD EXPENDITURES ON SCHOOLING
Household Expenditures on Primary, Preparatory, and Secondary Schooling........61 Sources of Support for the Monetary Costs of Schooling.......................................66 Household Expenditures on Schooling for Members over Age 17 .........................68
CHAPTER 8
8.1 8.2 8.3 8.4
ADDITIONAL HOUSEHOLD CONTRIBUTIONS TO SCHOOLING
Time Children Spend on School-related Activities ................................................71 Homework...........................................................................................................74 Parental Involvement with Schools .......................................................................77 Other Contributions to Schooling .........................................................................83
CHAPTER 9
9.1 9.2 9.3 9.4 9.5 9.6
PARENT/GUARDIANS’ PERSPECTIVES ON SCHOOLING ISSUES
Perceived School Quality .....................................................................................85 Perceived Effects on School Quality .....................................................................88 Opinions about Primary School Curriculum .........................................................90 Opinions about Cheating .....................................................................................91 Attitudes about Teaching......................................................................................92 Attitudes about Education for Boys versus Girls ....................................................95
CHAPTER 10
10.1 10.2 10.3
ABSENTEEISM AMONG PRIMARY, PREPARATORY, AND SECONDARY SCHOOL STUDENTS
Student Absenteeism in the 2004-2005 School Year ......................................... 101 Student Absenteeism in the Week Preceding the Interview ............................... 108 Student Absenteeism for Work and to Help the Household............................... 111
CHAPTER 11
11.1 11.2 11.3 11.4
STUDENTS’ ACCESS TO SUPPLEMENTARY EDUCATION
School Group Tutoring and Private Tutoring...................................................... 113 Public Libraries and Books in the Home............................................................ 120 Students’ Access to Computers.......................................................................... 122 Students’ Access to Extra-curricular Activities at School ..................................... 123
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Contents
CHAPTER 12
12.1 12.2 12.3 12.4 12.5 12.6
KINDERGARTEN
Access to Kindergarten and Other School Readiness Programs .......................... 125 Participation in Formal Kindergarten ................................................................. 126 Household Expenditures on Kindergarten ......................................................... 127 Reasons for Not Sending a Child to Kindergarten .............................................. 129 Perceived Advantages of Sending a Child to Kindergarten ................................. 130 School Feeding among Kindergarten Students ................................................... 131
REFERENCES .................................................................................................................. 133 APPENDIX A APPENDIX B APPENDIX C ESTIMATES OF SAMPLING ERRORS .......................................................... 135 SURVEY STAFF .............................................................................................. 141 QUESTIONNAIRES ....................................................................................... 145
Contents | v
TABLES AND FIGURES
CHAPTER 1
Table 1.1
INTRODUCTION
Results of the 2005-2006 EHES household and parent/guardian interviews ............6
CHAPTER 2
Table 2.1 Table 2.2 Table 2.3 Table 2.4
BACKGROUND CHARACTERISTICS OF EHES PARENT/GUARDIANS
Background characteristics of parent/guardian respondents ....................................8 Educational attainment of parent/guardian respondents .......................................10 Literacy among parent/guardian respondents .......................................................11 Exposure to mass media among parent/guardians.................................................13
CHAPTER 3
Table 3.1 Table 3.2 Table 3.3 Table 3.4 Table 3.5 Figure 3.1 Figure 3.2 Figure 3.3
CHILDREN’S BACKGROUND CHARACTERISTICS
Background characteristics of children..................................................................16 Children's living arrangements ..............................................................................17 School feeding among primary, preparatory, and secondary school students ........19 Nutritional status of children ................................................................................21 Literacy and numeracy among children................................................................23 Stunting among Children Age 6-9, by Place of Residence .....................................22 Literacy among Children, by Education ................................................................24 Numeracy among Children, by Education ............................................................25
CHAPTER 4
Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7
SCHOOL TYPES, ACCESS TO SCHOOL, AND SCHOOL CHOICE
School types.........................................................................................................28 Walking time and distance to nearest primary school ...........................................29 Walking time and distance to nearest preparatory school .....................................30 Walking time and distance to nearest secondary school .......................................31 Transport to school ..............................................................................................32 Reasons for choice of school ................................................................................34 Household decision-making about education.......................................................35
CHAPTER 5
Table 5.1 Table 5.2 Table 5.3 Table 5.4.1 Table 5.4.2 Table 5.4.3
SCHOOL ATTENDANCE RATES
Primary school attendance ratios..........................................................................38 Preparatory school attendance ratios....................................................................40 Secondary school attendance ratios......................................................................41 Age-specific schooling status among male youth age 4-17 ....................................44 Age-specific schooling status among female youth age 4-17 .................................45 Age-specific schooling status among youth age 4-17............................................46
Tables and Figures | vii
Table 5.5 Table 5.6 Table 5.7 Figure 5.1 Figure 5.2 Figure 5.3
Repetition rates by primary, preparatory, and secondary school grade .................47 Dropout rates by primary, preparatory, and secondary school grade ....................48 Transition from Secondary School to Higher Education ........................................49 Secondary Net Attendance Ratios, by Place of Residence.....................................42 Secondary Net Attendance Ratios, by Wealth Quintile.........................................43 Percentage of Students in the Final Grade of Secondary School in 2003-2004 Who Transitioned Higher Education in 2004-2005, by Wealth Quintile...............50
CHAPTER 6
Table 6.1 Table 6.2 Table 6.3 Table 6.4 Table 6.5 Table 6.6 Table 6.7 Figure 6.1 Figure 6.2 Figure 6.3
FACTORS AFFECTING CHILDREN’S SCHOOL ATTENDANCE
Percentage of children never having attended school ...........................................51 Factors in children never having attended school .................................................52 Prevalence of children age 6-16 years who had dropped out of school ................55 Factors in primary school dropout ........................................................................56 Factors in preparatory school dropout ..................................................................57 Dropouts' activity during the first six months after leaving school ..........................59 Dropouts' current activity .....................................................................................59 Selected Factors in Not Attending School in 2005-2006 among Children Who Have Never Attended School, by Sex ..........................................................54 Reasons for Primary School Dropout ....................................................................56 Reasons for Preparatory School Dropout ..............................................................58
CHAPTER 7
Table 7.1 Table 7.2 Table 7.3 Table 7.4 Table 7.5 Figure 7.1 Figure 7.2 Figure 7.3
HOUSEHOLD EXPENDITURES ON SCHOOLING
Total per-student household expenditures on schooling .......................................62 Itemized per-student household expenditures on schooling .................................64 Sources of support for the monetary costs of schooling.........................................67 Waived or reduced school costs ...........................................................................68 Household expenditures on schooling or training for members over age 17 .........69 Annual Median Per-student Expenditures for School-related Expenses (in LE) in 2004-2005, by Urban-Rural Residence ............................................................63 Annual Median Per-student Expenditures for School-related Expenses (in LE) in 2004-2005, by Wealth.....................................................................................63 Annual Median Per-student Expenditures on Private Tutoring (in LE) in 2004-2005, by Wealth.........................................................................................66
CHAPTER 8
Table 8.1 Table 8.2 Table 8.3 Table 8.4 Table 8.5 Table 8.6
ADDITIONAL HOUSEHOLD CONTRIBUTIONS TO SCHOOLING
Time students spend at school..............................................................................72 Time students spend commuting back and forth to school ...................................73 Time students spend on homework......................................................................75 Household assistance with homework..................................................................76 Parent/guardian attitudes about parental involvement with schools ......................78 Parent/guardian involvement with child's school...................................................80
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Tables and Figures
Table 8.7 Table 8.8 Table 8.9 Figure 8.1
Parent/guardian awareness of PTC/BOT and household involvement in PTC/BOT association meetings.............................................................................82 Reasons for household members lack of involvement in PTC/BOT association meetings ............................................................................................83 Other household contributions to any school .......................................................84 Factors Affecting Parent/guardians’ Lack of Participation in Schools ......................79
CHAPTER 9
Table 9.1 Table 9.2 Table 9.3 Table 9.4 Table 9.5 Table 9.6 Table 9.7 Table 9.8 Table 9.9 Table 9.10 Table 9.11 Table 9.12 Figure 9.1 Figure 9.2 Figure 9.3
PARENT/GUARDIANS’ PERSPECTIVES ON SCHOOLING ISSUES
Problems with school buildings and facilities, classroom overcrowding, student safety, and school activities ......................................................................86 Problems with school principal and teacher performance.....................................88 Effect on school quality of teachers hitting students to maintain discipline and to improve academic performance................................................................90 Importance of teaching practical skills in primary school.......................................90 Parent/guardian perceptions of frequency of cheating in schools ..........................91 Parent/guardian attitudes about whether cheating is ever justified ........................92 Parent/guardian attitudes about the teaching profession .......................................93 Attitudes towards gender of primary teacher for boys and girls .............................94 Attitudes towards gender of preparatory/secondary teacher for boys and girls.......95 Attitudes towards sending boys versus girls to school ............................................96 Perceived benefits of primary school completion for boys ....................................97 Perceived benefits of primary school completion for girls .....................................98 Percentage of Students Whose Parent/guardians Think There are Problems in Their Schools ...................................................................................................87 Perceived Effects on School Quality .....................................................................89 Percentage of Parent/guardians Who Perceive Specific Benefits of Primary School Completion for Boys and Girls ..................................................................99
CHAPTER 10
Table 10.1 Table 10.2 Table 10.3 Table 10.4 Table 10.5 Table 10.6
ABSENTEEISM AMONG PRIMARY, PREPARATORY, AND SECONDARY SCHOOL STUDENTS
Prevalence of primary, preparatory, and secondary school student absenteeism in the 2004-2005 school year ....................................................... 102 Reasons for primary school student absenteeism in the 2004-2005 school year........................................................................................................ 103 Reasons for preparatory school student absenteeism in the 2004-2005 school year........................................................................................................ 105 Reasons for secondary school student absenteeism in the 2004-2005 school year........................................................................................................ 107 Prevalence of primary, preparatory, and secondary school student absenteeism in the week of school preceding the interview............................... 108 Reasons for primary, preparatory, and secondary school student absenteeism among day students in the week of school preceding the interview..................................................................................................... 110
Tables and Figures | ix
Table 10.7 Figure 10.1
Importance of child's work or help in the household ......................................... 111 Percentage Absent for Selected Reasons among Students Missing School in 2004-2005, by Level......................................................................................... 106
CHAPTER 11
Table 11.1 Table 11.2 Table 11.3 Table 11.4 Table 11.5 Table 11.6 Table 11.7 Table 11.8 Table 11.9 Figure 11.1 Figure 11.2
STUDENTS’ ACCESS TO SUPPLEMENTARY EDUCATION
Students’ exposure to tutoring........................................................................... 114 Reasons for sending a child to group tutoring .................................................... 117 Reasons for sending a child to private tutoring................................................... 118 Provider of private tutoring................................................................................ 119 Location of private tutoring ............................................................................... 120 Children's access to and use of public libraries................................................... 121 Children's access to supplementary books at home............................................ 122 Students’ access to computers........................................................................... 123 Students’ access to extra-curricular activities...................................................... 124 Students’ Participation in Group and Private Tutoring in 2004-2005, by School Level...................................................................................................... 115 Students’ Participation in Private Tutoring in 2004-2005, by Wealth ................. 116
CHAPTER 12
Table 12.1 Table 12.2 Table 12.3 Table 12.4 Table 12.5 Table 12.6 Table 12.7
KINDERGARTEN
Access to kindergarten and other school readiness programs ............................. 125 Current participation in kindergarten................................................................. 126 Ever participation in kindergarten...................................................................... 127 Total per-student household expenditures on kindergarten ............................... 128 Reasons for not attending kindergarten ............................................................. 129 Perceived advantages of attending kindergarten before primary grade 1............ 130 School feeding among kindergarten students..................................................... 131
APPENDIX A
Table A.1 Table A.2 Table A.3 Table A.4 Table A.5 Table A.6 Table A.7
ESTIMATES OF SAMPLING ERRORS
List of selected variables for sampling errors ...................................................... 137 Sampling errors for the total sample .................................................................. 138 Sampling errors for the urban sample ................................................................ 138 Sampling errors for the rural sample .................................................................. 139 Sampling errors for the Urban Governorates sample.......................................... 139 Sampling errors for the Lower Egypt sample ...................................................... 140 Sampling errors for the Upper Egypt sample...................................................... 140
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Tables and Figures
CHAPTER 1
PREFACE
Over the past decade, the Egyptian education system has made great strides toward realizing the objectives of President Hosni Mubatak’s “Education for All” policy. The vast majority of children enroll in primary school, and the proportion of those who remain in school through the secondary level has increased steadily over time. Today, education for excellence and excellence for all are the main education objectives of the country. The Ministry of Education has given a high priority to implementing these objectives, focusing its efforts on improving the quality of the Egyptian education system while maintaining its commitment to ensuring universal coverage. To monitor and evaluate the achievement of education development, reliable data are needed. These data can be obtained from within the education system (school census data) and collected from the community (household-based data). The two types of data complement each other in enhancing the information available to monitor progress in the education sector. Realizing this need for education data, the Egyptian Ministry of Education has carried out the Egypt Household Education Survey (EHES). The 2005-2006 EHES is the first education survey of its kind to be conducted in Egypt. The implementation of this survey was born out of the need to meet the needs of policy makers, program implementers, and researchers, who require timely and reliable data for their day-to-day operations. We commend USAID/Egypt and the Egypt Education Reform Program for funding the survey. Our appreciation also goes to Macro International Inc. for providing technical support throughout the implementation of the project as well as the excellent work of El-Zanaty & Associates, who were responsible for carrying out the survey. It is my sincere hope that the end users will thoroughly acquaint themselves with this report and offer some feedback for the final report.
Dr. Reda Abou Serie First Undersecretary of the Ministry of Education Head of General Education Sector Ministry of Education Cairo May 5, 2007
Preface | xi
CHAPTER 1
ACKNOWLEDGMENTS
The 2005-2006 Egypt Household Education Survey (EHES) represents the continued efforts in Egypt to obtain reliable and accurate data on the socio-economic profile of the population. The survey results provide critical and timely household-based information on education among children of primary, preparatory, and secondary school age in order to gain a better understanding of households’ needs and perceptions about education. Such data will assist policy makers in the development, monitoring, and evaluation of education programs in Egypt. This important survey could not have been implemented without the active support and dedicated efforts of a large number of institutions and individuals. We gratefully acknowledge the support and approval of H.E. Prof. Dr. Yousri Saber el Gamal, Minister of Education, who was instrumental in facilitating the implementation of the 2005-2006 EHES. We are also deeply grateful to the Ministry of Education staff who contributed to the successful completion of this project, especially the members of the Steering Committee and Technical Advisory Group, who devoted time to review and comment on questionnaires and provide valuable guidance. USAID/Cairo through the Egypt Education Reform Program (ERP) provided financial and technical support for the implementation of this survey. Its contribution to the project is gratefully acknowledged. Dr. Lynn L. Mortensen, Chief of Party of the Education Reform Program (ERP) in Egypt, deserves our deepest appreciation for providing support to conduct the Egypt Household Education Survey (EHES). Robert E. Burch, Director of the Monitoring & Evaluation Division, ERP, deserves special thanks for his continued support throughout the project. His efforts are greatly appreciated. Dr. Sherif Kandil, Senior Program Officer, ERP, was also instrumental in facilitating the implementation of this survey. We are thankful to Dr. Lynne Carter, ERP consultant, for her contributions in organizing meetings with the Steering Committee and Technical Advisory Group for questionnaire review. Special thanks are due to the Macro International staff who played a key role in making this project a success; Dr. Ann Way, for her valuable input during the survey design and data analysis; Ms. Stephanie Gorin, who worked closely with us on all phases of the survey, for her untiring efforts throughout the survey and during the preparation of this report; and Ms. Jeanne Cushing and Dr. Alfredo Aliaga for assisting with data processing and designing the survey sample. I would like to express my appreciation to all the senior, office, and field staff at El-Zanaty and Associates for the dedication and skill with which they performed their tasks. Finally, I would like to express appreciation to all the parents and guardians of school-age children who participated in the survey; without their involvement this survey would not have been possible.
Fatma El-Zanaty Technical Director El Zanaty & Associates Cairo May 5, 2007
Acknowledgmentss | xiii
SUMMARY OF FINDINGS
The 2005-2006 Egypt Household Education Survey (EHES) is a nationally representative sample survey covering 6,833 households, 7,550 parents and guardians, and 15,914 children age 4-17. The EHES is the first education survey of its kind to be conducted in Egypt, and was linked to the 2005 Egypt Demographic and Health Survey (DHS). This report presents information primarily from the 2005-2006 EHES, but also includes selected information from the 2005 Egypt DHS survey. The 2005-2006 EHES was designed to provide information on primary, preparatory, and secondary education, with a focus on factors influencing household decisions about children’s schooling. Information was collected about all eligible children (children age 4-17) from the parent or guardian who could best answer questions about the child’s education. The report presents information on parent/guardians’ educational attainment, children’s characteristics and rates of school attendance, household expenditures on schooling and other contributions to schooling, absenteeism among primary, preparatory, and secondary school students, and parent/guardian perceptions of schooling, among other topics. The sample size for both the 2005 Egypt DHS survey and the 2005-2006 EHES survey was sufficiently large to provide estimates for indicators at the national level, by urban-rural residence, and at the regional level for most indicators. Twelve survey teams trained by El-Zanaty and Associates, in collaboration with the Ministry of Education, conducted the survey from December 2005 to January 2006. collected and just 4 percent were the child’s guardian. Most parents interviewed for the survey (63 percent) responded to questions for more than one eligible child. Educational Attainment of Parent/ guardians. Two-thirds (67 percent) of parent/ guardians have attended school, although there are substantial differences in educational attainment by gender, residence, and age group. On average, male parent/guardians have completed one more year of schooling than female parent/guardians (6 years compared with 5 years). While 19 percent of parent/guardians in urban areas have never attended school, 41 percent in rural areas have never attended. About half of parent/guardians in rural Upper Egypt have never attended school, compared with about one in seven adults in urban Lower Egypt. Older parent/guardians are considerably less likely than younger parent/guardians to have attended school. Children’s Living Arrangements. Ninety percent of children age 4-17 live with both of their biological parents, while 7 percent live with their mother (but not with their father), 2 percent live with their father (but not with their mother), and 1 percent lives with neither of their biological parents. Some of these children have been orphaned, losing one or both parents: 5 percent have lost their father; 1 percent has lost their mother; and less than 1 percent has lost both parents. Children’s Eating Patterns. Fourteen percent of children attending school during the 20052006 school year received a free meal at school and 6 percent received a free snack. Secondary school students were the most likely to receive a complete meal (28 percent) while primary students were the most likely to receive a snack (7 percent). Children’s Nutritional Status. The survey also collected and analyzed height and weight
CHARACTERISTICS OF PARENT/GUARDIANS AND CHILDREN
Parent/guardians’ Relationship to Eligible Children. The vast majority of respondents (96 percent) interviewed for the EHES were the parent of the child for whom information was
Summary of Findings | xv
measurements for children age 6-9. Wasting and underweight are extremely uncommon in Egypt (3 percent each). However, 8 percent of children are stunted, and 1 percent is severely stunted. Stunting is most common among children in rural Upper Egypt and least common among those in the Urban Governorates (14 percent and 2 percent, respectively). Thirteen percent of children age 6-9 who have never attended school are moderately stunted for their age, compared with 8 percent of children in the same age group who have attended either kindergarten or primary school. Literacy and Numeracy among Children. The survey provides a rough measure of literacy and numeracy among children age 6-9, regardless of whether they have ever attended school. Children were asked to read a simple sentence in Arabic from a primary grade 1 textbook, and were asked to add up two one-digit numbers totaling less than 10. Levels of basic literacy among children age 6-9 are high, with 83 percent of children able to read all or part of a sentence. Children who had never attended school were the least likely to be able to read all or part of a sentence (36 percent), while their counterparts in kindergarten (59 percent) and in primary grade 1 (70 percent) were more likely to do so. Basic numeracy rates are also high, with 82 percent of children age 6-9 able to add the numbers correctly.
3 percent. The dropout rate for each primary grade was less than 1 percent. Preparatory School Attendance and Student Flow Rates. At the preparatory level, a lower proportion of school-age youth attended school than was the case at the primary level. Overall, 79 percent of youth age 11-13 attended preparatory school in Egypt. Preparatory school-age males were slightly more likely than females to attend (80 percent and 77 percent, respectively). Differences by wealth are substantial, with students from the poorest households far less likely than those from the wealthiest households to attend preparatory school (64 percent versus 87 percent). The repetition rate was relatively low for grades 1 and 2 of preparatory school (6 percent and 3 percent respectively). However, about one in ten students (9 percent) repeated the final grade, suggesting that some students may have repeated to improve their chances of finding places in general secondary school. The dropout rate was low for preparatory school students, with just 1 percent of students in preparatory grades 1 and 2 and 6 percent in preparatory grade 3 dropping out. Secondary School Attendance Ratios and Student Flow Rates. Sixty-one percent of youth age 14-16 (60 percent of males and 63 percent of females) attended secondary school during the 2004-2005 school year. There were substantial differences by urban-rural residence, region, and wealth. While 69 percent of youth age 14-16 attended secondary school in urban areas, 56 percent attended in rural areas. Secondary school attendance ratios among children age 14-16 ranged from a low of 48 percent in rural Upper Egypt to a high of 75 percent in urban Lower Egypt. Differences by wealth were even more dramatic than those at the preparatory level, with 39 percent of youth from the poorest households attending secondary school, compared with 84 percent of youth from the wealthiest households. Repetition was low at the secondary level, with just 2 percent of students in grade 1, 4 percent in grade 2, and 6 percent in grade 3 of secondary school repeating. Very few children dropped out in the first or second grade of the secondary
CHILDREN’S SCHOOL ATTENDANCE
Primary School Attendance and Student Flow Rates. Ninety-one percent of children age 6-10 (92 percent of males and 90 percent of females) attended primary school in Egypt during the 2004-2005 school year. School-age children in urban Upper Egypt (96 percent) were the most likely to attend primary school while those in rural Upper Egypt (88 percent) and the Frontier Governorates (87 percent) were the least likely to attend. Children age 6-10 from the wealthiest households were more likely than those from the poorest households to attend primary school (93 percent versus 85 percent). At the primary level, student repetition and dropout rates were extremely low. Repetition rates for each grade ranged from just 1 percent to
xvi | Summary of Findings
level (less than 1 percent each), indicating that once a child enters secondary school, he or she is likely to reach the final grade of that level. Factors Affecting Children’s School Attendance. Parent/guardians whose 6-17 year-old children had never attended school were asked why their children did not go to school. The most commonly cited reasons were the monetary cost of schooling, the unimportance of schooling, and the need for the child’s labor to support the household. Another common factor was the perception that the child was not interested in attending. Among children age 6-17 who had once attended but later dropped out of primary or preparatory school, the most commonly cited reason for dropout was the child losing interest in schooling. Failing exams and having to repeat a grade were other commonly mentioned reasons for dropout. Household Proximity to Schools. Information about the walking time and distance to the nearest primary, preparatory, and secondary schools is a useful indicator of children’s access to schooling. The vast majority of children in Egypt (90 percent) live within 15 minutes of the nearest primary school. In general, preparatory schools are farther from households than primary schools; 74 percent of children live within 15 minutes, 19 percent live between 16 and 30 minutes, and 6 percent live over 30 minutes from the nearest preparatory school. Secondary schools are substantially farther away from households than are preparatory and primary schools, with about one in five households located 31-60 minutes away from the closest secondary school and one in six more than 1 hour away.
library, and health insurance, and miscellaneous fees. All households (100 percent) spent money on school-related expenses during the 2004-2005 school year. The median total expenditures for primary, preparatory, and secondary school students were LE 357, LE 599, and LE 950, respectively. Students’ households in urban areas spent nearly twice as much as those in rural areas for all primary and preparatory school expenses (LE 559 versus LE 293 for primary and LE 891 versus LE 488 for preparatory). At the secondary level, the urban-rural difference in median school-related expenditures was less pronounced (LE 950 versus LE 788). The average cost to households for each school-related item ranges considerably; households with children in primary, preparatory, or secondary school spent the least amount of money on miscellaneous fees (LE 11, LE 20, and LE 36, respectively) and the most on private tutoring (LE 121, LE 241, and LE 600, respectively). Across all three schooling levels, the most frequently incurred expenditures were on school supplies and stationery, pocket money, the combined fees for sports, arts, laboratory, library, and health insurance, and uniforms and clothing.
PARENT/GUARDIAN PERSPECTIVES ON SCHOOLING ISSUES
Perceived School Quality. The EHES asked parent/guardians about their perspectives on several issues affecting school quality. Twenty-four percent of students attend a school that their parent/guardians think has problems with too many students per classroom, 10 percent attend schools with perceived problems with school activities, 6 percent attend schools with perceived problems with buildings and facilities, and 5 percent attend schools with perceived problems with student safety. The vast majority of parent/guardians believe there is no problem with the performance of the principal in the schools their children attend. However, 18 percent of students attend schools where there are perceived problems with teacher performance.
HOUSEHOLD EXPENDITURES ON SCHOOLING
Household Expenditures on Schooling. The EHES collected detailed information about household expenditures on schooling for each child attending school during the 2004-2005 school year. Questions were asked specifically about each possible cost, including school supplies and stationary, assessment guides and exercise books, pocket money for food, uniforms and other school clothing, transportation, private and group tutoring, the combined fees for sports, arts, laboratory,
Summary of Findings | xvii
Parent/guardians overwhelmingly agreed that school uniforms (91 percent), well-maintained buildings (93 percent), and teachers who make learning interesting (95 percent) are all factors contributing to improved school quality. Over half of parent/guardians think that hitting students to maintain discipline (52 percent) and hitting students to improve student performance (55 percent) has a positive effect on school quality. Value of Schooling. Parent/guardians were asked about the advantages for a boy and a girl of completing primary school. Nearly all respondents said there were benefits to primary schooling for both boys and girls. There were minimal gender differences in advantages mentioned, with commonly cited benefits for both boys and girls being literacy, numeracy, critical thinking, and developing a moral framework. One benefit listed more often for girls than for boys was the likelihood of making a better marriage and being a better parent. The EHES also asked parent/guardians to agree or disagree with the statement “It is more important to send a boy to school than to send a girl to school.” While the majority of parent/ guardians disagreed with the statement (89 percent), 11 percent agreed with it. Roughly one in five parent/guardians from the Frontier Governorates, from rural Upper Egypt, with no schooling, or from the poorest wealth quintile agreed that it is more important to send boys to school than girls.
of school, 58 percent missed school due to illness, 21 percent missed school to get tutored or to study for exams, 18 percent because of bad weather, and 15 percent because they did not want to go to school. Similar to primary and preparatory school absenteeism, illness was the most commonly given reason for a secondary school student missing school (54 percent). However, missing school to get tutored or to study was given as a reason for absenteeism far more often than it was for the two lower levels of schooling; 37 percent of secondary school students were absent for this reason.
STUDENTS ACCESS TO SUPPLEMENTARY EDUCATION
School Group Tutoring and Private Tutoring. The EHES collected information from parent/ guardians about students’ participation in group tutoring provided by schools and private tutoring offered outside the formal school system. Twentynine percent of primary students, 21 percent of preparatory students, and 12 percent of secondary students participated in group tutoring lessons during the 2004-2005 school year. In the Urban Governorates, one in three students attended group tutoring, while just one in six students attended in rural Upper Egypt. Overall, students were more likely to attend private tutoring lessons than group tutoring lessons. Forty-one percent of primary students, and 61 percent of both preparatory and secondary students attended private tutoring lessons during the 2004-2005 school year. Just one-third of students from the poorest households attended private tutoring lessons, compared with nearly two-thirds of students from the wealthiest households. Children’s Access to Books. Parent/ guardians were asked if there were any books in their home and, if so, whether any of the books were children’s books. Twenty-three percent of parent/guardians reported that there were books in the household. The vast majority of children with access to books at home live in the wealthiest households (52 percent) while those with the least access live in the poorest households (9 percent). Just 12 percent of parent/guardians said there were children’s books in their home. While 34 percent of children from the wealthiest households have
STUDENT ABSENTEEISM
Incidence of Absenteeism. Over threequarters (78 percent) of students in Egypt missed at least one day of school during the 2004-2005 school year. Students attending general secondary school missed the most days of school and primary school students missed the least days (median of 11 missed days versus 5 missed days). Reasons for Absenteeism. During the 2004-2005 school year, 66 percent of primary school students missed school because they were ill, 22 percent because of bad weather, 15 percent because they woke up too late, and 15 percent because they did not want to go. Among preparatory school students who missed one or more days
xviii | Summary of Findings
children’s books to read, a mere 2 percent of children from the poorest households have access to supplementary reading material for children. Students’ Access to Computers. The majority of students (53 percent) have used computers at home, at school, at an internet café, or some other location. Students with the most access to computers come from the wealthiest households (81 percent) and those with the least exposure are from the poorest households (38 percent). According to parent/guardians, 46 percent of students use computers at school, including 60 percent of secondary school students, 54 percent of preparatory school students, and 38 percent of primary school students.
KINDERGARTEN
Participation in formal KG1 and KG2 classes. The EHES collected information on children’s participation in KG1 and KG2 during the 2005-2006 school year. Fourteen percent of children age 4 and 18 percent of children age 5 attended KG1 or KG2, with children age 4 and 5 from the wealthiest households far more likely than those from the poorest households to attend (44 percent versus 4 percent). Reasons for Not Sending a Child to Kindergarten. Parent/guardians who did not send a child age 4 or 5 to formal kindergarten classes in 2005-2006 were asked why they did not send the child. The most commonly cited reason was that there was no formal kindergarten in the community (39 percent). This reason was given more often by parent/guardians from rural areas than by those from urban areas (43 percent versus 31 percent), suggesting that there is less access to kindergarten in rural parts of the country.
Summary of Findings | xix
INTRODUCTION
1
The 2005-2006 Egypt Household Education Survey (EHES) is the first national-level household education survey of its kind to be conducted in Egypt. The EHES was carried out in order to provide nationally representative education data on the demand for schooling in support of educational policy and program planning. The survey provides information about the decisions households make concerning children’s primary, preparatory, and secondary schooling. It investigates this decisionmaking process, focusing on major factors that influence the demand for schooling, such as child characteristics (gender, age, residence), the costs of schooling (monetary and non-monetary), and the perceived benefits and quality of schooling.
1.1
EDUCATION IN EGYPT
Since the drafting of the constitution in 1923, the Egyptian government has shown a strong commitment to the universal education of its population. Over the years, through a series of policy reforms, the country has expanded access to education considerably. The primary school net enrollment rate (NER) increased from 63 percent in 1975 to 93 percent in 1999 (UNDP, 2004). Education is currently at the center of political attention in Egypt. There is a heightened awareness of the relationship between education quality and economic and social well-being of the population, poverty alleviation, and job creation. Increasing concern with education quality has created a favorable context for education reform. The current MOE strategy is geared towards creating conditions for sustainable school-based reform. The government is supporting decentralization policies to accelerate progress in improving education quality. To assure quality of education, it is introducing policies to encourage schools to attain accredited status. School construction and widened coverage also remain high on the priority agenda of education. The Presidential Program of 2006-12 is a reflection of these initiatives, including: measures in support of education access; quality and management reform; construction of new schools (6,000); enhancing education quality; improving the financial and professional status of educators; motivating participation of civil society organizations in education reform; expanding early childhood enrollment to 60 percent by 2010; decreasing illiteracy to 10 percent by 2011; and giving priority to girls’ education. Level of Education of Egyptian Adults Egypt has made great strides towards achieving its goal of universal education. Information collected on educational attainment of adults from the 2005 Egypt Demographic and Health Survey (EDHS) shows that 73 percent of Egyptians age 15 and older have attended primary school or higher (data not shown). The results further show that educational attainment has been on the increase. For example, nine in ten youth age 15-17 have at least some primary schooling compared with just one in four Egyptians age 65 and older. The EDHS also found that there are gender differences between the educational attainment of males and females, with males age 15 and older more likely to have attended school than females in the same age group (81 percent compared with 64 percent). However, the gender gap has narrowed substantially over the past several decades. While males age 45-54 have completed an average of 3.4 more years of schooling than females, the gender gap among youth age 18-24 is just one year.
Introduction | 1
While it is evident that considerable progress has been made towards providing education for all Egyptians, universal access has not yet been achieved. For instance, rural adults age 15 and older are considerably less likely to have attended school than those living in urban areas. Thirty-four percent of rural adults have never been to school, more than twice the percentage among urban adults (16 percent). Regionally, Egyptians in rural Upper Egypt are the least likely to be exposed to schooling, with 40 percent of adults age 15 and older having had no schooling. Structure of the Education System Since 1981, free compulsory education in Egypt has included the primary and preparatory levels of schooling. Currently, the primary level consists of 6 years and the preparatory level consists of 3 years of schooling. Combined, these 9 years of schooling comprise what is referred to as Basic Education. The secondary level of education includes general academic schools and vocational schools. General academic schools are 3 years in duration and vocational schools range from 3 to 5 years. Higher education, ranging from 3 to 6 years, is offered in universities and specialized institutes. The Egyptian education system is divided into a secular system and the Al-Azharite system. The Al-Azharite system is supervised by the Supreme Council of the Al-Azhar Institution and is overseen by the Ministry of Education. The Al-Azharite system includes both Azhary public and Azhary private schools. The secular education system consists of government schools and government language schools, as well as a variety of private schools, including language schools and religious schools.
1.2
OBJECTIVES OF THE 2005-2006 EGYPT HOUSEHOLD EDUCATION SURVEY
The 2005-2006 EHES was designed to supplement existing education data sources and to provide policy-relevant data to assist policymakers in evaluating education programs in the country. In broad terms, the 2005-2006 EHES aims to: • • • Provide baseline data on key education indicators to support education policy and planning Assist in the evaluation of Egypt’s education programs Advance survey methodology in Egypt and contribute to national and international databases.
Specifically, the 2005-2006 EHES was designed to: • • Investigate the factors that influence the demand for schooling, including demographic and social characteristics of children and their families (gender, age, residence, and wealth) Provide data on the schooling status of primary, preparatory, and secondary school-age Egyptian children and on factors influencing whether children ever enroll in school and why students drop out Quantify household expenditures on children’s schooling and examine differential patterns of expenditure by various background characteristics Measure parent/guardians’ attitudes about schooling, including the quality of schooling and perceived benefits of schooling Determine the frequency of student absenteeism and the reasons for being absent from school
• • •
2 | Introduction
• •
Measure students’ access to supplementary education such as group tutoring, private tutoring, access to books, and access to computers Provide data on children’s access to and participation in formal kindergarten.
1.3
ORGANIZATION OF THE EHES
The 2005-2006 EHES was conducted under the auspices of the Egyptian Ministry of Education (MOE) in conjunction with the Egypt Education Reform Program (ERP). The United States Agency for International Development (USAID)/Cairo provided funding for the survey through the Academy for Educational Development’s EQUIP 2 program. The EHES was implemented by El-Zanaty & Associates. Technical support for the survey was provided by Macro International Inc.
1.4
LINKAGE OF THE 2005-2006 EHES WITH THE 2005 EDHS
The 2005-2006 EHES was designed to allow the survey results to be statistically linked to the 2005 Egypt Demographic and Health Survey (EDHS), which was conducted from March to July 2005. The 2005 EDHS was designed to provide current and reliable information on key indicators of social development, including fertility levels and trends, family planning knowledge and use, and maternal and child health. The 2005 EDHS also included questions on educational attainment among household members. A sub-sample of households with school-age children (i.e. children age 4-17) was selected for the 2005-2006 EHES from the 2005 EDHS sample. The statistically linked data from the two surveys were used to produce the results presented in this report.
1.5
SAMPLE DESIGN AND SELECTION
The 2005-2006 EHES sample is based on the sampling frame for the 2005 EDHS. The 20052006 EHES was designed to provide estimates of education indicators for the country as a whole and for six major subdivisions (Urban Governorates, urban Lower Egypt, rural Lower Egypt, urban Upper Egypt, rural Upper Egypt, and the Frontier Governorates). In addition, the sample allows for a separate estimate of key indicators for a group of seven governorates (Fayoum, Beni Suef, Menya, Qena, and Aswan in Upper Egypt, and Cairo and Alexandria) that are targeted for USAID-supported education programs. In the 2005 Egypt DHS, a nationally representative sample of 22,807 households was selected from a total of 682 primary sampling units (289 shiakhas/towns and 393 villages). Using the 2005 EDHS sample, a sub-sample was randomly selected for the 2005-2006 EHES including only those households with children age 4-17. Out of the 21,973 households successfully interviewed in the 2005 EDHS, 7,052 households with one or more child age 4-17 were selected for the 2005-2006 EHES.
1.6
QUESTIONNAIRES
The 2005-2006 EHES involved two questionnaires: the Household Questionnaire and the Parent/Guardian Questionnaire. The two questionnaires utilized were based on the core survey instruments developed for USAID’s DHS EdData activity. The questionnaires were then modified for the Egypt Household Education Survey to conform to the Egyptian education system and to address issues of particular interest to the Egyptian Ministry of Education. Two questionnaire design meetings, a Steering Committee meeting and a Technical Advisory Group meeting, were organized by the Egypt Education Reform Program (ERP) to agree on the final contents of the questionnaires. Both meetings
Introduction | 3
included technical staff from ERP, several organizations within the Ministry of Education, El-Zanaty & Associates, and Macro International Inc. After they were finalized, the Household Questionnaire and the Parent/Guardian Questionnaire were translated from English into Arabic. The Household Questionnaire included a list of individuals who lived in the household at the time of the 2005 Egypt DHS. The purposes of the 2005-2006 EHES Household Questionnaire were to: 1) confirm that the household was the same household interviewed by the 2005 Egypt DHS; 2) identify a parent or guardian as the respondent for each eligible child; and 3) obtain anthropometric and literacy/numeracy data on children age 6-9 years. Children who were age 4-17 at the time of the 2005 EDHS, still within the 4-17 age range at the time of the 2005-2006 EHES, a usual resident of the household, and never married were eligible for inclusion in the EHES survey. Parent/guardians living in the household were eligible respondents for the Parent/Guardian questionnaire if they were usual residents and were considered to be the person best able to answer questions about an eligible child’s education. The Parent/Guardian Questionnaire collected background information on each parent/guardian respondent and on general education issues. Information was collected on the parent/guardian’s age, education, literacy, and religion. Questions were asked about the walking time and distance to the nearest primary, preparatory, and secondary schools, as well as household support of and participation in school activities. Parent/guardians were also asked about their views on school quality, the benefits of schooling, the availability of kindergarten, and children’s access to books, libraries, computers, and supplemental tutoring. The Parent/Guardian Questionnaire collected different kinds of information about each eligible child age 4-17, depending on the child’s schooling status. The respondent for the questions about each eligible child was the child’s parent/guardian, as the purpose of the questionnaire was to collect information on issues from the parent/guardian’s perspective. Data were collected on the following topics, according to a child’s schooling status: • • • • • • Schooling background and participation during the 2005-2006 school year (attended school during the 2005-2006 school year, dropped out of school, or never attended school) Reasons for not attending school (for children who had never attended school) Reasons for dropping out of school (for children who had dropped out of school) Frequency of and reasons for student absenteeism Household expenditures on schooling, and additional contributions to schooling (for children who were attending school during the 2004-2005 school year) Children’s eating patterns.
In addition, information was collected on each primary, preparatory, and secondary school attended by eligible children during the 2005-2006 school year. Data collected included the school type, location, the reason for selection of that school, school quality, and extra-curricular activities provided at that school.
1.7
TRAINING
The 2005-2006 EHES training program was conducted over a two-week period in December 2005. All candidates for the interviewer and field editor positions were recent university graduates and the vast majority had participated in the 2005 EDHS survey. The selection of interviewers to attend the
4 | Introduction
training took into account their performance during the 2005 EDHS and their willingness to travel to any governorate. Eighty-four of the 93 candidates originally recruited for interviewer training were selected to be part of the data collection teams for the 2005-2006 EHES. The training course was held in Cairo and included the following: • • • • • Lectures related to basic interview techniques and to specific survey topics Sessions on how to fill out the questionnaire Role playing and mock interviews Two days of field practice in areas not covered in the survey Two quizzes.
A variety of materials was developed for use in training personnel involved in the fieldwork. A lengthy interviewer’s manual, including general guidelines for conducting an interview as well as specific instructions for asking each of the questions in the EHES questionnaires, was prepared and given to all field staff. Also, a special manual for height and weight measurements was adopted from the 2005 EDHS manual for anthropometry data collection. Other training materials, including special manuals describing the duties of the team supervisor and the rules for field editing, were prepared. Training for anthropometric data collection included class lectures for three days and practice of measurements for two days. At the end of the program, the 28 most-qualified trainees were selected for the anthropometric data collection.
1.8
DATA COLLECTION AND DATA PROCESSING
Data collection for the 2005-2006 EHES took place from December 2005 to January 2006. Twelve interviewing teams carried out data collection. Each team was composed of one supervisor, one field editor, and five interviewers. In each team, two members were selected to conduct the height and weight measurements. The teams were closely supervised by a fieldwork coordinator, two assistant fieldwork coordinators, and other senior staff. Staff from the central office were responsible for collecting questionnaires from the teams as soon as interviewing in a cluster was completed. Office editors reviewed questionnaires for consistency and completeness, and a few questions (e.g., school codes) were coded in the office prior to data entry. Fifteen data entry personnel used ten microcomputers to enter and edit the survey data using the Census and Survey Processing System (CSPro), a software package for entering, editing, tabulating, and disseminating data from censuses and surveys.
1.9
SURVEY COVERAGE
Table 1.1 shows response rates for the 2005-2006 EHES by urban-rural residence. A total of 7,052 households with children age 4-17 were selected, of which 6,891 were occupied. Of the 6,891 occupied households, 6,833 households were successfully interviewed, yielding a household response rate of 99 percent.1
Occupied households exclude the following categories: entire household absent, dwelling vacant, dwelling destroyed, and household moved. The household response rate is calculated from those households expected to have been interviewed. The categories constituting “occupied” and hence the denominator for the calculation of the response rate include: completed, no household member at home, refused, and dwelling not found. The numerator for the calculation of the household response rate is “completed.”
1
Introduction | 5
A total of 7,552 parents/guardians were identified and 7,550 were successfully interviewed, yielding a response rate of nearly 100 percent. Of the 15,919 eligible children identified in the households sampled, data were obtained for 15,914 children (99 percent). In addition, anthropometric and literacy/numeracy data were collected and analyzed for children age 6-9. A total of 4,643 children age 6-9 were identified and complete anthropometric measures were obtained for 4,513 of these children, yielding a response rate of 97 percent. Literacy and numeracy data were collected for 4,500 of these children, producing a response rate of 97 percent.
Table 1.1 Results of the 2005-2006 EHES household and parent/guardian interviews Number of households, number of interviews and response rates for de jure individuals, according to urban-rural residence, EHES 2005-2006 Residence Urban Rural 3,047 2,939 2,897 21 7 14 9 0 99 98.8 2,991 2,990 99.9 1,709 1,674 98.0 1,709 1,668 97.6 4,005 3,952 3,936 11 5 0 13 1 39 99.7 4,561 4,560 99.9 2,934 2,839 96.8 2,934 2,832 96.5
Results Household interviews Households sampled Households occupied Interviews completed No household member at home Entire household absent Refused Dwelling vacant Dwelling destroyed Household moved Household response rate (percent) Parent/guardian interviews Eligible parent/guardians Interviews completed Parent/guardian response rate (percent) Children age 6-9 anthropometry measures Children age 6-9 identified Children age 6-9 measured Children age 6-9 response rate (percent) Children age 6-9 literacy and numeracy measures Children age 6-9 identified Children age 6-9 measured Children age 6-9 response rate (percent) Children age 4-17 for whom data were collected from parent/guardians Children age 4-17 identified as eligible in the household Children age 4-17 with complete result codes Children age 4-17 response rate (percent)
Total 7,052 6,891 6,833 32 12 14 22 1 138 99.3 7,552 7,550 99.9 4,643 4,513 97.2 4,643 4,500 96.9
5,880 5,879 99.9
10,039 10,035 99.9
15,919 15,914 99.9
Note: All values in this table are unweighted. Eligible children are age 4-17, de jure, and wards of a de jure parent/guardian.
6 | Introduction
BACKGROUND CHARACTERISTICS OF EHES PARENT/GUARDIANS
2
This chapter presents information on the background characteristics of the parent/guardians who were interviewed for the EHES.
2.1
DEMOGRAPHIC CHARACTERISTICS
In the EHES, information was collected about all eligible children (children age 4-17) from the parent or guardian who could best answer questions about the child’s education. The vast majority of respondents (96 percent) interviewed for the EHES were the parent of the eligible child for whom information was collected and just 4 percent were the child’s guardian (Table 2.1). Most parents interviewed for the survey (63 percent) responded to questions for more than one eligible child. Parent/guardian respondents in the EHES were more often female than male (60 percent versus 40 percent). Slightly more than one-third (37 percent) were age 35-44, one-quarter (27 percent) were age 25-34, and one-quarter (23 percent) were age 45-54. Relatively few respondents were under the age of 25 or over the age of 54. Sixty percent of the parent/guardians interviewed for the EHES lived in rural areas. Looking at place of residence, 41 percent of parent/guardians lived in Lower Egypt, and a similar percentage lived in Upper Egypt. About one in six parent/guardians lived in one of the four Urban Governorates, and 1 percent were residents of the Frontier Governorates. Table 2.1 also shows data on parent/guardians by wealth quintiles. The wealth index is a measure related to inequities in household income, use of health services, and health outcomes (Rutstein et al., 2000). It is an indicator of the level of wealth that is consistent with expenditure and income measures (Rutstein, 1999). The wealth index was constructed using household asset data and principal components analysis. Asset information was collected in the 2005 Egypt DHS Household Questionnaire and covers information on household ownership of a number of consumer items ranging from a radio to a computer, as well as dwelling characteristics such as source of drinking water, type of sanitation facilities, and type of material used in flooring. Each asset was assigned a weight (factor score) generated through principal component analysis, and the resulting asset scores were standardized in relation to a standard normal distribution with a mean of zero and standard deviation of one (Gwatkin et al., 2000). Each household was then assigned a score for each asset, and the scores were summed for each household; individuals were ranked according to the total score of the household in which they resided. The sample was then divided into quintiles from one (lowest) to five (highest). As Table 2.1 illustrates, parent/guardians were nearly equally distributed across the wealth quintiles.
Background Characteristics of EHES Parent/Guardians | 7
Table 2.1 Background characteristics of parent/guardian respondents Percent distribution of parent/guardians by background characteristics, EHES 2005-2006 Background characteristic Parent/guardian Parent with one eligible child Parent with 2+ eligible children Guardian Age 18-24 25-34 35-44 45-54 55-64 65+ Missing Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total Weighted percent 33.6 62.9 3.5 4.5 27.4 37.0 22.6 6.3 1.8 0.5 39.5 60.5 39.7 60.3 16.3 41.1 10.3 30.8 41.4 12.4 29.0 1.1 21.3 20.3 19.7 19.8 18.9 100.0 Weighted number 2,460 4,599 254 328 2,000 2,703 1,656 461 130 36 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314 Unweighted number 2,486 4,815 249 335 2,041 2,748 1,748 509 139 30 3,035 4,515 2,990 4,560 1,285 2,140 542 1,598 3,785 969 2,816 340 1,893 1,559 1,397 1,326 1,375 7,550
8 | Background Characteristics of EHES Parent/Guardians
2.2
EDUCATIONAL ATTAINMENT
Table 2.2 presents the distribution of parent/guardians according to educational attainment by background characteristics. These data were collected by asking parent/guardians about the highest level of schooling they attended and the highest grade completed at that level. Results show that overall about one-third (32 percent) of parent/guardians had never attended school while slightly less than four in ten (38 percent) had completed at least some secondary education. Looking at educational attainment by gender, 38 percent of female parent/guardians had no schooling compared with 24 percent of male parent/guardians. Comparatively large differentials in educational attainment were evident by urban-rural residence. Parent/guardians living in rural areas were more than twice as likely as those from urban areas to have had no schooling; 41 percent of rural respondents had never attended school compared to 19 percent of urban respondents. Conversely, half of urban parent/guardians had completed secondary education or higher compared with 28 percent of rural parent/guardians. Results in Table 2.2 show also that parent/guardian educational attainment varies by place of residence. Parent/guardians from Urban Governorates and urban Lower Egypt were more likely to have attended school than those from other regions, with respondents from rural Upper Egypt being the least likely among all respondents. Results show that there is a clear association between wealth and educational attainment, with educational attainment increasing across the wealth quintiles. Slightly more than six in ten respondents in the lowest wealth quintile had no education compared with only 5 percent of respondents in the highest wealth quintile. Moreover, slightly more than three-quarters of respondents in the highest wealth quintile had completed secondary education or higher compared with just 11 percent in the lowest wealth quintile and slightly less than one-third in the middle quintile.
Background Characteristics of EHES Parent/Guardians | 9
Table 2.2 Educational attainment of parent/guardian respondents
Percent distribution of parent/guardians by the highest level of schooling attended, and median number of years of schooling, according to background characteristics, EHES 2005-2006 Highest level of schooling attended No schooling Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 0.8 0.4 0.6 0.6 1.0 0.4 0.5 1.0 0.3 0.0 0.6 1.3 1.8 1.4 1.6 4.3 1.3 9.6 17.6 27.2 39.2 39.5 26.2 1.2 2.2 5.1 10.0 36.8 10.6 0.5 0.6 0.5 0.6 0.6 0.6 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 328 2,000 2,703 1,656 461 130 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314 29.7 26.3 33.6 33.3 46.4 55.0 24.4 37.6 19.1 41.2 18.8 29.2 14.8 34.1 40.9 22.9 48.7 30.4 60.5 45.6 30.9 16.3 5.0 32.4 14.3 5.8 4.5 16.9 18.4 16.4 14.4 4.6 4.7 5.6 7.7 6.4 5.0 4.1 5.2 6.2 4.7 2.0 2.0 3.6 4.3 7.0 4.8 10.2 14.9 12.0 15.9 15.6 13.6 16.4 6.9 7.3 5.8 5.5 5.9 5.4 6.0 5.1 6.4 5.7 4.5 4.3 4.6 3.9 4.1 3.8 2.4 6.9 4.1 5.2 3.8 3.4 4.3 3.0 5.4 1.7 0.9 1.4 0.8 1.5 1.6 1.4 2.2 29.1 29.5 35.0 27.6 21.5 31.7 17.1 35.6 19.6 10.4 20.9 6.9 7.3 14.7 4.1 10.7 11.7 16.1 6.4 5.5 4.8 4.2 5.6 3.4 1.6 1.1 31.7 22.6 18.3 5.6 17.9 12.0 7.5 4.8 5.1 4.0 4.1 4.5 1.5 1.2 26.2 26.2 13.3 8.9 0.2 0.8 8.6 9.8 14.6 19.8 16.8 17.2 6.5 4.4 4.6 7.6 11.2 12.9 7.6 8.0 3.3 2.6 1.9 0.0 5.9 5.8 4.2 2.6 4.3 1.9 1.4 1.1 1.6 1.2 1.0 0.2 31.7 36.1 26.5 19.3 9.3 8.2 8.5 8.4 11.5 13.4 8.9 4.6 0.1 0.0 0.1 0.1 0.2 0.0 Some primary Completed Some Completed Some Completed More than primary preparatory preparatory secondary secondary secondary Don't know/ missing
Background characteristic
Median Number of number of years parent/ guardians completed 6.5 7.8 5.4 4.6 1.6 0.0 5.9 4.7 10.2 3.2 9.7 5.8 11.0 4.7 3.4 8.3 0.0 8.7 0.0 1.4 5.2 10.0 11.8 5.3
10 | Background Characteristics of EHES Parent/Guardians
Age 18-24 25-34 35-44 45-54 55-64 65+
Sex Male Female
Urban-rural residence Urban Rural
Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
Wealth quintile Lowest Second Middle Fourth Highest
Total
Note: Total includes 30 individuals with missing information on age.
2.3
LITERACY
Parent/guardians who either never attended school or had not completed the primary level were tested for literacy.1 Literacy was tested by asking parent/guardians to read an Arabic sentence. Like the DHS survey, the EHES assumed that respondents who had at least some preparatory education were literate. The literacy level among parent/guardians is presented in Table 2.3 by background characteristics.
Table 2.3 Literacy among parent/guardian respondents Percent distribution of parent/guardians by highest level of schooling attended and level of literacy, and percentage of parent/guardians with primary education or less who attended a literacy program, by background characteristics, EHES 2005-2006, EDHS 2005 Primary school or no schooling Preparatory Cannot school or read higher at all 55.1 59.4 47.2 39.2 25.4 14.9 50.1 44.8 62.0 36.9 63.1 49.5 66.8 43.8 37.6 56.5 29.5 56.2 17.4 29.8 44.5 62.4 84.7 46.9 36.2 31.1 38.2 39.3 47.6 58.5 26.4 44.3 22.1 47.2 20.8 34.6 18.5 40.0 46.4 26.8 54.8 32.2 67.2 52.7 35.1 20.1 6.9 37.2 Blind/ Can read Can read visually part of a a whole impaired/ sentence sentence missing 5.7 6.1 8.2 10.9 11.9 6.1 10.4 6.9 8.3 8.3 9.0 8.0 5.9 8.7 8.3 9.1 7.9 8.9 8.5 8.9 10.9 9.3 3.6 8.3 2.9 3.2 6.2 10.2 14.6 20.5 12.8 3.0 6.5 7.1 6.0 7.2 7.6 7.0 7.1 6.5 7.3 2.7 6.1 7.9 9.0 7.5 3.9 6.9 0.1 0.2 0.2 0.3 0.5 0.0 0.3 1.0 1.1 0.5 1.1 0.7 1.2 0.5 0.7 1.1 0.5 0.0 0.8 0.7 0.5 0.7 0.9 0.7 Number of Percentage parent/ who guardians Number of attended with primary literacy education Percentage parent/ program literate1 guardians or less 63.6 68.8 61.5 60.3 51.9 41.5 73.3 54.7 76.8 52.3 78.1 64.7 80.3 59.5 53.0 72.1 44.7 67.8 32.1 46.6 64.4 79.2 92.2 62.1 328 2,000 2,703 1,656 461 130 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314 21.9 14.8 15.6 10.7 10.9 2.2 16.4 11.9 17.3 12.1 18.8 14.7 17.3 14.2 11.7 15.9 10.5 6.4 10.0 11.3 18.0 17.7 20.0 13.6 147 812 1,426 1,005 343 111 1,435 2,408 1,080 2,764 433 1,500 243 1,257 1,875 387 1,488 36 1,276 1,034 794 536 203 3,844
Background characteristic Age 18-24 25-34 35-44 45-54 55-64 65+ Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
1
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: Total includes 30 individuals with missing information on age. Refers to respondents who attended preparatory school or higher and respondents who can read all or part of a sentence
Only those parent/guardians who were not already tested for literacy during the EDHS survey were tested for literacy during the EHES. Therefore the data shown in Table 3.3 combines the findings from the DHS with those from the EHES.
1
Background Characteristics of EHES Parent/Guardians | 11
Overall, Table 2.3 shows that 62 percent of parent/guardians were literate, i.e., they had attended preparatory school or higher or were able to read all or part of a sentence. As expected, literacy levels vary by age, with younger parent/guardians being more likely to be literate than older parent/guardians. For example, the level of literacy among parent/guardians age 25-34 was 69 percent compared with 52 percent among those age 55-64. It is also worth noting that the literacy level was higher among males than females (73 percent and 55 percent respectively). Urban parent/guardians were more likely to be literate than those from rural areas (77 percent and 52 percent, respectively). Looking at literacy by place of residence, the data show that the level was highest among parent/guardians in urban Lower Egypt and lowest among those from rural Upper Egypt (80 percent versus 45 percent). Literacy levels also increase by wealth quintiles, from 32 percent in the lowest wealth quintile to 92 percent in the highest wealth quintile. In addition, parent/guardians with a primary education or less were asked if they had ever attended a literacy program or any other program that involves learning to read or write other than primary school. Just 14 percent had attended such a program.
2.4
EXPOSURE TO MASS MEDIA
In order to assess their level of exposure to mass media, parent/guardians were asked if they read a newspaper, watched television, or listened to the radio at least once a week. Table 2.4 presents the exposure to the different mass media. Overall, 93 percent of parent/guardians watched television, 73 percent listened to the radio, and 21 percent read a newspaper at least once a week. Only 18 percent of the respondents were exposed to all three types of mass media at least once a week. Television watching rates were virtually identical for males and females. However, male parent/guardians were more likely than females to read newspapers (27 percent versus 17 percent) or listen to the radio (77 percent versus 70 percent). Urban residents were far more likely to read a newspaper than rural residents (33 percent and 13 percent, respectively). Radio and television exposure was also slightly greater among urban parent/ guardians than among those in rural areas. Looking at differentials by place of residence, parent/guardians from rural Upper Egypt were least likely and those from urban Lower Egypt were most likely to be exposed to all three media (9 percent versus 32 percent). Table 2.4 also shows that there is a clear association between exposure to mass media and level of education. Sixty-one percent of parent/guardians who had more than a secondary education were exposed to all three media at least once a week compared with less than 1 percent of parent/guardians with no schooling. A similar pattern is found with wealth; 45 percent of parent/guardians from households in the highest wealth quintile were exposed to all three media compared with just 4 percent of respondents in the lowest wealth quintile.
12 | Background Characteristics of EHES Parent/Guardians
Table 2.4 Exposure to mass media among parent/guardians Percent distribution of parent/guardians who are exposed to specific media on a weekly basis by background characteristics, EHES 2005-2006, EDHS 2005 Watches Reads a television newspaper at least at least once once a week a week 11.1 16.7 24.0 24.8 18.2 13.6 26.7 17.1 33.4 12.7 34.8 20.2 35.6 15.0 16.1 29.8 10.2 25.4 0.6 8.1 15.7 36.3 72.6 4.7 8.2 15.1 26.8 52.9 20.9 93.9 93.9 94.1 94.3 92.7 74.3 92.7 93.4 95.7 91.5 95.9 94.7 96.3 94.2 90.7 95.2 88.8 87.2 89.3 94.1 94.2 97.0 97.2 85.0 92.9 95.0 96.2 97.6 93.2 Listens to the radio at least once a week 65.6 70.9 73.3 75.7 76.9 69.1 76.5 70.1 75.8 70.5 72.5 80.4 81.5 80.1 65.2 75.5 60.7 65.4 61.0 73.8 74.5 82.5 82.5 58.4 68.1 77.9 79.5 80.8 72.6
Background characteristic Age 18-24 25-34 35-44 45-54 55-64 65+ Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Education No schooling Some or completed primary Some or completed preparatory Some or completed secondary More than secondary Wealth quintile Lowest Second Middle Fourth Highest Total
All three media 8.5 14.2 21.0 21.5 15.7 12.4 22.8 15.0 28.4 11.3 28.6 18.4 31.6 14.0 13.6 25.6 8.5 20.9 0.5 7.1 13.2 32.2 61.0 3.6 7.2 13.6 23.9 44.9 18.1
No media 3.7 3.4 3.8 3.3 5.0 16.7 4.2 4.5 2.7 5.5 2.6 3.3 2.8 3.5 6.0 2.5 7.5 6.8 7.7 3.5 2.0 1.2 1.1 10.2 4.8 2.6 2.2 1.4 4.4
Number of parent/ guardians 328 2,000 2,703 1,656 461 130 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 2,369 1,475 641 2,012 777 1,555 1,487 1,444 1,446 1,382 7,314
Note: Total includes 30 individuals with missing information on age and 35 individuals with missing data on education.
Background Characteristics of EHES Parent/Guardians | 13
CHILDREN’S BACKGROUND CHARACTERISTICS
3
This chapter presents information on basic background characteristics for the children age 4-17 for whom education data were collected in the EHES. The chapter also presents information on living arrangements, nutritional status, and participation in school feeding programs for these children.
3.1
CHILDREN’S BACKGROUND CHARACTERISTICS
Information on children’s education was obtained for all de jure children age 4-17 living in the households included in the EHES survey. Table 3.1 shows the distribution of children by age, sex, residence, child’s education status, parent/guardians’ education, parent/guardians’ relationship to child, and wealth. Fifty-two percent of the children are male and 48 percent are female. Looking at the age distribution, 11 percent are age 4-5, 44 percent are primary-school age (6-11), 21 percent are preparatoryschool age (12-14) and a similar percentage (23 percent) is secondary-school age (15-17). Reflecting the higher fertility in rural Egypt, nearly two-thirds of the children (63 percent) live in rural areas while the remainder (37 percent) lives in urban areas. The vast majority of children live in either Upper Egypt (44 percent) or Lower Egypt (40 percent), while 15 percent reside in the Urban Governorates, and just 1 percent live in the Frontier Governorates. Looking at the children’s schooling status, 79 percent are currently in school, with the majority attending primary school, 7 percent attended school in the past but dropped out at some point before the survey, and 14 percent have never attended school. Among the children who have never attended school, the majority (63 percent) are under age 6 and thus not yet eligible for primary school (data not shown). Table 3.1 also shows the educational attainment of the child’s parent/guardian. One in ten children have parent/guardians with an education level beyond secondary school, while over one-third (35 percent) have parent/guardians with no schooling at all. The vast majority of parent/guardians (97 percent) are the child’s mother or father, 2 percent are the older sister or brother of the child, and the remaining 1 percent is another relative or caregiver. Finally, 24 percent of the children are from households in the lowest wealth quintile, and 17 percent are from the highest wealth quintile.
Children’s Background Characteristics | 15
Table 3.1 Background characteristics of children Percent distribution of de jure children age 4-17 by background characteristics, EDHS 2005, EHES 2005-2006 Background characteristic Age 4-5 6-11 12-14 15-17 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Child’s education status Never attended school1 Dropped out of school Currently attending school Kindergarten Primary Preparatory Secondary Higher Parent/guardian’s education No schooling Some or completed primary Some or completed preparatory Some or completed secondary University and higher Missing Parent/guardian's relationship to child Mother/father Step/foster parent Sister/brother Grandmother/grandfather Aunt/uncle Other Wealth quintile Lowest Second Middle Fourth Highest Total Weighted percent 11.4 44.4 21.4 22.8 51.9 48.1 37.1 62.9 14.8 39.7 9.4 30.3 44.2 12.1 32.1 1.3 14.3 6.9 78.8 2.3 44.0 14.8 16.0 1.8 35.2 19.7 8.4 26.8 9.7 0.0 Number of children Weighted Unweighted number number 1,722 6,720 3,232 3,449 7,855 7,268 5,603 9,519 2,236 6,009 1,424 4,586 6,685 1,833 4,852 193 2,155 1,045 11,922 345 6,649 2,239 2,416 273 5,337 2,983 1,282 4,043 1,475 4 1,830 7,046 3,419 3,619 8,254 7,660 5,879 10,035 2,409 4,273 1,018 3,255 8,448 1,999 6,449 784 2,383 1,116 12,415 357 6,927 2,325 2,542 264 5,756 3,220 1,295 4,207 1,430 6
96.5 0.4 2.0 0.7 0.4 0.1 23.5 21.0 19.8 18.7 17.0 100.0
14,597 53 306 99 60 8 3,554 3,183 2,988 2,833 2,565 15,122
15,395 48 301 102 59 9 4,420 3,368 2,923 2,619 2,584 15,914
Note: The term "kindergarten" refers to KG1 and KG2 classes provided by the government, usually in the same location as the primary school. Participation in other pre-school classes, such as non-formal KG and child care, is not included in the "currently attending school" category. 1 Includes children age 4-6 who may not yet have started school
16 | Children’s Background Characteristics
3.2
CHILDREN’S LIVING ARRANGEMENTS
Table 3.2 presents information on the living arrangements of children age 4-17. In the table, children are classified into the following four groups according to the survival status and residence of their parents: (1) children living with both parents; (2) children living with their mother but not their father; (3) children living with their father but not their mother; and (4) children not living with either parent. The results show that 90 percent of children are living with both parents. While gender is not related to the child’s living arrangements, there is some variation by age, with younger children being more likely to live with both parents than older ones. For example, 95 percent of children age 4-5 live with both parents compared with 85 percent of children age 15-17. Only minor differentials are observed by urban-rural residence, region, and wealth.
Table 3.2 Children's living arrangements Percent distribution of de jure children age 4-17 by survival status of parents and children's living arrangements, according to background characteristics EDHS 2005 Living with both Background characteristic parents Age 4-5 6-11 12-14 15-17 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total 94.7 92.7 87.9 84.7 90.1 90.1 89.0 90.8 89.3 90.8 88.8 91.4 89.7 88.7 90.1 91.1 88.6 89.9 91.3 90.5 90.7 90.1 Living with mother but not father Father Father alive dead 2.2 2.4 2.5 1.9 2.4 2.1 2.8 1.9 3.0 1.7 2.0 1.6 2.6 3.3 2.3 1.4 2.1 2.1 1.9 2.8 2.5 2.3 1.4 3.0 6.1 8.9 4.8 4.8 5.2 4.6 4.6 4.6 5.9 4.2 5.0 5.3 4.9 5.1 6.1 5.2 4.0 3.6 4.8 4.8 Living with father but not mother Mother Mother alive dead 0.6 0.5 1.1 0.5 0.6 0.7 0.6 0.6 1.0 0.5 0.1 0.6 0.6 0.4 0.7 0.5 0.5 0.8 0.6 0.7 0.5 0.6 0.4 0.7 1.3 1.8 1.1 1.1 1.2 1.0 0.9 1.2 1.5 1.1 1.1 1.6 0.9 0.5 1.0 1.0 1.4 1.5 0.5 1.1 Not living with either parent Missing information Only Only father mother Both on father/ alive alive dead mother 0.1 0.1 0.1 0.3 0.1 0.2 0.3 0.1 0.2 0.2 0.8 0.0 0.1 0.0 0.1 0.2 0.1 0.1 0.1 0.2 0.3 0.1 0.2 0.0 0.1 0.3 0.2 0.1 0.1 0.2 0.2 0.1 0.0 0.1 0.2 0.1 0.3 0.1 0.1 0.3 0.1 0.2 0.1 0.2 0.0 0.1 0.3 0.5 0.2 0.2 0.2 0.3 0.3 0.3 0.1 0.4 0.1 0.0 0.2 0.8 0.4 0.1 0.4 0.1 0.1 0.2 0.2 0.1 0.3 0.2 0.2 0.2 0.2 0.1 0.2 0.2 0.3 0.2 0.2 0.2 0.1 0.0 0.3 0.2 0.1 0.1 0.1 0.2 Percentage with one or both parents dead 2.1 4.0 7.9 11.9 6.4 6.4 7.0 6.1 6.2 6.4 8.2 5.8 6.4 6.9 6.2 6.7 7.7 6.6 5.9 5.6 5.9 6.4
Both alive 0.3 0.3 0.3 0.8 0.4 0.5 0.4 0.5 0.3 0.4 0.4 0.4 0.5 0.4 0.5 0.1 0.8 0.3 0.2 0.4 0.3 0.4
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number 1,722 6,720 3,232 3,449 7,855 7,268 5,603 9,519 2,236 6,009 1,424 4,586 6,685 1,833 4,852 193 3,554 3,183 2,988 2,833 2,565 15,122
Children’s Background Characteristics | 17
3.3
CHILDREN’S EATING PATTERNS
Both children’s school attendance and performance in school may be influenced by their eating patterns. The EHES collected information on several aspects of children’s eating patterns related to students’ participation in school feeding programs. Parent/guardians were asked whether or not their child received free meals or snacks at school and, among those receiving free food, how often the child received the free meals or snacks. The survey found that during the 2005-2006 school year, 14 percent of children received free meals at school, and 6 percent received a free snack (Table 3.3). Gender differentials are minor. The results vary more markedly by age, with 27 percent of children age 15-17 receiving a free meal from their school compared with 10 percent of children age 6-11. Secondary school students were the most likely to receive a complete meal (28 percent) while primary students were the most likely to receive a snack (7 percent). Looking at differences by residence, rural students were more likely to receive a free complete meal or snack at school than urban students (22 percent versus 16 percent), and those from the Frontier Governorates were the most likely to receive free food (36 percent). Students from households in the three lowest wealth quintiles were more likely to receive food provided by the school (22 percent each) than students from the two wealthiest quintiles (16 percent each) Among all students attending primary, preparatory, and secondary school, 16 percent received free food every school day and 3 percent received free food every day but only for a limited portion of the school year. Students age 15-17, students attending secondary school, students from the Frontier Governorates, and those from the poorest households were more likely to receive free food every day than other students.
18 | Children’s Background Characteristics
Table 3.3 School feeding among primary, preparatory, and secondary school students Percent distribution of primary, preparatory, and secondary school students age 6-17 by receipt of free meal or snack at school during the 2005-2006 school year, and reported frequency of free meals or snacks among those receiving free food, according to background characteristics, EHES 2005-2006 Frequency of receiving free food at school Every day but only for a Once a week limited or less time 3.3 2.9 3.7 3.4 3.1 2.8 3.5 3.8 2.4 2.1 2.5 3.9 2.1 4.6 3.3 3.4 2.0 2.0 2.3 3.9 4.0 3.8 3.1 3.5 4.0 2.9 2.7 3.2 0.8 0.4 0.8 0.7 0.6 0.5 0.8 0.2 1.0 0.6 1.1 0.6 0.7 0.5 0.8 0.7 0.3 0.3 0.0 0.8 0.8 0.9 0.7 1.0 0.9 0.5 0.3 0.7
Background characteristic Age 6-11 12-14 15-17 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory General Vocational Secondary General Vocational Wealth quintile Lowest Second Middle Fourth Highest Total
Received free food at school Complete Any meal Snack 17.7 16.6 29.9 21.0 18.3 16.2 21.9 14.0 20.0 16.2 21.2 21.0 17.5 22.4 35.7 17.8 12.7 12.5 23.1 31.6 31.8 31.4 22.1 21.8 21.6 16.3 16.1 19.7 10.3 11.1 26.5 14.5 12.4 11.1 15.0 8.0 12.5 11.5 12.9 16.0 13.9 16.9 24.7 10.4 7.0 6.6 20.8 28.4 26.3 30.1 14.8 16.4 14.9 11.0 9.9 13.5 7.4 5.5 3.5 6.5 5.9 5.0 6.9 6.0 7.4 4.7 8.3 4.9 3.6 5.5 11.0 7.4 5.8 5.9 2.3 3.2 5.4 1.3 7.3 5.4 6.7 5.4 6.3 6.2
Every school day 13.4 13.3 25.2 16.6 14.4 12.7 17.4 9.6 16.6 13.5 17.6 16.3 14.5 17.0 31.6 13.4 10.2 9.9 20.8 26.7 26.9 26.6 18.1 17.3 16.4 12.9 12.8 15.6
Number 6,302 2,837 2,082 5,926 5,295 4,283 6,938 1,691 4,583 1,110 3,473 4,805 1,394 3,410 142 6,621 2,180 2,125 56 2,346 1,054 1,292 2,312 2,328 2,300 2,198 2,083 11,221
Note: The table excludes 98 unweighted cases of home schooled children and 10 boarders. The total includes 6 cases with missing level of schooling.
Children’s Background Characteristics | 19
3.4
NUTRITIONAL STATUS OF CHILDREN
Nutritional status is a primary determinant of a child’s health and well-being. Both inadequate or unbalanced diets and chronic illness are associated with poor nutritional status among children. The anthropometric data collected in the 2005-2006 EHES permits an assessment of the nutritional status of children age 6-9 in Egypt. Measure of Nutritional Status in Childhood The anthropometric measurements as well as information on the ages of the children are used to construct the following three standard indices of physical growth: • • • height-for-age weight-for-height weight-for-age
As recommended by the World Health Organization (WHO), evaluation of nutritional status in this report is based on the comparison of these three indices for the population of children in the survey with those reported for a reference population of well-nourished children. The use of a reference population to identify malnourished children is based on the finding that well-nourished children in all population groups follow similar growth patterns and thus exhibit similar distributions of height and weight at given ages (Martorell and Habicht, 1986). One of the most commonly used reference populations, and the one used in this report, is the international reference population defined by the U.S. National Center for Health Statistics (NCHS) and accepted by WHO and the U.S. Centers for Disease Control. Each of the three nutritional indicators is expressed in standard deviations (Z-scores) from the mean of the reference population. The indices measure somewhat different aspects of nutritional status. The height-for-age index provides an indicator of linear growth retardation. Children whose height-forage is below minus two standard deviations (-2 SD) from the median of the reference population are considered short for their age, or stunted. Children who are below minus three standard deviations (-3 SD) from the reference population are considered severely stunted. Stunting of a child’s growth may be the result of a failure to receive adequate nutrition over a long period of time or of the effects of recurrent or chronic illness. Height-for-age therefore represents a measure of the outcome of malnutrition in a population over a long period and does not vary appreciably with the season of data collection. The weight-for-height index measures body mass in relation to body length. Children whose weight-for-height measures are below minus two standard deviations (-2 SD) from the median of the reference population are too thin for their height, or wasted, while those whose measures are below minus three standard deviations (-3 SD) from the reference population median are severely wasted. Wasting represents the failure to receive adequate nutrition during the period immediately before the survey. It may be the result of recent episodes of illness or acute food shortages. Weight-for-age is a composite index of height-for-age and weight-for-height. Children whose weight-for-age measures are below minus two standard deviations (-2 SD) from the median of the reference population are underweight for their age, while those whose measures are below minus three standard deviations (-3 SD) from the reference population median are severely underweight. A child can be underweight for his age, because he is stunted, because he is wasted, or because he is both stunted and wasted.
20 | Children’s Background Characteristics
Levels of Child Malnutrition Table 3.4 presents the percentage of children age 6-9 classified as malnourished according to three anthropometric indices of nutritional status: height-for-age, weight-for-height, and weight-for-age by background characteristics.
Table 3.4 Nutritional status of children Percentage of children age 6-9 classified as malnourished according to three anthropometric indices of nutritional status: height-for-age, weightfor-height, and weight-for-age, by background characteristics of the child, EDHS 2005 and EHES 2005-2006 Height-for-age (stunting) Percentage Percentage Mean below below Z-score -3 SD -2 SD (SD) 1.2 1.2 1.5 0.8 1.2 1.2 0.5 0.7 1.7 0.4 1.9 1.6 2.1 0.0 8.6 7.0 9.4 6.2 5.3 9.4 2.3 5.0 4.1 5.3 12.5 9.8 13.6 3.5 (0.6) (0.8) (0.7) (0.7) (0.6) (0.8) (0.2) (0.6) (0.7) (0.6) (1.0) (0.9) (1.0) (0.1) Weight-for-height (wasting) Percentage Percentage Mean below below Z-score -2 SD -3 SD (SD) 0.5 0.0 0.2 0.3 0.1 0.3 0.2 0.2 0.0 0.3 0.3 0.0 0.4 0.0 4.1 0.7 3.0 2.0 3.0 2.2 5.8 1.6 0.3 2.0 2.3 2.0 2.4 0.0 (0.0) 0.5 0.2 0.2 0.2 0.2 (0.0) 0.3 0.5 0.2 0.2 0.2 0.2 0.2 Weight-for-age (underweight) Percentage Percentage Mean below below Z-score -3 SD -2 SD (SD) 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.0 3.3 2.6 2.8 3.1 2.5 3.2 3.3 1.0 0.4 1.1 4.7 3.2 5.4 0.9 (0.4) (0.3) (0.4) (0.4) (0.3) (0.4) (0.2) (0.3) (0.2) (0.3) (0.5) (0.5) (0.6) 0.0
Background characteristic Age 6-7 8-9 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Child's schooling attainment No schooling Kindergarten only/ has been to primary Wealth quintile Lowest Second Middle Fourth Highest Total
Number 2,183 1,968 2,148 2,003 1,578 2,573 616 1,660 392 1,268 1,819 536 1,283 56
1.9 1.1 1.8 1.5 1.0 1.2 0.5 1.2
13.1 7.5 10.7 10.5 7.9 5.7 4.0 7.9
(0.7) (0.7) (0.9) (0.8) (0.7) (0.6) (0.5) (0.7)
0.6 0.2 0.1 0.5 0.1 0.6 0.0 0.2
3.6 2.4 2.9 2.2 1.8 2.1 3.5 2.5
(0.0) 0.2 0.2 0.2 0.3 0.2 0.2 0.2
0.0 0.0 0.1 0.0 0.0 0.0 0.0 0.0
3.5 2.9 4.9 3.1 2.5 2.3 1.9 3.0
(0.5) (0.4) (0.5) (0.5) (0.3) (0.4) (0.3) (0.4)
259 3,892 874 827 870 858 722 4,151
Note: Figures in parentheses are based on 25-49 unweighted cases.
Stunting (height-for-age) The results show that 8 percent of children are stunted, and 1 percent is severely stunted. Male children are more likely than female children to be moderately stunted (9 percent versus 6 percent). Interestingly, 13 percent of children who have never attended school are moderately stunted for their age compared with 8 percent of children who have attended either kindergarten or primary.
Children’s Background Characteristics | 21
In addition, rural children are more likely than urban children to be moderately stunted (9 percent and 5 percent, respectively). Figure 3.1 shows that stunting is most common among children in rural Upper Egypt and least common among those in the Urban Governorates (14 percent and 2 percent, respectively). The level of stunting also varies across wealth quintiles, from a high of 11 percent among children in the two lowest wealth quintiles, to 4 percent among children in the highest wealth quintile.
Figure 3.1 Stunting among Children Age 6-9,
by Place of Residence
20
15
Percent
14
10
10
5 2 0
4
5
4
Urban Governorates
Urban Lower Egypt
Rural Lower Egypt
Urban Upper Egypt
Rural Upper Egypt
Frontier Governorates
EHES 2005-2006
Wasting (weight-for-height) Only 3 percent of children are wasted and less than 1 percent are severely wasted. Children age 6-7 are more likely than children age 8-9 to be severely wasted (4 percent and 1 percent, respectively). There are no notable differences by sex. Underweight (weight-for-age) Only 3 percent of children are found to be underweight. There are almost no differentials by age, gender, or urban-rural residence. Children living in rural Upper Egypt and from households in the poorest wealth quintiles are more likely to be underweight than other children.
3.5
LITERACY AND NUMERACY AMONG CHILDREN
The EHES tested literacy and numeracy among young children age 6-9 regardless of whether they had ever attended school. The results are presented for children who had never attended school, children in kindergarten, and children in primary school. Basic literacy was assessed by asking children to read a short sentence in Arabic from a primary grade 1 textbook. Children were rated on whether they could read the entire sentence, whether they could read part of the sentence, or whether they could not read any words at all. Children who were able to read
22 | Children’s Background Characteristics
either part of or the entire sentence are considered to have basic literacy skills. Basic numeracy was tested by asking children to add 2 single-digit numbers summing to less than 10. Children were rated on whether they correctly summed the numbers or not. Literacy Table 3.5 shows that 83 percent of children age 6-9 are literate; 61 percent can read a whole sentence and 22 percent can read part of a sentence. However results vary by age. As expected, older children are more likely to be literate than younger ones, with 92 percent of children age 9 being literate compared with 62 percent of children age 6. However, it is worth noting that just 28 percent of six-year olds could read the entire sentence compared with 86 percent of children age 9. Almost no gender differentials exist among children.
Table 3.5 Literacy and numeracy among children Percent distribution of children age 6-9, by level of literacy and percent literate and by numeracy, according to background characteristics, EHES 2005-2006 Numeracy Did not Correctly correctly sum summed Number numbers or numbers/ Missing/ Percent of no response percent not literate children given numerate tested 61.9 86.6 93.4 92.1 83.6 82.2 90.7 78.3 90.4 88.6 93.0 87.2 75.8 90.0 70.4 77.1 36.1 59.4 86.7 69.9 91.7 94.8 93.5 (93.5) 73.9 79.6 82.0 90.1 91.4 82.9 1,202 1,113 1,075 1,081 2,297 2,174 1,659 2,811 653 1,737 410 1,327 2,020 561 1,460 60 305 50 4,110 1,159 1,152 1,076 676 46 981 911 932 892 755 4,470 38.0 11.6 4.7 4.0 14.9 15.6 10.1 18.2 12.5 9.7 5.4 11.0 20.4 9.8 24.5 31.8 53.5 41.7 12.1 31.4 7.0 3.3 2.4 0.0 23.1 17.8 13.1 12.0 8.2 15.2 58.4 85.6 93.1 91.8 81.9 81.3 87.3 78.2 85.4 87.9 91.8 86.7 75.5 87.4 70.9 63.9 34.6 55.0 85.4 66.6 90.6 95.1 93.0 (93.5) 73.8 77.9 82.9 85.9 89.4 81.6 3.6 2.8 2.2 4.1 3.2 3.1 2.5 3.5 2.1 2.4 2.8 2.3 4.1 2.8 4.6 4.4 11.9 3.4 2.5 2.0 2.4 1.7 4.6 (4.0) 3.1 4.1 4.0 2.0 2.3 3.2
Background characteristic Age 6 7 8 9 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Education No schooling Kindergarten Primary Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Wealth quintile Lowest Second Middle Fourth Highest Total
Literacy Cannot Can read Can read Missing/ part of a a whole not read at all sentence sentence tested 34.5 10.7 4.5 3.7 13.2 14.7 6.8 18.1 7.5 8.9 4.2 10.4 20.1 7.2 25.1 18.5 52.0 37.3 10.8 28.1 5.9 3.5 1.9 (0.0) 23.0 16.2 14.1 7.8 6.3 13.9 34.3 28.3 17.7 6.1 23.5 20.3 18.9 23.8 16.7 19.9 17.3 20.7 25.2 21.9 26.5 30.7 14.7 36.2 22.4 37.7 27.1 12.2 5.8 (0.9) 25.2 24.7 23.5 19.7 15.2 22.0 27.6 58.3 75.7 86.0 60.0 61.9 71.8 54.5 73.6 68.7 75.7 66.6 50.6 68.0 43.9 46.5 21.4 23.2 64.3 32.2 64.7 82.6 87.7 (92.6) 48.6 54.8 58.4 70.4 76.2 60.9 3.6 2.8 2.2 4.2 3.2 3.1 2.5 3.6 2.1 2.5 2.8 2.4 4.1 2.8 4.6 4.4 11.9 3.4 2.5 2.0 2.4 1.7 4.6 (6.5) 3.1 4.3 4.0 2.0 2.3 3.2
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number 1,202 1,113 1,075 1,081 2,297 2,174 1,659 2,811 653 1,737 410 1,327 2,020 561 1,460 60 305 50 4,110 1,159 1,152 1,076 676 46 981 911 932 892 755 4,470
Note: Figures in parentheses are based on 25-49 unweighted cases.
Children’s Background Characteristics | 23
Not surprisingly, literacy rates increase as children age 6-9 attain more years of schooling (Figure 3.2). Children who have never attended school are the least likely to be able to read all or part of a sentence (36 percent), while their counterparts in kindergarten (59 percent) and in primary grade 1 (70 percent) are more likely to do so. Beyond grade 1, the vast majority of children age 6-9 are literate (92-95 percent in grades 2-4). It is worth noting that one-third of children age 6-9 with no schooling can read, indicating that they have acquired their literacy skills outside of school. In addition, urban children are more likely to be literate than rural children (91 percent and 78 percent, respectively). Literacy levels among children also vary by place of residence. For example, 93 percent of children in urban Lower Egypt can read all or part of a sentence compared with 70 percent of children in rural Upper Egypt. By wealth, 74 percent of children in the lowest wealth quintile are literate compared with 91 percent among children in the highest wealth quintile.
Figure 3.2 Literacy among Children, by Education
100
92
95
94
80 59
70
Percent
60
40
36
20
0
No schooling
Kindergarten
Primary 1
Primary 2
Primary 3
Primary 4
EHES 2005-2006
Numeracy Table 3.5 shows that a majority of children (82 percent) are able to sum two single-digit numbers correctly. Reflecting the same pattern as literacy, younger children are less likely to sum numbers correctly than older children (58 percent of children age 6 compared with 92 percent of children age 9). Almost no gender differentials exist among children. However, results vary by education, from a low of 35 percent of children who have never attended school to 95 percent of children in grade 3 of primary school (Figure 3.3). Similar to literacy, one-third of children age 6-9 with no schooling have numeracy skills acquired outside of formal schooling. Urban children age 6-9 are more likely to be able to do simple addition than rural children (87 percent and 78 percent, respectively). While 64 percent of children in the Frontier Governorates can sum two single-digit numbers correctly, 92 percent of children in urban Lower Egypt can do the same. Results also vary across the wealth quintiles, from 74 percent among children in the lowest to 89 percent among children in the highest wealth quintile.
24 | Children’s Background Characteristics
Figure 3.3 Numeracy among Children, by Education
100
91
95
93
80 67
Percent
60
55
40
35
20
0
No schooling
Kindergarten
Primary 1
Primary 2
Primary 3
Primary 4
EHES 2005-2006
Children’s Background Characteristics | 25
CHAPTER 1
SCHOOL TYPES, ACCESS TO SCHOOL, AND SCHOOL CHOICE
4
This chapter presents information about the types of schools children attend, distance and walking time from children’s households to the nearest primary, preparatory, and secondary schools, the types of transport children use to travel to school, and household choices and decision making about children’s schooling.
4.1
SCHOOL TYPES
For children who attended school during the 2005-2006 academic year, the EHES collected information about what types of schools the children attended. Schools are classified as government, government language, private, Azhary public, and Azhary private. The vast majority of students (83 percent) attend a government school, and 6 percent attend a private school. Nine percent attend Azhary public schools, with less than 1 percent going to an Azhary private school. Less than 2 percent of students attend a government language school (Table 4.1). There are some notable differences in the type of school attended according to background characteristics. The proportion of students attending government schools increases with the level of schooling, from 81 percent at the primary level to 89 percent at the secondary level. Students attending general preparatory and secondary schools are less likely than those attending vocational schools to attend a government school. This difference is largely attributable to the fact that about 1 in 9 preparatory and secondary general students attend Azhary public schools. Rural-urban differentials are also worth noting. Rural students are more likely than their urban counterparts to attend a government school (86 percent versus 78 percent) or an Azhary public school (12 percent versus 5 percent). Urban students are far more likely than rural students to attend a private school (13 percent and 2 percent, respectively). This pattern is particularly apparent in the Urban Governorates, where nearly one in five (18 percent) students attend a private school and less than threequarters (72 percent) attend a government school. Perhaps most striking are differences by wealth in the type of school students attend. The proportion of students attending the various types of schools is similar among all wealth quintiles with the exception of the highest quintile. Students from the wealthiest households in Egypt are far less likely than other students to attend a government school (63 percent compared with 87-88 percent) and far more likely to attend a private school (24 percent compared with 0.2-5 percent). Students attending government language schools are concentrated in the wealthiest quintile and in the Urban Governorates.
School Types, Access to School, and School Choice | 27
Table 4.1 School types Percent distribution of de jure students age 6-17 by type of school attended during the 2005-2006 school year, according to background characteristics, EHES 2005-2006 Government Government language school school 80.8 84.9 77.6 85.9 71.6 85.1 83.6 85.6 84.1 79.6 86.0 91.7 80.5 83.4 83.0 97.5 89.2 79.0 97.6 88.1 86.6 86.9 87.0 63.2 82.7 1.5 1.5 3.5 0.2 5.4 0.8 2.7 0.2 0.8 2.1 0.3 0.2 1.7 1.2 1.2 0.0 1.2 2.7 0.0 0.0 0.0 0.4 1.1 6.5 1.5 School types Azhary Private public school school 6.2 5.5 13.0 1.5 18.0 2.7 7.8 1.0 4.8 11.8 2.0 2.4 7.3 4.0 4.1 0.0 3.8 5.6 2.3 0.2 0.9 1.1 4.9 24.3 5.9 10.7 7.5 4.7 12.0 3.9 10.6 3.7 12.9 9.8 6.2 11.2 5.5 10.0 10.8 11.0 2.5 5.5 12.2 0.0 11.4 12.1 11.3 6.7 3.9 9.2 Azhary private school 0.5 0.4 1.0 0.2 1.0 0.6 2.1 0.2 0.2 0.2 0.2 0.0 0.5 0.6 0.7 0.0 0.2 0.4 0.0 0.0 0.4 0.1 0.2 1.9 0.5 Dont know/ missing 0.2 0.2 0.2 0.2 0.2 0.1 0.1 0.1 0.3 0.1 0.3 0.2 0.1 0.0 0.0 0.0 0.1 0.0 0.1 0.4 0.1 0.3 0.1 0.1 0.2 Number of children in school 5,904 5,278 4,263 6,919 1,680 4,559 1,105 3,454 4,802 1,391 3,410 142 6,624 2,184 2,128 56 2,347 1,054 1,292 2,308 2,329 2,292 2,188 2,064 11,182
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational Wealth quintile Lowest Second Middle Fourth Highest Total
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The table excludes 10 students who are boarders, 98 who are home schooled, and 20 children currently attending primary school who are less than 6 years old. The total includes 28 cases for which information on child’s level of schooling is missing.
4.2
HOUSEHOLD PROXIMITY TO SCHOOLS
Primary Schools Information about the walking time and distance to the nearest primary school is a useful indicator of children’s access to schooling. Children from households that are far from school in terms of distance and/or walking time may be less likely than other children to enroll in school at the target age of 6 years. Table 4.2 shows the percent distribution of children age 6-11 by walking time, in minutes, and distance, in kilometers, to the nearest primary school. These data are based on a question, asked of children’s parent/guardians, about how long it would take the parent/guardian to walk to the nearest primary school. It is important to note that the school closest to the household is not necessarily a school attended by one or more children in the household. Because the intent of the question is to measure access to and remoteness from the closest school, rather than the variation in walking time for each child within the household, the question asked for the best estimate of time required for an adult to walk the distance.
28 | School Types, Access to School, and School Choice
Table 4.2 Walking time and distance to nearest primary school Percent distribution of de jure children age 6-11 by walking time (in minutes) and distance (in kilometers) to the nearest primary school, according to background characteristics, EHES 2005-2006 Minutes to nearest primary school Don’t know/ 0-15 16-30 >30 missing 93.0 87.4 93.3 92.4 96.6 91.2 85.7 90.4 83.9 85.4 83.7 88.8 91.3 92.9 91.8 89.5 6.5 10.5 6.3 6.7 3.3 7.7 11.9 8.7 13.0 10.8 13.9 9.0 7.9 5.9 7.2 9.0 0.4 1.9 0.3 0.8 0.1 1.0 2.2 0.6 2.7 3.8 2.4 2.2 0.8 0.8 0.3 1.4 0.1 0.2 0.1 0.1 0.0 0.1 0.3 0.3 0.3 0.0 0.0 0.0 0.0 0.4 0.7 0.2 Mean Number walking time in of children minutes 2,497 4,223 1,003 2,632 622 2,010 2,994 817 2,177 91 1,549 1,356 1,356 1,311 1,149 6,720 10.2 12.4 9.8 10.9 9.8 11.3 12.7 10.9 13.4 11.9 13.3 12.2 11.2 10.6 9.9 11.6 Kilometers to nearest primary school Don’t know/ missing 1.3 0.8 0.2 0.5 0.0 0.7 1.7 3.6 0.9 0.5 0.6 0.7 0.4 1.6 1.8 1.0 Number Mean distance of children (km) 2,497 4,223 1,003 2,632 622 2,010 2,994 817 2,177 91 1,549 1,356 1,356 1,311 1,149 6,720 0.1 0.2 0.2 0.1 0.1 0.1 0.2 0.1 0.3 0.4 0.2 0.2 0.2 0.1 0.1 0.2
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
<1 90.7 85.3 90.0 91.4 94.7 90.4 82.9 88.8 80.7 84.1 84.1 85.9 88.2 88.7 90.6 87.3
1-2 7.2 12.3 8.4 7.0 5.0 7.7 14.0 6.9 16.6 11.0 14.0 11.6 10.1 8.7 6.5 10.4
>2 0.9 1.6 1.4 1.1 0.3 1.3 1.5 0.7 1.8 4.4 1.4 1.8 1.3 1.0 1.1 1.3
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
As shown in Table 4.2, 90 percent of children in Egypt live within 15 minutes of the nearest primary school, while 9 percent live 16-30 minutes away. Just 1 percent of children live more than 30 minutes from the nearest primary school. The mean walking time from the household to the closest primary school is 12 minutes, with children from the Urban Governorates and from urban Lower Egypt living somewhat closer to the nearest primary school than other children. The most substantial differences in walking time to the nearest primary school are by wealth, with students from households in the poorest quintile being the most likely to live more than 15 minutes away from the closest primary school. Table 4.2 also shows the percent distribution of children by the distance in kilometers to the nearest primary school, according to children’s background characteristics. Eighty-seven percent of children in Egypt live within 1 kilometer of the nearest primary school, and 10 percent live between 1 and 2 kilometers from the nearest school. Just 1 percent of students live more than 2 kilometers from the closest primary school. The patterns by background characteristics are largely consistent with the findings on how long it takes to walk to the school. Preparatory Schools The 2005-2006 EHES also collected information about the walking time and distance to the nearest preparatory school. As was the case with primary schools, the walking time and distance to the nearest preparatory school are used to indicate children’s access to and remoteness from preparatory school.
School Types, Access to School, and School Choice | 29
Table 4.3 presents results for the estimated time (in minutes) needed to walk to the nearest preparatory school for households with children age 12-14. Overall, compared with the findings for primary schools, it takes more time to walk to the closest preparatory school. About three in four households are 15 minutes or fewer minutes from the closest preparatory school, while 19 percent are between 16 and 30 minutes, and 6 percent are over 30 minutes away. It takes the least amount of time to walk to the nearest preparatory school from the wealthiest households; 85 percent of the wealthiest households are less than a 15 minute walk from the closest preparatory school compared with 61 percent of the poorest households. Households in rural Upper Egypt are the most likely to be more than 15 minutes from the closest preparatory school while those in urban Lower Egypt are the most likely to be no more than 15 minutes from the nearest preparatory school. Table 4.3 also shows the percent distribution of children by the distance in kilometers to the nearest preparatory school. The average distance to the nearest preparatory school is 0.3 kilometers. Differences across background characteristics for the distance to the nearest preparatory school follow the same patterns as those for the walking time to the nearest primary school.
Table 4.3 Walking time and distance to nearest preparatory school Percent distribution of de jure children age 12-14 by walking time (in minutes) and distance (in kilometers) to the nearest preparatory school, according to background characteristics, EHES 2005-2006 Minutes to nearest preparatory school Don’t know/ missing 0.9 0.6 1.7 0.5 0.0 0.6 0.5 0.6 0.5 2.2 0.9 0.1 0.9 1.2 0.4 0.7 Mean Number walking time in of children minutes 1,150 2,082 462 1,245 277 968 1,485 388 1,097 39 781 715 632 560 544 3,232 10.4 12.7 10.2 11.3 9.9 11.7 12.9 10.9 13.5 12.1 13.9 12.7 11.2 10.7 9.9 11.9 Kilometers to nearest preparatory school Don’t know/ missing 2.8 2.2 3.0 1.1 0.6 1.2 3.4 4.4 3.1 0.0 2.8 3.1 1.5 2.1 2.2 2.4 Number Mean distance of children (km) 1,150 2,082 462 1,245 277 968 1,485 388 1,097 39 781 715 632 560 544 3,232 0.2 0.3 0.2 0.3 0.1 0.3 0.3 0.1 0.3 0.5 0.3 0.3 0.4 0.1 0.2 0.3
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
0-15 77.3 71.6 76.9 80.9 84.2 80.0 66.5 72.9 64.3 71.7 61.3 70.6 78.4 77.9 85.3 73.6
16-30 17.1 20.7 16.9 15.3 14.1 15.7 23.8 19.5 25.2 11.7 25.5 21.7 16.3 17.7 12.7 19.4
>30 4.7 7.2 4.5 3.3 1.8 3.7 9.2 6.9 10.0 14.4 12.2 7.6 4.4 3.2 1.6 6.3
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
<1 76.4 72.6 76.4 83.2 81.3 83.8 65.6 73.3 63.0 65.2 64.5 70.3 80.5 78.0 80.7 74.0
1-2 15.4 18.8 14.2 11.0 14.3 10.1 24.2 17.1 26.7 17.9 22.1 20.9 12.8 15.3 14.7 17.6
>2 5.4 6.4 6.4 4.6 3.8 4.9 6.8 5.3 7.3 16.9 10.6 5.7 5.2 4.6 2.4 6.0
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The table refers to access to general, not vocational, schools at the preparatory level.
Secondary Schools Table 4.4 shows the percent distribution of children age 15-17 by walking time, in minutes, and distance, in kilometers, to the nearest secondary school.
30 | School Types, Access to School, and School Choice
As shown in Table 4.4, secondary schools are substantially further away from households than are preparatory and primary schools. While twenty-nine percent of households are located no more than 15 minutes from the closest secondary school, 25 percent are located 16-30 minutes from the school, 19 percent are located 31-60 minutes from the school, and 16 percent are located more than 1 hour from the closest secondary school. Secondary school-age children in rural areas are far more likely to live farther away from the nearest secondary school than are children in urban areas: 22 percent of rural households are more than 1 hour from the closest secondary school, compared with just 6 percent of urban households. Similarly, children from the poorest households are far more likely to live more than 1 hour from the closest secondary school than their counterparts from the wealthiest households (24 percent versus 4 percent). In addition, more than half of children from the wealthiest households (54 percent) live within a 15 minute walk to a secondary school, compared with 14 percent of children from the poorest households.
Table 4.4 Walking time and distance to nearest secondary school Percent distribution of de jure children age 15-17 by walking time (in minutes) and distance (in kilometers) to the nearest secondary school, according to background characteristics, EHES 2005-2006 Minutes to nearest secondary school Don’t know/ >60 missing 5.9 21.9 9.6 15.7 0.3 21.0 18.0 6.2 22.8 10.1 23.8 22.2 14.7 9.8 3.7 15.6 4.9 16.1 5.5 9.9 4.1 11.9 15.2 3.9 19.8 33.0 19.9 16.3 9.0 5.7 4.1 11.7 Mean Number walking of time in children minutes 1,348 2,101 539 1,443 372 1,071 1,420 412 1,009 45 829 728 656 624 612 3,449 10.1 12.4 9.7 11.3 9.9 11.9 12.3 11.0 13.0 9.2 13.5 12.5 11.2 10.4 9.4 11.4 Kilometers to nearest secondary school Don’t know/ missing 6.2 11.6 8.1 5.3 3.1 6.1 14.5 6.8 17.7 5.0 14.3 13.6 7.8 5.9 3.7 9.5 Number Mean of distance children (km) 1,348 2,101 539 1,443 372 1,071 1,420 412 1,009 45 829 728 656 624 612 3,449 0.1 0.3 0.2 0.2 0.1 0.2 0.3 0.1 0.4 0.2 0.3 0.2 0.3 0.1 0.1 0.2
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
0-15 44.9 18.1 44.2 26.4 45.9 19.6 25.2 46.2 16.7 15.8 14.1 22.1 22.8 36.9 53.5 28.6
16-30 31-60 29.9 21.4 26.1 28.4 38.8 24.8 20.2 26.3 17.8 28.5 19.2 18.2 28.6 31.8 28.3 24.7 14.5 22.6 14.7 19.6 11.0 22.6 21.3 17.4 22.9 12.7 23.0 21.2 24.8 15.9 10.4 19.4
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
<1 49.6 19.8 45.1 33.2 57.5 24.7 24.9 49.8 14.8 16.7 15.6 23.0 29.0 40.4 56.4 31.4
1-2 27.2 22.7 26.0 23.4 27.3 22.0 24.9 28.4 23.5 26.1 22.7 19.5 28.1 28.5 24.8 24.5
3-4 10.1 19.6 11.6 17.7 7.7 21.1 15.8 9.8 18.3 13.1 18.6 17.9 17.6 15.2 8.8 15.9
5-6 4.5 13.2 6.3 12.2 3.3 15.3 8.9 3.5 11.2 3.4 11.7 16.2 9.3 6.0 4.3 9.8
>6 2.3 13.0 2.9 8.3 1.2 10.7 10.8 1.8 14.5 35.6 17.2 9.7 8.3 4.0 2.0 8.8
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The table refers to access to general, not vocational, schools at the secondary level.
In terms of distance in kilometers, households in urban areas (50 percent), households in urban Lower Egypt (58 percent), and those in the wealthiest quintile (56 percent) are the most likely to live within a distance of 1 kilometer to the closest secondary school. Children from the Frontier Governorates and those from households in the lowest wealth quintile are far more likely than other children to live more than 6 kilometers from the nearest secondary school.
4.3
TRANSPORT TO SCHOOL
For children attending school in 2005-2006, the EHES collected information from parent/ guardians about the type of transportation the child used to go to school. Since children sometimes take
School Types, Access to School, and School Choice | 31
different types of transportation to school, respondents were asked to specify the type of transportation most often used. The vast majority of students, nearly eight in ten, walked to and from school (see Table 4.5). Walking was most common among primary school students, students in rural areas, and students in the lowest three wealth quintiles. Students age 15-17 and those attending secondary vocational school were the least likely to walk to and from school (48 percent and 38 percent, respectively).
Table 4.5 Transport to school Percent distribution of de jure children age 6-17 by type of transport taken to school, according to background characteristics, EHES 2005-2006 Type of transport Private School vehicle bus or taxi Microbus 2.8 1.4 0.9 2.0 2.3 4.3 0.7 5.7 1.1 3.2 0.4 1.8 3.7 1.0 0.9 2.7 1.5 1.5 1.2 0.9 1.7 0.2 0.2 0.2 0.2 1.6 8.9 2.1 3.0 2.3 2.7 2.7 2.9 6.1 0.7 7.9 1.8 6.2 0.4 1.8 3.9 1.0 3.9 3.0 1.7 1.7 1.6 3.1 4.6 1.9 0.4 0.4 0.9 2.4 10.5 2.8 4.4 18.4 52.4 17.2 16.7 16.7 17.1 18.6 16.6 12.2 18.0 16.7 18.4 16.0 17.3 4.3 14.5 13.1 66.4 54.7 41.4 65.6 16.1 16.2 16.7 18.9 16.9 16.9 Number of children in school 6,259 2,840 2,083 5,904 5,278 4,263 6,919 1,680 4,559 1,105 3,454 4,802 1,391 3,410 142 6,624 2,184 2,128 56 2,347 1,054 1,292 2,308 2,329 2,292 2,188 2,064 11,182
Background characteristic Age 6-11 12-14 15-17 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational Wealth quintile Lowest Second Middle Fourth Highest Total
On foot 89.9 79.6 47.6 79.0 79.8 73.9 82.8 66.9 81.7 80.3 82.1 81.6 76.9 83.5 79.0 90.2 83.4 84.5 38.2 45.3 54.4 37.8 85.6 83.4 83.2 77.9 65.1 79.4
Bicycle 0.5 1.3 1.5 1.5 0.3 0.7 1.0 0.1 0.6 0.9 0.5 1.5 1.1 1.6 0.9 0.5 1.5 1.5 0.0 1.5 1.9 1.1 0.8 1.6 0.5 1.0 0.6 0.9
Other1 0.9 2.7 7.9 3.0 2.4 3.4 2.2 6.0 3.0 2.3 3.3 1.2 1.3 1.2 0.9 0.9 2.4 2.3 7.8 7.9 6.6 8.9 1.0 2.2 2.6 4.3 3.4 2.7
Note: The table excludes 20 children currently attending primary school who are less than 6 years old. The total includes 28 cases for which information on child’s level of schooling is missing. 1 The “other” category includes various forms of transport such as train, metro, public buses, and other forms of transportation such as animal-drawn cart and donkey.
Approximately one in six students took a microbus to school, with students age 15-17 (52 percent) and those attending secondary vocational school (66 percent) far more likely than other students to use this form of transportation. It is worth noting that there are no substantial differences by wealth among students using microbuses.
32 | School Types, Access to School, and School Choice
No more than 3 percent of students used private vehicles or taxis, bicycles, school buses, or other types of transportation to commute to school. Differences by background characteristics are minimal for each of these forms of transportation with the exception of private vehicles and taxis. Overall, just 3 percent of students commuted to school by private car or taxi, but more than one in ten (11 percent) of the wealthiest students and 8 percent from the Urban Governorates used these forms of transportation.
4.4
SCHOOL SELECTION
Table 4.6 presents information on the reasons households selected the schools that their children age 6-17 attended during the 2005-2006 school year. School proximity was by far the most frequently given reason (79 percent), followed by school quality (36 percent). All other reasons were cited far less frequently. Over three-quarters of students attended their school because it was the closest one to their home, or it was the closest school with either the necessary class or a place available.1 The percentage of students attending a school because of its proximity to the household varies with age, with younger students more likely than older students to attend a school for this reason. A higher percentage of students in rural areas than in urban areas attended a school because of its proximity (83 percent versus 72 percent), possibly reflecting the greater choice of primary schools in urban areas. The less wealthy the student’s household, the more likely he or she was to attend a school because it was the closest one with the necessary class or place available. For example, while 84 percent of the students in the lowest wealth quintile attended the closest school, 68 percent of the students in the highest wealth quintile did the same. This pattern may reflect the fact that a lack of resources in the household limits the range of choice in schools. Overall, 36 percent of students attended a particular school because it was judged to be better than other schools available. Students in urban areas were more likely than those in rural areas to attend a school because it was considered to be better than other schools (45 percent versus 30 percent). In addition, this reason was given more often for students in the Urban Governorates, urban Lower Egypt, and urban Upper Egypt than in rural Lower Egypt, rural Upper Egypt, or the Frontier Governorates. School quality was more often cited as a factor in school selection for the students in the highest wealth quintile (58 percent) than for those in the lowest quintile (26 percent). Eleven percent of students attended a particular school because of the child’s score on exams or because of the child’s overall academic performance, 9 percent of students attended because it was less expensive than other schools, 8 percent attended because of the school’s religious affiliation, and 8 percent attended because of legal or geographic restrictions on school selection. Just 3 percent of parent/guardians cited school safety as a factor in school selection, though more students from the wealthiest households attended a school for this reason than those from the poorest households (7 percent versus 2 percent). It is worth noting that the patterns discussed above apply to most students, with the exception of those in vocational secondary schools. The child’s test scores or overall academic performance was the most commonly cited reason (68 percent) for school selection for students in vocational secondary school. Fifty-four percent of vocational secondary school students attended their school because of its proximity to the household, compared with an average of 79 percent among all students. Far fewer secondary vocational school students attended their school because of its quality (19 percent) compared with the average for all students citing this reason (36 percent).
1
It should be noted that the closest school to the household with the necessary class or with a place available might not necessarily be the same as the closest school.
School Types, Access to School, and School Choice | 33
Table 4.6 Reasons for choice of school Percent distribution of students age 6-17 by reasons they were sent to their current school, according to background characteristics, EHES 2005-2006 Closest school with class needed or place available 83.0 79.7 64.7 77.8 79.8 72.4 82.6 71.1 82.5 77.9 84.0 77.6 69.1 81.1 86.5 83.1 82.8 83.3 65.2 63.4 75.0 53.9 83.7 82.9 79.4 78.8 67.8 78.7 By Child's law/geoscore/ Safer graphic academic Less expensive Religion school location performance 10.3 8.8 7.1 9.3 9.4 6.8 10.9 4.8 9.3 6.9 10.1 11.1 9.5 11.8 1.7 10.3 9.4 9.5 6.4 6.5 4.6 8.1 12.7 10.3 8.9 9.0 5.2 9.3 8.9 6.9 4.9 8.5 6.7 4.8 9.3 4.2 8.6 4.3 10.0 8.0 5.9 8.8 4.1 8.7 8.4 8.5 2.5 4.0 8.9 0.1 8.6 9.2 8.7 5.9 5.4 7.6 3.8 2.7 1.3 3.2 2.8 5.4 1.6 5.2 3.2 7.9 1.7 2.1 3.9 1.4 0.5 3.5 2.9 2.9 0.0 1.6 3.0 0.5 1.7 1.3 2.0 3.3 7.3 3.0 5.9 11.0 9.4 7.8 7.8 8.0 7.7 5.8 6.3 8.1 5.8 10.1 11.0 9.8 2.4 5.8 12.3 12.7 0.7 9.3 11.5 7.5 9.0 6.8 7.9 9.1 6.2 7.8 0.2 9.7 43.6 11.1 10.2 10.8 10.6 10.8 10.0 10.5 9.9 11.3 11.3 11.4 8.2 0.1 3.8 2.4 55.4 46.8 20.6 68.1 11.2 11.8 10.5 10.3 9.4 10.7
Background characteristic Age 6-11 12-14 15-17 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational Wealth quintile Lowest Second Middle Fourth Highest Total
Better school 38.5 33.9 30.5 35.3 36.5 45.3 30.0 52.5 33.9 43.5 30.8 32.3 39.2 29.5 22.3 37.8 34.5 34.8 21.1 31.6 46.8 19.2 26.0 27.6 31.0 39.0 58.1 35.8
Other 1.6 0.8 1.8 1.6 1.2 1.7 1.3 1.4 1.5 2.4 1.2 1.4 1.4 1.3 1.0 1.7 1.1 0.6 17.9 1.0 0.6 1.4 1.4 0.9 1.4 1.6 1.8 1.4
Number of children in school 6,259 2,840 2,083 5,904 5,278 4,263 6,919 1,680 4,559 1,105 3,454 4,802 1,391 3,410 142 6,624 2,184 2,128 56 2,347 1,054 1,292 2,308 2,329 2,292 2,188 2,064 11,182
Note: The table excludes 20 children currently attending primary school who are less than 6 years old. The total includes 28 cases for which information on child’s level of schooling is missing.
4.5
HOUSEHOLD DECISION-MAKING
Parent/guardians were asked which household member decides whether children attend school (Table 4.7). While it is recognized that decision-making is a complex process and that more than one household member may have input on the decision, the question asked parent/guardians to identify the person who makes the final decision in the household about whether children attend school. Overall, fathers are far more likely than mothers to have the final say over the decision about whether children attend school; 47 percent of parent/guardians said that the child’s father makes the final decision, while 11 percent said that the child’s mother makes the decision. Thirty-nine percent said that both parents make the decision together. Only a small proportion of respondents say that the decision was made in consultation with the child (1 percent) and it is extremely rare for the child himself/herself or for someone else to make the decision.
34 | School Types, Access to School, and School Choice
Parent/guardians in rural areas were more likely than those in urban areas to say that the father makes the final decision regarding the child’s education (53 percent compared with 36 percent), while parent/guardians in urban areas were more likely than those in rural areas to say that both parents make the decision (49 percent versus 33 percent). Among the regions, parent/guardians in rural Lower Egypt and rural Upper Egypt were the least likely to say that both parents make the decision (33 percent each), while those in the Urban Governorates were the most likely to say the decision was shared (57 percent). Parent/guardians in the Frontier Governorates (6 percent) were substantially less likely to say that the child’s mother makes the decision about whether children attend school compared with parent/guardians in the other regions (10-13 percent).
Table 4.7 Household decision-making about education Percent distribution of parent/guardians by which household member decides whether children attend school, according to background characteristics, EHES 2005-2006 Household member with final say about whether or not children attend school Child Parent(s)/ himself/ guardian Both Father parents Guardian(s) herself with child 36.2 53.4 27.9 50.9 41.7 54.0 49.5 42.1 52.7 50.2 46.6 48.8 32.8 57.0 35.8 43.5 33.2 35.5 42.7 32.5 37.8 39.2 1.3 2.1 1.1 1.3 1.8 1.1 2.5 1.2 3.0 1.8 1.8 0.3 0.2 0.5 0.1 0.0 0.1 0.3 0.4 0.3 0.6 0.3 1.1 1.1 1.3 1.0 0.8 1.1 1.1 1.0 1.1 3.2 1.1
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Total
Mother 12.2 10.1 12.2 10.8 12.2 10.3 10.8 12.7 10.0 6.2 11.0
Someone else 0.1 0.2 0.1 0.1 0.0 0.1 0.3 0.0 0.4 0.0 0.2
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number of parent/ guardians 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 7,314
School Types, Access to School, and School Choice | 35
CHAPT
SCHOOL ATTENDANCE RATES
5
This chapter presents information from the 2005 EDHS on school attendance ratios and dropout and repetition rates for primary, preparatory, and secondary school. The chapter also presents information from the 2005-2006 EHES on the schooling status of children age 4-17.
5.1
SCHOOL ATTENDANCE RATIOS
The 2005 Egypt DHS survey collected information about school attendance in the 2003-2004 and 2004-2005 school years among youth age 4-24. This information is used below to calculate the net and gross attendance ratios (NAR and GAR), the gender parity index, and the repetition and dropout rates (which are addressed in section 5.3). The NAR and GAR are widely recognized education indicators measuring participation among youth in the formal education system. The NAR and GAR are commonly used for purposes of international education comparison by UN agencies and international organizations such as UNESCO, UNICEF, the World Bank, and USAID. The net attendance ratio (NAR) indicates participation in schooling among those of official school age, which in Egypt was age 6-10 for primary, 11-13 for preparatory, and 14-16 for secondary during the 2004-2005 academic year.1 The NAR is calculated separately for primary, preparatory, and secondary school. By definition, the NAR cannot exceed 100 percent. A NAR of 100 percent would indicate that all of the children in the official age range for the level are attending that level. The gross attendance ratio (GAR) indicates school attendance among youth of any age, from age 4-24, and is expressed as a percentage of the school-age population for that level of schooling. The GAR is calculated separately for primary, preparatory, and secondary school. Unlike the NAR, the GAR can exceed 100. Both a GAR greater than 100 and a GAR greater than the NAR indicate the presence in the classroom of children who are either older or younger than the official age range for the school level. The gender parity index (GPI) measures sex-related differences in school attendance ratios: it is calculated by dividing the gross attendance ratio for females by the gross attendance ratio for males. If the preparatory school GAR for females and males were the same, say 70, then the GPI for the preparatory level would be 70/70, or 1, showing parity or equality in participation rates for female and male children at that level. However, if males participate at a higher rate than females, the GPI would be below 1. The closer the GPI is to 0, the greater is the gender disparity in favor of males. A GPI greater than 1 indicates a gender disparity in favor of females, meaning that a higher proportion of females than males attends that level of schooling. It should be noted that in calculating the attendance ratios for this report, an effort was made to exclude children who were not yet of official school age so as to avoid underestimating rates of school participation. In Egypt, the official age for entry into primary grade 1 is age 6 and this age restriction is widely enforced. Since the official cut-off date for age eligibility is the first of October, children’s ages were adjusted to their ages as of 1 October 2004 (the school year for which school participation data were
Attendance ratios are calculated using the target ages that applied to the primary, preparatory, and secondary levels during the 2004-2005 academic year and correspond to a five-year primary cycle. The change to a six-year primary cycle did not take effect until the 2005-2006 academic year.
1
School Attendance Rates | 37
collected in the EDHS) in calculating the NAR and GAR. This approach produces more accurate net and gross attendance ratios. For example, a child who was age 6 at the time his or her household was interviewed has a birthday of 6 November 1998. This child was not legally old enough to start primary school by the Ministry’s cut-off date of 1 October 2004. By adjusting the child’s age to his age on 1 October 2004, the child is not included in the calculation of the primary NAR. Tables 5.1, 5.2, and 5.3 present primary school, preparatory school, and secondary school net and gross attendance ratios and the gender parity index by background characteristics. Primary School Attendance Ratios As shown in Table 5.1, approximately nine in ten (91 percent) primary school-age children (age 6-10) in Egypt attend primary school. Overall, there is limited variation by background characteristics. School-age children in urban Upper Egypt (96 percent) are the most likely to attend primary school while those in rural Upper Egypt (88 percent) and the Frontier Governorates (87 percent) are less likely to attend. Children age 6-10 from the wealthiest households are more likely than those from the poorest households to attend primary school (93 percent versus 85 percent).
Table 5.1 Primary school attendance ratios Primary net attendance ratios (NAR), gross attendance ratios (GAR) and the gender parity index (GPI) for the de jure household population 4-24 by sex, according to background characteristics, Egypt DHS 2005 Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
1
Net attendance ratio (NAR)1 Male 92.7 92.3 91.7 92.5 90.6 93.2 92.8 96.0 91.6 86.2 88.7 95.5 94.7 92.5 91.1 92.4 Female 93.0 88.4 92.7 91.6 90.3 92.0 87.9 96.2 84.8 87.7 80.3 89.8 93.3 94.6 94.8 90.2 Total 92.9 90.4 92.2 92.0 90.4 92.6 90.5 96.1 88.4 86.9 84.7 92.8 94.0 93.6 92.9 91.3
Gross attendance ratio (GAR)2 Male 99.9 101.7 99.9 100.0 96.1 101.3 102.5 103.2 102.2 94.7 98.4 104.7 104.2 99.9 97.7 101.0 Female 99.9 96.3 100.0 96.9 93.1 98.2 97.7 106.2 94.5 94.0 89.4 98.3 99.7 100.0 102.9 97.7 Total 99.9 99.1 100.0 98.5 94.6 99.8 100.2 104.6 98.6 94.4 94.1 101.6 102.1 99.9 100.2 99.4
Gender parity index3 1.00 0.95 1.00 0.97 0.97 0.97 0.95 1.03 0.92 0.99 0.91 0.94 0.96 1.00 1.05 0.97
Percentage of the primary-school age (6-10 years) population that is attending primary school. By definition the NAR cannot exceed 100 percent. 2 Total number of primary school students, regardless of age, expressed as a percentage of the official primary-school age population. If there are significant numbers of over-age and under-age students at a given level of schooling, the GAR can exceed 100. 3 Ratio of the primary school GAR for females to the GAR for males.
38 | School Attendance Rates
Overall, males age 6-10 are slightly more likely than females to attend primary school, but there are noteworthy gender differences across background characteristics. For example, the NAR is higher among males than females from rural Upper Egypt (92 percent versus 85 percent) and from the poorest households in Egypt (89 percent versus 80 percent). It is also worth noting that males age 6-10 from households in the highest wealth quintile are slightly less likely to attend primary school than females (91 percent versus 95 percent). In Egypt, a small proportion of primary school students falls outside the official age range for primary schooling; whereas the primary school NAR is 91 percent, the GAR is 99, indicating that for every 91 primary school students age 6-10, there are 8 students who are either younger than age 6 or older than age 10. As is the case with the NAR, there is near gender parity in the gross attendance ratio; the GAR is 101 for males and 98 for females. Similar patterns across background characteristics exist for the primary school GAR as for the NAR. Preparatory School Attendance Ratios At the preparatory level, a lower proportion of school-age youth attends school than is the case at the primary level. Overall, 79 percent of preparatory school-age children (age 11-13) attend preparatory school in Egypt (see Table 5.2). Preparatory school-age males are slightly more likely than females to attend preparatory school (NAR of 80 percent and 77 percent, respectively). A sizeable proportion of preparatory school students falls outside the official age range for that level; while the preparatory NAR is 79 percent, the GAR is 102, indicating that for every 79 preparatory school students age 11-13 there are 23 students who are either younger than age 11 or older than age 13. Among youth up to the age of 24, there is a gender gap in preparatory school attendance, with a male GAR of 106 and a female GAR of 97, producing a gender parity index of 0.91. The gender gap is small in urban areas, but wider in rural areas, with 80 percent of rural males age 11-13 attending preparatory school compared with 75 percent of rural females the same age. Differences by place of residence in both net and gross preparatory attendance ratios are more substantial than those at the primary level. The preparatory school NAR in urban Lower Egypt (89 percent) is notably higher than the NAR in the Frontier Governorates (71 percent). In Upper Egypt, 75 percent of youth age 11-13 attend school at the preparatory level, while 84 percent in Lower Egypt attend preparatory school. Among youth age of all ages, preparatory attendance is highest in urban Lower Egypt with a GAR of 120 and lowest in rural Upper Egypt and the Frontier Governorates (GAR of 93 and 94, respectively). Gender differences in preparatory school attendance ratios by place of residence are pronounced. Among youth of all ages in Upper Egypt, the GAR for males is 105 compared with 84 among females, resulting in a GPI of 0.80. While male youth age 11-13 in Upper Egypt are more likely than their female counterparts to attend preparatory school (80 percent versus 69 percent), there is a gender gap in favor of females in the Urban Governorates (NAR of 81 percent for females and 74 percent for males).
School Attendance Rates | 39
Table 5.2 Preparatory school attendance ratios Preparatory net attendance ratios (NAR), gross attendance ratios (GAR) and the gender parity index (GPI) for the de jure household population 4-24 by sex, according to background characteristics, Egypt DHS 2005 Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
1
Net attendance ratio (NAR)1 Male 79.7 80.1 74.4 82.5 85.7 81.5 79.9 82.5 79.1 72.0 70.0 77.6 81.3 88.2 88.1 80.0 Female 82.3 74.6 80.7 86.1 92.5 84.4 69.2 78.0 65.8 70.5 56.8 78.1 83.5 90.0 84.6 77.4 Total 80.9 77.5 77.4 84.2 88.8 82.9 74.9 80.2 73.0 71.3 64.0 77.9 82.4 89.1 86.5 78.7
Gross attendance ratio (GAR)2 Male 105.9 106.1 95.0 111.6 115.7 110.4 105.2 113.7 102.6 98.5 93.7 104.1 116.6 112.7 108.2 106.0 Female 101.1 94.0 97.7 111.2 125.0 107.5 84.2 89.8 82.0 90.0 74.7 98.6 107.5 108.3 99.3 96.6 Total 103.6 100.4 96.2 111.4 119.9 108.9 95.3 101.4 93.2 94.3 85.0 101.5 112.2 110.6 104.0 101.5
Gender parity index3 0.95 0.89 1.03 1.00 1.08 0.97 0.80 0.79 0.80 0.91 0.80 0.95 0.92 0.96 0.92 0.91
Percentage of the preparatory-school age (11-13 years) population that is attending preparatory school. By definition the NAR cannot exceed 100 percent. 2 Total number of preparatory school students, regardless of age, expressed as a percentage of the official preparatory-school age population. If there are significant numbers of over-age and under-age students at a given level of schooling, the GAR can exceed 100. 3 Ratio of the preparatory school GAR for females to the GAR for males.
The differences in preparatory school attendance ratios by wealth are larger than those at the primary level. The NAR for students from the top two wealth quintiles is 86-89 percent, while the NAR for the poorest students is just 64 percent, suggesting that youth in the more wealthy quintiles have greater access to preparatory schooling. In addition to having the lowest overall participation rate at the preparatory level, the poorest households are farther than wealthier households from achieving gender parity: the GPI in the poorest wealth quintile is 0.80 compared with a range from 0.92 to 0.96 in the remaining quintiles. Secondary School Attendance Ratios As shown in Table 5.3, six in ten (61 percent) secondary school-age youth (age 14-16) attend secondary school in Egypt. There is only a slight difference (in favor of females) in the net attendance ratio (NAR) by sex, but there is a sizeable urban-rural difference: 69 percent of secondary school-age children in urban areas attend secondary school, compared with 56 percent in rural areas.
40 | School Attendance Rates
Table 5.3 Secondary school attendance ratios Secondary net attendance ratios (NAR), gross attendance ratios (GAR) and the gender parity index (GPI) for the de jure household population 4-24 by sex, according to background characteristics, Egypt DHS 2005 Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
1
Net attendance ratio (NAR)1 Male Female Total 68.1 54.0 67.4 63.7 74.3 59.4 52.8 62.6 48.9 62.9 38.6 53.9 59.8 72.2 81.9 59.6 70.7 57.4 68.2 68.3 74.7 66.6 54.4 71.1 46.9 51.2 39.2 53.6 65.0 78.0 86.8 62.5 69.3 55.7 67.8 65.9 74.5 63.0 53.6 66.7 48.0 57.4 38.9 53.7 62.2 75.1 84.1 61.0
Gross attendance ratio (GAR)2 Male Female Total 94.3 80.7 95.5 92.4 104.3 87.5 76.5 81.9 74.4 93.5 61.4 84.4 83.8 103.7 106.8 86.1 92.4 76.9 88.6 91.3 99.8 88.9 72.0 91.7 63.1 71.5 49.5 76.7 89.8 98.6 112.2 82.8 93.4 78.9 92.2 91.8 102.5 88.2 74.4 86.7 69.2 83.2 55.8 80.6 86.6 101.1 109.3 84.5
Gender parity index3 0.98 0.95 0.93 0.99 0.96 1.02 0.94 1.12 0.85 0.76 0.81 0.91 1.07 0.95 1.05 0.96
Percentage of the secondary-school age (14-16 years) population that is attending secondary school. By definition the NAR cannot exceed 100 percent. 2 Total number of secondary school students, regardless of age, expressed as a percentage of the official secondary-school age population. If there are significant numbers of over-age and under-age students at a given level of schooling, the GAR can exceed 100. 3 Ratio of the secondary school GAR for females to the GAR for males.
Similar to the preparatory level, a considerable proportion of secondary school students falls outside the official age range for secondary schooling: whereas the secondary school NAR is 61 percent, the GAR is 85, indicating that for every 61 secondary school students age 14-16, there are 24 students who are either younger than age 14 or older than age 16. There is near gender parity in the gross attendance ratio, with a GAR of 86 for males and 83 for females. There are substantial differences by place of residence in both net and gross secondary school attendance ratios. Secondary school attendance ratios among youth age 14-16 range from a low of 48 percent in rural Upper Egypt to a high of 75 percent in urban Lower Egypt (Figure 5.1). In the Urban Governorates, urban Lower Egypt, rural Lower Egypt, and urban Upper Egypt, the NAR is above the national NAR of 61 percent, while in rural Upper Egypt and the Frontier Governorates, the NAR is below the national NAR. Table 5.3 shows that a similar pattern exists for secondary school attendance among youth of all ages, with a low secondary GAR of 69 in rural Upper Egypt and a high secondary GAR of 103 in urban Lower Egypt.
School Attendance Rates | 41
Figure 5.1 Secondary Net Attendance Ratios,
by Place of Residence
100
Percentage in secondary school
80 68 60 66
75 63 54 67 57 48
40
20
0
Urban Total Urban Rural Governorates Lower Egypt
Total
Urban Rural Frontier Governorates Upper Egypt
Residence
EHES 2005-2006
In addition, there are notable gender differences in secondary school attendance ratios by place of residence. For example, in urban Upper Egypt, there is a substantial gender gap in favor of females in both net and gross attendance. In the Urban Governorates, urban Lower Egypt, and rural Upper Egypt, there is near gender parity in secondary school attendance among youth age 14-16, but a gender gap in favor of males in attendance among youth of all ages. This pattern indicates that a higher proportion of male secondary school students falls outside the target age range for secondary school (age 14-16) than do their female classmates. Perhaps most striking are the differences in secondary school attendance by wealth (Figure 5.2). The vast majority (84 percent) of children age 14-16 from the wealthiest households attend secondary school, which is more than twice the NAR among children from the poorest households (39 percent). In addition to having a higher overall participation rate at the secondary level, the wealthiest households have a GPI of 1.05, with slightly more female than male youth of all ages attending secondary school. In contrast, the secondary GPI is 0.81 among the poorest households, indicating a substantial gender gap in favor of male youth.
42 | School Attendance Rates
Figure 5.2 Secondary Net Attendance Ratios,
by Wealth Quintile
100 84
Percentage in secondary school
80 62 60 39 54
75
40
20
0
Lowest
Second
Middle Wealth quintile
Fourth
Highest
EHES 2005-2006
5.2
AGE-SPECIFIC SCHOOLING STATUS
Tables 5.4.1, 5.4.2, and 5.4.3 present information on the schooling status of youth age 4-17 at the time of the EHES, by age.2 Youth fall into one of three categories: they have never attended, dropped out of, or are currently attending school. Youth are categorized as dropouts if they attended school at any time in the past but did not attend during the 2005-2006 school year. Those who are considered currently attending are students who attended school during the 2005-2006 school year at the kindergarten, primary, preparatory, or secondary level, or higher. The majority of youth age 4-17 (86 percent) either attended school in 2005-2006 or previously, and 14 percent had never attended school (Table 5.4.3). The percentage of school-age children who had never attended kindergarten, primary, preparatory, or secondary school is highest among 4 and 5 year olds (86 percent for children age 4 and 71 percent for children age 5) and lowest among children age 7 and 8 (2 percent each). It is not surprising that the majority of children age 4 and 5 had never attended school; these children were technically too young to attend primary school since the official target age for grade 1 is age 6. It should be noted, however, that the target entry age for formal kindergarten is age 4, yet the data suggest that most children age 4 and 5 did not attend kindergarten during the 2005-2006 school year. As expected, the vast majority of children age 6 attended grade 1 (94 percent). In addition, one in ten children age 5 also attends the first grade of primary school. The proportion of children currently attending school is fairly steady among children age 6-11, however the incidence of dropout begins to escalate at age 12; just 4 percent of youth have left school by age 12 while 20 percent of youth age 16 have done so.
In calculating the age-specific schooling status, children’s ages were adjusted to their ages as of 1 October 2005 so as to avoid underestimating rates of school participation and produce more accurate results. In Egypt, the official age for entry into primary grade 1 is age 6 and this age restriction is widely enforced.
2
School Attendance Rates | 43
Table 5.4.1 Age-specific schooling status among male youth age 4-17 Percent distribution of de jure male youth age 4-17 by schooling status according to background characteristics, EHES 2005-2006 Schooling status Currently Currently Currently Currently Never Dropped attending: attending: attending: attending: attended out kindergarten primary preparatory secondary 87.7 70.6 4.6 0.6 2.0 2.2 1.4 1.5 2.6 1.9 3.8 3.6 2.4 5.3 9.6 14.1 10.1 10.8 9.0 11.5 14.6 9.5 16.4 10.8 17.4 14.5 11.0 10.0 7.4 12.5 0.3 1.0 0.0 0.0 0.5 0.2 1.1 2.2 4.8 8.6 12.5 16.5 20.4 41.7 6.7 7.9 7.1 7.8 5.8 8.5 7.3 6.9 7.4 8.3 12.6 7.9 7.0 5.4 2.5 7.5 11.9 18.2 1.2 0.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2.8 1.8 3.3 2.4 2.4 2.4 1.7 2.6 1.3 2.0 0.5 1.5 2.3 3.4 3.9 2.2 0.0 10.2 94.2 99.1 97.6 97.6 97.5 82.1 22.6 7.0 1.1 0.0 0.3 0.0 44.3 44.8 44.8 43.5 39.7 44.7 45.5 47.3 44.9 45.8 43.1 44.3 47.0 45.5 43.3 44.6 0.0 0.0 0.0 0.0 0.0 0.1 0.0 14.2 70.0 74.5 33.5 13.6 7.0 2.8 14.9 16.1 14.2 15.9 14.5 16.3 16.0 16.2 15.9 15.3 14.9 15.6 16.2 15.6 16.4 15.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 8.0 49.1 66.3 66.1 29.8 19.1 14.4 18.5 17.6 24.2 15.5 14.1 15.8 13.5 16.1 11.4 15.4 16.0 17.7 22.1 16.1
Background characteristic Age (on October 1st 2005) 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Currently attending: higher 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3.8 20.5 2.6 0.8 2.0 2.0 4.5 1.2 0.8 1.8 0.4 1.7 0.1 0.7 0.5 2.4 4.4 1.4
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number of youth 393 640 598 534 540 591 602 569 563 571 560 635 587 443 2,861 4,964 1,141 3,022 740 2,282 3,561 925 2,636 100 1,861 1,648 1,570 1,428 1,319 7,825
44 | School Attendance Rates
Table 5.4.2 Age-specific schooling status among female youth age 4-17 Percent distribution of de jure female youth age 4-17 by schooling status according to background characteristics, EHES 2005-2006 Schooling status Currently Currently Currently Currently Never Dropped attending: attending: attending: attending: attended out kindergarten primary preparatory secondary 83.0 72.2 6.6 3.9 2.6 3.3 3.8 6.0 5.9 8.5 8.1 8.6 10.5 10.7 0.0 0.0 0.0 0.1 0.4 1.0 0.7 1.3 2.1 7.8 8.5 14.9 19.9 37.9 17.0 17.2 0.5 0.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 10.5 92.9 95.7 96.9 95.7 94.8 76.3 17.6 3.5 2.3 0.1 0.4 0.7 0.0 0.0 0.0 0.0 0.0 0.0 0.6 16.4 74.4 70.3 25.2 7.7 2.4 1.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 9.9 55.9 67.8 58.6 21.4
Background characteristic Age (on October 1st 2005) 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Currently attending: higher 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.8 8.2 28.2
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number of youth 357 595 573 546 522 515 554 517 481 528 528 589 555 387
11.2 18.3
5.4 6.9
3.6 1.5
44.5 43.0
13.9 14.0
18.2 14.6
3.1 1.6
100.0 100.0
2,723 4,524
11.1 12.1 9.7 12.8 20.6 12.6 23.8 17.4
5.8 5.8 3.4 6.6 7.0 6.4 7.2 8.0
4.5 2.3 2.7 2.2 1.6 3.4 0.8 1.0
44.5 43.9 45.6 43.4 43.0 43.5 42.8 43.2
12.5 15.3 16.6 14.9 13.3 13.6 13.2 12.6
17.3 18.0 18.6 17.9 13.4 18.9 11.2 15.6
4.3 2.6 3.4 2.3 1.1 1.5 1.0 2.1
100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
1,092 2,962 677 2,284 3,101 897 2,204 92
28.3 16.1 13.4 11.2 5.7 15.7
8.9 8.3 6.5 5.0 1.9 6.3
0.5 1.3 1.7 2.1 7.0 2.3
40.6 42.2 44.1 46.3 45.6 43.6
11.1 15.6 15.5 14.2 13.9 14.0
10.4 15.5 16.4 17.9 21.2 15.9
0.2 1.0 2.5 3.4 4.7 2.2
100.0 100.0 100.0 100.0 100.0 100.0
1,678 1,522 1,406 1,394 1,246 7,247
School Attendance Rates | 45
Table 5.4.3 Age-specific schooling status among youth age 4-17 Percent distribution of de jure youth age 4-17 by schooling status according to background characteristics, EHES 2005-2006 Schooling status Currently Currently Currently Currently attending: attending: attending: attending: kindergarten primary preparatory secondary 14.4 17.7 0.8 0.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3.2 1.7 3.9 2.4 2.5 2.3 1.6 3.0 1.1 1.5 0.5 1.4 2.0 2.8 5.4 2.3 0.0 10.4 93.6 97.4 97.2 96.7 96.2 79.3 20.3 5.3 1.7 0.1 0.4 0.3 44.4 43.9 44.6 43.7 42.5 44.0 44.3 45.4 43.9 44.6 41.9 43.3 45.6 45.9 44.4 44.1 0.0 0.0 0.0 0.0 0.0 0.0 0.3 15.2 72.0 72.5 29.4 10.8 4.8 1.9 14.4 15.1 13.3 15.6 15.5 15.6 14.7 14.9 14.7 14.0 13.1 15.6 15.9 14.9 15.2 14.9 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 8.9 52.4 67.0 62.5 25.9 18.6 14.5 17.9 17.8 21.5 16.7 13.8 17.3 12.5 15.9 11.0 15.4 16.1 17.8 21.7 16.0
Background characteristic Age (on October 1st 2005) 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Never attended 85.5 71.4 5.6 2.3 2.3 2.7 2.6 3.6 4.1 5.1 5.9 6.0 6.3 7.8 10.4 16.1 10.6 11.5 9.3 12.1 17.4 11.0 19.8 13.9 22.6 15.2 12.1 10.6 6.5 14.0
Dropped out 0.2 0.5 0.0 0.0 0.5 0.6 0.9 1.8 3.5 8.2 10.6 15.7 20.1 39.9 6.1 7.4 6.5 6.8 4.6 7.5 7.2 6.7 7.3 8.2 10.8 8.1 6.8 5.2 2.2 6.9
Currently attending: higher 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.4 5.9 24.1 2.9 1.2 3.2 2.3 4.0 1.7 0.9 1.6 0.7 1.9 0.1 0.9 1.5 2.9 4.5 1.8
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number of youth 750 1,235 1,170 1,080 1,062 1,106 1,156 1,087 1,043 1,098 1,088 1,223 1,143 830 5,584 9,488 2,233 5,984 1,417 4,566 6,662 1,823 4,840 192 3,539 3,170 2,976 2,822 2,565 15,072
Looking at those who have never attended school, differences in the age-specific schooling status by wealth are striking; a substantially higher percentage of youth age 4-17 from the poorest households have never attended school compared with youth from the wealthiest households (23 percent versus 7 percent). There are also notable differences in the percentage of youth who have never attended school among the regions; urban Lower Egypt has the lowest percentage of youth who have never attended school (9 percent) and rural Upper Egypt has the highest percentage (20 percent).
5.3
STUDENT FLOW RATES
Repetition and dropout rates describe the flow of students through the system at the primary, preparatory, and secondary levels. The repetition rates produced using 2005 Egypt DHS education data indicate the percentage of students who attended a particular grade in 2003-2004, who attended the same
46 | School Attendance Rates
grade in the 2004-2005 school year. The dropout rates show the percentage of students in a grade in 2003-2004 who no longer attended school in the 2004-2005 school year, including students who dropped out during or after completing the previous school year. Tables 5.5 and 5.6 present repetition and dropout rates by primary, preparatory, and secondary school grade, according to students’ background characteristics. Primary School Repetition and Dropout Rates In Egypt, very few primary school students repeat grades. Repetition rates for each grade range from just 1 percent to 3 percent (Table 5.5). Similarly, throughout the primary cycle the dropout rate is extremely low. The dropout rate for each primary grade is less than 1 percent (see Table 5.6).
Table 5.5 Repetition rates by primary, preparatory, and secondary school grade Repetition rates for the de jure household population age 4-24 years by primary, preparatory, and secondary school grade, according to background characteristics, Egypt DHS 2005 Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total Primary school grade 2 3 4 2.7 2.8 2.8 2.7 1.1 3.8 6.2 3.1 2.3 2.2 2.4 1.5 1.8 2.3 2.7 5.1 1.8 2.7 2.4 1.8 1.5 2.5 2.9 1.7 0.6 2.0 2.2 0.3 2.9 3.1 3.0 2.7 0.7 2.2 1.6 2.1 2.3 1.8 2.5 1.8 3.5 1.7 1.8 1.7 1.9 2.1 1.8 4.3 3.2 1.6 0.6 2.3 2.7 2.1 Preparatory school grade 1 2 3 7.0 4.0 5.1 5.9 6.6 3.5 0.5 4.5 7.4 7.6 7.3 (6.1) 9.0 6.0 6.2 3.4 2.7 5.6 3.4 1.8 1.1 3.7 2.6 2.6 0.0 3.6 2.8 0.3 3.7 2.0 5.0 4.5 0.5 2.4 0.5 2.7 11.4 6.8 9.6 9.0 7.5 7.5 7.9 7.3 11.8 13.4 11.0 3.5 11.9 7.2 14.9 8.0 4.5 9.3 Secondary school grade 1 2 3 2.1 2.0 1.1 2.8 1.3 1.3 0.0 1.8 3.6 2.4 4.2 (0.0) 4.3 3.5 1.4 0.7 0.9 2.0 4.2 3.3 4.5 3.2 3.0 3.0 2.4 3.2 5.0 8.6 3.1 (5.8) 6.4 1.3 5.8 1.9 4.0 3.7 6.3 5.2 5.2 6.3 5.6 5.4 6.5 5.1 6.3 3.9 7.6 (8.1) 6.9 3.2 8.1 4.8 6.1 5.8
1 1.0 0.6 0.9 0.8 0.8 0.3 0.0 0.4 1.3 1.6 1.1 2.1 0.4 0.0 0.3 1.3 2.3 0.8
5 3.8 1.6 3.6 2.4 4.9 2.0 2.6 1.8 2.8 2.7 2.8 7.2 4.2 3.6 1.1 2.9 2.0 2.8
Note: The repetition rate, by grade, is the percentage of students in a grade in a given school year that attends that same grade in the following school year. Figures in parentheses are based on 25-49 unweighted cases.
School Attendance Rates | 47
Table 5.6 Dropout rates by primary, preparatory and secondary school grade Dropout rates for the de jure household population age 4-24 years by primary, preparatory, and secondary school grade, according to background characteristics, Egypt DHS 2005 Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total Primary school grade 2 3 4 0.1 0.1 0.3 0.0 0.5 0.0 0.0 0.0 0.1 0.3 0.0 0.0 0.0 0.4 0.2 0.0 0.0 0.1 0.1 0.0 0.0 0.1 0.0 0.0 0.0 0.0 0.1 0.0 0.2 0.0 0.0 0.0 0.4 0.0 0.0 0.1 0.1 0.8 0.7 0.2 0.0 0.1 0.6 0.0 0.8 1.8 0.4 0.0 1.3 0.5 0.0 0.0 0.0 0.4 Preparatory school grade 1 2 3 0.8 1.6 1.6 0.9 0.2 1.2 0.5 1.4 1.5 4.0 0.5 (0.0) 2.1 1.5 0.3 1.6 0.1 1.2 1.1 1.3 0.9 1.4 0.0 0.3 0.0 0.4 2.6 3.0 2.5 0.0 4.4 0.4 1.4 0.0 0.0 1.2 6.0 5.5 3.0 7.8 2.4 5.2 1.8 6.4 7.6 4.4 9.3 8.1 11.2 6.0 9.1 1.2 1.6 5.8 Secondary school grade 1 2 1.0 0.4 1.3 0.3 2.2 0.3 0.0 0.4 0.7 1.6 0.2 (0.0) 0.0 2.8 0.9 0.0 0.0 0.7 1.2 0.3 0.3 1.1 0.2 1.1 0.0 1.5 0.7 0.7 0.7 (0.0) 1.7 2.0 0.6 0.0 0.0 0.8
1 0.0 0.5 0.0 0.4 0.0 0.0 0.0 0.0 0.6 0.0 0.8 0.0 1.2 0.0 0.0 0.0 0.0 0.2
5 0.4 0.9 0.9 0.5 1.0 0.3 0.0 0.4 0.8 1.6 0.6 0.0 1.5 1.3 0.0 0.0 0.0 0.6
Note: The dropout rate, by grade, is the percentage of students in a grade in a given school year who did not attend school in the following school year. Figures in parentheses are based on 25-49 unweighted cases.
Preparatory School Repetition and Dropout Rates At the preparatory level, the repetition rate is 6 percent for grade 1 and 3 percent for grade 2 (Table 5.5). About one in ten students (9 percent) repeat grade 3, the final grade of preparatory school, suggesting that some students may repeat to improve their chances of finding places in general secondary school. In each of the preparatory school grades, male students are somewhat more likely than female students to repeat. Most notably, male students are more likely than female students to repeat grade 3 (11 versus 7 percent). The dropout rate is extremely low, just 1 percent, for preparatory grades 1 and 2 (Table 5.6). In preparatory grade 3 the rate is slightly higher, with about 6 percent of preparatory school students dropping out of school during or after grade 3 of that level. There are no clear patterns of gender differences in preparatory dropout rates. However, in the third grade of preparatory school just 3 percent of students in urban areas dropped out, while 8 percent of students in rural areas dropped out. By wealth, the differences in drop out are more pronounced, with less
48 | School Attendance Rates
than 2 percent of students from the wealthiest households dropping out of the final grade of preparatory school, compared with 11 percent of students from the poorest households. Secondary School Repetition and Dropout Rates Repetition is low at the secondary level, with just 2 percent of students in grade 1, 4 percent in grade 2, and 6 percent in grade 3 of secondary school repeating (Table 5.5). There are no clear patterns of differences by background characteristics. Very few children drop out in the first or second grade of the secondary level (less than 1 percent each), indicating that once a child enters secondary school, he or she is likely to reach the final grade of that level. It should be noted that 44 percent of the students who attended the final grade of secondary school during the 2003-2004 school year, did not continue with their schooling the following year. However, virtually all (99 percent) of these students completed the secondary level before leaving school (data not shown). Transition from Secondary School to Higher Education The EDHS collected data on the proportion of youth who had completed secondary school and the proportion who had ever attended higher education. Among youth age 20-24, an age cohort that is beyond the target age range for secondary school and on target for attendance in or completion of higher education, 70 percent of males had completed secondary school, but just 28 percent had attained at least some higher education. The pattern is similar for females, with 61 percent of 20-24 year olds having completed secondary school and just 23 percent having attended at least some schooling at higher levels (data not shown).
Table 5.7 Transition from Secondary School to Higher Education Proportion of students attending the final grade of secondary school during the 2003-2004 school year who attended school at a higher level the following academic year, according to background characteristics, Egypt DHS 2005 Percent of students transitioning directly from secondary school to higher education 45.9 52.7 66.8 36.0 65.5 46.2 69.0 39.2 44.1 66.9 32.1 * 21.5 30.3 41.3 58.4 80.1
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest
Number of students attending secondary grade 3 in 2003-2004 382 305 288 399 123 285 67 218 272 93 179 7 119 124 129 148 165
This section of the report discusses the immediate 48.9 687 transition from secondary school to higher education among Total students who attended the final grade of secondary school Note: An asterisk indicates that a figure is based on during the 2003-2004 school year. As seen in Table 5.7, 49 fewer than 25 cases and has been suppressed. percent of students attending the final grade of secondary school during the 2003-2004 school year, attended school at a higher level in 2004-2005. It is important to note that for some of the students who did not make the transition from secondary to higher education, secondary school is the end of their formal schooling, but others may continue on to higher education at some point in the future. There are several noteworthy differences among sub-groups in the percentage of students that made the immediate transition to higher education. More female students went directly from secondary school to higher education than did than their male counterparts (53 percent of females and 46 percent of males). The urban-rural differentials are substantial, with 67 percent of urban secondary school students making an immediate transition to higher education, compared with 36 percent from rural areas.
School Attendance Rates | 49
However, the most striking differences are by wealth, with 80 percent of students from the wealthiest households, compared with 22 percent from the poorest households, transitioning immediately from secondary school to higher education (see Figure 5.3). While some secondary school graduates may transition to higher education at a later point in their lives, given the data on educational attainment at higher levels among youth age 20-24, it is likely that a substantial proportion of secondary school graduates will never continue on to higher education. Egyptians from rural parts of the country and those with less wealth are far less likely than their urban and wealthier counterparts to be among those who eventually transition to higher levels of schooling.
Secondary School in 2003-2004 Who Transitioned to Higher Education in 2004-2005, by Wealth Quintile
100
Percentage who leave formal school
Figure 5.3 Percentage of Students in the Final Grade of
80
80
60 41 30 22 20
58
40
0
Lowest
Second
Middle Wealth quintile
Fourth
Highest
EHES 2005-2006
50 | School Attendance Rates
CHAPTER 1
FACTORS AFFECTING CHILDREN’S SCHOOL ATTENDANCE
While most children in Egypt attend school, there are some children who never attend and others who drop out after attending school for a time. This chapter presents data on the circumstances surrounding these situations. First, the chapter looks at the size of the group of children who have never attended school and at the reasons those children were not in school during the 2005-2006 school year. Next, data are presented on the prevalence of school dropout, i.e., on the proportion of children who attended school at some point in the past but were not attending at the time of the survey, and the reasons for leaving school. Finally, data are presented on dropouts’ activity immediately after leaving school and their activity at the time of the survey.
Table 6.1 Percentage of children never having attended school
6
Percentage who have never attended school 2.6 6.5 3.2 5.0 6.6 2.2 5.8 2.9 1.9 0.7 2.3 7.3 2.7 9.0 6.6 12.9 4.6 1.5 0.4 0.7
Percentage of children age 6-17 who have never attended school according to background characteristics, EHES 2005-2006
Background characteristic Sex Male Female Age (on October 1, 2005)1 6-11 12-14 15-17 Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest
Number of children 6,792 6,295 6,662 3,229 3,196 4,898 8,189 1,960 5,194 1,256 3,938 5,760 1,582 4,178 172 3,093 2,741 2,561 2,426 2,266
6.1
CHILDREN WHO HAVE NEVER ATTENDED SCHOOL
Only a small proportion of Egyptian children age 6-17, 5 percent, have never attended school at all. While this proportion is low, it is important to understand who these children are and why they are not being sent to school. These data can help to inform the design of education programs and policies that seek to provide access to schooling for such children. Background Characteristics
Although the overall proportion of Egyptian chil- Total 13,087 4.5 dren age 6-17 that have never started school is low, the 1 To avoid overestimating the total number of children results in Table 6.1 show that those children who never who had never attended school, children’s ages were have gone to school are heavily concentrated within some adjusted to their age at the beginning of the 2005-2006 school year (1 October 2005). Using children’s subgroups of the population. For example, girls are more adjusted ages prevents the inclusion in this table of than twice as likely as boys never to have attended school. children who were age 6 at the time of the EHES but 5, and The proportion of children never attending school has been who were still ageprimary therefore not legally eligible to start attending school, at the beginning of decreasing over time, with children age 15-17 twice as the 2005-2006 school year. likely as children age 6-11 never to have gone to school. Rural residence, particularly within Upper Egypt, is strongly related to the likelihood that a child never will have attended school; nearly two-thirds of the children who have never attended school live in rural Upper Egypt. Poverty is also a major determinant of school attendance, with two-thirds of all children who never attended school living in the poorest households.
Factors Affecting Children’s School Attendance | 51
Reasons for Never Having Attended School Table 6.2 presents information about why children age 6-17 who never attended school did not attend school during the 2005-2006 school year.1 The survey defined school as formal schooling with academic content, which might be provided by a government school, an Azhary school, or a private school. Religious education, without academic content in subjects such as mathematics or science, is not considered to be formal academic schooling.
Table 6.2 Factors in children never having attended school Percentage of children age 6-17 who have never attended school by reasons for not attending school during the 2005-2006 school year, according to background characteristics, EHES 2005-2006 Reasons for never having attended school Cost-related factors Child factors Other factors School factors No School- Graduates Travel single- ing is to cannot School school Poor Number sex not find No too danger- school school imporOther of good far ous quality nearby tant jobs reasons1 reason children 6.0 5.9 1.4 1.1 2.0 2.0 1.3 2.0 21.8 44.7 7.3 4.9 9.5 5.0 0.2 0.0 179 409
Background characteristic Sex Male Female Age (on October 1, 2005) 6-11 12-14 15-17 Urban-rural residence Urban Rural Wealth quintile Lowest Second Middle/fourth/ highest Total
Not Not MoneFre- ready intertary Labor ested in Dis- quently to cost needed attending abled ill start 56.4 62.7 23.0 38.8 23.9 19.3 17.2 6.1 5.2 1.0 7.9 4.4
Too old 9.9 8.6
51.1 70.5 63.2
21.2 35.9 45.4
15.2 22.2 25.0
12.8 6.0 8.9
2.0 3.6 1.4
14.4 0.3 0.4
6.0 11.7 9.8
3.4 6.9 7.8
0.5 2.0 1.2
2.7 1.2 1.8
1.2 2.7 1.7
30.3 37.6 45.5
3.2 9.5 5.1
11.0 4.3 3.2
0.2 0.0 0.0
213 163 211
57.7 61.5 69.9 48.0 28.6 60.8
32.8 34.3 36.1 31.2 26.1 34.0
22.3 20.3 22.7 19.0 11.1 20.7
22.4 6.6 5.4 9.9 34.8 9.5
1.6 2.4 2.7 1.9 0.0 2.2
3.0 6.0 5.0 3.1 13.2 5.5
7.8 9.2 8.9 9.1 9.4 9.0
10.9 4.8 6.7 2.4 8.3 6.0
2.2 1.0 1.8 0.0 0.0 1.2
3.7 1.6 1.6 0.7 6.5 2.0
1.3 1.9 1.7 1.6 2.8 1.8
39.6 37.3 36.7 43.7 32.4 37.8
15.5 3.4 6.4 1.5 8.6 5.6
5.3 6.6 3.9 14.6 5.7 6.3
0.0 0.1 0.1 0.0 0.0 0.1
109 478 399 125 63 587
Note: More than one response was possible, so the percentages do not add up to 100. In 59 cases, a child’s physical or mental disability was given as the reason for the child never attending school. For these children only, parent/guardians were not asked the remaining questions on reasons for a child never attending school. 1 When parent/guardians were asked about other reasons for children never having attended school, another reason was given for one in five children. A substantial proportion of the responses were re-coded using one of the existing categories. The remaining reasons were not easily regrouped into new categories. As a consequence, these reasons remain grouped under “other reasons.”
The survey inquired into reasons for not attending school at the time of the survey in order to obtain an understanding of the factors currently preventing children from going to school. It is recognized that the reasons that a child is not attending school may change over time. For example, if a child is 10 years old and has never attended school, the reason the child is not currently attending school may differ from the reason the child originally did not enter school. Perhaps at age 6, the family was experiencing financial trouble and the child was not enrolled due to the financial costs associated with school, while at age 10, the family is able to afford to send the child to school, but he/she was considered too old to start attending.
1
52 | Factors Affecting Children’s School Attendance
Parent/guardians were asked about a series of factors that might explain why a child who had never attended a formal academic school, did not attend during the 2005-2006 school year. Since parents were allowed to provide more than one reason, the percentages in Table 6.2 do not add to 100. Factors are grouped under four headings: cost-related factors, child-related factors, school-related factors, and other factors. Table 6.2 shows that, for children who have never attended school, the most commonly given reason for not attending during the 2005-2006 school year is the monetary costs of schooling (61 percent). Monetary barriers may include miscellaneous fees charged by the school such as exam application fees, photocopying fees, and class trip fees, or the combined fees paid at the start of the school year to cover items such as the school library, school activities, and health insurance. They also may include other school-related costs such as uniforms or school clothing, books and supplies, transportation, group or private tutoring, and so on. Not surprisingly, respondents from households in the two poorest quintiles were far more likely than those from wealthier households to report that the financial costs of schooling factored into their decision not to send a child to school. This reason was given by seven in ten parent/guardians from the poorest households and approximately half of the parent/guardians from households in the second-to-lowest wealth quintile compared with about three in ten parents from the remaining quintiles.2 Another commonly cited factor relates to the opportunity costs of schooling, which may be substantial if a household sending a child to school sacrifices the contribution the child otherwise would make to the household income or economic well-being. Table 6.2 shows that one in three children (34 percent) who have never attended school did not attend school during the 2005-2005 school year in part because of the need for the child’s labor to help support the household. These children may be helping with domestic housework, working on a farm or for a family business, or working for an employer. The need for the child’s labor was given as a reason more often for female (39 percent) than for male (23 percent) children (Figure 6.1). Table 6.2 also shows that the need for the child’s labor was given as a reason more often for older (45 percent) than for younger (21 percent) children. A third commonly cited factor is related to parent/guardians’ attitudes about schooling. For 38 percent of eligible children, parent/guardians stated that the child in question did not attend in the 2005-2006 school year because formal schooling is not important; parent/guardians cited the unimportance of schooling about twice as often for female children as for male children (45 percent versus 22 percent), suggesting that parent/guardians are more likely to consider schooling unimportant for their daughters than for their sons. In addition, the unimportance of schooling was mentioned more often for older children than for younger children. This finding suggests that, for children who have never attended school, schooling is seen as less important once a child reaches an age that is older than that of most children attending primary school. For one in five children (21 percent) who have never attended school, the parent/guardian said that the child in question did not attend during the 2005-2006 school year at least partly because he/she was not interested in going to school. This reason was given more often for male than female children, and more often for older than younger children.
There were too few cases of children who had never attended school from the third, fourth, and highest wealth quintiles to analyze the data for each of these quintiles individually.
2
Factors Affecting Children’s School Attendance | 53
In addition, the findings indicate that a child’s age and perceived level of maturity also plays a role in explaining why some children who have never attended school did not attend during the 2005-2006 school year. About one in ten children (9 percent) who never attended school did not attend during the 2005-2006 academic year at least partly because they were considered to be too old to start going to school, and 6 percent of parent/guardians said that their child had never attended school because he/she was not ready to begin, either in terms of the child’s age or in physical, mental, or emotional maturity. The child not being ready to begin school was given as a reason almost exclusively for younger children and twice as often for male children than female children. It is also worth noting that a physical or mental disability was given as the reason for a child never attending school for one in ten children. Interestingly, a substantially higher proportion of male children who never attended school than female children who never attended were kept home due to a physical or mental disability (17 percent of male children versus 6 percent of female children).
2005-2006 among Children Who Have Never Attended School, by Sex
70
Percent for whom factor was cited
Figure 6.1 Selected Factors in Not Attending School in
63 56 45 Male 30 22 23 24 19 17 6 Monetary costs of schooling Schooling not important Labor needed Child no longer interested Child disabled Female
60 50 40 30 20 10 0
EHES 2005-2006
6.2
CHILDREN WHO HAVE DROPPED OUT OF SCHOOL
While the percentage of children who drop out of school is relatively low in Egypt, it is useful to understand which children are dropping out of school and the reasons these children leave school in order to improve student retention and make Egypt’s education system more efficient. In the 2005-2006 EHES, children are considered to have dropped out of school if they attended school at any time in the past and did not attend school during the 2005-2006 school year. Included in this group of children are students who attended a grade without completing the year, as well as those who completed the grade they last attended before leaving school. This section presents information about the prevalence of school dropout and, for those children who have dropped out of primary, preparatory, or secondary school, the reasons they dropped out.
54 | Factors Affecting Children’s School Attendance
Similar to the questions asked of parent/guardians on reasons a child never attended school, the questions on reasons a child dropped out of school cover many factors that might partly explain why a child dropped out of school. Since more than one factor might have been cited by a parent/guardian, the percentages in the tables do not add to 100. Prevalence of School Dropout Table 6.3 shows the percentage of children age 6-16 who attended school at some point in the past and did not attend school during the 2005-2006 school year. Although the proportion of dropouts is low in Egypt, just 6 percent, there are some notable patterns among those children who have dropped out of school. For instance, twice as many dropouts were from the Frontier Governorates (8 percent) as from urban Lower Egypt (4 percent). As is the case with children who have never attended school, poverty is a determinant in student dropout; 10 percent of dropouts age 6-16 were from the poorest households in Egypt, while just 1 percent was from the wealthiest households. Reasons for Dropping Out of Primary School
Table 6.3 Prevalence of children age 6-16 years who had dropped out of school Prevalence of children age 6-16 years who dropped out of school, according to background characteristics, EHES 2005-2006 Percentage who had dropped out of school 6.2 5.3 5.0 6.2 5.2 5.5 4.0 6.0 6.1 5.5 6.4 7.6 9.8 7.1 5.3 3.7 1.4
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest
Number of children 6,350 5,907 4,569 7,688 1,816 4,851 1,177 3,674 5,428 1,482 3,946 162 2,886 2,583 2,405 2,271 2,111
Understanding the reasons children drop out of Total 5.8 12,257 school can help inform programs and policies aimed at keeping children in school. The 2005-2006 EHES collected information from parent/guardians with children who left school about the reasons for the child dropping out. Table 6.4 and Figure 6.2 present information about why children dropped out of primary school. Overwhelmingly, the most commonly-given reason for primary school dropout is that, from the parent/guardian’s perspective, the child was no longer interested in school; 69 percent of parent/guardians cited this reason. A child’s lack of interest in schooling was given as a reason slightly more often for male dropouts than for female dropouts. For over half the children who dropped out of primary school (52 percent), parent/guardians said it was due to the child failing exams. Having to repeat a grade was a reason cited for 41 percent of primary school dropouts, and this reason was given for a higher proportion of children in urban areas than in rural areas. The monetary costs of primary schooling and the need for the child’s labor also were commonly given as reasons to explain why a child dropped out of primary school (34 percent and 23 percent, respectively). Children in rural areas were more likely than those in urban areas to drop out of primary school because of the need for the child’s labor, and far more female children than male children dropped out for this reason. Parent/guardians also mentioned poor school quality as a reason for a child dropping out of primary school, with this reason being cited for about one in five primary school dropouts (18 percent). Nearly one in ten (9 percent) of primary school dropouts left school because, according to the parent/guardian, the child had completed enough schooling.
Factors Affecting Children’s School Attendance | 55
Table 6.4 Factors in primary school dropout Percentage of de jure children who dropped out of primary school, by reasons for leaving, according to background characteristics, EHES 2005-2006 Reasons for leaving school Child factors School-related factors Scores Cost-related Travel Comtoo low No factors No pleted singlefor to sex Number Monelonger Fre- enough school Had School school Poor of tary Labor inter- Dis- quently school- Failed of to too danger- school school Other far cost needed ested abled ill ing exams choice repeat ous quality nearby reasons children 33.9 33.7 19.7 28.7 70.3 67.0 4.6 1.6 2.7 3.5 10.1 6.8 52.7 52.1 1.3 1.3 40.3 40.8 1.9 5.9 0.9 3.6 19.1 16.2 0.0 1.7 3.3 8.6 266 171
Background characteristic Sex Male Female Urban-rural residence Urban Rural Wealth quintile Lowest Second Middle Fourth Highest Total
36.6 32.3
19.4 25.2
70.2 68.4
5.4 2.4
1.6 3.8
7.2 9.6
54.5 51.4
2.1 0.9
43.7 38.8
6.0 2.2
3.0 1.4
17.5 18.2
1.9 0.1
6.5 4.8
147 290
33.8 39.4 24.9 (38.8) * 33.8
28.0 20.7 21.1 (13.5) * 23.2
70.2 72.7 69.3 (63.2) * 69.0
3.2 2.0 0.0 (7.1) * 3.4
1.9 4.1 1.5 (5.2) * 3.1
12.9 3.4 9.9 (5.1) * 8.8
50.0 58.7 54.3 (50.0) * 52.4
1.2 0.4 0.0 (0.0) * 1.3
40.0 43.0 39.3 (45.6) * 40.5
3.9 1.8 3.9 (6.1) * 3.5
3.2 0.4 0.0 (4.1) * 1.9
18.7 10.1 27.8 (23.5) * 17.9
0.5 1.4 0.3 (0.5) * 0.7
4.0 8.3 8.3 (0.0) * 5.4
192 113 74 44 14 437
Note: More than one response was possible, so the percentages do not add up to 100. Figures in parentheses are based on 25-49 unweighted cases. An asterisk indicates that a figure is based on fewer than 25 unweighted cases and has been suppressed.
Figure 6.2 Reasons for Primary School Dropout
80
Percent for whom factor was cited
69 60 52 41 34 23 20 18 9 0
40
Child no longer interested
Failed exams
Had to repeat a grade
Monetary costs
Child's labor needed
Poor school quality
Child completed enough school
Reasons for dropping out
EHES 2005-2006
56 | Factors Affecting Children’s School Attendance
Reasons for Dropping Out of Preparatory School For children age 12-17 who dropped out of school during the preparatory level, the survey asked parent/guardians why their children had left school (Table 6.5). Overall, the reasons for preparatory school dropout are similar to those at the primary level. The child no longer being interested in school is the reason most commonly cited by parent/guardians (61 percent), followed by failing exams (44 percent), having to repeat a grade (37 percent), the monetary costs of schooling (33 percent), the need for the child’s labor (20 percent), poor school quality (13 percent), and the child having completed enough schooling (13 percent). However, unlike the reasons cited for primary school dropouts, a sizeable proportion of preparatory school dropouts left school because the school they attended was too far away (11 percent).
Table 6.5 Factors in preparatory school dropout Percentage of de jure children who dropped out of preparatory school, by reasons for leaving, according to background characteristics, EHES 20052006 Reasons for leaving school Child factors School-related factors Scores Cost-related too low Signed ComTravel No factors No for marriage pleted to singlelonger Fre- enough Poor Moneschool Had contract/ School school sex Number tary of to too danger- school school Other of got Labor inter- Dis- quently school- Failed cost needed ested abled ill ing exams choice repeat engaged far ous quality nearby reasons children 34.1 30.8 15.1 25.2 72.7 47.7 2.8 1.6 0.0 2.1 7.5 19.6 52.8 34.0 8.0 5.3 45.2 26.4 0.9 3.6 4.0 18.9 2.0 8.6 12.2 13.5 0.7 8.0 6.9 6.2 187 162
Background characteristic Sex Male Female Urban-rural residence Urban Rural Wealth quintile Lowest Second Middle Fourth Highest Total
30.3 33.5
15.4 21.7
59.0 62.0
4.7 1.2
0.0 1.4
9.4 14.7
41.5 45.2
11.2 4.9
31.8 38.5
3.3 1.7
6.9 12.6
5.5 4.9
22.4 8.7
2.0 4.9
8.2 5.9
104 244
46.1 24.4 21.4 (29.2) * 32.5
24.2 14.5 25.2 (11.0) * 19.8
67.4 43.4 63.5 (63.4) * 61.1
0.3 0.2 6.4 (1.8) * 2.2
1.0 0.2 0.0 (4.0) * 1.0
5.4 29.0 14.7 (8.1) * 13.1
49.0 32.7 49.4 (45.6) * 44.1
4.4 5.1 10.8 (8.9) * 6.8
35.6 37.8 39.2 (35.5) * 36.5
2.4 2.9 3.0 (0.0) * 2.2
12.0 15.4 2.5 (11.7) * 10.9
3.7 5.2 2.1 (11.3) * 5.1
10.4 12.1 9.8 (28.2) * 12.8
2.1 5.3 5.6 (7.4) * 4.1
3.9 2.9 14.8 (5.2) * 6.6
141 80 63 47 18 348
Note: More than one response was possible, so the percentages do not add up to 100. Figures in parentheses are based on 25-49 unweighted cases. An asterisk indicates that a figure is based on fewer than 25 unweighted cases and has been suppressed.
Looking at background characteristics, there are some noteworthy differences in reasons for preparatory school dropout according to the sex of the child (Figure 6.3). According to the findings, far more males than females dropped out of preparatory school because the child was no longer interested in school, had failed exams, or had to repeat a grade. Far more females than males dropped out because the child’s labor was needed to support the household, the child had completed enough schooling, or because the school was too far away from the household.
Factors Affecting Children’s School Attendance | 57
Figure 6.3 Reasons for Preparatory School Dropout
80
Percent for whom factor was cited
73
60 48 40
53 45 34 26 34 31 25 15 12 14 20 8 4 19 Male Female
20
0
Child Failed no longer exams interested
Had to Monetary Child's repeat a costs labor grade needed
Poor Child School school completed too far quality enough school
Reasons for dropping out
EHES 2005-2006
There are also differences in reasons for preparatory school dropout according to urban-rural residence. Having to repeat a grade, the child having completed enough schooling, and the school being too far away were all given as a reason for dropout more often in rural areas than in urban areas. In contrast, poor school quality was mentioned as a reason for preparatory school dropout far more often in urban areas than in rural areas; about one in ten (9 percent) preparatory school dropouts in rural areas left school because of poor school quality, compared with more than one in five (22 percent) in urban areas. Reasons for Dropping Out of Secondary School As mentioned in Chapter 5 of this report, the dropout rate among students in grades 1 and 2 of secondary school is extremely low, with less than 1 percent of students in these grades dropping out. Due to the small number of cases, the data on reasons for secondary school dropout could not be analyzed. It should be noted, however, that 44 percent of students who attended the final grade of secondary school during the 2003-2004 school year did not attend school the following year (data not shown). For youth who stopped attending school during or after their final year of secondary school, the EHES asked parent/guardians why the child did not continue. In eight out of ten cases, parent/guardians reported that the child had graduated from secondary school and did not pursue a higher education. Dropouts’ Activity after Leaving School For parent/guardians with children who dropped out of school, the EHES collected information about what children did with their time directly after dropping out of school and how they were spending their time at the time of the survey.
58 | Factors Affecting Children’s School Attendance
As shown in Table 6.6, most male dropouts either were employed or did “nothing” during the first six months after leaving school. In addition, a substantial proportion of males (20 percent) who dropped out of school between the ages of 15 and 17 spent the first six months searching for a job. The vast majority of female dropouts did housework during the first six months after dropping out of school. The youngest female dropouts (age 6-11) were more likely than older female dropouts to do nothing during the first six months.
Table 6.6 Dropouts' activity during the first six months after leaving school Among de jure children age 6-17 who had dropped out of school, the percentage who spent time doing various activities during the first six months after leaving school, by age at dropout and sex, EHES 2005-2006 6-11 Female 5.9 1.8 0.0 83.0 13.8 0.0 0.0 125 12-14 Male Female 50.4 10.7 0.7 9.7 32.3 0.0 0.1 207 8.6 0.0 0.0 88.7 3.7 0.0 0.0 161 15-17 Male Female 54.0 19.8 0.9 10.4 17.7 1.0 0.0 168 6.7 1.0 0.0 91.9 1.6 0.8 0.0 167
Activity Worked Searched for job Got technical training Did housework Did nothing Other Don't know Number of dropouts
Male 46.8 6.1 0.8 11.6 39.7 0.0 0.0 184
Note: More than one response was possible so percentages do not add up to 100.
Not surprisingly, the proportion of both male and female dropouts who were currently working at the time of the survey is higher than the proportion who worked within the first six months after dropping out of school (Table 6.7). Conversely, at the time of the survey, dropouts were less likely to be searching for jobs or doing nothing than they were during the first six months after dropping out.
Table 6.7 Dropouts' current activity Among de jure children age 6-17 who had dropped out of school, the percentage who currently spend time doing various activities, by current age and sex, EHES 2005-2006 12-14 Female 12.3 0.0 0.0 95.7 1.7 0.0 93 15-17 Female 13.0 0.4 0.1 87.6 2.3 0.9 343
Activity Working Searching for job Getting technical training Does housework Does nothing Other Number of dropouts
Male 73.3 2.0 0.0 13.4 16.8 0.0 144
Male 73.7 8.1 0.5 8.0 11.6 0.4 393
Note: Dropouts who were between age 6 and 11 at the time of the survey were excluded from the table due to an insufficient number of cases for analysis. More than one response was possible so percentages do not add up to 100.
Factors Affecting Children’s School Attendance | 59
HOUSEHOLD EXPENDITURES ON SCHOOLING
7
The cost of schooling to households includes the monetary costs associated with schooling, other non-monetary contributions such as the time spent by children in school and traveling to and from school, and other household members’ time and labor expended in support of children’s schooling. These costs of schooling, both monetary and non-monetary, may be difficult for some households to bear and may in some cases be so burdensome as to keep children from ever attending school or result in children leaving school. This chapter focuses on household expenditures on children’s schooling at the primary, preparatory, and secondary school levels. The following chapter, Chapter 8, presents information on the non-monetary costs of schooling affecting households, such as time devoted to school by children and other household members.
7.1
HOUSEHOLD EXPENDITURES ON PRIMARY, PREPARATORY, AND SECONDARY SCHOOLING
The 2005-2006 EHES collected information about whether households spent money on each child in the household who attended primary, preparatory, and secondary school during the 2004-2005 school year. If a child attended school that year, the parent/guardian was asked how much money was spent on particular items. Questions were asked about expenditures for the following items: school supplies and stationary; assessment guides and exercise books; combined fees paid to schools at the beginning of the school year for expenses related to sports, arts, laboratory, library, and health insurance; uniforms and other school clothing; transportation; pocket money for food and other incidentals; private and group tutoring;1 and other miscellaneous items such as photocopying, class trips, contributions towards classroom decorations, and examination application fees. The tables in this chapter present data first on total household expenditures on primary, preparatory, and secondary schooling by background characteristics including sex, urban-rural residence, region, school type, and household wealth status; and then on household expenditures on each of the specific school-related items for which information was obtained in the EHES by school level. The tables show both the percentages of households reporting expenditures and the median expenditure per student. Total Household Expenditures on Schooling Virtually all households (100 percent) with primary, preparatory, and secondary school students spent money on school-related expenses during the 2004-2005 school year, regardless of the student’s sex, urban-rural residence, region, wealth status, or the type of school attended. The EHES results also document that, in Egypt, as a child progresses through the formal school system, the overall financial burden incurred by his/her household for all school-related expenses increases. Expenditures rise by about two-thirds as the child moves from primary to preparatory school and by about another 60 percent as the child moves from preparatory to secondary school. Table 7.1 shows that, among those households with one or more child attending primary school in 2004-2005, the median total expenditure for each primary school student was LE 357. Those households with a child attending preparatory school spent a median of LE 599 for each child attending that level. For each child in secondary school, the median annual amount spent by the household on all items associated with secondary school was LE 950 per child.
1
For more information collected by the 2005-2006 EHES on group and private tutoring, see Chapter 11.
Household Expenditures on Schooling | 61
Table 7.1 Total per-student household expenditures on schooling Percentage of de jure students age 4-17 whose households spent money on one or more school-related expenses in the 2004-2005 school year and, among those students, median total per-student household expenditure (in Egyptian Pounds), according to background characteristics, EHES 2005-2006 Preparatory expenditures Secondary expenditures Primary expenditures Percentage Percentage Percentage who spent who spent who spent money on Median money on Median money on Median total total total Number one or more Number one or more Number one or more schoolexpendischoolexpendiof expendiof of schooltures students related item students related item students related item tures tures 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 (100.0) 99.9 100.0 100.0 100.0 100.0 100.0 360.5 354.0 558.9 292.7 675.2 372.7 545.8 345.2 281.3 441.4 249.1 273.2 338.5 950.4 950.4 296.9 (950.3) 244.6 271.8 351.8 475.9 825.1 357.3 3,379 3,019 2,399 3,999 976 2,563 606 1,958 2,778 767 2,010 81 5,206 82 482 595 33 1,371 1,330 1,313 1,255 1,129 6,399 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 (100.0) 100.0 100.0 * 100.0 100.0 100.0 100.0 100.0 100.0 601.0 596.5 891.1 487.6 950.2 608.7 860.2 545.0 478.9 672.6 423.3 486.2 581.6 (950.4) 950.5 534.4 * 412.2 437.4 575.0 767.5 950.2 598.9 1,174 990 834 1,329 313 924 243 680 902 263 639 25 1,814 37 82 222 8 414 488 454 414 394 2,163 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 * 100.0 100.0 * 100.0 100.0 100.0 100.0 100.0 100.0 950.0 950.0 950.3 788.1 950.4 929.6 950.2 858.4 786.1 950.1 703.6 893.1 923.9 * 950.5 728.1 * 638.5 713.3 823.3 950.2 950.4 950.0 921 885 830 976 321 809 242 567 653 251 402 23 1,653 13 80 58 2 263 329 334 393 488 1,806
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Total
Note: Figures in parentheses are based on 25-49 unweighted cases. An asterisk indicates that a figure is based on fewer than 25 unweighted caes and has been suppressed.
It is worth noting that there are virtually no differences by sex in median total expenditures spent on children during the 2004-2005 school year, regardless of the school level. Differences by residence and wealth, however, are substantial; the median total expenditures were highest for households in urban areas, especially in the Urban Governorates and urban Lower Egypt, and for those in the wealthiest quintile. As shown in Figure 7.1, households in urban areas spent nearly twice as much as those in rural areas for all primary and preparatory school-related expenses (LE 559 versus LE 293 for primary and LE 891 versus LE 488 for preparatory). At the secondary level, the difference in the annual median perstudent school expenditures between urban and rural households was less pronounced (LE 950 compared with LE 788).
62 | Household Expenditures on Schooling
Figure 7.1 Annual Median Per-student Expenditures for
School-related Expenses (in LE) in 2004-2005, by Urban-Rural Residence
1200 1000 800 600 400 200 0 559 488 293
Annual median expenditures in LE
891
950 788 Urban Rural
Primary
Preparatory
Secondary
Urban-rural households by child's school level
EHES 2005-2006
In terms of wealth, the difference in spending between the wealthiest and poorest households is most pronounced at the primary level and least so at the secondary level. Households in the wealthiest quintile spent approximately 3 times more on primary school-related expenses, 2 times more on preparatory school-related expenses, and 50 percent more on secondary school-related expenses than those from the poorest households (Figure 7.2).
Figure 7.2 Annual Median Per-student Expenditures for School-related Expenses (in LE) in 2004-2005, by Wealth
1000
825 950 823 768 713 639 950 950 950
Annual median expenditures in LE
800
600
476 437
575
Lowest Second Middle Fourth Highest
400
245 272
412 352
200
0
Primary
Preparatory Wealth quintiles by child's school level
Secondary
EHES 2005-2006
Household Expenditures on Schooling | 63
Itemized Per-student Household Expenditures on Schooling The 2005-2006 EHES asked parent/guardians with children in school how much money the household spent on specific school-related items for each child during the 2004-2005 school year. This section presents these data. It is important to note that the median per-student amount spent on each item includes only those households that spent money on that item. If a household did not incur expenses on transportation for a child, for example, this case was not included in the calculation of the median perstudent expenditure for transportation. Across all three schooling levels, the most frequently incurred expenditures were on school supplies and stationary, pocket money, uniforms and clothing needed for school (including shoes), and the combined fees paid to schools at the beginning of the school year to cover expenses related to sports, arts, laboratory, library, and health insurance (Table 7.2). All students’ households spent money on school supplies, 97 percent gave their children pocket money to be spent during the school day, 94 percent bought school clothing or uniforms, and 94 percent paid combined fees to the school at the beginning of the 2004-2005 school year. For school supplies and stationary, households spent a median annual perstudent amount of LE 31 for a primary school student, LE 41 for a preparatory school student, and LE 51 for a secondary school student. During the entire 2004-2005 school year, households gave each child attending primary and preparatory school a total of between LE 102 and LE 103 of pocket money, and each child attending secondary school about twice that amount (LE 204).2 The cost of uniforms and other school clothes for each child in school increased by school level, with households spending a median annual amount of LE 101 for a primary school student, LE 121 for a preparatory school student, and LE 151 for a secondary school student. For fees collected by schools to cover expenses such as those related to sports, arts, laboratory, library, and health insurance, households spent a median of LE 32, LE 42, and LE 53 for each child in primary, preparatory, and secondary school, respectively.
Table 7.2 Itemized per-student household expenditures on schooling Percentage of de jure students age 4-17 whose households spent money on one or more school-related items in the 20042005 school year and, among those reporting each expenditure, median annual per-student household expenditure (in Egyptian Pounds) by type of expenditure, EHES 2005-2006 Primary expenditures Percentage who spent money Median total on item expenditures 99.6 38.1 94.9 41.4 94.9 10.0 97.4 28.0 41.1 7.3 61.8 30.9 27.9 32.1 10.6 100.5 203.4 102.3 90.9 121.0 240.5 125.2 Preparatory expenditures Percentage who spent money Median total on item expenditures 99.4 51.9 91.5 61.5 92.9 27.0 97.1 20.3 61.1 7.8 73.6 41.0 40.3 41.5 20.4 120.5 203.2 102.9 140.0 240.6 350.4 240.4 Secondary expenditures Percentage who spent money Median total on item expenditures 99.7 49.1 92.4 64.5 93.9 62.0 96.9 11.7 60.5 4.1 68.1 50.6 65.1 52.6 35.9 150.5 203.3 203.5 193.0 600.4 480.6 500.5
Expenditure items School supplies and stationary Assessment guides/exercise books Combined fees paid at the start of the school year Miscellaneous fees Uniforms and clothing Transport Pocket money Group tutoring Private tutoring Both group and private tutoring Either group or private tutoring
The majority of parent/guardians reported giving their child LE 1 of pocket money each school day. This amount was annualized based on the number of school days per academic year.
2
64 | Household Expenditures on Schooling
The monetary cost of schooling absorbed by households also includes items such as assessment guides and exercise books, and the cost of other miscellaneous school-related items such as photocopying, class trips, classroom decorations, examination application fees, and chalk. However, households were less likely to spend money on these items during the 2004-2005 school year compared with those discussed above; approximately four in ten households with children in school spent money on assessment guides and exercise books and about half of households spent money on miscellaneous school-related expenses. The expenses incurred by households for each of these items increases by school level. For example, as shown in Table 7.2, the median annual cost of assessment guides and exercise books for a primary school student was LE 28, compared with LE 40 for a preparatory school student and LE 65 for a secondary school student. The same pattern holds for miscellaneous school-related expenses, with a median per-student cost of LE 11 for primary school versus LE 20 and LE 36 for preparatory and secondary school respectively. The cost of transportation to and from school is another expense incurred by some households. This expense varies considerably depending on the level of school a child attends. Among households with a child in primary school, just 10 percent spent money on transportation during the 2004-2005 school year, and for preparatory school students, 27 percent of households spent money on transportation to and from school. However, the majority of households (62 percent) with secondary school students spent money on transportation to send the child to school. The median per-student cost to households for transportation was the same for all three levels (LE 203).3 Tutoring4 is a widespread phenomenon in Egypt, and the cost to households who send a child to tutoring is a substantial portion of their school-related household expenditures. The EHES asked parent/guardians with a child who attended school during the 2004-2005 school year if the household spent any money on school group tutoring or private tutoring. Slightly more than one in four households with a child in primary school spent money on group tutoring, and those that did spent a median perstudent amount of LE 91 annually. One in five households spent money for a child attending preparatory school to attend group tutoring classes in 2004-2005. The annual cost to households of sending a preparatory school student to group tutoring was higher than it was to send a primary school child (LE 140 versus LE 91). Approximately one in nine households spent money for a child attending secondary school to attend group tutoring, and the median per-student cost was higher than group tutoring for both primary and preparatory school students (LE 193). It is worth noting that 3 percent of households who sent a child to group tutoring did not pay for it (data not shown). While the incidence of household spending on school group tutoring decreased from the primary to the preparatory and secondary levels, the reverse was true for private tutoring. Table 7.2 shows that 41 percent of households spent money in 2004-2005 for a primary school student to attend private tutoring, compared with 61 percent for a preparatory school student or a secondary school student.5 Like group tutoring, the cost of sending a child to private tutoring was the highest for students in secondary school and lowest for those in primary school. Households who sent a primary school student to private tutoring during the 2004-2005 school year spent a median annual amount of LE 121 per child, while those who sent a preparatory school student spent twice that amount (LE 241). Relative to primary and preparatory school students, the amount spent by households to send a child in secondary school to private tutoring is remarkable; the per-student median cost to households was LE 600. It is also worth
The majority of parent/guardians reported giving their child LE 1 to cover transportation costs each school day. This amoung was annualized based on the number of school days per academic year. 4 Tutoring in this context refers to any form of group or private tutoring other than regular school classes. 5 One percent of households who sent a child to private tutoring did not pay for the tutoring (data not shown).
3
Household Expenditures on Schooling | 65
noting that wealth differences in households’ median annual spending on private tutoring are dramatic. As Figure 7.3 illustrates, at all three school levels, the wealthiest households spent far more per year on private tutoring than poorer households. This may be an indication that wealthier students attend private lessons at a higher frequency than do poorer students, that tutors employed by wealthier students’ households charge more money for their services, or perhaps both factors.
Figure 7.3 Annual Median Per-student Expenditures on
Private Tutoring (in LE) in 2004-2005, by Wealth
950
1000
Annual median expenditures in LE
800
751
600
500
Lowest Second Middle
361
400
301 300 210 160 109 80 91 146 161 181
Fourth Highest
321
200
0
Primary
Preparatory Wealth quintiles by child's school level
Secondary
EHES 2005-2006
7.2
SOURCES OF SUPPORT FOR THE MONETARY COSTS OF SCHOOLING
Parent/guardians were asked about the various sources of monetary support for each child’s schooling during the 2004-2005 school year. These sources include those within the student’s household (from the child’s parents and/or other household members, or from the student himself or herself) and from outside the household (from extended family members who are not living in the child’s household, financial assistance from the school, the government, or an NGO, borrowing, or a gift from a nonrelative). Virtually all students (99 percent) received support from one or both parents or from the household (Table 7.3). Very few students received any other form of monetary support; just 3 percent of students received financial help from extended family and a similar proportion borrowed money. About 3 percent of students received support to meet the monetary costs of schooling from the school, government, or an NGO, or a gift from a non-relative. Just 1 percent of students personally contributed towards the monetary costs associated with school.
66 | Household Expenditures on Schooling
Table 7.3 Sources of support for the monetary costs of schooling Percentage of students age 4-17 who received support from various sources in the 2004-2005 school year, by background characteristics, EHES 2005-2006 Sources of support Financial One or assistance Gift from more Child from school, nonsources of Number of himself/ Extended government, support students herself family NGO, etc Borrowing relative 2.2 0.2 1.0 1.5 0.6 1.1 1.0 1.1 1.7 1.5 1.8 0.8 0.4 2.3 2.0 11.9 3.2 1.4 4.9 1.3 0.2 0.0 1.9 (0.0) 1.8 1.8 1.4 1.1 0.2 1.3 2.8 3.1 2.9 2.9 3.6 2.4 3.1 2.2 3.1 1.8 3.6 4.5 3.1 2.7 2.8 1.8 2.4 2.4 2.5 3.1 0.0 0.7 3.3 (0.0) 3.2 3.4 2.9 3.6 1.4 2.9 1.6 1.7 1.4 1.8 1.3 0.7 1.4 0.5 2.7 1.6 3.1 0.8 1.5 2.1 2.1 1.7 1.3 0.7 1.9 1.6 0.0 0.5 2.8 (0.0) 2.7 2.7 1.1 1.2 0.5 1.6 3.3 3.4 3.0 3.6 0.6 2.1 3.3 1.7 5.7 5.8 5.6 1.2 3.4 3.5 3.6 0.3 2.9 1.2 4.6 3.5 0.4 0.9 4.0 (0.0) 6.0 5.4 2.9 1.7 0.7 3.4 1.1 1.0 1.0 1.1 0.6 1.2 1.2 1.2 1.1 1.3 1.0 0.7 1.2 0.8 0.8 1.3 0.8 1.2 0.5 1.1 0.0 0.0 1.2 (0.0) 1.3 1.6 0.9 1.1 0.3 1.0 99.9 99.9 99.9 99.9 99.9 100.0 100.0 100.0 99.8 99.8 99.8 100.0 99.9 99.9 99.8 100.0 99.9 100.0 99.8 99.9 100.0 99.4 100.0 (100.0) 99.8 99.9 100.0 100.0 99.8 99.9 5,474 4,894 4,064 6,305 1,610 4,296 1,091 3,205 4,332 1,281 3,051 130 6,399 2,163 2,101 63 1,806 909 897 8,673 133 645 875 42 2,048 2,147 2,102 2,061 2,011 10,368
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Total
One or both parents/ household 99.4 99.7 99.5 99.6 99.7 99.6 98.9 99.8 99.5 99.6 99.4 99.8 99.6 99.3 99.3 99.0 99.6 99.8 99.4 99.6 100.0 99.2 99.7 (100.0) 99.6 99.5 99.7 99.4 99.7 99.6
Note: Figures in parentheses are based on 25-49 unweighted cases.
There were no meaningful differences in sources of monetary support by sex, urban-rural residence, or region; however, there were some notable differences by level of schooling and wealth. For example, students in vocational preparatory schools were far more likely than other students to contribute personally to expenses associated with their schooling. Also worth noting is the fact that students from the poorest households were relatively more likely to borrow money to meet the costs of schooling compared with students from wealthier households.
Household Expenditures on Schooling | 67
Since the amount of money a household must pay for a child’s schooling does not include waived or reduced school costs, parent/guardians were asked if the monetary costs of sending a child to school had been offset for one of these reasons. Overall, 8 percent of students age 4-17 had some or all school expenses waived or reduced for the 2004-2005 school year (Table 7.4). Not surprisingly, students from the poorest households were the most likely to have had some or all costs waived or reduced (10 percent), while those from the wealthiest households were the least likely (5 percent).
Table 7.4 Waived or reduced school costs Percentage of students age 14-17 for whom some or all school fees were waived or reduced for the 20042005 school year, by background characteristics, EHES 2005-2006 Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Waived or reduced school costs 7.4 8.2 8.7 7.2 9.0 8.1 8.4 7.9 7.1 8.4 6.5 7.5 7.1 9.5 9.5 8.8 8.2 6.7 9.7 8.5 0.9 5.7 3.2 (6.3) 9.9 8.1 8.3 7.4 5.2 Number of students 5,474 4,894 4,064 6,305 1,610 4,296 1,091 3,205 4,332 1,281 3,051 130 6,399 2,163 2,101 63 1,806 909 897 8,673 133 645 875 42 2,048 2,147 2,102 2,061 2,011
7.3
HOUSEHOLD EXPENDITURES ON SCHOOLING FOR MEMBERS OVER AGE 17
This chapter has so far focused on household expenditures on primary, preparatory, and secondary schooling for children age 4-17. However, in an effort to provide a more complete picture of the burden placed on households for school-related costs, the EHES also asked parent/ guardians about household expenditures for members over age 17 who attended school (secondary or higher) during the 2004-2005 school year and household expenditures for children age 4-6 who attended kindergarten during the same period. Results on expenditures for kindergarten students are discussed in Chapter 12. This section of the report discusses the findings regarding the monetary costs of schooling for household members age 17 or older. Overall, 11 percent of households surveyed had one or more member over age 17 attending school in 2004-2005 (Table 7.5). Households in urban areas were nearly twice as likely as rural households to have an older member in school (15 percent versus 8 percent), and the wealthiest households were five times as likely as those from the poorest households to have a member age 17 or older in school (20 percent versus 4 percent).
Among the 11 percent of households in Egypt with older household members in school, almost all of these households spent money on school-related expenses for these members (97 percent). The median annual expenditure on Total 10,368 7.8 schooling for household members over age 17 was LE 1,001. Note: Figures in parentheses are based on 25-49 Households in urban areas paid more during the 2004-2005 unweighted cases. school year for an older household member to attend school than those in rural areas (LE 1200 versus LE 793). The poorest households paid a median of LE 440 annually on school-related expenses for a member over age 17, while the wealthiest households paid substantially more (LE 1450).
68 | Household Expenditures on Schooling
Table 7.5 Household expenditures on schooling or training for members over age 17 Percentage of households that spent money in the 2004-2005 school year on schooling or training for members over age 17, by background characteristics, EHES 2005-2006 Percent of households with one or more members over age 17 in school 14.6 7.9 15.5 9.9 14.3 8.3 9.4 13.6 7.4 11.3 4.0 7.4 8.3 13.2 20.1 10.7 Percentage of households Median total Number of with expenditures expenditures households on schooling on schooling with one or for household for household more member members members over age 17 over age 17 over age 17 in school 98.6 95.3 98.9 97.5 99.5 96.2 95.5 97.1 94.0 (100.0) 91.2 93.6 95.6 99.5 98.6 97.2 1,200.4 792.9 1,200.2 1,000.4 1,350.6 800.9 860.5 950.8 600.3 (1,500.1) 440.3 600.9 750.4 1,073.4 1,450.2 1,000.7 416 305 184 280 108 172 250 118 132 8 53 95 108 186 278 721
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Number of households 2,850 3,864 1,183 2,814 752 2,063 2,647 873 1,774 70 1,324 1,287 1,308 1,413 1,383 6,714
Note: Data are shown at the household level. Where data are collected from more than one parent/guardian in the same household, the average median expenditures for that household was calculated. Figures in parentheses are based on 25-49 unweighted cases.
Household Expenditures on Schooling | 69
CHAPTER 1
ADDITIONAL HOUSEHOLD CONTRIBUTIONS TO SCHOOLING
8
This chapter presents information on additional household contributions to schooling, including the time children spend in school, time spent on homework, parents’ involvement with schools, and other assistance provided by households to support schools. The time household members spend at school, visiting schools, participating in school activities, and so on has value to the household, and this time could alternatively be spent supporting the household in other ways. This chapter quantifies these household contributions to schooling and discusses patterns of difference across groups.
8.1
TIME CHILDREN SPEND ON SCHOOL-RELATED ACTIVITIES
Time Spent at School Table 8.1 presents the distribution of students by the amount of time spent on school-related activities on an average day during the 2005-2006 school year. This time includes time spent in classes and on other activities included in the official school curriculum. This time explicitly does not include time spent traveling to and from school or on homework done outside of school, which are discussed in the following sections. It should be noted that because of the difficulty of quantifying how much time is spent on school activities and on homework by the few students who are home schooled or staying at boarding school, the questions used to produce Table 8.1, were asked only about students who were day students at the time the household was interviewed for the EHES. Table 8.1 shows that students in Egypt spent an average of 5.6 hours per day in school during the 2005-2006 school year. Fourteen percent of students spent less than 5 hours at school and 8 percent spent more than 7 hours per day at school. Differences in the time spent at school by sex and urban-rural residence are minimal, but there are substantial differences by wealth. Sixteen percent of students from the poorest households spent less than 5 hours at school on a typical day compared with just 9 percent of students from the wealthiest households. Conversely, 15 percent of students from the wealthiest households spent an average of 7 or more hours at school, while just 4 percent of those from the poorest households did the same. By school level, there is little difference between the primary and preparatory school levels in the amount of time spent in school on the average day. However, a much higher proportion of secondary students than those in primary or preparatory spent less than 5 hours at school; one in four secondary school students spent less than 5 hours at school, compared with about one in ten primary and preparatory students. In addition, students attending government schools and Azhary public schools spent the least amount of time at school (5.5 and 5.6 hours respectively) and those attending government language schools and private schools spent the most time at school (6.5 and 6.3 hours respectively). It is worth noting that the average number of hours spent at school by students in multiple shift schools was less than those attending schools with just one shift (5.0 hours versus 5.8 hours).
Additional Household Contributions to Schooling | 71
Table 8.1 Time students spend at school1 Percent distribution of de jure students by time spent at school per day and mean hours spent at school per day, according to background characteristics, EHES 2005-2006 Hours spent at school Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school School shifts Multiple shifts No multiple shifts Wealth quintile Lowest Second Middle Fourth Highest Total Less than 5 14.3 12.9 12.3 14.4 8.1 13.6 13.5 13.7 15.9 17.1 15.4 1.4 11.5 10.0 9.5 29.7 23.0 10.3 33.5 15.2 1.4 2.6 8.9 3.7 36.2 6.6 15.6 15.1 14.0 14.2 8.7 13.6 Between 5 and 6 35.8 36.9 32.6 38.6 26.0 36.9 35.7 37.2 39.7 38.7 40.1 25.8 37.3 35.3 35.0 46.6 34.5 32.9 35.7 38.2 10.6 13.6 38.6 21.5 48.5 32.4 42.0 38.1 37.8 34.5 28.2 36.3 Between 6 and 7 41.9 42.2 43.6 41.1 49.7 42.4 40.8 42.9 38.4 36.9 39.0 62.3 43.8 44.7 45.4 20.9 34.7 45.5 25.8 40.0 62.6 59.1 45.5 59.9 13.7 50.9 38.4 40.2 42.1 41.7 48.5 42.0 7 or more 8.0 8.1 11.5 5.9 16.1 7.1 10.0 6.1 6.0 7.3 5.5 10.5 7.4 10.0 10.2 2.7 7.8 11.2 5.0 6.6 25.4 24.4 7.0 14.9 1.6 10.0 4.0 6.6 6.2 9.6 14.5 8.0 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Number of day students 5,907 5,288 4,269 6,925 1,681 4,565 1,106 3,459 4,807 1,395 3,411 142 6,644 2,184 2,128 56 2,339 1,054 1,284 9,247 167 673 1,031 54 2,640 8,515 2,311 2,336 2,289 2,192 2,066 11,194 Mean hours spent at school per day 5.6 5.6 5.8 5.5 6.0 5.6 5.6 5.6 5.5 5.5 5.5 6.0 5.6 5.7 5.7 5.1 5.4 5.8 5.1 5.5 6.5 6.3 5.6 6.0 5.0 5.8 5.4 5.5 5.6 5.7 5.9 5.6
Note: The table excludes 10 students who are boarders and 98 students who are home schooled; 14 unweighted cases of students attending secondary grades 4 or 5; and 1 unweighted case missing primary grade. The total includes 28 cases with missing level of schooling; 23 cases with missing school type; and 39 cases with missing school shifts. 1 Time spent at school is time spent during a typical school day attending classes, having breaks, and participating in activities. Time spent does not include time spent traveling to and from school.
Time Spent Traveling to and from School The EHES asked parent/guardians how much time each child attending school spends traveling to and from school on a typical school day. Since the time spent commuting is different for some students depending on whether they are going to school or coming home from school, the EHES asked parent/guardians how long it takes the child to travel each way. As a result, the average number of
72 | Additional Household Contributions to Schooling
minutes presented in Table 8.2 represents the combined time it normally takes a child to travel to school and to travel back home. The average amount of time spent by students commuting to and from school was 32 minutes (Table 8.2). Approximately one in five students spent less than 15 combined minutes traveling to and from school and about one in twenty students spent over 1 hour commuting. There are noteworthy differences in the amount of time spent commuting to and from school according to the region in which a student lives, the level of schooling the child attends, and whether the child attends a vocational school or a general school.
Table 8.2 Time students spend commuting back and forth to school Percent distribution of de jure day students by time spent commuting back and forth to school per day and mean minutes spent commuting per day, according to background characteristics, EHES 2005-2006 TIme spent commuting to and from school More 15-30 Less than 31-60 than minutes minutes 15 minutes 1 hour 6.0 4.9 4.4 6.2 5.9 4.2 1.1 5.2 6.6 5.2 7.1 5.9 2.6 3.7 3.4 12.1 15.4 8.7 20.8 5.2 7.0 7.7 6.6 0.0 6.8 5.1 7.6 7.1 3.6 4.6 4.4 5.5 21.4 19.8 20.7 20.6 22.9 17.5 17.9 17.4 22.9 20.6 23.8 17.1 13.9 22.6 22.0 43.7 37.8 31.5 43.0 19.7 21.3 24.8 24.8 37.9 21.5 20.4 21.3 20.4 20.4 20.4 20.8 20.6 54.4 56.0 57.1 53.9 54.4 57.2 64.0 55.0 53.5 55.0 52.9 52.7 59.6 57.0 57.4 40.8 40.8 50.1 33.1 55.8 54.3 51.9 51.7 55.1 53.5 55.7 54.3 53.5 55.0 56.8 56.3 55.1 18.3 19.3 17.8 19.3 16.8 21.1 17.0 22.4 17.0 19.2 16.2 24.2 23.9 16.8 17.1 3.4 6.0 9.7 3.0 19.2 17.5 15.5 16.8 6.9 18.1 18.9 16.8 19.0 21.0 18.3 18.5 18.7 Mean minutes commuting Number back and forth to school of day per day students 5,907 5,288 4,269 6,925 1,681 4,565 1,106 3,459 4,807 1,395 3,411 142 6,644 2,184 2,128 56 2,339 1,054 1,284 9,247 167 673 1,031 54 2,640 8,515 2,311 2,336 2,289 2,192 2,066 11,194 33.1 31.6 31.4 32.9 33.8 29.7 27.6 30.4 34.4 31.8 35.5 30.8 27.0 31.9 31.4 50.1 48.1 39.0 55.6 31.8 32.6 35.8 34.6 34.4 33.8 31.9 35.6 33.7 29.9 31.3 31.1 32.4
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school School shifts Multiple shifts No multiple shifts Wealth quintile Lowest Second Middle Fourth Highest Total
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The table excludes 14 unweighted cases of students attending grades 4 or 5. The total includes 28 cases with missing level of schooling; 23 cases with missing school type; and 39 cases with missing school shifts.
Additional Household Contributions to Schooling | 73
Students living in urban Lower Egypt spent the least amount of time on average (28 minutes) commuting to school and those living in rural Upper Egypt spent the most time (36 minutes). Primary and preparatory school students had a shorter commute than those attending secondary school; primary students spent about 27 minutes, preparatory students spent 32 minutes, and secondary students spent an average of 48 minutes commuting back and forth to school. In addition, vocational school students have longer commutes to school than do students attending general schools. For example, the average combined traveling time for vocational secondary school students was close to 1 hour (56 minutes), while it took about 40 minutes for those attending general secondary schools to commute.
8.2
HOMEWORK
Time Spent on Homework by Primary, Preparatory, and Secondary School Students Table 8.3 presents information about whether children attending primary, preparatory, or secondary school do homework and, among those doing homework, how much time students spend on homework outside school during the average school week. Time spent at private tutoring sessions or group tutoring at school is not included. Only time spent studying at home, at a library, at friends’ or relatives’ homes, and at other non-school sites is included1. Table 8.3 shows that, as students in Egypt progress through the school system, they are less likely to do homework assignments, and those who do homework spend less time working on it. While virtually all primary school students (96 percent) do homework, 84 percent of preparatory students and just 49 percent of secondary students do homework outside of school. Among those doing homework, students in higher levels spend less time on homework than do students in lower levels; primary students spend an average of 5.6 hours, preparatory students spend 5.1 hours, and secondary students spend 3 hours per week doing their homework. Students attending private schools spend an average of about 7 hours per week on homework, while those attending government schools spend slightly less than 5 hours per week. It is worth noting that there are differences by gender regarding homework assignments. Female students are slightly more likely to do homework than their male counterparts, with 18 percent of male students compared with 15 percent of female students doing no homework outside of school. In addition, among students who do homework, females spend more time per week on assignments than do males (average of 5.3 hours versus 4.7 hours).
It should be noted that in addition to homework done outside school, students might also do homework during the school day. The 2005-2006 EHES captures this time as time spent at school, discussed in Section 8.1.
1
74 | Additional Household Contributions to Schooling
Table 8.3 Time students spend on homework Percent distribution of de jure students by whether students do homework at home or any place other than school, and the mean hours spent per week on homework, by background characteristics, EHES 2005-2006 Hours spent on homework per week Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school School shifts Multiple shifts No multiple shifts Wealth quintile Lowest Second Middle Fourth Highest Total No homework 17.8 14.5 17.2 15.6 14.1 18.0 20.0 17.4 15.1 18.4 13.8 21.7 4.2 15.8 14.9 50.7 50.6 48.8 52.1 17.6 8.9 10.5 9.2 9.2 20.9 14.7 14.0 16.4 16.9 16.1 17.9 16.2 Up to 3 29.4 27.4 24.8 30.7 22.9 25.3 19.9 27.0 33.7 31.4 34.6 17.8 32.2 27.5 27.9 12.9 18.9 17.0 20.5 28.7 27.9 22.7 29.9 25.4 31.7 27.5 32.8 32.0 29.0 25.3 22.3 28.5 4 5.6 5.7 4.5 6.3 3.9 4.6 3.3 5.0 7.1 5.9 7.7 6.4 6.6 5.7 5.9 0.0 2.6 2.1 3.1 5.9 7.2 3.2 4.6 4.5 5.6 5.6 8.0 5.7 5.1 5.2 3.9 5.6 More than 4 46.8 52.1 53.0 47.0 58.5 51.8 56.4 50.4 43.5 43.4 43.6 53.8 56.8 50.1 50.4 35.4 27.2 32.0 23.2 47.3 56.1 63.6 55.9 61.0 41.5 51.7 44.8 45.5 48.4 53.0 55.5 49.3 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Number of day students 5,907 5,288 4,269 6,925 1,681 4,565 1,106 3,459 4,807 1,395 3,411 142 6,644 2,184 2,128 56 2,339 1,054 1,284 9,247 167 673 1,031 54 2,640 8,515 2,311 2,336 2,289 2,192 2,066 11,194 Mean hours spent on homework per week 4.7 5.3 5.5 4.7 6.3 4.9 5.4 4.8 4.5 4.6 4.5 5.0 5.6 5.1 5.2 3.2 3.0 3.6 2.5 4.8 5.7 6.9 5.4 6.1 4.4 5.2 4.5 4.6 4.8 5.4 5.7 5.0
Note: The table excludes 10 students who are boarders, 98 students who are home schooled, and 14 unweighted cases of students attending secondary grades 4 or 5. The total includes 28 cases with missing level of schooling; 23 cases with missing school type; and 39 cases with missing school shifts.
Time Spent by Household Members Helping Children with Homework In addition to the time children spend doing homework, other household members may spend time helping children with their assignments (Table 8.4). Among students who do homework outside of school, half receive assistance with homework from someone in the household. The percentage of children who do not receive help with their homework increases steadily as students advance from one grade to the next through the school system; among students who do homework assignments, 31 percent of primary students in Grade 1, 53 percent in Grade 6, 62 percent in year 3 of preparatory school, and 84 percent in year 3 of secondary school, do their homework with no assistance from a household member. Furthermore, among those children who do receive help with homework from a household member, the proportion of children who frequently receive help decreases dramatically from primary Grade 1 (38 percent) to the third year of secondary school (5 percent).
Additional Household Contributions to Schooling | 75
Table 8.4 Household assistance with homework Among students who have homework, percent distribution of de jure day students, by whether a household member assists the student with homework and the frequency of this assistance, according to background characteristics, EHES 2005-2006 Assistance provided No assistance provided Sometimes Frequently 30.7 34.9 40.8 43.5 46.2 53.1 59.6 75.8 62.4 75.0 83.7 83.5 49.4 50.7 37.9 57.3 36.1 48.2 33.5 52.8 56.6 43.5 61.6 49.7 41.1 62.5 62.2 80.2 79.8 72.4 86.4 53.6 15.9 15.6 49.9 22.4 71.3 60.4 49.5 37.4 27.4 50.0 31.3 35.0 33.0 33.9 35.0 30.3 28.4 15.9 26.5 15.7 11.8 11.5 29.7 29.0 32.2 27.7 33.0 32.6 38.3 30.8 25.1 26.5 24.6 29.6 33.1 26.5 26.6 17.2 13.5 17.9 9.5 29.8 34.1 25.7 28.0 25.3 21.1 27.1 33.8 34.8 30.9 29.4 37.9 30.1 26.1 22.4 18.4 16.3 12.0 8.3 10.9 9.3 4.3 4.5 20.8 20.1 29.7 14.9 30.9 19.1 28.1 16.3 18.0 29.6 13.5 20.1 25.6 11.0 11.2 0.0 6.6 9.7 3.7 16.4 49.9 58.3 22.0 52.3 7.3 12.4 16.6 27.8 41.5 20.4 Number of day students with homework 1,133 1,118 1,086 1,079 996 945 830 175 831 505 359 275 4,829 4,503 3,511 5,821 1,436 3,731 881 2,850 4,055 1,126 2,929 110 6,357 1,819 1,792 27 1,140 538 602 7,580 152 602 932 49 1,978 1,945 1,890 1,830 1,689 9,332
Background characteristic Primary grade 1 2 3 4 5 6 Preparatory grade 1 2 3 Secondary grade 1 2 3 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Total
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The table excludes 10 students who are boarders, 98 students who are home schooled, and 14 unweighted cases of students attending secondary grades 4 or 5. The total includes 17 cases with missing level of schooling and 17 cases with missing school type.
76 | Additional Household Contributions to Schooling
Among children who do homework, those from rural areas and those from the poorest households (43 percent and 29 percent respectively) are far less likely to receive assistance from a household member than are children from urban areas and from the wealthiest households (62 percent and 73 percent respectively). This trend and those discussed above suggest a relationship between assistance with homework and the educational attainment of adult household members, since households with more highly educated members are more likely than other households to provide assistance to children attending school at higher levels, and households in urban areas and those with more wealth are more likely than other households to have members who have attained higher levels of education (Table 3.2). The survey also found that children who do homework and attend government language schools and private schools, are more likely to receive household assistance with their assignments (84 percent for both) than children attending government schools (46 percent) or Azhary public schools (50 percent).
8.3
PARENTAL INVOLVEMENT WITH SCHOOLS
Parent/guardians’ Attitudes about Parental Involvement in Schools Increasingly, Ministries of Education worldwide are interested in increasing the involvement of parents in schooling in an effort to improve school quality, including better school management and accountability, improved student motivation and performance, and the relevance of school curricula, among other dimensions of school quality. In Egypt, the Ministry of Education has launched its own initiatives to encourage parental involvement in schooling. The 2005-2006 EHES sought to inform the efforts of the MOE by collecting information on parent/guardians’ attitudes about parental involvement in schooling. Respondents were asked if they feel that parents should be involved in: observing classes; teaching or making class presentations; hiring and firing school staff; setting rules; maintaining school facilities; and fundraising for the school. They were also asked if they, themselves, would personally feel comfortable participating in each activity. As Table 8.5 shows, for all of these activities, a higher proportion of fathers than mothers feel that parents should be involved. In addition, parent/guardians from the wealthiest households were more likely than those from the poorest households to support parental involvement in all activities mentioned. There are differences in parent/guardians’ attitudes about parental involvement in schools depending on the activity in question. For example, approximately two-thirds of respondents think that parents should be involved in observing classes, maintaining school facilities, and fundraising for the school. Just over half (56 percent) of respondents say that parents should be involved in setting school rules, and less than half feel that parental involvement is appropriate in teaching or making class presentations (41 percent) and hiring and firing school staff (46 percent). For most activities, a similar percentage of parent/guardians say that they themselves would be willing to participate in the activities compared with the percentage who say any parent should participate. A notable exception is parent/guardians’ attitudes about teaching or making class presentations. While 41 percent say that parents should participate in teaching or make class presentations, just 33 percent of parent/guardians say that they, themselves, would feel comfortable teaching. Parent/guardians most likely to feel this way are those from the poorest households; 34 percent of parent/guardians from the poorest households say that parents should teach or give class presentations while just 19 percent say they would feel comfortable doing so themselves. This is likely related to the lower educational attainment of parent/guardians from the poorest wealth quintile compared with those from the wealthiest households (Table 3.2, Chapter 3).
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Table 8.5 Parent/guardian attitudes about parental involvement with schools Percentage of parent/guardians who feel that parents should be involved in various activities at schools and percentage who say they would personally feel comfortable participating, according to background characteristics, EHES 2005-2006 Hiring and firing Build/maintain school staff school facilities Observing classes Teaching Setting rules Fundraising Personally Personally Personally Personally Personally Personally Parents feel com- Parents feel com- Parents feel com- Parents feel com- Parents feel com- Parents feel comshould fort-able should fort-able should fort-able should fort-able should fort-able should fort-able be inparticibe particibe inparticibe particibe particibe particivolved pating involved pating volved pating involved pating involved pating involved pating 67.9 58.7 65.4 60.3 64.2 61.4 68.4 59.1 62.5 64.6 61.6 61.8 56.0 58.6 59.4 65.3 73.5 62.3 65.6 54.3 63.5 55.6 61.8 59.4 68.6 56.3 56.9 61.4 54.9 59.8 49.6 52.5 57.3 63.3 72.5 58.8 44.2 38.8 45.0 38.3 42.4 42.3 53.2 38.7 39.0 41.4 38.0 43.1 34.4 34.8 35.5 44.8 56.8 41.0 35.8 30.3 39.6 27.8 36.7 36.1 48.4 32.0 27.0 35.6 23.4 38.1 19.1 24.0 29.8 40.4 51.1 32.5 51.3 42.4 49.9 43.3 49.0 51.3 61.6 47.8 39.4 41.3 38.5 47.2 37.4 40.9 42.7 49.9 60.2 45.9 48.4 38.1 48.7 37.9 48.4 48.4 60.0 44.6 33.4 39.5 30.8 46.5 28.6 35.7 41.0 48.7 58.8 42.2 61.0 52.8 60.2 53.3 60.3 61.6 68.4 59.2 48.9 53.0 47.1 56.6 45.4 51.0 54.2 60.0 71.2 56.0 60.0 49.9 61.0 49.2 61.0 60.2 69.4 57.1 44.7 53.8 40.9 57.4 38.4 45.6 55.1 62.4 70.0 53.9 70.3 59.7 66.9 61.9 68.2 68.9 71.0 68.2 57.2 61.7 55.2 66.4 54.4 60.2 63.1 67.7 75.3 63.9 71.8 59.3 67.9 61.8 66.2 70.1 73.5 68.9 57.5 65.3 54.2 67.1 53.0 58.6 65.6 69.4 76.0 64.2 69.2 58.2 63.2 62.1 63.9 69.3 69.9 69.1 55.2 56.2 54.8 64.7 53.8 60.4 61.0 67.1 71.5 62.5 72.8 60.5 66.7 64.4 65.1 73.0 75.8 72.1 57.8 61.0 56.4 66.6 54.9 62.1 66.5 70.8 73.6 65.3 Other Parents Number should of parent/ be involved guardians 0.9 0.9 0.8 0.9 0.5 0.5 0.6 0.4 1.4 1.3 1.4 1.1 0.9 1.8 0.5 0.2 1.1 0.9 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
Background characteristic Sex of guardian Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
The EHES asked those parent/guardians who reported not feeling comfortable participating in various activities to tell the interviewer why they do not feel comfortable. Virtually all parent/guardians (94 percent) said that the reason they would not feel comfortable personally participating in one or more activity is that they do not believe they have the capabilities required to do it (Figure 8.1). It is also worth noting that one in four parents reported that they do not have time to participate in the activity.
78 | Additional Household Contributions to Schooling
Figure 8.1 Factors Affecting Parent/guardians’
Lack of Participation in Schools
100 80 60 40
94
Percent
26 20 7 0 Do not have Unable the capabilities financially to do it No time 8 5
1
School doesn't Don't want Embarrassment to fire need support in the someone activity
EHES 2005-2006
Other reasons parents gave for not feeling comfortable personally participating in various activities include: the school not needing support in the activity (8 percent), the parent not being able financially to participate (7 percent); the parent not wanting to fire anyone (5 percent); and the parent being too embarrassed to participate (1 percent). Parent/guardians were also asked about the effect on school quality of parental involvement in schools. The vast majority of parents (88 percent) believe that parental involvement in schools leads to better school quality. Just 2 percent of parents believe that parental involvement makes school quality worse, and approximately one in ten think parental involvement in schools has no effect on school quality (data not shown). Parent/guardian’s Involvement at their Child’s School during the 2005-2006 School Year An important measure of parental involvement in children’s schooling is the frequency with which parents visit school for various reasons. Table 8.6 presents information on visits made by parent/guardians to schools during the 2005-2006 school year to attend a celebration, performance or sports event; to meet with a teacher or the principal; to collect report cards; or to attend the child’s class.2 It is possible that during a single visit to the school, a parent/guardian participated in more than one of the events asked about, for example meeting with the principal and speaking with a teacher during that same visit. Just 4 in 10 parent/guardians indicated that they went to their child’s school for one or more of the aforementioned reasons. Parent/guardians were most likely to have gone to a child’s school to meet with a teacher (37 percent) or the principal (14 percent), than to have attended a celebration, performance, or sporting event, to have collected report cards, or to have attended the child’s class (2 percent or less for each).
2
Only parent/guardians with one or more children in school were asked these questions.
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Table 8.6 Parent/guardian involvement with child's school Percentage of de jure children in primary, preparatory, or secondary school whose parent/guardian has gone to the school during the current school year for a celebration, performance, or sports event; to speak with the principal; to speak with a teacher; to collect report cards; or to attend their child's class, by background characteristics, EHES 2005-2006 Parent/guardian involvement at school Background characteristic Sex of guardian Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Total Celebration, Discussion Discussion with a performance, with principal teacher sports event 0.7 0.9 1.1 0.6 0.4 0.6 1.3 0.3 1.1 1.8 0.9 1.4 0.9 0.5 0.5 0.0 0.6 1.1 0.3 0.6 3.0 2.9 0.8 0.0 0.3 0.8 0.8 0.6 1.5 0.8 11.7 15.5 20.5 10.1 23.0 11.9 18.4 9.8 13.0 19.4 10.4 9.3 16.6 10.7 10.7 7.6 9.9 13.4 7.1 11.9 39.2 38.2 13.0 31.1 9.0 9.5 11.7 15.7 25.6 14.0 35.2 37.9 48.3 29.8 55.3 39.7 51.1 36.1 27.9 38.8 23.5 29.1 43.6 30.1 30.7 9.9 24.3 29.9 19.7 35.0 68.8 57.6 34.4 59.3 24.5 28.3 35.7 46.8 51.0 36.8 Collect report cards 2.4 2.1 2.9 1.8 2.9 2.2 2.7 2.0 2.0 2.8 1.6 4.2 3.0 1.4 1.5 0.4 0.8 1.4 0.4 2.0 6.1 5.1 2.5 0.0 1.6 1.1 2.1 2.6 3.9 2.2 Attend child's class 0.1 0.2 0.1 0.3 0.0 0.1 0.0 0.1 0.4 0.4 0.4 0.2 0.2 0.1 0.1 0.0 0.2 0.4 0.0 0.2 0.0 0.0 0.6 0.0 0.1 0.1 0.5 0.1 0.2 0.2 One or more visits 36.5 40.1 50.9 31.2 57.9 40.9 52.8 37.1 30.1 41.9 25.3 32.5 45.7 31.7 32.2 14.2 25.7 32.1 20.5 36.4 72.9 64.3 36.4 65.2 26.3 29.3 37.3 47.9 55.0 38.7 Number of children attending school in 2005-2006 4,383 6,820 4,275 6,928 1,683 4,570 1,109 3,461 4,808 1,397 3,412 142 6,645 2,184 2,128 56 2,347 1,054 1,292 9,256 167 673 1,031 54 2,311 2,336 2,292 2,194 2,071 11,203
Note: The table excludes 10 students who are boarders and 98 students who are home schooled. The total includes 28 cases with missing level of schooling and 23 cases with missing school type.
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There were notable differences in parental involvement at schools by background characteristics. Parent/guardians in urban areas were more likely than those in rural areas to have made one or more visits to a school (51 percent versus 31 percent). Regionally, more than half of parent/guardians in the Urban Governorates and in urban Lower Egypt attended a meeting with a teacher during the 2005-2006 school year, compared with just 24 percent in rural Upper Egypt. There are also substantial differences by wealth quintile in the level of parental involvement with schools; 26 percent of the parent/guardians from the lowest quintile made one or more visits to their child’s school compared with 55 percent from the highest quintile. Parent/guardians’ Awareness of PTC/BOT and Household Involvement in Association Meetings In recent years, the Education Reform Program has initiated a shift from Parent Teacher Committees (PTCs) to Board of Trustees (BOTs). This shift is an attempt to go beyond parental involvement in schools and reach out to the community at large so that all members of the community develop a sense of ownership of the schools. The BOT consists of members of the school staff and elected members of the community. The election of the BOT members is meant to be a community-wide activity and takes place annually at what is called an association meeting. In an effort to provide information on the awareness of parent/guardians of these initiatives, the EHES asked respondents with at least one child in school if they are aware of a PTC or BOT at their child’s school. As Table 8.7 shows, 60 percent of parent/guardians said that there is a PTC or BOT at their child’s school, 22 percent of parent/guardians said that there is no PTC or BOT at their child’s school, and 18 percent of parent/guardians did not know. More parent/guardians from urban areas and from the wealthiest households reported the existence of a PTC or BOT at their child’s school compared with other parents. Among those who did not know if there is a PTC or BOT at the school, more parent/guardians from the poorest households did not know than those from the wealthiest households. Those parent/guardians who reported the presence of a PTC or BOT at their child’s school were asked if a household member attended an association meeting sometime in the 12 months prior to the survey interview (Table 8.7). Twenty-five percent of parent/guardians said that a household member attended an association meeting, with more parent/guardians from the wealthiest households than those from the poorest households saying so (30 percent versus 20 percent). Parent/guardians were also asked, for each child attending school, if they had received a verbal or written invitation to that child’s school for any type of event or meeting. Twelve percent had received an invitation, and among those receiving an invitation, 67 percent received an invitation to attend a PTC or BOT meeting and 22 percent received an invitation to attend the general association meeting (data not shown).
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Table 8.7 Parent/guardian awareness of PTC/BOT and household involvement in PTC/BOT association meetings Percentage of parent/guardians with one or more de jure children in school who are aware of a PTC or BOT at the school and, among parent/guardians who report PCT/BOT at the school, involvement of household members in PTC/BOT association meething within the past 12 months, by background characteristics, EHES 20052006 Household member attended PTC/BOT association meeting within past 12 months Number of parent/ Yes No guardians 23.9 26.2 23.6 29.6 29.9 29.5 20.8 18.2 22.1 33.2 19.5 20.6 24.6 26.3 29.7 25.0 76.1 73.8 76.4 70.4 70.1 70.5 79.2 81.8 77.9 66.8 80.5 79.4 75.4 73.7 70.3 75.0 1,782 1,836 821 1,406 454 953 1,335 471 864 56 516 588 677 842 995 3,618
PTC/BOT at school Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total Don’t know 12.0 21.9 8.7 15.7 9.5 17.9 23.9 18.6 26.3 9.3 29.4 24.3 18.9 10.8 5.8 17.9 Number of parent/ guardians 2,444 3,595 992 2,505 644 1,861 2,473 767 1,707 68 1,201 1,215 1,212 1,211 1,201 6,039
Yes 72.9 51.1 82.8 56.1 70.4 51.2 54.0 61.4 50.6 81.6 43.0 48.4 55.9 69.5 82.9 59.9
No 15.1 27.1 8.5 28.1 20.1 30.9 22.1 20.0 23.1 9.1 27.6 27.3 25.2 19.6 11.3 22.2
Those parent/guardians who reported that a household member did not attend an association meeting in the past 12 months were also asked why no one from the household attended. Fifty-five percent of parent/guardians said the reason was that they had not been informed in advance of the meeting (Table 8.8). It is worth noting that far more parents from poorer households gave this reason than those from wealthier households. Forty-eight percent of parent/guardians said that they had had no time to attend the association meeting. Interestingly, this reason was given more often by parent/guardians from the wealthiest households than the poorest households (60 percent compared with 40 percent). Other reasons given by parent/guardians for not attending the association meeting include: the perception that the meetings are not productive (16 percent); the belief that they will be asked to contribute money (8 percent); the meeting being too far away (1 percent), and the feeling that they are not welcome at the meeting (1 percent).
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Table 8.8 Reasons for household members lack of involvement in PTC/BOT association meetings Percentage of parent/guardians with one or more de jure children in school whose household members have not participated in a PTC/BOT association meeting within the past 12 months according reasons for not attending, by background characteristics, EHES 2005-2006 Reasons of not attending the PTC/BOT association meeting Had no Meeting The meet- They will Not time too far Not wel- ings are not ask for money informed to go away come productive 44.0 66.7 26.4 62.5 55.5 65.9 66.1 62.9 68.0 44.1 66.8 70.5 58.5 52.0 39.0 55.3 54.4 42.0 61.3 44.5 51.7 41.2 43.5 45.0 42.6 56.2 40.1 40.4 43.1 50.6 59.6 48.2 1.1 1.4 1.2 1.0 2.0 0.5 1.5 0.3 2.2 2.0 1.9 1.0 1.4 1.3 0.9 1.2 0.6 0.9 0.1 0.8 0.4 1.0 1.1 1.8 0.7 0.7 1.0 0.6 0.7 1.0 0.6 0.8 18.3 13.1 22.9 12.5 11.1 13.1 14.3 16.7 13.0 20.0 14.1 11.3 13.3 17.6 19.6 15.7 8.0 8.0 8.4 8.0 8.4 7.9 7.8 7.1 8.2 6.8 10.7 8.4 9.8 7.2 5.5 8.0
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Other 3.3 2.1 4.1 2.5 2.8 2.4 1.9 2.3 1.7 3.0 1.6 1.9 4.9 2.1 2.7 2.7
Number of parent/ guardians 1,357 1,355 627 990 318 671 1,058 385 673 37 415 467 511 620 699 2,712
8.4
OTHER CONTRIBUTIONS TO SCHOOLING
Table 8.9 presents information on other household contributions to schools over the 12 months prior to the survey interview. Households sometimes contribute additional money to support the construction or maintenance of school buildings and teacher housing, to pay for construction materials, or to support other school projects and activities. In addition, households may sometimes provide construction materials to the school, donate their labor to schools, or help mobilize community support for the school. Overall, very few households in Egypt make these types of additional contributions to schools. In the 12 months prior to the survey interview, just 6 percent of households contributed extra funds to schools, with more of the wealthiest households contributing money compared with the poorest households. Less than 1 percent of households donated materials, equipment, labor, or time mobilizing support for the schools. Households in urban Lower Egypt were the most likely to make one or more contributions (11 percent), while those in the Urban and Frontier Governorates (4 percent each) were the least like to contribute extra resources to schools.
Additional Household Contributions to Schooling | 83
Table 8.9 Other household contributions to any school Percentage of parent/guardians whose households have made various contributions to any school within the past 12 months, by background characteristics, EHES 2005-2006 Contributions to schools Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total Time spent generating support 0.2 0.1 0.0 0.1 0.4 0.0 0.3 0.3 0.2 0.3 0.1 0.2 0.1 0.3 0.1 0.1 One or more contribution 6.7 6.6 4.1 7.2 10.7 6.0 7.1 6.8 7.3 4.4 5.2 5.4 6.3 8.2 8.5 6.6 Number of parent/ guardians 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
Money 5.8 6.3 3.1 6.9 9.8 6.0 6.6 6.0 6.8 3.9 4.8 4.9 6.0 7.6 7.4 6.1
Materials 0.6 0.2 0.8 0.2 0.7 0.0 0.3 0.4 0.3 0.6 0.3 0.3 0.1 0.3 0.7 0.3
Equipment 0.5 0.2 0.6 0.2 0.4 0.1 0.3 0.3 0.3 0.3 0.1 0.3 0.2 0.1 0.7 0.3
Labor 0.2 0.1 0.1 0.1 0.2 0.0 0.2 0.2 0.2 0.3 0.1 0.2 0.2 0.1 0.1 0.1
84 | Additional Household Contributions to Schooling
CHAPTER 1
PARENT/GUARDIANS’ PERSPECTIVES ON SCHOOLING ISSUES
9
This chapter presents information on parent/guardians’ perspectives on schooling issues such as classroom overcrowding, teacher performance, school uniforms, corporal punishment, and cheating, among other issues. Understanding parent/guardians’ perceptions of schooling issues is important because their perspectives may well influence their willingness to send children to school, to keep them in school, and to participate in school improvement efforts.
9.1
PERCEIVED SCHOOL QUALITY
The EHES asked parent/guardians about their perceptions of several issues affecting school quality, including whether the schools their children attend have problems with school buildings and facilities, classroom overcrowding, student safety at school, school activities, school principal performance, and teacher performance. Table 9.1 considers the proportion of parent/guardians expressing concerns about school buildings and facilities, classroom overcrowding, students’ safety at school, and school activities. Table 9.2 presents the prevalence of concerns about the performance of school personnel. Overall, the majority of students attend schools that their parent/guardians consider to have relatively few problems with these issues, although parent/guardians’ perceptions vary with the type of problem (Figure 9.1). School Buildings and Facilities, Overcrowding, Safety, and School Activities Classroom overcrowding is the most commonly perceived problem with Egyptian schools. One in four students attends a school that their parent/guardian thinks has problems with too many students per classroom. Overcrowded classrooms are slightly more of a concern in urban than in rural areas (27 percent compared with 23 percent) and in primary schools (26 percent) compared with preparatory (21 percent) and secondary schools (22 percent). Parent/guardians perceive a far greater problem with classroom overcrowding in government schools compared with Azhary public, government language, private, and Azhary private schools (27 percent compared with 14 percent, 11 percent, 7 percent, and 4 percent, respectively). The EHES also asked parent/guardians whether, in their view, there are problems with the activities offered at their child’s school. Problems with school activities might involve the number and types of activities offered at the school or the quality of those activities that are available. One in ten students attends a school that their parent/guardian thinks has problems with school activities. Government language schools are the most likely among types of schools to be perceived to have problems with school activities. Just 6 percent of students attend schools that their parent/guardians think have problems with school buildings and facilities. Students in urban areas are slightly more likely to attend schools with school building and facility problems than students in rural areas (8 percent versus 5 percent). Those attending government schools are somewhat more likely than students attending other types of schools to attend a school perceived to have problems with the school building or school facilities (7 percent for government schools versus 1-4 percent for other schools).
Parent/guardians’ Perspectives on Schooling Issues | 85
With regards to student safety, the vast majority of parent/guardians (95 percent) believe that there are no problems at the schools their children attend. Government language schools are perceived as being more likely than other types of schools to have student safety issues (9 percent compared with 2-5 percent).
Table 9.1 Problems with school buildings and facilities, classroom overcrowding, student safety, and school activities Percentage of students whose parent/guardians think there are problems with school buildings and facilities, classroom overcrowding, student safety, and school activities, according to background characteristics, EHES 2005-2006 School Students’ buildings Classroom safety at and facilities overcrowding school 8.2 4.8 9.3 4.3 6.8 3.5 6.7 8.1 6.1 3.4 6.2 5.3 5.4 2.0 6.5 5.6 7.1 6.7 2.8 1.2 4.3 0.0 6.1 5.0 5.5 8.4 5.6 6.1 27.2 22.7 27.7 22.4 24.4 21.7 25.6 29.6 23.9 10.6 26.4 21.3 21.6 8.2 21.9 23.1 20.8 27.2 10.7 7.1 14.1 4.1 25.1 22.6 22.2 29.5 22.6 24.4 6.0 3.5 6.8 2.9 3.1 2.8 5.3 7.5 4.3 2.2 4.4 4.4 4.4 5.1 4.7 3.1 6.0 4.8 9.3 3.0 1.9 1.7 4.1 3.8 4.4 5.4 4.7 4.5
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Total
School activities 9.7 9.8 8.7 8.9 7.8 9.2 11.0 12.5 10.3 7.8 10.1 8.2 8.3 6.4 10.3 9.1 11.3 10.4 13.2 4.0 7.7 3.8 12.0 8.6 7.9 13.0 7.1 9.7
Number of students 4,275 6,928 1,683 4,570 1,109 3,461 4,808 1,397 3,412 142 6,645 2,184 2,128 56 2,347 1,054 1,292 9,256 167 673 1,031 54 2,311 2,336 2,292 2,194 2,071 11,203
Note: The table excludes 10 students who are boarders and 98 who are home schooled. The total includes 28 cases for which information on child’s level of schooling is missing and 23 cases for which information on school type is missing.
86 | Parent/guardians’ Perspectives on Schooling Issues
Figure 9.1 Percentage of Students Whose Parent/guardians
Think There are Problems in Their Schools
30 25 20
Percent
24 18
15 10 6 5 0 5 10 5
School buildings and facilities
Classroom overcrowding
Student safety at school
School activities
Principal Teacher performance performance
EHES 2005-2006
School Principal and Teacher Performance The EHES also asked parent/guardians about principal and teacher performance in the schools their children attend. The findings suggest that there is less dissatisfaction with the performance of the school principal than with the performance of teachers; just 5 percent of students attend schools where their parent/guardians think there is a problem with the performance of the principal, while 18 percent of students attend schools where there are perceived problems with teacher performance (Table 9.2). Parent/guardians with children attending secondary vocational schools are slightly more likely to perceive problems with teacher performance than other parent/guardians. Students attending Azhary private schools (3 percent) and Azhary public schools (7 percent) are the least likely to attend a school with teacher performance problems, and those attending government schools (20 percent) are the most likely to do so.
Parent/guardians’ Perspectives on Schooling Issues | 87
Table 9.2 Problems with school principal and teacher performance Percentage of students whose parent/guardians think there are problems with school principal and teacher performance, according to background characteristics, EHES 2005-2006 Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Total Principal Teacher Number of performance performance students 5.8 3.7 5.4 3.2 4.2 2.9 5.5 7.7 4.6 1.9 4.5 4.2 4.2 3.6 4.7 4.5 4.9 4.8 7.5 4.8 1.7 0.0 4.3 3.0 4.7 6.4 4.2 4.5 20.3 16.5 20.2 17.5 17.8 17.3 17.8 22.8 15.8 12.0 18.2 16.3 16.2 17.9 19.1 17.4 20.5 19.9 15.1 11.5 6.5 2.8 16.9 16.1 17.3 22.3 17.3 18.0 4,275 6,928 1,683 4,570 1,109 3,461 4,808 1,397 3,412 142 6,645 2,184 2,128 56 2,347 1,054 1,292 9,256 167 673 1,031 54 2,311 2,336 2,292 2,194 2,071 11,203
Note: The table excludes 10 students who are boarders and 98 who are home schooled. The total includes 28 cases for which information on child’s level of schooling is missing and 23 cases for which information on school type is missing.
9.2
PERCEIVED EFFECTS ON SCHOOL QUALITY
Parent/guardians interviewed for the EHES were asked about the effect on school quality of various school policies, school conditions, and teaching practices. For each item, parent/guardians were asked to state whether they think it makes school quality better, makes school quality worse, or has no effect at all on school quality. The findings provide some insight into parent/guardian opinions on the factors that contribute to school quality.
88 | Parent/guardians’ Perspectives on Schooling Issues
Figure 9.2 shows that more than nine out of ten parent/guardians think that school uniforms (91 percent), well-maintained buildings (93 percent), and teachers who make learning interesting (95 percent) are all factors contributing to improved school quality. The vast majority (93 percent) also share the view that overcrowded classrooms worsen school quality.
Figure 9.2 Perceived Effects on School Quality
100
95
91
93
93
Better effect No effect Worse effect
55 43 40
80
Percent
60
52
40
20
7 1 School uniforms 6 1 4 0.2 2 5 5 Hitting students for discipline 5 Hitting students for improved performance EHES 2005-2006
0
Wellmaintained buildings
Making/ learning interesting
Classroom overcrowding
Parent/guardians also were asked about the effect on school quality of hitting students to maintain discipline and hitting students to improve academic performance. As Figure 9.2 shows, there is far less agreement among parent/guardians regarding the effect of these two practices on school quality. Over half of parent/guardians think that hitting students to maintain discipline (52 percent) and hitting students to improve student performance (55 percent) has a positive effect on school quality. In both instances, parent/guardians from rural areas are more likely than those from urban areas to believe the practice improves school quality (Table 9.3). Parent/guardians from the poorest households are about twice as likely as those from the wealthiest households to believe hitting students improves school quality. Conversely, parent/guardians from wealthier households are more likely than those from poorer households to believe that the practice of hitting students for either reason has a negative impact on school quality.
Parent/guardians’ Perspectives on Schooling Issues | 89
Table 9.3 Effect on school quality of teachers hitting students to maintain discipline and to improve academic performance Percent distribution of parent/guardians by perceived effect on school quality of hitting students to maintain discipline and to improve academic performance, according to background characteristics, EHES 2005-2006 Effect on school quality of hitting students to maintain discipline Don’t No know/ Better Worse missing Total effect 53.7 50.1 41.1 58.4 29.4 54.1 49.9 55.5 57.7 48.8 61.5 55.1 63.2 58.6 57.5 43.6 32.9 51.5 5.7 4.8 5.2 5.1 7.3 4.0 2.9 4.3 5.5 4.4 6.0 6.3 5.9 4.4 6.5 4.6 4.4 5.2 40.4 44.8 53.4 36.3 63.1 41.9 46.8 40.2 36.5 46.7 32.2 38.6 30.3 36.9 35.7 51.8 62.7 43.1 0.1 0.3 0.2 0.2 0.3 0.1 0.4 0.0 0.3 0.1 0.4 0.0 0.7 0.1 0.2 0.0 0.0 0.2 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Effect on school quality of hitting students to improve academic performance Don’t No know/ Better Worse Total effect missing 57.4 53.8 45.2 61.8 31.6 56.4 53.0 57.5 63.2 55.9 66.4 59.1 67.0 62.7 61.3 48.4 34.5 55.2 5.1 4.9 5.1 4.9 7.0 3.8 2.1 4.4 5.3 5.1 5.4 6.0 5.6 3.6 6.2 4.6 4.8 5.0 37.4 41.1 49.5 33.1 60.9 39.8 44.8 38.1 31.2 39.0 27.8 34.9 26.7 33.6 32.3 47.0 60.5 39.6 0.1 0.3 0.2 0.2 0.4 0.1 0.2 0.0 0.3 0.0 0.4 0.0 0.7 0.1 0.1 0.0 0.1 0.2 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Background characteristic Sex of guardian Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Number of parent/ guardians 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
9.3
OPINIONS ABOUT PRIMARY SCHOOL CURRICULUM
Table 9.4 Importance of teaching practical skills in primary school Percent distribution of parent/guardians by whether they agree or disagree that primary schools should teach more practical schools, according to background characteristics, EHES 2005-2006 Primary schools should teach more practical skills Don’t know/ Agree Disagree missing Total 73.7 73.3 71.4 74.8 77.1 74.6 71.5 75.6 71.0 64.5 73.7 68.9 76.2 76.3 72.9 73.7 67.6 73.4 25.0 25.6 27.4 24.1 20.9 25.3 28.5 24.3 27.1 34.3 24.0 30.1 22.8 21.4 26.0 25.7 31.8 25.4 1.2 1.1 1.2 1.1 2.0 0.1 0.0 0.1 1.9 1.2 2.3 1.0 1.0 2.4 1.1 0.6 0.7 1.2 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Parent/guardians interviewed for the EHES were asked whether they agreed or disagreed that primary schools should teach more practical skills, such as carpentry or sewing (Table 9.4). About three-quarters of parent/guardians (73 percent) agreed that primary schools should teach more practical skills than they do at present. There were differences in responses by region and wealth quintile. Parent/guardians in urban Upper Egypt were the least likely to support primary schools teaching more practical skills (65 percent), while those in the Urban Governorates were the most likely to support the teaching of practical skills (77 percent). The proportion agreeing that primary schools should teach more practical skills also tended to decline with the wealth quintile although even among parent/guardians in the highest quintile, around two-thirds agreed with the statement.
Background characteristic Sex of guardian Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Number of parent/ guardians 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
90 | Parent/guardians’ Perspectives on Schooling Issues
9.4
OPINIONS ABOUT CHEATING
Student cheating is a concern for parents and educators alike. For this reason, the EHES asked parent/guardians whether they think cheating occurs in their child’s school most of the time, some of the time, or never. Parent/guardians of about one-third of students (35 percent) say that they think there is no cheating in their child’s school (Table 9.5). Parent/guardians of nearly half of students (49 percent) perceive that cheating occurs at least some of the time, and 15 percent say they think cheating is happening most of the time in their child’s school. There are some noteworthy differences in parent/guardians’ perceptions of cheating by region and wealth. Parent/guardians of nearly half of students in the Frontier Governorates (49 percent) and four in ten students (43 percent) in the Urban Governorates think there is never any cheating in their child’s school, compared with parent/guardians of about one in four (27 percent) of students in Lower Egypt. By wealth, more parent/guardians from the wealthiest households think there is never any cheating in their child’s school compared with parent/guardians from less wealthy households (47 percent versus 31-35 percent).
Table 9.5 Parent/guardian perceptions of frequency of cheating in schools Percent distribution of students by whether their parent/guardians think children in their child's school cheat most of the time, some of the time, or never, according to background characteristics, EHES 2005-2006 Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational Wealth quintile Lowest Second Middle Fourth Highest Total Most of the time 16.2 13.8 13.2 16.3 11.7 15.4 13.0 16.2 16.2 15.5 16.5 5.8 14.4 12.9 12.7 18.9 18.8 8.6 27.1 19.0 15.7 16.0 15.5 8.5 15.1 Some of the time 47.7 50.7 47.3 50.2 45.5 57.0 56.7 57.1 43.0 42.2 43.3 44.8 49.8 50.2 50.7 35.6 46.0 42.3 49.0 49.4 48.3 50.6 52.2 44.6 49.1 Don’t know/ missing 0.7 0.6 0.4 0.8 0.1 0.9 0.7 0.9 0.6 0.5 0.7 0.7 0.6 0.9 0.4 15.6 0.6 0.4 0.8 0.7 0.6 0.6 1.0 0.4 0.7 Number of students 5,911 5,292 4,275 6,928 1,683 4,570 1,109 3,461 4,808 1,397 3,412 142 6,645 2,203 2,128 75 2,355 1,054 1,301 2,311 2,336 2,292 2,194 2,071 11,203
Never 35.4 34.9 39.2 32.7 42.7 26.8 29.7 25.8 40.2 41.8 39.5 48.7 35.1 36.0 36.2 30.0 34.5 48.7 23.1 30.9 35.4 32.8 31.2 46.6 35.2
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The table excludes 10 students who are boarders and 98 who are home schooled.
Parent/guardians’ Perspectives on Schooling Issues | 91
To better understand the practice of cheating among students, the EHES asked parent/guardians whether they think that cheating on exams is ever justified. Table 9.6 shows that 22 percent of parent/ guardians say that cheating on exams is sometimes a justifiable practice. Male respondents, parent/ guardians living in rural areas, those with no schooling, and those living in households from the middle, second, and poorest wealth quintiles, are more likely than other parent/guardians to think that cheating on exams is ever justified.
Table 9.6 Parent/guardian attitudes about whether cheating is ever justified Percent distribution of parent/guardians by whether they think cheating on exams is ever justified, according to background characteristics, EHES 20052006 Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Education No schooling Some or completed primary Some or completed preparatory Some or completed secondary More than secondary Wealth quintile Lowest Second Middle Fourth Highest Total Number of parent/ guardians 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 2,480 1,389 626 2,051 759 1,555 1,487 1,444 1,446 1,382 7,314
Yes 23.8 20.8 19.4 24.2 17.2 23.5 22.0 24.0 23.4 20.6 24.6 14.3 24.6 21.2 19.9 22.3 19.3 23.6 25.1 24.0 19.6 19.0 22.3
No 76.2 79.2 80.6 75.8 82.8 76.5 78.0 76.0 76.6 79.4 75.4 85.7 75.4 78.8 80.1 77.7 80.7 76.4 74.9 76.0 80.4 81.0 77.7
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The total includes 8 cases for which information on parent/guardian’s education is missing.
9.5
ATTITUDES ABOUT TEACHING
The Teaching Profession In an effort to gauge parent/guardians’ attitudes about the status of teachers and the teaching profession, the EHES asked parent/guardians to select the top three professions they would most prefer
92 | Parent/guardians’ Perspectives on Schooling Issues
for their son and the top three they would most prefer for their daughter.1 These questions also reveal information regarding parent/guardians’ aspirations for their children’s future vocations. Table 9.7 summarizes the results, showing the percentage of parent/guardians who selected the teaching profession as one of the three most desirable professions for a son or a daughter to pursue. Just 29 percent of parent/guardians selected the teaching profession as one of their top three choices for a son to pursue. In contrast, 60 percent of parent/guardians selected teaching as one of their top three choices for a daughter’s future occupation. These findings reveal that most parent/guardians think that teaching is not among the most desirable professions for a son to pursue, but it is one of the most desirable professions for daughters. Parent/guardians living in rural areas, rural Lower Egypt, with no schooling, and living in the poorest households were more likely than other parent/guardians to believe that teaching is a desirable profession for a son or daughter. Parent/guardians from the wealthiest households were the least likely to choose the teaching profession as a preference for a son or daughter’s future vocation. Male versus Female Teachers Parent/guardians were asked if they think that girls in primary school should be taught by a male teacher, a female teacher, or either one; they were then asked the same question regarding girls attending preparatory and secondary school. The same set of questions was also asked of parent/guardians about boys who attend primary school and those who attend preparatory and secondary school.
Table 9.7 Parent/guardian attitudes about the teaching profession Percentage of parent/guardians who would prefer their son or daughter become a teacher, according to background characteristics, EHES 2005-2006 Parent/guardians who chose teaching among the top three most desirable future occupations for a son or daughter Son Daughter 29.4 28.7 22.4 33.5 21.1 33.2 26.7 35.4 28.1 20.5 31.4 30.7 35.2 29.6 30.0 24.8 18.6 36.4 33.6 31.3 26.3 16.6 60.8 59.4 56.2 62.7 53.6 63.0 57.9 64.7 60.0 58.1 60.9 54.5 64.3 61.9 64.2 57.3 47.3 64.3 62.6 63.1 62.2 47.5
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Education No schooling Some or completed primary Some or completed preparatory Some or completed secondary More than secondary Wealth quintile Lowest Second Middle Fourth Highest
Number of parent/ guardians 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 2,480 1,389 626 2,051 759 1,555 1,487 1,444 1,446 1,382
As shown in Tables 9.8 and 9.9, parent/ Total 7,314 29.1 60.1 guardians generally believe that the gender of a total includes 8 cases child’s teacher is less important at the primary Note: Theeducation is missing. for which information on parent/ guardian’s level than it is at the preparatory and secondary levels. Eighty-one percent of parent/guardians think it does not matter whether a girl attending primary school has a male or female teacher, and 75 percent think that the gender of the teacher does not matter for a boy attending primary school. Parent/guardians living in the Frontier Governorates are more likely than other parent/guardians to believe a girl should be taught by a female teacher and a boy should be taught by a male teacher in primary school. The lower the educational attainment of a parent/guardian, the
Parent/guardians were asked to select their top three preferences for a daughter’s future profession from the following choices: doctor, engineer, broadcaster/journalist, teacher, lawyer/judge, accountant, nurse, or any other profession. For a son, parent/guardians were asked to select their top three preferences from the following choices: doctor, engineer, broadcaster/journalist, teacher, lawyer/judge, accountant, police officer, army officer, or any other profession.
1
Parent/guardians’ Perspectives on Schooling Issues | 93
more likely he/she is to believe that a girl attending primary school ought to be taught by a female teacher. Interestingly, this pattern is weaker for boys. At the preparatory and secondary levels, parent/guardians feel more strongly about the gender of their children’s teachers. For example, 43 percent of parent/guardians believe that a female preparatory or secondary school student should have a female teacher and just 3 percent said that she should be taught by a male teacher (Table 9.9). For boys, attitudes about the gender of teachers are even stronger, with 54 percent stating that a male preparatory or secondary school student should be taught by a male teacher and just 1 percent saying that he should have a female teacher in school. Interestingly, parent/guardians in rural Upper Egypt were substantially less likely than other parent/guardians to believe that a male preparatory or secondary student should only be taught by a male teacher and a female student should only be taught by a female teacher. They were also more likely than other parent/guardians to think that the gender of the teacher did not matter for boys and girls in preparatory and secondary school.
Table 9.8 Attitudes towards gender of primary teacher for boys and girls Percent distribution of parent/guardians by whether they think that girls and boys in primary school should be taught by a male teacher, a female teacher, or either one, according to background characteristics, EHES 2005-2006 Girls in primary school should be taught by Male Female Does not teacher teacher matter 2.5 2.4 2.5 2.5 1.6 2.2 2.8 2.0 3.2 3.5 3.0 0.7 2.5 2.6 1.4 2.7 2.4 2.7 2.4 2.9 1.6 2.9 2.5 17.5 16.3 16.0 17.5 13.6 17.8 13.3 19.3 17.1 21.0 15.4 28.2 18.7 18.0 16.3 15.1 14.9 19.2 16.8 19.4 16.3 12.6 16.9 79.9 81.3 81.5 80.0 84.8 80.0 83.9 78.7 79.8 75.5 81.6 71.1 78.8 79.4 82.3 82.3 82.8 78.2 80.8 77.7 82.0 84.5 80.6 Boys in primary school should be taught by Male Female Does not teacher teacher matter 20.7 21.7 20.8 21.5 18.3 26.8 27.2 26.7 16.5 18.3 15.7 31.9 21.9 21.6 21.7 20.6 19.3 20.8 20.9 26.1 20.2 18.0 21.2 4.4 2.4 4.7 2.6 3.1 2.6 3.2 2.3 4.5 8.0 3.0 2.8 3.4 2.7 3.6 3.5 4.6 2.6 2.0 3.7 3.9 5.2 3.4 74.9 75.9 74.6 75.9 78.6 70.6 69.6 71.0 79.1 73.7 81.3 65.3 74.7 75.7 74.7 75.8 76.1 76.7 77.1 70.3 75.8 76.8 75.4 Number of parent/ guardians 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 2,480 1,389 626 2,051 759 1,555 1,487 1,444 1,446 1,382 7,314
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Education No schooling Some or completed primary Some or completed preparatory Some or completed secondary More than secondary Wealth quintile Lowest Second Middle Fourth Highest Total
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note: The total includes 8 cases for which information on parent/guardian’s education is missing.
94 | Parent/guardians’ Perspectives on Schooling Issues
Table 9.9 Attitudes towards gender of preparatory/secondary teacher for boys and girls Percent distribution of parent/guardians by whether they think that girls and boys in preparatory and secondary school should be taught by a male teacher, a female teacher, or either one, according to background characteristics, EHES 2005-2006 Girls in preparatory/secondary school should be taught by Does not Male Female Total teacher teacher matter 3.1 3.0 3.7 2.7 2.9 2.9 4.5 2.3 3.4 4.2 3.0 3.0 2.5 2.7 3.2 3.7 3.8 2.6 2.0 3.7 2.7 4.5 3.1 43.4 41.7 43.8 41.8 44.2 45.9 42.5 47.0 38.4 43.9 36.1 51.8 43.8 44.8 43.1 40.7 39.4 44.1 40.7 42.5 47.7 37.8 42.6 53.4 55.3 52.4 55.6 52.9 51.2 53.0 50.7 58.2 51.7 60.9 45.2 53.6 52.5 53.7 55.6 56.7 53.3 57.2 53.8 49.7 57.8 54.3 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Boys in preparatory/secondary school should be taught by Does Male Female not teacher teacher matter Total 53.7 54.0 58.2 51.0 61.2 60.0 60.0 60.0 44.8 52.6 41.4 60.4 52.1 53.6 58.4 54.3 55.4 50.9 49.9 54.4 58.1 56.6 53.9 1.2 0.9 1.1 1.0 0.7 1.4 1.8 1.2 0.9 1.1 0.8 0.8 1.1 1.0 1.6 0.9 0.9 1.0 0.9 1.2 1.2 1.0 1.1 45.0 45.0 40.7 47.9 38.1 38.6 38.1 38.8 54.3 46.3 57.8 38.8 46.8 45.3 40.0 44.8 43.7 48.1 49.2 44.4 40.7 42.4 45.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Education No schooling Some or completed primary Some or completed preparatory Some or completed secondary More than secondary Wealth quintile Lowest Second Middle Fourth Highest Total
Number of parent/ guardians 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 2,480 1,389 626 2,051 759 1,555 1,487 1,444 1,446 1,382 7,314
Note: The total includes 8 cases for which information on parent/guardian’s education is missing.
9.6
ATTITUDES ABOUT EDUCATION FOR BOYS VERSUS GIRLS
This section of the chapter presents parent/guardians’ attitudes about sending boys to school versus sending girls to school and parent/guardians’ opinions on the benefits of schooling for boys and girls. Sending Boys to School versus Sending Girls In order to collect information on attitudes regarding girls’ education, the EHES asked parent/guardians to agree or disagree with the statement “It is more important to send a boy to school than to send a girl to school.” Table 9.10 shows that, while the majority of parent/guardians disagreed with the statement (89 percent), 11 percent agreed with it. Considering differences across subgroups, roughly one in five parent/guardians from the Frontier Governorates, from rural Upper Egypt, with no schooling, or from the poorest wealth quintile agreed that it is more important to send boys to school than girls.
Parent/guardians’ Perspectives on Schooling Issues | 95
Table 9.10 Attitudes towards sending boys versus girls to school Percent distribution of parent/guardians by whether they agree or disagree that it is more important to send a boy to school than a girl, according to background characteristics, EHES 2005-2006 Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Education No schooling Some or completed primary Some or completed preparatory Some or completed secondary More than secondary Wealth quintile Lowest Second Middle Fourth Highest Total More important to send boys to school than girls Agree Disagree Total 11.2 11.4 7.7 13.7 3.1 7.8 5.9 8.4 17.8 15.0 18.9 21.2 18.4 13.3 6.6 5.9 3.0 18.7 16.4 11.6 6.0 2.8 11.3 88.6 88.5 92.1 86.2 96.9 92.2 94.1 91.6 81.9 84.4 80.8 78.6 81.4 86.5 93.4 94.1 97.0 81.0 83.4 88.2 94.0 97.2 88.6 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Number of parent/ guardians 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 2,480 1,389 626 2,051 759 1,555 1,487 1,444 1,446 1,382 7,314
Note: The total includes 8 cases for which information on parent/guardian’s education is missing.
Benefits of Schooling for Boys and Girls The EHES asked a series of questions designed to elicit from parent/guardians their opinions about the benefits of a primary school education. Parent/guardians were asked to consider a 12-year-old boy who had received his primary school certificate and who had then dropped out of school and to consider a boy of the same age who had never attended school at all. Next, parent/guardians were asked what advantages, if any, the boy who received his primary school certificate had over the boy who had never attended school. This question was followed by a similar question about girls. Because parent/ guardians could list numerous benefits, the percentages in Tables 9.11 and 9.12 do not add to 100 percent.2 Overwhelmingly, parent/guardians consider primary schooling to be beneficial. Less than 3 percent of respondents said that a boy or a girl who received a primary school certificate has no advantage over a boy or a girl of the same age who had never attended school (Tables 9.11 and 9.12).
2
Parent/guardians were not asked to answer “yes” or “no” to specific benefits, but instead were asked to list benefits without prompting. The interviewer then recorded the benefits listed by the respondent.
96 | Parent/guardians’ Perspectives on Schooling Issues
Table 9.11 Perceived benefits of primary school completion for boys
Percentage of parent/guardians who perceive specific benefits to completing primary school for a 12-year-old boy, according to background characteristics, EHES 2005-2006
Background characteristic 11.6 12.4 10.5 12.9 5.7 10.6 13.3 9.8 15.8 14.5 16.3 10.4 12.4 12.2 11.5 11.7 12.0 12.0 10.6 4.1 93.5 3.7 32.3 29.2 14.3 12.1 9.4 8.5 8.5 6.6 4.3 4.5 2.8 2.0 92.5 92.8 93.1 93.6 95.5 2.4 3.5 3.8 4.3 4.6 31.4 32.8 34.4 31.3 31.6 21.7 28.5 29.6 29.6 37.4 3.6 3.2 4.4 5.7 6.3 4.6 17.9 17.6 20.3 26.8 30.5 22.5 3.4 10.5 12.8 9.7 13.8 11.3 14.8 5.3 0.5 2.1 3.5 1.7 7.5 5.3 8.5 3.2 96.7 95.4 95.1 95.5 90.2 88.7 90.9 93.4 3.7 3.3 2.9 3.5 4.1 5.1 3.6 2.6 29.9 33.2 27.0 35.3 32.4 38.2 29.9 29.6 30.9 30.3 32.4 29.6 27.5 27.4 27.5 23.1 5.8 4.6 6.6 3.9 4.1 4.2 4.1 2.6 27.1 22.0 26.4 20.5 21.4 27.7 18.6 12.1 1.5 3.3 2.9 3.4 1.9 1.6 2.0 0.7 1.8 1.6 2.6 3.4 2.5 2.4 1.5 2.7 1.5 3.1 1.6 1.9 1.5 2.6 1.5 2.2 2.1 2.2 2.3 2.1 8.4 12.1 2.8 5.0 93.8 93.3 3.9 3.5 31.8 32.6 30.1 28.6 5.5 4.0 26.9 19.5 1.9 2.7 1.6 2.3 1.0 0.9 0.7 1.2 1.8 1.0 0.7 0.7 0.8 0.5 1.0 0.3 1.5 0.8 1.0 0.9 10.3 10.9 4.3 3.9 93.3 93.6 3.5 3.9 31.7 32.9 28.9 29.4 4.8 4.4 22.0 23.0 2.4 2.3 1.7 2.4 0.9 0.9 9.6 10.2 11.2 9.0 11.5 11.1 14.0 10.1 7.9 8.4 7.7 15.1 4.3 9.9 9.5 12.1 14.2 9.9
Perceived benefits of primary school completion for boys Chance Vocational/ Make a Be a to go to Find a Provide better Better Critical technical Morals/ better No secondary better support to Learn skills values marriage parent hygiene benefits school job household Literacy languages Numeracy thinking Social interaction skills 0.1 0.0 0.1 0.0 0.0 0.0 0.0 0.0 0.1 0.3 0.1 0.0 0.0 0.1 0.1 0.0 0.0 0.1 Other
Number of parent/ guardians 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
Sex Male Female
2.7 2.3
Urban-rural residence Urban Rural
2.7 2.3
Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
2.3 2.6 3.0 2.5 2.5 3.2 2.2 0.4
Wealth quintile Lowest Second Middle Fourth Highest
3.2 2.6 1.7 2.3 2.5
Parent/guardians’ Perspectives on Schooling Issues | 97
Total
2.5
Table 9.12 Perceived benefits of primary school completion for girls
Percentage of parent/guardians who perceive specific benefits to completing primary school for a 12-year-old girl, according to background characteristics, EHES 2005-2006 Perceived benefits of primary school completion for girls Be a better parent Better hygiene 0.6 0.8 6.3 7.1 4.7 8.2 8.6 8.1 6.3 6.5 6.2 7.0 2.6 2.5 3.2 5.4 4.2 31.8 28.3 3.6 18.3 17.5 19.1 27.7 31.2 22.6 5.1 7.1 8.3 6.9 6.2 6.7 6.0 6.7 8.3 7.1 6.0 6.8 0.6 0.8 0.5 0.7 0.7 0.7 0.8 0.7 0.8 0.2 1.0 0.4 0.9 0.5 0.8 0.7 7.4 6.2 Social interaction skills 9.3 9.7 11.0 8.5 11.6 10.5 13.3 9.5 7.6 8.2 7.3 14.1 4.2 8.8 9.4 11.7 14.0 9.5
98 | Parent/guardians’ Perspectives on Schooling Issues Literacy 92.6 93.4 93.3 92.8 96.8 94.1 92.5 94.6 90.4 89.5 90.8 92.9 91.9 92.2 92.8 93.7 94.4 93.0 3.4 2.5 2.6 3.5 3.9 4.7 30.7 31.8 35.0 30.4 31.4 21.3 27.6 29.1 27.7 36.6 3.3 2.8 1.7 3.1 4.1 5.3 3.6 2.9 28.9 32.6 26.4 34.7 32.3 39.3 29.3 29.3 29.9 28.8 29.7 28.4 27.3 26.4 27.7 22.3 4.2 2.8 3.5 2.6 4.1 5.1 3.7 3.0 27.8 21.9 27.0 20.2 21.5 27.6 18.9 11.5 3.5 9.9 12.9 8.9 4.9 4.0 5.2 3.9 3.5 3.3 31.5 32.0 28.6 28.0 4.2 3.1 27.3 19.5 6.1 7.1 3.4 3.5 31.5 32.2 28.3 28.2 3.6 3.5 21.9 23.4 6.4 7.0 Vocational/ Make a Critical technical Morals/ better Learn skills values marriage languages Numeracy thinking Number of parent/ Other guardians 0.1 0.0 0.1 0.0 0.0 0.0 0.0 0.0 0.1 0.3 0.0 0.0 0.0 0.0 0.1 0.0 0.1 0.0 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314 10.2 11.0 9.0 11.7 4.3 9.9 11.3 9.4 13.8 13.1 14.1 9.8 10.7 11.3 10.3 10.0 10.8 10.6 7.8 3.0 9.0 7.9 7.2 7.7 6.9 4.4 2.9 3.1 2.6 2.0 2.6 9.1 10.7 8.5 8.6 8.4 8.7 2.8 0.5 2.2 3.2 1.8 4.9 3.9 5.3 2.5 6.6 8.5 2.3 3.5 7.3 8.3 3.2 2.9
Background characteristic
Chance to go to Find a Provide No secondary better support to benefits school job household
Sex Male Female
3.0 2.6
Urban-rural residence Urban Rural
2.9 2.7
Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
2.5 2.8 3.2 2.7 2.9 3.4 2.7 1.2
Wealth quintile Lowest Second Middle Fourth Highest
3.7 3.2 1.8 2.5 2.7
Total
2.8
Overall, economic benefits were not commonly cited among the benefits of primary schooling, with 11 percent of parent/guardians listing the possibility of finding a job (or a better job than would otherwise be available) as a benefit of primary schooling for boys, and 8 percent of parent/guardians listing this benefit for girls (Figure 9.3). The perception that a child with a primary school certificate will help support the household also was not listed as a benefit by many parent/guardians (4 percent for boys, 3 percent for girls). However, there was variation for both of these economic benefits, with parent/ guardians in rural parts of the country and from the poorest households the most likely to see a better job as a benefit of primary schooling. In addition, parent/guardians in urban Lower Egypt were among those most likely to see finding a job as a benefit for girls who complete the primary level. Academic skills were frequently given by parent/guardians as benefits of schooling, with literacy being mentioned by a higher percentage of parent/guardians than any other benefit (94 percent for boys and 93 percent for girls). Although less common, numeracy was also listed as a benefit by 32 percent of parent/guardians for both boys and girls. Critical thinking is another advantage identified by parent/ guardians (29 percent for boys and 28 percent for girls), with parent/guardians from wealthier households being more likely than those from the remaining wealth quintiles to list this benefit for both boys and girls. In addition, learning other languages and gaining vocational or technical skills were cited as advantages for both sexes, but by less than 5 percent of parent/guardians for each benefit. Although equal percentages of parent/guardians listed the development of moral values as a benefit for boys and for girls (23 percent), they differed considerably about the role of primary schooling in helping a boy or girl make a better marriage and become a better parent. Whereas just 2 percent of parent/guardians said that completing primary school would help a 12-year-old boy make a better marriage, 7 percent of parent/guardians cited this benefit for a girl. Parent/guardians were also more likely to say that finishing primary school would make a girl a better mother than to say it would make a boy a better father (7 percent versus 2 percent, respectively). Ten percent of parent/guardians listed improved social interaction skills among the benefits of schooling for both boys and girls, with this benefit being mentioned far more often by parent/guardians from wealthier households.
Figure 9.3 Percentage of Parent/guardians Who Perceive
Specific Benefits of Primary School Completion for Boys and Girls
100
94 93
80
Percent
60
Boys Girls
40
32 32
29 28
23 23
20
11
8
4
3 Literacy Numeracy Critical thinking Morals/ values
2
7
2
7
0
Find a better job
Provide support to the household
Make a better marriage
Be a better parent
EHES 2005-2006
Parent/guardians’ Perspectives on Schooling Issues | 99
CHAPTER 1
ABSENTEEISM AMONG PRIMARY, PREPARATORY, AND SECONDARY SCHOOL STUDENTS
10
This chapter examines the issue of absenteeism among primary, preparatory, and secondary school students. Students who are absent frequently or for long periods of time are likely to have difficulty mastering the material presented in class, making absenteeism a critical education issue. Information on the frequency of absenteeism, however, can be difficult to obtain. Well-kept school records can be an invaluable source of information on the frequency of student absenteeism. Household surveys, on the other hand, depend on the accuracy of the respondents’ recollection over a period of time. Recognizing that parent/guardians’ recall may be problematic, the 2005-2006 EHES collected information about children’s absenteeism over two periods: the 2004-2005 school year (for children who were students in that school year) and the seven days preceding the interview (for children who were students at the time the household was surveyed).
10.1
STUDENT ABSENTEEISM IN THE 2004-2005 SCHOOL YEAR
Extent of Absenteeism during the 2004-20005 School Year Table 10.1 presents data collected from parent/guardians on the extent of absenteeism among primary, preparatory, and secondary students during the 2004-2005 school year.1 As shown in Table 10.1, the vast majority of students in Egypt miss at least one day of school; 78 percent of students were absent one or more days during the 2004-2005 school year. Students in urban areas (84 percent) were somewhat more likely than those in rural areas (75 percent) to have missed one or more days of school. Overall, the median number of missed days of school for all levels was 5 days during the entire school year. Among all students, those attending general secondary school in 2004-2005 missed the most days of school and those in primary school missed the least (median of 11 missed days for general secondary compared with 5 missed days for primary school). Reasons for Primary School Absenteeism The most common reason cited by parent/guardians for primary school absenteeism was illness, with 66 percent of primary school students who missed one or more days of school in 2004-2005 missing school for this reason (Table 10.2). More than one in five (22 percent) primary students missed one or more days of school due to bad weather and about one in six (15 percent) were absent from school because they woke up late. For each of these reasons, primary school students living in urban areas and those from the wealthiest households were the most likely to be absent.
1
Absenteeism is defined as missing one or more complete days of school.
Absenteesim among Primary, Preparatory, and Secondary School Students | 101
Table 10.1 Prevalence of primary, preparatory, and secondary school student absenteeism in the 2004-2005 school year Percent distribution of de jure primary, preparatory, and secondary school students age 4-17 by number of school days missed during the 2004-2005 school year and median number of school days missed among all students, according to background characteristics, EHES 2005-2006 Number of days absent during the 2004-2005 school year Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational Wealth quintile Lowest Second Middle Fourth Highest Total 0 20.2 23.4 16.4 25.1 18.6 23.3 15.6 26.0 21.3 14.1 24.3 21.7 22.1 22.3 22.4 21.4 19.8 18.2 21.3 23.4 26.5 23.7 18.6 16.1 21.7 1-5 32.4 33.8 33.6 32.8 32.4 30.2 32.2 29.5 36.3 36.3 36.3 30.8 38.2 28.8 28.9 27.0 19.8 15.3 24.4 33.8 32.6 35.2 34.5 29.2 33.1 6-10 23.3 22.8 24.0 22.5 25.3 23.0 25.2 22.2 22.4 21.4 22.9 23.1 24.1 21.7 21.9 14.9 21.5 17.7 25.3 23.4 22.0 20.8 24.5 25.0 23.1 11-15 9.2 8.4 9.4 8.4 10.8 9.1 9.2 9.0 7.8 7.7 7.8 11.5 7.4 9.7 9.9 4.6 12.5 13.2 11.8 8.7 8.1 7.7 8.8 10.7 8.8 16-20 5.3 4.2 5.6 4.2 5.7 4.9 5.0 4.8 4.3 6.1 3.6 6.6 3.4 6.0 5.9 9.6 8.0 9.5 6.5 4.6 3.8 3.8 4.6 7.1 4.8 More than 20 9.5 7.4 11.0 6.9 7.3 9.6 12.7 8.5 7.9 14.4 5.2 6.4 4.7 11.4 11.1 22.6 18.4 26.1 10.6 6.0 6.9 8.8 9.0 11.9 8.5 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Number of students 5,474 4,894 4,064 6,305 1,610 4,296 1,091 3,205 4,332 1,281 3,051 130 6,399 2,163 2,101 63 1,806 909 897 2,048 2,147 2,102 2,061 2,011 10,368 Median number of days missed among all students 5.6 5.1 6.0 4.9 5.9 5.5 6.4 5.2 5.0 5.9 4.5 5.7 4.7 5.8 5.8 6.6 8.3 10.8 6.7 5.0 4.8 4.7 5.6 7.0 5.4
102 | Absenteesim among Primary, Preparatory, and Secondary School Students
Table 10.2 Reasons for primary school student absenteeism in the 2004-2005 school year
Percentage of the de jure primary school students age 4-17 who missed school in the 2004-2005 school year, by reasons for absenteeism and median number of school days missed among those absent from school, according to background characteristics, EHES 2005-2006 Other reasons students missed school Median number of Percent days missed missing among one or Number those more of absent from days students school 79.0 76.7 1.8 1.0 24.9 25.8 30.0 24.5 16.8 21.6 14.9 39.3 2.1 1.2 0.6 0.9 0.2 11.2 66.4 1.0 7.6 8.5 10.3 11.7 16.1 10.7 14.9 12.6 12.8 17.2 17.1 14.8 18.9 17.5 23.1 25.9 24.9 21.9 1.4 0.8 1.3 0.6 1.8 2.8 1.4 0.4 1.1 1.2 1.4 1.2 1.8 1.3 83.6 74.5 80.4 75.2 84.4 72.3 79.5 87.2 76.6 80.3 76.7 73.3 75.9 81.9 82.8 77.9 3,379 3,019 2,399 3,999 976 2,563 606 1,958 2,778 767 2,010 81 1,371 1,330 1,313 1,255 1,129 6,399 6.4 5.9 6.3 6.0 6.4 6.4 6.4 6.4 5.8 6.0 5.8 7.5 6.1 5.9 5.7 6.1 6.9 6.1
Work-related reasons students missed school
Background characteristic Other 1.4 1.2 0.8 4.5 0.8 3.6 0.2 1.4 0.3 1.8 4.3 1.8 5.3 1.4 6.3 2.6 1.6 0.9 0.6 2.5 1.3 0.1 4.5 3.4 14.7 3.5 1.8 0.7 0.2 0.1 0.4 0.1 0.0 0.0 0.0 10.1 5.8 2.7 1.5 1.4 5.6 4.2 3.9 1.8 0.8 16.6 17.6 14.9 11.3 12.3 10.4 11.2 12.6 10.9 10.7 63.7 59.9 63.0 71.1 75.8 0.2 0.7 0.0 0.9 2.3 0.4 3.0 3.6 0.2 0.0 0.0 0.0 0.2 0.1 0.2 0.0 0.9 3.0 1.6 3.4 7.1 2.4 8.8 4.9 2.1 2.5 0.2 3.1 4.6 4.4 4.7 4.6 14.0 11.1 13.4 10.4 18.1 17.7 18.3 15.9 11.2 9.5 11.0 9.1 12.5 11.9 12.7 15.9 69.9 64.7 73.3 62.1 66.4 75.3 63.1 72.4 0.4 0.7 0.5 0.7 1.6 1.7 1.5 1.4 17.4 11.7 13.0 11.3 7.3 10.4 6.1 11.8 17.9 10.2 10.4 10.2 17.7 24.6 15.1 22.0 0.2 2.0 0.1 0.1 1.6 6.2 2.3 4.0 14.9 14.5 11.4 11.0 72.6 62.6 0.9 1.1 13.9 8.7 18.3 12.7 25.5 19.8 2.0 0.6 0.2 0.0 3.2 5.9 3.6 3.2 17.5 11.5 10.8 11.6 67.4 65.2 1.1 1.0 11.2 10.1 15.9 13.5 22.2 21.6
Work One or for more Work family Caring kinds of No for for sick Domestic farm/ work business employer work money relative Clothes Did Wedding, were not not funeral, suitable Getting want or other Bad for tutored/ Woke to go ceremony Illness school studying up late weather
Sex Male Female
0.5 1.6
Urban-rural residence Urban Rural
0.6 1.3
Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
0.4 1.4 1.4 1.4 0.9 0.2 1.2 1.0
Wealth quintile Lowest Second Middle Fourth Highest
1.0 1.7 0.9 0.8 0.7
Absenteesim among Primary, Preparatory, and Secondary School Students | 103
Total
1.0
Among those who were absent from school, 15 percent of primary students did not go to school because they did not want to go. This reason was given more often for male students than female students (18 percent versus 12 percent) and more often for students from poorer households compared with those from wealthier households. Weddings, funerals, and other ceremonies and events were the reason for absenteeism for about one in ten (11 percent) primary school students missing school at some point during the 2004-2005 school year. The same proportion of students (11 percent) was absent because they were getting tutored or were studying for exams. This reason was given more often for the wealthiest primary school students than for those from the poorest households (16 percent versus 8 percent) and for primary students from urban areas compared with those from rural areas (14 percent versus 9 percent). Reasons for Preparatory School Absenteeism Among the reasons given for a child missing preparatory school during the 2004-2005 school year, illness was the most common reason given, with 58 percent of students missing one or more days of preparatory school for this reason (Table 10.3). Those in urban areas were more likely to miss school because of illness than preparatory students in rural areas (63 percent versus 55 percent), and those from the wealthiest households (69 percent) were more likely to stay home from preparatory school for this reason compared with other students. Getting tutored or studying for exams was the next most common reason after illness for preparatory school absenteeism; about one in five (21 percent) preparatory students missed one or more days of school for this reason. Thirty-seven percent of preparatory school students from the wealthiest households were absent for tutoring or studying compared with just 15 percent of students from the poorest households. Bad weather (18 percent), the child not wanting to go to school (15 percent), and waking up late (14 percent) were other commonly cited reasons for preparatory school absenteeism. Bad weather and waking up late were both given as reasons more often in urban than in rural parts of Egypt. Male children were more likely than female children to be absent from preparatory school because they did not want to go to school (17 percent versus 12 percent). Other reasons given for absenteeism from preparatory school include the child needing to attend a wedding, funeral, or another type of ceremony (11 percent) and the child needing to perform one or more kinds of work (11 percent), such as domestic housework, working on a farm or for a family business, or working for an employer. Having to work was mentioned as a reason for absenteeism more often for preparatory students in rural areas (14 percent) compared with students in urban areas (6 percent) and far more often for students from the poorest households (16 percent) than from the wealthiest households (3 percent).
104 | Absenteesim among Primary, Preparatory, and Secondary School Students
Table 10.3 Reasons for preparatory school student absenteeism in the 2004-2005 school year
Percentage of the de jure preparatory school students age 4-17 who missed school in the 2004-2005 school year, by reasons for absenteeism and median number of school days missed among those absent from school, according to background characteristics, EHES 2005-2006
Background characteristic 2.0 8.8 2.2 6.9 0.4 3.7 2.3 4.2 8.2 4.4 9.7 2.2 6.5 8.7 4.3 3.7 1.4 5.1 4.1 1.2 11.1 3.4 14.6 10.9 6.6 6.1 5.5 1.4 0.0 1.9 2.7 0.8 0.0 0.1 16.2 17.8 11.9 5.5 2.6 3.9 6.0 3.0 2.5 0.9 15.6 15.0 17.4 13.3 11.0 10.3 10.6 12.4 11.6 9.8 55.9 52.5 54.6 61.0 68.5 58.1 1.2 0.9 1.7 0.4 1.0 1.1 14.8 15.9 18.0 20.0 36.8 20.7 0.1 4.1 0.9 5.2 5.4 1.8 6.9 3.5 0.6 1.0 1.4 0.9 1.5 0.8 1.8 0.0 2.3 9.3 6.1 10.4 16.2 10.2 18.7 8.6 1.8 2.2 0.7 2.8 5.2 5.6 5.0 1.0 13.5 10.4 8.6 11.0 19.3 22.6 17.9 14.6 10.9 8.7 10.4 8.1 13.2 12.4 13.4 15.4 59.2 60.0 65.8 57.9 56.2 66.7 51.9 44.5 1.0 0.5 0.0 0.7 1.7 2.8 1.2 0.0 31.4 21.5 26.9 19.5 16.1 21.0 14.1 24.7 16.0 11.2 14.1 10.2 16.1 23.7 13.0 8.8 12.2 9.4 13.6 17.3 18.0 13.9 0.9 6.0 0.9 1.3 6.0 14.4 2.7 3.8 15.0 14.3 11.3 10.7 63.2 54.9 1.3 0.9 26.6 17.0 17.7 11.5 20.8 16.2 21.9 19.4 20.7 18.9 15.0 19.7 13.1 24.5 19.8 13.8 18.1 20.0 18.8 18.0 5.8 2.0 2.1 0.0 10.3 12.1 4.2 2.4 17.1 11.6 10.4 11.5 58.9 57.2 1.3 0.8 19.9 21.7 15.0 12.6 18.9 16.9 1.5 1.3 1.7 1.2 0.1 1.5 2.9 1.0 1.7 2.5 1.3 5.3 0.3 1.7 1.7 1.8 1.5 1.4
Work-related reasons students missed school Work for Work family Caring for for sick Domestic farm/ relative work business employer Other reasons students missed school One or Clothes were not more Wedding, suitable Getting kinds Did not funeral, for tutored/ Woke of No want or other Bad work money to go ceremony Illness school studying up late weather Other Percent missing one or more days 80.7 74.1 83.7 73.8 80.1 78.0 87.2 74.7 76.6 85.5 72.9 72.5 73.8 73.2 77.0 79.9 85.5 77.7 1,174 990 834 1,329 313 924 243 680 902 263 639 25 414 488 454 414 394 2,163
Median number of days missed among those Number absent from of school students 8.3 7.7 8.5 7.7 7.7 8.4 9.3 8.0 7.7 9.1 7.3 7.0 7.7 7.7 8.3 7.6 8.9 8.0
Sex Male Female
1.5 3.9
Urban-rural residence Urban Rural
2.9 2.4
Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
1.5 2.3 1.6 2.6 3.2 5.5 2.3 4.0
Wealth quintile Lowest Second Middle Fourth Highest
3.0 3.4 3.4 1.2 1.8
Absenteesim among Primary, Preparatory, and Secondary School Students | 105
Total
2.6
Reasons for Secondary School Absenteeism As shown in Figure 10.1, similar to absenteeism among primary and preparatory school students, illness was the most common reason given by parent/guardians for a secondary school student missing school (54 percent). However, in the case of secondary school absenteeism, missing school to get tutored or to study was given as a reason for absenteeism far more often than it was for the two lower levels of schooling; an astonishing 37 percent of secondary school students were absent for one or more days during the 2004-2005 school year for this reason.
Figure 10.1 Percentage Absent for Selected Reasons among
Students Missing School in 2004-2005, by Level
80 66 60
Percent
58
54 Primary
40 21 11 0
37 22
Preparatory Secondary
20
18 18
15 14 15
15 15
11
Illness
Getting tutored/ studying
Bad weather
Woke up late
Did not want to go
EHES 2005-2006
Even more striking is the difference by wealth in the likelihood of a secondary school student missing school to get tutored or to study; while 23 percent of secondary school students from the poorest households were absent for this reason, the majority of students from the wealthiest households (55 percent) were absent to get tutored or to study for exams (Table 10.4). Students in secondary school were also absent due to bad weather (18 percent), waking up late (15 percent), and because the youth did not want to go to school (11 percent). Male youth who missed one or more days of secondary school were more likely to be absent for these reasons than female youth. For one in ten secondary school students, the need to attend a wedding, funeral, or another type of ceremony (10 percent) and the child needing to perform one or more kinds of work (10 percent) were also mentioned reasons for absenteeism. It is worth noting that just 2 percent of secondary school students from the highest wealth quintile missed one or more days of school to do domestic housework, work on a farm or for a family business, or work for an employer, while 25 percent of secondary school students from the poorest households missed school for one or more of these reasons.
106 | Absenteesim among Primary, Preparatory, and Secondary School Students
Table 10.4 Reasons for secondary school student absenteeism in the 2004-2005 school year
Percentage of the de jure secondary school students age 4-17 who missed school in the 2004-2005 school year, by reasons for absenteeism and median number of school days missed among those absent from school, according to background characteristics, EHES 2005-2006
Background characteristic 1.1 6.8 1.7 5.8 1.2 2.8 0.9 3.6 6.7 3.0 9.0 0.9 11.0 4.5 5.1 1.7 0.7 3.9 3.2 1.0 9.8 2.9 11.4 10.4 9.5 6.2 3.2 0.0 0.4 3.6 2.1 0.5 0.0 0.1 25.1 13.1 11.9 4.3 2.2 6.4 3.1 2.2 2.7 1.3 15.4 12.8 12.8 9.1 9.2 12.8 12.5 10.8 8.7 8.8 57.4 49.8 52.5 56.2 55.8 54.4 0.5 0.9 1.3 0.6 0.4 0.7 22.5 23.0 31.0 43.2 54.9 37.4 0.1 2.8 0.9 3.6 5.3 0.9 8.0 2.2 0.1 0.7 0.0 1.0 1.9 0.8 2.6 0.0 2.9 9.0 5.4 10.6 14.4 6.1 19.6 3.1 1.2 3.3 1.5 4.1 3.2 2.7 3.5 0.9 8.4 9.5 10.4 9.1 15.4 17.0 14.4 9.2 9.1 9.2 7.5 9.9 12.4 11.9 12.7 15.5 55.8 55.9 52.2 57.5 51.9 58.1 48.1 51.1 0.2 0.5 0.5 0.5 1.2 1.5 1.0 2.0 50.2 39.0 47.9 35.2 29.3 36.8 24.7 32.0 16.8 13.7 11.1 14.8 15.1 18.8 12.7 10.1 14.7 10.2 14.2 15.6 17.3 14.7 0.6 5.4 0.3 1.6 4.5 14.3 1.7 3.8 11.6 11.3 9.6 11.1 55.3 53.6 0.7 0.7 45.2 30.8 15.7 13.9 19.0 18.0 19.4 20.1 17.1 21.4 15.6 19.5 13.1 25.4 18.3 15.0 20.6 17.1 20.5 18.4 5.9 0.4 1.9 0.1 9.5 10.1 3.0 2.7 14.1 8.6 10.0 10.9 53.2 55.6 0.9 0.5 35.6 39.3 17.8 11.4 20.2 16.6 1.2 1.7 1.4 1.5 1.3 0.9 0.5 1.1 2.2 2.5 2.0 0.9 1.6 2.4 0.9 0.8 1.5 1.4
Other reasons students missed school Work-related reasons students missed school Work Clothes One or for Wedding, were not more Work Did not funeral, suitable Getting family Caring kinds of No want or other for tutored/ Woke for Bad for sick Domestic farm/ school studying up late weather relative work business employer work money to go ceremony Illness 81.5 79.0 83.3 77.7 85.8 79.8 81.5 79.1 78.1 82.1 75.6 77.7 80.4 74.5 77.0 81.5 85.3 80.2
Median number of Percent days missed missing one or Number among those absent from more of school Other days students 921 885 830 976 321 809 242 567 653 251 402 23 263 329 334 393 488 1,806 11.0 10.6 11.8 10.3 11.2 12.2 15.1 11.8 9.3 11.1 8.1 8.4 8.9 9.5 9.9 11.0 14.2 10.8
Sex Male Female
2.0 4.4
Urban-rural residence Urban Rural
2.5 3.8
Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
1.8 4.1 4.2 4.0 2.9 1.7 3.7 0.9
Wealth quintile Lowest Second Middle Fourth Highest
6.2 2.0 4.7 3.2 1.4
Absenteesim among Primary, Preparatory, and Secondary School Students | 107
Total
3.2
10.2
STUDENT ABSENTEEISM IN THE WEEK PRECEDING THE INTERVIEW
Extent of Absenteeism during the Week Preceding the Interview This section of the chapter presents information on absenteeism during the seven days preceding the survey interview.2 Overall, 28 percent of students were absent one or more days during the week preceding the interview (Table 10.5). Students in general secondary school (39 percent), living in urban areas (33 percent), from the Urban Governorates (39 percent), and from households in the wealthiest quintile (36 percent) were more likely to be absent during the week preceding the interview than other students.
Table 10.5 Prevalence of primary, preparatory, and secondary school student absenteeism in the week of school preceding the interview Percent distribution of primary, preparatory, and secondary day students by absenteeism in the week of school preceding the interview, according to background characteristics, EHES 2005-2006 Student absenteeism Don't Attended Absent know/ all school one or days more days missing 71.5 73.2 67.1 75.5 60.5 69.9 63.1 72.0 78.4 77.2 78.9 82.0 75.9 67.1 67.2 61.1 66.7 60.9 71.5 77.0 75.5 72.3 72.0 63.7 72.3 28.4 26.8 32.7 24.5 39.2 30.1 36.9 28.0 21.5 22.5 21.1 17.6 24.0 32.8 32.6 38.9 33.2 39.1 28.4 23.0 24.4 27.6 27.7 36.3 27.6 0.2 0.0 0.2 0.0 0.4 0.0 0.0 0.0 0.1 0.3 0.0 0.4 0.1 0.1 0.2 0.0 0.1 0.0 0.1 0.0 0.1 0.1 0.3 0.0 0.1
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory General Vocational Secondary General Vocational Wealth quintile Lowest Second Middle Fourth Highest Total
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number of students 5,892 5,276 4,251 6,917 1,678 4,541 1,091 3,451 4,807 1,396 3,411 142 6,624 2,177 2,121 56 2,339 1,051 1,289 2,310 2,335 2,291 2,171 2,060 11,168
Note: For 44 unweighted cases, schools were not open at the time the household was interviewed. These cases were excluded from the table. The total includes 25 cases with missing level of schooling.
Students attending boarding schools were not included in the analysis, since parent/guardians may not know whether a child had missed school during the week prior to the interview. In addition, some schools were closed for the entire week prior to the interview, since the survey was conducted toward the end of the school year. Children whose school was closed the entire week prior to the interview were also excluded from the analysis.
2
108 | Absenteesim among Primary, Preparatory, and Secondary School Students
Reasons for Absenteeism during the Week Preceding the Interview Table 10.6 presents information on the reasons students missed school during the week prior to the EHES interview. The primary reasons given for absenteeism in the week of school preceding the survey were getting tutored or studying (36 percent), examinations taking place at the school (27 percent), and illness (22 percent). Nearly twice as many students from the wealthiest households were absent to get tutored or study compared with those from the poorest households (41 percent versus 22 percent), and more general secondary students were absent for this reason than other students. During the week preceding the interview, absenteeism due to examinations taking place at the school was more common in urban than in rural areas (32 percent compared with 23 percent). It should be noted, however, that these findings are likely not typical throughout the school year. The EHES was conducted at the end of the 2005-2006 school year, so the focus on examinations was perhaps at its most intense period. The results do offer some insight into patterns of absenteeism during examination periods, which is likely a useful piece of information for education officials. Among less commonly mentioned reasons for absenteeism, 9 percent of students who missed school during the week prior to the interview did so because they did not want to go to school. All other reasons were cited for less than 5 percent of students who were absent.
Absenteesim among Primary, Preparatory, and Secondary School Students | 109
Table 10.6 Reasons for primary, preparatory, and secondary school student absenteeism among day students in the week of school preceding the interview
Percentage of day pupils who missed school in the week preceding the interview, by reasons for absenteeism, according to background characteristics, EHES 2005-2006 Work-related reasons students missed school
Background characteristic 2.7 0.3 0.0 2.8 0.0 1.2 0.0 1.7 3.0 0.1 4.3 2.2 1.1 1.5 1.2 (11.1) 2.7 0.1 5.6 4.1 3.3 0.9 0.3 0.0 1.6 0.5 4.5 0.3 0.1 1.2 1.1 0.4 0.1 0.0 9.8 9.3 3.7 1.6 0.0 1.1 0.5 0.3 0.0 0.0 0.1 0.4 0.3 0.0 0.0 14.9 12.1 10.8 5.9 3.3 9.0 3.6 3.4 3.5 5.4 2.9 3.7 26.0 20.1 19.1 25.0 19.2 21.7 0.2 0.8 0.4 (12.2) 1.1 0.2 2.2 3.4 5.1 4.7 (20.8) 6.2 1.0 12.0 0.2 0.2 0.2 (0.0) 0.7 0.0 1.4 0.2 0.0 0.0 (0.0) 0.2 0.0 0.4 9.0 11.3 10.4 (39.6) 6.7 5.8 7.7 3.8 3.8 3.9 (0.9) 3.5 2.5 4.6 29.4 13.3 13.6 (3.6) 13.5 13.4 13.7 0.0 0.0 0.0 (0.0) 0.4 0.0 0.8 0.2 0.3 0.0 0.0 0.0 0.1 26.5 43.1 43.7 (23.2) 47.2 55.8 37.5 22.4 32.6 39.2 39.4 40.9 35.5 0.0 0.4 0.0 0.6 1.0 0.4 1.3 0.0 0.4 2.2 0.4 2.9 10.2 2.9 13.4 4.6 0.0 0.1 0.0 0.2 0.9 0.7 0.9 0.0 0.0 0.1 0.4 0.0 0.2 0.1 0.3 0.0 5.1 6.2 4.0 7.1 15.0 15.9 14.7 11.5 3.4 3.1 0.8 4.0 4.9 7.1 3.9 0.0 17.3 18.4 18.1 18.6 28.6 30.0 28.0 26.1 0.0 0.1 0.0 0.2 0.1 0.0 0.2 0.0 35.1 48.9 49.8 48.5 18.4 18.8 18.2 26.7 2.1 2.3 3.7 1.7 4.4 4.0 4.6 2.2 3.1 1.6 1.7 (0.0) 3.8 2.2 5.6 3.8 3.9 2.6 1.7 2.9 2.9 0.1 0.9 1.0 7.4 0.2 0.5 0.1 0.1 7.3 10.3 3.5 3.9 20.4 22.6 0.0 0.2 35.6 35.5 3.0 2.9 2.5 2.1 3.9 1.6 0.8 1.9 1.9 1.3 2.1 15.7 2.7 1.6 1.7 (0.0) 2.0 0.7 3.4 3.2 2.1 2.0 2.2 2.0 2.3 1.0 0.0 4.2 4.9 0.4 0.3 0.2 0.0 11.5 6.0 3.4 4.1 21.2 22.1 0.0 0.2 33.2 38.3 4.0 1.7 2.6 1.9 26.4 28.3 32.4 23.0 40.3 23.7 28.0 21.9 23.7 22.0 24.4 23.7 27.3 27.8 28.0 (22.0) 26.6 27.8 25.2 23.2 25.1 25.0 24.1 36.2 27.3
Other reasons students missed school No Wedding, One or ExamiWork for money Did not funeral, more nations family Getting for No Work Domestic Menstru- tutored/ Woke for or other Bad in the want kinds of money group farm/ studying up late weather school work ation business employer work for fees tutoring to go ceremony Illness Other 2.4 1.4 2.6 1.4 1.5 1.5 1.9 1.3 2.8 5.8 1.5 1.1 2.0 1.6 1.4 (7.4) 2.1 1.6 2.5 1.7 1.2 2.7 2.3 1.7 1.9
Number of students who missed school 1,672 1,412 1,389 1,695 657 1,368 403 966 1,033 314 719 25 1,587 713 692 22 776 411 365 531 570 632 602 748 3,084
Sex Male Female
0.8 4.6
110 | Absenteesim among Primary, Preparatory, and Secondary School Students
Urban-rural residence Urban Rural
0.8 4.0
Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
0.4 0.9 0.4 1.1 6.2 2.4 7.9 2.4
Level of schooling Primary Preparatory General Vocational Secondary General Vocational
2.3 3.4 3.4 (5.0) 2.4 0.8 4.3
Wealth quintile Lowest Second Middle Fourth Highest
5.1 5.0 2.3 1.5 0.0
Total
2.6
Note: Figures in parentheses are based on 25-49 unweighted cases. Total includes 8 cases with missing level of schooling.
10.3
STUDENT ABSENTEEISM FOR WORK AND TO HELP THE HOUSEHOLD
Parent/guardians were asked whether they agreed or disagreed with a statement saying that children should be kept home from school whenever necessary to work or help the household (Table 10.7). Nine percent of parent/guardians agree, while nine in ten disagree with the statement. There were some differences by region, with 17 percent of respondents in the Frontier Governorates agreeing that children should be kept home as necessary, and just 2 percent of the parent/guardians in urban Lower Egypt agreeing with the statement. By wealth, 15 percent of parent/guardians from the poorest households agree that children should be kept at home to work as needed; in contrast, just 3 percent of those from the wealthiest households believe the same.
Table 10.7 Importance of child's work or help in the household Percent distribution of parent/guardians by whether they agree or disagree that children should be kept home from school whenever necessary to work or help in the household, according to background characteristics, EHES 2005-2006 Should keep children home to work or help in the household Don't know/ Agree Disagree missing 9.8 8.1 7.0 9.9 6.8 6.2 2.4 7.5 11.8 10.9 12.2 17.1 14.9 11.2 8.6 5.7 2.7 8.8 89.9 91.6 92.7 89.7 93.2 93.7 97.6 92.4 87.4 88.2 87.1 82.4 84.8 87.8 91.1 94.3 97.3 90.9 0.3 0.4 0.3 0.4 0.0 0.1 0.0 0.1 0.8 0.9 0.7 0.5 0.4 1.0 0.3 0.0 0.0 0.3
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Number of parent/ guardians 2,887 4,427 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
Absenteesim among Primary, Preparatory, and Secondary School Students | 111
CHAPTER 1
STUDENTS’ ACCESS TO SUPPLEMENTARY EDUCATION
11
While formal schooling plays a critical role in a child’s cognitive development, there are a number of additional education outlets available to school children in Egypt. The 2005-2006 EHES investigated the extent of students’ access to and involvement in a variety of sources of supplemental education, such as group and private tutoring,1 public libraries, books at home, computers, and extracurricular activities.
11.1
SCHOOL GROUP TUTORING AND PRIVATE TUTORING
In Egypt, it is well-known that some students participate in tutoring classes to supplement the lessons they receive in school. Some of these classes, referred to as group tutoring, are sanctioned by the Ministry of Education. Group tutoring is provided directly by the schools and is taught by the school’s teaching staff. Private tutoring is officially prohibited, and is held outside of the formal school system. School teachers often moonlight as private tutors, usually holding tutoring sessions in their homes. The 2005-2006 EHES collected information about students’ participation in tutoring. The survey asked whether the schools attended by respondents’ children provided group tutoring during the 20042005 school year and, if so, whether each child attended group tutoring lessons at any point during the school year. It also gathered information on the proportion of students receiving private tutoring during the 2004-2005 school year. As seen in Table 11.1, group tutoring was available to approximately two-thirds of the school children about whom data was collected, but only about one-quarter attended group tutoring lessons. Overall, students were twice as likely to attend private tutoring lessons compared with group tutoring lessons (49 percent versus 24 percent), and two-thirds (66 percent) of students attended one type of tutoring or the other. Access to Group Tutoring There are notable differences by background characteristics in students’ access to group tutoring (Table 11.1). Group tutoring was offered more often at schools in urban areas than rural areas (73 percent versus 58 percent) and far more often in the Urban Governorates compared with rural Upper Egypt (87 percent and 48 percent, respectively). Group tutoring was available more often in primary schools than in preparatory and secondary schools (68 percent versus 62 percent and 52 percent respectively) and students who attended an Azhary public school had far less access to group tutoring than children attending other types of formal schools. There is also a difference in the availability of group tutoring depending on whether a child attended a general school or a vocational school. For example, 58 percent of youth who attended a general secondary school in 2004-2005 attended a school where group tutoring was offered, while 46 percent of youth attending a vocational secondary school had access to group tutoring.
Group tutoring refers to tutoring endorsed by the Ministry of Education and provided in the schools. Private tutoring refers to privately offered tutoring services conducted by teachers, usually in their own homes, and usually in an effort to supplement their teaching salaries. Private tutoring is officially prohibited in Egypt.
1
Students’ Access to Supplementary Education | 113
Table 11.1 Students’ exposure to tutoring Percentage of de jure students age 4-17 whose school offered group tutoring, who received group tutoring, who received private tutoring, and who received either group or private tutoring during the 2004-2005 school year, according to background characteristics, EHES 2005-2006 Group tutoring Percentage of children Percentage Percentage Percentage of children of children of children attending schools where receiving receiving receiving group group tutoring private any form of tutoring is available tutoring tutoring 62.1 65.8 72.8 58.2 87.1 66.7 64.2 67.5 52.6 62.9 48.3 59.3 67.7 62.4 63.0 40.8 52.1 58.3 45.8 66.8 82.6 67.1 31.3 (30.5) 61.4 53.8 62.0 70.7 72.0 63.9 23.3 25.0 26.8 22.4 34.0 25.8 19.6 27.9 18.9 24.7 16.5 17.7 28.8 20.6 20.7 17.6 11.9 7.8 16.1 26.2 30.0 16.8 8.2 (11.3) 24.1 19.8 27.7 28.4 20.5 24.1 47.9 50.1 55.9 44.5 56.3 57.4 67.2 54.1 38.3 46.9 34.7 32.8 41.4 61.4 62.3 30.6 60.8 88.6 32.6 48.0 58.0 56.4 50.4 (59.0) 32.5 40.9 48.7 60.5 62.6 48.9 64.2 68.0 74.7 60.4 79.0 76.3 80.4 74.9 51.5 66.0 45.4 48.7 62.5 74.1 75.1 41.7 68.6 91.7 45.3 66.7 76.7 68.2 56.0 (66.7) 50.8 55.6 68.2 79.4 76.6 66.0 Percentage of children receiving both group and private Number of tutoring students 7.0 7.1 8.0 6.4 11.3 6.9 6.4 7.1 5.7 5.6 5.7 1.8 7.6 7.8 7.9 6.6 4.1 4.8 3.4 7.6 11.3 5.0 2.6 (3.6) 5.9 5.2 8.2 9.5 6.5 7.0 5,474 4,894 4,064 6,305 1,610 4,296 1,091 3,205 4,332 1,281 3,051 130 6,399 2,163 2,101 63 1,806 909 897 8,673 133 645 875 42 2,048 2,147 2,102 2,061 2,011 10,368
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational School type Government school Government language school Private school Azhary public school Azhary private school Wealth quintile Lowest Second Middle Fourth Highest Total
Note: Figures in parentheses are based on 25-49 unweighted cases.
Participation in Group Tutoring Table 11.1 also shows the proportion of students who attended group tutoring during the 2004-2005 academic year. While one-quarter of all students attended group tutoring lessons, there are substantial differences by school level and school type. Twenty-nine percent of primary school students attended group tutoring classes, compared with 21 percent of preparatory and 12 percent of secondary
114 | Students’ Access to Supplementary Education
school students. While over one-quarter of students attending government schools received group tutoring, just 8 percent of their counterparts in Azhary public schools did likewise. There were also notable differences by region in group tutoring participation. In the Urban Governorates, one in three students attended group tutoring, while just one in six students attended in rural Upper Egypt. In Lower Egypt, a higher proportion of students in rural areas attended group tutoring than did their urban counterparts (28 percent versus 20 percent). Participation in Private Tutoring The EHES also collected information about private tutoring lessons offered outside of the formal school system (Table 11.1). Overall, students were more likely to attend private tutoring lessons than group tutoring lessons (49 percent compared with 24 percent). This pattern is most striking at the preparatory and secondary levels, with preparatory school students being three times more likely (61 percent versus 21 percent) and secondary school students being five times more likely (61 percent versus 12 percent) to participate in private tutoring than in group tutoring lessons (Figure 11.1). Contrary to participation in group tutoring, students in primary school were less likely than those in preparatory and secondary school to receive private tutoring.
Figure 11.1 Students’ Participation in Group and
Private Tutoring in 2004-2005, by School Level
70 60 50
Percentage
61
61
40 30 20 10 0 Group tutoring 29 21 12
41
Primary Preparatory Secondary
Private tutoring
Child's school level by participation in group and private tutoring
EHES 2005-2006
In addition, Table 11.1 shows that vocational preparatory and vocational secondary school students were far less likely to receive private tutoring (31 percent and 33 percent) compared with their counterparts in general preparatory and general secondary school (62 and 89 percent). Looking at participation in private tutoring by residence, private tutoring is more common in urban than rural areas (56 percent versus 45 percent), and in the Urban Governorates and Lower Egypt (56-57 percent) compared with Upper Egypt and the Frontier Governorates (38 percent and 33 percent, respectively).
Students’ Access to Supplementary Education | 115
There is a striking difference in participation in private tutoring by wealth. Just one-third of students from the poorest households attended private tutoring in 2004-2005, compared with nearly twothirds of students from the wealthiest households (Figure 11.2).
Figure 11.2 Students’ Participation in Private Tutoring in
2004-2005, by Wealth
70 60 50
Percentage
61 49 41 33
63
40 30 20 10 0
Lowest Second Middle Fourth Highest
Wealth quintile
EHES 2005-2006
Participation in Either Type of Tutoring It is worth noting that one third of students in Egypt received neither group nor private tutoring during the 2004-2005 school year. Students from the poorest households were far less likely to receive either form of tutoring than students from the wealthiest households; 49 percent of the poorest students received no tutoring compared with 23 percent of the wealthiest students (Table 11.1). Students from the Urban Governorates (79 percent) and Lower Egypt (76 percent) were far more likely than students from Upper Egypt (52 percent) and the Frontier Governorates (49 percent) to attend either group or private tutoring lessons. Reasons for Sending a Child to Group and Private Tutoring The survey collected information from parent/guardians on the reasons for sending a child to group or private tutoring, in cases where a child attended these lessons at some point during the 2004-2005 school year (Tables 11.2 and 11.3).
116 | Students’ Access to Supplementary Education
Table 11.2 Reasons for sending a child to group tutoring Percentage of students age 4-17 who received group tutoring during the 2004-2005 school year, by reasons parent/guardians sent the child to group tutoring, according to background characteristics, EHES 2005-2006 Reasons for sending a child to group tutoring School did not adequately Group Pressured Helps child Child prepare tutoring is by the Number of excel needed students academically extra help the child affordable teacher 55.0 56.9 67.1 47.3 73.8 52.5 59.1 51.0 48.4 60.6 40.7 63.5 40.0 45.0 55.9 60.9 79.4 55.9 77.0 75.4 79.6 73.6 84.8 73.6 73.2 73.7 74.2 76.0 73.1 67.8 80.4 79.1 76.8 78.4 64.4 76.2 37.9 40.9 45.3 34.8 47.3 38.3 40.1 37.9 35.8 46.3 29.1 29.1 37.3 37.6 38.9 46.7 33.9 39.4 41.7 44.6 44.0 42.5 42.7 44.1 42.1 44.5 42.1 47.8 38.5 45.0 40.0 42.5 45.0 50.0 35.1 43.1 22.6 25.9 30.0 19.8 25.9 18.7 26.9 16.8 31.1 40.2 25.3 5.0 24.4 22.5 28.1 26.4 17.2 24.2 1,275 1,225 1,091 1,410 548 1,109 214 895 820 317 504 23 494 426 582 586 412 2,501
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Note: Parent/guardians were able to state one or more reasons for sending a child to group tutoring lessons, so the percentages in the table do not add to 100.
For group tutoring, the most common reason given for sending a child to sessions was to provide him/her with extra help, with about three-fourths of parent/guardians citing this reason. Need for extra help was given as a reason for a smaller proportion of students from the wealthiest households (64 percent) compared with students from other households (77-80 percent). More than half the children (56 percent) were sent to group tutoring to excel academically. About eight in ten children from the wealthiest households were sent to group tutoring to help the child excel academically, compared with just four in ten children from the poorest households. Other reasons given by parent/guardians for sending a child to group tutoring include: the school was not adequately preparing the child (39 percent); group tutoring was more affordable than other tutoring options (43 percent); and the child’s teacher pressured him/her to attend group tutoring lessons (24 percent). Similar to the results for group tutoring, children from the poorest households were more likely (71 percent) than children from the wealthiest households (60 percent) to be sent to private tutoring because they needed extra help (Table 11.3). Eighty-five percent of students from the wealthiest households, compared with 55 percent of children from the poorest households, were sent to private tutoring to help the child excel academically. One-third (32 percent) of parent/guardians said that they sent their child to private tutoring because the child’s school did not adequately prepare the child and just one in twenty said it was because the teacher pressured the child.
Students’ Access to Supplementary Education | 117
Table 11.3 Reasons for sending a child to private tutoring Percentage of students age 4-17 who received private tutoring during the 2004-2005 school year, by reasons parent/guardians sent the child to private tutoring, according to background characteristics, EHES 2005-2006 Reasons for sending a child to private tutoring School did not adequately Pressured Child prepare Helps the needed by the child excel extra help the child teacher Other 67.8 72.3 77.7 63.7 80.4 68.2 77.2 64.4 66.7 73.7 62.7 78.1 54.9 57.6 67.9 73.7 84.5 70.0 70.1 67.6 69.9 68.1 81.4 64.5 57.3 67.6 68.6 68.6 68.6 65.4 71.3 75.1 73.3 68.6 59.9 68.9 31.6 31.5 33.0 30.4 36.1 34.9 36.0 34.4 24.5 25.3 24.0 22.0 28.5 31.7 31.2 37.3 27.8 31.6 5.6 5.1 6.1 4.8 7.2 5.2 4.4 5.6 4.7 6.8 3.4 0.6 6.7 4.6 5.7 6.7 3.6 5.4 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Number of students 2,623 2,450 2,271 2,803 906 2,467 733 1,734 1,658 601 1,058 43 666 879 1,023 1,246 1,259 5,073
Note: Parent/guardians were able to state one or more reasons for sending a child to private tutoring lessons, so the percentages in the table do not add to 100.
Provider and Location of Private Tutoring For children who attended private tutoring during the 2004-2005 school year, parent/guardians were asked who taught the child’s private tutoring classes and where the classes were held. According to parent/guardians, 43 percent of children received private tutoring from their own teacher, 29 percent from another teacher in their school, and 37 percent from a teacher in a different school (Table 11.4). It is worth noting that just 14 percent of children received private tutoring from a tutor who was not a formal school teacher.
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Table 11.4 Provider of private tutoring Percentage of students age 4-17 who received private tutoring during the 2004-2005 school year, by provider of the private tutoring, according to background characteristics, EHES 2005-2006 Provider of private tutoring Teacher Other from The teacher child's own from child's some other school school teacher 42.6 43.4 39.8 45.6 43.3 43.1 33.2 47.2 42.8 42.4 42.9 39.6 53.3 43.4 45.9 41.5 36.3 43.0 28.0 30.0 30.1 28.0 34.6 29.0 27.6 29.6 25.6 26.1 25.3 33.8 23.6 29.1 27.7 31.4 30.3 28.9 36.5 36.5 41.8 32.2 45.5 32.8 38.4 30.4 37.2 40.4 35.3 37.1 24.6 33.2 32.3 38.0 47.1 36.5
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Other tutor 14.3 13.6 14.1 13.8 6.9 17.7 22.7 15.6 12.2 14.8 10.7 8.4 11.8 11.1 14.1 14.5 16.3 13.9
Number of children 2,623 2,450 2,271 2,803 906 2,467 733 1,734 1,658 601 1,058 43 666 879 1,023 1,246 1,259 5,073
As shown in Table 11.5, for the vast majority of children receiving private tutoring, the classes were held in the teacher’s home (62 percent). Thirty-seven percent of private tutoring students received lessons in their own home or in another student’s home. Relatively few parent/guardians reported that their child received private tutoring at a learning center (6 percent) or at the child’s school (5 percent). Interestingly, children from the wealthiest households were about twice as likely as those from the poorest households to have a private tutor from a school other than their own (47 percent compared with 25 percent) and to receive the tutoring in their own home or the home of a classmate (54 percent versus 29 percent). These findings indicate that wealthier children may receive one-on-one private instruction more often than less wealthy children.
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Table 11.5 Location of private tutoring Percentage of students age 4-17 who received private tutoring during the 2004-2005 school year, by location of the private tutoring, according to background characteristics, EHES 2005-2006 Location of private tutoring In home/ another In the student's teacher's home home Center Other At school 4.4 5.5 5.3 4.6 6.5 5.2 4.0 5.7 3.6 5.0 2.8 6.9 5.5 5.4 5.3 4.7 4.2 4.9 36.9 37.2 46.6 29.3 52.4 26.9 34.4 23.7 43.5 52.2 38.6 52.5 28.7 25.0 33.6 36.3 53.5 37.1 63.7 60.5 51.5 70.7 38.9 74.6 71.9 75.7 56.8 46.1 62.8 45.0 68.4 75.1 65.5 61.3 47.8 62.1 4.9 6.6 8.4 3.6 12.7 5.5 6.9 4.9 2.4 4.0 1.4 6.2 3.8 3.1 3.2 8.2 8.3 5.8 0.1 0.0 0.1 0.0 0.1 0.0 0.0 0.0 0.2 0.4 0.1 0.0 0.0 0.1 0.1 0.2 0.0 0.1
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Don’t know/ missing 0.4 0.6 0.4 0.6 0.1 0.5 0.8 0.4 0.8 0.3 1.1 0.0 0.9 0.1 1.1 0.5 0.2 0.5
Number of children 2,623 2,450 2,271 2,803 906 2,467 733 1,734 1,658 601 1,058 43 666 879 1,023 1,246 1,259 5,073
11.2
PUBLIC LIBRARIES AND BOOKS IN THE HOME
The amount of time a child spends reading can make an important difference in his/her progress in learning to read, and learning in general. Libraries can provide both a source of reading material for children as well as a quiet place where a child can read without interruption. The 2005-2006 EHES asked parent/guardians about their children’s access to and use of public libraries and children’s access to books at home. Table 11.6 indicates that public libraries are uncommon in Egypt, with only 15 percent of children having access to a public library in their community. Public libraries are clearly an urban phenomenon; 24 percent of children living in urban areas have a public library in their community compared with 9 percent of children in rural areas. Moreover, youth living in the wealthiest households are far more likely to live in a community with a public library than youth living in the poorest households (29 percent versus 9 percent). This disparity suggests that children from wealthy households have far greater access to reading material than do children from poorer households.
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Table 11.6 Children's access to and use of public libraries Percentage of children age 4-17 living in a community with a public library, and percentage of parent/guardians with one or more children who visited a public library in the past 12 months, according to background characteristics, EHES 2005-2006 One or more children in household visited a public library within the past Public 12 months library located Public Public in the Number of library in library community children community elsewhere Total 24.2 9.4 23.0 12.2 23.1 8.9 14.2 26.2 9.6 26.6 8.6 8.8 13.1 18.7 28.9 14.9 5,603 9,519 2,236 6,009 1,424 4,586 6,685 1,833 4,852 193 3,554 3,183 2,988 2,833 2,565 15,122 4.8 2.1 3.9 2.8 5.9 1.8 3.2 5.0 2.3 6.1 1.5 1.6 2.8 4.3 5.8 3.2 1.1 0.2 1.5 0.2 0.0 0.3 0.6 1.5 0.2 0.4 0.2 0.2 0.4 0.5 1.7 0.6 5.9 2.3 5.5 3.0 5.9 2.0 3.7 6.5 2.6 6.5 1.7 1.9 3.2 4.9 7.5 3.8
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Number of parent/ guardians 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
Table 11.6 also shows the percentage of parent/guardians with one or more children who visited a public library within the 12 months prior to the interview. Just 3 percent of parent/guardians have children who visited the public library in their community in the past 12 months. Those from the wealthiest households are more likely than those from the poorest households to have children who visited the local public library in the past 12 months (6 percent versus 2 percent). Less than 1 percent of parent/guardians reported that they have children who visited a public library located outside of their community. Another outlet children have for reading material is their own home. The EHES asked parent/guardians if there were any books in their home and, if so, whether any of the books were children’s books.2 Overall, 23 percent of parent/guardians reported that there were books in the household (Table 11.7). Far more of these parent/guardians live in urban areas than rural areas (37 percent compared with 15 percent). Even more noteworthy, however, is the finding that children in the wealthiest households (52 percent) have for greater access to books at home than those living in the poorest households (9 percent).
Parents were asked whether there were any books in the home in addition to religious books that most people have, such as the Qu’ran.
2
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Just 12 percent of parent/guardians said there are children’s books in their household. While one-third (34 percent) of children from the wealthiest households have children’s books to read, a mere 2 percent of children from the poorest households have access to supplementary children’s reading material.
Table 11.7 Children's access to supplementary books at home Percentage of parent/guardians with children age 4-17 living in households possessing books, according to background characteristics, EHES 2005-2006 Children living in households with children's Number of books children 21.5 6.6 22.7 10.3 21.0 7.0 10.2 20.6 6.3 11.8 5,603 9,519 2,236 6,009 1,424 4,586 6,685 1,833 4,852 193
11.3
STUDENTS’ ACCESS TO COMPUTERS
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates
Children living in households with books 36.6 14.6 42.8 16.3 28.3 12.6 21.8 35.8 16.5 24.7
The use of technology as a learning tool in education is becoming more widely accepted and increasingly utilized. Computers have the potential to enhance students’ learning experience and the Ministry of Education in Egypt is working towards making this technology available to students.
The 2005-2006 EHES asked parent/ Wealth quintile Lowest 8.5 2.1 3,554 guardians about their children’s access to and use Second 11.3 5.0 3,183 Middle 19.7 8.5 2,988 of computers. The results indicate that some Fourth 30.6 16.8 2,833 students in Egypt have a great deal of exposure to Highest 51.5 34.0 2,565 computers, while others have far less exposure.3 22.7 12.1 15,122 Table 11.8 shows that the majority of students Total (53 percent) have used computers at home, at school, at an internet café, or some other location, but there is a great deal of variation among groups of children. The biggest gap in exposure to computers is by wealth; students with the most access to computers come from the wealthiest households (81 percent) and those with the least exposure are from the poorest households (38 percent). According to parent/guardians, 46 percent of students use computers at school. Secondary school students (60 percent) and preparatory school students (54 percent) are far more likely than primary school students (38 percent) to use computers at school. More students living in urban areas use computers at school than students in rural areas (53 percent versus 41 percent). Students from the wealthiest households are almost twice as likely as those from the poorest households to use computers at school (66 percent versus 36 percent). Use of computers at home is largely confined to children from wealthier households (46 percent from households in the highest wealth quintile); only 2 percent of students from the two poorest wealth quintiles have computers at home. Internet cafes are another source of computers in Egypt and, according to parent/guardians, 7 percent of students use computers at internet cafes. However, the results indicate that students’ use of computers in internet cafes is primarily an activity of urban males. Twelve percent of male students go to internet cafes to use computers compared with just 1 percent of their female counterparts; while 12 percent of students living in urban areas use internet cafes, 4 percent of rural students do so.
It should be noted that parent/guardians were not asked how the child was using the computer and for what purpose. Neither were parent/guardians asked whether the child was accessing the internet and, if so, about the content of the websites the child visited.
3
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Table 11.8 Students’ access to computers Percentage of students age 4-17 who use a computer by location of use, according to background characteristics, EHES 2005-2006 Students using computers At internet cafe 12.3 1.3 12.4 3.9 13.3 6.8 13.7 4.6 5.3 10.5 3.1 6.0 4.0 9.8 9.5 19.0 13.0 11.9 13.9 3.6 3.1 7.2 11.4 10.9 7.1 Total percent of students ever using Number of computers students 53.9 51.5 65.3 45.0 67.8 51.6 66.7 46.7 48.8 61.8 43.4 46.6 43.4 61.7 62.1 45.2 71.4 78.4 65.7 38.0 43.6 46.1 58.5 81.0 52.8 5,980 5,324 4,326 6,978 1,695 4,610 1,127 3,483 4,855 1,416 3,439 143 6,649 2,188 2,132 56 2,349 1,056 1,292 2,334 2,357 2,310 2,217 2,085 11,304
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational Wealth quintile Lowest Second Middle Fourth Highest Total
At home 12.7 12.3 24.7 4.9 30.3 10.7 25.5 5.9 8.1 18.1 4.0 9.3 10.9 11.8 12.1 0.7 18.1 32.2 6.5 1.5 1.9 3.9 12.8 46.1 12.5
At school 45.0 46.5 52.9 41.3 51.2 45.5 55.9 42.1 44.1 52.8 40.6 42.7 38.1 54.4 54.9 33.7 60.0 64.7 56.1 35.6 41.0 40.9 46.9 66.4 45.7
In other location 0.9 0.6 1.4 0.4 1.0 0.7 1.5 0.4 0.8 1.8 0.3 0.9 0.5 0.9 0.9 2.9 1.3 1.9 0.8 0.2 0.2 1.1 1.3 1.2 0.8
Note: Total includes 25 cases with missing level of schooling.
11.4
STUDENTS’ ACCESS TO EXTRA-CURRICULAR ACTIVITIES AT SCHOOL
In addition to the national school curriculum provided by schools in Egypt, some schools also offer students extra-curricular activities, such as sports, art, music, and scouting either before or after school. Overall, about one-third (36 percent) of students attend schools offering extra-curricular activities (Table 11.9). A slightly higher proportion of schools in urban areas provide students with extra-curricular activities compared with schools in rural areas. Students from the wealthiest households are more likely to attend a school providing extra-curricular activities (44 percent) than those from the poorest households (30 percent).
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The vast majority of schools offer sports activities (90 percent) and art activities (75 percent). Music is offered at less than half of schools (44 percent). It is offered far more often at schools attended by the wealthiest students compared with the poorest students (63 percent versus 28 percent) and at general schools compared with vocational schools (50 percent versus 25 percent at the secondary level). A similar pattern holds for scouting, which is less commonly offered at schools overall (21 percent).
Table 11.9 Students’ access to extra-curricular activities Percentage of students age 4-17 with access to various extra-curricular activities provided at school, according to background characteristics, EHES 2005-2006 Students attending schools with extra-curricular activities One or more extracurricular Sports Art Music Scouting Other activities 90.4 89.4 90.9 89.3 92.3 91.5 91.1 91.7 87.6 88.9 87.2 86.1 89.4 91.6 91.6 89.8 89.8 91.1 88.4 88.6 87.7 89.7 90.2 92.9 90.0 71.5 79.5 77.8 73.3 81.8 71.7 74.6 70.5 75.5 74.0 76.1 78.0 77.0 75.9 76.0 72.1 69.6 72.9 66.0 70.0 74.8 74.4 74.9 80.5 75.2 39.1 49.2 55.8 35.1 68.6 37.1 48.6 32.4 39.5 44.7 37.5 41.1 45.9 43.9 44.7 13.8 38.4 50.0 25.4 27.8 34.2 43.3 46.0 62.6 43.8 21.0 20.3 28.1 15.3 32.6 9.0 15.8 6.1 26.2 33.2 23.5 30.3 18.9 24.8 25.5 1.2 21.2 25.4 16.6 13.2 14.5 19.9 19.9 33.1 20.7 2.7 4.1 2.8 3.8 2.1 1.8 0.8 2.2 5.2 5.6 5.1 8.2 3.5 4.2 4.3 0.0 2.2 2.9 1.5 4.4 3.9 3.3 2.4 3.2 3.4 36.5 35.6 39.9 33.8 43.0 34.5 42.1 32.1 34.8 33.1 35.5 47.8 34.8 39.2 39.2 39.6 37.0 43.4 31.9 30.4 33.1 32.7 41.3 44.1 36.1
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Level of schooling Primary Preparatory Preparatory general Preparatory vocational Secondary Secondary general Secondary vocational Wealth quintile Lowest Second Middle Fourth Highest Total
Number of students 5,911 5,292 4,275 6,928 1,683 4,570 1,109 3,461 4,808 1,397 3,412 142 6,645 2,184 2,128 56 2,347 1,054 1,292 2,311 2,336 2,292 2,194 2,071 11,203
Note: Total includes 25 cases with missing level of schooling.
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CHAPTER 1
KINDERGARTEN
12
Over the past decade, the government of Egypt has given increasing attention to the expansion of access to formal kindergarten for children age 4 and 5. The government has done so in response to research that suggests that participation in kindergarten helps prepare children socially and cognitively for primary school, cultivates children’s interest in school, and increases student retention. The 2005-2006 EHES collected information from parent/guardians on formal kindergarten and other school readiness programs, including access to, participation in, and perceived advantages of these programs. The survey also collected data on household expenditures on formal kindergarten during the 2004-2005 school year, and on the prevalence of school feeding in formal kindergarten programs.
12.1
ACCESS TO KINDERGARTEN AND OTHER SCHOOL READINESS PROGRAMS
Table 12.1 Access to kindergarten and other school readiness programs1 Percent of parent/guardians who report the presence of a kindergarten or other school readiness program in their community, by background characteristics, EHES 2005-2006 Other school readiness Number of Kindergarten program in the parent/ in the community community guardians 67.9 46.5 69.3 55.9 71.9 50.5 48.8 63.0 42.7 44.3 39.7 47.2 52.8 61.2 76.5 55.0 90.6 69.8 94.6 82.7 91.5 79.7 67.2 85.5 59.3 70.1 63.2 70.1 77.0 89.9 92.0 78.0 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
All parent/guardians interviewed in the EHES were asked if there is a kindergarten or other school readiness program in their community. Interviewers explained to respondents that, for the purposes of this survey, the term “kindergarten” refers to formal KG1 and KG2 classes, provided by the government and usually located at the primary schools. They further explained that the term “school readiness program” refers to non-formal kindergarten, kindergarten affiliated with an NGO, and child care centers. Table 12.1 shows that about half of parent/guardians (55 percent) reported the presence of a kindergarten in their community, indicating that approximately one in two children in Egypt have access to KG1 and KG2 classes. Parent/guardians were more likely to report having a kindergarten in their community in urban than in rural areas (68 percent versus 47 percent). Parent/guardians in urban Lower Egypt were the most likely (72 percent) and those in rural Upper Egypt and the Frontier Governorates were the least likely (43-44 percent) to report there was a kindergarten in their community. By wealth, the disparity in kindergarten access between the wealthiest and poorest children was pronounced; nearly eight in ten parent/guardians from the wealthiest households reported that children had access to KG classes, compared with just four in ten parent/guardians from the poorest households.
Background characteristic Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
1
The term "kindergarten" here refers to KG1 and KG2 classes provided by the government, usually in the same location as the primary school. "Other school readiness programs" include nonformal kindergarten, kindergarten affiliated with an NGO, child care centers, etc.
Kindergarten | 125
Other school readiness programs such as non-formal kindergarten, kindergarten affiliated with an NGO, and child care centers were more readily accessible to children than formal kindergarten. Overall, more than three-quarters of parent/guardians (78 percent) reported the presence of a school readiness program in their community (Table 12.1). Similar to the patterns observed for formal kindergarten, the vast majority of parent/guardians in urban areas said that children in their community had access to school readiness programs (nine in ten), while those in rural areas had less access (seven in ten). Parent/ guardians from the wealthiest households were more likely to report that a school readiness program was available in their community than those from the poorest households (92 percent versus 63 percent).
12.2
PARTICIPATION IN FORMAL KINDERGARTEN
Table 12.2 Current participation in kindergarten Percent of de jure children age 4-5 who attended kindergarten in the 2005-2006 school year, by background characteristics, EHES 2005-2006 Attending kindergarten during 2005-2006 school year 14.4 17.7 15.8 17.2 25.0 11.9 30.2 17.0 20.1 16.2 11.8 22.5 8.0 14.9 3.6 10.1 13.8 19.6 44.3 16.4
Current Participation in Formal Kindergarten among Children Age 4 and 5 The EHES collected data on children’s participation in KG1 and KG2 during the 2005-2006 school year. The results show that 14 percent of children age 4 and 18 percent of children age 5 attended KG1 or KG2 during the 2005-2006 academic year (Table 12.2). Interestingly, more girls age 4 attended kindergarten in 2005-2006 than 4-year-old boys (17 percent versus 12 percent). By age 5, however, roughly the same proportion of boys and girls attended (data not shown). Table 12.2 also indicates that, during the 2005-2006 school year, substantially more 4 and 5 yearolds living in urban areas attended kindergarten than their rural counterparts (25 percent versus 12 percent), and the wealthiest households were far more likely to have sent a young child to kindergarten than the poorest households (44 percent versus 4 percent). Past participation in Formal Kindergarten among Children Age 6-17 Table 12.3 shows information on the proportion of children age 6-17 who have ever attended kindergarten. An examination of the age patterns offers some insights into trends over time in kindergarten participation. For children age 6-17, parent/guardians were asked if the child in question had ever attended kindergarten and, if so, whether the child completed KG1 and KG2. The findings suggest that in the past decade, participation in kindergarten has increased. Children age 6-11 are more likely to have attended kindergarten and completed KG2 (16 percent and 13 percent respectively) than children age 12-14 (11 percent and 9 percent respectively) and children age 15-17 (9 percent and 8 percent respectively).
Background characteristic Age (on October 1st 2005) 4 5 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Number of children 750 1,235 1,033 952 686 1,299 273 790 161 628 902 241 661 20 445 429 415 396 299 1,985
Note: Number of children is based on children’s ages at the beginning of the 2005-2006 school year (October 1st, 2005) and on participation in formal kindergarten classes during the 2005-2006 school year.
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It is extremely uncommon for a child age 6-17 from one of the poorest households ever to have attended kindergarten (2 percent), and 1 percent of such children have completed 2 years of KG. By contrast, nearly half (46 percent) of children from the wealthiest households in Egypt have attended kindergarten and 40 percent have completed both KG1 and KG2.
Table 12.3 Ever participation in kindergarten1 Percent of de jure children age 6-17 who have ever attended kindergarten, and percentage who have completed two years of kindergarten, by background characteristics, EHES 2005-2006 Percentage Percentage who ever who Number of attended completed children kindergarten KG2 age 6-17 16.0 11.1 8.5 13.5 12.4 25.1 5.7 29.0 10.6 26.0 5.7 9.8 20.2 5.8 9.3 1.6 2.7 6.6 15.2 45.8 13.0 12.5 9.3 7.7 11.0 10.1 21.2 4.2 25.0 8.4 21.3 4.3 7.6 17.2 4.1 7.5 1.0 1.5 4.5 12.2 39.6 10.6 6,662 3,229 3,171 6,787 6,275 4,885 8,177 1,957 5,182 1,253 3,929 5,751 1,575 4,176 172 3,089 2,736 2,556 2,419 2,262 13,062
Background characteristic Age 6-11 12-14 15-17 Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
1
12.3
HOUSEHOLD EXPENDITURES ON KINDERGARTEN
The 2005-2006 EHES collected information about whether households spent money on kindergarten during the 2004-2005 school year and, if so, how much was spent. The survey asked only about expenditures for formal kindergarten, that is, KG1 and KG2 classes, and did not collect these data for children who attended other school readiness programs such as non-formal kindergarten, kindergarten affiliated with an NGO, and child care centers. Parent/guardians were asked about kindergarten fees as well as other expenditures related to sending the child to kindergarten such as uniforms and clothing, books and supplies, transportation, and pocket money. Parent/ guardians were asked about expenditures made by members of the household, rather than all expenditures made on the child’s behalf. If, for example, the household did not spend money on the child’s uniform, but an uncle living in another household paid for this item, the expenditure was not recorded for that child because it was not made from within the child’s household.
Table 12.4 presents information on the rate of participation in kindergarten during the 20042005 school year and the percentage of kindergarten students whose households spent money on kindergarten fees and other related expenses. It also provides data on median total expenditures on kindergarten in Egyptian pounds. This information is shown according to background variables including sex, urban-rural residence, region, and wealth quintile.
The term "kindergarten" here refers to KG1 and KG2 classes provided by the government, usually in the same location as the primary school. Participation in other pre-school classes, such as non-formal kindergarten and child care, is not included in this table.
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Table 12.4 Total per-student household expenditures on kindergarten1 Percentage of de-jure children age 4-5 attending kindergarten in the 2004-2005 school year, percent of all kindergarten students in 2004-2005 whose households spent money on kindergarten expenditures and, among those students, median per-student household expenditures on kindergarten (in Egyptian Pounds), according to background characteristics, EHES 2005-2006 Percentage of kindergarten students whose households spent money on kindergarten expenditures 99.6 100.0 99.6 100.0 100.0 100.0 100.0 100.0 99.5 98.9 100.0 100.0 100.0 100.0 100.0 99.6 99.8
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest/Second2 Middle Fourth Highest Total
Percentage of children age 4-5 attending kindergarten 13.9 14.9 22.6 10.2 26.5 13.7 16.7 12.9 11.6 22.7 7.7 12.2 3.8 10.4 20.7 42.9 14.4
Number of children age 4-5 1,243 1,140 806 1,576 307 949 200 749 1,098 284 814 29 1,058 500 463 362 2,382
Median expenditures on kindergarten fees 150.9 150.4 250.6 127.5 350.4 130.8 (150.7) 130.1 150.3 250.4 120.5 * 120.7 125.9 150.3 350.1 150.6
Median expenditures on other expenses for kindergarten 200.3 200.2 200.7 150.3 200.8 150.4 (150.5) 150.4 200.3 200.7 150.1 * 100.1 150.1 200.4 200.7 200.2
Median total expenditures on kindergarten 340.8 340.4 500.8 260.6 800.0 265.3 (300.5) 260.9 310.9 375.0 260.3 * 215.6 260.4 340.6 561.0 340.5
Number of kindergarten students 172 170 182 160 81 130 33 97 128 65 63 3 40 52 96 155 342
Note: The table does not include boarding students. Figures in parentheses are based on 25-49 unweighted cases. An asterisk indicates that a figure is based on fewer than 25 unweighted cases and has been suppressed. 1 The term "kindergarten" refers to KG1 and KG2 classes provided by the government, usually in the same location as the primary school. Participation in other pre-school classes, such as non-formal kindergarten and child care, is not included in the "attending kindergarten" category. 2 Due to the infrequency of kindergarten participation among children from the poorest households, the two lowest wealth quintiles have been combined for purposes of analysis.
Participation in Kindergarten, Incidence of Expenditure, and Total Expenditures Overall, participation in kindergarten during the 2004-2005 school year was low, with just 14 percent of 4 and 5 year-olds attending kindergarten. However, children from the wealthiest households are ten times as likely to have attended kindergarten as children from the two poorest wealth quintiles (43 percent versus 4 percent) and children from urban areas are twice as likely to have attended kindergarten as their rural counterparts (23 percent versus 10 percent). Among rural children, those in Upper Egypt are less likely than those from Lower Egypt to have attended kindergarten (8 percent and 13 percent, respectively).
128 | Kindergarten
Among those children attending KG1 and KG2 classes, virtually all of their households spent money on kindergarten during the 2004-2005 school year, regardless of the student’s sex, urban-rural residence, region, or wealth status. On average, households spent less money on kindergarten fees than on other kindergarten-related expenses such as clothing, books, supplies, pocket money (median of LE 151 for kindergarten fees and LE 200 on kindergarten-related expenses). Spending on kindergarten-related items varies across background characteristics with notable differences by urban-rural residence (LE 201 versus LE 150) and between the wealthiest and the poorest households (LE 201 versus LE 100). For kindergarten fees, differences by background characteristics are more pronounced. For example, more than twice as much was spent on kindergarten fees for students in urban areas (LE 251) than in rural areas (LE 128). The median expenditure on kindergarten fees among the wealthiest households was LE 350 compared with LE 121 among households in the poorest wealth quintiles.
12.4
REASONS FOR NOT SENDING A CHILD TO KINDERGARTEN
The survey asked parent/guardians who did not send a child age 4 or 5 to kindergarten in 2005-2006 why they did not send the child. Table 12.5 shows that the most commonly cited reason given was that there was no formal kindergarten in the community (39 percent). This reason was given more often by parent/guardians from rural areas than by parent/guardians from urban areas (43 percent versus 31 percent), indicating that lack of access to kindergarten is a greater obstacle in rural parts of the country.
Table 12.5 Reasons for not attending kindergarten Percent of de jure children age 4-5 who have never attended school, by reasons for not attending kindergarten during the 2005-2006 school year, by background characteristics, EHES 2005-2006 Supply-side factors No space in kindergarten 3.3 3.7 6.4 2.2 4.9 2.8 6.9 1.7 3.8 8.0 2.6 0.0 1.8 2.0 5.0 4.2 6.9 3.5
Demand-side factors Child factors Child not ready 32.1 34.3 32.6 33.4 19.2 40.7 37.4 41.6 30.6 44.3 26.8 31.5 34.4 34.6 31.8 32.3 30.8 33.1 School factors Other factors Other reasons 1.5 2.9 2.3 2.1 1.0 3.2 4.2 3.0 1.6 2.5 1.4 1.7 2.0 1.9 2.2 1.9 3.9 2.2 No reason 11.5 11.0 11.5 11.2 16.5 9.4 9.9 9.2 11.6 7.2 12.8 10.1 9.7 9.7 12.9 13.6 11.4 11.3 Child Poor Child refuses frequently Child Too KG not school to go ill disabled expensive important quality 3.3 2.0 2.0 3.0 4.0 1.6 0.9 1.8 3.2 0.8 3.9 3.1 1.7 4.4 2.9 2.6 1.0 2.7 0.1 0.4 0.5 0.2 0.0 0.4 1.8 0.0 0.3 0.1 0.3 0.0 0.1 0.4 0.0 0.8 0.1 0.3 0.6 0.3 1.3 0.1 0.3 0.3 1.4 0.0 0.7 2.4 0.2 0.0 0.0 0.4 0.5 1.5 0.0 0.5 28.3 29.6 32.0 27.5 43.2 20.9 17.1 21.9 32.0 31.6 32.2 15.9 34.8 33.5 24.1 24.2 21.6 28.9 10.2 8.5 7.5 10.3 10.1 6.3 5.3 6.6 11.7 6.1 13.3 10.7 12.9 9.5 10.2 4.3 8.3 9.4 2.5 2.1 3.1 2.0 3.5 3.3 6.7 2.3 1.3 0.0 1.7 1.3 0.5 1.3 3.2 1.4 9.3 2.3
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
No kindergarten 40.0 38.7 30.6 43.3 34.4 39.9 29.7 42.6 39.7 25.1 43.6 66.7 43.6 39.6 40.6 37.3 29.2 39.4
Number of children age 4-5 who never attended KG 797 726 470 1,053 180 588 124 464 740 159 580 15 400 358 323 290 151 1,523
Kindergarten | 129
One-third of parent/guardians said that the reason they did not send their 4 or 5 year-old child to kindergarten was that, in the parent/guardian’s opinion, the child was not ready. “Not ready” could encapsulate a range of reasons such as the child being slow to develop cognitively or physically. The third major reason given by parent/guardians was the fact that sending the child was too expensive (29 percent). Not surprisingly, parent/guardians from poorer households were more likely to give this reason than those from wealthier households. Other reasons given by parent/guardians for not sending their child to kindergarten include: kindergarten is not important (9 percent); there was no space left in the kindergarten (4 percent); the child refused to go (3 percent) and; the quality of kindergarten is poor (2 percent).
12.5
PERCEIVED ADVANTAGES OF SENDING A CHILD TO KINDERGARTEN
All parent/guardians interviewed for the EHES were asked their opinion about the advantages of sending a child to kindergarten and their spontaneous responses were recorded by the interviewer. Virtually all parent/guardians said that kindergarten is advantageous in at least one way (Table 12.6) with the most commonly mentioned advantage being that kindergarten provides a foundation for learning (83 percent). One in four parent/guardians think that kindergarten is advantageous because it allows a child to develop an interest in learning, and roughly the same proportion believe that kindergarten provides a child with important socialization skills. Seventeen percent of parent/guardians say that kindergarten encourages critical cognitive development and 16 percent said that kindergarten provides the household with child care. One in ten parent/guardians say that kindergarten helps break a child’s dependence on the mother.
Table 12.6 Perceived advantages of attending kindergarten before primary grade 1 Percent of parent/guardians who perceived specific advantages of sending a child to kindergarten before the child begins primary school, according to background characteristics, EHES 2005-2006 Perceived advantages of kindergarten (KG1/KG2) before primary school Breaks Foundation Cognitive Develops for develop- interest in dependency SocializaNo learning ment learning tion on mother advantages 23.8 24.2 27.5 21.7 31.4 25.2 28.1 24.2 20.0 22.1 19.1 20.0 17.9 20.6 24.0 26.0 32.4 24.0 82.7 82.8 84.2 81.9 86.3 84.0 85.1 83.7 80.3 81.1 80.0 74.7 81.7 82.7 81.1 84.3 84.2 82.8 17.0 17.8 16.1 18.3 12.0 20.7 21.0 20.7 16.5 17.8 15.9 7.8 14.1 16.6 17.4 18.6 20.8 17.4 26.0 25.4 26.3 25.3 22.3 24.4 26.6 23.6 28.5 31.7 27.1 23.5 23.6 24.6 24.5 28.3 27.9 25.7 9.7 10.0 9.9 9.8 9.7 11.1 10.9 11.2 8.6 9.3 8.3 10.9 8.1 9.5 9.5 10.6 12.0 9.9 0.1 0.2 0.1 0.2 0.1 0.2 0.3 0.2 0.1 0.0 0.2 0.4 0.1 0.3 0.1 0.2 0.1 0.2
Background characteristic Sex Male Female Urban-rural residence Urban Rural Place of residence Urban Governorates Lower Egypt Urban Rural Upper Egypt Urban Rural Frontier Governorates Wealth quintile Lowest Second Middle Fourth Highest Total
Child care 15.9 15.7 18.9 13.8 20.2 13.0 14.7 12.5 16.8 20.7 15.1 15.5 13.8 12.3 16.7 15.7 20.8 15.8
Other 0.1 0.3 0.1 0.3 0.0 0.3 0.0 0.4 0.2 0.3 0.2 0.0 0.5 0.2 0.3 0.0 0.0 0.2
Number of parent/ guardians 3,801 3,513 2,907 4,407 1,194 3,007 756 2,251 3,032 910 2,122 82 1,555 1,487 1,444 1,446 1,382 7,314
130 | Kindergarten
Interestingly, there are differences by wealth in parent/guardians’ perspectives regarding the advantages of kindergarten. In particular, parent/guardians from the wealthiest households are more likely than other parent/guardians to say that the advantages of kindergarten include socialization and child care.
12.6
SCHOOL FEEDING AMONG KINDERGARTEN STUDENTS
Table 12.7 School feeding among kindergarten students Percent of kindergarten students age 4-6 by receipt of free meal or snack at school during the 20052006 school year, EHES 20052006 Percentage receiving free food at school 12.5 87.5 100.0 333
As discussed in Chapter 3, some children suffer from malnutrition that can affect their physical and cognitive development, as well as their capacity to attend school, to stay in school, and to learn while attending school. These educational issues are perhaps most important for kindergarten students, since they are at a critical age in their physical and cognitive development. The 2005-2006 EHES collected information about the percentage of children attending kindergarten who received a free meal or snack at school during the 2005-2006 school year (Table 12.7). The vast majority of kindergarten students (88 percent) did not receive free food at school. All of the children fed at school (13 percent) received a snack and not a complete meal.
Food received Yes, snack No Total Number of students
Note: The table excludes 4 cases with missing information.
Kindergarten | 131
CHAPTER 1
REFERENCES
Drake, L. et al., 2002. School-age children: Their nutrition and health. SCN News 25 (December):5-7. Fentiman, A., A. Hall, and D. Bundy. 2001. Health and cultural factors associated with enrolment in basic education: A study in rural Ghana. Social Science and Medicine 52:429-439. Gwatkin, D.R., S. Rutstein, K. Johnson, R.P. Pande, and A. Wagstaff. 2000. Socio-economic differences in health, nutrition and poverty. HNP/Poverty Thematic Group of the World Bank. Washington, D.C.: The World Bank. Levinger, B. 1992. Nutrition, health, and learning: Current issues and trends. Newton, MA: Education Development Center. Partnership for Child Development. 2000. What’s new in the health and nutrition of the school-aged child and in school health and nutrition programmes. Paper prepared for April ACC/SCN meeting. Rutstein, S. 1999. Wealth versus expenditure: Comparison between the DHS wealth index and household expenditures in four departments of Guatemala. Calverton, Maryland, USA: ORC Macro (Unpublished). Rutstein, S., K. Johnson, and D. Gwatkin. 2000. Poverty, health inequality, and its health and demographic effects. Paper presented at the 2000 Annual Meeting of the Population Association of America, Los Angeles, California. UNDP. 2004. Country Evaluation: Egypt, Assessment of Development Results. New York: Evaluation Office, UNDP.
References | 133
ESTIMATES OF SAMPLING ERRORS
Appendix
A
The estimates from a sample survey are affected by two types of errors: (1) nonsampling errors, and (2) sampling errors. Nonsampling errors are the results of mistakes made in implementing data collection and data processing, such as failure to locate and interview the correct household, misunderstanding of the questions on the part of either the interviewer or the respondent, and data entry errors. Although numerous efforts were made during the implementation of the 2005-06 Egypt Household Education Survey (EHES 2005-06) to minimize this type of error, nonsampling errors are impossible to avoid and difficult to evaluate statistically. Sampling errors, on the other hand, can be evaluated statistically. The sample of respondents selected in the EHES 2005-06 is only one of many samples that could have been selected from the same population, using the same design and expected size. Each of these samples would yield results that differ somewhat from the results of the actual sample selected. Sampling errors are a measure of the variability between all possible samples. Although the degree of variability is not known exactly, it can be estimated from the survey results. A sampling error is usually measured in terms of the standard error for a particular statistic (mean, percentage, etc.), which is the square root of the variance. The standard error can be used to calculate confidence intervals within which the true value for the population can reasonably be assumed to fall. For example, for any given statistic calculated from a sample survey, the value of that statistic will fall within a range of plus or minus two times the standard error of that statistic in 95 percent of all possible samples of identical size and design. If the sample of respondents had been selected as a simple random sample, it would have been possible to use straightforward formulas for calculating sampling errors. However, the EHES 2005-06 sample is the result of a multi-stage stratified design, and, consequently, it was necessary to use more complex formulae. The computer software used to calculate sampling errors for the EHES 2005-06 is the ISSA Sampling Error Module. This module used the Taylor linearization method of variance estimation for survey estimates that are means or proportions. The Taylor linearization method treats any percentage or average as a ratio estimate, r = y/x, where y represents the total sample value for variable y, and x represents the total number of cases in the group or subgroup under consideration. The variance of r is computed using the formula given below, with the standard error being the square root of the variance:
SE 2 ( r ) = var ( r ) =
1− f x2
2 ⎡ mh ⎛ mh 2 z h ⎞⎤ ⎜ ∑ z hi − ⎟⎥ ∑ ⎢ m − 1 ⎜ i=1 mh ⎟ ⎦ h =1 ⎣ h ⎝ ⎠ H
in which
z hi = y hi − rx hi , and z h = y h − rx h
where h mh yhi xhi f represents the stratum which varies from 1 to H, is the total number of clusters selected in the hth stratum, is the sum of the weighted values of variable y in the ith cluster in the hth stratum, is the sum of the weighted number of cases in the ith cluster in the hth stratum, and is the overall sampling fraction, which is so small that it is ignored.
Appendix A | 135
In addition to the standard error, ISSA computes the design effect (DEFT) for each estimate, which is defined as the ratio between the standard error using the given sample design and the standard error that would result if a simple random sample had been used. A DEFT value of 1.0 indicates that the sample design is as efficient as a simple random sample, while a value greater than 1.0 indicates the increase in the sampling error due to the use of a more complex and less statistically efficient design. ISSA also computes the relative error and confidence limits for the estimates. Sampling errors for the EHES 2005-06 are calculated for selected variables considered to be of primary interest. The results are presented in this appendix for the country as a whole, for the urban and rural areas, for the Urban Governorates, for Lower Egypt and Upper Egypt. For each variable, the type of statistic (mean, proportion, or rate) and the base population are given in Table A.1. Tables A.2 to A.7 present the value of the statistic (R), its standard error (SE), the number of unweighted (NUNWE) and weighted (N-WEIG) cases, the design effect (DEFT), the relative standard error (SE/R), and the 95 percent confidence limits (R±2SE), for each variable. The DEFT is considered undefined when the standard error considering simple random sample is zero (when the estimate is close to 0 or 1). The confidence interval (e.g., as calculated for Never attended school) can be interpreted as follows: the overall proportion of eligible children age 4-17 who never attended school is 0.140 and its standard error is 0.004. Therefore, to obtain the 95 percent confidence limits, one adds and subtracts twice the standard error to the sample estimate, i.e., 0.14±2×0.004. There is a high probability (95 percent) that the true proportion of eligible children 4-17 who never attended school is between 0.132 and 0.148. Sampling errors are analyzed for the national sample. The relative standard errors (SE/R) for all the indicators calculated range between 0.5 percent and 86 percent with an average of 21 percent; the highest relative standard errors are for estimates of very low values (e.g., Dropout rate for primary 1). If estimates of very low values (less than 5 percent) were removed, then the average drops to 7.5 percent. So in general, the relative standard error for most estimates for the country as a whole is small, except for estimates of very small proportions. The value of the design effect (DEFT), averaged over all variables, is 1.30 which means that, due to multi-stage clustering of the sample, the average standard error is increased by a factor of 1.30 over that in an equivalent simple random sample.
136 | Appendix A
Table A.1 List of selected variables for sampling errors, EHES 2005-06 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Variable Estimate Base population ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Repetition rate for primary 1 Proportion Primary school students age 4-24 attending primary 1 in 2003-2004 school year Dropout rate for primary 1 Repetition rate for primary 5 Dropout rate for primary 5 Repetition rate for preparatory 1 Dropout rate for preparatory 1 Repetition rate for preparatory 3 Dropout rate for preparatory 3 Repetition rate for secondary 1 Dropout rate for secondary 1 Repetition rate for secondary 3 Never attended school Dropped out of school Currently attending school Parent/guardian school involvement Perceived problems with classroom overcrowding Perceived problems with teacher performance Private tutoring participation rate Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Proportion Primary school students age 4-24 attending primary 1 in 2003-2004 school year Primary school students age 4-24 attending primary 5 in 2003-2004 school year Primary school students age 4-24 attending primary 5 in 2003-2004 school year Preparatory school students age 4-24 attending preparatory 1 in 2003-2004 school year Preparatory school students age 4-24 attending preparatory 1 in 2003-2004 school year Preparatory school students age 4-24 attending preparatory 3 in 2003-2004 school year Preparatory school students age 4-24 attending preparatory 3 in 2003-2004 school year Secondary school students age 4-24 attending secondary 1 in 2003-2004 school year Secondary school students age 4-24 attending secondary 1 in 2003-2004 school year Secondary school students age 4-24 attending secondary 3 in 2003-2004 school year All eligible children age 4-17 All eligible children age 4-17 All eligible children age 4-17 Children age 4-17 attending primary, preparatory, and secondary school in 2005-2006 school year Children age 4-17 attending primary, preparatory, and secondary school in 2005-2006 school year Children age 4-17 attending primary, preparatory, and secondary school in 2005-2006 school year Children age 4-17 attending primary, preparatory, and secondary school in 2005-2006 school year
Appendix A | 137
Table A.2 Sampling errors for the total sample, EHES 2005-06 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Variable
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Repetition rate for primary 1 Dropout rate for primary 1 Repetition rate for primary 5 Dropout rate for primary 5 Repetition rate for preparatory 1 Dropout rate for preparatory 1 Repetition rate for preparatory 3 Dropout rate for preparatory 3 Repetition rate for secondary 1 Dropout rate for secondary 1 Repetition rate for secondary 3 Never attended school Dropped out of school Currently attending school Parent/guardian school involvement Perceived problems with classroom overcrowding Perceived problems with teacher performance Private tutoring participation rate 0.008 0.002 0.028 0.006 0.056 0.012 0.093 0.058 0.020 0.007 0.058 0.140 0.069 0.791 0.387 0.244 0.180 0.489 0.004 0.002 0.006 0.003 0.008 0.004 0.012 0.011 0.006 0.004 0.010 0.004 0.003 0.005 0.008 0.007 0.007 0.009 1150 1150 1140 1140 1118 1118 973 973 889 889 739 15867 15867 15867 11686 11686 11686 10803 1116 1116 1076 1076 1090 1090 930 930 855 855 687 15072 15072 15072 11203 11203 11203 10368 1.306 1.436 1.163 1.130 1.223 1.206 1.294 1.428 1.196 1.210 1.103 1.323 1.265 1.385 1.364 1.404 1.445 1.429 0.423 0.863 0.205 0.433 0.151 0.333 0.134 0.192 0.280 0.475 0.167 0.029 0.042 0.006 0.021 0.031 0.038 0.018 0.001 0.000 0.017 0.001 0.039 0.004 0.068 0.036 0.009 0.000 0.039 0.132 0.064 0.781 0.371 0.229 0.166 0.472 0.015 0.007 0.040 0.012 0.073 0.020 0.117 0.080 0.032 0.014 0.078 0.148 0.075 0.801 0.404 0.259 0.193 0.507
Value (R)
Number of cases Stand- ––––––––––––––––– ard UnWeighterror weighted ed (SE) (N) (WN)
Design effect (DEFT)
Relative error (SE/R)
––––––––––––––––
Confidence limits R-2SE R+2SE
Table A.3 Sampling errors for the urban sample, EHES 2005-06 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Variable
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Repetition rate for primary 1 Dropout rate for primary 1 Repetition rate for primary 5 Dropout rate for primary 5 Repetition rate for preparatory 1 Dropout rate for preparatory 1 Repetition rate for preparatory 3 Dropout rate for preparatory 3 Repetition rate for secondary 1 Dropout rate for secondary 1 Repetition rate for secondary 3 Never attended school Dropped out of school Currently attending school Parent/guardian school involvement Perceived problems with classroom overcrowding Perceived problems with teacher performance Private tutoring participation rate 0.009 0.000 0.036 0.009 0.051 0.016 0.096 0.030 0.011 0.013 0.052 0.104 0.061 0.835 0.510 0.272 0.203 0.559 0.006 0.000 0.012 0.006 0.014 0.008 0.022 0.012 0.007 0.007 0.015 0.007 0.005 0.009 0.013 0.013 0.011 0.014 440 440 418 418 426 426 408 408 395 395 338 5863 5863 5863 4508 4508 4508 4270 438 438 369 369 401 401 390 390 375 375 288 5584 5584 5584 4275 4275 4275 4064 1.374 na 1.251 1.282 1.281 1.318 1.401 1.445 1.349 1.277 1.122 1.603 1.338 1.694 1.339 1.458 1.405 1.477 0.670 na 0.334 0.701 0.272 0.520 0.226 0.411 0.642 0.576 0.279 0.067 0.079 0.011 0.026 0.047 0.053 0.025 0.000 0.000 0.012 0.000 0.023 0.000 0.052 0.005 0.000 0.000 0.023 0.090 0.051 0.817 0.483 0.246 0.182 0.531 0.022 0.000 0.060 0.021 0.079 0.032 0.139 0.055 0.026 0.027 0.081 0.118 0.070 0.854 0.536 0.297 0.225 0.586
Value (R)
Number of cases Stand- ––––––––––––––––– ard UnWeighterror weighted ed (SE) (N) (WN)
Design effect (DEFT)
Relative error (SE/R)
––––––––––––––––
Confidence limits R-2SE R+2SE
138 | Appendix A
Table A.4 Sampling errors for the rural sample, EHES 2005-06 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Variable
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Repetition rate for primary 1 Dropout rate for primary 1 Repetition rate for primary 5 Dropout rate for primary 5 Repetition rate for preparatory 1 Dropout rate for preparatory 1 Repetition rate for preparatory 3 Dropout rate for preparatory 3 Repetition rate for secondary 1 Dropout rate for secondary 1 Repetition rate for secondary 3 Never attended school Dropped out of school Currently attending school Parent/guardian school involvement Perceived problems with classroom overcrowding Perceived problems with teacher performance Private tutoring participation rate 0.008 0.004 0.024 0.005 0.059 0.009 0.090 0.078 0.028 0.003 0.063 0.161 0.074 0.764 0.312 0.227 0.165 0.445 0.004 0.003 0.006 0.002 0.011 0.004 0.015 0.017 0.008 0.003 0.013 0.005 0.004 0.006 0.011 0.009 0.009 0.011 710 710 722 722 692 692 565 565 494 494 401 10004 10004 10004 7178 7178 7178 6533 678 678 707 707 688 688 539 539 480 480 399 9488 9488 9488 6928 6928 6928 6305 1.257 1.436 1.088 0.956 1.199 1.074 1.193 1.422 1.140 0.981 1.092 1.238 1.236 1.254 1.409 1.392 1.519 1.454 0.546 0.861 0.256 0.511 0.182 0.415 0.162 0.215 0.306 0.780 0.208 0.032 0.049 0.008 0.034 0.041 0.054 0.026 0.000 0.000 0.012 0.000 0.037 0.002 0.061 0.044 0.011 0.000 0.036 0.151 0.067 0.752 0.291 0.208 0.147 0.422 0.016 0.011 0.037 0.010 0.080 0.017 0.120 0.111 0.044 0.008 0.089 0.172 0.082 0.776 0.333 0.246 0.183 0.467
Value (R)
Number of cases Stand- ––––––––––––––––– ard UnWeighterror weighted ed (SE) (N) (WN)
Design effect (DEFT)
Relative error (SE/R)
––––––––––––––––
Confidence limits R-2SE R+2SE
Table A.5 Sampling errors for the Urban Governorates sample, EHES 2005-06 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Variable
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Repetition rate for primary 1 Dropout rate for primary 1 Repetition rate for primary 5 Dropout rate for primary 5 Repetition rate for preparatory 1 Dropout rate for preparatory 1 Repetition rate for preparatory 3 Dropout rate for preparatory 3 Repetition rate for secondary 1 Dropout rate for secondary 1 Repetition rate for secondary 3 Never attended school Dropped out of school Currently attending school Parent/guardian school involvement Perceived problems with classroom overcrowding Perceived problems with teacher Private tutoring participation rate 0.008 0.000 0.049 0.010 0.066 0.002 0.075 0.024 0.013 0.022 0.056 0.106 0.065 0.829 0.579 0.277 0.202 0.563 0.008 0.000 0.021 0.010 0.023 0.002 0.027 0.013 0.011 0.015 0.023 0.014 0.008 0.019 0.019 0.017 0.014 0.017 181 181 178 178 165 165 161 161 149 149 142 2407 2407 2407 1809 1809 1809 1715 194 194 155 155 141 141 152 152 140 140 123 2233 2233 2233 1683 1683 1683 1610 1.267 na 1.247 1.272 1.138 0.509 1.323 1.098 1.172 1.284 1.150 1.980 1.321 2.137 1.285 1.301 1.198 1.207 0.988 na 0.426 0.991 0.348 1.003 0.364 0.554 0.840 0.703 0.409 0.133 0.116 0.023 0.032 0.062 0.070 0.030 0.000 0.000 0.007 0.000 0.020 0.000 0.020 0.000 0.000 0.000 0.010 0.078 0.050 0.791 0.542 0.243 0.174 0.528 0.023 0.000 0.091 0.029 0.112 0.005 0.130 0.050 0.034 0.052 0.102 0.134 0.080 0.867 0.617 0.312 0.230 0.597
Value (R)
Number of cases Stand- ––––––––––––––––– ard UnWeighterror weighted ed (SE) (N) (WN)
Design effect (DEFT)
Relative error (SE/R)
––––––––––––––––
Confidence limits R-2SE R+2SE
Appendix A | 139
Table A.6 Sampling errors for the Lower Egypt sample, EHES 2005-06 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Variable
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Repetition rate for primary 1 Dropout rate for primary 1 Repetition rate for primary 5 Dropout rate for primary 5 Repetition rate for preparatory 1 Dropout rate for preparatory 1 Repetition rate for preparatory 3 Dropout rate for preparatory 3 Repetition rate for secondary 1 Dropout rate for secondary 1 Repetition rate for secondary 3 Never attended school Dropped out of school Currently attending school Parent/guardian school involvement Perceived problems with classroom overcrowding Perceived problems with teacher Private tutoring participation rate 0.003 0.000 0.020 0.003 0.035 0.012 0.075 0.052 0.013 0.003 0.054 0.115 0.068 0.817 0.409 0.224 0.175 0.574 0.003 0.000 0.008 0.003 0.011 0.006 0.019 0.018 0.006 0.003 0.017 0.006 0.005 0.007 0.014 0.012 0.011 0.014 306 306 302 302 338 338 268 268 293 293 204 4255 4255 4255 3237 3237 3237 3050 436 436 431 431 477 477 375 375 409 409 285 5984 5984 5984 4570 4570 4570 4296 0.988 na 1.002 0.978 1.053 0.959 1.127 1.207 0.963 0.899 1.062 1.095 1.138 1.103 1.212 1.252 1.295 1.276 0.999 na 0.403 0.998 0.301 0.482 0.256 0.338 0.494 0.990 0.311 0.049 0.072 0.009 0.034 0.054 0.064 0.025 0.000 0.000 0.004 0.000 0.014 0.000 0.036 0.017 0.000 0.000 0.020 0.103 0.058 0.803 0.382 0.200 0.152 0.546 0.009 0.000 0.036 0.009 0.056 0.023 0.113 0.088 0.025 0.008 0.087 0.126 0.078 0.831 0.437 0.248 0.197 0.603
Value (R)
Number of cases Stand- ––––––––––––––––– ard UnWeighterror weighted ed (SE) (N) (WN)
Design effect (DEFT)
Relative error (SE/R)
––––––––––––––––
Confidence limits R-2SE R+2SE
Table A.7 Sampling errors for the Upper Egypt sample, EHES 2005-06 ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Variable
–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––
Repetition rate for primary 1 Dropout rate for primary 1 Repetition rate for primary 5 Dropout rate for primary 5 Repetition rate for preparatory 1 Dropout rate for preparatory 1 Repetition rate for preparatory 3 Dropout rate for preparatory 3 Repetition rate for secondary 1 Dropout rate for secondary 1 Repetition rate for secondary 3 Never attended school Dropped out of school Currently attending school Parent/guardian school involvement Perceived problems with classroom overcrowding Perceived problems with teacher Private tutoring participation rate 0.013 0.006 0.028 0.008 0.074 0.015 0.118 0.076 0.036 0.007 0.063 0.174 0.072 0.754 0.301 0.256 0.178 0.383 0.007 0.005 0.009 0.004 0.015 0.007 0.021 0.019 0.013 0.006 0.014 0.006 0.004 0.007 0.012 0.011 0.011 0.013 613 613 596 596 568 568 494 494 402 402 363 8423 8423 8423 6066 6066 6066 5512 473 473 474 474 461 461 391 391 294 294 272 6662 6662 6662 4808 4808 4808 4332 1.510 1.583 1.259 1.178 1.381 1.387 1.396 1.618 1.345 1.361 1.031 1.324 1.289 1.357 1.446 1.486 1.578 1.577 0.546 0.862 0.305 0.542 0.203 0.469 0.174 0.256 0.368 0.836 0.216 0.036 0.057 0.010 0.039 0.045 0.059 0.034 0.000 0.000 0.011 0.000 0.044 0.001 0.077 0.037 0.009 0.000 0.036 0.162 0.063 0.740 0.277 0.233 0.157 0.357 0.027 0.016 0.045 0.017 0.104 0.029 0.159 0.114 0.062 0.019 0.091 0.187 0.080 0.769 0.324 0.279 0.199 0.409
Value (R)
Number of cases Stand- ––––––––––––––––– ard UnWeighterror weighted ed (SE) (N) (WN)
Design effect (DEFT)
Relative error (SE/R)
––––––––––––––––
Confidence limits R-2SE R+2SE
140 | Appendix A
SURVEY STAFF
Technical and Administrative Staff
Technical Director Fatma Hassan El-Zanaty Senior Technical Staff Noha Ahmed El-Ghazaly, Assistant Survey Director Mahmoud El-Saed, Assistant Director for Training Rashad Hamed, Assistant Director for Data Processing Senior Field Staff Mounir Mohamed Ibrahim, Field Coordinator Yasser Khalifa Metwaly, Assistant Wael Mahmoud Ibrahim, Assistant Senior Data Processing Staff Mohamed Ahmed El-Ghazaly, Data Processing Coordinator Mahmoud Mohsen, Assistant Data Processing Coordinator Research Assistants Sameh Said Amin, Senior Fatma Samy El-Beih Office Staff Mohamed Farag Allah, Coordinator Mohamed Ahmed Ismail Mohamed Hussien Awad Allah Nagwa Metwaly Fahmy Mohamed Azab Gouda Administrative Staff Wegdan Yehia, Accountant Azza Saad Abou El Eyoun, Secretary
Appendix
B
Macro International Staff
Stephanie Gorin, Survey Manager and Senior Education Analyst Ann Way, Senior Analyst Alfredo Aliaga, Sampling Specialist Jeanne Cushing, Data Processing Specialist Kaye Mitchell, Document Production Specialist
Appendix B | 141
Interviewing and Reinterviewing Staff
Abd El- Wahhab Hassan Osman Awad Gamal Hashim Amr Shokry Mohamed Fatiany Abou El-Makarm Mohamed Salem Supervisors Mohamed Abd El-Kader Mohamed Mohamed Mahros Mahros Mahmoud Shehata Hassanin Debs Hany Mohamed Abd El-Monem Wael Abd El-Karim Mohamed Waleid El-Gameel El-Sayed Abd El kreem
Field Editors Ashgan Ramadan Abd El- Aziz Abd El Wahed Sheren Ayman Amani Mohamed Mabrouk Abd El Rehim Shimaa Omr Sayed Amal Abd El-Halim Abd Allah Mostafa Fatma El-Sayed Abd El-Salam Amira Hussni Ahmed sayed Hanaa Ibrahem Mohammed Metwaly Doaa Ibrahem Mohammed Metwaly Hayam Abd El-Salam Saafan Rehab Fawzy Mahmoud El Sayed Yasmen Hassan Ali Interviewers Ahmad Elnaggar Amr Abd El-Salam Abd El Kereem Mohammed Abd El-Hade Amr Awwad Amr Awad Ali Ismail Housam Eldin Mohammed Mohammed Abd El-Hady Amer Ghanem Waled Moustafa Houssin Farag Allah Mohammed Sayed Mohammed Abd El-Hy Anwar Mahmoud Sad Mohammed Sad Moustafa Farag Allah Raghaby Soliman Abd El-Menem Houssin Walid Mostafa Hashim Gaber Emad El-Din Moustafa Souhir Saad Osman Mohammed Emara Ebtesam Hassan Ahmed Fares Shanda Mahmoud Mohammed Kharoba Ebtesam Said Abd El-Rahman Mohamed Shereen Imam Abd El-Razek Hasab Alaah Ebtesam Moustafa Sayed Oda El Tawel Shimaa Mamdouh Abd El-Tawab Yuines Asmaa Kamal Sayed Mohamed Sabah Mohammed Saeed Marzouk Amany soliman Hafez Khalil Ola Ahmed Helmi Abas Eman Ezzat Hassan Abd El Aal Fatma Mokhtar Mohammed Nour El Din Eman Mohamed Abd ElWanees Moawad Marwa Ramadan Mohammed Hussien Khadega Senosi Abd El-Moez Ata Marwa Fared Mohamed Saad Doaa Ayman Abd Allh El Safty Marwa Nasr Ali Mohammed Naser Rana Ahmed Moustafa El Seidy Mona Helmi Mohammed Amar Asmaa Kamal Amin Ranya Hussni Abo Hamed Mona Hameed Nasr Mohammed Rabab Fawzy Mohamed Abd El Lateef Mayada Fawzy El Sayed Mohamed Salwa Ahmad Rasha Ibrahem Ali Ibrahem Nermeen Abd El Salam Mohamed Yussef Rasha El-Mousallamy Ali Ahmed Nahla Ali Ahmed Ali Radwa Samir Ahmed Mohamed Bedair Nemat Mahmoud Abd El Gawad Rokia Mohammed El Mahdy Amin Ahmed Walaa Mohammed Afifi Mohamed Yussef Samia Ali Mohamed Khatab Hanaa Mostafa Asab Alah Abd El Gawad Samia Mohammed Ali Abd El Reheem Howida Ali Mohamed Oda Salwa Ahmed Hussien Abd Allah Hayam Khamis Shehata Ali Salwa Abd El Azem Bahget Mohammed Wafaa Farouk Abd El Maksoud Samah Abou Zied Mohammed Hasneen
142 | Appendix B
Office Editing Staff
Editors Amal Abd El-Rehim Hassan Amera Houssny Ahmed Sayed Rihab Fawzy Mahmoud El Sayed Shimaa Omr Sayed Amar Nagwa Metwaly Fahmy Hoda Mahmod Abd El-Gawwad Coders Eman Mohamed Fouaad Hanaan Ahmed Fawzy Fatma Samy Abd El Meneem El-Beah Mohamed Ahmed Ismail Mohamed Hussien Awad Allah Mohamed Azab Gouda Mohamed Farag Allah Roghby Mohamed Farouk Ali Mahmoud Mohamed Mohsen Wael Mahmoud Ibrahim Yasser Khalifa Metwaly
Data Entry Staff
Sherif Mohamed Ibrahim Mohamed Shiref Salah Shahira Hamdy Mohammed Farouk Ali Mohamed Hussien Awad Allah Moshera Nabawy Mohamed Abd El-Rehim Hassan Mohamed Azab Gouda Nahed Abd El-Razik Mohamed Nagwa Metwaly Fahmy
Appendix B | 143
QUESTIONNAIRES
Appendix
C
Appendix C | 145
ARAB REPUBLIC OF EGYPT MINISTRY OF EDUCATION AND EL- ZANATY & ASSOCIATES
EGYPT HOUSEHOLD EDUCATION SURVEY 2005
HOUSEHOLD QUESTIONNAIRE
DATA COLLECTED FROM THIS STUDY IS CONFIDENTIAL AND WILL BE USED FOR SCIENTIFIC PURPOSES ONLY
Appendix C | 147
HOUSEHOLD QUESTIONNAIRE IDENTIFICATION GOVERNORATE KISM/MARKAZ SHIAKHA/VILLAGE HOUSEHOLD NUMBER URBAN .............................. 1 ... 1 SMALL CITY . . . 2 RURAL ..................... 2 VILLAGE . . . 4 LOCALITY HOUSEHOLD NO. URBAN/RURAL PSU/SEGMENT NO. BUILDING NO. HOUSING UNIT NO. PSU/SEGMENT NO. GOVERNORATE
LARGE CITY
TOWN . . . . . . 3
NAME OF HOUSEHOLD HEAD ADDRESS IN DETAIL INTERVIEWER VISITS 1 2 3 DAY DATE TEAM INTERVIEWER SUPERVISOR RESULT NEXT VISIT: DATE TIME RESULT CODES: 1 COMPLETED 2 NO HOUSEHOLD MEMBER AT HOME OR NO COMPETENT RESPONDENT AT HOME AT TIME OF VISIT 3 ENTIRE HOUSEHOLD ABSENT FOR EXTENDED PERIOD OF TIME 4 POSTPONED 5 REFUSED 6 DWELLING VACANT OR ADDRESS NOT A DWELLING 7 DWELLING DESTROYED 8 DWELLING NOT FOUND 9 HOUSEHOLD MOVED; END INTERVIEW 10 OTHER (SPECIFY)
FINAL VISIT MONTH 2 YEAR 0 0
TEAM . . . . . . . . . . . . . . . . . . . INT. NUMBER . . . . . . . . . . . . SUP. NUMBER ..........
RESULT . . . . . . . . . . . . . . . . . . . . .
TOTAL NUMBER OF VISITS
TOTAL PARENT/ GUARDIANS
TOTAL ELIGIBLE CHILDREN AGE 4-17 LINE NO. OF RESP.TO HOUSEHOLD SCHEDULE
Hello. My name is ______. I am a representative of the Ministry of Education. We are conducting a survey on children’s education throughout the country. I would like to talk to you and ask you some questions. ADDRESS CHECKED BY: FIELD EDITOR NAME DATE SIGNATURE / / 200 / / 200 / / 200 / / 200 YES 1 NO 2 KEYER
OFFICE EDITOR
CODER
148 | Appendix C
HOUSEHOLD SCHEDULE Now we would like some information about the people who were usually living in your household when we visited you several months ago.
LINE NO.
INFORMATION FROM EDHS 2005
RELATIONSHIP TO HEAD OF HOUSEHOLD
FOR INDIVIDUALS AGE 4-17 YEARS AT TIME OF EDHS (IF AGE IN Q005 IS NOT 4-17 GO TO NEXT LINE)
AGE RESIDENCE AGE MARITAL STATUS IF AGE 15 OR OLDER ELIGIBILITY
NAMES OF USUAL RESIDENTS
SEX
ELIGIBLE CHILD’S PARENT/GUARDIAN
BIRTH REGISTRATION
001
002
003
004
005
006
Does (NAME) usually live here?
007 How old is (NAME) now?
008
What is (NAME'S) current marital status?
009 CHECK 006,
007 AND 008 AND CIRCLE LINE NUMBER OF ALL CHILDREN AGE 4-17, USUAL RESIDENTS AND NEVER MARRIED
010 Who in the household is best able to answer
questions about (NAME)’s education?
011 Does (NAME) have a birth certificate?
IF NO, PROBE: Has (NAME)'s birth ever been registered with the civil authority? 1 HAS BIRTH CERTIFICATE 2 REGISTERED 3 NEITHER 8 DON'T KNOW
1 MARRIED 2 WIDOWED 3 DIVORCED 4 SEPARATED 5 SIGNED CONTRACT 6 NEVER MARRIED
RECORD PARENT/
GUARDIAN’S LINE NUMBER.
M 01 1
F 2
IN YEARS
YES 1
NO 2 NEXT LINE
IN YEARS 01
P/G LINE NO.
HAS CER. 1
REG 2
N 3
DK 8
0 1
02
1
2
1
2 NEXT LINE
02
1
2
3
8
03
1
2
1
2 NEXT LINE
03
1
2
3
8
04
1
2
1
2 NEXT LINE
04
1
2
3
8
05
1
2
1
2 NEXT LINE
05
1
2
3
8
06
1
2
1
2 NEXT LINE
06
1
2
3
8
07
1
2
1
2 NEXT LINE
07
1
2
3
8
08
1
2
1
2 NEXT LINE
08
1
2
3
8
09
1
2
1
2 NEXT LINE
09
1
2
3
8
10
1
2
1
2 NEXT LINE
10
1
2
3
8
CHECK 006: IF ALL DHS HOUSEHOLD MEMBERS ARE NOT USUAL RESIDENTS ANYMORE, END INTERVIEW AND RECORD "9" FOR RESULT CODE ON IDENTIFICATION SHEET.
TICK HERE IF ANOTHER CONTINUATION SHEET USED
012
CHECK 010 NO. OF PARENT/GUARDIANS
Appendix C | 149
HEIGHT AND WEIGHT MEASUREMENT FOR CHILDREN AGE 6-9
LINE NO.
CHECK 007: RECORD LINE NUMBER OF ALL CHILDREN AGE 6-9 CHILDREN AGE 6-9
013
LINE NO. FROM 001
HEIGHT AND WEIGHT MEASUREMENT OF CHILDREN AGE 6-9
016 017
HEIGHT (CM)
014
NAME FROM FROM 002
015
AGE FROM 007
018
WEIGHT (KG)
019
RESULT 1 MEASURED 2 NOT PRESENT 3 REFUSED 6 OTHER
COPY MONTH AND YEAR FROM 203 IN PARENT/GUARDIAN QUESTIONNAIRE. THEN ASK WHAT DAY THE CHILD WAS BORN AND RECORD DAY.
YEARS 01
DAY
MONTH
YEAR
. . . . . . . . . .
. . . . . . . . . .
02
03
04
05
06
07
08
09
10
150 | Appendix C
LITERACY AND NUMERACY FOR CHILDREN AGE 6-9
Now I would like to see (NAME'S) familiarity with reading and arithmetic.
CHECK 007: RECORD LINE NUMBER OF ALL CHILDREN AGE 6-9 CHILDREN AGE 6-9
020
LINE NO. FROM 001
021
NAME FROM FROM 002
022
LITERACY Now I would like you to read out loud as much of this sentence as you can. SHOW CARD TO CHILD. IF CHILD CANNOT READ WHOLE SENTENCE, PROBE: Can you read any part of the sentence to me? 1 = CANNOT READ AT ALL 2 = ABLE TO READ ONLY PARTS OF SENTENCE 3 = ABLE TO READ WHOLE SENTENCE 4 = BLIND OR VISUALLY IMPAIRED
023
NUMERACY Now I would like you to add these numbers together for me. SHOW CARD TO CHILD.
024
RESULT 1 TESTED 2 NOT PRESENT 3 CHILD/PARENT/ GUARDIAN REFUSED 4 BLIND OR VISUALLY IMPAIRED 6 OTHER
1 = DID NOT CORRECTLY SUM NUMBERS OR NO ANSWER GIVEN 2 = CORRECTLY SUMMED NUMBERS
CIRCLE CODE BELOW. CIRCLE NUMBER BELOW.
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
1
2
3
4 GO TO 024
1
2
025 NAME OF MEASURER/TESTER
NAME OF ASSISTANT
Appendix C | 151
OBSERVATIONS TO BE FILLED IN AFTER COMPLETING INTERVIEW 026 INTERVIEWER'S OBSERVATIONS
COMMENTS ABOUT RESPONDENT:
COMMENTS ON SPECIFIC QUESTIONS:
ANY OTHER COMMENTS:
027
SUPERVISOR'S OBSERVATIONS
NAME OF SUPERVISOR:
DATE:
028
EDITOR'S OBSERVATIONS
NAME OF EDITOR:
DATE:
152 | Appendix C
ARAB REPUBLIC OF EGYPT MINISTRY OF EDUCATION AND EL- ZANATY & ASSOCIATES
EGYPT HOUSEHOLD EDUCATION SURVEY 2005
PARENT/GUARDIAN QUESTIONNAIRE
DATA COLLECTED FROM THIS STUDY IS CONFIDENTIAL AND WILL BE USED FOR SCIENTIFIC PURPOSES ONLY
Appendix C | 153
PARENT/GUARDIAN QUESTIONNAIRE IDENTIFICATION GOVERNORATE GOVERNORATE KISM/MARKAZ SHIAKHA/VILLAGE HOUSEHOLD NUMBER _____________________________ _____________________________ __________________________ PSU/SEGMENT NO. BUILDING NO. ______________ ________________ PSU/SEGMENT NO. HOUSING UNIT NO. ________________
___________________________________________________________ HOUSEHOLD NO. URBAN/RURAL 1 2 RURAL ....................... 2 VILLAGE . . . . . . 4 LOCALITY
URBAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LARGE CITY . . . . . . . 1 NAME OF HOUSEHOLD HEAD ADDRESS IN DETAIL SMALL CITY ...
TOWN . . . . . . 3
_____________________________________________________
_______________________________________________________________ _______________________________________________________ _______________________________________________ LINE NUMBER
NAME OF PARENT/GUARDIAN
LINE NUMBER OF PARENT/GUARDIAN
INTERVIEWER VISITS 1 2 3 DAY DATE TEAM INTERVIEWER SUPERVISOR RESULT NEXT VISIT: DATE TIME RESULT CODES: 1 COMPLETED 2 NOT AT HOME 3 POSTPONED TOTAL NUMBER OF VISITS FINAL VISIT MONTH 2 YEAR 0 0
TEAM . . . . . . . . . . . . . . . . . . . INT. NUMBER . . . . . . . . . . . . SUP. NUMBER ..........
RESULT . . . . . . . . . . . . . . . . . . . . .
4 5 6
REFUSED PARTLY COMPLETED INCAPACITATED
7
OTHER (SPECIFY)
TOTAL NO OF ELIGIBLE CHILDREN AGE 4-17
FIELD EDITOR NAME DATE SIGNATURE / / 200_
OFFICE EDITOR
CODER
KEYER
/
/ 200_
/
/ 200_
/
/ 200_
154 | Appendix C
SECTION 1. RESPONDENT'S BACKGROUND INFORMED CONSENT Hello. My name is _______________________________ and we are doing a survey for the Ministry of Education. We are conducting a national survey about education. We would very much appreciate your participation in this survey. I would like to ask you about your education and the education of (your children/the children for whom you are responsible). With your permission, our colleagues will come to weigh and measure some of the children and check their familiarity with reading and arithmetic. This information will help the government to plan education programs and initiatives. We won’t take too much of your time. Whatever information you provide will be kept strictly confidential and will not be shown to other persons. We hope that you will participate in this survey since your views are important. At this point, do you want to ask me anything about the survey? May I begin the interview now? SIGNATURE OF INTERVIEWER: RESPONDENT AGREES TO BE INTERVIEWED ... 1 DATE: RESPONDENT DOES NOT AGREE TO BE INTERVIEWED . 2 END
NO. 101
QUESTIONS AND FILTERS RECORD THE TIME.
CODING CATEGORIES
SKIP
HOUR . . . . . . . . . . . . . . . . . . . . . MINUTES . . . . . . . . . . . . . . . . . . 101A CHECK: HOUSEHOLD RESPONDENT HAS BEEN INTERVIEWED IN THE DHS: RESPONDENT NOT INTERVIEWED IN DHS 102 How old were you at your last birthday? RESPONDENT INTERVIEWED IN DHS AGE IN COMPLETED YEARS
200
......
103
Have you ever attended school?
YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 PRIMARY . . . . . . . . . . . . . . . . . . . . . . . PREPARATORY . . . . . . . . . . . . . . . . . . . SECONDARY . . . . . . . . . . . . . . . . . . . . . UPPER INTERMEDIATE . . . . . . . . . . . . UNIVERSITY . . . . . . . . . . . . . . . . . . . . . MORE THAN UNIVERSITY . . . . . . . . . . 1 2 3 4 5 6
107
104
What is the highest level of school you attended?
105
What is the highest grade you completed at that level? CHECK 104: PRIMARY (CODE 1)
GRADE
...................
106
PREPARATORY OR HIGHER (CODES 2-6) CANNOT READ AT ALL . . . . . . . . . . . . 1 ABLE TO READ ONLY PARTS OF SENTENCE ................... 2 ABLE TO READ WHOLE SENTENCE ................... 3 BLIND OR VISUALLY IMPAIRED ... 4
110
107
Now I would like you to read out loud as much of this sentence as you can. SHOW CARD TO RESPONDENT. IF RESPONDENT CANNOT READ WHOLE SENTENCE, PROBE: Can you read any part of the sentence to me?
111
Appendix C | 155
NO. 108
QUESTIONS AND FILTERS Have you ever participated in a literacy program or any other program that involves learning to read or write (not including primary school)? CHECK 107: ABLE TO READ (CODE 2 OR 3) CANNOT READ (CODE 1)
CODING CATEGORIES YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
SKIP
109
111
110
Do you read a newspaper or magazine almost every day, at least once a week, less than once a week or not at all?
ALMOST EVERY DAY . . . . . . . . . . . . . . AT LEAST ONCE A WEEK . . . . . . . . . . LESS THAN ONCE A WEEK . . . . . . . . NOT AT ALL . . . . . . . . . . . . . . . . . . . . . ALMOST EVERY DAY . . . . . . . . . . . . . . AT LEAST ONCE A WEEK . . . . . . . . . . LESS THAN ONCE A WEEK . . . . . . . . NOT AT ALL . . . . . . . . . . . . . . . . . . . . . ALMOST EVERY DAY . . . . . . . . . . . . . . AT LEAST ONCE A WEEK . . . . . . . . . . LESS THAN ONCE A WEEK . . . . . . . . NOT AT ALL . . . . . . . . . . . . . . . . . . . . .
1 2 3 4 1 2 3 4 1 2 3 4
111
Do you listen to the radio almost every day, at least once a week, less than once a week or not at all?
112
Do you watch television almost every day, at least once a week, less than once a week or not at all?
113
What is your religion?
ISLAM . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 CHRISTIANITY . . . . . . . . . . . . . . . . . . . 2 OTHER ________________________ 6 (SPECIFY)
156 | Appendix C
SECTION 2: SCHOOLING BACKGROUND AND CURRENT SCHOOL PARTICIPATION 200 CHECK HOUSEHOLD SCHEDULE AND RECORD IN Q. 201 THE LINE NUMBER, NAME, AND SEX OF THE CHILDREN AGE 4-17 FOR WHOM THIS PARENT/GUARDIAN IS RESPONDING. ASK ALL THE QUESTIONS FOR EACH CHILD FOR WHOM THIS PARENT/ GUARDIAN IS RESPONDING, BEGINNING WITH THE YOUNGEST CHILD (IF THERE ARE MORE THAN 3 CHILDREN, USE AN ADDITIONAL QUESTIONNAIRE). ONCE YOU HAVE COMPLETED Q. 201, BEGIN WITH Q. 202 FOR THE CHILD LISTED IN THE FIRST COLUMN AND COMPLETE ALL QUESTIONS RELATING TO THAT CHILD IN SECTIONS 2 THROUGH 6 BEFORE RETURNING TO THE BEGINNING OF SECTION 2 FOR THE CHILD LISTED IN THE SECOND COLUMN, AND SO ON. Now I would like to ask you about the education of your children/the children for whom you are responsible. 201
LINE NUMBER, NAME, AND SEX OF ELIGIBLE CHILD AGE 4-17. COPY FROM HOUSEHOLD SCHEDULE QUESTIONS 001, 002, AND 004.
NAME:
NAME:
NAME:
MALE . . . . . . . . . . . . FEMALE . . . . . . . . . .
1 2
MALE . . . . . . . . . . . . FEMALE . . . . . . . . . .
1 2
MALE . . . . . . . . . . . . FEMALE . . . . . . . . . .
1 2
202
What is your relationship to (NAME)?
MOTHER/FATHER . . . . . . STEP/FOSTER PARENT . GRANDPARENT . . . . . . . . SISTER/BROTHER . . . . . . AUNT/UNCLE . . . . . . . . . . SISTER/BROTHER-IN-LAW OTHER RELATIVE . . . . . . NOT RELATED . . . . . . . . MONTH ........
1 2 3 4 5 6 7 8
MOTHER/FATHER . . . . . . STEP/FOSTER PARENT . GRANDPARENT . . . . . . . . SISTER/BROTHER . . . . . . AUNT/UNCLE . . . . . . . . . . SISTER/BROTHER-IN-LAW OTHER RELATIVE . . . . . . NOT RELATED . . . . . . . . MONTH ........
1 2 3 4 5 6 7 8
MOTHER/FATHER . . . . . . STEP/FOSTER PARENT . GRANDPARENT . . . . . . . . SISTER/BROTHER . . . . . . AUNT/UNCLE . . . . . . . . . . SISTER/BROTHER-IN-LAW OTHER RELATIVE . . . . . . NOT RELATED . . . . . . . . MONTH ........
1 2 3 4 5 6 7 8
203
In what month and year was (NAME) born? PROBE: What is his/her birthday?
YEAR .
YEAR .
YEAR .
204
How old was (NAME) at his/her last birthday? RECORD AGE IN COMPLETED YEARS.
AGE IN COMPLETED YEARS . . . . . . . .
AGE IN COMPLETED YEARS . . . . . . . .
AGE IN COMPLETED YEARS . . . . . . . .
205
Has (NAME) attended school (government or private) at any point during the current school year? What level of school is/ was (NAME) attending during the current school year? IF KINDERGARTEN, PROBE: Is/was (NAME) attending KG1 or KG2? IF NOT KG1 or KG2, CORRECT Q. 205 TO 'NO.' IF PREPARATORY/ SECONDARY, PROBE: Which type of preparatory/ secondary school is/was (NAME) attending?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 214)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 214)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 214)
206
KINDERGARTEN ...... PRIMARY . . . . . . . . . . . . GENERAL PREPARATORY OTHER PREPARATORY . . GENERAL SECONDARY . . INDUSTRIAL SECONDARY COMMERCIAL SEC. . . . . . . OTHER TECHNICAL SEC. HIGHER . . . . . . . . . . . . . .
0 1 2 3 4 5 6 7 8
KINDERGARTEN ...... PRIMARY . . . . . . . . . . . . GENERAL PREPARATORY OTHER PREPARATORY . . GENERAL SECONDARY . . INDUSTRIAL SECONDARY COMMERCIAL SEC. . . . . . . OTHER TECHNICAL SEC. HIGHER . . . . . . . . . . . . . .
0 1 2 3 4 5 6 7 8
KINDERGARTEN ...... PRIMARY . . . . . . . . . . . . GENERAL PREPARATORY OTHER PREPARATORY . . GENERAL SECONDARY . . INDUSTRIAL SECONDARY COMMERCIAL SEC. . . . . . . OTHER TECHNICAL SEC. HIGHER . . . . . . . . . . . . . .
0 1 2 3 4 5 6 7 8
207
What grade is/was (NAME) attending at that level?
GRADE
............
GRADE
............
GRADE
............
Appendix C | 157
NAME:
NAME:
NAME:
208
CHECK 206 AND 207:
ATTENDING PRIMARY 1 OR KG
ATTENDING HIGHER (CODE OTHER 8)
ATTENDING PRIMARY 1 OR KG
ATTENDING HIGHER (CODE OTHER 8)
ATTENDING PRIMARY 1 OR KG
ATTENDING HIGHER (CODE OTHER 8)
(SKIP TO 219) 209 Last school year (20042005), did (NAME) attend kindergarten? How many years of kindergarten did (NAME) complete? Last school year, how much in total did your household spend on kindergarten school fees for (NAME)?
(SKIP TO 213)
(SKIP TO 219)
(SKIP TO 213)
(SKIP TO 219)
(SKIP TO 213)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 212) ONE YEAR . . . . . . . . . . . . TWO YEARS . . . . . . . . . . 1 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 212) ONE YEAR . . . . . . . . . . . . TWO YEARS . . . . . . . . . . 1 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 212) ONE YEAR . . . . . . . . . . . . TWO YEARS . . . . . . . . . . 1 2
209A
210
SCHOOL FEES IN LE
SCHOOL FEES IN LE
SCHOOL FEES IN LE
NOTHING . . . . . . . . DON'T KNOW . . . . . . 211 Last school year, how much in total did your household spend for (NAME) on other expenses for KG such as clothing for (NAME) to wear to school, books and supplies, transportation, pocket money, and other school-related expenses?
0000 9998
NOTHING . . . . . . . . DON'T KNOW . . . . . .
0000 9998
NOTHING . . . . . . . . DON'T KNOW . . . . . .
0000 9998
OTHER EXPENSES IN LE
OTHER EXPENSES IN LE
OTHER EXPENSES IN LE
NOTHING . . . . . . . . DON'T KNOW . . . . . .
0000 9998
NOTHING . . . . . . . . DON'T KNOW . . . . . .
0000 9998
NOTHING . . . . . . . . DON'T KNOW . . . . . .
0000 9998
212
CHECK 206 AND 207:
ATTENDS ATTENDS PRIMARY KINDERGARTEN GRADE 1 DURING CURRENT DURING SCHOOL YEAR CURRENT SCHOOL YR. (SKIP TO 602) SCHOOL NAME:
ATTENDS ATTENDS PRIMARY KINDERGARTEN GRADE 1 DURING CURRENT DURING SCHOOL YEAR CURRENT SCHOOL YR. (SKIP TO 602) SCHOOL NAME:
ATTENDS ATTENDS PRIMARY KINDERGARTEN GRADE 1 DURING CURRENT DURING SCHOOL YEAR CURRENT SCHOOL YR. (SKIP TO 602) SCHOOL NAME:
213
What is the name and location (address or village) of the school that (NAME) is/was attending during the current school year? EDITOR: WRITE CODE IN BOXES.
(SKIP TO 218A)
(SKIP TO 218A)
(SKIP TO 218A)
158 | Appendix C
NAME:
NAME:
NAME:
214
Has (NAME) ever attended school?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 217) AGE 4 OR 5 AGE 6 OR OLDER
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 217) AGE 4 OR 5 AGE 6 OR OLDER
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 217) AGE 4 OR 5 AGE 6 OR OLDER
215
CHECK 204:
(SKIP TO 300) 216 Why is (NAME) not attending kindergarten this year? PROBE: Any other reasons?
(SKIP TO 300) NO KINDERGARTEN/ NURSERY . . . . . . . . . . NO SPACE IN KINDERGARTEN . . . . . . . . . . . . KINDERGARTEN NOT IMPORTANT . . . . . . . . TOO EXPENSIVE ...... POOR QUALITY . . . . . . . . CHILD TOO YOUNG/ NOT READY . . . . . . . . CHILD REFUSES TO GO CHILD FREQUENTLY ILL CHILD PHYSICALLY DISABLED . . . . . . . . . . CHILD MENTALLY DISABLED . . . . . . . . . . OTHER (SPECIFY) (SKIP TO 603)
(SKIP TO 300) NO KINDERGARTEN/ NURSERY . . . . . . . . . . NO SPACE IN KINDERGARTEN . . . . . . . . . . . . KINDERGARTEN NOT IMPORTANT . . . . . . . . TOO EXPENSIVE ...... POOR QUALITY . . . . . . . . CHILD TOO YOUNG/ NOT READY . . . . . . . . CHILD REFUSES TO GO CHILD FREQUENTLY ILL CHILD PHYSICALLY DISABLED . . . . . . . . . . CHILD MENTALLY DISABLED . . . . . . . . . . OTHER (SPECIFY) (SKIP TO 603)
NO KINDERGARTEN . . . NO SPACE IN KINDERGARTEN . . . . . . . . . . . . KINDERGARTEN NOT IMPORTANT . . . . . . . . TOO EXPENSIVE ...... POOR QUALITY . . . . . . . . CHILD TOO YOUNG/ NOT READY . . . . . . . . CHILD REFUSES TO GO CHILD FREQUENTLY ILL CHILD PHYSICALLY DISABLED . . . . . . . . . . CHILD MENTALLY DISABLED . . . . . . . . . . OTHER (SPECIFY) (SKIP TO 603)
A B C D E F G H I J X
A B C D E F G H I J X
A B C D E F G H I J X
217
What is the highest level of school (NAME) has attended? IF KINDERGARTEN, PROBE: Did (NAME) attend KG1 or KG2? IF NOT KG1 or KG2, CORRECT Q. 214 TO 'NO.' IF PREPARATORY/ SECONDARY, PROBE: Which type of preparatory/ secondary school is/was (NAME) attending?
KINDERGARTEN ...... PRIMARY . . . . . . . . . . . . GENERAL PREPARATORY OTHER PREPARATORY . . GENERAL SECONDARY . . INDUSTRIAL SECONDARY COMMERCIAL SEC . . . . . . OTHER TECHNICAL SEC. HIGHER . . . . . . . . . . . . . .
0 1 2 3 4 5 6 7 8
KINDERGARTEN ...... PRIMARY . . . . . . . . . . . . GENERAL PREPARATORY OTHER PREPARATORY . . GENERAL SECONDARY . . INDUSTRIAL SECONDARY COMMERCIAL SEC . . . . . . OTHER TECHNICAL SEC. HIGHER . . . . . . . . . . . . . .
0 1 2 3 4 5 6 7 8
KINDERGARTEN ...... PRIMARY . . . . . . . . . . . . GENERAL PREPARATORY OTHER PREPARATORY . . GENERAL SECONDARY . . INDUSTRIAL SECONDARY COMMERCIAL SEC . . . . . . OTHER TECHNICAL SEC. HIGHER . . . . . . . . . . . . . .
0 1 2 3 4 5 6 7 8
(SKIP TO 603)
(SKIP TO 603)
(SKIP TO 603)
218
What is the highest (GRADE) that (NAME) successfully completed at that level? RECORD '0' IF NOT YET COMPLETED FIRST YEAR AT LEVEL.
GRADE
............
GRADE
............
GRADE
............
218A
CHECK 206 AND 207:
ATTENDS PRIMARY GRADE 1 DURING CURRENT SCHOOL YEAR OTHER
ATTENDS PRIMARY GRADE 1 DURING CURRENT SCHOOL YEAR OTHER
ATTENDS PRIMARY GRADE 1 DURING CURRENT SCHOOL YEAR OTHER
(SKIP TO 221)
(SKIP TO 221)
(SKIP TO 221)
Appendix C | 159
NAME:
NAME:
NAME:
219
Did (NAME) ever attend kindergarten?
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 221) ONE YEAR . . . . . . . . . . . . TWO YEARS . . . . . . . . . . 1 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 221) ONE YEAR . . . . . . . . . . . . TWO YEARS . . . . . . . . . . 1 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 221) ONE YEAR . . . . . . . . . . . . TWO YEARS . . . . . . . . . . 1 2
220
How many years of kindergarten did (NAME) complete? Now I would like you to think about the time (NAME) started primary 1. How old was (NAME) when he/she first attended primary 1? RECORD AGE IN COMPLETED YEARS.
221
AGE . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 98 (SKIP TO 228)
AGE . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 98 (SKIP TO 228)
AGE . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 98 (SKIP TO 228)
222
CHECK 221:
STARTED PRIMARY 1 AT AGE 8 OR OLDER
STARTED PRIMARY 1 AT AGE LESS THAN 8
STARTED PRIMARY 1 AT AGE 8 OR OLDER
STARTED PRIMARY 1 AT AGE LESS THAN 8
STARTED PRIMARY 1 AT AGE 8 OR OLDER
STARTED PRIMARY 1 AT AGE LESS THAN 8
(SKIP TO 228) 223 In Egypt, children can start attending primary school from age 6. I will read you some reasons children often do not start school at age 6. Please tell me if any of these reasons are important in explaining why (NAME) started school later than age 6. (NAME) was needed to work or to help at home. There was not enough money to pay the costs of schooling. The distance to school was too far for him/her to walk at that age. (NAME) was considered too young or not ready to start school. 224 CHECK 201:
(SKIP TO 228)
(SKIP TO 228)
YES
NO
YES
NO
YES
NO
WORK AT HOME
1
2
WORK AT HOME
1
2
WORK AT HOME
1
2
NOT ENOUGH MONEY . . . . . . 1
2
NOT ENOUGH MONEY . . . . . . 1
2
NOT ENOUGH MONEY . . . . . . 1
2
DISTANCE . . . . . . 1
2
DISTANCE . . . . . . 1
2
DISTANCE . . . . . . 1
2
NOT READY FEMALE
...
1
2
NOT READY FEMALE
...
1
2
NOT READY FEMALE
...
1
2
MALE
MALE
MALE
(SKIP TO 226) 225 Did (NAME) not attend school at age 6 partly because there was no girls' school nearby and you do not want her to attend school with boys?
(SKIP TO 226)
(SKIP TO 226)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 227)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 227)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 227)
160 | Appendix C
NAME:
NAME:
NAME:
226
Did (NAME) not attend school at age 6 partly because there was no boys' school nearby and you do not want him to attend school with girls?
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
227
Is there (an/another) important reason why (NAME) started school later than age 6?
YES
................. 1
YES
................. 1
YES
................. 1
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 YES (CODE 1) NO (CODE 2)
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 YES (CODE 1) NO (CODE 2)
228
CHECK 205 FOR SCHOOLING STATUS:
YES (CODE 1)
NO (CODE 2)
(SKIP TO 501)
(SKIP TO 401)
(SKIP TO 501)
(SKIP TO 401)
(SKIP TO 501)
(SKIP TO 401)
Appendix C | 161
SECTION 3: CHILDREN WHO HAVE NEVER ATTENDED SCHOOL
NAME:
NAME:
NAME:
300
CHECK 204:
AGE 6
OTHER
AGE 6
OTHER
AGE 6
OTHER
(SKIP TO 301) 300A Does (NAME) not attend school this year because he/she was less than the legal age at the beginning of the school year? YES NO ................. 1 ................. 2 (SKIP TO 603) YES NO
(SKIP TO 301) ................. 1 ................. 2 (SKIP TO 603) YES NO
(SKIP TO 301) ................. 1 ................. 2 (SKIP TO 603)
301
There are many reasons why a child may not attend school. I am going to ask you about some reasons people give for not sending children to school. Please tell me if any of these reasons are important in explaining why (NAME) does not attend school. YES (NAME) is physically disabled and unable to attend school. (NAME) is mentally disabled and unable to attend school. PHYSICALLY DISABLED NO PHYSICALLY DISABLED YES NO PHYSICALLY DISABLED YES NO
.
1
2
.
1
2
.
1
2
MENTALLY DISABLED CODE '1' NEVER CIRCLED
.
1
2
MENTALLY DISABLED CODE '1' NEVER CIRCLED
.
1
2
MENTALLY DISABLED CODE '1' NEVER CIRCLED
.
1
2
302
CHECK 301: CHILD DISABLED
CODE '1' CIRCLED AT LEAST ONCE 603
CODE '1' CIRCLED AT LEAST ONCE 603
CODE '1' CIRCLED AT LEAST ONCE 603
302A
Does (NAME) not attend school partly because he/she is frequently sick? Does (NAME) not attend school partly because he/she is needed to: Care for sick relatives?
YES NO
................. 1 ................. 2
YES NO
................. 1 ................. 2
YES NO
................. 1 ................. 2
303
YES SICK RELATIVES .
NO SICK RELATIVES .
YES
NO SICK RELATIVES .
YES
NO
1
2
1
2
1
2
Help at home such as caring for younger children, cooking or cleaning, fetching water or wood, etc.? Tend animals, or work on the family farm or in the family business? Work for an employer?
DOMESTIC WORK . . . . . . 1
2
DOMESTIC WORK . . . . . . 1
2
DOMESTIC WORK . . . . . . 1
2
FAMILY FARM/ BUSINESS . EMPLOYER . . .
1 1
2 2
FAMILY FARM/ BUSINESS . EMPLOYER . . .
1 1
2 2
FAMILY FARM/ BUSINESS . EMPLOYER . . .
1 1
2 2
162 | Appendix C
NAME:
NAME:
NAME:
304
Does (NAME) not attend school partly because there is not enough money to pay the costs of schooling? Which school costs make it too hard for (NAME) to attend school? PROBE: Anything else? RECORD ALL COSTS MENTIONED.
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 306)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 306)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 306)
305
SCHOOL FEES/FUND . UNIFORM OR CLOTHING BOOKS AND SUPPLIES . TRANSPORTATION ... SCHOOL GROUP TUTORING . . . . . . . . . . PRIVATE TUTORING . . . OTHER (SPECIFY) ALL COSTS .......... YES NO
A B C D E F X Y
SCHOOL FEES/FUND . UNIFORM OR CLOTHING BOOKS AND SUPPLIES . TRANSPORTATION ... SCHOOL GROUP TUTORING . . . . . . . . . . PRIVATE TUTORING . . . OTHER (SPECIFY) ALL COSTS .......... YES NO
A B C D E F X Y
SCHOOL FEES/FUND . UNIFORM OR CLOTHING BOOKS AND SUPPLIES . TRANSPORTATION ... SCHOOL GROUP TUTORING . . . . . . . . . . PRIVATE TUTORING . . . OTHER (SPECIFY) ALL COSTS .......... YES NO
A B C D E F X Y
306
Does (NAME) not attend school partly because the closest school is too far away? Does (NAME) not attend school partly because it is dangerous to travel to school? Some children may not attend school because there are problems with the school or with school quality. Does (NAME) not attend in part because there are problems with the school or with school quality? Please tell me if any of the following things help to explain why (NAME) does not attend school. Teachers do not perform well? School buildings or facilities are poor or have problems? Classrooms are too crowded? Any other problems with the school or school quality?
................. 1 ................. 2
................. 1 ................. 2
................. 1 ................. 2
307
YES NO
................. 1 ................. 2
YES NO
................. 1 ................. 2
YES NO
................. 1 ................. 2
308
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 310)
YES NO
................. 1 ................. 2 (SKIP TO 310)
YES NO
................. 1 ................. 2 (SKIP TO 310)
309
YES TEACHER PERFORM
NO TEACHER PERFORM
YES
NO TEACHER PERFORM
YES
NO
.
1
2
.
1
2
.
1
2
FACILITIES POOR . . . . . . 1 CLASSES CROWDED . OTHER
2
FACILITIES POOR . . . . . . 1 CLASSES CROWDED . OTHER
2
FACILITIES POOR . . . . . . 1 CLASSES CROWDED . OTHER
2
1
2 2
1
2 2
1
2 2
...... 1 (SPECIFY)
...... 1 (SPECIFY)
...... 1 (SPECIFY)
Appendix C | 163
NAME:
NAME:
NAME:
310
Does (NAME) not attend school partly because: YES Schooling is not important? Graduates cannot find good jobs? (NAME) is not interested in attending school? (NAME) is too old to start attending school? (NAME) is too young or not ready to start attending school? NOT IMPORTANT 1 NO 2 NOT IMPORTANT YES 1 NO 2 NOT IMPORTANT YES 1 NO 2
NO JOBS . . . . . . 1 CHILD NOT INTERESTED
2
NO JOBS . . . . . . 1 CHILD NOT INTERESTED
2
NO JOBS . . . . . . 1 CHILD NOT INTERESTED
2
1
2
1
2
1
2
TOO OLD
...
1
2
TOO OLD
...
1
2
TOO OLD
...
1
2
TOO YOUNG/ NOT READY FEMALE
1 MALE
2
TOO YOUNG/ NOT READY FEMALE
1 MALE
2
TOO YOUNG/ NOT READY FEMALE
1 MALE
2
311
CHECK 201:
(SKIP TO 313) 312 Does (NAME) not attend school partly because there is no girls' school nearby and you do not want her to attend school with boys? Does (NAME) not attend school partly because there is no boys' school nearby and you do not want him to attend school with girls? Is there (an/another) important reason why (NAME) does not attend school?
(SKIP TO 313)
(SKIP TO 313)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 314)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 314)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 314)
313
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2
314
YES . . . . . . . . . . . . . . . . . . . 1
YES . . . . . . . . . . . . . . . . . . . 1
YES . . . . . . . . . . . . . . . . . . . 1
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 603)
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 603)
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 603)
164 | Appendix C
SECTION 4: CHILDREN WHO HAVE DROPPED OUT OF SCHOOL
NAME:
NAME:
NAME:
401
How old was (NAME) when he/she stopped attending school? RECORD AGE IN COMPLETED YEARS
AGE . . . . . . . . . . . .
AGE . . . . . . . . . . . .
AGE . . . . . . . . . . . .
401A
CHECK 217 and 218: HIGHEST LEVEL OF SCHOOL ATTENDED AND HIGHEST GRADE COMPLETED
SECONDARY (3 YEARS OR MORE)
OTHER
SECONDARY (3 YEARS OR MORE)
OTHER
SECONDARY (3 YEARS OR MORE)
OTHER
402
402
402
401B
Did (NAME) stop attending school because he/she graduated from secondary school and will not continue education to a higher level? There are many reasons why a child may have stopped attending school. I am going to ask you about some reasons people give for why children stop attending school. Please tell me if any of these reasons are important in explaining why (NAME) stopped attending school. (NAME) is physically disabled and was unable to continue with school. (NAME) is mentally disabled and was unable to continue with school.
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
(SKIP TO 419)
(SKIP TO 419)
(SKIP TO 419)
402
YES PHYSICALLY DISABLED .
NO PHYSICALLY DISABLED .
YES
NO PHYSICALLY DISABLED .
YES
NO
1
2
1
2
1
2
MENTALLY DISABLED . CODE '1' NEVER CIRCLED
1
2
MENTALLY DISABLED . CODE '1' NEVER CIRCLED
1
2
MENTALLY DISABLED . CODE '1' NEVER CIRCLED
1
2
402A
CHECK 402: CHILD DISABLED
CODE '1' CIRCLED AT LEAST ONCE 603
CODE '1' CIRCLED AT LEAST ONCE 603
CODE '1' CIRCLED AT LEAST ONCE 603
402B
Did (NAME) stop attending school partly because he/she tends to be sick frequently and was unable to continue with school?
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
Appendix C | 165
NAME:
NAME:
NAME:
403
Did (NAME) stop attending school partly because he/she was needed to: Care for sick relatives? Help at home such as caring for younger children, cooking or cleaning, fetching water or wood, etc.? Tend animals, or work on the family farm or in the family business? Work for an employer? SICK RELATIVES
YES
NO SICK RELATIVES
YES
NO SICK RELATIVES
YES
NO
1
2
1
2
1
2
DOMESTIC WORK ...
1
2
DOMESTIC WORK ...
1
2
DOMESTIC WORK ...
1
2
FAMILY FARM /BUSINESS EMPLOYER .
1 1
2 2
FAMILY FARM /BUSINESS EMPLOYER .
1 1
2 2
FAMILY FARM /BUSINESS EMPLOYER .
1 1
2 2
404
Did (NAME) stop attending school partly because there was not enough money to pay the costs of schooling? Which school costs made it too hard for (NAME) to attend school? PROBE: Anything else? RECORD ALL COSTS MENTIONED.
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 406)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 406)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 406)
405
SCHOOL FEES/FUND . . . UNIFORM OR CLOTHING BOOKS AND SUPPLIES . TRANSPORTATION . . . . . . SCHOOL GROUP TUTORING . . . . . . . . . . PRIVATE TUTORING . . . OTHER (SPECIFY) ALL COSTS ..........
A B C D E F X Y
SCHOOL FEES/FUND . . . UNIFORM OR CLOTHING BOOKS AND SUPPLIES . TRANSPORTATION . . . . . . SCHOOL GROUP TUTORING . . . . . . . . . . PRIVATE TUTORING . . . OTHER (SPECIFY) ALL COSTS ..........
A B C D E F X Y
SCHOOL FEES/FUND . . . UNIFORM OR CLOTHING BOOKS AND SUPPLIES . TRANSPORTATION . . . . . . SCHOOL GROUP TUTORING . . . . . . . . . . PRIVATE TUTORING . . . OTHER (SPECIFY) ALL COSTS ..........
A B C D E F X Y
406
Did (NAME) stop attending school partly because the school he/she needed to attend was too far away? Did (NAME) stop attending school partly because travel to school was too dangerous? Did (NAME) stop attending school partly because he/she failed examinations? Did (NAME) stop attending school partly because he/she had to repeat grades?
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
407
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
408
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
409
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
166 | Appendix C
NAME:
NAME:
NAME:
410
Some children stop attending school because there are problems with the school or with school quality. Please tell me if any of the following things help to explain why (NAME) stopped attending school. Teachers do not perform well. School buildings or facilities are poor or have problems. Classrooms are too crowded. Any other problems with the school or school quality? TEACHER PERFORM .
YES
NO TEACHER PERFORM .
YES
NO TEACHER PERFORM .
YES
NO
1
2
1
2
1
2
FACILITIES POOR . . . . . . 1 CLASSES CROWDED . OTHER
2
FACILITIES POOR . . . . . . 1 CLASSES CROWDED . OTHER
2
FACILITIES POOR . . . . . . 1 CLASSES CROWDED . OTHER
2
1
2 2
1
2 2
1
2 2
...... 1 (SPECIFY)
...... 1 (SPECIFY)
...... 1 (SPECIFY)
411
Did (NAME) stop attending school partly because he/she no longer wanted to attend school? Did (NAME) stop attending school partly because he/she had completed enough schooling? CHECK 201:
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
412
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
413
FEMALE
MALE
FEMALE
MALE
FEMALE
MALE
(SKIP TO 414A) 414 Did (NAME) stop attending school partly because there was no girls' school nearby and you did not want her to attend school with boys? Did (NAME) stop attending school partly because there was no boys' school nearby and you did not want him to attend school with girls? CHECK 401:
(SKIP TO 414A)
(SKIP TO 414A)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 415)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 415)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 415)
414A
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
415
AGE 14 OR OLDER
AGE LESS THAN 14 (SKIP TO 417)
AGE 14 OR OLDER
AGE LESS THAN 14 (SKIP TO 417)
AGE 14 OR OLDER
AGE LESS THAN 14 (SKIP TO 417)
Appendix C | 167
NAME:
NAME:
NAME:
416
Was it partly because (NAME) signed a marriage contract or got engaged? Did (NAME) stop attending school partly because his/her marks in the final examination were too low to find a place in the school he wanted to attend? Is there (an/another) important reason that helps to explain why (NAME) stopped attending school?
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
417
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2
418
YES
................. 1
YES
................. 1
YES
................. 1
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 DID HOUSEWORK . . . . . . WORKED . . . . . . . . . . . . GOT TECHNICAL TRAINING ...... PLAYED SPORTS . . . . . . SEARCHED FOR A JOB OTHER (SPECIFY) DON'T KNOW . . . . . . . . . . DID NOTHING . . . . . . . . . . DOING HOUSEWORK WORKING . . . . . . . . . . . . GETTING TECHNICAL TRAINING . . . . . . . . . . PLAYING SPORTS . . . . . . SEARCHING FOR A JOB OTHER (SPECIFY) DOES NOTHING . . . . . . . . (SKIP TO 603) A B C D E X Z Y A B C D E X Y
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 DID HOUSEWORK . . . . . . WORKED . . . . . . . . . . . . GOT TECHNICAL TRAINING ...... PLAYED SPORTS . . . . . . SEARCHED FOR A JOB OTHER (SPECIFY) DON'T KNOW . . . . . . . . . . DID NOTHING . . . . . . . . . . DOING HOUSEWORK WORKING . . . . . . . . . . . . GETTING TECHNICAL TRAINING . . . . . . . . . . PLAYING SPORTS . . . . . . SEARCHING FOR A JOB OTHER (SPECIFY) DOES NOTHING . . . . . . . . (SKIP TO 603) A B C D E X Z Y A B C D E X Y
(SPECIFY) NO . . . . . . . . . . . . . . . . . . . 2 DID HOUSEWORK . . . . . . WORKED . . . . . . . . . . . . GOT TECHNICAL TRAINING ...... PLAYED SPORTS . . . . . . SEARCHED FOR A JOB OTHER (SPECIFY) DON'T KNOW . . . . . . . . . . DID NOTHING . . . . . . . . . . DOING HOUSEWORK WORKING . . . . . . . . . . . . GETTING TECHNICAL TRAINING . . . . . . . . . . PLAYING SPORTS . . . . . . SEARCHING FOR A JOB OTHER (SPECIFY) DOES NOTHING . . . . . . . . (SKIP TO 603) A B C D E X Z Y A B C D E X Y
419
During the first 6 months after (NAME) dropped out of school, what did he/she do? During that time, how did (NAME) spend his/her time?
420
What is (NAME) doing now? How does (NAME) spend his/her time these days?
168 | Appendix C
SECTION 5: CHILDREN WHO ATTEND/ATTENDED SCHOOL DURING THE 2005-2006 SCHOOL YEAR
NAME:
NAME:
NAME:
501
Now I would like to ask you some questions about the last school year (2004-2005). Did (NAME) attend school last year?
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 506B)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 506B)
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 (SKIP TO 506B)
502
Last year, what level of school did (NAME) attend?
KINDERGARTEN . . . . . . . . 0
KINDERGARTEN . . . . . . . . 0
KINDERGARTEN . . . . . . . . 0
IF PREPARATORY/ SECONDARY, PROBE: Which type of preparatory/secondary school did (NAME) attend?
(SKIP TO 506B) PRIMARY ............ 1 GENERAL PREPARATORY 2 OTHER PREPARATORY . 3
SECONDARY
(SKIP TO 506B) PRIMARY ............ 1 GENERAL PREPARATORY 2 OTHER PREPARATORY . 3
SECONDARY
(SKIP TO 506B)
PRIMARY ............ GENERAL PREPARATORY OTHER PREPARATORY . SECONDARY
1 2 3 4 5 6 7 8
.......... INDUSTRIAL ........ COMMERCIAL . . . . . . . . OTHER TECHNICAL . . . HIGHER . . . . . . . . . . . . . . . (SKIP TO 606)
GENERAL
4 5 6 7 8
.......... ........ COMMERCIAL . . . . . . . . OTHER TECHNICAL . . . HIGHER . . . . . . . . . . . . . . . (SKIP TO 606)
INDUSTRIAL
GENERAL
4 5 6 7 8
.......... ........ COMMERCIAL . . . . . . . . OTHER TECHNICAL . . . HIGHER . . . . . . . . . . . . . . . (SKIP TO 606)
INDUSTRIAL
GENERAL
503
Last year, what grade did (NAME) attend at that level? Last year, did (NAME) attend a government school, government language school, a private school, an Azhary public school, or an Azhary private school? During the last school year, was (NAME) a day pupil, a boarder, or home schooled?
GRADE
............
GRADE
............
GRADE
............
503A
GOVERNMENT SCHOOL GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . . PRIVATE SCHOOL . . . . . . AZHARY PUBLIC SCHOOL AZHARY PRIVATE SCHOOL . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 4 5 8
GOVERNMENT SCHOOL GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . . PRIVATE SCHOOL . . . . . . AZHARY PUBLIC SCHOOL AZHARY PRIVATE SCHOOL . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 4 5 8
GOVERNMENT SCHOOL GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . . PRIVATE SCHOOL . . . . . . AZHARY PUBLIC SCHOOL AZHARY PRIVATE SCHOOL . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 4 5 8
504
DAY PUPIL . . . . . . . . . . . . 1 BOARDER . . . . . . . . . . . . 2 HOME SCHOOLED . . . . . . 3 (SKIP TO 506A)
DAY PUPIL . . . . . . . . . . . . 1 BOARDER . . . . . . . . . . . . 2 HOME SCHOOLED . . . . . . 3 (SKIP TO 506A)
DAY PUPIL . . . . . . . . . . . . 1 BOARDER . . . . . . . . . . . . 2 HOME SCHOOLED . . . . . . 3 (SKIP TO 506A)
Appendix C | 169
NAME:
NAME:
NAME:
505
Now I would like to ask you some questions about (NAME)'s school attendance last year. There are many reasons that children sometimes do not attend school, even though school is open and classes are in session. In the last school year, did (NAME) miss school for any of the following reasons? RECORD ANSWER FOR EACH REASON LISTED. IF YES, ASK AND RECORD NUMBER OF DAYS MISSED FOR THAT REASON. IF NUMBER OF DAYS IS MORE THAN 95, RECORD 95.
NUMBER NUMBER OF DAYS SICK RELATIVE YES 1 NO 2 SICK RELATIVE YES 1 NO 2 NUMBER OF DAYS
(NAME) was needed to care for sick relatives or household members. (NAME) was needed to help at home such as caring for younger children, cooking or cleaning, or fetching water or wood. (NAME) was needed to tend animals, or work on the family (NAME) was needed to tend animals, or work on the family farm or in the family business. (NAME) was needed to work for an employer. School fees or other school costs were due, and the money was not available. (NAME) was receiving private tutoring or was studying for exams at home. (NAME) did not want to go to school. Because of a wedding, funeral or other ceremony. (NAME) was ill. (NAME) did not have proper/suitable clothes (NAME) woke up late. Because of bad weather. (NAME) missed school for any other reasons.
OF DAYS SICK RELATIVE YES 1 NO 2
DOMESTIC WORK
YES 1 NO 2
DOMESTIC WORK
YES 1 NO 2
DOMESTIC WORK
YES 1 NO 2
FAM. FARM/ YES 1 BUSINESS NO 2 EMPLOYER YES 1 NO 2
FAM. FARM/ YES 1 BUSINESS NO 2 EMPLOYER YES 1 NO 2
FAM. FARM/ YES 1 BUSINESS NO 2 EMPLOYER YES 1 NO 2
NO MONEY YES 1 NO 2
NO MONEY YES 1 NO 2
NO MONEY YES 1 NO 2
TUTORED/ STUDYING DID NOT WANT
YES 1 NO 2 YES 1 NO 2
TUTORED/ STUDYING DID NOT WANT
YES 1 NO 2 YES 1 NO 2
TUTORED/ STUDYING DID NOT WANT
YES 1 NO 2 YES 1 NO 2
FUNERAL/ YES 1 CEREMONY NO 2 ILLNESS SUITABLE CLOTHES WOKE UP LATE BAD WEATHER YES 1 NO 2 YES 1 NO 2 YES 1 NO 2 YES 1 NO 2 YES 1 NO 2
FUNERAL/ YES 1 CEREMONY NO 2 ILLNESS SUITABLE CLOTHES WOKE UP LATE BAD WEATHER YES 1 NO 2 YES 1 NO 2 YES 1 NO 2 YES 1 NO 2 YES 1 NO 2
FUNERAL/ YES 1 CEREMONY NO 2 ILLNESS SUITABLE CLOTHES WOKE UP LATE BAD WEATHER YES 1 NO 2 YES 1 NO 2 YES 1 NO 2 YES 1 NO 2 YES 1 NO 2
OTHER
OTHER
OTHER
(SPECIFY) 506 CHECK 505 AND CALCULATE THE TOTAL DAYS ABSENT. WRITE THE TOTAL NUMBER IN THE SPACE PROVIDED BELOW. In total, you have said that (NAME) missed ____ days of school last school year. Does that seem accurate? IF NO, PROBE AND MAKE CHANGES TO Q. 505. THEN REPEAT Q. 506. IF NUMBER OF DAYS IS MORE THAN 95, RECORD 95 YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 NUMBER OF DAYS
(SPECIFY)
(SPECIFY)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 NUMBER OF DAYS
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 NUMBER OF DAYS
170 | Appendix C
NAME:
NAME:
NAME:
506A
CHECK 206: EDUCATION LEVEL: CURRENT SCHOOL YEAR
HIGHER (CODE 8) CODES (1-7) CODES (1-7)
HIGHER (CODE 8) CODES (1-7)
HIGHER (CODE 8)
(SKIP TO 521) 506B During the current school year, is (NAME) a day pupil, a boarder, or home schooled? Now I would like you to think about the last week of school. In the last week, how many days has (NAME)’s school been open? In the last week, how many days did (NAME) attend school? DAY PUPIL . . . . . . . . . . . . 1 BOARDER . . . . . . . . . . . . 2 HOME SCHOOLED . . . . . . 3 (SKIP TO 517) DAYS . . . . . . . . . . . . . . . NONE . . . . . . . . . . . . . . . . . 0 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 511)
(SKIP TO 521) DAY PUPIL . . . . . . . . . . . . 1 BOARDER . . . . . . . . . . . . 2 HOME SCHOOLED . . . . . . 3 (SKIP TO 517) DAYS . . . . . . . . . . . . . . . NONE . . . . . . . . . . . . . . . . . 0 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 511)
(SKIP TO 521) DAY PUPIL . . . . . . . . . . . . 1 BOARDER . . . . . . . . . . . . 2 HOME SCHOOLED . . . . . . 3 (SKIP TO 517) DAYS . . . . . . . . . . . . . . . NONE . . . . . . . . . . . . . . . . . 0 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 511)
507
508
DAYS . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 8 (SKIP TO 511) NUMBER OF DAYS THE SAME
DAYS . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 8 (SKIP TO 511) NUMBER OF DAYS THE SAME
DAYS . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 8 (SKIP TO 511) NUMBER OF DAYS THE SAME
509
CHECK 507 AND 508: NUMBER OF DAYS DIFFERENT
NUMBER OF DAYS DIFFERENT
NUMBER OF DAYS DIFFERENT
(SKIP TO 511)
(SKIP TO 511)
(SKIP TO 511)
510
I see that (NAME) has missed some days of school during the last week.
Why was (NAME) absent during the last week?
RECORD ALL MENTIONED.
CHILD NEEDED TO: DO HOUSEWORK . . . A TEND ANIMALS, WORK FIELDS, FAMILY BUSINESS . . . . . . . . . . B WORK FOR EMPLOYER ...... C SCHOOL FEES DUE . . . D FEES DUE FOR GROUP TUTORING . . . . . . . . . . E GETTING TUTORED/ STUDYING . . . . . . . . . . F CHILD DID NOT WANT TO GO . . . . . . . . G FUNERAL . . . . . . . . . . . . H CEREMONY . . . . . . . . . . I ILLNESS . . . . . . . . . . . . . . . J WOKE UP LATE . . . . . . . . K BAD WEATHER . . . . . . . . L MENSTRUATION . . . . . . . . M OTHER X (SPECIFY) DON'T KNOW . . . . . . . . . . Z
CHILD NEEDED TO: DO HOUSEWORK . . . A TEND ANIMALS, WORK FIELDS, FAMILY BUSINESS . . . . . . . . . . B WORK FOR EMPLOYER ...... C SCHOOL FEES DUE . . . D FEES DUE FOR GROUP TUTORING . . . . . . . . . . E GETTING TUTORED/ STUDYING . . . . . . . . . . F CHILD DID NOT WANT TO GO . . . . . . . . G FUNERAL . . . . . . . . . . . . H CEREMONY . . . . . . . . . . I ILLNESS . . . . . . . . . . . . . . . J WOKE UP LATE . . . . . . . . K BAD WEATHER . . . . . . . . L MENSTRUATION . . . . . . . . M OTHER X (SPECIFY) DON'T KNOW . . . . . . . . . . Z
CHILD NEEDED TO: DO HOUSEWORK . . . A TEND ANIMALS, WORK FIELDS, FAMILY BUSINESS . . . . . . . . . . B WORK FOR EMPLOYER ...... C SCHOOL FEES DUE . . . D FEES DUE FOR GROUP TUTORING . . . . . . . . . . E GETTING TUTORED/ STUDYING . . . . . . . . . . F CHILD DID NOT WANT TO GO . . . . . . . . G FUNERAL . . . . . . . . . . . . H CEREMONY . . . . . . . . . . I ILLNESS . . . . . . . . . . . . . . . J WOKE UP LATE . . . . . . . . K BAD WEATHER . . . . . . . . L MENSTRUATION . . . . . . . . M OTHER X (SPECIFY) DON'T KNOW . . . . . . . . . . Z
511
Now I would like to ask you about the time (NAME) spends at school not including the time it takes him/her to get to and from school. About how much time does (NAME) spend at school on a typical day?
HOURS MINUTES
......... ......
HOURS MINUTES
......... ......
HOURS MINUTES
......... ......
Appendix C | 171
NAME:
NAME:
NAME:
512
How does (NAME) usually get to and from school?
ON FOOT . . . . . . . . . . . . A BICYCLE . . . . . . . . . . . . . . . B SCHOOL BUS . . . . . . . . . . C PRIVATE VEHICLE . . . . . . D TAXI . . . . . . . . . . . . . . . . . E MICROBUS . . . . . . . . . . . . F TRAIN . . . . . . . . . . . . . . . . . G PUBLIC TRANSPORT . H ANIMAL-DRAWN CART I ON DONKEY . . . . . . . . . . J OTHER X (SPECIFY) GO
HOURS MINUTES
ON FOOT . . . . . . . . . . . . A BICYCLE . . . . . . . . . . . . . . . B SCHOOL BUS . . . . . . . . . . C PRIVATE VEHICLE . . . . . . D TAXI . . . . . . . . . . . . . . . . . E MICROBUS . . . . . . . . . . . . F TRAIN . . . . . . . . . . . . . . . . . G PUBLIC TRANSPORT . H ANIMAL-DRAWN CART I ON DONKEY . . . . . . . . . . J OTHER X (SPECIFY) GO
HOURS MINUTES
ON FOOT . . . . . . . . . . . . A BICYCLE . . . . . . . . . . . . . . . B SCHOOL BUS . . . . . . . . . . C PRIVATE VEHICLE . . . . . . D TAXI . . . . . . . . . . . . . . . . . E MICROBUS . . . . . . . . . . . . F TRAIN . . . . . . . . . . . . . . . . . G PUBLIC TRANSPORT . H ANIMAL-DRAWN CART I ON DONKEY . . . . . . . . . . J OTHER X (SPECIFY) GO
HOURS MINUTES
513
About how much time does it take (NAME) on a typical day to: Get to school ? Come back from school ?
COME BACK
COME BACK
COME BACK
514
Now I would like to ask you about (NAME)'s homework during the current school year. Does (NAME) ever do homework at home or any place other than school? About how many hours per week does (NAME) spend doing homework at home or any place other than school? IF LESS THAN 1 HOUR, RECORD "00'
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 517)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 517)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 517)
515
HOURS PER WEEK . . . . . . . .
HOURS PER WEEK . . . . . . . .
HOURS PER WEEK . . . . . . . .
516
Do you or anyone else in the household frequently, sometimes or never help (NAME) with his/her homework?
FREQUENTLY . . . . . . . . . . SOMETIMES . . . . . . . . . . NEVER . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 8
FREQUENTLY . . . . . . . . . . SOMETIMES . . . . . . . . . . NEVER . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 8
FREQUENTLY . . . . . . . . . . SOMETIMES . . . . . . . . . . NEVER . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 8
517
Does (NAME) ever use a computer?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 519)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 519)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 519)
518
Where does (NAME) use a computer?
AT SCHOOL . . . . . . . . . . AT HOME . . . . . . . . . . . . IN THE COMMUNITY . . . INTERNET CAFÉ . . . . . OTHER (SPECIFY)
A B C D X
AT SCHOOL . . . . . . . . . . AT HOME . . . . . . . . . . . . IN THE COMMUNITY . . . INTERNET CAFÉ . . . . . OTHER (SPECIFY)
A B C D X
AT SCHOOL . . . . . . . . . . AT HOME . . . . . . . . . . . . IN THE COMMUNITY . . . INTERNET CAFÉ . . . . . OTHER (SPECIFY)
A B C D X
519
CHECK 501:
YES, ATTENDED LAST YEAR (CODE 1)
NO, DIDN'T ATTEND LAST YEAR (CODE 2)
YES, ATTENDED LAST YEAR (CODE 1)
NO, DIDN'T ATTEND LAST YEAR (CODE 2)
YES, ATTENDED LAST YEAR (CODE 1)
NO, DIDN'T ATTEND LAST YEAR (CODE 2)
(SKIP TO 601)
(SKIP TO 601)
(SKIP TO 601)
520
CHECK 502: EDUCATION LEVEL LAST YEAR CODES 1-7
KINDERGARTEN (CODE 0) CODES 1-7 (SKIP TO 601)
KINDERGARTEN (CODE 0) CODES 1-7 (SKIP TO 601)
KINDERGARTEN (CODE 0)
(SKIP TO 601)
172 | Appendix C
NAME:
NAME:
NAME:
521
Now I would like you to think about the last school year again (20042005). I am interested in learning more about what kinds of things your household spent money on for (NAME)'s schooling last year and how much was spent on each thing. In the last school year, did your household spend any money for (NAME) to get to school and home from school?
YES . . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . . PRIVATE VEHICLE . . . . . . DON'T KNOW . . . . . . . . . . (SKIP TO 523)
1 2 3 8
YES . . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . . PRIVATE VEHICLE . . . . . . DON'T KNOW . . . . . . . . . . (SKIP TO 523)
1 2 3 8
YES . . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . . PRIVATE VEHICLE . . . . . . DON'T KNOW . . . . . . . . . . (SKIP TO 523)
1 2 3 8
522
Thinking about the last school year, how much did your household spend for (NAME) to get to and from school? Was this amount spent daily, weekly, monthly, per term, or yearly?
TRANSPORT COST LE .
PT
TRANSPORT COST LE .
PT
TRANSPORT COST LE .
PT
INCLUDED IN LUMP SUM . . . . 9999996 DON'T KNOW . . . . . . 9999998 DAILY . . . . . . . . . . . . . . . . . WEEKLY . . . . . . . . . . . . . . . MONTHLY . . . . . . . . . . . . EACH TERM . . . . . . . . . . YEARLY . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 1 2 3 4 5 8
INCLUDED IN LUMP SUM . . . . 9999996 DON'T KNOW . . . . . . 9999998 DAILY . . . . . . . . . . . . . . . . . WEEKLY . . . . . . . . . . . . . . . MONTHLY . . . . . . . . . . . . EACH TERM . . . . . . . . . . YEARLY . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 1 2 3 4 5 8
INCLUDED IN LUMP SUM . . . . 9999996 DON'T KNOW . . . . . . 9999998 DAILY . . . . . . . . . . . . . . . . . WEEKLY . . . . . . . . . . . . . . . MONTHLY . . . . . . . . . . . . EACH TERM . . . . . . . . . . YEARLY . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 1 2 3 4 5 8
523
In the last school year, did your household provide (NAME) with pocket change to spend during the school day?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 525)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 525)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 525)
524
Thinking about the last school year, how much did your household spend for pocket change for (NAME) to spend during the school day? Was this amount spent daily, weekly, monthly, per term, or yearly?
POCKET CHANGE
POCKET CHANGE
POCKET CHANGE
LE .
PT
LE .
PT
LE .
PT
INCLUDED IN LUMP SUM . . . . 9999996 DON'T KNOW . . . . . . 9999998 DAILY . . . . . . . . . . . . . . . . . WEEKLY . . . . . . . . . . . . . . . MONTHLY . . . . . . . . . . . . EACH TERM . . . . . . . . . . YEARLY . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 1 2 3 4 5 8
INCLUDED IN LUMP SUM . . . . 9999996 DON'T KNOW . . . . . . 9999998 DAILY . . . . . . . . . . . . . . . . . WEEKLY . . . . . . . . . . . . . . . MONTHLY . . . . . . . . . . . . EACH TERM . . . . . . . . . . YEARLY . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 1 2 3 4 5 8
INCLUDED IN LUMP SUM . . . . 9999996 DON'T KNOW . . . . . . 9999998 DAILY . . . . . . . . . . . . . . . . . WEEKLY . . . . . . . . . . . . . . . MONTHLY . . . . . . . . . . . . EACH TERM . . . . . . . . . . YEARLY . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 1 2 3 4 5 8
525
Last school year, did (NAME) receive any school group tutoring provided at school by one or more teachers?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 527)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 527)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 527)
526
Was group tutoring offered by (NAME)'s school last year?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 529)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 529)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 529)
Appendix C | 173
NAME:
NAME:
NAME:
527
Last school year, how much in total did your household pay for (NAME) to have group tutoring at school, for all subjects? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
GROUP TUTORING COST IN LE
GROUP TUTORING COST IN LE
GROUP TUTORING COST IN LE
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING 00000 DON'T KNOW . . . . . . 99998
528
Did you send (NAME) to group tutoring partly because: It helps the child excel in school? The child needed extra help to master lessons /pass exams? The school did not adequately teach the child/prepare the child for exams? The household can afford it? The teacher pressured you to send the child to group tutoring? Some other reason?
YES HELPS CHILD EXCEL . . . . . . . . 1
NO
YES HELPS CHILD EXCEL . . . . . . . . 1
NO
YES HELPS CHILD EXCEL . . . . . . . . 1
NO
2
2
2
CHILD NEEDED EXTRA HELP . 1
2
CHILD NEEDED EXTRA HELP . 1
2
CHILD NEEDED EXTRA HELP . 1
2
SCHOOL DID NOT PREPARE CHILD . . . . . . . . 1
2
SCHOOL DID NOT PREPARE CHILD . . . . . . . . 1
2
SCHOOL DID NOT PREPARE CHILD . . . . . . . . 1
2
AFFORDABLE
. 1
2
AFFORDABLE
. 1
2
AFFORDABLE
. 1
2
PRESSURE FROM TEACHER . . . 1 OTHER 1 (SPECIFY)
2 2
PRESSURE FROM TEACHER . . . 1 OTHER 1 (SPECIFY)
2 2
PRESSURE FROM TEACHER . . . 1 OTHER 1 (SPECIFY)
2 2
529
Last school year, did (NAME) receive any private tutoring?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 534)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 534)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 534)
530
Last school year, how much in total did your household pay for (NAME) to have private tutoring, for all subjects? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
PRIVATE TUTORING COST IN LE
PRIVATE TUTORING COST IN LE
PRIVATE TUTORING COST IN LE
NOTHING 00000 DON'T KNOW . . . . . . 99998
NOTHING 00000 DON'T KNOW . . . . . . 99998
NOTHING 00000 DON'T KNOW . . . . . . 99998
531
Did you send (NAME) to private tutoring partly because: It helps the child excel in school? The child needed extra help to master lessons /pass exams? The school did not adequately teach the child/prepare the child for exams? The teacher pressured you to send the child to private tutoring? Some other reason?
YES HELPS CHILD EXCEL . . . . . . . . 1
NO
YES HELPS CHILD EXCEL . . . . . . . . 1
NO
YES HELPS CHILD EXCEL . . . . . . . . 1
NO
2
2
2
CHILD NEEDED EXTRA HELP . 1
2
CHILD NEEDED EXTRA HELP . 1
2
CHILD NEEDED EXTRA HELP . 1
2
SCHOOL DID NOT PREPARE CHILD . . . . . . . . 1
2
SCHOOL DID NOT PREPARE CHILD . . . . . . . . 1
2
SCHOOL DID NOT PREPARE CHILD . . . . . . . . 1
2
PRESSURE FROM TEACHER . . . 1 OTHER 1 (SPECIFY)
2 2
PRESSURE FROM TEACHER . . . 1 OTHER 1 (SPECIFY)
2 2
PRESSURE FROM TEACHER . . . 1 OTHER 1 (SPECIFY)
2 2
174 | Appendix C
NAME:
NAME:
NAME:
532
Who provided this private tutoring?
THE CHILD'S OWN TEACHER ... OTHER TEACHER FROM CHILD'S SCHOOL . . . TEACHER FROM SOME OTHER SCHOOL ... OTHER TUTOR . . . . . . . . DON'T KNOW . . . . . . . . . .
A B C X Z
THE CHILD'S OWN TEACHER ... OTHER TEACHER FROM CHILD'S SCHOOL . . . TEACHER FROM SOME OTHER SCHOOL ... OTHER TUTOR . . . . . . . . DON'T KNOW . . . . . . . . . .
A B C X Z
THE CHILD'S OWN TEACHER ... OTHER TEACHER FROM CHILD'S SCHOOL . . . TEACHER FROM SOME OTHER SCHOOL ... OTHER TUTOR . . . . . . . . DON'T KNOW . . . . . . . . . .
A B C X Z
533
Where was this tutoring provided?
AT SCHOOL . . . . . . . . . . A IN YOUR HOME/ ANOTHER STUDENT'S HOME . . . . . . . . . . . . B IN THE TEACHER'S HOME . . . . . . . . . . . . . . . C CENTER . . . . . . . . . . . . D OTHER X (SPECIFY) DON'T KNOW . . . . . . . . . . Z SCHOOL SUPPLIES IN LE
AT SCHOOL . . . . . . . . . . A IN YOUR HOME/ ANOTHER STUDENT'S HOME . . . . . . . . . . . . B IN THE TEACHER'S HOME . . . . . . . . . . . . . . . C CENTER . . . . . . . . . . . . D OTHER X (SPECIFY) DON'T KNOW . . . . . . . . . . Z SCHOOL SUPPLIES IN LE
AT SCHOOL . . . . . . . . . . A IN YOUR HOME/ ANOTHER STUDENT'S HOME . . . . . . . . . . . . B IN THE TEACHER'S HOME . . . . . . . . . . . . . . . C CENTER . . . . . . . . . . . . D OTHER X (SPECIFY) DON'T KNOW . . . . . . . . . . Z SCHOOL SUPPLIES IN LE
534
Last school year, how much in total did your household spend on school supplies/ stationary such as pens, pencils, crayons, rulers, erasers, or math sets for (NAME)? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
535
Last school year, how much in total did your household spend on assessment guides, exercise books, or external books for (NAME)? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
ASSESSMENT GUIDES IN LE
ASSESSMENT GUIDES IN LE
ASSESSMENT GUIDES IN LE
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
536
Last school year, how much in total did your household spend on school uniforms, school clothes, school shoes, and school bags bought for (NAME)? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
SCHOOL CLOTHES/SCHOOL BAG IN LE
SCHOOL CLOTHES/SCHOOL BAG IN LE
SCHOOL CLOTHES/SCHOOL BAG IN LE
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
INCLUDED IN LUMP SUM . . . . . . 9996 NOTHING . . . . . . . . . 0000 DON'T KNOW . . . . . . 9998
537
Last school year, how much in total did your household spend on furniture such as a chair for (NAME) to use at school? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
FURNITURE IN LE
FURNITURE IN LE
FURNITURE IN LE
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
Appendix C | 175
NAME:
NAME:
NAME:
538
Last school year, how much in total did your household pay directly to (NAME)'s school at the beginning of the school year (or each term)? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
FEES PAID TO SCHOOL
FEES PAID TO SCHOOL
FEES PAID TO SCHOOL
IN LE
IN LE
IN LE
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
539
CHECK 504:
BOARDER
OTHER
BOARDER
OTHER
BOARDER
OTHER
(SKIP TO 541)
(SKIP TO 541)
(SKIP TO 541)
540
Last school year, how much in total did your household spend on school boarding fees for (NAME) (such as housing, dining, etc..)? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
BOARDING FEES IN LE
BOARDING FEES IN LE
BOARDING FEES IN LE
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 NOTHING . . . . . . . . . 00000 DON'T KNOW . . . . . . 99998
541
Now, thinking about the last school year, did your household spend money on other things (such as examination fees, school field trips, photocopying) for (NAME)'s schooling?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 544)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 544)
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 (SKIP TO 544)
542
In the last school year, what were the other things your household spent money on for (NAME)’s schooling?
543
In the last school year, how much in total did your household spend on these other items for (NAME)'s schooling? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
OTHER IN LE
OTHER IN LE
OTHER IN LE
INCLUDED IN LUMP SUM . . . . . . 99996 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 DON'T KNOW . . . . . . 99998
INCLUDED IN LUMP SUM . . . . . . 99996 DON'T KNOW . . . . . . 99998
544
CHECK 522 - 543:
AT LEAST TWO EXPENDITURES RECORDED AS
NO EXPENDITURES RECORDED AS
AT LEAST TWO EXPENDITURES RECORDED AS
NO EXPENDITURES RECORDED AS
AT LEAST TWO EXPENDITURES RECORDED AS
NO EXPENDITURES RECORDED AS
INCLUDED IN LUMP SUM
INCLUDED IN LUMP SUM
INCLUDED IN LUMP SUM
INCLUDED IN LUMP SUM
INCLUDED IN LUMP SUM
INCLUDED IN LUMP SUM
(SKIP TO 546)
(SKIP TO 546)
(SKIP TO 546)
545
ENTER AMOUNT OF LUMP SUM ANSWER CANNOT BE 0, DON’T KNOW, OR MISSING.
LUMP SUM IN LE
LUMP SUM IN LE
LUMP SUM IN LE
176 | Appendix C
NAME:
NAME:
NAME:
546
Now think of all the money (coming from within or outside the household) that was spent on (NAME)’s schooling in the last school year. Last year, did all or part of the money to pay for the costs of (NAME)’s schooling come from any of these sources: YES Resources supplied by (NAME) him/herself. Resources supplied by (NAME)'s parents and/or your household. Resources from (NAME)’s extended family not living in your household, not including (NAME)’s parents. Resources supplied by the school, Ministry of Social Affairs, an NGO, a mosque, or a church. Resources from a non-relative who lives outside the household. Borrowing. CHILD . . . . . . . . . . 1 NO 2 YES CHILD . . . . . . . . . . 1 NO 2 YES CHILD . . . . . . . . . . 1 NO 2
HH RESOURCE
...
1
2
HH RESOURCE
...
1
2
HH RESOURCE
...
1
2
FAMILY NOT IN HH . . . . . . . . 1
2
FAMILY NOT IN HH . . . . . . . . 1
2
FAMILY NOT IN HH . . . . . . . . 1
2
FINANCIAL ASSISTANCE . . .
1
2
FINANCIAL ASSISTANCE . . .
1
2
FINANCIAL ASSISTANCE . . .
1
2
GIFT
.......... 1
2
GIFT
.......... 1
2
GIFT
.......... 1
2
BORROW
...... 1
2
BORROW
...... 1
2
BORROW
...... 1
2
547
In the last school year, were some school fees waived or reduced for (NAME) for any reason?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2
Appendix C | 177
SECTION 6: CHILDREN’S EATING PATTERNS
NAME:
NAME:
NAME:
601
CHECK 506B:
DAY HOME BOARDER PUPIL SCHOOLED OR NO RESPONSE
DAY HOME BOARDER PUPIL SCHOOLED OR NO RESPONSE
DAY HOME BOARDER PUPIL SCHOOLED OR NO RESPONSE
(SKIP TO 603) 602 At any point during the current school year, has (NAME) received any free food from the school?
(SKIP TO 606) 1 2 3 4 8
(SKIP TO 603)
(SKIP TO 606) 1 2 3 4 8
(SKIP TO 603)
(SKIP TO 606) 1 2 3 4 8
YES, COMPLETE MEAL YES, SNACK (SUCH AS BISCUITS) . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . . NOT ATTENDING SCHOOL ANYMORE . DON'T KNOW ........ (SKIP TO 603) EVERY SCHOOL DAY .. EVERY DAY BUT ONLY FOR A LIMITED TIME .. (SPECIFY) ONCE A WEEK . . . . . . . . ONCE A MONTH ...... OTHER (SPECIFY)
YES, COMPLETE MEAL YES, SNACK (SUCH AS BISCUITS) . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . . NOT ATTENDING SCHOOL ANYMORE . DON'T KNOW ........ (SKIP TO 603) EVERY SCHOOL DAY .. EVERY DAY BUT ONLY FOR A LIMITED TIME .. (SPECIFY) ONCE A WEEK . . . . . . . . ONCE A MONTH ...... OTHER (SPECIFY)
YES, COMPLETE MEAL YES, SNACK (SUCH AS BISCUITS) . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . . NOT ATTENDING SCHOOL ANYMORE . DON'T KNOW ........ (SKIP TO 603) EVERY SCHOOL DAY .. EVERY DAY BUT ONLY FOR A LIMITED TIME .. (SPECIFY) ONCE A WEEK . . . . . . . . ONCE A MONTH ...... OTHER (SPECIFY)
602A
How often does (NAME) receive free food from the school?
1
1
1
2 3 4 6
2 3 4 6
2 3 4 6
603
Now I would like to ask you about the times (NAME) ate food yesterday. Did (NAME) eat food in the morning yesterday? IF YES, PROBE TO CONFIRM CHILD ATE SOLID FOOD: What did (NAME) eat yesterday morning?
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW/CHILD NOT HOME YESTERDAY . . 8
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW/CHILD NOT HOME YESTERDAY . . 8
YES ................. 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW/CHILD NOT HOME YESTERDAY . . 8
604
Did (NAME) eat lunch yesterday? IF YES, PROBE TO CONFIRM CHILD ATE SOLID FOOD: What did (NAME) eat for lunch yesterday?
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW/CHILD NOT AT HOME YESTERDAY . . . . . . . . 8
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW/CHILD NOT AT HOME YESTERDAY . . . . . . . . 8
YES . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW/CHILD NOT AT HOME YESTERDAY . . . . . . . . 8
605
How many times did (NAME) eat food yesterday, including snacks?
NO. OF TIMES CHILD ATE . . .
NO. OF TIMES CHILD ATE . . .
NO. OF TIMES CHILD ATE . . .
DON'T KNOW/CHILD NOT AT HOME YESTERDAY . . . . . . . . 98 606
DON'T KNOW/CHILD NOT AT HOME YESTERDAY . . . . . . . . 98
DON'T KNOW/CHILD NOT AT HOME YESTERDAY . . . . . . . . 98
GO BACK TO 201 IN NEXT COLUMN; OR, IF NO MORE CHILDREN, GO TO 701.
178 | Appendix C
SECTION 7: PARENT/GUARDIAN GENERAL EDUCATION QUESTIONS NO. 701 QUESTIONS AND FILTERS Now I would like to ask you about the primary school that is closest to your household. How far away in kilometers is the closest primary school to your household? ENTER “00” IF LESS THAN 1 KILOMETER. 702 If you were to walk to this primary school, how long would it take? KM . . . . . . . . . . . . . . . . . . . . . . . CODING CATEGORIES SKIP
HOURS
.................
MINUTES . . . . . . . . . . . . . . . . . 703 Now I would like to ask you about the general preparatory school that is closest to your household. How far away in kilometers is the closest general preparatory school to your household? ENTER “00” IF LESS THAN 1 KILOMETER. 704 If you were to walk to this general preparatory school, how long would it take? KM . . . . . . . . . . . . . . . . . . . . . . .
HOURS
.................
MINUTES . . . . . . . . . . . . . . . . . 705 Now I would like to ask you about the general secondary school that is closest to your household. How far away in kilometers is the closest general secondary school to your household? ENTER “00” IF LESS THAN 1 KILOMETER. 706 If you were to walk to this general secondary school, how long would it take? KM . . . . . . . . . . . . . . . . . . . . . . .
HOURS
..............
MINUTES . . . . . . . . . . . . . . . . . 707 Have you or anyone else in your household provided any of the following kinds of support to any school in the last 12 months? Money to construct or maintain school buildings/equipment, teacher housing, or school grounds. Raw materials to construct or maintain school buildings/ equipment, teacher housing, or school grounds. Equipment for the school such as furniture, a blackboard, photocopy machine, computer, or refrigerator. Land. Labor to construct or maintain school buildings/equipment teacher housing, or school grounds. Time spent to mobilize the community, NGOs, or others to support the school. 708 MONEY
YES ...... 1
NO 2
DK 8
MATERIALS . . .
1
2
8
EQUIPMENT
.
1
2 2 2
8 8 8
LAND . . . . . . . . 1 LABOR ...... 1
MOBILIZE. . . . . . 1
2
8
CHECK 206 FOR EACH ELIGIBLE CHILD PARENT/GUARDIAN IS RESPONDING FOR: ONE OR MORE ELIGIBLE CHILDREN ATTENDING PRIMARY, PREPARATORY, OR SECONDARY SCHOOL (CODES 1-7) NO ELIGIBLE CHILDREN ATTENDING PRIMARY, PREPARATORY, OR SECONDARY SCHOOL (CODES 0, 8, OR NA)
714
Appendix C | 179
NO. 709
QUESTIONS AND FILTERS Does the school (your child/the child for whom you are responsible) attends have a Parent Teacher Committee (PTC) or Board of Trustees (BOT)? In the last 12 months, have you or has any adult in your household attended an association meeting to elect parents for the Parent Teacher Committee (PTC) or Board of Trustees (BOT)? Why haven't you or any adult in your household attended the association meeting within the last 12 months?
CODING CATEGORIES YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW ................... 8 YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
SKIP
712 712
710
711
NOT INFORMED OR NOT INVITED . . . NO TIME TO GO . . . . . . . . . . . . . . . . . . . TOO FAR AWAY . . . . . . . . . . . . . . . . . . . NOT WELCOME . . . . . . . . . . . . . . THE MEETINGS ARE NOT PRODUCTIVE/WASTE OF TIME . . . THEY WILL ASK FOR MONEY ...... OTHER ______________________ (SPECIFY) NO SUCH MEETING TOOK PLACE
A B C D E F X Y
712
Do you think parents should be involved in any of the following activities at schools? Observing classes. Helping to teach classes/giving class presentations. Participating on a committee that hires/fires school staff. Helping to set rules at school on matters like discipline. Helping to build or maintain school facilities or gardens. Fundraising for the school. Anything else? OBSERVING TEACHING
YES
NO 2 2 2 2 2 2 2
....... ......... ..
1 1 1 1 1 1 1
HIRING AND FIRING SETTING RULES BUILD/MAINTAIN FUNDRAISING OTHER
.... .... ......
...........
(SPECIFY REASON) 713 Would you yourself be comfortable participating in any of the following activities at your child's school? Observing classes. If not, why not? Helping to teach classes/giving class presentations. If not, why not? Participating on a committee that hires/fires school staff. If not, why not? Helping to set rules at school on matters like discipline. If not, why not? Helping to build or maintain school facilities or gardens. If not, why not? Fundraising for the school. If not, why not? OBSERVING
YES
NO 2 (SPECIFY REASON)
.......
1
TEACHING
.........
1
2 (SPECIFY REASON)
HIRING AND FIRING
..
1
2 (SPECIFY REASON)
SETTING RULES
......
1
2 (SPECIFY REASON)
BUILD/MAINTAIN
......
1
2 (SPECIFY REASON)
FUNDRAISING
......
1
2 (SPECIFY REASON)
714
Do you think girls in primary school should be taught by a male teacher, a female teacher, or does it not matter?
MALE . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 FEMALE . . . . . . . . . . . . . . . . . . . . . . . . . 2 ........ 3 EITHER MALE OR FEMALE MALE . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 FEMALE . . . . . . . . . . . . . . . . . . . . . . . . . 2 ........ 3 EITHER MALE OR FEMALE
715
Do you think girls in preparatory and secondary school should be taught by a male teacher, a female teacher, or does it not matter?
180 | Appendix C
NO. 716
QUESTIONS AND FILTERS Do you think boys in primary school should be taught by a male teacher, a female teacher, or does it not matter?
CODING CATEGORIES MALE . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 FEMALE . . . . . . . . . . . . . . . . . . . . . . . . . 2 EITHER MALE OR FEMALE ........ 3 MALE . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 FEMALE . . . . . . . . . . . . . . . . . . . . . . . . . 2 ........ 3 EITHER MALE OR FEMALE YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
SKIP
717
Do you think boys in preparatory and secondary school should be taught by a male teacher, a female teacher, or does it not matter? Sometimes students cheat on exams. Do you think this is ever justified? I am interested in knowing your opinions about what makes schools good and about the importance of schooling. Do you agree or disagree with the following statements? Whenever necessary, parents should keep their children home from school to work or help in the household. It is more important to send a boy to school than to send a girl to school. Primary schools should teach more practical skills, like carpentry or sewing.
718
719
AGREE 1
DISAGREE 2
DK 8
1
2
8
1
2
8
720
I am interested in knowing what kinds of things you think affect the quality of schools. Does each of the following things make a school better, make a school worse, or have no effect on the quality of the school? Students being required to wear uniforms. Teachers hitting pupils to maintain discipline. Teachers hitting pupils to improve their performance. Parents being actively involved in the school. Crowded classes. Well-maintained buildings. Teachers making learning interesting.
BETTER 1 1 1 1 1 1 1
NO EFFECT 2 2 2 2 2 2 2
WORSE 3 3 3 3 3 3 3
DK 8 8 8 8 8 8 8 A B C D E F G H I J K L M X Y
721
Now I would like you to think about the benefits of primary school. Think of a 12-year-old boy who received his primary school certificate, and then dropped out of school. What advantages does this boy have compared to a boy of the same age who never attended primary school? PROBE: Anything else?
RECORD ALL MENTIONED.
FIND (BETTER) JOB . . . . . . . . . . . . . . PROVIDE SUPPORT TO HOUSEHOLD/PARENTS . . . . . . . . . . CHANCE TO GO TO PREPARATORY . LEARN TO READ AND WRITE . . . . . . . . LEARN OTHER LANGUAGES . . . . . . . . LEARN MATHEMATICS . . . . . . . . . . . . LEARN VOCATIONAL SKILLS . . . . . . . . DEVELOP MORALS/DISCIPLINE . . . . . . CRITICAL THINKING SKILLS . . . . . . . . MAKE A BETTER MARRIAGE . . . . . . . . LEARN TO BE A GOOD PARENT . . . . . . BETTER HYGIENE . . . . . . . . . . . . . . . . . SOCIAL INTERACTION SKILLS . . . . . . OTHER (SPECIFY) NO BENEFITS . . . . . . . . . . . . . . . . . . . . .
Appendix C | 181
NO. 722
QUESTIONS AND FILTERS Now think of a 12-year-old girl who received her primary school certificate, and then dropped out of school. What advantages does this girl have compared to a girl of the same age who never attended primary school?
CODING CATEGORIES FIND (BETTER) JOB . . . . . . . . . . . . . . PROVIDE SUPPORT TO HOUSEHOLD/PARENTS . . . . . . . . . . CHANCE TO GO TO PREPARATORY . LEARN TO READ AND WRITE . . . . . . LEARN OTHER LANGUAGES . . . . . . . . LEARN MATHEMATICS . . . . . . . . . . . . LEARN VOCATIONAL SKILLS . . . . . . . . DEVELOP MORALS/DISCIPLINE ... CRITICAL THINKING SKILLS ...... MAKE A BETTER MARRIAGE ...... LEARN TO BE A GOOD PARENT . . . BETTER HYGIENE . . . . . . . . . . . . . . . . . SOCIAL INTERACTION SKILLS . . . . . . OTHER (SPECIFY) NO BENEFITS . . . . . . . . . . . . . . . . . . . . . A B C D E F G H I J K L M X Y
SKIP
PROBE: Anything else?
RECORD ALL MENTIONED.
723
(IF YOU HAD A DAUGHTER) What are the three professions that you prefer your daughter to occupy? DOCTOR ENGINEER BROADCASTER/ JOURNALIST TEACHER LAWYER/JUDGE ACCOUNTANT NURSE OTHER (SPECIFY) DOCTOR
IMPORTANCE . . . . . . . . . . . . . . . . .01
ENGINEER . . . . . . . . . . . . . . . . .02 BROADCASTER/JOURNALIST 03 TEACHER . . . . . . . . . . . . . . . . .04 05
LAWYER/JUDGE
ACCOUNTANT . . . . . . . . . . . . . . 06 NURSE. . . . . . . . . . . . . . . . . . . . . 07 OTHER 96 (SPECIFY) DO NOT WANT HER TO WORK . . . . . . . . . . . . . . 97
724
(IF YOU HAD A SON) What are the three professions that you prefer your son to occupy? DOCTOR ENGINEER BROADCASTER/ JOURNALIST TEACHER LAWYER/JUDGE ACCOUNTANT POLICE OFFICER ARMY OFFICER OTHER (SPECIFY)
IMPORTANCE DOCTOR . . . . . . . . . . . . . . . . . . . 01 ENGINEER . . . . . . . . . . . . . . . . .02 BROADCASTER/ JOURNALIST 03 TEACHER. . . . . . . . . . . . . . . . . . . 04 LAWYER/JUDGE . . . . . . . . . . . . 05 ACCOUNTANT . . . . . . . . . . . . . . 06 POLICE OFFICER. . . . . . . . . . . . 07 ARMY OFFICER . . . . . . . . . . . . 08 96 (SPECIFY) . MOTHER . . . . . . . . . . . . . . . . . . . . . . . 01 FATHER . . . . . . . . . . . . . . . . . . . . . . . . . 02 BOTH PARENTS . . . . . . . . . . . . . . . . .03 GUARDIAN(S) . . . . . . . . . . . . . . . . . . . 04 CHILD HIMSELF/HERSELF . . . . . . 05 PARENT(S)/GUARDIAN W/ CHILD 06 SOMEONE ELSE 96 (SPECIFY) DON’T KNOW . . . . . . . . . . . . . . . . . . . 98 YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . . . . . . . . . . . . 8 OTHER
725
Now I would like to learn about how decisions are made in your household. More than one person may be involved in this decision, but who has the final say in your household about whether or not children attend school?
726
In your community, is there a kindergarten (KG1 AND KG2)?
182 | Appendix C
NO. 727
QUESTIONS AND FILTERS What are the advantages of sending a child to kindergarten before the child attends grade 1?
CODING CATEGORIES CHILDCARE . . . . . . . . . . . . . . . . . . . . . SOCIALIZATION . . . . . . . . . . . . . . . . . . . FOUNDATION FOR LEARNING . . . . . . COGNITIVE DEVELOPMENT . . . . . . . . DEVELOPS INTEREST IN LEARNING . . . . . . . . . . . . . . . . . . . . . BREAKS DEPENDENCY ON MOTHER . . . . . . . . . . . . . . . . . . . OTHER (SPECIFY) A B C D E F X
SKIP
728
In your community, are there any other school readiness programs besides KG that prepare children for grade 1 (such as non-formal KG, KG subsidiary to NGOs, or child care centers)? In your community, is there a public library?
YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . . . . . . . . . . . . 8
729
YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . . . . . . . . . . . . 8 YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . . . . . . . . . . . . 8
730
In the last 12 months, have any children in this household visited a public library?
732
731
Where was the library located?
IN COMMUNITY . . . . . . . . . . . . . . . . . . . 1 OTHER . . . . . . . . . . . . . . . . . . . . . . . . 6 (SPECIFY)
732
In your household, do you have any books other than school books or the Qu'ran/ the Bible? Are any of these books children's books?
YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 DON'T KNOW 8 YES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
734
733
734
During the last school year (2004-2005), did you or any other member of your household over age 17 attend school, university, or any other training courses? In the last school year, how much in total did your household spend on tuition for schooling or training courses for you or any other household member over age 17? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
737
735
LUMP SUM IN LE
DON'T KNOW LUMP SUM IN LE
..............
99998
736
In the last school year, how much in total did your household spend on other expenses (apart from tuition) for schooling or training courses for you or any other household member over age 17? COMBINE COSTS FOR BOTH TERMS OF LAST SCHOOL YEAR
DON'T KNOW
..............
99998
737
CHECK 206 FOR EACH ELIGIBLE CHILD PARENT/GUARDIAN IS RESPONDING FOR: ONE OR MORE ELIGIBLE CHILDREN ATTENDING PRIMARY, PREPARATORY, OR SECONDARY SCHOOL (CODES 1-7) SECTION 8 NO ELIGIBLE CHILDREN ATTENDING PRIMARY, PREPARATORY, OR SECONDARY SCHOOL (CODES 0 OR 8 or NA)
815
Appendix C | 183
SECTION 8A: PRIMARY SCHOOL SCHEDULE 800a CHECK 206 AND 506B FOR EACH ELIGIBLE CHILD. FOR CHILDREN WHO ARE DAY PUPILS IN PRIMARY SCHOOL, COPY SCHOOL NAME FROM 213. LIST EACH SCHOOL ONLY ONCE. IF NO CHILD IS A DAY PUPIL IN PRIMARY SCHOOL SKIP TO 800b. 801a Is (NAME OF SCHOOL) a government school, a government language school, a private school, an Azhary public school, or an Azhary private school? GOVERNMENT SCHOOL 1 GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . 2 PRIVATE SCHOOL . . . . . 3 AZHARY PUBLIC SCHOOL 4 AZHARY PRIVATE SCHOOL . . . . . . . . . . . 5 DON'T KNOW . . . . . . . . . 8 YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . CLOSEST SCHOOL AVAILABLE ....... BETTER SCHOOL ... LESS EXPENSIVE ... RELIGION . . . . . . . . . . . SAFER SCHOOL ..... GEOGRAPHIC LOCATION CHILD'S SCORE .... OTHER (SPECIFY) 1 2 8
TOTAL NO. OF PRIMARY SCHOOLS
FOR THE EDITOR: SCHOOL CODE
FOR THE EDITOR: SCHOOL CODE
FOR THE EDITOR: SCHOOL CODE
NAME:
NAME:
NAME:
GOVERNMENT SCHOOL 1 GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . 2 PRIVATE SCHOOL . . . . . 3 AZHARY PUBLIC SCHOOL 4 AZHARY PRIVATE SCHOOL . . . . . . . . . . . 5 DON'T KNOW . . . . . . . . . 8 YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . CLOSEST SCHOOL AVAILABLE ....... BETTER SCHOOL ... LESS EXPENSIVE ... RELIGION . . . . . . . . . . . SAFER SCHOOL ..... GEOGRAPHIC LOCATION CHILD'S SCORE .... OTHER (SPECIFY) 1 2 8
GOVERNMENT SCHOOL 1 GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . 2 PRIVATE SCHOOL . . . . . 3 AZHARY PUBLIC SCHOOL 4 AZHARY PRIVATE SCHOOL . . . . . . . . . . . 5 DON'T KNOW . . . . . . . . . 8 YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . CLOSEST SCHOOL AVAILABLE ....... BETTER SCHOOL ... LESS EXPENSIVE ... RELIGION . . . . . . . . . . . SAFER SCHOOL ..... GEOGRAPHIC LOCATION CHILD'S SCORE .... OTHER (SPECIFY) 1 2 8
802a
Does (NAME OF SCHOOL) have multiple shifts?
803a
What are the reasons your children/child attend/attends (NAME OF SCHOOL) instead of some other school?
A B C D E F G X
A B C D E F G X
A B C D E F G X
804a
Please tell me whether (NAME OF SCHOOL) has a big problem, small problem, or no problem with the following things: BIG Principal's performance. Teacher performance. Pupils' safety at school. School buildings and facilities. Classroom overcrowding School activities (such as art, music, sports) 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3 BIG 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3 BIG 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3
805a
Do you think children in (NAME OF SCHOOL) cheat on exams most of the time, some of the time, or never?
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
184 | Appendix C
806a
During the current school year, have you or has anyone from your household gone to (NAME OF SCHOOL) for any of these reasons? For a school celebration, performance, or sports event. To speak to the principal. To speak to a teacher. To collect report cards. To attend one of your child's classes.
YES EVENT
NO 2 2 2 2 2 EVENT
YES
NO 2 2 2 2 2 EVENT
YES
NO 2 2 2 2 2
....
1
....
1
....
1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
..
1 1
..
1 1
..
1 1
REPORT CARD ATTEND CLASS
REPORT CARD ATTEND CLASS
REPORT CARD ATTEND CLASS
1 (SKIP TO 808a)
..
1 (SKIP TO 808a)
..
.. 1 (SKIP TO 808a)
807a
Why did you attend one of your child's classes?
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 810a) 1 2
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 810a) 1 2
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 810a) 1 2
808a
During the current school year, have you been asked or received a letter inviting you to visit (NAME OF SCHOOL)? For what purpose were you invited to visit (NAME OF SCHOOL)?
809a
PAY FEES . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . ATTEND GENERAL ASSOCIATION . . . . . OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 812a)
A B C
D E F X
PAY FEES . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . . . ATTEND GENERAL ASSOCIATION . . . . . OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 812a)
A B C
D E F X
PAY FEES . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . . . ATTEND GENERAL ASSOCIATION . . . . . OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 812a)
A B C
D E F X
810a
During the current school year, did a teacher or the principal from (NAME OF SCHOOL) visit your household? For what purpose did the teacher or principal visit your household?
1 2
1 2
1 2
811a
COLLECT FEES . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION . . . . . OTHER (SPECIFY)
A B C D E F
G X
COLLECT FEES . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION . . . . . OTHER (SPECIFY)
A B C D E F
G X
COLLECT FEES . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION . . . . . OTHER (SPECIFY)
A B C D E F
G X
812a
Are any of the following extra-curricular activities provided at (NAME OF SCHOOL)? SPORTS? ART? MUSIC? SCOUTING? OTHER? SPORTS ART MUSIC SCOUTING OTHER
YES
NO DK
YES
NO DK
YES
NO DK
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
SPORTS ART MUSIC SCOUTING OTHER
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
SPORTS ART MUSIC SCOUTING OTHER
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
813a
GO BACK TO 801a IN NEXT COLUMN; OR, IF NO MORE PRIMARY SCHOOLS, GO TO 800b.
Appendix C | 185
SECTION 8B: PREPARATORY SCHOOL SCHEDULE 800b CHECK 206 AND 506B FOR EACH ELIGIBLE CHILD. FOR CHILDREN WHO ARE DAY PUPILS IN PREPARATORY SCHOOL, COPY SCHOOL NAME FROM 213. LIST EACH SCHOOL ONLY ONCE. IF NO CHILD IS A DAY PUPIL IN PREPARATORY, SCHOOL SKIP TO 800c. 801b Is (NAME OF SCHOOL) a government school, a government language school, a private school, an Azhary public school, or an Azhary private school? GOVERNMENT SCHOOL 1 GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . 2 PRIVATE SCHOOL . . . . . 3 AZHARY PUBLIC SCHOOL 4 AZHARY PRIVATE SCHOOL . . . . . . . . . . . 5 DON'T KNOW . . . . . . . . . 8 YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . GENERAL. . . . . . . . . . . . . . VOCATIONAL . . . . . . . . . 1 2 8 1 2 FOR THE EDITOR: SCHOOL CODE
TOTAL NO. OF PREPARATORY SCHOOLS FOR THE EDITOR: SCHOOL CODE FOR THE EDITOR: SCHOOL CODE
NAME:
NAME:
NAME:
GOVERNMENT SCHOOL 1 GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . 2 PRIVATE SCHOOL . . . . . 3 AZHARY PUBLIC SCHOOL 4 AZHARY PRIVATE SCHOOL . . . . . . . . . . . 5 DON'T KNOW . . . . . . . . . 8 YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . GENERAL. . . . . . . . . . . . . . VOCATIONAL . . . . . . . . . 1 2 8 1 2
GOVERNMENT SCHOOL 1 GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . 2 PRIVATE SCHOOL . . . . . 3 AZHARY PUBLIC SCHOOL 4 AZHARY PRIVATE SCHOOL . . . . . . . . . . . 5 DON'T KNOW . . . . . . . . . 8 YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . DON'T KNOW . . . . . . . . . GENERAL. . . . . . . . . . . . . . VOCATIONAL . . . . . . . . . 1 2 8 1 2
802b
Does (NAME OF SCHOOL) have multiple shifts?
803b
Is (NAME OF SCHOOL) a general or vocational school? What are the reasons your children/child attend/attends (NAME OF SCHOOL) instead of some other school?
804b
CLOSEST SCHOOL AVAILABLE ....... BETTER SCHOOL. . . . . . . . LESS EXPENSIVE . . . . . . RELIGION. . . . . . . . . . . . . . SAFER SCHOOL . . . . . . . GEOGRAPHIC LOCATION CHILD'S SCORE . . . . . . . OTHER (SPECIFY)
A B C D E F G X
CLOSEST SCHOOL AVAILABLE ....... BETTER SCHOOL. . . . . . . LESS EXPENSIVE . . . . . . . RELIGION. . . . . . . . . . . . . . SAFER SCHOOL . . . . . . . GEOGRAPHIC LOCATION CHILD'S SCORE . . . . . . . OTHER (SPECIFY)
A B C D E F G X
CLOSEST SCHOOL AVAILABLE ....... BETTER SCHOOL. . . . . . . LESS EXPENSIVE . . . . . . . RELIGION. . . . . . . . . . . . . . SAFER SCHOOL . . . . . . . GEOGRAPHIC LOCATION CHILD'S SCORE . . . . . . . OTHER (SPECIFY)
A B C D E F G X
805b
Please tell me whether (NAME OF SCHOOL) has a big problem, small problem, or no problem with the following things: BIG Principal's performance. Teacher performance. Pupils' safety at school. School buildings and facilities. Classroom overcrowding School activities (such as art, music, sports) 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3 BIG 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3 BIG 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3
806b
Do you think children in (NAME OF SCHOOL) cheat on exams most of the time, some of the time, or never?
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
186 | Appendix C
807b
During the current school year, have you or has anyone from your household gone to (NAME OF SCHOOL) for any of these reasons? For a school celebration, performance, or sports event. To speak to the principal. To speak to a teacher. To collect report cards. To attend one of your child's classes. YES EVENT NO 2 2 2 2 2 EVENT YES NO 2 2 2 2 2 EVENT YES NO 2 2 2 2 2
....
1
....
1
....
1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
..
1 1
..
1 1
..
1 1
REPORT CARD ATTEND CLASS
REPORT CARD ATTEND CLASS
REPORT CARD ATTEND CLASS
1 (SKIP TO 809b)
..
1 (SKIP TO 809b)
..
.. 1 (SKIP TO 809b)
808b
Why did you attend one of your child's classes?
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 811b) 1 2
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 811b) 1 2
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 811b) 1 2
809b
During the current school year, have you been asked or received a letter inviting you to visit (NAME OF SCHOOL)? For what purpose were you invited to visit (NAME OF SCHOOL)?
810b
PAY FEES . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . ATTEND GENERAL ASSOCIATION . . . . . OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 813b)
A B C
D E F X
PAY FEES . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . ATTEND GENERAL ASSOCIATION . . . . . OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 813b)
A B C
D E F X
PAY FEES . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . ATTEND GENERAL ASSOCIATION . . . . . OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 813b)
A B C
D E F X
811b
During the current school year, did a teacher or the principal from (NAME OF SCHOOL) visit your household? For what purpose did the teacher or principal visit your household?
1 2
1 2
1 2
812b
COLLECT FEES . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION . . . . . OTHER (SPECIFY)
A B C D E F
G X
COLLECT FEES . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION . . . . . OTHER (SPECIFY)
A B C D E F
G X
COLLECT FEES . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION . . . . . OTHER (SPECIFY)
A B C D E F
G X
813b
Are any of the following extra-curricular activities provided at (NAME OF SCHOOL)? SPORTS? ART? MUSIC? SCOUTING? OTHER? SPORTS ART MUSIC SCOUTING OTHER
YES
NO DK
YES
NO DK
YES
NO DK
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
SPORTS ART MUSIC SCOUTING OTHER
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
SPORTS ART MUSIC SCOUTING OTHER
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
814b
GO BACK TO 801b IN NEXT COLUMN; OR, IF NO MORE PREPARATORY SCHOOLS, GO TO 800c.
Appendix C | 187
SECTION 8C: SECONDARY SCHOOL SCHEDULE 800c CHECK 206 AND 506B FOR EACH ELIGIBLE CHILD. FOR CHILDREN WHO ARE DAY PUPILS IN SECONDARY SCHOOL, COPY SCHOOL NAME FROM 213. LIST EACH SCHOOL ONLY ONCE. IF NO CHILD IS A DAY PUPIL IN SECONDARY, SCHOOL SKIP TO 817. 801c Is (NAME OF SCHOOL) a government school, a government language school, a private school, an Azhary public school, or an Azhary private school? GOVERNMENT SCHOOL GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . . PRIVATE SCHOOL . . . . . AZHARY PUBLIC SCHOOL AZHARY PRIVATE SCHOOL . . . . . . . . . . . . DON'T KNOW . . . . . . . . . . 1 2 3 4 5 8 FOR THE EDITOR: SCHOOL CODE
TOTAL NO. OF SECONDARY SCHOOLS FOR THE EDITOR: SCHOOL CODE FOR THE EDITOR: SCHOOL CODE
NAME:
NAME:
NAME:
GOVERNMENT SCHOOL GOVERNMENT SCHOOL SCHOOL . . . . . . . . . . . . PRIVATE SCHOOL . . . . . AZHARY PUBLIC SCHOOL AZHARY PRIVATE SCHOOL . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 4 5 8
GOVERNMENT SCHOOL GOVERNMENT LANGUAGE SCHOOL . . . . . . . . . . . . PRIVATE SCHOOL . . . . . AZHARY PUBLIC SCHOOL AZHARY PRIVATE SCHOOL . . . . . . . . . . . . DON'T KNOW . . . . . . . . . .
1 2 3 4 5 8
802c
Does (NAME OF SCHOOL) have multiple shifts?
YES . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 GENERAL. . . . . . . . . . . . . . 1 VOCATIONAL . . . . . . . . . . 2
YES . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 GENERAL. . . . . . . . . . . . . . 1 VOCATIONAL . . . . . . . . . . 2
YES . . . . . . . . . . . . . . . . . . 1 NO . . . . . . . . . . . . . . . . . . 2 DON'T KNOW . . . . . . . . . . 8 GENERAL. . . . . . . . . . . . . . 1 VOCATIONAL . . . . . . . . . . 2
803c
Is (NAME OF SCHOOL) a general or vocational school? What are the reasons your children/child attend/attends (NAME OF SCHOOL) instead of some other school?
804c
CLOSEST SCHOOL ........ AVAILABLE BETTER SCHOOL. . . . . . . . LESS EXPENSIVE. . . . . . . . RELIGION. . . . . . . . . . . . . . SAFER SCHOOL . . . . . . . . GEOGRAPHIC LOCATION CHILD'S SCORE . . . . . . . . OTHER (SPECIFY)
A B C D E F G X
CLOSEST SCHOOL ........ AVAILABLE BETTER SCHOOL. . . . . . . . LESS EXPENSIVE. . . . . . . . RELIGION. . . . . . . . . . . . . . SAFER SCHOOL . . . . . . . . GEOGRAPHIC LOCATION CHILD'S SCORE . . . . . . . . OTHER (SPECIFY)
A B C D E F G X
CLOSEST SCHOOL ........ AVAILABLE BETTER SCHOOL. . . . . . . . LESS EXPENSIVE. . . . . . . . RELIGION. . . . . . . . . . . . . . SAFER SCHOOL . . . . . . . . GEOGRAPHIC LOCATION CHILD'S SCORE . . . . . . . . OTHER (SPECIFY)
A B C D E F G X
805c
Please tell me whether (NAME OF SCHOOL) has a big problem, small problem, or no problem with the following things: BIG Principal's performance. Teacher performance. Pupils' safety at school. School buildings and facilities. Classroom overcrowding School activities (such as art, music, sports) 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3 BIG 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3 BIG 1 1 1 1 1 1 SMALL 2 2 2 2 2 2 NO 3 3 3 3 3 3 DK 8 8 8 8 8 8 1 2 3
806c
Do you think that most children in your child's school cheat on exams most of the time, some of the time, or never?
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
MOST OF THE TIME . . . SOME OF THE TIME . . . NEVER . . . . . . . . . . . . . .
188 | Appendix C
807c
During the current school year, have you or has anyone from your household gone to (NAME OF SCHOOL) for any of these reasons? For a school celebration, performance, or sports event. To speak to the principal. To speak to a teacher. To collect report cards. To attend one of your child's classes.
YES EVENT
NO 2 2 2 2 2 EVENT
YES
NO 2 2 2 2 2 EVENT
YES
NO 2 2 2 2 2
....
1
....
1
....
1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
SPEAK TO PRINCIPAL SPEAK TO TEACHER
.. 1
...
1 1
...
1 1
...
1 1
REPORT CARD ATTEND CLASS
REPORT CARD ATTEND CLASS
REPORT CARD ATTEND CLASS
1 (SKIP TO 809c)
...
1 (SKIP TO 809c)
...
... 1 (SKIP TO 809c)
808c
Why did you attend one of your child's classes?
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 811c) 1 2
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 811c) 1 2
TO OBSERVE . . . . . . . . A TO HELP THE TEACHER B TO GIVE A PRESENTATION OR MAKE AN ANNOUNCEMENT . . . C OTHER X (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 811c) 1 2
809c
During the current school year, have you been asked or received a letter inviting you to visit (NAME OF SCHOOL)? For what purpose were you invited to visit (NAME OF SCHOOL)? SCHOOL)?
810c
PAY FEES . . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . . ATTEND GENERAL ASSOCIATION ..... OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 813c)
A B C
D E F X
PAY FEES . . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . . ATTEND GENERAL ASSOCIATION ..... OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 813c)
A B C
D E F X
PAY FEES . . . . . . . . . . . . ATTEND AN EVENT OR CELEBRATION . . . . . DISCIPLINE PROBLEM . PROVIDE LABOR OR OTHER ASSISTANCE TO SCHOOL . . . . . . . . ATTEND PTC/BOT MEETING . . . . . . . . . . ATTEND GENERAL ASSOCIATION ..... OTHER (SPECIFY) YES . . . . . . . . . . . . . . . . . . NO . . . . . . . . . . . . . . . . . . (SKIP TO 813c)
A B C
D E F X
811c
During the current school year, did a teacher or the principal from (NAME OF SCHOOL) visit your household? For what purpose did the teacher or principal visit your household?
1 2
1 2
1 2
812c
COLLECT FEES . . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION ..... OTHER (SPECIFY)
A B C D E F
G X
COLLECT FEES . . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION ..... OTHER (SPECIFY)
A B C D E F
G X
COLLECT FEES . . . . . . . . DELIVER A REPORT CARD . . . . . . . . . . . . . . DISCIPLINE PROBLEM . SOLICITING LABOR OR OTHER ASSISTANCE PROMOTING TUTORING URGING ATTENDANCE AT PTC/BOT ..... URGING ATTENDANCE AT GENERAL ASSOCIATION ..... OTHER (SPECIFY)
A B C D E F
G X
813c
Are any of the following extra-curricular activities provided at (NAME OF SCHOOL)? SPORTS? ART? MUSIC? SCOUTING? OTHER? SPORTS ART MUSIC SCOUTING OTHER
YES
NO DK
YES
NO DK
YES
NO DK
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
SPORTS ART MUSIC SCOUTING OTHER
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
SPORTS ART MUSIC SCOUTING OTHER
1 1 1 1 1
(SPECIFY)
2 2 2 2 2
8 8 8 8 8
814c
GO BACK TO 801c IN NEXT COLUMN; OR, IF NO MORE SECONDARY SCHOOLS, GO TO 815
815
RECORD THE TIME. HOUR . . . . . . . . . . . . . . . . . . . . MINUTES ................
Appendix C | 189
OBSERVATIONS TO BE FILLED IN AFTER COMPLETING INTERVIEW 901 INTERVIEWER'S OBSERVATIONS COMMENTS ABOUT RESPONDENT:
COMMENTS ON SPECIFIC QUESTIONS:
ANY OTHER COMMENTS:
902 SUPERVISOR'S OBSERVATIONS
NAME OF SUPERVISOR:
DATE:
903 EDITOR'S OBSERVATIONS
NAME OF EDITOR:
DATE:
190 | Appendix C