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International –Curricula Educators Association Editor in Chief : Gihan Sami Soliman
Registered in Egypt 2008 Scientific Review: Dr. Ahemd Abdel Azeem
Registration No. : 7451
www.icea-egy.org
NGO under the Ministry of Social Solidarity
ﺔﻴﻌﻤﺟ
ﻲﻤﻠﻌﻣ
ﺞهﺎﻨﻤﻟا
ﺔﻴﻟوﺪﻟا
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CNTENTS
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Serial Article
Page
1 Egypt:
Another
Nation at Risk
3
2 Science
Across
Egypt Initiative
9
3 Biodiversity
and
Conservation of
Fungi in Egypt
Fungi in Egypt
11
4 Sustainable
Education for
Marine
Ecosystem
Resoration
Resoration
13
5 Read
Online 19
6 Online
Photo
Albums &
Related Articles
Related Articles
20
7 Acknowledgment
21
3
Decades ago in the United States, the Nation at Risk
report flared the flame of American educational
system and took the whole nation into a new phase
of progress in a few years due to the community
awareness and consensus on the urgent need for
change. Egypt today is in desperate need for such a
call. The educational crisis in Egypt is threatening of
system and took the whole nation into a new phase
of progress in a few years due to the community
awareness and consensus on the urgent need for
change. Egypt today is in desperate need for such a
call. The educational crisis in Egypt is threatening of
an unmitigated disaster and educational reform is
becoming a compelling need; a first - priority
project which all the powers of the nation need to
bolster. This reform needs to originate from general
consensus of the community itself that a cardial
becoming a compelling need; a first - priority
project which all the powers of the nation need to
bolster. This reform needs to originate from general
consensus of the community itself that a cardial
change must find its way to the system that its
product/graduates qualify for employment,
globalization, social life and citizenship, for a better
future to Egypt and to the world of which Egypt is
part.
product/graduates qualify for employment,
globalization, social life and citizenship, for a better
future to Egypt and to the world of which Egypt is
part.
Education Crisis in Egypt is plainly recognized and
felt by all concerned and stakeholders. The
expenditure on education has been 0.2 % of the GDP
while in progressive countries it reaches 5% of the
GDP, no wonder North America encompasses alone
62% of the world's 200 top universities, according to
the 2007 Spanish report ( Dr. Mohamed Zahran,
2008). Raising the spending rate with 13% all of a
sudden with no clear plan to address the current
62% of the world's 200 top universities, according to
the 2007 Spanish report ( Dr. Mohamed Zahran,
2008). Raising the spending rate with 13% all of a
sudden with no clear plan to address the current
problems seems like a showy solution that will only
complicate the situation in a nation struggling to
recover after years of corruption and months of
idleness. Speaking of the pre-college level for
example, the crisis demonstrates itself in two major
complicate the situation in a nation struggling to
recover after years of corruption and months of
idleness. Speaking of the pre-college level for
example, the crisis demonstrates itself in two major
dimensions: the incompetence of the national
educational system and the commercialization of the
so-called international education.
National System of Education (public schools)
educational system and the commercialization of the
so-called international education.
National System of Education (public schools)
In a paper for a prominent thinker, Dr. Mohamed
Zahran, Alexandria University he states:
Zahran, Alexandria University he states:
The virtual collapse and critical
situation of national education in
Egypt is, evidenced in the
situation of national education in
Egypt is, evidenced in the
emphasis on quantity versus
quality, the multitudes of
incompetent students,
overcrowded classes , shortages
or lack of resources, meager
educational spaces and facilities,
quality, the multitudes of
incompetent students,
overcrowded classes , shortages
or lack of resources, meager
educational spaces and facilities,
shortage of qualified teachers,
low pay, inadequate curricula ,
poor or no labs, poor languages
even in language schools,
inadequate and faulty
low pay, inadequate curricula ,
poor or no labs, poor languages
even in language schools,
inadequate and faulty
examinations , capitalization on
memorization at the expense of
comprehension , lack of fair play
, lack of transparency, nepotism ,
partiality,… among many others.
memorization at the expense of
comprehension , lack of fair play
, lack of transparency, nepotism ,
partiality,… among many others.
The result is millions of jobless"
graduates" , who have very little
hope in the future, and who are
not equipped or prepared to
work professionally , inapt ,
disqualified, inefficient ,
graduates" , who have very little
hope in the future, and who are
not equipped or prepared to
work professionally , inapt ,
disqualified, inefficient ,
undependable , and barely
accountable!. Disappointingly,
the national development
manpower needs are not met or
reflected in the educational
accountable!. Disappointingly,
the national development
manpower needs are not met or
reflected in the educational
system, which doesn't provide
needed professional capabilities
or technical abilities.
Consequently, graduates must
receive proper training,
needed professional capabilities
or technical abilities.
Consequently, graduates must
receive proper training,
additional knowledge to meet
developmental tasks and needs.
developmental tasks and needs.
National system of education includes primary,
preparatory and secondary stages in addition to
technical schooling system among others, which is
preparatory and secondary stages in addition to
technical schooling system among others, which is
considered as the exile of the system to those
graduating from the elementary stage (primary and
prep.) with lowest grades. Technical school students
are generally neglected and frustrated due to being
graduating from the elementary stage (primary and
prep.) with lowest grades. Technical school students
are generally neglected and frustrated due to being
Egypt:
Another Nation at Risk
Gihan Sami Soliman
Educational Consultant
4
selected on basis of lower grades and thus least
interested to get skilled and equipped for competence
interested to get skilled and equipped for competence
needed for decent employment in spite of the
desperate need for such workers.
Private Schools:
desperate need for such workers.
Private Schools:
Private schools teach the same national curricula
either in Arabic or translated. Translated curricula as
of a poor quality, adding to the original problem a
new one besides attempt of he schools to give "extra
services" in return of the money paid for receiving
same national curricula content by merely adding
either in Arabic or translated. Translated curricula as
of a poor quality, adding to the original problem a
new one besides attempt of he schools to give "extra
services" in return of the money paid for receiving
same national curricula content by merely adding
more language related materials rather than adding
more hands-on activities, extra curricular activities or
even better teaching services. Teacher training
programs in Egypt are offered either to public school
teachers under very restricted conditions as grants or
more hands-on activities, extra curricular activities or
even better teaching services. Teacher training
programs in Egypt are offered either to public school
teachers under very restricted conditions as grants or
is too expensive therefore private schools disregard
the qualification issue.
International Schools(American Diploma,
the qualification issue.
International Schools(American Diploma,
IGCSE, Canadian,IB …etc.)
No one knows the real number of those schools in
Egypt. Formal statistics only reveal the number of
public schools and private ones as including the
international schools among other types.
No one knows the real number of those schools in
Egypt. Formal statistics only reveal the number of
public schools and private ones as including the
international schools among other types.
The Egyptian community generally regard the
international education in terms of profit, thus, no
one seems to have had thought of including the so
called international education in a plan for overall
social reform. The public perception of the American
schools for example is of a "foreign investment" as if
those schools were not “Egyptian”. The fact is that
those schools are mostly "Egyptian", owned and run
by Egyptians(Law prohibits hiring more than 10% of
schools for example is of a "foreign investment" as if
those schools were not “Egyptian”. The fact is that
those schools are mostly "Egyptian", owned and run
by Egyptians(Law prohibits hiring more than 10% of
foreigners in a work venue), provide education mostly
for Egyptians, but merely using international curricula
and “supposedly” modern teaching methodology with
some “International” recognition. Schools used to
collect fees in dollars till recently when the Ministry of
Education banned such practice.
for Egyptians, but merely using international curricula
and “supposedly” modern teaching methodology with
some “International” recognition. Schools used to
collect fees in dollars till recently when the Ministry of
Education banned such practice.
There was a hope that such "international" schooling
system and private universities would help achieving
some educational reform in Egypt by providing all the
facilities, curricula and level of instruction required for
quality education. However, most of those schools
quality education. However, most of those schools
and universities are the product of a defective system.
Private university would mostly use the same
instructors, curricula and instruction methodology of
the public universities except that parents pay an
average of 50000 per year between tuition, daily
Private university would mostly use the same
instructors, curricula and instruction methodology of
the public universities except that parents pay an
average of 50000 per year between tuition, daily
expenses, books and private lessons. Same applies to
the private schools while the 2007 UNDP
Development Report states that the annual per capita
income in Egypt was $1207 (LE 6500).. as for the
international schools, the situation is even worse.
"The education business" now is the most lucrative
the private schools while the 2007 UNDP
Development Report states that the annual per capita
income in Egypt was $1207 (LE 6500).. as for the
international schools, the situation is even worse.
"The education business" now is the most lucrative
business in Egypt. Many schools are just selling grades
or turning into SAT centers due to perpetual problem;
those schools are under the same defective national
system of education, civil officers of the Ministry of
Education are not aware of what quality education is
or turning into SAT centers due to perpetual problem;
those schools are under the same defective national
system of education, civil officers of the Ministry of
Education are not aware of what quality education is
or should be, with more than 140 schools applying
one or more of the international systems, specifically
the American. The Ministry of Education for example
requires an “American” school to be a "at least" a
candidate for accreditation to get a license to operate!!
one or more of the international systems, specifically
the American. The Ministry of Education for example
requires an “American” school to be a "at least" a
candidate for accreditation to get a license to operate!!
Which is pathetically putting the carte before the
horse? A school needs to be licensed to operate and
demonstrates competence and stability to be a
candidate for accreditation.. Doesn't this give a hint
on how accreditation process is going on !!
horse? A school needs to be licensed to operate and
demonstrates competence and stability to be a
candidate for accreditation.. Doesn't this give a hint
on how accreditation process is going on !!
Citizenship and Global Citizenship:
There is a well know educational crisis in Egypt in
regards of citizenship and global citizenship issues due
to years and years of corruption and suppression of
There is a well know educational crisis in Egypt in
regards of citizenship and global citizenship issues due
to years and years of corruption and suppression of
free expression of opinion. The 25
th
of Jan. revolution
is still conducted by the mere power of anger and no
real systematic reform seems to be in the horizon.
Speaking of the educational system, the World
History book for example was banned from the
real systematic reform seems to be in the horizon.
Speaking of the educational system, the World
History book for example was banned from the
American-curricula -teaching schools and were
replaces by the regular social studies books taught in
Arabic-in spite of the fact that those schools are
classified as "international" and need to be English
language focused- just because some of the content of
those books did not match the Arabs' point of view in
replaces by the regular social studies books taught in
Arabic-in spite of the fact that those schools are
classified as "international" and need to be English
language focused- just because some of the content of
those books did not match the Arabs' point of view in
some points and instead of addressing such issues by
discussion replacement of book , the world history
title was just discarded ! Also environmental
protection is another citizenship issue that needs to be
discussion replacement of book , the world history
title was just discarded ! Also environmental
protection is another citizenship issue that needs to be
5
addressed when discussing politics in Egypt and the
whole world. Environmental conservation does not
whole world. Environmental conservation does not
need only scientists but politicians as well (the world
decade of 2010 for conservation of biodiversity has
been extended to 2012 for failing to achieve its
objectives on time). Scientists know to point to the
problem (fungi, their importance and uses, their
decade of 2010 for conservation of biodiversity has
been extended to 2012 for failing to achieve its
objectives on time). Scientists know to point to the
problem (fungi, their importance and uses, their
unexplored diversity, fungal conservation training and
the need to protect them. Some threats can already
clearly be identified: climate change, human
population growth, the vulnerability of Egypt’s one
great river to pollution, and the fragility of desert
ecosystems, the low levels of plant coverage
the need to protect them. Some threats can already
clearly be identified: climate change, human
population growth, the vulnerability of Egypt’s one
great river to pollution, and the fragility of desert
ecosystems, the low levels of plant coverage
encourage the misleading idea that deserts house no
biodiversity: Ahmed Abdel Azeem, 2011). but
politicians are the ones who decide what to do about
such problem. Environmental conservation is part of
global citizenship then but education in Egypt does
biodiversity: Ahmed Abdel Azeem, 2011). but
politicians are the ones who decide what to do about
such problem. Environmental conservation is part of
global citizenship then but education in Egypt does
not address such problem as biodiversity is known to
be the degree of variation of life forms within a given
ecosystem and thus it's a rather "local" issue besides
being global. For students in the US and the so called
"American Schools" in Egypt for instance, science
be the degree of variation of life forms within a given
ecosystem and thus it's a rather "local" issue besides
being global. For students in the US and the so called
"American Schools" in Egypt for instance, science
and environmental science are studies through the
American textbooks focused on the American cultural
heritage and environment.. However, in Egypt and
especially with the schools that use the international
textbooks (International Schools) there is hardly any
real relationship between science and the
American textbooks focused on the American cultural
heritage and environment.. However, in Egypt and
especially with the schools that use the international
textbooks (International Schools) there is hardly any
real relationship between science and the
environment, and social studies with citizenship issues
and policy making.
Several attempts at reform have been made in regard
and policy making.
Several attempts at reform have been made in regard
to enhancing education in Egypt and raising
awareness of politics and global citizenship issues, but
they're usually confined to issuing some booklets,
CDs and posters which are not systematically
presented to students and end up sitting on school
libraries shelves and closets ,
awareness of politics and global citizenship issues, but
they're usually confined to issuing some booklets,
CDs and posters which are not systematically
presented to students and end up sitting on school
libraries shelves and closets ,
A blatant example of corruption in regards of this
issue is this project ;(e.g. www.biomapegypt.org ). The
information on the website would be that of any
regular tourism website but try to push the button of
"database" and it's not working! The whole project is
void of its database.
void of its database.
As an educational consultant I have taken several
initiatives to raise the awareness of citizenship and
initiatives to raise the awareness of citizenship and
global citizenship issues in Egypt in relation to
education (K-12) with some prominent figures in
science and politics, to address the gap of knowledge
and interest in citizenship issues. Through The
Citizenship and Global Citizenship in the Egyptian
education (K-12) with some prominent figures in
science and politics, to address the gap of knowledge
and interest in citizenship issues. Through The
Citizenship and Global Citizenship in the Egyptian
Schools Project . I have succeeded in promoting the
self financing Science Across Egypt© project which
aims at integrating conservation of biodiversity into
curricula and extra-curricular activities in "Egyptian
schools." But remains the attempt of integrating
leadership, political awareness, citizenship and
self financing Science Across Egypt© project which
aims at integrating conservation of biodiversity into
curricula and extra-curricular activities in "Egyptian
schools." But remains the attempt of integrating
leadership, political awareness, citizenship and
decision making abilities as an area of the project that
needs support and funding.
Religion textbooks boost more of sectarian
segregation and isolation and do not support
needs support and funding.
Religion textbooks boost more of sectarian
segregation and isolation and do not support
tolerance.
" Egypt: Another Nation at Crisis "Project
Goals:
Goals:
1) Establishing an online library for all educational
materials and research addressing the issue of
citizenship and global citizenship in relation to
education as well as providing free access on all
available information of biological life in Egypt in
relation to conservation of nature.
2) Conducting polls, research and studies on the
awareness of stakeholders on environmental issues
and present endorsed results online.
3) Train science (Science Across Egypt© project
relation to conservation of nature.
2) Conducting polls, research and studies on the
awareness of stakeholders on environmental issues
and present endorsed results online.
3) Train science (Science Across Egypt© project
1
)and
social studies teachers on addressing the curricula
design and activities of sciences to integrate such
design and activities of sciences to integrate such
issues
4) Promote interest among school children with the
citizenship (decision making, leadership, political
awareness) and global citizenship issues (tolerance,
diversity, global warming, pollution, international
conventions regarding conservation and peace)
4) Promote interest among school children with the
citizenship (decision making, leadership, political
awareness) and global citizenship issues (tolerance,
diversity, global warming, pollution, international
conventions regarding conservation and peace)
5) Integration of citizenship issues into the curricula
and extra curricular activities of the "American
Schools" in Egypt using the flexibility of curriculum
design option associated with the American system
and extra curricular activities of the "American
Schools" in Egypt using the flexibility of curriculum
design option associated with the American system
1
6
and propose the books to be approved by the
Ministry of Education.
Ministry of Education.
6) Lobbying for the desired change on both the
national and international level.
Teacher Training:
national and international level.
Teacher Training:
Speaking of Private education, Teachers are generally
hired for their fluency in English (regardless of the
accent) not for their skills or qualifications simply
because recognized teacher certification is too
expensive for the average teacher besides it's
irrelevant to the needs of an Egyptian learning
environment. Teachers are categorized in term of
salary into two major categories; foreigners and AUC
graduates, and Egyptians(including "local foreigners
as well"). “AUCians” are not necessarily educators.
environment. Teachers are categorized in term of
salary into two major categories; foreigners and AUC
graduates, and Egyptians(including "local foreigners
as well"). “AUCians” are not necessarily educators.
"Foreigners" are mostly Europeans that are not-most
of the time-native English speakers or educators but
only hired for their Caucasian physical appearance
which appeal to the parents who had paid a fortune to
enroll their kids into an "international school".
of the time-native English speakers or educators but
only hired for their Caucasian physical appearance
which appeal to the parents who had paid a fortune to
enroll their kids into an "international school".
Teacher training programs are carried on briefly as
staff development for schools as a requirement of
accreditation and consequently it is not effective
enough to help individual needs and cannot help fresh
graduates to find a place into this” business”.
staff development for schools as a requirement of
accreditation and consequently it is not effective
enough to help individual needs and cannot help fresh
graduates to find a place into this” business”.
Speaking of the national system of education, teacher
training is useless for the lack of facilities and the
poor leadership/governance for schools.
ICEA is organizing a teacher training program in
training is useless for the lack of facilities and the
poor leadership/governance for schools.
ICEA is organizing a teacher training program in
partnership with the University Education
Development Center at Ain Shams University to
qualify teachers to work in the International Schools
in Egypt for the first time, with a special focus on
science teachers.
Development Center at Ain Shams University to
qualify teachers to work in the International Schools
in Egypt for the first time, with a special focus on
science teachers.
Standardized Testing:
When the Ministry of Higher Education finally
became aware of the incompetence of this system’s
product/graduates, they decided to interfere and
pathetically raised the ratio of SAT score requirement
for college admission to 60% of the total score, while
the SAT test is not an achievement test and is not
pathetically raised the ratio of SAT score requirement
for college admission to 60% of the total score, while
the SAT test is not an achievement test and is not
designed to assess the student’s learning. That only
worsened the situation and boosted the phenomena
worsened the situation and boosted the phenomena
of selling the other 40% required for graduation in the
very famous issue of grade inflation and selling
diplomas in addition to the rising need for condensed
SAT training courses to reach the now-raised-to
minimum of 1440 scores required for college
very famous issue of grade inflation and selling
diplomas in addition to the rising need for condensed
SAT training courses to reach the now-raised-to
minimum of 1440 scores required for college
admission. The average annual fees for a non-top
school is LE 20,000 in addition to the fees of
stamping those diploma from the accrediting
organization then getting it stamped from the
Egyptian Cultural Attaché in Washington and now re-
stamped again at the Egyptian Examination
school is LE 20,000 in addition to the fees of
stamping those diploma from the accrediting
organization then getting it stamped from the
Egyptian Cultural Attaché in Washington and now re-
stamped again at the Egyptian Examination
Authority. This commercializing of education is
affecting the whole community , The rise of the
education bill that is not a “money back guarantee” is
boosting prices of goods, services and real estate and
thus maximizing the cost, burdens and despair in
affecting the whole community , The rise of the
education bill that is not a “money back guarantee” is
boosting prices of goods, services and real estate and
thus maximizing the cost, burdens and despair in
every household!
Those kind of diplomas were at a point a hideaway
from the general diploma "Thanaweya Amma" that
costs almost the same with all the private tutoring in
Those kind of diplomas were at a point a hideaway
from the general diploma "Thanaweya Amma" that
costs almost the same with all the private tutoring in
public schools.
Quality of Education:
Quality of education in Egypt is being controlled by
two kinds of entities that are presumably independent.
Quality of Education:
Quality of education in Egypt is being controlled by
two kinds of entities that are presumably independent.
American accrediting organizations and a national one
NAQAAE. The National authority for accrediting the
quality of education was established after the
American model assuming that national and private
schools have the choice to develop their own
NAQAAE. The National authority for accrediting the
quality of education was established after the
American model assuming that national and private
schools have the choice to develop their own
curricula and therefore their separate vision and
mission which is evidently not true. Thus thousands
of pounds are spent every year on accrediting schools
that cannot control the quality of education they
provide, their curricula and even their budget. A
mission which is evidently not true. Thus thousands
of pounds are spent every year on accrediting schools
that cannot control the quality of education they
provide, their curricula and even their budget. A
public school pays around LE 30000 for each stage to
get accredited and who pays that bill?
As for the American entities schools are required to
be candidate for accreditation before they get a license
to operate! Which indicate the fallacy of the process
get accredited and who pays that bill?
As for the American entities schools are required to
be candidate for accreditation before they get a license
to operate! Which indicate the fallacy of the process
itself turning into a facility accreditation rather than
quality assurance process.
Education and Community:
quality assurance process.
Education and Community:
7
International-Curricula educators Association was
established in 2008 in a vision of mobilizing the
educational community for reform. International-
Curricula Educators is a not-profit Egyptian
organization that
was proclaimed
educational community for reform. International-
Curricula Educators is a not-profit Egyptian
organization that
was proclaimed
legal ender the
Ministry of Social
Solidarity on
October, 2008
with the vision of
establishing an
Ministry of Social
Solidarity on
October, 2008
with the vision of
establishing an
educational community for the first time in Egypt that
focuses on the sector of international education in
Egypt, fostering educators, students and
administrators working on the international level as
they have the best access to quality education but the
focuses on the sector of international education in
Egypt, fostering educators, students and
administrators working on the international level as
they have the best access to quality education but the
poorest contribution and dedication to the home and
global issues such as environmental issues ,, ,
citizenship and global citizenship and that’s because
their curricula are not Egyptian and not even
“customized” international. Some international.
global issues such as environmental issues ,, ,
citizenship and global citizenship and that’s because
their curricula are not Egyptian and not even
“customized” international. Some international.
Accrediting associations require community
participation but that’s usually in terms of involving
stakeholders in decision making and school activities
not “community welfare” issues and “community
service”, Corruption, competition over the 3.5 %
allocated for the international-schools students in the
participation but that’s usually in terms of involving
stakeholders in decision making and school activities
not “community welfare” issues and “community
service”, Corruption, competition over the 3.5 %
allocated for the international-schools students in the
Egyptian universities (=low college fees), cut throat
competition over qualifying grades for college, the
60% SAT issue and raising the minimum SAT score
to 1440 for the American sections, accreditation
turning into licensure and the lack of awareness are
competition over qualifying grades for college, the
60% SAT issue and raising the minimum SAT score
to 1440 for the American sections, accreditation
turning into licensure and the lack of awareness are
among the main reasons how education went it’s
current crisis in Egypt.
The scarcity of research on this topic was a great
current crisis in Egypt.
The scarcity of research on this topic was a great
frustration when we started our work to achieve
REAL educational reform in Egypt and the work on
the environment was one of the biggest challenges..
we set our objective on raising the public awareness in
general and the students’ in particular that we get the
whole society to work on protecting the
REAL educational reform in Egypt and the work on
the environment was one of the biggest challenges..
we set our objective on raising the public awareness in
general and the students’ in particular that we get the
whole society to work on protecting the
environment..
On the 5th of June 2010, among other NGOs, we
went out on the protest against pollution On Manzala
On the 5th of June 2010, among other NGOs, we
went out on the protest against pollution On Manzala
Lake in Port Said and on the Water Day, 2011 we
went out to the river Nile with Port Said American
went out to the river Nile with Port Said American
School, Zamalek with our scientific consultant Dr.
Ahmed Abdel Azeem to test the water and analyze
Ahmed Abdel Azeem to test the water and analyze
the results then initiate the call to have the Nile as a
protectorate. There are several protectorates in Egypt
protectorate. There are several protectorates in Egypt
such as Wadi Degla and St Kathrine but few students
have visited them or even made aware of their
existence and thus we designed camps and field trips
to such areas. We also aimed at supporting
participatory assessment exercises among stakeholders
to identify and harness the wealth of knowledge,
have visited them or even made aware of their
existence and thus we designed camps and field trips
to such areas. We also aimed at supporting
participatory assessment exercises among stakeholders
to identify and harness the wealth of knowledge,
skills, resources and institutions of importance for
conservation that are available in society in an
overview to assess key threats to protected areas and
develop and implement strategies to prevent and/or
mitigate such threats.
conservation that are available in society in an
overview to assess key threats to protected areas and
develop and implement strategies to prevent and/or
mitigate such threats.
One of the key objectives we had when we started
working on the environment issue as well was the
integration of climate change adaptation measures in
protected area in Egypt and strategies to provide
more protection and more public interest in them in
the curricula as those curricula are designed for
American/Canadian/
British/ …etc citizens
but they have a flexibility
to be customized for
the curricula as those curricula are designed for
American/Canadian/
British/ …etc citizens
but they have a flexibility
to be customized for
Egyptian citizens that
has evidently not been
explored before.
We have succeeded to a
has evidently not been
explored before.
We have succeeded to a
satisfactory extent on
achieving our goals and
our campaigns started
getting publicized in the press but yet we think we
need to develop a more serious interest in the
achieving our goals and
our campaigns started
getting publicized in the press but yet we think we
need to develop a more serious interest in the
protection of environment in Egypt and encourage
research, in addition to fostering researchers on the
research, in addition to fostering researchers on the
8
environmental issues, thus the work continues on
establishing a database for the current research and
establishing a database for the current research and
getting sponsors for our awareness campaigns as they
still depend on volunteerism and self-funding.
still depend on volunteerism and self-funding.
• The three main objectives we had:
Education for
Sustainable
Development.
Development.
Education for
Citizenship.
Education for
Global Citizenship.
• Our initiatives:
Egypt: Another Nation at Risk!
Science Across Egypt
Egypt's Got Talents
International Foundation for Environmental
Protection and Sustainability.
[www.ifeps.org]
[www.ifeps.org]
• Our campaigns:
• We won't give up
• Our Environment is Our Life
• Our Environment is Our Life
• Biodiversity and Fungal conservation
• Saving the Egyptian Cultural Heritage
• Green Buildings
• Safe Collection and disposal of batteries.
• Green Buildings
• Safe Collection and disposal of batteries.
References ;
http://blogs.nature.com/soapbox_science/2011/10/19/science-
across-egypt-projec
http://ahramag.com/modules/publisher/item.php?itemid=762ht
tp://ahramag.com/modules/publisher/item.php?itemid=752
http://ahramag.com/modules/publisher/item.php?itemid=751
http://earthsky.org/biodiversity/what-will-be-the-fate-of-the-
worlds-fungi
http://www.radar-news.net/17494 ,
http://ahramag.com/modules/publisher/item.php?itemid=936
worlds-fungi
http://www.radar-news.net/17494 ,
http://ahramag.com/modules/publisher/item.php?itemid=936
.
http://ocs.balwois.com/index.php?conference=BALWOIS&sc
hedConf=BW2012&page=paper&op=view&path%5B%5D=9
43
hedConf=BW2012&page=paper&op=view&path%5B%5D=9
43
www.portsaidamerican.blogspot.com
http://www.tandfonline.com/doi/abs/10.1080/0379606810040
103?journalCode=cete19#preview
103?journalCode=cete19#preview
www.mohsenzahran.com/paper/A_Betrayal_of_Conscience.
doc
9
Abstract— Science Across Egypt©2
is an program started in 2009 as an initiative aiming at:
1) Curriculum Relevance:
A- Lobbying for reforming science curricula at the
National schooling system (National Curriculum) to
related science to life and environment as the current
methodology used in writing text books is inefficient.
B- Curriculum design and mapping for the
International schools to eliminate the use of the
"exported" textbooks without integration of local
issues and concerns (life and environment)
methodology used in writing text books is inefficient.
B- Curriculum design and mapping for the
International schools to eliminate the use of the
"exported" textbooks without integration of local
issues and concerns (life and environment)
2) Providing recognized training program for science
teachers to develop the pedagogy and teaching
methods of science specially to include field trips and
more hands-on activities.
3) Raising awareness on the environmental issues in
teachers to develop the pedagogy and teaching
methods of science specially to include field trips and
more hands-on activities.
3) Raising awareness on the environmental issues in
Egypt by carrying out campaigns conducted by school
children.
4) Attracting local and international attention to the
urgent need of support of educational reform
education in Egypt on a grass-root level.
children.
4) Attracting local and international attention to the
urgent need of support of educational reform
education in Egypt on a grass-root level.
Keywords; science across Egypt; educational reform;
Egypt; Education and the community, International-
Curricula Educators Association.
Since 1936, when Egypt became a party to the
Convention Relative to the Preservation of Fauna and
Flora in their Natural State, they have been among the
pioneering countries taking an active interest in the
conservation of biodiversity and the preservation of
natural resources. In 1992, Egypt signed the
Biodiversity Convention of Rio de Janeiro and
Convention Relative to the Preservation of Fauna and
Flora in their Natural State, they have been among the
pioneering countries taking an active interest in the
conservation of biodiversity and the preservation of
natural resources. In 1992, Egypt signed the
Biodiversity Convention of Rio de Janeiro and
ratification of this Convention was completed in
1994. This Convention required the parties to
formulate national strategies setting a framework for
the conservation of biological diversity (biodiversity).
1994. This Convention required the parties to
formulate national strategies setting a framework for
the conservation of biological diversity (biodiversity).
2
Although much “technical” attention has been paid to
biodiversity in Egypt, with many conferences,
biodiversity in Egypt, with many conferences,
recommendations and ratification of laws, the
problem of an evidently defective system of education
in Egypt means that the right information on
conservation doesn’t seem to reach the right people:
students.
problem of an evidently defective system of education
in Egypt means that the right information on
conservation doesn’t seem to reach the right people:
students.
Teaching methods in Egypt need to be addressed,
particularly in relation to biodiversity. Biodiversity is
the degree of variation of life forms within a given
particularly in relation to biodiversity. Biodiversity is
the degree of variation of life forms within a given
ecosystem and is a measure of the health of
ecosystems. Biologists define biodiversity as the
“totality of genes, species, and ecosystems of a
region.” For students in the US, biodiversity is studied
as a science; students can explore textbooks and
ecosystems. Biologists define biodiversity as the
“totality of genes, species, and ecosystems of a
region.” For students in the US, biodiversity is studied
as a science; students can explore textbooks and
review material according to their curriculum, which
is usually based on each state’s learning standards
(Figure 1). However, in Egypt there is hardly any real
relationship between science and the environment,
making learning about these issues difficult.
is usually based on each state’s learning standards
(Figure 1). However, in Egypt there is hardly any real
relationship between science and the environment,
making learning about these issues difficult.
Several attempts at reform have been made to
enhance science education in Egypt and raise
awareness of biodiversity issues. However, they’re
enhance science education in Egypt and raise
awareness of biodiversity issues. However, they’re
usually confined to issuing books, booklets, CDs and
posters which are not systematically presented to
students and end up sitting on school library shelves
and hidden away in cupboards (e.g.
www.biomapegypt.org ).
posters which are not systematically presented to
students and end up sitting on school library shelves
and hidden away in cupboards (e.g.
www.biomapegypt.org ).
As an
educational
educational
consultant
working with
Ahmed Abdel
Azeem, Ph.D, I
have started
working with
working with
Ahmed Abdel
Azeem, Ph.D, I
have started
working with
schools on a
self-financing
self-financing
environmental and applied science project called
Science Across Egypt©. The project’s aim is to
integrate conservation of biological diversity into
Science Across Egypt©. The project’s aim is to
integrate conservation of biological diversity into
Science Across Egypt©Initiative
A make-change step in the education in Egypt
Gihan Sami Soliman & Dr. Ahmed Abdel Azeem
10
curricula and extra-curricular activities in “Egyptian
schools”.:
schools”.:
The Science Across Egypt project carries
out many initiatives that aim to teach children more
about the environment. As an example, on
about the environment. As an example, on
International Water Day on March 22, 2011, students
of Port Said American School
of Port Said American School
were accompanied to the Nile River bank to celebrate
the event and take water samples to measure the level
of pollution onsite. They also campaigned for
declaring the river Nile as a natural protectorate
(Figure 2). The Media reported the event as being a
the event and take water samples to measure the level
of pollution onsite. They also campaigned for
declaring the river Nile as a natural protectorate
(Figure 2). The Media reported the event as being a
unique opportunity for children to learn more about
the environment.
the environment.
Reforming science education in Egypt will need more
determined
efforts on both
national and
international
levels (Figure 3).
efforts on both
national and
international
levels (Figure 3).
Taking a step in
this direction, for
the first time in
Egypt, a group of
scientists and
attentive
this direction, for
the first time in
Egypt, a group of
scientists and
attentive
community leaders have established an international
Egyptian NGO (International Foundation for
Environment Protections and Sustainability) to
address the issues of biodiversity in Egypt
(www.ifeps.org ). Will such efforts work? Let’s keep
Egyptian NGO (International Foundation for
Environment Protections and Sustainability) to
address the issues of biodiversity in Egypt
(www.ifeps.org ). Will such efforts work? Let’s keep
our fingers crossed.
Science Across Egypt and Saving the Cultural
Heritage:
Heritage:
Egypt has the third of all world monuments and
unless education on the importance of such heritage,
its protection, restoration and preservation is
provided to the Egyptian public and specially
unless education on the importance of such heritage,
its protection, restoration and preservation is
provided to the Egyptian public and specially
students, the world might lose some access to such
great treasures.. ICEA is leading campaign to raise
awareness on the importance of preserving our
cultural and natural heritage that starts from schools
outward.
great treasures.. ICEA is leading campaign to raise
awareness on the importance of preserving our
cultural and natural heritage that starts from schools
outward.
Qawmeya American School Agoza, 2012
Port Said Experimental School, Port Said
