Home | Site Map | Contact Us

Past Projects

Education Reform Program (ERP)
(2004-2010)

World Education ERP project
Girls at a Fayoum public elementary school have benefitted from the efforts of the school's ERP trained parent's association to have more female role models and administrators accessible to girl students.

ERP was a six-year program funded by USAID that aimed to increase access to and quality of formal and nonformal education, particularly for girls, in seven governorates (regions) throughout Egypt. ERP worked in classrooms and schools to improve teacher-training and increase community involvement; strengthen nonformal education through life skills and literacy training; and support school construction in targeted governorates. ERP was implemented by a consortium led by American Institutes for Research (AIR) in partnership with World Education and the Educational Development Center (EDC). World Education Egypt provided technical assistance in the areas of nonformal education and community participation.

Community Participation

World Education Egypt technical support in the area of community participation was tailored specifically to the School-Based Reform (SBR) approach, a process rooted in recognizing the school as the locus of change through which quality education is achieved. World Education Egypt was instrumental in reviving and establishing Boards of Trustees (BOTs) throughout participating schools, which serve to hold schools accountable for the development and management of their improvement plans. By the fall of 2009, a total of 268 new BOTs had been established and training provided to school-based social workers to activate and mobilize BOTs to practice good governance for educational improvements and reform.

Nonformal Education

World Education Egypt worked closely with Egypt's national adult literacy organization, the Adult Education Authority (AEA), to develop decentralized plans for adult literacy throughout Egypt and to improve the quality of literacy programs at the district and local levels. Within the context of Egypt's highly centralized education system, World Education's interventions were geared towards making literacy programs more accessible and responsive to local needs. World Education Egypt also supported AEA in developing productive partnerships with nongovernmental organizations (NGOs), universities, and community service organizations to reach a greater number of people with literacy programs. In communities where ERP worked with AEA, the number of adults attending literacy classes increased markedly; in addition, the pass rates of learners on the literacy exam went from the bottom of the respective district to the top.

National Education Monitoring & Evaluation System

World Education worked closely with the Ministry of Education (MOE) to build capacity at the national level in policy planning and analysis, monitoring and evaluation, and management of the education information system. Our effort was part of the MOE's reform agenda to establish data-based policy development and institutional decision-making. Through trainings and technical support, World Education's efforts were designed to significantly improve the educational data system, and enhance analytical skills and processes, as well as processes of pre-policy planning and post-policy impact analyses. World Education Egypt also provided training and technical support to increase the Ministry's capacity to produce timely, valid, and reliable data and information products such as annual statistics, school report cards, district and governorate report cards, and online statistics report modules. To this end, World Education supported the MOE's publishing of National Education Indicators, as well as the development of the Condition of Education in Egypt, a national education indicator report which details the status of education development and performance in Egypt. World Education Egypt also trained the majority of policy planners and analysts, as well as data system managers and statistical officers, in the MOE's Policy Strategy and Planning and Education Management Information System (EMIS) Units.

Back to the top.


Expanded Women’s Integrated Health and Literacy Program
(2000-2005)

In collaboration with the General Authority for Literacy and Adult Education (GALAE)—Egypt’s national literacy program—the Ministry of Health and Population (MOHP), the John Snow, Inc. (JSI) USAID-supported Healthy Mother/Healthy Child program, and teachers, students, and health professionals, World Education implemented the multi-staged Women’s Integrated Literacy and Health program to develop instructional materials that integrate literacy training with information about reproductive health (RH). Activities focused on producing teacher support materials, and training additional literacy facilitators to deliver the integrated health and literacy lessons.

World Education’s initial efforts were a success, and additional support was received from the Ford Foundation to expand its integrated literacy efforts. The second stage of the project focused on training national level GALAE literacy supervisors and trainers to train “lead” literacy facilitators to teach the integrated RH and literacy lessons, and to effectively use the facilitator training guide. This phase also included a new partner, the American University of Cairo’s Social Research Center, to assist with field research and assessment activities focused on literacy program needs and innovations in Egypt. A Memorandum of Cooperation to Implement the Integrated Health and Literacy Program was signed in October 2002 in support of this unique collaboration.

The program worked in Luxor, Cairo, Giza, and Minya governorates with literacy classes supported by 39 Ministry of Education (MOE) schools, 24 MOHP health units, and 92 NGOs, CDAs, youth centers, and secular programs of mosques and churches.

Results:

  • The program trained 508 literacy facilitators who delivered five newly developed RH and literacy lessons to more than 10,000 women

Back to the top.


Healthy Mother/Healthy Child
(2000-2005)

As part of the USAID-supported Healthy Mother/Healthy Child Results Package, World Education developed literacy lessons and teachers’ guides designed to provide essential reproductive health messages while reinforcing basic literacy skills.

Throughout the program—which was managed by John Snow, Inc. (JSI)—partners worked in Cairo/Giza, El Fayoum, and Luxor to train literacy facilitators and supervisors on the use of participatory classroom approaches that engage students and boost attendance. The program’s combined focus on developing materials and training expanded the range of tools available to the MOHP for delivering RH messages, and strengthened the GALAE’s ability to develop and deliver innovate curriculum to women learners.

Results:

  • World Education trained and mentored approximately 500 literacy facilitators and supervisors who in turn, taught the lessons to an estimated 9,000 literacy women learners throughout Egypt

Back to the top.


Integrated Environmental Health and Literacy Project (IEHLP)
(2003-2004)

World Education implemented the eight-month IEHLP project to establish an integrated environmental health and literacy program for women’s literacy class participants and other community members. This effort was part of the USAID Cairo Healthy Neighborhood Programs in Ezbet El Nawar, one of Cairo’s urban slum areas and home to many “zabbaleen” or traditional garbage collectors, sorters, and recyclers.

Funded by USAID, this program developed both Arabic and English language literacy materials using participatory methodologies with ministry staff, health educators, literacy specialists, and teachers.

Through the IEHLP project, World Education:

  • Developed and piloted integrated environmental health and literacy lessons,
  • Developed a facilitators’ guide to assist in teaching the new health lessons,
  • Designed communications materials (e.g. posters and handouts) for low literacy clients at five health units, as well as a facilitators’ guide for health unit staff who were trained to use the environmental health materials, and
  • Trained literacy facilitators and supervisors to teach the new environmental health lessons to approximately 600 women learners.

Back to the top.


Community Development through Mobilizing Support for School Improvement
(2002-2004)

In partnership with local NGO, Salama Moussa, and Ministry of Education (MOE) staff, World Education’s second “community support of education” program, the Community Development through Mobilizing Support for School Improvement project, trained social workers, communities, and parent teacher council (PTC) members to assume all school council responsibilities and functions. School improvement activities were developed and implemented, as well as financial, resource mobilization, and organizational management systems necessary to support these interventions. Supported by the Ford Foundation, this project operated in ten communities in Minya governorate with existing schools.

Small sub-grants to PTCs were also provided as a catalyst for school improvement projects and leveraging funds from government, private sector, and community resources. Through a series of meetings and exposure visits, the program gained the full support of the MOE at both the governorate and district levels. Along with the governor of Minya, the MOE publicly supported World Education’s PTC strengthening initiative and its systematic approach. In addition, community members applied skills and knowledge acquired from the PTC strengthening process to other development activities in their communities such as promoting women’s literacy classes, health interventions, and environmental improvement activities.

Results:

  • World Education helped organize and train approximately 1,600 community members to democratically elect 10 PTCs as governing bodies for schools representing 5,500 students

Back to the top.


New Schools Project
(2000-2003)

The New Schools Program (NSP) increased access to and the quality of primary education for girls. The USAID-supported program focused on community mobilization, teacher training, and school construction. As a member of a consortium, World Education provided capacity-building support to parent teacher council (PTC) members in 700 PTCs to improve the quality of education, and encourage higher school attendance among girls.

World Education also helped build effective working relationships with MOE officials both at the district and governorate levels. Technical assistance and training inputs were also provided to community education teams promoting parent associations for multi-grade schools serving girls that have never attended or dropped out of the formal school system.

Results:

  • By the end of NSP, PTCs throughout the three governorates had constructed more than 800 classrooms, serving approximately 23,000 girls
  • NSP also achieved up to 90% enrollment for girls in NSP schools, and PTC members also encouraged schools to serve as community centers, providing space for classrooms, literacy training, and life skills programs to meet a range of girls’ educational needs

Back to the top.


Market Links Program for Women
(1997-1999)

Under the leadership of the National Negro Council of Negro Women, World Education assisted the USAID-funded Market Links Program for Women in Egypt to increase the capacity of local institutions to improve the social and economic conditions of poor Egyptian handcraft producers. World Education provided training to women’s groups to expand the sale of their handicrafts through market research, development of business plans, improvement of quality control, and establishment of new product niches.

Program objectives focused on achieving particular aspects of institution capacity building with an emphasis on the installation of organizational, technical, and business planning, marketing and tracking systems within a select set of Egyptian NGOs. In addition to enhancing the incomes and assets of poor artisans, the program, through its organizational capacity building component, also aimed to strengthen civil society. A second set of objectives focused on improved literacy skills for women producers as a vehicle for addressing both the social development and civil society aspects of the program.

Results:

  • The designated NGOs were registered with the Ministry of Social Affairs and improved their capacities in production management, board development including the development of more participatory systems, administrative and financial management, and marketing
  • There was more than a 30% increase in sales volume of the participating NGOs and the income of their affiliated producers increased by more than 30%
  • 507 new jobs were created surpassing the target of 200 new jobs
  • By the end of the grant period, 94% of the products of the producers affiliated with the participating NGOs met minimum quality control standards required by the Market Link Center
  • Producer involvement in organizational decision-making improved with 12 NGOs
  • The program worked with an increased number of NGOs and producers, growing from four NGOs at the beginning of the program to 12 by the end of the grant period
  • An expanded literacy curriculum was developed and delivered to 400 women producers
  • Representatives of seven NGOs were trained to provide literacy classes; 72 individuals strengthened their skills as literacy class facilitators

World Education fostered participatory decision-making processes within the groups, building confidence and supporting 1,200 women to earn income from handicraft sales by the end of the program’s first year.

Back to the top.

Donate Now button takes you to WorldEd.org website donations page via Network for Good.