Track and Sector in Egyptian Higher Education: Who Studies Where and Why?

Autor/inn/en	Abdelkhalek, Fatma; Langsten, Ray
Titel	Track and Sector in Egyptian Higher Education: Who Studies Where and Why?
Quelle	In: FIRE: Forum for International Research in Education, 6 (2020) 2, S.45-70 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Higher Education; Equal Education; Educational Opportunities; Track System (Education); Scores; Exit Examinations; Private Education; Secondary Education; Socioeconomic Status; Student Characteristics; Student Placement; Foreign Countries; Correlation; Social Differences; Access to Education; Student Attitudes; Egypt + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsangebot; Bildungschance; Leistungsgruppe; Leistungsdifferenzierung; Final examination; Abschlussprüfung; Privatunterricht; Sekundarbereich; Socio-economic status; Sozioökonomischer Status; Schülerpraktikum; Ausland; Korrelation; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Ägypten
Abstract	Following the 1952 revolution, the Egyptian higher education system grew rapidly, with post-secondary institutes complementing the expanding university system. Private post-secondary institutes were permitted from 1970; in the early 1990s financial constraints and pressures for cost recovery prompted legislation allowing private universities. In the face of expansion, diversification, and partial privatization, concerns have arisen about equity in higher education opportunities. The 2014 Survey of Young People in Egypt is used to examine correlates of higher education track placement and of sector placement within tracks. We produce secondary score and wealth profiles of students in selected fields, specific for track and sector. Analysis shows who studies where and suggests reasons why. Attending a particular track and sector in higher education is driven: (1) primarily by scores on the secondary school leaving exam; and (2) secondarily by the ability to pay for private higher education. [Note: The year shown on the PDF (2019) is incorrect. The correct year is 2020.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01