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El-Kogali, Safaa

Global Practice for Education, The World Bank
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El-Kogali, Safaa El Tayeb, El-Kogali, Safaa, El-Kogali, Safaa El-Tayeb
Fields of Specialization
Education, Early childhood development, Labor, Gender
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Global Practice for Education, The World Bank
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Last updated:January 31, 2023
Biography
Safaa El Tayeb El-Kogali is the Education Manager for the Middle East and North Africa region in the World Bank based in Washington DC. She is a leading expert with 20 years of experience in policy, operations and research in international development. In her 18 years at the World Bank, Ms. El-Kogali has occupied numerous positions including Lead Education Specialist, Sector Leader for Human Development, Senior Economist, and Economist. Between 2008 and 2011, Ms. El-Kogali was the Regional Director for West Asia and North Africa at the Population Council. Her experience includes management, strategy formulation, policy dialogue, research as well as program and project design in over 20 countries across Africa, the Middle East, and the Caribbean. She authored and published numerous studies and reports including recently her book entitled: Expanding Opportunities for the Next Generation: Early Childhood Development in the Middle East and North Africa. Ms. El-Kogali has a Master of Philosophy degree with distinction in Development Studies from the Institute of Development Studies at the University of Sussex, UK and a Bachelor of Arts degree in Economics from the University of Pennsylvania, USA

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Now showing1 - 5 of 5
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    Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa
    (Washington, DC: World Bank, 2020) Krafft, Caroline; El-Kogali, Safaa El Tayeb; Yarrow, Noah; El-Kogali, Safaa El Tayeb; Krafft, Caroline; Adil, Mariam Nusrat; Audah, Mohammed; Bend, May; Capek, Maja; Demas, Angela; Gregory, Laura; Kheyfets, Igor; Music, Almedina; Towfighian, Samira Nikaein; Prouty, Bob; Quota, Manal Bakur N.; Salmi, Jamil; Sedmik, Elisabeth; Sundararaman, Venkatesh; Wang, Lianqin; Yarrow, Noah
    Education has a large untapped potential to contribute to human capital, well-being, and wealth in the Middle East and North Africa (MENA). It had been at the heart of the region’s history and civilizations for centuries. The region invested heavily in education for decades but has not been able to reap the benefits of its investments. Despite series of reforms, the region remained stuck in a low learning – low skills level. There are four key sets of tensions that are holding back education in the MENA region. These tensions: Credentials and skills, discipline and inquiry, control and autonomy, and tradition and modernity are shaped by society and are reflected in schools and classrooms. If not addressed, MENA will continue to operate below its potential. Addressing these tensions and unleashing the potential of education requires a new framework with a three-pronged approach: A concerted push for learning that starts early for all children regardless of background, with qualified and motivated educators that leverages technology and uses modern approaches and monitors learning. It also requires a stronger pull for skills by all stakeholders in the labor market and society and involves coordinated multi-system reforms within and outside the education system. Finally, it requires a new pact for education at a national level with a unified vision, shared responsibilities and accountabilities. Education is everyone’s business and not just the responsibility of the education system. The push, pull, pact framework offers an opportunity for the MENA region to charge forward and reclaim its heritage of a learned region and meet the expectations and aspirations of its people. The current situation in MENA requires a renewed focus on education not just as a national priority for economic growth and social development but as a national emergency for stability, peace and prosperity.
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    Primary Education in Malawi: Expenditures, Service Delivery, and Outcomes
    (Washington, DC: World Bank, 2016-03-30) Ravishankar, Vaikalathur; El-Kogali, Safaa El-Tayeb; Sankar, Deepa; Tanaka, Nobuyuki; Rakoto-Tiana, Nelly
    The objective of this report is to inform an improved understanding of expenditure allocations and processes, the quality of service delivery in terms of inputs and outputs, and educational outcomes associated with primary education in Malawi. The report will also assess the government’s own diagnosis of challenges in the primary education sub-sector, and the reform program intended to address them. The findings of this report are intended to inform discussions as to how to strengthen the government program and associated financing mechanisms, to enhance the likelihood of success.
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    Inequality of Opportunity in Early Childhood Development in Morocco over Time
    (World Bank, Washington, DC, 2016-05) Krafft, Caroline; El-Kogali, Safaa; Abdelkhalek, Touhami; Benkassmi, Mohamed; Chavez, Monica; Bassett, Lucy; Ejjanoui, Fouzia
    Early childhood development is a critical, but often neglected, phase of human development. Shortfalls in early childhood development have historically been a challenge in Morocco, with children facing unequal opportunities to develop because of the circumstances of their birth. This paper examines the roots of inequality in human and economic development in Morocco by focusing on the state of early childhood development, inequality in early childhood development, and trends over time, using several surveys conducted between 2003 and 2012. Large disparities exist in children's chances of healthy early childhood development based on the circumstances of their birth. There have not been consistent improvements in the levels of early childhood development or decreases in inequality over time. This study discusses critical directions for future policy on early childhood development to address the deficits and disparities identified.
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    Expanding Opportunities for the Next Generation : Early Childhood Development in the Middle East and North Africa
    (Washington, DC: World Bank, 2015-01-07) Krafft, Caroline; El-Kogali, Safaa
    Early childhood is the most important stage of human development. In the Middle East and North Africa (MENA), there is little research and inadequate investment in this crucial stage of life. This book assesses the state of early childhood development (ECD) in MENA from before birth through age five, examining multiple dimensions of early development including health, nutrition, socio-emotional development, early learning, and early work. The book begins with a discussion of the importance of ECD as a critical foundation for later development, and also as a stage of life when inequality and social exclusion begin. ECD in MENA is set in a global context, and then countries within MENA are compared, with chapters on ECD in Algeria, Djibouti, Egypt, Iraq, Jordan, Lebanon, Libya, Morocco, Syria, Tunisia, West Bank and Gaza, and Yemen. As well as illustrating the state of ECD, the chapters assess risk and protective factors for early development and the extent of inequality in early childhood. A discussion of policies and programs that can enhance ECD illustrates how inequality and shortfalls in early development can be effectively addressed. This book will be of interest to anyone interested in the state of human development and inequality in MENA.
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    The Impact of a Community Development and Poverty Reduction Program on Early Childhood Development in Morocco
    (World Bank, Washington, DC, 2016-05) Krafft, Caroline; El-Kogali, Safaa; Abdelkhalek, Touhami; Benkassmi, Mohamed; Chavez, Monica; Bassett, Lucy; Ejjanoui, Fouzia
    Participatory community development programs are designed to match government investments with local needs. In Morocco, where issues of inequality and poverty are high on the national agenda, a community development program, the National Initiative for Human Development, targeted high-poverty areas for additional investments. This paper examines whether, in addition to reducing poverty, such programs can also promote human development, specifically early childhood development. Early childhood development forms a critical foundation for later human development and plays a key role in the intergenerational transmission of socioeconomic status. Using panel data on communities just above and below the cutoff for National Initiative for Human Development inclusion in rural areas, regression discontinuity and fixed effect models are applied to identify the impact of the program on economic outcomes and early childhood development. Although the analysis finds some transitory impacts of the program on economic outcomes, it finds no impacts on early childhood development. Reducing inequality and promoting human development through early childhood development is likely to require specific, targeted, and sustained initiatives.