World Bank2013-08-212013-08-212002-09https://hdl.handle.net/10986/15273In 2001,the Egyptian government announced its intention to build on progress toward improved child health, and education by increasing enrollment rates in kindergarten (KG) programs, and improving early childhood education. The repot examines the status of KG enrollment, stipulating fifty percent is in private schools, and, most programs in the private sector are developed, and managed by non-governmental organizations (NGOs) and religious schools. Notwithstanding, poor children still face many barriers to KG enrollment: there is a strong correlation between gross domestic product (GDP) per capita, and gross enrollment in KG in Egypt - the poorest governorates in Upper, and Lower Egypt have the lowest KG enrollment rates, and, there are disparities between KG enrollment rates for girls, and boys. Key priorities for KG expansion suggest the adoption of comprehensive approaches to pre-service, and in-service training; development of an official KG curriculum; integrated health and nutrition services to improve ability to learn; and, adoption of a participatory approach to quality improvement. Strategies to expand KG should focus on strengthening coordination, and management of early childhood education (ECE), to improve access to public KG, but most importantly, provide support for teacher training through supervision, and mentoring programs. Restrictions to private sector participation in public KG expansion should be revised within a regulatory framework, while incentives should be created for improved access to disadvantaged children.en-USCC BY 3.0 IGOACHIEVEMENTACTIVE LEARNINGACUTE MALNUTRITIONADULT ILLITERACYAGE GROUPSAGEDANEMIABASIC EDUCATIONCHILD CARECHILD CARE CENTERSCHILD HEALTHCHILDCARECHILDRENCHRONIC MALNUTRITIONCLASS SIZECLASSROOM SETTINGCLASSROOMSCOGNITIONCOMPULSORY EDUCATIONCULTURAL DEVELOPMENTCURRICULUMCURRICULUM DEVELOPMENTDEVELOPMENTAL IMPACTDIARRHEADISADVANTAGED COMMUNITIESEARLY CHILD DEVELOPMENTEARLY CHILDHOODEARLY CHILDHOOD DEVELOPMENTEARLY CHILDHOOD EDUCATIONEARLY CHILDHOOD PROGRAMSEARLY EDUCATIONECCDECDEDUCATIONEDUCATION LEVELEDUCATION POLICIESEDUCATION PROGRAMSEDUCATION SECTOREDUCATIONAL DEVELOPMENTEDUCATIONAL EVALUATIONENROLLMENT RATEENROLLMENT RATESFAMILIESGENDERGERGIRLSGROSS ENROLLMENTGROSS ENROLLMENT RATESHEALTHHUMAN DEVELOPMENTIMMUNIZATIONINFANTSINFECTIONINTERVENTIONSIRONKINDERGARTENLANGUAGE SKILLSLEARNINGLEVELS OF EDUCATIONLITERACY PROGRAMSMALNUTRITIONMEASLESMEDICAL TREATMENTMICRONUTRIENT DEFICIENCIESMORTALITYMORTALITY RATESNERNET ENROLLMENTNON-FORMAL EDUCATIONNURSERY SCHOOLNUTRITIONNUTRITIONAL STATUSOLD CHILDRENPAPERSPARASITESPARENT EDUCATIONPARENT PARTICIPATIONPARENTSPARTNERSHIPPHYSICAL ACTIVITYPOORPOOR CHILDRENPRESCHOOL PROGRAMSPRIMARY EDUCATIONPRIMARY SCHOOLPRIMARY SCHOOLINGPRIVATE SECTORPRODUCTIVITYPUBLIC SCHOOLSPUBLIC SECTORQUALITY CONTROLQUALITY OF EDUCATIONREADINGREPETITIONREPETITION RATESRESPIRATORY INFECTIONSRURAL AREASSCHOLARSHIPSSCHOOL CONSTRUCTIONSCHOOL READINESSSCHOOLSSECONDARY EDUCATIONSOCIAL DEVELOPMENTSOCIAL SKILLSSTUNTINGTEACHERTEACHER DEPLOYMENTTEACHER QUALIFICATIONSTEACHERSTECHNICAL ASSISTANCETERTIARY EDUCATIONUNDERNUTRITIONWASTINGWORKPLACEYOUNG CHILDREN EARLY CHILDHOOD DEVELOPMENTKINDERGARTENEDUCATION OF DISADVANTAGED CHILDRENPRIVATE SCHOOLSNONGOVERNMENTAL ORGANIZATIONSRELIGIOUS EDUCATIONEDUCATION & THE POORENROLMENT RATIOREGIONAL DISPARITYGENDER DIFFERENCESTEACHER TRAININGCURRICULUM DEVELOPMENTNUTRITION & HEALTH CAREQUALITY OF EDUCATIONINSTITUTIONAL CAPACITYREGULATORY FRAMEWORKPRIVATE SECTOR PARTICIPATIONWorld Bank10.1596/15273