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The Current Curriculum, Instructional, and Assessment Reforms in Egypt: The Experience and Lessons Learned

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Handbook of Research on Teacher Education

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The chapter illustrates why and how Egypt has been overhauling K-12 curriculum, instruction, and assessment since 2018. The nationwide transformations starting with KG-1 in 2018, rolling out upper grades year after year and titled Education 2.0 (EDU 2.0) system are evidenced in data and documentation-driven analysis. EDU 2.0 core shifts at written, taught, and assessed content components are outlined. The chapter details how EDU 2.0 shifts toward student-centered learning, more emphasis on skills and values than knowledge, learning that is less theoretical, but more relevant to students’ lives, empowering teachers with concurrent instructional materials and professional learning, promoting digital learning, and eliminating test-based learning and instruction. The chapter also analyzes the specific restructuring of EDU 2.0 assessment system to replace the traditional culture of memorization for tests with a modernized education system focusing on student-centered learning and instruction, twenty-first century skills, and harnessing technology for deep learning. In terms of technology, the chapter sheds light on the Egyptian knowledge bank (EKB), an online library providing access to learning resources, and its role in giving a boost to utilizing technology at a large scale and targeting K-12 students and curricula. Lessons from revamping the educational system will be concluded.

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Correspondence to Rezk Marey .

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Marey, R., Magd, A. (2022). The Current Curriculum, Instructional, and Assessment Reforms in Egypt: The Experience and Lessons Learned. In: Khine, M.S. (eds) Handbook of Research on Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-2400-2_13

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  • DOI: https://doi.org/10.1007/978-981-19-2400-2_13

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