The Educational Policies for Confronting the Private Tutoring Phenomenon at the Pre-University Education in Egypt "An Analytical Study and Future Vision"

Document Type : Original Article

Authors

1 Assistant Professor of Education Foundations, Faculty of Education in Dakahlia, Al-Azhar University.

2 Lecturer of Education Foundations, Faculty of Education, Dakahlia, Al-Azhar University.

10.21608/jsrep.2025.429882

Abstract

The study aimed at evaluating the educational policies adopted by successive ministries of education to confront the private tutoring phenomenon at the pre-university education in Egypt. It identified its most prominent causes and educational and social effects, as well as the most prominent policies and efforts implemented by the state, represented by the Ministry of Education, to address this phenomenon. Then, the study presented a future vision that could contribute to reducing this phenomenon. The study adopted the descriptive analytical approach. The study revealed several conclusions, the most prominent of which are: the widespread of private tutoring phenomenon globally, regionally, and locally, which is known as shadow education, which has become a direct threat to Egyptian formal education and has gained social legitimacy as a strong competitor to school education. Moreover, the study found that there are deep-rooted reasons for the spread of that phenomenon, linked to numerous societal and educational factors, and that there are serious social, instructional, and educational implications, such as deepening class gaps and marginalizing schools' role. Furthermore, results indicated that the state is making significant efforts to confront that phenomenon, but its appeal remains strong due to weak trust in school education and societal resistance to change. Besides, an analysis of educational policies to combat that phenomenon revealed a set of structural problems in educational policymaking, the most prominent of which are: the absence of a clear and consistent vision for educational policies, their weak stability, limited reliance on scientific research, weak community participation, and the ineffectiveness of the policy of organizing school reinforcement groups.                                                                                               

Keywords


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