9), funding (Zuhur, 2007, p.

9), funding (Zuhur, 2007, p.19), teacher training (NCERD, 2000, p.7), and early childcare education (NCERD, 2000, pgs.7-14), but what has been seen over the last 2 decades to the common observer-and of course professionals in the field as well (AREME 2003; Birdsall, 1999, p.3; Herrera 2006; ; UNESCO, 2007)-to be the greatest problem in improving education in Egypt has been quality.

Aside from the horrible economic prospects for employment, Egyptian education does not motivate students to intellectually grow and it produces citizens who have merely memorized and forgotten a lot of books.

This pattern is quite ironic given that traditional4 (pre-colonization) Islamic pedagogy centers on a case-based learning approach where students practically apply knowledge through an apprentice-style relationship with their teachers and cooperative group work which allows them to participate in their own moral and cognitive growth.