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Reducing school dropouts
Experience with FP programs suggests that demand generation through media campaigns and mobile services can increase contraceptive use and intention to use modern contraceptives by improving community and individual knowledge and attitudes, and by promoting partner communication. Satisfied contraceptive users who speak to others about their experience are also highly effective in generating demand and changing social norms related to FP (Belaid et al. 2016).
Such shifts in norms, ideas, and knowledge play a fundamental role in changing reproductive behavior and fertility levels. historical patterns suggest that the beginning of a fertility transition often takes place simultaneously among similar cultural groups. In Egypt, when change occurred in one village, similar shifts were taking place in neighboring villages, whether fertility increased or decreased (Weeks 2004). Overall, strategies should also aim to enhance women’s agency in a comprehensive manner. Changing attitudes and addressing stereotypes and social norms are key approaches, achievable by mobilizing communities on the ground through local structures and grassroots organizations.
Demand generation should not be a “one size fits all” approach, but instead should be tailored for different regions and subgroups depending on the underlying factors that reduce demand, which may be related to early marriage, culture, husband/mother-in-law, religion, social values, or restrictive gender norms. It is also important to have a gender-sensitive approach that distinguishes between men’s and women’s FP needs.
REDUCING SCHOOL DROPOUTS
Increasing girls’ enrollment and their completion of upper-secondary education is an internationally proven strategy for addressing fertility challenges, requiring both sectoral interventions and a combination of social and cross-sectoral responses to halt Egypt’s atypical rise in fertility rates among higher-educated, wealthier, urban women. The following four areas stand out.
Increasing girls’ enrollment
Egypt has experienced one of the fastest global expansions of education. Enrollment is near universal at primary level, and the net enrollment rate was 97.6 percent at lower-secondary level and 76.6 percent at upper-secondary level—75.9 percent girls and 77.3 percent boys (MOETE 2020). Accelerating expansion of girls’ enrollment at secondary level requires increased investment to expand the supply of schooling at secondary level. Further, additional measures will be needed to ensure that schools are accessible and safe, and to address parental concerns and risks to girls’ safety on the way to and from school, and at school. Promotion of community schools is another option as an alternative to public schools, because these can be more tailored to the needs of girls and students in underserved areas, draw female teachers from the community, and build family confidence in the education safety of girls.
Reducing girls’ dropouts
Once girls are enrolled in school, the priority is to keep them enrolled. Dropouts in Egypt are far higher at upper- than lower-secondary level, and
are 4.7 percentage points higher for girls than boys—17.3 percent compared with 12.6 percent—at 15 percent overall (El-Laithy 2021). A critical international strategy to reduce dropouts and increase retention is to improve the quality of education and relevance to employability (Krafft, Branson, and Flak 2019). Egypt is moving in this direction as part of MOETE’s “Education 2.0 reform,” which prioritizes quality, and which is aimed at improving learning and equipping students with critical thinking skills and the ability to make informed life choices, including those relating to early marriage and fertility.
International evidence also demonstrates the value added of strategies to keep girls in school, especially at upper-secondary level (where risk of dropping out is highest). Among these strategies are girls’ clubs to promote girls’ empowerment, life skills, awareness of sexual reproductive health and gender issues in a safe, peer, or mentoring environment; boys’ clubs to raise awareness of similar issues; menstrual management in schools and access to sanitary and hygiene products; and school-based monitoring systems to track girls’ attendance in real time and act as an early warning system of who is at risk of dropping out, to flag patterns and barriers to attendance, and to develop local feedback loops and individualized responses to female students and their families, involving school and community leaders and parents (uKAID 2018).
International evidence shows that programs in education on sexual and reproductive health (SRh) play a vital and multifaceted role in providing accurate information on SRh, dispelling myths and misinformation, reinforcing values and positive attitudes, and strengthening decision-making and communication skills. But too often, these programs focus on the physical aspects of SRh over broader social and emotional issues. Too often, they target girls and women only, rather than involving boys and men.
The Egyptian government is introducing population issues and reproductive health into the school curriculum. These topics will need to build on pedagogical research on developing age-appropriate material to inform the development of the curriculum, backed up by teacher training. They can include norms around gender and sexuality, equality, and empowerment, which have been shown to positively affect health-related behaviors, such as the use of contraception, alongside health and nonhealth outcomes, such as critical-thinking skills.
Other key approaches include addressing gender bias and stereotyping in both the school and teacher-training curricula. To address the reality that many young people are not enrolled in formal education, an important policy recommendation is to extend the outreach of SRh and population education to out-of-school or other groups of young people. Partnering with young people and building on youth organizations to serve as trainers can be effective at promoting peer learning and youth leadership, when adopted with a range of mechanisms such as setting up youth clubs and using mass communication (like radio and television) or social media (such as blogs) to raise awareness (unFPA 2012).
