Egypt is reforming its school curriculum for good; Report

The report by IMPACT-se, a research and policy institute based in London, analyzed 350 textbooks from the Egyptian school curriculum for the 2023-24 academic year, comparing the latest editions with previous versions.

The research showed that over 80% of Egyptian elementary school students are now learning from revised textbooks that includes curriculum focused on promoting peace, while rejecting violence and extremism.

Below are the major reforming points of school curricula

Peace and Tolerance:

The latest Egyptian textbooks exhibit a notable shift towards promoting values of peace, tolerance, and respect for the “Other,” emphasizing the importance of forging meaningful relationships between Muslims and non-Muslims. A moderate and tolerant interpretation of Islam is consistently presented, explicitly renouncing extremism and jihad—marking a significant departure from previous textbook editions.

Notably, this theme extends beyond the reformed elementary grades, to older grades.

The curriculum increasingly promotes values of peace, respect for the “Other,” and moderate interpretations of Islam. Examples which had extolled the virtue of offensive jihad and martyrdom have been removed. This theme extends beyond the reformed elementary grades, to older grades. For example, a Grade 12 Islamic Religious Education textbook includes a passage titled “Islam and Acceptance of the Other,” calling for tolerance, respect, and cooperation between people of different religions and nationalities, as well as renouncing extremism and jihad.

The promotion of peace and tolerance is clearly demonstrated by the introduction of a new subject as part of the ongoing reform, entitled “Values and Respect for the Other.”

Jews and Christians:

The improvement in attitudes towards Jews was continued in the 2023-24 curricular revisions. Traditional antisemitic stereotypes generalizing Jews as inherently “treacherous” and promoting traits such as disloyalty, fraud, and greediness were removed from revised textbooks.

Ten such problematic examples, previously identified by IMPACT-se, have been removed. These were replaced by content emphasizing tolerance, coexistence, and loyalty between Islam and Judaism, citing Islamic sources. For example, a Grade 5 Islamic Education exercise tasks students with creating a booklet promoting respect for Jews and other minorities.

In the unrevised textbooks for higher grades, examples promoting antisemitic stereotypes remain.

Christians, especially Copts, are commended throughout textbooks, with their contribution to Egypt’s history and modern society emphasized. They are portrayed as forming “one fabric” together with Muslims, and both groups are described as “brothers united by blood, land, and history”.

Israel and Zionism:

There is growing positivity in the presentation of Israel. The curriculum, now fully revised for elementary schools, is free from anti-Israel hatred; some Christian Education textbooks acknowledge the connection of Jews to Jerusalem and the land of Israel, such as the existence of a Jewish temple built by King Solomon in Jerusalem.

Israel is presented as a legitimate peace partner, with Grade 9 Social Studies students being required to memorize provisions of the Israel-Egypt peace treaty and outline “advantages of peace for Egypt and the Arab states.” Peace-making is illustrated in the curriculum through the inclusion of a picture depicting Menachem Begin alongside President Sadat, symbolizing efforts toward reconciliation and diplomatic cooperation.

Nonetheless, the majority of content regarding Israel and Zionism, in the unrevised textbooks for higher grades, remains predominantly hostile, exemplified by the description of Zionism as a “colonial conspiracy.”

Gender equality and LGBT community:

Gender equality and women’s contribution to society and politics are emphasized. Notably, men are described as participating in house chores, citing Muhammad as a role model. However, in the unrevised textbooks for higher grades, problematic examples of gender inequality and intolerance towards the LGBTQ community remain.

The most recent reforms to the Egyptian curriculum have heralded markedly positive changes, although some negative examples of intolerance persist. There have been notable improvements, particularly regarding the values of peace and tolerance towards other religions. However, expectedly, antisemitic tropes and anti-Israel rhetoric remain in unrevised textbooks for older grades.

Egypt’s curricular reform represents a substantial development, carrying the potential to foster a more tolerant society, less antisemitism and more positive attitudes towards the country’s Israeli peace partner.

IMPACT-se CEO Marcus Sheff in his concluding remarks stated that: “We are delighted to see the ongoing reforms taking place in the Egyptian curriculum, which mark significant progress. These are important changes which can help foster a societal shift toward greater inclusivity and mutual respect. The progress in revising materials for younger grades is extremely encouraging. Hopefully a similar evolution will be implemented in the curriculum for older grades. These changes in such a populous and important country are of real importance to the region’s future.”