Page 209 - Contributed Paper Session (CPS) - Volume 3

CPS1996 Ali Hebishi Kamel A. et al.
development for developing countries especially in Egypt to reduce the gap
in income distribution. Any society can achieve sustainable development goals
only through knowledge and experiences gained by better and high quality
education. Some findings also suggest that the level of secondary education
appears to be more important in reducing inequality than primary education.
When we gradually remove potential channels that affect the link between
income and education. We reveal a significant positive relationship between
income and education. As expected, income has a positive relationship with
education. Higher per capita income levels may increase, which in turn may
lead to higher levels of education by increasing expenditure on education
resources. Results of this study can be considered a useful reference point in
policy discussions on this issue.

Future Works
The study can provide useful insights into how the impact of education to
achieve SDGs (Sustainable Development Goals) 2030. The goal of education is
to ensure universal and quality education for all and to promote lifelong
learning by providing information to policymakers (IV) Ensure that all girls and
boys complete free, fair and good primary and secondary education leading
to effective educational outcomes that can be achieved by reduction of
education disparities. (4.5.1) Eliminate gender disparities in education and
ensure equal access to all levels of education and vocational training for
vulnerable groups, including persons with disabilities, indigenous peoples, and
children in situations of vulnerability) to achieve this goal its necessary to
provide equal opportunities for all to access good and quality education the
study indicated the most effective variables on education disparities which is
income. Two survey questions are suggested to be added to the HIECS survey
to provide indicators for indicator (4.1.1) by adding a subjective question to
education section to measure the quality of education as kind of disparities in
education opportunities by estimate the least required level of reading and
mathematical operations as follow:
Q1: how can you evaluate your level in reading?
1- Can’t read at all. 2- Can read with difficulties.
3- Can read correctly. 4- No difficulties in reading.

Q2: According to your last level of education how can you evaluate your ability
to do mathematical operations and calculations?
1- Can’t do any operations at all. 2- Can with difficulties.
3- Can do with accepted level. 4- No difficulties at all.

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