It can be seen that the long-term presence of several unresolved issues in the Egyptian educational sector has led to its deterioration. To have a better understanding of the most critical ailments ofissues afflicting this educational system, it is better to look at it in terms of inputs, process, and outputs. As for the inputs, the schools are overcrowded and poorly funded (Loveluck, 2012). Regarding the process, curricula do not stimulate the students, which ledleads to rote education to belearning being a feature of the process (Sobhy, 2012b). Although there is administrative and financial centralization (Loveluck, 2012), there is little or even no existence of accountability of the teachers with regards to their seniors, giving the teacherteachers the discretion to choose what to teach and how to teach it, which leads to inferior and unsatisfactory teaching quality. This helped in the creation of and the reliance on private tutoring –, perceived to be ‘the way’ for students to be able to answer correctly onwhen taking exams toand get good grades. As a result, the outputs are not satisfactory in addition to the fact that the system solidifies educational inequality (Sobhy, 2012a). In addition to the fact thatMoreover, many state resources are being pumped into this sector with little accountability and transparency. For example, a substantial amount of public funds is being spent on education on a yearly basis which makes- it is the fourth-highest spending avenue among all public services after subsidies, wages, and servicing the debtdebts. Throughout the years ofbetween 2005–2008, the average public spending on education was 10.45 per cent of total governmental expenditure (See: WB-Data Bank), and in the fiscal year 2012–2013 the spending increased to 13.2 per cent (Loveluck, 2012). These issues can explain why the masses in 2011 were calling for increasingan increase in the quality of the deteriorating social services, with a focus on education and health.