Egyptian Higher Education Research Articles

The Unanticipated Explosion: Private Higher Education’s Global Surge

The massive global growth of private sectors transforms higher education. It naturally sparks great interest and debate. But analysis lags far behind, as does cross-national documentation. Promoters glorify roles (e.g., access), while critics demonize roles (e.g., moneymaking). Policy makers tend to hold simple views of what private higher education does or what they want it to do, while participants tend to generalize from their own institution. Public discussion thus often revolves around narrow and misleading declarations. The gap is large between self-serving or ill-informed views and more complex reality. Private higher education is least understood where it has just recently become prominent—and that is in much of the world. A few decades ago, private higher education was absent or marginal in most countries. Today, it captures a major or fast-increasing portion of enrollments in Eastern and Central Europe, the Middle East and northern and sub-Saharan Africa, East and South Asia, and Latin America. Furthermore, new forms of private

Islam and Egyptian Higher Education: Student Attitudes

Afin d'examiner le lien entre l'Islam et l'education en Egypte, un ensemble de 381 etudiants de l'Universite du Caire furent questionnes a propos de leurs sentiments quant au role de l'Islam dans les universites d'Etat. L'analyse de leurs reponses aboutit aux conclusions suivantes : parmi une population d'etudiants instruits, une grande majorite considere le systeme educatif national comme etant trop occidentalise. Ensuite, la plupart de ces etudiants approuve et recommande vivement la mise en place d'une education religieuse a l'universite. Enfin, la majorite pense qu'une orientation plus islamique de la politique de l'education dans le superieur permettrait d'ameliorer sensiblement la qualite de l'education.

Islam and Egyptian Higher Education: Student Attitudes

Previous articleNext article No AccessIslam and Egyptian Higher Education: Student AttitudesBradley J. CookBradley J. Cook Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 3August 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447677 Views: 51Total views on this site Citations: 11Citations are reported from Crossref © August 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Jason Nunzio Dorio Pedagogy of Transition: Understanding University Student Movements in Post-2011 Egypt, (Sep 2017): 339–363.https://doi.org/10.1108/S1479-358X20140000012016Fatma Nevra Seggie Academic and cultural experiences of covered women in Turkish higher education, Comparative Education 51, no.44 (Sep 2015): 575–591.https://doi.org/10.1080/03050068.2015.1081795Nagwa Megahed, Stephen Lack Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia, (Jan 2013): 201–222.https://doi.org/10.1007/978-94-6209-125-2_12Mehmet Ozan A?ik Contesting religious educational discourses and institutions in contemporary Egypt, Social Compass 59, no.11 (Apr 2012): 84–101.https://doi.org/10.1177/0037768611432119Nagwa Megahed, Stephen Lack Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia, International Review of Education 57, no.3-43-4 (Aug 2011): 397–418.https://doi.org/10.1007/s11159-011-9215-yNagwa Megahed, Stephen Lack Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia, (Aug 2011): 397–418.https://doi.org/10.1007/s978-94-007-4411-0_9MATTHEW J. NELSON ‘Dealing with Difference: Religious Education and the Challenge of Democracy in Pakistan’, Modern Asian Studies 43, no.33 (May 2009): 591–618.https://doi.org/10.1017/S0026749X07003423Siri Wormnæs Cross‐cultural Collaboration in Special Teacher Education: An arena for facilitating reflection?, International Journal of Disability, Development and Education 55, no.33 (Aug 2008): 205–225.https://doi.org/10.1080/10349120802268305Mary Tyler E. Holmes Higher education reform in Egypt: preparing graduates for Egypt's changing political economy, Education, Business and Society: Contemporary Middle Eastern Issues 1, no.33 (Aug 2008): 175–185.https://doi.org/10.1108/17537980810909797Mark Ginsburg, Nagawa Megahed Multiple Perspectives on Terrorism and Islam: Challenges for Educators in Egypt and the United States before/after September 11, 2001, (Jan 2003): 199–213.https://doi.org/10.1057/9781403982391_13Wendy Kohli, Bill Griffen, Mark Ginsburg, Nagwa Megahed, Donna Adair Breault Articles, Educational Studies 33, no.33 (Sep 2002): 261–316.https://doi.org/10.1207/S15326993ES3303_02

A Human Capital Approach to Cost–Benefit Analysis of Higher Education in Egypt: Some Preliminary Indications

A Human Capital Approach to Cost–Benefit Analysis of Higher Education in Egypt: Some Preliminary Indications

The reform of higher education in Egypt

The historical background of higher education in Egypt, the present organizational structure, as well as current challenges and constraints are described to anchor an assessment of the strategies for educational reform which are presently underway. Higher education in Egypt witnessed uncontrolled growth throughout the decade of the 1970s until 1983 when several reforms were initiated. Three broad goals have been targeted: containing enrollments through new admissions policies and testing practices; improving program quality by updating curriculum and focusing on important learning outcomes; and promoting responsible fiscal management by developing management information systems, training administrators in their use, and exploring cost recovery from various sources. This article addresses the progress of these reforms to date, makes recommendations for their fuller development and implementation, and offers comments on their significance to other developing nations.

Educational choice and achievement: The case of secondary schools in the Arab Republic of Egypt

Before 1952 university education in Egypt was generally for the wealthier classes because the universities charged fees and only the richer families could pay those fees. For less wealthy families payment was more difficult, not only because of the direct cost of higher education, but also because of the high opportunity cost of sending children to study. After the 1952 revolution the Egyptian government introduced free education at all levels and encouraged those who wanted to further their education to enter universities. Thus elitism was eradicated from Egyptian higher education. This paper uses data from a sample of Egyptian university students and analyses the determinants of secondary school choice and the factors likely to affect secondary school certificate marks. In particular we are interested in the effect of family background, represented here by father's occupation. The results suggest that individuals with fathers in higher occupational categories tend to go to private schools rather than public schools. They also tend to choose general schools rather than technical or Koranic schools. In turn, high social background as well as attendance at a private school, have a positive and significant effect on examination marks. These findings are alarming because Egypt has a rate of increase in population of over 2% and the supply of university places will therefore have to be rationed. The most likely screening factor would be examination results and as a consequence Egyptian universities may in the future become elitist once more.

Student expectations and graduate market performance in Egypt

This is an investigation of a series of issues pertaining to higher education in Egypt based on a sample of nearly 2,000 students and 1,700 university graduates in 1978. The main theme of the article is a comparison of student expectations and actual labour market performance. The results indicate that the relative structure of economic rewards is consistent with the operation of the forces of supply and demand. In particular, students' expectations of the labour market are in tune with the actual market conditions. The social demand for different fields of specialisation is closely linked to the expected economic rewards. A strong element of self-selection is in operation, many students follow highly undesirable subjects (such as agronomy) because of the availability of places. And as already documented in other studies, expected or actual unemployment following graduation is of extremely short duration.