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Increased demand of the production and services sectors for new specializations and skills.

Availability of technology and infrastructure required for adoption of advanced education methodologies.

Availability of technology to communicate with the outside world and its advanced educational institutions.

Availability of opportunities to expand to new regions and introduce new concepts of higher education that better fit their specific environments.

Availability of a large structure of faculty members that can contribute positively to reform efforts.

Availability of a large body of students that can maintain high level academic performance.

Availability of infrastructure: building and facilities that can easily be modified to accommodate new needs.

Increasing demand and the readiness of the labor market to absorb higher education graduates who meet its needs.

Worldwide, the effects of globalization vary across and within countries and institutions so that the responses to it also fluctuate. In their editorial essay ‘What Does Globalization mean for Educational Change? A Comparative Approach,’ Carnoy and Rhoten, (2003) stresses that in assessing the impact of globalization on educational change, it is imperative to “know how globalization and its ideological packaging affect the overall delivery of schooling, from transnational paradigms to national policies to local practices”.

The current phenomenon of globalization provides a real empirical challenge as much as it does a theoretical frame for reforming higher education. In conclusion, the educators must acknowledge these forces and consider their consequences to reshape and reform the higher educational system. Therefore, one of the issues that need to be considered in the development of the Egyptian higher education system is globalization. In taking forward in this study consideration will be given to the development of Egyptian higher education in this globalised context.

1.6.2 Advancement of Knowledge and Technology

Nowadays a rapid growth of knowledge and technology is being witnessed. This dramatic advancement of knowledge is the result of research in the different areas of science, economics, education, social studies, medicine and so on. This also could be as a consequence of using the mass media and the growing popularity of the Internet.

The establishment and growth of Egypt’s Information and Communication Technology (ICT) sector is largely the result of the work of Egyptian Ministry of Communications and Information Technology (MCIT), which has led Egypt into the digital age. During the last three to four years, MCIT has changed its vision from the production of ICTs to their use for cultural and socio-economic development. Thus, the majority of MCIT’s initiatives target the development of Egyptian society in addition to the expansion of the local ICT sector. This ICT development also was used in order to improve education in Egypt through effective use of ICT. The movement toward creating an Egyptian Information Society includes a focus on formal education.

Using ICT in higher education is particularly challenging for Egypt, given the region’s comparatively low literacy rates. The adult literacy rate in Egypt in 2003 was approximately 57.9 per cent. With the belief that investment in higher