Educational institutions have several types, including public universities financially supported by the Egyptian government, non-profit private universities, and private universities owned by the private sector, The academic year begins in September of each year and the study continues for sixteen weeks for each of the two main semesters (first and second), and six weeks for the summer semester (third), taking into account the public interest, decides to start or end studies before or after the mentioned dates, Studying at the university is based on courses and credit hours. The appendices to this regulation show the study programs and the distribution of its compulsory and elective courses at the different stages of study and the number of credit hours for each course, as well as the distribution of courses as a typical model among the four levels of study from the first level to the fourth level, as well as a description of the content of each course determined Each college of the university has the scientific content of the courses and a decision is issued by the dean of the college to approve them.
Published in Chapter:
The Role of Educators as Agents and Conveyors for Positive Change in Global Education in Egyptian Universities
Copyright: © 2023
|Pages: 22
DOI: 10.4018/978-1-6684-7869-1.ch003
Abstract
Recently, there have been aspects of change in the form, structure, and nature of education in Egypt resulting from global changes resulting from the phenomenon of globalization, technological challenges represented in the scientific and technological revolution, cultural and social challenges, as well as changes resulting from the shift towards privatization and reliance on market mechanisms and private sector initiatives. With the consequent changes in the structure of Egyptian university education and the increase in the number of private and foreign universities as a result of these policies, it can be said that the previous aspects of change were not accompanied by a parallel change in the Egyptian educator preparation programs. This is clearly evident in the educator preparation in Egypt about the shortcomings of global change programs and the technological revolution, and the failure of educator preparation programs in Egypt to meet the changing educational needs of the labor market due to the change in the form and structure of Egyptian education at the present time.