الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 398 |  |  |
| | | from | 398 | | |
المستخلص
This study aimed to try to answer the main question of the problem, which is related to the role of the university in the transition to a knowledge economy to achieve competitive advantage in light of the experiences of some foreign countries and the possibility of benefiting from it in Egypt. And an attempt to identify the similarities and differences between the experiences of Canada and Singapore, as an example of some successful foreign countries, which have made a civilizational leap in the transition to a knowledge economy, among the ranks of developing and underdeveloped countries, to the ranks of the first developed countries, in a short period of time. Most of these countries are in global competitiveness standards, to benefit from their experience in developing the role of the university in the transition to a knowledge economy to achieve a competitive advantage in Egypt. The study used the comparative method, to discuss the problem of its study and answer its questions. Among the results that resulted in the following:
• The achievement of the transition to a knowledge economy in Canada and Singapore is due to university education and its role in preparing knowledge workers, scientific research and innovation, pioneering universities, the transformation of some universities into productive institutions, community partnership...etc.
• The two comparison countries were able to meet the requirements of the fourth technological and scientific revolution, by internationalizing university education, moving it from the local level to the global one, and increasing its ability to attract international students.
• University education in Canada and Singapore succeeded in preparing knowledge workers and meeting the needs of the national and global labor markets for highly skilled workers, while ensuring their continuity of work.
• Canada and Singapore have been able to form strong and distinguished national educational systems, as well as university education that has achieved very advanced positions in the global competitive race.
• University education in the two countries is based on continuous evaluation and development of all its components and elements, in line with the desires and needs of economic and social institutions, and the global development in modern science and technology.
• University education in Canada and Singapore is based on continuous evaluation and development of all its components and components, in line with the desires and needs of economic and social institutions, and the global development in modern science and technology.
• Canada and Singapore provide appropriate financial support for university education, as well as help talented students to complete their academic studies abroad.