ABSTRACT

Globalization, economic, social and political changes are transforming approaches of teaching and training. Other nations have witnessed such an impact as with the 2007 economic crises in Europe and North America (Diamond and Liddle 2012). Education institutes are expected to play a key role to respond to society’s changing needs. Initially, their role may be only responsive and reactive ‘to external pressures rather than initiating or driving transformation’ (Brennan et al. 2004); or it may be otherwise.

In Egypt, more than five years into the transition period, citizens’ dissatisfaction with governmental services seems to be increasing and there is an urgent need for public service reform and for a new and at least different way of public policymaking. Furthermore, there is an urgent need for capacity building of imminent leaders who are anticipated to lead the transition period to meet the people’s expectations.

Education institutes have an important role to play during periods of political transition and especially those offering programmes in public policy and public administration education and training. In Egypt, although there is an urgent need for highly capable public leaders, there are only four higher education institutions that offer master’s programmes on public policy and public management: The American University in Cairo, Cairo University, Sadat Academy of Management Sciences, and the Arab Academy for Science and Technology (Bremer and El Baradei 2008). Additionally Cairo University offers a PhD programme in public administration, and Future University offers an undergraduate degree.

255 The aim of this research paper is to examine to what extent the teaching and training of public policy and public administration was impacted after the 25 January [2011] Revolution in Egypt.