Egypt is one of the Arab developing countries that began establishing higher education earlier than most Arab countries. It used to be a source of educational, scientific, and culture diffusion to the Arab world. Thus, it is our expectation that Egypt should occupy a high status in higher education. However, the status of Egyptian higher education now is unsatisfactory, compared to Egypt's past and rapid, successive global developments. This status is based on lack of two basic elements- Equity and Quality.
So the researcher will begin with brief of the notions of social justice and quality in higher education. Then, I will introduce an overview of the developments in Egyptian higher education in relation to equity and quality.
In the third and fourth parts of this paper, the researcher will identify some trends of some international organizations about the equity and quality, which give us two essential aspects: First, to determine what we mean by equity and quality. Second, to explore and find out which of these global and international trends are more influential in the development of higher education decision-making and policy in Egypt.
Then, I will deal with and evaluate the developments of Egyptian higher education from the perspective of quality and equity.
In the end, the researcher will present the conclusions that include some suggestions to improve equity and quality of Egyptian higher education, which includes:
- First: Inequality at Regional Level
- Second: Inequality in terms of Gender
- Third: Inequality in hiring and in the Egyptian Workplace
Given these findings, the policies of free higher education introduced in the early 1960s have been entirely undermined and new policies are needed. Thus, the paper has six suggestions to improve the quality and equity of higher education in Egypt. The government should:
- Look for new resources to provide quality free higher education to all those who need.
- Redistribute of private, foreign and public higher institutes on the all regions especially in Upper Egypt and Suez Canal.
- Push both public and private higher education institutes to assure the quality.
- Push private and foreign universities' to commitments by requiring them to make education available to more students.
- Offer new academic courses at public universities and bridge the quality gap with private and foreign universities
- Finally the government should benefit from the World Bank and GATS policies to achieve merit access in higher education

The Problem of this study can be formulated in need to measure and develop of the intellectual Capital in Egyptian universities, Thus the main objective of this study is to improve intended learning outcomes and capabilities of the graduates of the Egyptian universities by using their intellectual Capital, which would contribute to the development of knowledge-based economy. To achieve this objective descriptive approach was used.
This study has many resulted in the light of these results put the matrix to measure the intellectual capital in the Egyptian Universities and a number of recommendations:
1. Transform the university into incubators for knowledge assets and intellectual capital and through the activities of humanitarian configuration knowledge, create new knowledge, transfer of knowledge, sharing knowledge, storage, retrieval and distribution of knowledge.
2. Develop a strategy to move the university to a knowledge organization seeking to learn and create a culture of innovation and creativity
3. Need to adopt admission policies for students as an input to develop and improve the performance of higher education institutions, as this will bring to those institutions many benefits.
4. Develop a system to encourage and motivate linked to the practices and activities of the Research. To encourage staff to share what assets they have exchange of knowledge and skills with others, and to contribute effectively to the intellectual activities of different types and forms.