A Suggested Strategic Roadmap for Public Egyptian Universities to Adopt and Adapt to the Requirements of the Fourth Industrial Revolution and Society 5.0 to Prepare Students for the Future Labor Market

Currently, the world is facing an unprecedented challenge which is “youth bulge” with a high rate of unemployment. It is argued that the employability challenges will be compounded by the impacts of the Fourth Industrial Revolution (4IR) and Society 5.0, and “Open talent economy” is the new economy replacing traditional permanent employees with talented “free lancers” to perform the required work from anywhere in the world. Currently, institutions around the world prefer to employ those who have skills for specific projects. Gig economy primarily depends on two forms of work: “crowd work” and “work on-demand”. In addition, in the last five years, "artificial intelligence" (AI) has begun to replace people in many of routine jobs, and will continue to replace people in new unimaginable jobs that may arise in the future due to the continuous developments of smart technologies. Accordingly, universities all over the world will face a new problem of preparing students for a new way of life and work with a somewhat uncertain future in the coming era that involves a new industrial revolution whose repercussions are unprecedented.Accordingly, there is increasing trend that calls for the necessity of preparing a flexible or liquid workforce able to constantly adapt itself to the requirements of fast-changing labor market, and establishing a culture of flexibility in moving between businesses according to the needs of the labor market which witnessed the emergence of new types of labor across the world. If universities failed to align employability competences with the requirements of 4IR and Society 5.0, the unemployment gap will increase. Thus, the main objective of this study is to propose a strategic roadmap for public Egyptian universities to adopt and adapt to the requirements of the fourth industrial revolution and society 5.0 to prepare students for the future labor market. To achieve this objective, the author adopted both descriptive and exploratory research design, and used mixed methods research approach. Since the requirements of 4IR and Society 5.0 and Gig economy do not depend on national educational institutions that operate in accordance with national standards, but reliance is on the standards set by transnational "digital institutions" and platform companies, so the national contexts will have minor influence on practices and structure of university education systems, therefore the suggested strategic proposal may be applied by many universities in different educational contexts.

6.0. Literature review 6.1. The Fourth Industrial Revolution (IR4) and Society 5.0: Conceptual and theoretical frameworks Before addressing the fourth industrial revolution and society 5.0, the most important features of the previous three industrial revolutions will be briefly outlined. The concept of a revolution in the educational context refers to a massive and rapid series of changes that lead to fundamental transformations in society. These changes may be social, political, economic, industrial, technology, or of any other kind. The first industrial revolution, that was based on steam king, began in the textile British factories at the end of the eighteenth century, and from them they spread all over the world, and the gradual replacement of labor with machinery began, and at the same time a parallel development occurred in the means of transportation that led to expansion in the establishment of major industries and companies in Britain and later the global expansion in the industrial sector increased, and new scientific methods were used in managing industries and companies (Voskoglou,2016). Various names and definitions have been proposed for many industrial revolutions that have occurred since then. According to the World Economic Forum (WEF), the first industrial revolution was marked by its use of steam and hydropower, followed by the second industrial revolution, which began in the mid-nineteenth century, which employed the power of electricity and mass production in large quantities of products that subjected to uniform standards on production and assembly lines. However, many social thinkers believe that the second industrial revolution that ended by the middle of the twentieth century, is in itself considered as an integral part of the first industrial revolution (Rifkin,2011). The Third Industrial Revolution -or, according to the alternative view (the Second Industrial Revolution) -is also known as the "Era of Automation" which started in the 1940s, and was characterized by the development of electronics, automated production, and the gradual replacement of human beings with computers as a means of controlling production quality. (Block,2018).

The Fourth Industrial Revolution (IR4): Origins and developments
The previous revolutions have paved the way to the emergence of digital age. The idea of a new industrial revolution has been addressed by many researchers since the beginning of the twenty-first century (Rifkin, 2011(Rifkin, ,2014Anton, Silberglith and Schveeder, 2015). The famous social thinker Jeremy Rifkin was the first one who referred to the beginning of the Fourth Industrial Revolution (which was called from his own perspective the third industrial revolution) in his two books that have been published in 2011 and 2014. Rifkin described how integration and complementarity between internet technology, new emerging technologies, renewable energy, and 3D printing have enabled this unprecedented revolution to happen. These new emerging technologies are equipped with sensors to transfer energy from one place to another through the Internet, and through 3D printers that can visualize 3D models of any material (powder, plastic, wax, silk, metals, ... etc.) across the web, multiple copies can be reproduced at very a marginal cost. (Rifkin, 2011(Rifkin, ,2014. In 2015, when Klaus Schwab, the founder and president of the World Economic Forum, introduced in his article published in " Foreign Affairs " magazine the term "the Fourth Industrial Revolution"(4IR) for the first time, it was almost identical to the meaning put forward by Rifkin, Schwab states that, world is already at the beginning of the Fourth Industrial Revolution, that has started with the emergence of Cyber-Physical Systems (CPS) that are controlled by computer programs via the internet, and these systems have a huge capacity for continuous improvement in a striking way. The Fourth Industrial Revolution was the subject of the annual meeting of the World Economic Forum in 2016 in Davos, entitled "Mastering the 4IR", due to the extensive global ascension in automation and artificial intelligence and the emergence of the gig and sharing economy. (Schwab, 2016). Germany has supported the concept of the fourth industrial revolution and used the term "Industry 4.0" in its industry plan entitled" Germany's Industry 4.0 strategy: Rhine capitalism in the age of digitalization, "Germany now considers Industry 4.0 its key target of strategic economic and industrial policy (Schroeder, 2016). Experts predict that the fourth Industrial Revolution (IR4) maturity stage will be in 2025-2030. 6.1.2 Industry 4.0: Concept definitions Industry 4.0 has emerged as a new industrial era characterized by digitalization, unprecedented development of information and communication technology, and automation. The term "Industry 4.0" was first introduced in 2011 at the Hanover Fair, then a group representing German businessmen, politicians, and scientists defined Industry 4.0 as the industry that aims to achieve competitiveness of industry by promoting the integration of "Cyber-Physical Systems" (CPS) in production processes. Hermann, Pentek and Otto in 2015 defined industry 4.0 as an umbrella term used to describe a set of related technological developments that contributed to the digitization of business environments. This definition is consistent with McKinsey's definition that described Industry 4.0 as the next stage of the digitization of the industrial sector, which was achieved through the following four innovations: A-Amazing increase in data sizes. B-Advanced computing capabilities. C-Communication through large-scale networks with low energy consumption. D-The emergence of t capabilities of business intelligence, new forms of human-machine interaction such as Touch Interfaces and augmented reality systems, and improvements in methods for transferring digital world content to physical world, such as advanced robots and 3D printing. 6.1.3 Society 5.0 -"Super Smart Society": concept and distinctive features Society 5.0 is the future of modern society. The first to coin Society 5.0 term is the Japanese government, meaning a community that is a human-centered society that relies heavily on very smart advanced technology in an unprecedented way beyond the previous stages of human history, and focuses on many "smart" applications that will make the society becomes an intelligent, fully interconnected and sustainable system. Society 5.0 has a distortive set of characteristics: (1) full use of information technology communications (2) focus on society (3) participation of all members of society (4) shared values: sustainability, inclusiveness and effectiveness, and smart power (5) the development of economic turmoil (Salgues, 2018). Digital infrastructures and platforms form the basis of society 5.0. The architecture of the infrastructures is based on smart technologies such as artificial intelligence, robots, the Internet of Things, closed chains, augmented and virtual reality, and process automation (RPA) robotic. These technologies have now reached a very high level of maturity that provide society with high levels of social and economic empowerment. In Japan, the government initiated a strategy targeted Society 5.0 and used emerging smart technologies to build a "cyber-physical society" consisting of integration and interaction between what is cyber and human or even material. Although, Society 5.0 is more human-centered and beyond what actually happened in the age of knowledge (Harayama 2017, pp. 8, 10;Medina-Borja ,2017, p. 235). Yet, there is a clear paradox in building an increasingly human-centered society with the rapid and progressive expansion of social robots, ... and other intelligent technologies that are no longer considered to be negative tools to implement human instructions, but they are able to learn and think (Government of Japan, 2016a, p. 13). In the future, there will be more and more complementarity and homogeneity between the real and the artificial reality to build highly collaborative environments in multiple time and space dimensions to create collaborative knowledge systems and technology-human partnerships . (Medina-Borja, 2017, p. 235) The community of 5.0 includes two new types of members that have not been existed in any previous human society, they are autonomous robots and artificial intelligence that will not be just negative entities that only implement people orders, or just will be merely components of their environment, and certainly will not reach the human stage either in terms of recognizing rights like human rights, or as citizens "politically speaking" (Wallach and Allen 2008;Gunkel 2012;Sandberg 2014). Soon, autonomous robots and artificial intelligence will be participants in Society 5.0 in the same way that pets are an integral part of human society in various civilizations and over the ages ( Cohen 2002;Haraway 2003;Charles and Davies 2011). In this context there is a question that arises: 1. How can public Egyptian universities prepare the current and future workforce for the Fourth Industrial Revolution and Society 5.0? Society 5.0 is based on "integrating physical (real world) and cyberspace and trying to best maximizing the potentials of information and communications technology (Yasuura ,2017, p. 221). Government institutions, universities, and companies are currently cooperating to implement the 5.0 Society model by employing advanced technologies that industry 4.0 best uses to become Society 5.0 the first "Super Smart Society" (Harayama 2017;Ferreira and Serpa 2018). One of the distinctive features of Society 5.0 is the availability of huge amounts of personal data collected and shared across system networks which offer opportunities to design new innovative solutions and services for individuals participating in these systems. Society 5.0 has a set of ambitious goals, which are summarized as follows (Bryndin, 2018, p. 12;Medina-Borja 2017, p. 235): 1. Building infrastructures integrating the digital and real spaces of society 5.0, which will be able to accurately respond to a wide range of social needs, and build a society that will enable people to easily obtain high-quality services and products, and overcome the differences that result from variations in age, gender, geographic region, and language. 2. Offering equal opportunities for all individuals and providing highly collaborative environments that support the capabilities of everyone to develop these capabilities to the highest possible levels.
3. Best utilizing emerging technologies to remove physical, administrative and social barriers so that an individual can achieve self-actualization. 4. Everyone, including the elderly, and women can live safe, healthy, and comfortable life, and can choose the lifestyle that suits him/her. 6. Harnessing the interaction between technology and people to build a sustainable human-centered life.

Implications of the fourth industrial revolution on demographics of present and future work-force 6.2.1 Transformation of the labor market
Intelligent automation and robotics have become the new workforce. This is evidenced by the increase in the number of industrial robots operating around the world to about 1.6 million robots in 2015, and increased by an additional one million robots in 2019. A report issued by McKinsey Global Institute in July 2016 indicates that the most vulnerable professions for automation and robotics use are in industry sector (59%), food services (73%), retail trade (53%) and hotel sector (73%) since, these sectors are experiencing significant technological development. Over the next twenty years, about (35 %) of jobs will disappear due to the use of new smart technologies (Deloitte, 2014). In the last five years, many applications of "artificial intelligence" began to replace humans in an increasing number of routine jobs, and scientists also expected that these applications will perform many new functions in the future due to the continuous development of smart technologies (Mustafa Kamal et al.,2019). The World Development Report 2019, issued by the World Bank, entitled (The Changing Nature of Work), indicated that the phenomenon of rapid increase in the numbers of robots operating throughout has two aspects: fears of losing jobs, and emerging technology provide opportunities for new jobs to appear, increasing productivity, and developing service delivery. Researchers expected that Industry 4.0 requires challenging skills (in programming, data analytics, etc.) to manage automated and robotic systems in addition to interpersonal skills (Lorenz, et al., 2015). A collaborative report conducted by Deloitte and the Global Business Coalition for Education identified four skill categories provide the skills needed for industry 4.0.  as shown in figure 1.  Source: (Bahl, Cook, and Nerurkar, 2018). Cognizant's Center for the Future of Work published in 2018 a whitepaper, entitled" Relearning how we Learn from the Campus to the Workplace". The researchers investigated the most relevant future skill areas through surveyed global 601 top business executives at outstanding institutions and 262 higher education institutions. The paper defined skills required in the future as shown in figure 2. In the same context, the researchers defined the top priorities for preparing the current/future workforce in the next five years as shown in figure 3 (Bahl, Cook, and Nerurkar, 2018). I believe that these skills should be the foundations of developing intended learning outcomes and standards of university education. Source: (Bahl, Cook, and Nerurkar, 2018). Thus, university education will face great challenges in preparing students for a new way of life with a future involving a new industrial revolution whose repercussions are unprecedented. Hence, educational decision-makers should develop strategies to face the increasing inconsistencies between the required and the offered skills, which can lead to impeding economic growth and threatening social stability. Many recent studies have argued that the current university students will not be ready to work after completing their education in light of the new changes. Therefore, a change must be made in university education systems to be able to prepare the students for the future labor market. Some argue that emerging science, technology, engineering, mathematics and programming skills will be the most important skills for the future.

Gig economy
During the first decade of the third millennium, the world economy entered a new phase marked by the emergence of completely new forms of online business. "Open talent economy" is the new economy replacing traditional permanent employees with talented "free lancers" to perform the required work from anywhere in the world. Currently, institutions around the world prefer to employ those who have skills for specific projects. Gig economy primarily depends on two forms of work: "crowd work" and "work on-demand" (De Stefano, 2016;Schwartz, et al. ,2016). Economists are currently interested in the economy of self-employment, "Gig economy", and the name "Gig" was taken from musicians who partly in the Jazz Clubs in the 1920s. Gig Workers usually work on a variety of part-time jobs. Economists believe that economy of self-employment or economy of participation across digital platforms will expand for a long period of time, because it meets the special needs of various industrial, commercial and service sectors (Hazarika, 2019).
"Gig economy "is still in its infancy in some countries such as: The United States, the United Kingdom, Sweden, Germany and Spain. According to the 2016 report issued by the Organization for Economic Cooperation and Development (OECD), the share of self-employment from the total workforce is the largest in the four developing markets (China, India, Indonesia, and Brazil). The share was the largest in China, where 12% of the workers earn their income through digital work platforms. The ratio is from 3 to 10% of workers in mature economies, and more than 30% in some developing countries. In 14 EU Member States, crowd work" or 'gig work' represents the major source of income for 2% -11% of adults (Pesole et al., 2018).
The European Union information agency for occupational safety and health (EU-OSHA) has examined the profound changes currently taking place in the labor market as a result of the implications of the digital transformation. The study concluded that the transformations in the labor market represent a cumulative product and development of many disparate trends that contributed in building a new reality of the labor market illustrated in figure 4 . The central circle in this figure represents the emerging "new" field of employment online. The external fields represent a group of offline traditional economic activities. The different types of online activity represent points on a continuum between the outer edge of the and initial implications (not connected to the Internet) and the equivalent in the center of economic activities that take place online (EU-OSHA, 2015). Source: (EU-OSHA,2015) .

Paid Crowd work and Internet-based platforms
There is increasing trend that calls for necessity of preparing a flexible or liquid workforce able to constantly adapt itself to the requirements of fast-changing labor market, and establishing a culture of flexibility in moving between businesses according to the needs of the labor market which witnessed the emergence of new types of labor across the world termed 'crowd work' which uses Internet-based platforms as mediators between employers and employees (Huws, 2014;Berg et al.,2018). There are two types of crowd work, microwork (CrowdFlower) and freelancing(Upwork), and the difference between them is that the microwork is a large project or a task that has been divided into small tasks so that these tasks are performed by crowd workers from anywhere in the world through teamwork, and these tasks do not take long time, nor requires any specialist knowledge and competencies that go beyond basic computer and internet skills. The identities of the crowd workers are Usually not known, and they are managed through ID numbers (Schmidt, 2017). The second type of crowd work is freelance tasks which are microwork which requires a longer time, compared to the microwork, and specialized professional knowledge and skills. On the one hand, shared work platforms enable crowd workers to publish their personal and professional profiles that include their competencies, qualifications, work experience, assignments and recommendations from past clients. On the other hand, platforms enable business owners to choose crowd workers according to nature of the tasks, the required skills, and professional files (Barnes, Green, & Hoyos, 2015;Schmidt, 2017). The phenomenon of crowd work is increasing in developing and developed countries. The number of crowd workers in 2015 reached about 48 million, with a total revenue of about $ 2 billion .Crowd work has been increased by 26% between July 2016 and June, and it is expected that the crowd work phenomenon will expand in 2020, and achieve revenues ranging between $ 15 and $ 25 billion, and it is expected to continue to expand over the next decade, adding to global annual gross domestic product an increase up to $ 2.7 trillion, through the work of 540 million crowd workers worldwide -the equivalent of the European Union population (Kuek et al., 2015). In 2015, the majority of crowd workers were men and less than 35 years old (Manyika et al, 2015). Vili Lehdonvirta conducted a Crowd Learn research project on digitization, artificial intelligence and the future of work, in the period 2017-2019 in the European Union on how online workers develop their skills to cope with the requirements of work on demand, and the project results provided some aspects about the future of learning and work. The new classification of skills required for online platform work entails: digital skills, a mix of "entrepreneurial", "selfbranding", "communication" and "organizational skills", as well as personal behavior, which are the basic skills necessary for success in online platform markets (Lehdonvirta, Margaryan , and Davies, 2019) Figure 5: Classification of the skills needed to work on demand (Lehdonvirta, Margaryan, and Davies, 2019) Source: Figure 5 represents a classification of work skills based on 123 distinct skills acquired by workers before joining the platform's work and 89 skills acquired while working (Lehdonvirta, Margaryan, and Davies, 2019). Work platforms allow the exchange of knowledge between those involved in crowd work and those who use data derived from crowd work markets to develop educational systems (Schmidt, 2017). Crowd workers can conduct self-organizing group learning practices. The online work platforms are not limited to matching the skills of the Crowd workers with the required skills only, but also contribute to developing crowd workers skills and learning processes through skills tests and facilitating access to learning resources (Lehdonvirta, Margaryan and Davies, 2019;Hazarika, 2019).

Implications of the fourth industrial revolution on university education
Industry 4.0 depends on new advanced technologies including nanotechnology, biotechnology, energy storage technology, humanoid, cyber-organism or cyborg, quantum computing, artificial intelligence, robots, Internet of Things, self-driving cars, 3D printing, the Internet of People, …etc. (Schwab, 2016;Rojko, 2017). These advanced technologies developed new types of systems that will play an important role in the future university education, as these technologies will create a new framework for education 4.0 that aims at building a new workforce with the expertise, skills and competencies needed for industry 4.0 (Mourtzis et al., 2018). The next section summarizes the implications of the Fourth Industrial Revolution on university education. 6.3.1. Intellectual transformations: Post-humanism "Post-humanism" can be understood as a variety of scientific methods for analyzing phenomena in a way that removes the boundaries between traditional conceptual binaries such as "human versus non-human" and "natural versus artificial" since, society does not include only humans but also non-human entities such as pets and legendary characters. On the academic level, the "post-humanist" movement is a relatively recent topic that dates back to 1977 when Hassan (1977) referred to "post-human culture" in an article published in "The Georgia Review", then the movement evolved rapidly in the 1980s. Trends such as "post-critical humanity" (Herbrechter 2013), "post-cultural humanity", and "post-philosophical humanity" (Miah 2008) have been emerged and many theorists supported these trends such as: Badmington (2006); Ferrando (2013); Graham (2002Graham ( , 2004; Haraway (, 1991Haraway (, , 2003; Hayles (1999Hayles ( , 2005; Herbrechter (2012Herbrechter ( , 2013; and Roden (2014).
The "humanization" phenomenon is related to the post-humanist phenomenon, but it differs from it in that it includes processes or dynamics that actually work in a society, and it has a clear impact on removing barriers between man and non-human, and between natural and artificial. The proponents of post-humanism seek to reach a "post-human" position by eliminating disabilities, aging, pain, death, and disease through synergy between nanotechnologies, biotechnology, artificial intelligence and modern cognitive sciences. They also support human cloning practices, virtual reality, human-machine hybridization, and "Mind Uploading" phenomenon that means, according to the post-humanism, human feelings, thoughts, and emotions are limited to the nervous bonding, and human mind is limited to information that can be translated into binary code 0 and 1 that can be downloaded to a computer. The opponents of the post-humanism criticize the ideas that deify technology, and imagine "an exceptional person"(Gladden, 2019).

Educational transformations 6.3.2.1 Education paradigm
The paradigm of education has greatly changed over the ages. In ancient times, education was restricted to the elite of the society, and it was under the control of the clergy. Teaching and learning methods were very traditional. The learner is a passive recipient and the educator is the absolute leader in the classroom. Technology is not allowed and information is directly transferred from teachers to learners. After the Industrial Revolution, the paradigm governing education has changed, and the focus became on providing individuals with basic knowledge and skills to cope with the requirements of the Industrial Revolution. Education has become a priority for the state, and has become available for all members of society and has grown very quickly. Education 2.0 has been emerged as a response to the emergence of printing and the establishment of universities. Teaching and learning processes have evolved, and universities have targeted promoting academics professional development, conducting advanced research and preparing students to manage their societal affairs. Education 2.0 was characterized by limited access to technology. Education 3.0 was characterized by technology that has transformed the traditional lecture hall into flexible digital environment employing new technologies in the educational processes to effectively deliver information to learners. (Gleason, 2018;Maria, et al., 2016). 6.3.2.2 Education 4.0: The era of "digital monarchy" Education 4.0 has been emerged as a response to the needs of the Fourth Industrial Revolution, which is characterized by the integration between man and smart technologies to find solutions to problems of societies, and to invent new innovations to promote human well-being. Thus, the learner must be prepared to cooperate and integrate with technologies 4.0 such as hologram, Internet of Things, 3D Printing, biometrics, augmented/virtual reality, artificial intelligence, big data and qr-code and so forth (Halili, 2019). Education 4.0 represents a new paradigm based on Cybergogy which aims to focusing on the learner through building highly collaborative learning environments that make best use of virtual and augmented reality technologies to support learner independence while providing collaborative learning opportunities (Nisha, 2018) facilitated by modern wireless networks, such as 5G that will support more data capacity than ever before, and connect unlimited numbers of end-user, technologies, and smart software (Li et al., 2017).

Educators 4.0 and the changing roles of teachers and students
Educators 4.0 should have the competences that enable them managing highly collaborative learning environments that blind physical and cyber realities, and becomes experts in choosing the appropriate learning resources, and can make best use of learning analytics to monitor and evaluate the performance of learners. In addition, educators 4.0 should be able to employ emerging technologies in teaching and learning, and use innovative teaching strategies such as: maker learning, Open educational resources (OER), flipped learning, gamification, and Open learning with MOOC (Mokhtar, Alshboul1and Shahin, 2019).The roles of teachers and students have been changed, as the student became the center, and the teacher's role was limited to guidance and work as a facilitator in an highly collaborative environment supported by artificial intelligence and all the required information is available (Sudibjo, Idawati, Harsanti, 2019).

Computational thinking and "Digital Intelligence"
The rapid developments of technology has created new complex technological problems that require innovative solutions that necessitate a mix of critical thinking with computational thinking which was introduced by S. Papert for the first time, then introduced by Wing who described it as a new a way of thinking stemmed from ideas derived from mathematics, engineering, technology and science and used to solve problems, design systems, and understand human behaviors through using principles of computer science (Wing, 2006). Yuhyun Park (2016) introduced the concept of digital intelligence, as a new type of human intelligence, which is based on Gardner's Multiple Intelligence Theory (1983). Park defined digital intelligence as a set of social, emotional, and cognitive capabilities that enable individuals to confront challenges and fulfil the requirements of digital life. These capabilities can be generally divided into eight interrelated areas and 24 competencies as shown in the model developed by The DQ Institute (DQI). The model aims at describing and defining competencies as an educational framework as shown in Table 1. (Krištof, Morić & Maras, 2018). Table 1. DQ Competencies, source: htps://www.dqinsttute.org/dq-framework/ The challenge that face universities today is how to integrate digital intelligence into their educational processes (Dostál et al., 2017).

Interdisciplinary platform university
The implications of the Fourth Industrial Revolution required the emergence of the interdisciplinary university based on advanced technological architecture. Owing to the convergence of man and smart technologies, the subject distance between humanities, science and technology will be decreased. Essential factors for a successful University-as-a-Platform: 1-award inter-, multi-, and across disciplinary degrees; 2-Mix of providing service methods (e.g., blended learning, MOOCs, etc.); 3-the development of Internet of Things; 4-integrating education activities into the software system of the university; 5-innovative digital infrastructure; 6-developed connectivity among all parties (Xing, & Marwala, 2017).

Assessing the readiness of Egypt for Industry 4.0 7.1. Background to Egypt context
Industry 4.0 is just around the corner in the Egypt economy (MOHESR,2019). This section investigates the level of preparedness of Egypt for Industry 4.0 and society 5.0 implementation. Egyptian government policies and initiatives in this regard are reviewed and presented. Key statistics on higher education, skills and employment are presented and analyzed to assess how well prepared the higher education system to supply skills required in Industry 4.0. and society 5.0. Egypt has now started taking decisions and implementing various initiatives to reform its educational higher education system after 60 years of lack of development and clear changes. The indicators confirm that the Fourth Industrial Revolution will cause a large proportion of those with intermediate skills will lose their jobs. This issue will put Egypt at great risk due to its heavy dependence on routine jobs and intermediate skills. These jobs are expected to be fully automated due to the introduction of artificial intelligence, and studies of futurists, economists and international organizations such as International Labor Organizations (ILO), the World Bank and the World Economic Forum (WEF) have suggested that if middle-skilled people do not try to develop their skills, they will lose their jobs (Samans and Zahidi, 2017).
As for Egypt's adoption of smart technologies that represent the core of Industry 4.0, Egypt is still in the very early stages compared to other countries in, Europe, United States, and Asia (GMIS, 2019). According to Government Artificial Intelligence Readiness report (2019) Egypt ranks 111 out of 194 countries.

Developing a future-ready workforce
According to the World Economic Forum's Competitiveness Report (2019), the level of education quality in Egypt scored below the global average. According to the Central Agency for Public Mobilization and Statistics (CAPMAS), in 2019, the unemployment rate (15-64) is at 7.5% and the unemployment rate (15-29) is at 6.7% of the workforce. As maintained by the World Economic Forum, the unemployment rate in Egypt could increase on the grounds that it is estimated that 49% of work activities in Egypt are liable to automation (Samans and Zahidi, 2017). Egyptian universities graduates are the second largest group of unemployed with 34%, and this percentage indicates that graduates have not been prepared in a way that suits the requirements of industry and the labor market (CAPMAS, 2019).

Sustainable development strategy: Egypt 2030
In 2015, President Abdel Fattah El Sisi launched the Sustainable Development Strategy: Egypt 2030. It aimed to achieve a competitive advantage for Egypt in the global economy through achieving comprehensive and balanced economic development. The strategy is based on three main strategic dimensions, and ten pillars underlying these dimensions, which are illustrated in the form (SDS Egypt, 2015).  (2015)conducted a study to assess the readiness of Enterprise resource planning (ERP) systems in Egypt as they are the backbone for the Industry 4.0, they concluded that as a result of the repercussions of the January 2011 revolution, Egypt has undertaken comprehensive and deep economic reforms, and it is best for Egypt to increase investment in Enterprise Resource Planning (ERP) systems, which reduces dependence on large numbers of low or medium skilled workers in most of the current industries that therefore require huge labor costs. Thus, automation can reduce high production costs and speed up the production cycle. Utikal, Ebert and Nauruschat (2019) investigated the current status of the Industry and the potential of its sustainability 4.0 in Egypt as an emerging country, they stated the following results as shown in table 2: -Table 2. the current status of the Industry 4.0 in Egypt Source: (Utikal, Ebert and Nauruschat, 2019)

S.W.O.T. Analysis
After describing the current situation of readiness of Egypt for Industry 4.0, it has been necessary to conduct SWOT analysis to identify opportunities, threats, strengths and weaknesses of public Egyptian universities in terms of adopting and adapting to the requirements of the Fourth Industrial Revolution and Society 5.0 to prepare 5. develop innovative smart partnerships with stakeholders. 6. prepare capable faculty and staff. 7. adopt research 4.0 To achieve these goals the following strategic objectives should be achieved:

Develop a new transformative educational paradigm based on Cybergogy and Peeragogy 1.1 Adopt a concept of education
Universities should reformulate their strategic roadmaps to remain relevant for Education 4.0. First of all, they should redefine the concept of education as: " the kind of education that is human-centered, oriented towards the new society 5.0 ,sustainable, fluid and driven by values, powered by intellect and managed by new ubiquitous emerging technologies in an highly collaborative environment supported by the integration between human and artificial intelligence, with an emphasis on humanistic perspectives ,innovation and progressive thinking, in terms of dynamic ecosystem and positive culture that penetrate every feature of the educational process." 1.2 The new nature of knowledge Knowledge will not be confined to the classroom, but will extend beyond the classroom, and has many forms, including MOOCs. The sources of knowledge are global and the Internet will become the main place for the flow of knowledge. In addition, the learning process will be based on a two-way exchange of knowledge between the educators and learners.

1-3 Learning theory, orientation and modes a)
Connectivism as a new learning theory should be adopted. b) Cybergogy (virtual-based learning) Heutagogy (self-based learning),and peeragogy (peer-oriented learning) become the future mode of teaching and learning. c) Learning orientation should be student-centered, peer-to-peer, challenge-based, competency-based, personalized and deep learning approach. d) Enhance and expand workplace learning/work-based learning. e) Applying emerging smart technologies to develop:  Adaptive learning.  Just in time, micro learning.  Life wide and lifelong learning. 1.4 Nature of learners a) Learners are digital natives, creators of knowledge and self-explorer. b) learners will be prepared to learn about and through emerging smart technologies. c) learners should acquire the skills and knowledge that enable them to live in a world where the use of independent and smart computing is widespread in all societal systems. d) The graduate will not only be an expert in a specific field, but will acquire knowledge, skills and competencies that enable him/ her to join the business environment as a partner or as an owner. e) Learners should acquire the basic skills necessary for success in online platform markets such as: digital skills, a mix of "entrepreneurial", "self-branding", "communication" and "organizational skills", as well as personal behavior.

Reengineer higher education system 1 Change educational policies
This strategic objective can be achieved by: a) University policies should focus on smart emerging technology as a dynamic drive for change. b) Universities will not only operate in accordance with the national standards but also, they will adopt the standards set by transnational "digital institutions" and platform companies. c) University will become committed to the regulations of a "loose institution". d) University education system must support DQ education. e) Processing of big data should be among the priorities of university education. f) Requirements of the fourth industrial revolution and society 5.0 should be aligned with formal higher education policies. g) The policy of cohort-based classes should be changed.

Regulations
Regulations and laws for recognizing "online" programs using the "Internet" as a learning tool should be developed, with the establishment of rules for quality control, certification and privacy of information.

Develop personalized dynamic university education system
a) University education system should be supported to become personalized by making education available anywhere and anytime, with great attention to innovation and creativity. b) Mechanisms to enable university education system to be evolving and dynamic to prepare students for non-linear career paths should be developed. c) University should augment traditional degrees with employer-verified badges and certifications.

Provide on-demand learning
University should Provide 'fluid' not limited to university years programs and courses (wherever, whatever, whenever and however the learners want).

2-5 Suitable investment
University should search for diverse innovative public, private, and international sources and mechanisms of funding.

Upgraded management information systems
Integrating emerging technologies to upgrade education management information systems (EMIS) to enhance data collection and processing for supporting evidence-based reporting on learning and context in order to improve the learning process and environment.

Ethical and transparent issues
Laws and regulations governing open access to data, data ownership, data privacy and data availability for public should be developed.

Develop fluid and organic curricula responding to transformative innovations & state of art of knowledge and sciences 3.1 Design relevant programs and curricula a)
Developing curricula that focus on interaction between robot and human systems. b) Curricula will require new quality and certification standards in terms of the requirements of industry 4.0. c) Developing new fluid and organic interdisciplinary and across campuses programs and courses to fulfill the Fourth Industrial Revolution requirement. d) Programs and curricula should be dynamically reviewed and adjusted to promote in-depth integration of emerging technologies and global standpoints. e) Anticipating and identifying current and future knowledge, skills and competences to ensure the relevance of curricula to the changing requirements of industry 4.0 and society5.0. Figure 7 indicates the competencies that learners need to gain to be an effective participating member of the future society. f) Identify quality standards and rubrics of the quality of OERs and MOOCs. g) Facilitating institutional networks and collaboration to effectively use OER and MOOCs. h) Develop A la Carte and Do it yourself (DIY) courses. i) Focus on providing learners with unbeatable knowledge, skills and competencies through developing new programs with flexible structures to enable learners to perform lifelong and collaborative learning, provided that these programs provide learners with multiple options to enter, exit and join other programs. j) Multidisciplinary program should be tailored to fulfill current and future needs of many diverse learners. k) Apply learning analytics solutions as a tool to develop all curricula. l) Merge Adaptability Quotient (AQ) in curricula as a necessary element for learners to face the requirements of industry 4.0. m) Provide learners with the knowledge, skills and competencies of self-employment through the use of business sharing platforms in the era of "Gig economy", as well as the skills and knowledge that will become the most in demand in the labor market during the coming years in various sectors of development. n) Merge computational thinking, emerging science, technology, engineering, mathematics and programming skills into curricula. o) Offer personalized user-generated and DIY (Do It Yourself) content.

Adopt appropriate ubiquitous emerging technologies a)
Develop AI-based platforms and data-based learning analytics as fundamental technologies to offer flexible personalized learning pathways. b) Provide opportunities vulnerable students and develop tools and mechanism to overcome the digital divide. c) Build infrastructures that integrate digital and real spaces to support a wide range of educational needs. d) The educational environment of university education must support challenge-based, passion-based and engaged learning. In addition, it must be fluid, smart, and allow flexible mobility of learners in physical and virtual spaces. e) Develop learning highly collaborative environment based on virtual and augmented reality technologies that support the independence of the learners while providing collaborative learning opportunities. f) Adopt educational factories as a very important method for applying technical knowledge and skills. g) Adopt wearables assisted teaching and learning technologies. 5. Develop innovative smart partnerships a) Universities should adopt "quadruple helix model of innovation "as a new mode of partnership. b) Universities should Expand capstone projects supported by community and industry. c) Universities should develop partnerships with social media platforms for enhancing Cybergogy and Peeragogy. d) Universities should develop platforms for enhancing partnerships with alumni who could facilitate industry-academia linkages nationally and internationally. e) Universities should develop partnerships with world-class universities. f) Universities should develop more industry student engagement partnerships. 6. Prepare capable faculty and staff 6.1 Educators 4.0 This strategic objective can be achieved by:a) Purposefully reviewing academics' roles and prerequisite competencies in the context of university education policies to develop relevant and capacity-building programs to prepare academics to efficiently and effectively manage emerging technologies-rich education settings. b) Developing professional development programs for academic and administrative staff to acquaint them with Education 4.0 competencies. c) Developing professional development programs to enable academics to efficiently and effectively use learning analytics to develop and update curriculum, monitor and assess the performance of the learners. d) Developing academic staff skills to effectively use the Internet of Things to analyze and explore student cognitive patterns, and design better learning outcomes. e) Developing academic staff skills to effectively use innovative teaching strategies such as: maker learning, Open educational resources (OER), flipped learning, gamification, and Open learning with MOOC. f) Developing academic staff skills to effectively use the Internet of Things to form research groups from various countries of the world for research cooperation in groups with common research interests and directions. 7. Adopting research 4.0 a) A strategic plan for enhancing Research 4.0 that is based on university-industry collaboration to support conducting applied research with real-world impact should be developed. b) A digital innovation hub should be established.

Essential enablers and requirements for implementing strategic roadmap:
Implementation of the proposed strategic roadmap requires the following enablers and requirements: a) Raising awareness and understanding of the necessity of Education 4.0. among all internal and external stakeholders of university Education. b) Developing policies and models for supporting and guiding implementation. c) Establishing a system of experts to provide instant feedback, as well as technical and technological support systems. d) Providing funding for applying the necessary changes which should be managed by transformational leaders to maintain their sustainability. e) Establishing cooperation and partnership agreements with (industry, civil society, national and global Universities, alumni... etc.) in terms of quadruple helix approach to support implementing change processes. f) Establishing a center for producing educational resources using new emerging technologies including augmented reality (AR) / virtual reality (VR), mixed reality (MR), robotics, and big data analysis, AI, IoT, Blockchain, and Gamification to create innovative learning experiences. g) Creating a cloud-based platform for enhancing educational experiences and on-demand services. h) Developing the suitable infrastructure and wireless connectivity to enable (100%) smart classrooms to be actively used and maker spaces to be available on all campuses. i) Establishing Wide-range platforms for developing Education 4.0. j) Implanting culture of innovation and making to be as second nature to learners and academic staff. k) Breaking down the walls between universities and community.
10.0 Concluding remarks and outlook I believe that manifestations of the Fourth Industrial Revolution represent only the top of the iceberg. It has started with the emergence of Cyber-Physical Systems (CPS) that are controlled by computer programs via the internet, and these systems have a capacity for continuous improvement in a striking way. The big question that arises here is: Will the Fourth Industrial Revolution and society 5.0 contribute to creating a more just, inclusive and sustainable society, or will it increase the social divide and polarization of ideas?
The paths of the future depend on what is taking place at the present time; hence future transformations in various sectors and industries should be foreseen if university education want to contribute to making the future. Given the accelerating emergence of the repercussions of the Fourth Industrial Revolution and society 5.0, those who will know how to anticipate the following major changes will be the ones who will be able to guide the future, and the rest will follow.

Recommendations for Further Research
The rapid labor market changes that characterize the Fourth Industrial Revolution (IR4) and Society 5.0 might highlight the need for additional competencies and knowledge. To ensure relevancy, it is suggested that the identified requirements of the Fourth Industrial Revolution (IR4) and Society 5.0. be explored periodically against the new competencies demands and updated academic works for strategic roadmap updates. Future research could make a contribution and possibly be generalized to other universities in similar contexts.