A shared learning environment for vocational and engineering students is developed, in which project-based learning methodology is implemented targeting both students’ groups in final two years of their academic track. The developed education methodology is expected to yield a new line of industry human capital (engineers and technicians), who are technically and socially competent for professional and skilled teamwork at industry, where industry-inspired project-based learning is implemented in engineering and vocational curricula engaging both in integrated teams developing a mutual product. Although partners in industry development, a significant social segregation exists among engineering and vocational man power in industry in EG. This is accompanied with lack of practical expertise, true industry exposure and lack of appreciation of the role of each group. Since the academic development stage is most appropriate to shape students’ perspective and understanding, academic courses during the last two years of engineering and vocational school are modified such that practical projects/products are introduced to different student groups comprising members from engineering and vocational schools, which map the academic learning outcomes of the courses offered in both disciplines. This shall cover Mechanical, Manufacturing, Electrical and Mechatronics tracks. A total of 28 projects mapping the ILOs for 28 Engineering and 29 vocational courses shall be designed for VET-ENG student teams to develop together at vocational-engineering schools and at industry premises. Personal skills, social and work ethics courses shall be developed and offered to the VET-ENG teams to enhance their professional interactivity and respect. VET-ENG groups shall develop one project each, for each of the targeted 4 semesters, which map the ILOs for the practical content of the engineering and vocational courses in this semester, while building on competencies acquired during previous years.

The project aimed at creating disability-specific, EG/EU accredited postgraduate certificate for developing a new line of teachers, social and psychological specialists for special-needs education students, qualified with up-to-date knowledge and experience and with access to adequate ITC-based and smart hardware resources to be the fuel to schools with inclusion programs as well as private/NGO rehabilitation centers. The teacher qualification program is a Master’s program divided into General foundation level in special education composed of 12 courses (108 ECTS), which is followed by three specialization tracks (each is 5 courses equivalent to 36 ECTS) in the area of intellectual disability, learning disability and Autism. Learners choose form one of those tracks. This is followed by 36 ECTS thesis work. Alongside the master’s academic tracks, there are 3 targeted professional certified lifelong training programs in ADHD, behavioral disorder and inclusion systems. These are directed towards the professional practitioners, who need to enrich their knowledge with practical training.The theoretical part of the master’s is offered online, while the practical part shall be in-class in a blended learning format. The engineering team developed e- and hardware tools/resources for the disability-specific tracks to be used by the teachers with the inclusion students as well as an online virtual inclusion campus. The academic program is supported by an innovative line of electronic and smart hardware resources, matching academic, disability level and type, to facilitate graduates in delivering the targeted competencies and skills. A virtual inclusion campus is also planned to host special-needs and regular students, parents and teachers in shared learning environment equipped with social, pedagogical and academic virtual tools. The developed academic program is accompanied with 3 professional certificates (5 ECTS each) for practitioners for skills improvement in 3 imminent areas; ADHD, Behavioral Disorder and Inclusion systems. The targets are the employed and future special needs teachers, social and psychological experts as well as regular school teachers accommodating special-needs children in class. The plan is to start running this diploma during the third year of the project to account for fine adjustments. A gap analysis will be developed and followed by comprehensive course development. A wide community impact is expected as outlined by various stakeholders from the higher and pre-university education communities.

An interdisciplinary manufacturing/business entrepreneurship continuous learning system is introduced aiming at developing a new line of small-business owners with engineering background grasping in-depth expertise in manufacturing technology with adequate entrepreneurship skills capable of establishing a sustainable small manufacturing business within micro economy spectrum. Although, manufacturing technology industries are deep-rooted in Egypt, recent statistics indicate a significant retreat in supply-to-demand ratio revealing a completely abandoned industry domain that is eligible and feasible to flourish in different business size models, particularly in micro/small domains, which are most suitable in heavily populated countries with economic hierarchy similar to the one in Egypt. Hence, a post-university continuous learning program is developed targeting graduates with mechanical/industrial engineering background, which blends manufacturing technology expertise and business- and technology-management skills in two fundamental learning modules each spanning over 96 contact hours, followed by 6 technology-specific tracks, 96 hours each, with extensive hands-on and practical training resulting in graduates mastering both technology and business development competencies. The targeted technologies map the actual industry needs and range from conventional to advanced computer-controlled types. A comprehensive web-based training complements the machine-shop practice to deepen the technology expertise fulfilling today’s demands in quality and cost competitiveness. The learning system finally ends with participants developing their own business plan and are engaged with public authorities, feeding-to industries and funding entities to process the start-up they were trained and prepared for, thus completing the continuous learning process cycle with an expected wide impact on the industry and the community in Egypt at large both from social and economic perspectives.

The project aims at creating integrative, multi-disciplinary, people-centered, EG/EU accredited undergraduate and professional development programs in Architecture and Urban Design for developing a new generation, who is capable to initiate a paradigm shift in the role of architecture and urban design from aesthetic-dominated into an INTEGRATIVE multidisciplinary, PEOPLE-CENTRED domain, building on solid ICT enabling technology foundation, and apply acquired knowledge and skills in BLENDING architecture and urban design core knowledge, with SOCIAL and ENVIRONMENTAL essential ingredients to initiate educated, scientific-based migration from dominating informal patterns in EG into an enabling, supportive and adaptive environment. The undergraduate program (344 ECTS), 92 ECTS of which are university-core courses, and the discipline-specific 252 ECTS are constructed in a modular design, integrating architecture and urban planning core courses (144 ECTS) with Structural and Construction Systems (18 ECTS), Building Ecology (24 ECTS), Human Behavior (12 ECTS), Contemporary City (12 ECTS) and a supporting Practicum modules, bridging the traditional gaps among different professional stakeholders in the field. Virtual Architecture Studio for immersive shared learning environment hosting 3D scanned EG sites is developed. 4 professional development courses (6 ECTS each) targeting practitioners in integrative applications in Building Ecology, Human Behavior and Contemporary City are developed. The targets are undergraduate students in schools of engineering and fine/applied arts as well as professional architects. The plan is to start running the program starting second year of the project in parallel at participating EG institutions to account for fine adjustments. A gap analysis will be developed and followed by comprehensive course development. A wide community impact is expected as outlined by various stakeholders from the higher and pre-university education communities.

This project aims at creating dual (university-school) integrated diploma for developing a new generation of STEM teachers in Egypt, who are capable to provide adequate and innovative teaching in Science, Technology, Math and Engineering-based subjects, embracing STEM philosophy and are capable to bridge the gap between current school education methodologies and those needed for future pre-university school evolution. Adequate school education is the foundation for any human capacity development in Egypt, which has suffered continual degradation during last 3 decades in both quality and quantity of students pursuing STEM-based careers. This has directly contributed to ranking Egypt in the tail of the list of innovative-driven countries affecting both social and economic prosperity and effective integration in the global system. This shall be realized by an EG and EU accredited multi-track diploma lasting for 9 months, 6 of which introduced at participating universities covering pedagogical, psychological, technology-based education and engineering modules followed by 3 selective knowledge-specific tracks. The remaining 3 months are covered via apprenticeship integration in operating schools. The diploma program is equipped with a STEM resource center capable of feeding STEM schoolteachers with ever-developing ICT- and hardware resources converting abstract math/science education into engineering and technology-based innovative applications. The targets of this program are the employed and future math/science primary/secondary schoolteachers. The proposed diploma shall be developed in cooperation between universities, public authorities and NGOs. The plan is to start running this diploma during the third year of the project to account for fine adjustments. A gap analysis will be developed and followed by comprehensive course development. A wide community impact is expected as outlined by various stakeholders from the higher and pre-university education communities.