In the MENA region the unemployment rate among HE graduates is among the highest in the world as a direct result of the mismatch between education outcomes and expectations of the labor market. With the fast evolving pattern of the market-needs as a result of revolutionary technologies such as Industry 4.0, AI, robotics and machine learning, a new shift in human resource requirements map is at hand leaving HEIs with an inevitable time-pressing challenge to adjust the learning processes to yield particular competencies that expand way beyond the technical knowledge that has been the focus for many decades. It is thus the aim of this project is to develop a generation of globally-exposed HE graduates, equipped with essential character, social and cognitive skills blended with academic competencies, with a higher degree of readiness for the fast-evolving community and job market, and who are capable to integrate effectively in multi-cultural, diverse eco-system. Hence, Competence-tailored Student Journey Map that blends academic and academic-complimentary competencies during the student lifetime is introduced. A pilot set of competence-tailored 35 short- and 10 long-term extracurricular activities & “quests” are designed and programmed into the LMS & SIS of partner HEIs, along with 35 courses (120 ECTS) in Engineering and ICT restructured to align with SDGs in competency-based format, targeting the full envisioned picture of the future “Global Citizen” possessing competencies that were clearly identified via an exhaustive gap analysis developed at the beginning of the project. A target of at least 60 students at each of the 7 partner HEIs in Egypt, Jordan and Algeria is planned. Student-Stakeholders Engagement Portal, where employers and students share their profiles and where both have open arena to engage in internships, summer jobs, capacity building programs is essential in the proposed integrative (academic/extracurricular/industry engagement) approach.

Egypt is experiencing a transition from production-based economies to ones based on knowledge and information. This transition changed the nature of jobs and the required skills. Competing in this global economy requires a science and engineering workforce that is consistently at the technological forefront. So, EG should examine the extent to which their current workforce meets their needs for human capital.The wider objective of this project is Bridging the qualification gap of professional engineers in EG with the EU standards The project aims to develop a LLL framework and four e-Lifelong learning centers (e-LLC) in four different EG universities to create progressively evolution from establishing of framework to develop actions and connections with engineering communityThe Specific objectives of the project are:1. Defining the qualification gap between Egyptian engineering and the labor market2. Developing of an innovative LLL framework in partner universities3. Establishing of four professional e- Lifelong Learning training Centers (e-LLC)4. Developing an online Learning Management System (LMS)The engineering profession must revisit and update its mindset and adopt a new mission statement - to contribute to build of a more sustainable, stable, and equitable world. Engineers must adopt a completely innovative attitude toward natural and cultural systems and reconsider interactions between engineering disciplines and nontechnical fields.The project will be carried out to reach the following outputs1. EU experiences benchmarking in (3) engineering disciplines2. Gap analysis report & EU Best practice manuals3. Lifelong Learning framework and Professional standards4. Training Course Contents and Materials5. Training Program (4 training Modules)6. Four E-Lifelong Learning Centers7. Online Learning Management System8. Recognition Process and measures & Pilot implementation,

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.

Large areas of agricultural land in W. and N. Africa are heavily degraded, with water scarcity, low soil fertility and poor plant health, due to use of unsuitable agronomic systems and inappropriate management. In W. Africa, poor water, organic matter and nutrient retention limit food productivity, whilst in N. Africa, salinisation, wind erosion, formation of crusts and compaction threaten rainfed cropland and silvopasture. The low food productivity, poor resilience and unsustainability of current approaches have severe socioeconomic and environmental consequences. The overall goal of SustInAfrica is to empower smallholder farmers, small and medium enterprises and various government and non-governmental organisations in Ghana, Burkina Faso, Niger, Egypt and Tunisia to successfully intensify food production and deliver ecosystem services in a sustainable and resilient manner. This will be achieved through: A) comprehensive analysis of i) local/regional target ecosystems; ii) currently applied and potential landscape, soil, water and plant health management strategies and agronomic systems; iii) relevant actors across supply/value chains; iv) business models and policies; v) challenges and threats to production; B) development of technologies, including a smart platform supporting farmers in decision-making, concerning factors assessed in A); C) implementation of field trials at target sites, combining traditional knowledge, sustainable strategies and systems (agroecology, agroforestry, organic farming) and modern technologies (developed apps/platform); D) communication/dissemination/education/training to inform stakeholders/consumers and empower smallholders (especially women/youths); E) exploiting/continuing approaches/technologies for improved productivity/ecosystem services, long-term self-sufficiency beyond the project, reduced hunger/poverty and gender/wealth disparity, reduced environmental impact, long-term local food sectors growth/increased economic benefit.

The project aims at creating a Quality-Tailored ICT-based smart automated academic university environment infiltrating the global perspective of Quality Assurance and Best Practices for university management within the HE system in EG through the design and development of a smart digital platform for monitoring, analysis and control of internal processes allowing for transparency, efficient management of human and capital resources, fact-based decision making, yielding a HEI model with Education Quality KPIs being the controlling metrics for its automated processes, rendering Education Quality an INHERENT feature in ALL actions occurring within.The proposed automated system starts with identification of the inputs, outputs and procedures of all academic and administrative processes and quantification of performance metrics along with the KPIs and associated Education Quality criteria to be compatible with the proposed automatic control algorithm for university automation. A set of university-wide control variables are defined, which influence the performance of each and every process within the HEI. Processes such as academic, administrative, stakeholders' relations, student affairs, Quality Assurance and university management decision making are fully computerized and programmed with inputs, outputs and performance metrics that are used in a feedback closed-loop control to map against model values prescribed by the national Quality Assurance criteria and KPIs for Best Practice models. Any deviation in the performance metrics is spotted automatically and corrective actions are either taken autonomously, or via HEI decision making system to close this gap. Via the proposed system, HEI management shall have instantaneous access to the current Quality-Tailored performance within the institution, allowing for fast, fact-based decision making. Quality Assurance authority shall have a real-time remote visual access to the Quality-based KPIs at the participating EG HEIs.