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.

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.