The EU4M JMD is promoted by a well-integrated partnership, fully supported by five partner Universities (University of Oviedo, Spain, the Karlsruhe University of Applied Sciences, Germany, National Engineering Institute in Mechanics and Microtechniques, France, Ivanovo State Power Engineering University, Russian Federation, and Nile University, Egypt), and supported by further 11 educative and 23 non-educative associated partners located in France, Germany, Spain, Egypt, Russia, USA, Indonesia, Bangladesh, Colombia, Brazil and Cuba. The EU4M JMD builds on the 10 years of experience gathered with Erasmus Mundus Master Course in Mechatronics (2008-2015) and the EU4M Joint Master Degree (2016-2020).The EU4M Joint Master Degree is a 120 ECTS to be taken in two consecutive academic years. Three of the degree awarding institutions (UNIOVI, HSKA and NU) will be offering the same academic programme in three different languages (Spanish, German and English) to give the students the same preparation and different language options. Then students will move on the second year to one or two of the other partner or associate institutions, in order to complete the required mobility periods.EU4M Students will receive at least a degree by the University where they have spent the first year of study and a second one by the University where they have spent the second period of study for their specialization. The Consortium will award a Joint Master Degree in Mechatronics Engineering by the five Universities.With this Master course we respond to the substantial increase in demand for engineers in industry all over the world. The qualifications and education objectives of this Master's course are fundamental and constitute the elements of our higher education for Mechatronics Engineers who will be able to work as specialists, as systems managers or as coordinators in interdisciplinary and international project teams in research and/or industry.

The aim of the Master's Degree in Mechatronic Engineering (EU4M) is to familiarize students and invited scholars with the methods, the development and the application of mechatronics in different fields, including automotive engineering, aerospace, mobile communication systems, MEMS and adaptive systems in optics, bionics and robotics. The EU4M EMJMD is promoted by a well-integrated partnership fully supported by five partner Universities (the University of Oviedo, Spain, the Karlsruhe University of Applied Sciences, Germany, the National Engineering Institute in Mechanics and Microtechniques, France, the Ivanovo State Power Engineering University, Russian Federation, and the Nile University, Egypt), and by other 11 educative and 23 non-educative associated partners located in France, Germany, Spain, Egypt, Russia, USA, Indonesia, Bangladesh, Colombia, Brazil and Cuba. The EU4M EMJMD builds on the five years of experience gathered with the EU Master in Mechatronic and Micro-Mechatronic Systems. Three of the degree awarding institutions (UNIOVI, HSKA and NU) offer the same academic programme in three different languages (Spanish, German and English) in order to give the students the same preparation and different language options. On their second year, students move to one or two of the other partner or associate institutions in order to complete the required mobility periods. This master's course responds to the substantial increase in demand for engineers in industry all over the world. The global market is in need of engineers who use new tools and technologies to develop new products within short time under the consideration of both customers' requirements and the sustainable use of natural resources and the natural environment. The consortium partners are organized as global players and accompany their students for two years in their studies and life, both in European and non-European universities, following the same objectives wherever they stay. The subsequent qualifications and education objectives of this master's course are fundamental and constitute the elements of our higher education for mechatronics engineers who will be able to work as specialists, systems managers or coordinators in interdisciplinary and international project teams in research and/or industry. The master students study at two of the five partner universities of Germany, France, Spain, the Russian Federation and Egypt. The students can also spend part of their studies at a non-European associated partner university. Lectures are given in the local languages: French, German, Spanish and English (in Egypt and Russia). Besides earning a world-class qualification, students have the opportunity to learn new languages and improve their intercultural skills. All partners fully recognize the study periods carried out in any of the other partner universities. Students spending a study period equivalent to at least 30 ECTS credits are awarded a master's degree recognized according to the national legislation. As a result, students completing the EU4M academic itinerary receive at least a degree by the university where they have spent the first year of study and a second one by the university where they have spent the second period of study for their specialization. The consortium is currently working in order to award a Joint Master Degree in Mechatronics Engineering by the five universities.

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.