"Crop protection science deals with plant disease, pests and pesticides misuse that cause significant economic losses in crop production in Egypt and the world. Qualified expert is responsible to apply phytosanitary control measure and serve as ""plant doctor"" operate the plant clinic and provide services to crop producers. Crop protection is going to a rapid modernization and expansion as a result of global investment in sustainable agriculture, food security and environmental protection. The problem is “qualifications mismatch” as phenomena of HE graduates integration to deal professionally in labour market of crop protection job area. #The overall objective of the project #To establish a new joint professional diploma programme in plant clinic and phytosanitary technologies for the first time in Egypt at 6 agriculture higher education institutions to strengthen skills of students, graduates and employee in agriculture sector to match crop protection labour market needs.;# The major outcomes/results are• Network in the Plant Clinic and Phytosanitary among Egypt partner institutes• New PRO-PDPC centers with plant clinic unit (6) established each partner institute in Egypt• Trained staff on pedagogical and ECTS system, modern Plant Clinic Techniques at EU partner universities• Accreditation of the new diploma program (PRO- DPCP) with new and updated modules by late 2021.-This project will enhance the integration of Egyptian partner institutions in global education market; integrate the main EU expert knowledge in BG, IT and HU education and will create a sustainable network between universities in the field of plant protection. As well as it would impact wide range of stakeholder in crop protection areas of science by means of offered innovative courses and advanced specialized training. Therefore, this diploma is expected to offer its future specialists better chances to compete in the national and international market dealing with plant health."

"The overall wider objective, to which the project will contribute, is to continue the reform of the system of higher education in the area of applied Physical sciences (Environmental science) in Egypt to comply with the Bologna Declaration and according to the demands of the Strategic Framework for European Cooperation in Education and Training (ET 2020), aimed at improving of the quality and efficiency of educational process.The aim of the project is to ensure the design and implementation of an interdisciplinary Master degree study programme ""Smart Environment and Climate Change Management"" through conduction of joint interdisciplinary research, devoted to the synergy between theory and practice in sustainable development, in order to support Egypt with the integration of emerging technologies in environment management in a competence-based education system, hence advancing higher education according to the Bologna Process and European standards for quality of education.The objectives and foreseen outcomes of the proposed project: - to design Master degree study programme curriculum integrated with the European education and research systems, in order to establish international standards of academic knowledge;- to involve researchers and practitioners into communication and to establish their joint participation in the educational process and research;- to train the academic staff of EG universities to be able to use a Master degree ""Smart Environment and Climate Change Management"";- to establish mechanisms and evaluation criteria that give a full analysis of the education process and content of courses as well as help to identify their strengths and weaknesses;- to implement innovative learning methods and a new collaboration platform for learning and academic environment to support the educational process;- to demonstrate the benefits of education based on the principles of Bologna process and European standards of quality in education."

XCELING aimed to contribute to a modernization of the FL teaching in Egypt at different levels:1) Modernization of FL teaching methodologies (TEACHING), with special emphasis on ICT.2) Pre-doctoral training and learning in applied linguistics (LEARNING).3) Open access materials orientated to FL learning for Arabic-speakers in social disadvantage (refugees, migrants, etc.) (OUTREACH).In order to address these three aspects, XCELING has created a Network of 6 Language Innovation Centres (LICs). The LICs have a threefold structure in line with these dimensions: TEACHING (train the trainers), LEARNING (pre-doctoral education) and OUTREACH (co-creation of open access teaching materials).The most important results, produced by the LICs, will be a program of both train-the trainer sessions (our WP2 intensive training sessions in Europe targetted at young and future Egyptian foreign language teachers) and of a capacity building program for future teachers through applied linguistics research methods (our WP3 intensive training sessions in Egypt taught by European professors in two editions: 2019 and 2020-21).Beyond the project lifetime, the Network of the LICs will continue coordinating activities of the same sort for the years to come (see those a summary of those held in the LICs from 2019 to 2022: https://xceling.usal.es/2020-2021-lics-activities-programme/Besides, the LICs Network has created open access FL instructional material for Arabic speaking migrants and refugees (our 7Ling smartphone app) and implement a pilot program with them.Another result is XCELING virtual archive (XVA: http://wva.usal.es), a collaborative archive where our XCELING collection of open access teaching activities (classes, public lectures, conferences, workshops, webinars, etc.) in the field of applied linguistics to foreign language teaching, dealing with methodologically innovative foreign language education, is stored. Once recorded, these activities, developed both in Egypt and in Europe, are also uploaded and made available in our YouTube Channel. These activities are transmitted via streaming as they are developed, but they are also recorded and made available in this XVA. They are internally classified into different categories, such as language of instruction and linguistic contents. These materials can also be accessed by date, or by the Language Innovation Centre (LIC) or University where they were produced.A possibility of co-tutelle for potential doctoral students and the integration of QA measures are other consequences. As for the impact envisaged:1. On the national level, current and future FL teachers have been exposed and will continue to be exposed to innovative teaching methodologies and PhD students to Applied Linguistics research.2. At the international level, the beneficiaries have been and will continue to be the Arabic-speaking groups at a social disadvantage (refugees and migrants).In addition, there has been a number of indirect beneficiaries, such as the Egyptian and European universities (in both cases their staff have acquired important experiences), Egypt’s Ministry of Communications (it has intensified ties with Europe), as well as governmental and non-governmental organizations whose objectives concern groups with problems of integration: they have received teaching support on existing projects of cultural assimilation and education for the labour market.

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.

The MED2IaH initiative stems from the necessity of cover an important aspect of internationalization in Mediterranean countries (Morocco, Tunisia, Egypt, Lebanon, Jordan) higher education system that has not been tackled adequately until now – Internationalisation at Home (IaH). Within EU funded projects, internationalization at large has been covered by different projects embracing European concepts like Bologna system, ECTS, internationalization of curriculum and cross-cultural issues within a multi-diversity paradigm. Though IaH is a relatively recent concept, it has already been embraced widely, particularly in northern and western Europe. IaH aims to bring internationalisation to all students through the home curriculum. It is therefore primarily about teaching and learning, which implies that lecturers are increasingly becoming prominent players in internationalisation. After all, they are the ones who create learning environments with international and intercultural dimensions. The project thus attempts to develop University Strategy on IoHE and Research and individual Action plans for IaH in 12 PCHEIs after exploring the different EU models available for IaH. A common terminology around the concept of IaH will be needed as well. As a way to reinforce IaH strategies partners will establish specific guidelines and protocols for foreign student services - including those related to safety and security for instance. Other mechanisms like social integration schemes will be developed as well. A particular activity to enhance IaH will be the organisation and delivery of virtual webinars in PC HEI. The project will support the development of a strategic framework for HE and IaH specificially and the enhancement of structured regulations and procedures that facilitate incoming exchange mobilities, creation of support schemes for foreign students coming to PC HEIs and complementing other measures that have been previously put in place through other CBHE projects.