Egypt is facing special immune disorders due to environment hazards, climate, poor hygiene, chemical pollution, infectious diseases, parasitic infestation, contamination of food & water supply, exhaust and sewage, involved in diseases of high concern in Egypt eg; TB, Bilharziasis, HCV, H. Pylori, Cancer, autoimmune disease, etc., and connected to socio-economic difficulties. There is no educational program in Egypt addressing high technologies needed to investigate immune response to such diseases while needs are very high. So there is need for setting up education program in these technologies. Hence was crucial need for a project for Immune Modulation Certificate for Postgraduate Students Enabled by Blended Learning [IMCert.] AL-Azhar, Ain Shams, Damanhur, Cairo and Aswan Universities are partner Universities. Under guidance of Leipzig university, Lorraine and National and Kapodistrian University of Athens.The project is divided into 8 WP, answering path of logical project creation; preparation, development of staff capacity, development of IMCert., development of 5 teaching and learning centers, implementation of curriculum, evaluation, dissemination and management. Results: Mapping of stakeholder needs; Situational analysis; Frame work of competences and standers of IMCert. Development of ability of staff to design and assess course curriculum under European guidance. Development of community members by Arabic informative course. Development of blended, modernized, innovative IMCert. & e-toolkit. TLC-blended learning labs established for E-learning and practical competence in 5 partner universities. 50 Postgraduates from IMCert. Contentious evaluation of project. Project objective and outputs are will disseminated from day 1.Impacts; 1- Increased research addressing immune modulation subjects of concern in Egypt. 2- Increased publications addressing immune modulation issues. 3- Increased job opportunities for post graduates certified with IMCert.

Economic empowerment appears at the top of the list in the European Commission's priorities in the Gender Equality Strategy (2020-2025) namely reducing the gender gap in the labor market and promoting the participation of women in the workforce. In the MENA region, where the universities involved are located (Jordan, Egypt, and Tunisia), women are largely unemployed. Hence, the idea came for Developing a Cosmetology vocational diploma to increase the employability for Women (COSMO) where a suitable environment will be provided for women in a way enables these women to financially support themselves and to go on to create their own businesses or participate successfully in the labour market. Moreover, this program will seek out refugee women, and women with disabilities to allowing them to learn a skill, have a career, and become an influential part of society.The Diploma of Cosmetics employs a curriculum that covers all the scientific and practical aspects of cosmetology and the use advanced technologies, products, and tools in the correct manner. It also will cover the development of basic life skills needed by students in the labor market such as social communication skills, customer service, time management basics, and selling beauty products. These objectives will be achieved with the help of our European partners whose expertise are key to the implementation of COSMO.

The Middle East and North African region has faced one of the most critical refugee crises, with global consequences, especially for EU. Egypt has received more than 400,000 refugees from Syria alone with 30,000 of them being of school age and only 50% enrolled in public schools. While Syrian refugee children are allowed to enroll in public schools, the majority go to refugee schools organized by the Syrian community, since Egyptian teachers lack skills to tackle the needs of refugee learners. Refugee children are a unique learner group due to their prior traumatic experiences. There is need of a pedagogy focusing on refugees that most teachers, even refugee ones, do not possess. Refugee teachers in Egypt, estimated to 4,000, face considerable constraints in accessing certified in-service training. NGOs and other organizations have gone some way to addressing refugee children’s schooling, but their interventions are very limited and not tied to educational pathways that lead to certified lasting programs. Both Egyptian and refugee teachers should undergo training to gain awareness of the refugee experience as well as the cultural backgrounds of refugee learners so that they can be responsive to refugee needs and sensitive to trauma reactions. These problems and challenges could be tackled through the development of an innovative in-service teacher certification program enabled by blended learning, established in the faculties of education. ReTeCp responds to a cross-cutting priority by giving access to refugee teachers to the Egyptian HEIs through a post-graduate diploma focusing on these issues. By the end of ReTeCp project, about 700 teachers, including refugee teachers will be trained and in the next 4-6 years years all refugee teachers and an increasing number of Egyptian teachers will be undergoing life-long certified training that will highly contribute to the right of refugee children for quality education (SDG4) in the host countries.

Climate projections for the Middle East and North African (MENA) region indicate warmer and drier conditions with increased frequency of natural disasters. Agriculture is one of the most vulnerable economic sectors to climate change, mainly due to the limited availability of water and land resources in the two target MENA countries (Egypt and Jordan). There is future risk of higher skills shortages in ‘niche’ areas related to the impact of climate change to agricultural sectors and food production. In particular, there is need for highly specialised scientists in the field of agriculture and food security who want to combine scientific and social or policy skills to better understand and make significant contributions to climate adaptation and mitigation in agriculture and food security. It is critical to integrate agricultural science with related subjects that impact on sustainability and food security such as geo-politics, legislation and regulation, consumer pressures, economics, agro-ecology and environmental stewardship, especially at the post-graduate level. An inter/multidisciplinary MSc programme in Climate Change, Agricultural Development and Food Security (CCSAFS) is urgently needed. CCSAFS is driven by the Bologna process and a multi-stakeholder approach advanced through a participatory or negotiated curriculum, innovative methodologies such as the 10Cs transversal skills in a problem-based learning environment enabled by ICTs, blended learning, SDGs and agro-food entrepreneurship in teaching, learning and outreach activities. Graduates will be equipped with interdisciplinary knowledge and agro-food entrepreneurship and ethics to promote sustainable agricultural production, food security and climate change adaptation. CCSAFS will help to overcome the threats to agriculture and food security in a changing climate, exploring new ways of helping vulnerable rural communities to compact hunger and adjust to local, regional and global changes in climate.