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.

The three-year SGT-MAP aims at development of a master program in smart grid technology through the collaboration between a consortium consists of 4 Eg. and 4 EU partners of different fields; Electrical power and control eng., IT eng., communication eng. All the consortium partners contribute in developing and reviewing program 24 courses. The self study report of the developed program will be prepared and submitted to the national accreditation board in Egypt. A workshop will be organized after developing the teaching materials in order to discuss the future of smart grid and its influence on the proposed program courses contents and review the matching between contents, objective and outcomes before implementation. Related smart grid laboratories are established at EG universities to support the developed courses. Four courses are selected as a professional training courses and the related self study report will be prepared and submitted to a training accreditation board. These courses will be implemented during the program duration. Each course and its related laboratory experiments will be delivered by EU and EG trainers. The courses will be followed by a questionnaire for assessment purposes and quality assurance, which helps in continuous improving of the courses implementation. Moreover, the EU trainer will evaluate the course delivery and transfer his experience to the EG trainer. Another workshop on impact of smart grid will be held in Egypt during the 5th month of third year in order to discuss the smart grid technology impacts and the feedback of the stakeholders’ surveys. The project outcomes are presented at workshop which focuses on the impact of smart grid technology on community. Many information sessions will be organized in order to disseminate the project outcomes and the program activities. This will help in ensuring project sustainability.

Egypt’s population is growing rapidly, yet natural resources like water and land suitable for habitation and agriculture are limited while others like renewable energy sources are not yet readily accessible. Therefore, the “Sustainable Development Strategy: Egypt’s Vision 2030” was developed by the Egyptian Government to prepare for the social and economic consequences. It includes challenging goals and targets in areas like land reclamation, agriculture and food processing as well as research, technology development and higher education. These goals can only be met, if new holistic approaches are being pursued that embrace the latest technological developments and are both sustainable and interdisciplinary. Feedback from stakeholders of the quadruple helix of producers and industry, universities, policy makers and society, clearly demonstrates a need for specialists in “Sustainable Resources Management” who have a generalist background in uncertainty prediction and different fields of sciences, like ecology and environmental sciences as well as engineering, including civil, water, electric, electronic and agricultural engineering. They need to be able to plan, set up, maintain and optimise complex systems like aquaponics farms and automated ground water pump systems that are both PV driven and connected to the grid. Thus far, cross cutting study programs are plainly focused on agricultural graduates, while appropriate offers for engineers and environmental scientists are missing. This limits progress and restricts technological optimisation and long term environmental effect prediction. Therefore, this project will develop an interdisciplinary study program, offering MSc and advanced diplomas in Sustainable Resources Management. It will focus on crosscutting issues, employ the latest learning methodologies and address technical as well as social and skills, required to implement sustainable technical solution to the challenges in food production and processing.

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.

Better understanding of the socio-economic impacts of implementing renewable energy and energy efficiency (REEE) technologies enables faster and more sustainable development of the REEE market. However, this knowledge field is underrepresented in the existing technically overwhelmed teaching curricula at universities and hence, is considered a deficit that should be reduced. By doing this, a proper preparation of qualified working force needed to sustain the development of the REEE market will be ensured. The importance of this project comes from tackling this problem by integrating the socio-economic dimension in REEE teaching programmes offered at HEIs in beneficiary countries. In this context, this project aims at developing and implementing interdisciplinary teaching modules and training courses on the socio-economic impacts of REEE on university teaching level. While the teaching materials target graduate and post-graduate students, the training courses are designed to train the teachers involved in the process. The teaching modules will be prepared by the project partners in close cooperation with associated partners form the society, academia, public and private sectors. The teaching modules cover the following aspects: - Analysis of macro- and micro-economic impacts of REEE projects - Analysis of social impacts of REEE projects- Analysis of ecological impacts of REEE projects- RE project management - International and regional REEE markets - Sustainable development of REEE market In the implementation phase, the modules will be incorporated in existing curricula at partner universities and thereafter at associated universities. In a following step, these modules will be disseminated through targeted e-learning and training sessions. The expected impact of this project is mainly making the teaching of REEE at participating universities more comprehensive by covering the socio-economic dimension. This shall enhance the students’ knowledge level and