"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."

Beyond teaching history, science or languages, teachers guide our children… shaping the attitudes, skills, & values they will use in the world beyond the classroom (Her Majesty Queen Rania Al Abdullah)Early Childhood Education is considered an important base for life-long learning & whole person development & the most important & most vital of all stages in the proper development of a child whether is in the emotional, behavioral or cognitive domain. Early years of child life are crucial as it is of the utmost importance in the child's physical, emotional & intellectual development.In line with the current digital era, teachers are required to integrate ICT in their daily teaching &replace their traditional methods with modern tools &facilities. (ICT4EDU) proposal addresses the need in Jo-HEIs for newly graduated student teachers to be able to teach using ICT, & for improving teachers & students digital competence, especially when dealing with children with special educational needs or disabilities, ICT plays a key role to facilitate their education process. Carrying out (ICT4EDU) project trans-nationally is essential for under-setting practices, & impacting policies & curricula in school of educational sciences & the integration of ICT teacher education to meet the requirements for digitally competent youth & children. The Main objective of (ICT4EDU) project in to enhance the quality of ICT competencies of early childhood teacher’s educators in the (8) higher education institutions in Jordan, Palestine and Egypt in line with advance EU practices, thereby enhancing the quality of the education in pre-schools in Jordan, Palestine and Egypt.

The project aims at creating integrative, multi-disciplinary, people-centered, EG/EU accredited undergraduate and professional development programs in Architecture and Urban Design for developing a new generation, who is capable to initiate a paradigm shift in the role of architecture and urban design from aesthetic-dominated into an INTEGRATIVE multidisciplinary, PEOPLE-CENTRED domain, building on solid ICT enabling technology foundation, and apply acquired knowledge and skills in BLENDING architecture and urban design core knowledge, with SOCIAL and ENVIRONMENTAL essential ingredients to initiate educated, scientific-based migration from dominating informal patterns in EG into an enabling, supportive and adaptive environment. The undergraduate program (344 ECTS), 92 ECTS of which are university-core courses, and the discipline-specific 252 ECTS are constructed in a modular design, integrating architecture and urban planning core courses (144 ECTS) with Structural and Construction Systems (18 ECTS), Building Ecology (24 ECTS), Human Behavior (12 ECTS), Contemporary City (12 ECTS) and a supporting Practicum modules, bridging the traditional gaps among different professional stakeholders in the field. Virtual Architecture Studio for immersive shared learning environment hosting 3D scanned EG sites is developed. 4 professional development courses (6 ECTS each) targeting practitioners in integrative applications in Building Ecology, Human Behavior and Contemporary City are developed. The targets are undergraduate students in schools of engineering and fine/applied arts as well as professional architects. The plan is to start running the program starting second year of the project in parallel at participating EG institutions 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 aims at creating a Quality-Tailored ICT-based smart automated academic university environment infiltrating the global perspective of Quality Assurance and Best Practices for university management within the HE system in EG through the design and development of a smart digital platform for monitoring, analysis and control of internal processes allowing for transparency, efficient management of human and capital resources, fact-based decision making, yielding a HEI model with Education Quality KPIs being the controlling metrics for its automated processes, rendering Education Quality an INHERENT feature in ALL actions occurring within.The proposed automated system starts with identification of the inputs, outputs and procedures of all academic and administrative processes and quantification of performance metrics along with the KPIs and associated Education Quality criteria to be compatible with the proposed automatic control algorithm for university automation. A set of university-wide control variables are defined, which influence the performance of each and every process within the HEI. Processes such as academic, administrative, stakeholders' relations, student affairs, Quality Assurance and university management decision making are fully computerized and programmed with inputs, outputs and performance metrics that are used in a feedback closed-loop control to map against model values prescribed by the national Quality Assurance criteria and KPIs for Best Practice models. Any deviation in the performance metrics is spotted automatically and corrective actions are either taken autonomously, or via HEI decision making system to close this gap. Via the proposed system, HEI management shall have instantaneous access to the current Quality-Tailored performance within the institution, allowing for fast, fact-based decision making. Quality Assurance authority shall have a real-time remote visual access to the Quality-based KPIs at the participating EG HEIs.