Erasmus+ eProfEng

In the 21st century the countries of the world have been experiencing a transition from production-based economies to ones based on knowledge and information. This transition changed the nature of jobs and the required skills. Competing in this global economy requires a science and engineering workforce that is consistently with the technological forefront. According to International Labor Orgnization report (ILO) at 2016: The Unemployment rate in comparison with the number of population in Upper Egypt is about 14%. The average unemplyment rate in lower Egypt is about 23%. Egypt is ranked 119 among 144 nations, according to global competitiveness.

Therefore, future engineers need innovative aspects to provide them with better skills for fast changing labor market demands. Creativity, intelligent decisions in a professional environment become more and more vital to protect and enhance the quality of life rather than endangering it. Preparing engineers to become facilitators of sustainable development, appropriate technology, social and economic changes is one of the greatest challenges faced by the engineering profession today.

The importance of the lifelong learning (LLL) for engineers is to consider learning opportunities for the engineering profession because the engineers’ career trajectories will take on many more directions due to rapidly changing technologies. Even engineers with PhDs and extensive experience are vulnerable to being outdated. Moreover, new requirements and fields are constantly emerging and many problems require engineers to work & learn across the standard boundaries of disciplines. In addition, Engineering is always multi-disciplinary in nature, combining innovation, sustainable development, managerial aspects, and entrepreneurial aspects

Specific problems to be addressed
  1. Missing of LLL framework and strategies for professional engineers to satisfy their intellectual curiosity and career growth affirming the role of engineers as the driver of innovation, social and economic development.
  2. Less or no managerial skills, team working and leadership abilities introduced in engineering schools.
  3. Lack of qualified skillful engineers in LLL domain who have the knowledge and experience in innovative, sustainable development, managerial and soft skills.
  4. Poor LLL infrastructure and low connection levels between professional domains with EG Universities.
  5. The lack of time and finance are the vital obstacles for individuals considering LLL .
These problems have been selected to be addressed for
  1. Fitting Two national priorities for Lifelong learning and ICT-based practices.
  2. The selection of these problems has been done carefully after discovering the great need of engineers to fulfill the different future demands at various scales and checking that there is no concrete training program in universities for graduates. So, the engineering profession must revisit and update its mindset and adopt a new mission statement - to contribute to build of a more sustainable, stable, and equitable world.
  3. The consortium partnership to be used in transferring EU knowledge in LLL domain to EG partners.
  4. The success and experience gained in previous TEMPUS projects since 2005 in e- domains that will introduce a sustainable and easy access for LLL programs and/ or materials.

The overall objective of the project is to "bridge the qualification gap of professional engineers to the EU labor market"

Its purpose is to present engineering as a human and social as well as a scientific, technological and innovative activity. In social, economical and cultural contexts; engineering is one of the few activities that connect with almost all of them.

The proposed program will bring together courses in engineering, sustainabile development, appropriate technology, international education and development, business, and various fields of humanities and provides an opportunity for professional engineers to enroll in a concrete training program of study in EG universities and, at the same time, take some of their socio-humanities electives, technical electives, and independent study classes in courses emphasizing engineering for EG.

The proposed interdisciplinary program is offered to professional engineers interested in community service and international development. To examine these issues and challenges, a wide variety of people will contribute to this project, including engineers, economists, scientists from the public and private sectors, and from the profession and universities.

The proposed program will be developed in partnership with a wide range of academic and nonacademic groups in EU and EG to address three different engineering displines different courses,Mechnical, Electrical and Construction.

Wider Objective

Bridging the qualification gap of professional engineers to the labor market needs.

Specific Objectives
  • Defining the qualification gap between Egyptian engineering and the labor market.
  • Developing an innovative LLL framework in partner universities.
  • Establishing four professional e- Lifelong Learning training Centers (e-LLC).
  • Developing an online Learning Management System (LMS).

Project Partners

European Universities
  • KTH: was founded in 1827 and is the largest technical university in Sweden with all kinds of engineering disciplines.
  • FERIT: is a dynamic and modern university in Crotia The Engineering school is responsible for a large part of the education and research in different fields.
  • NTUA: is an active EU partner carrying research and development activities in the fields of telecommunications , computer systems and techniques. Within its entire lifetime NTUA has successfully focused in development of applications in the field of Electrical Engineering. In addition the series of projects dealing with distance or e-learning.
  • Ovido: was the grant applicant for different EU projects with various EG Uni. with valuable experience and motivation with the project rational.
Egyptian Universities
  • Ain Shams Uni.: ASU is the 2nd biggest university in EG and actively participate in different funding programs special in TEMPUS program (as, Promoting ECTS at EG Universities). ASU has the experience as a coordinator of another TEMPUS running projects.
  • Aswan Uni.: (ASWU) established in 2012. Aswan branch was the extremely active branch in South Valley University by developing and coordinating multinational projects and relations. ASWU participated in different funding programs related to the promotion of HE system, quality assurance and developing strategies and policies in Upper EG.
  • Nile University (NU): is a unique institution of higher learning dedicated primarily to excellence in technology-related fields. NU institutions in Egypt that embraces partnership with the private sector, government and industry, in a major initiative of great national and regional interest.
  • Arab Academy for Science, Technology and Maritime Transport: was established in 1972, posseses 6 campuses distriputed georaphicaly across egypt, Cairo , Giza, 6th october, Portsaied, Aswan and the head quarted in Alexandria. Besdies the Egyptian Studetns , AASTMT accepts around 1000 Students/year from Arab and African Countries.
Non-Academic Partners
  • Egyptian Engineering Syndicate (EES): is the main responsible for professional engineers. EES considers this project as a paving tool for reinforcing the professional dimension to engineers and institutions.
  • MCIT: To contribute to Egypt’s economic growth and global competitiveness by enhancing workforce performance and creating job opportunities through high quality, practical, state-of-the-art e-learning.
  • Citylab: represents the research dimension as the 5th EU partner.