Wider Objective:

Indicators of progress:

How indicators will be measured:

What is the overall broader objective, to which the project will contribute?

What are the key indicators related to the wider objec-tive?

What are the sources of information on these indica-tors?

• Improved international competitiveness and higher living standards in Egypt

• Improved future competitiveness indicators (eg as calculated by the ENCC)

• International and national indicators, eg. ENCC, WCR (by WEF) etc.

• Student oriented educational reform in line with the Bologna process to assist social cultural and economic development

• Acceptance and implementation of necessary educational reforms e.g. introduction of ECTS in undergraduate curricula

• Number of degrees that are considered for or have introduced the ECTS system

Specific Project Objective/s:

Indicators of progress:

How indicators will be measured:

Assumptions & risks:

What are the specific objective/s, which the project shall achieve?

What are the quantitative and qualitative indicators showing whether and to what extent the project’s specific objective/s are achieved?

What are the sources of information that exist and can be collected? What are the methods required to get this information?

What are the factors and conditions not under the direct control of the project, which are necessary to achieve these objectives? What risks have to be considered?

• Development of an industry-linked Mechatronics Program with Training of Trainers

• ECTS compliant study program has been developed

 • Training of trainer program has been implemented

• Course materials / course book has been printed 

 • ECTS compliant course descriptions for a mechatronics curriculum are available •

 • The introduction of new teaching assumtions derived from the Bolognia process and the ECTS system still supported by the relevant authorities

 • New courses and concepts approved by the higher education council Willingness of a large number of professors to apply modern teaching methodologies. Book can be printed and published at a price, acceptable for students

Outputs (tangible) and Outcomes (intangible):

Indicators of progress:

How indicators will be measured:

Assumptions & risks:

 What are the envisaged quantifiable and non-quantifiable effects and benefits of the project? What improvements and changes will be produced by the project?

What are the indicators to measure whether and to what extent the project achieves the envisaged results and effects?

What are the sources of information on these indica-tors?

What external factors and conditions must be realised to obtain the expected outcomes and results on sched-ule?

• 3. Model mechatronics curriculum compliant with the ECTS system and the Bologna process

• 4. Introductory course: Mechatronics for Engineers

• 5. Introductory course book

• 6. Dissemination

• 7. Sustainability

• 8. Quality control and monitoring

• 9. Management of the project

• 1. At least four train the trainer and four supervised apply the training workshops have been held, training at least 20 trainers and at least another 35 professors

 • 2. 250 placements for students in local Egyptian companies and at least 4 abroad have been arranged • 3. ECTS compliant course descriptions for a 4 year undergraduate curriculum worth 240 ECTS credit points are available

• 4. ECTS compliant introductory course wotrth 2-5 credits has been run successfully, reaching 100 students

• 5. An introductory course book for the first two mechatronics courses has been written

• 6. Promotional material being distributed and feedback obtained.

 • 7. Accreditation and corporation with IMC

• 8. A 360° quality monitoring system and a feedback system for students and industry has been devised

• 9. Project partners attend project coordination meetings and submit regular reports

 • Attendance or training certificates, issued by the training facility for all trained trainers and certificate of attendance issued to professors who participated in the follow-up training

• Reports from students and industrial partners, including evaluation of training

• ECTS course descriptions available for distrebution and implementation

 • Course book in print

• Business sector partners continue to support cooperative higher education

What are the key activities to be carried out and in what sequence in order to produce the expected results?

What inputs are required to implement these activities, e.g. staff time, equipment, mobilities, publications etc.?

What preconditions are required before the project starts? What conditions outside the project’s direct control have to be present for the implementation of the planned activities?

 • Model mechatronics curriculum compliant with the ECTS system and the Bologna process Analysis of available mechatronics syllabi and recommendations… Conception on the integration of modern

• Total: € 498910 (co-financing: € 28500)

• Publishing house willing to publish book at acceptable price