Innovative Lifelong e-Learning for

Professional Engineers

(e-ProfEng)

586391-EPP-1-2017-1-SE-EPPKA2-CBHE-JP

D2.2: Assessment of Market Needs Analysis Report

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Contents

List of acronyms.................................................................................................................................. 3

Tables of Figures ................................................................................................................................. 5

List of Tables ....................................................................................................................................... 5

EXECUTIVE SUMMARY ....................................................................................................................... 6

1. INTRODUCTION .......................................................................................................................... 8

2. MARKET NEEDS ANALYSIS ....................................................................................................... 12

2.1. Engineering Employability Facts, Reasons & indicators.................................................... 12

2.2. Current Labour Market Needs for Engineering skills ........................................................ 18

2.3. Future Labour Market Needs ............................................................................................ 38

3. LLL &CONTINUOUS EDUCATION STATUS IN EG ...................................................................... 45

3.1. Challenges for Lifelong Learning ....................................................................................... 47

3.2. Impacts of Lifelong Learning ............................................................................................. 48

3.3. Initiatives in EG Labour Market ......................................................................................... 51

4. LLL IN EG PARTNERS UNIVERSITIES .......................................................................................... 57

4.1. LLL at Nile University (NU) ................................................................................................ 57

4.2. LLL at Arab Academy for Science Technology and Martine (AASTM) ............................... 61

4.3. LLL in Ain Shams University (ASU) ..................................................................................... 65

4.4. LLL in Aswan University (ASWU) ....................................................................................... 66

5. EG LLL EXPERIENCES IN ELECTRICAL ENGINEERING in Egypt .................................................. 69

6. EG LLL EXPERIENCES IN CONSTRUCTION ENGINEERING ......................................................... 69

7. EG LLL EXPERIENCES IN MECHANICAL ENGINEERING ............................................................. 72

CONCLUSION .................................................................................................................................... 73

RECOMMENDATIONS ....................................................................................................................... 74

REFERENCES .......................................................................................................................................... 76

APPENDIX I ........................................................................................................................................... 81

APPENDIX II .......................................................................................................................................... 83

APPENDIX III ......................................................................................................................................... 88

APPENDIX IV ......................................................................................................................................... 92

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List of acronyms

Acronym Definition AASTM Arab Academy for Science Technology and Martine AED Academy for Education Development AILD Arab Institute for Leadership Development APEARC Aswan Power Electronics Applications Research Centre ASU Ain Shams University ASWU Aswan University AUC American University of Cairo BIM Building Information Modelling BMS Building Management Systems CAD computer-aided design CAM computer-aided manufacturing CAPMAS Central Agency for Public Mobilization and Statistics CLC Continuing Learning Centre CNC Computer Numerical Control CNT Centre of Nano-Technology EEI Egyptian Education Initiative EELU Egyptian E- Learning University ELCC e-Learning competence centre FACT FESTO-Authorized and Certified Training GCI Global Competitiveness Index GDP Gross Domestic Product GEM Global Entrepreneurship Monitor HCV hepatitis C Virus HEI Higher Education Initiative HND High National Diploma ILO International Labour Organization ISC Industry Service Complex ISEF Intel International Science and Engineering Fair ITI Information Technology Institute LLL life-long-learning MCIT Ministry of Communications and Information Technology MoE Ministry of Education MOOC massive open online course MRCC Maritime Research & Consultation Centre MSE Micro and Small Enterprise NISC Nano-electronics Integrated Systems Centre NTL New Technology Leaders NU Nile University PLC Programmable logic controller PMP Project Management Professional PTI Port Training Institute QRF Queen Rania Foundation SCADA Supervisory Control and Data Acquisition SCE School of Continuing Education

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SCU Supreme Council of Universities STDF Science and Technology Development Fund STI Sea Training Institute TEA Total Entrepreneurial Activity

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Tables of Figures

Figure 1: Engineering graduates in 2016 according to (CAPMAS) .......................................................... 8

Figure 2: Labor market efficiency in Egypt according to GCI’s 2010-11 edition ................................... 10

Figure 3: No. of engineering graduates from 1996 to 2001 [1] ............................................................ 11

Figure 4: Distribution of engineers graduating in 2016 among different Specializations [1] ............... 11

Figure 5: ILO survey [10]. ...................................................................................................................... 14

Figure 6: Egypt unemployment rate [9] ................................................................................................ 15

Figure7: Important attributes influencing job choice in Egypt [13] ...................................................... 16

Figure 8: Egypt students’ preference on employment sector and type of university [12]. .................. 17

Figure 9: Share of Employment in Egypt [14]. ...................................................................................... 17

Figure 10: Shares of exporting (E) and non-exporting (NE) enterprises [15] ....................................... 18

Figure 11: Engineers Unemployment (% of total labor force) [9]......................................................... 21

Figure 12: Skill requirements for job ready graduates [20] .................................................................. 23

Figure 13: Characteristics of new employees in technical industries [20]........................................... 24

Figure 14: ITI number in 2017 ............................................................................................................... 25

Figure 15: Skills needed according to ITI............................................................................................... 25

Figure 16: Graduates general skills evaluation ..................................................................................... 26

Figure 17: Qualification of the graduates to the labor market. ............................................................ 27

Figure 18: Report and technical writing skills ....................................................................................... 27

Figure 19: Team work skills ................................................................................................................... 28

Figure 20: Present and future growth and employment opportunities [23] ........................................ 38

Figure 21: Schedule of the initiative ..................................................................................................... 54

Figure 22: Specializations of lifelong learning. ..................................................................................... 55

Figure 23: Training for Employability and Productivity. ....................................................................... 59

Figure 24: Fully Automation Technologies Pyramid Map ..................................................................... 60

Figure 25: Aswan Power Electronics Applications Research Centre ..................................................... 68

Figure 26: Aswan integrated-circuits lab .............................................................................................. 68

List of Tables

Table 1: Egypt: Students’ Preferences for Work Location [13]. ............................................................ 16

Table 2: Labour market indicators for youth by gender [17] ................................................................ 20

Table 3: Survey analysis for Basic Skills ................................................................................................. 29

Table 4: Survey analysis for Faculty Aspects ......................................................................................... 30

Table 5: Survey analysis for Work Aspects ........................................................................................... 31

Table 6: Survey analysis for Industrial Sectors ...................................................................................... 32

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EXECUTIVE SUMMARY

Egypt is one of the fastest growing and most promising economy in Africa. Egypt's high growth

rate in recent years was driven by high international tourist inflow, growth in trade & logistics

and ICT market.

This report is for creating the deliverable D 2.2 titled “Assessment of Market Needs Analysis

Report” that is one of deliverable of WP.2 “the gap analysis”.

This D2.2 mainly conducted by the EG partner universities for investigating the recent and

future labour market needs in engineering domains. Also, great attention is paid for

investigating the current unemployability status and its reasons, challenges and facts. The

core of the report is addressing the missing skills in different engineering disciplines.

Especially, the Egyptian industrial market faces many problems that are related to the lack of

coordination with the universities. These problems include:

A high percentage of graduates have specialties that are not in demand in the labour

market,

University graduates lack the skills needed to work in their chosen industry.

Therefore, the conducted investigation focused mainly on the needed skills for engineers

from both point of views by employers and the engineers themselves. These skills could be

categorized broadly into four categories, namely, technical, managerial, soft, and personality

related skills.

This investigation has been conducted to assess the skills needed for the labour market in

Egypt. The purpose of this study is to find out to what extent employability skills needed by

the domestic market are embedded in the Public University curricula. The study is conducted

to assess two components: the first component is to figure out the employability skills needed

for engineering careers in the domestic labour market in Egypt, and the disadvantages related

to the non-acquisition of these skills in the career of engineering. The second component is

to assess the existing training initiatives in different engineering disciplines and universities

all over Egypt.

The investigation has been through different mechanisms, as:

A holding workshop with employers and professional engineers,

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Individual meetings with different stakeholders (industrial companies, engineers, etc.)

with different sizes and different working areas covering Construction, Electrical,

Mechanical, Industrial, and Mechatronics engineering fields,

Online questionnaire targeting professional engineers,

Questionnaire targeting employers.

In the used questionnaires, questions were designed to address mainly the current missing

engineering skills in order to accomplish the needed tasks efficiently.

It was widely approved that there is a gap between the theoretical study in Engineering

faculty and practical work of engineers. There is a lack in theoretical background for

engineers, while new graduates are lacking practical work experience.

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1. INTRODUCTION

In the 21stcentury 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 consistently grows with the technological forefront.

Engineering education is the activity of teaching knowledge and principles to the professional

practice of engineering. It includes the initial education (Bachelor and or Master’s degrees)

for journey of becoming a professional engineer, and any advanced education and

specializations that follow. Engineering education is typically accompanied by additional post

graduate examinations and supervised training according to the requirements of a

professional engineering license.

According to the statistics of the Egyptian Ministry of Higher Education & the Central Agency

for Public Mobilization and Statistics (CAPMAS), the total number of graduate engineers in

2016, was 57,247 (42,181 males and the number of females 15,066), as shown in Fig. 1.

Figure 1: Engineering graduates in 2016 according to (CAPMAS)

Unemployment is on the rise. In fact, even highly qualified engineering graduates are now

finding difficulties to get a proper job.

With a persistent high percentage of unemployment and a declining rate of labor force

participation especially among women and youth, the labor market in Egypt is in serious

condition. Recession has forced many companies to stop hiring new graduates. As a result,

fresh graduates receive no job offer. Even existing employees are getting laid off due to the

financial turmoil in world’s major economies. It should also be noted that major economies

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like US, UK and Germany have long stopped growing. When economic growth remains

stagnant, the need for new talent also diminishes. This is the main reason behind the increase

in unemployment in the developed world.

The difficulty of getting a job has increased youth reliance on entrepreneurship as an

alternative. The percent of employers or self-employed youth increased between 2009 and

2014 from 3.7% to 13.1% among employed men and from 3.2% to 5.7% among employed

women.

At the same time, there is an increase in the number of people graduating from engineering

schools. Another reason that leads to unemployment in developed nations is the outsourcing

of jobs to developing nations where cheap labour is available.

Investing in people through lifelong learning scheme is a crucial determining factor for a

country's competitiveness. Human capital investments have both direct and indirect impacts

on influential international competitiveness indices such as the Global Competitiveness Index

(GCI). This can be also a remedy for the “brain-drain” problem in Egypt.

The quality of primary and higher education in Egypt are seen as major competitive

disadvantages, with the country ranking in these respective pillars no more than 126th and

131st out of the 139 countries surveyed for the GCI’s 2010-11 edition. Furthermore, low

competitiveness in education indirectly affects all other pillars, especially labor market

efficiency, technological readiness and innovation, as shown in Fig.2.

Various firms are planning to increase the size of their work force rated lack of suitable skills

in the labour force relatively highly, and also rated Lack of available labour force relatively

highly.

There is no doubt that, Egypt gave a reasonable attention to Life Long Learning (LLL) to serve the

Egyptian community with the required experience for the labour market. The Life Long Learning

organizations are able to offer high quality non-traditional educational and skill development

programs, as well as courses that attract learners to enhance their skills.

Currently, there are twenty-seven “governmental” universities in addition to Al-Azhar

University, many “private” universities, a number of high institutes of technology, and other

“special private” institutions, namely the American University in Cairo and the Arab Academy

for Science and Technology …. etc. All these institutions have faculties of Engineering on their

main campuses and some have additional faculties of Engineering on their branch campuses

[1].

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Figure 2: Labor market efficiency in Egypt according to GCI’s 2010-11 edition

The number of engineering graduates from Egyptian state universities was growing which for

example the number of graduates grew from 5068 in four disciplines in 1996 to 12213 in 2001

in 14 different disciplines, as shown in Fig. 3. The number of undergraduate students

registered in state universities in the academic year 2001/2002 was 104315 whereas the

number of postgraduate students was 10034 for an academic staff amounting to 3572

resulting in an overall student to staff ratio of 32. The Faculty of Engineering, Cairo University

states11895 undergraduate and 3539 postgraduate students for an academic staff amounting

to 717 resulting in a student to staff ratio of 21.5. This is compared to 34.3, 33.3 and 28.5

ratios for Alexandria, Assiut and Ain-Shams universities. The distribution of the graduating

students over the different disciplines varied over the years according to job market variation.

32% of the graduating students from the Faculty of Engineering, Cairo University specialized

in Electrical Engineering, 21% in Civil Engineering, 13% in Mechanical and Aeronautical

Engineering, 13% Architecture, 13% Petroleum, Mining and Material Engineering 8%,

Chemical Engineering 5% (Fig. 4). The staff distribution among the different disciplines reflects

globally the same trend. One of the most striking features of engineering education in Egypt

has been always the relatively large percentage of female students compared with their

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percentage in western schools of engineering. This percentage varied between 25% for Assiut

University which belongs to the Upper Egypt and 35% for Alexandria University, the national

average being 30.5%. This is to be compared to 50.16% ratio for the total university

population. It should also be noted that this feature is not new although the figures grew

steadily in the last five years. In the early 1960's this ratio was almost 10%. The female

graduates represent more than 50% of Architecture and Chemical Engineering graduates,

around 30% of those of Electrical Engineering, 25% of Civil Engineering and around 15% of the

Mechanical Engineering ones. [1-2].

Figure 3:No. of engineering graduates from 1996 to 2001[1]

Figure 4:Distribution of engineers graduating in 2016 among different Specializations [1]

Currently, there are many learning trends to improve the industry-education. Each trend has

its own advantages and disadvantages. However, the major problem in the Egyptian Industrial

0

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14000

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market is the lack of the education system and labour market coordination. This has resulted

in many problems such as:

A high percentage of graduates have specialties that are not in demand in the labour

market,

University graduates miss the skills needed to work in their chosen field,

The Market needs of up to date courses and trainings offered by educational institutes and

centres.

Engineering education in Egypt has many strong aspects and some weaknesses. Two major

strengths are:

The availability of highly qualified faculty resources in this domain. There is an abundance

of professorial staff that is not fully utilized,

The serious Egyptian attitudes towards education. Egypt spent hard-to-earn income to

provide for quality education for Egyptian University students. This attitude typically

translates into determination and sincere effort on behalf of the students towards their

education material and academic achievement [2].

The main weaknesses in the existing education system are summarized, as following:

Huge student numbers far exceeding the available educational capacity of the existing

institutions,

Inadequate facilities (including laboratories and equipment),

Administration's rigidity that makes it difficult to introduce improvements.

Finally, it is worth mentioning that American University of Cairo(AUC) builds a culture of

leadership, lifelong learning, continuing education and service among its graduates, and is

dedicated to making significant contributions to Egypt and the international community in

diverse fields. Chartered and accredited in the United States and Egypt, it is an independent,

not for-profit, equal-opportunity institution. AUC upholds the principles of academic freedom

and is dedicated to excellence [3].

2. MARKET NEEDS ANALYSIS

2.1. Engineering Employability Facts, Reasons & indicators

Various previous studies indicate that curriculum update must be a continuing process.

According to Amin (2008) [4], curriculum should be reassessed periodically to keep up with

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changes and trends in order to avoid passing outdated knowledge and competencies onto

students. Curriculum should be updated to meet students' needs in the changing workplace

[5]. Saravanan (2009) [6] stated that employers questioned the improvement of education

curricula in developing employability skills for the engineering graduates. The message from

these studies is that curriculum should be reviewed to adequately develop student’s

employability skills, since this employability skills are the main demand of the job market.

Engineering has become one of the most popular degrees. Some colleges are not equipped

with proper lab facilities and some colleges may suffer without proper lecturers. This is one

of the major reasons for unemployment. One of the most important factors for the

unemployment among engineers may be attributed to the fact that the education system in

some colleges is not up to the required standards. The parent’s pressure plays a vital role on

their children to become engineers, so they put in a lot of pressure among their kids. They

force them to follow a direction in which either they do not possess the required skills, or they

simply are not interested in.

Meanwhile, due to the lack of entrance examinations, many students join the engineering

college without facing any entrance examination and, as a result, they lack basic engineering

principles. For example, some students may not be very good in mathematics, physics, English

etc. which lay the foundation to become a good engineer [7].

With a persistent of the high percentage of unemployment rate and a declining rate of

Engineering labour force participation, the Engineering labour market in Egypt faces a number

of issues [8]. Among the primary factors leading to Engineering unemployment in Egypt is the

degradation of the public education system that does not provide its students with the

necessary skills to qualify them for work or help them establish their own business [9]. The

problem of graduate unemployment particularly affects university graduates. According to

the International Labour Organization (ILO) in Egypt survey in 2016 [10], it’s found that the

unemployment rate increased with each level of educational attainment. Fig. 5 illustrates

university level graduates have the highest rate of unemployment in the youth bracket at 34

percent, compared to 2.4 percent among youth with less than primary level education.

Workers with a university degree or higher accounted for about 19 percent of the total formal

work force, but they accounted for 31 percent of the unemployed. Women with a university

degree or higher accounted for 29 percent of all female workers in the formal labour force

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but 40 percent of all unemployed women. Men with a university education or higher

accounted for 16 percent of all male workers but 24 percent of all unemployed men.

Unemployment rates of less educated workers are much smaller. Among workers who did

not complete primary school and could only read and write 5.2 percent were unemployed

and among the illiterate, 5.4 percent. Among illiterate female workers, 4.5 percent were

unemployed.

Figure 5: ILO survey [10].

According to Abd Ghaffir’s [9] study, the main reasons for the engineer’s unemployment are:

Increased supply of Unqualified graduates

Weak infrastructure for innovation and entrepreneurship

Education-occupation mismatch

Lack of entrepreneurship

Another point of view according to the World Bank Group [11], concerning the

unemployment of Egyptian graduates’ paradox is that employers are not finding youth with

the required either the technical or soft skills needed.

According to the official Egypt’s statistical agency (CAPMAS), the labour force participation

rate reached 52% in 2016 for the working age population (15-64). However, that rate is

dominated by men who have a high rate of 73%, while women participation is about of 23%.

While in 2003 rates is about 42% (72% for men and 18% for women). Therefore, it can be

concluded that women have made considerable increase in their participation in the labour

market, even if it is still a low percentage. The low level of women participation has been

attributed to the inability to find suitable, safe jobs, close to home and with flexible working

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hours. Unemployment Rate in Egypt decreased to 10.60 percent in the first quarter of 2018

from 11.30 percent in the fourth quarter of 2017. Unemployment Rate in Egypt averaged

10.93 percent from 1993 until 2018, reaching an all-time high of 13.40 percent in the third

quarter of 2013 and a record low of 8.10 percent in the second quarter of 1999. Fig. 6 presents

the unemployment rate from 2015 to 2018.

Figure 6: Egypt unemployment rate [9]

In terms of employability preference, Fig. 7displays the first, second, and third most important

attributes influencing job choice among engineering students in Egypt. It is noticed that

“wage” is one of the most important attributes. Besides “wage,” “education

opportunities/possibility of upgrading qualifications or skills”. As well as “work location” were

found to be regarded as subsequently important factors. Table 1 shows the Egyptian students’

preferences for work location. Egyptian engineers show a preference for working abroad

especially in the Arabic-speaking countries of the Middle East such as Saudi Arabia, the United

Arab Emirates and Kuwait [12].

Contrary to expectations, different surveys [12] found that Egyptian engineering students

currently have a strong preference for working in the private sector, as shown in Fig. 8. This

preference is stronger among male students. On the other hand, female respondents still

show an interest in public sector jobs. Public university students tend to prefer working in the

public sector, while those at private universities opt for self-employment, household

enterprise, or entrepreneurship. However, each university has a different curriculum and set

of courses, and therefore caution must be applied when we discuss features of students’ job

preferences based on types of university [12].

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Figure7:Important attributes influencing job choice in Egypt [13]

Table 1: Egypt: Students’ Preferences for Work Location [13].

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Figure 8: Egypt students’ preference on employment sector and type of university [12].

And according to International Labor Organization report (ILO) at 2017:

- The Unemployment rate in comparison with the number of populations in Upper Egypt is

about 14%,

- The average unemployment rate in Lower Egypt is about 23%.

On the other hand, Employment in urban and rural medium-sized enterprises with increased

productivity and agricultural mechanization monitored in Fig. 9[14].

Figure 9: Share of Employment in Egypt [14].

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Feeding Industries were identified as particularly important stage in the value chain that

require further development and support. This refers to the suppliers in the entire

engineering sector with specific emphasis on suppliers for electrical equipment

manufacturers, and to a lesser extent also automotive supplier although, the current

education system is not providing a sufficient number of adequately qualified workers for the

food processing industry [15]. Fig. 10 shows shares of exporting (E) and non-exporting (NE)

enterprises surveyed that say they are not satisfied with skills of fresh graduates

Figure 10: Shares of exporting (E) and non-exporting (NE) enterprises [15]

Micro and small enterprises make up about 99% of private enterprises in Egypt and account

for 85% of non-agricultural private sector employment and almost 40% of total employment.

They have been the primary absorber of labor force entrants over the past eight years.

Although the stock of micro and small enterprises has grown at an average annual rate of

over 4% during the past ten years, and micro and small enterprise employment has increased

at an annual rate of over 5%, the micro and small enterprise sector is highly vulnerable. The

reason for these high rates of growth in enterprise creation is because of the high rates of

unemployment, which push young people to setup new businesses, especially in the retail

trade, which leads to further risk of mortality. The average Egyptian micro and small

enterprise has only 2.3 workers, and almost three-quarters of all private enterprises have

fewer than three employees. Over 80% of micro and small enterprises are informal

enterprises, with low value-added, low production quality, and poor export performance [16].

2.2. Current Labour Market Needs for Engineering skills

The fact that currently youth under 30 years old, represent two-thirds of Egypt’s population

underscores how clearly the future of the country is intertwined with the future of its young

people. Today, unfortunately, youth between the ages of 15 to 30 represent nearly 90 percent

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of the country’s unemployed population—a staggering figure that illustrates the enormous

challenges facing Egyptian youth as they seek to be productive and engaged citizens.

Unemployment rates in Egypt are highest amongst the more educated youth. This is because

education and training systems are not adequately linked to the required skills by the labour

market. Moreover, the economy of Egypt has not been able to create jobs needed to meet

the needs of an increasing labour force. In addition, Egypt has produced more people with

college diplomas than they can make use of. This and the skills mismatch between what the

labour market offers and what young people expect, continues to grow.

Employers in Egypt have expressed their need for a more competent labour pool. One of the

main constraints, mentioned by 18% of Egyptian enterprises, was an inadequately trained

workforce. Such constraints are often in high-value and high-growth sectors and if not

addressed, Egypt could get left behind in these sectors and lose ground in existing sectors.

Employers are unable to hire young workers who are immediately productive because they

do not develop adequate employment skills in school. Employers are more satisfied with

young workers’ writing and communication skills than their technical, practical and

knowledge application skills. There are high levels of employer dissatisfaction with the

employability of applicants for work. The consequence is that employers have unfilled

vacancies, hire overqualified workers or spend more on training.

Egyptian employers complained that graduates were "not educated to learn”, “lacked

initiative” and had bad work attitudes, and that they were in a hurry”, having overly high

expectations as a result of their educational qualifications. They were unwilling to start at

lower levels and work upwards.

From the various studies into the Egyptian labour market and education system, it is clear

that employers look for basic and generic skills to be taught in schools. They want employees

who can read and write, who can analyse issues and use problem-solving techniques. They

are looking for employees who have “employability” skills such as self-management, the

ability to work in a team, communications skills and the ability to apply numeracy and

information technology (IT) skills. These basic and cognitive skills are required by employers

everywhere, not just in Egypt.

Employers frequently express deep concern not only about their technical skills but also their

communication skills, team work, problem solving, work attitude and in some cases even

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literacy. Inadequately educated workforce is one of the main obstacles to economic

development and competitiveness. Also, low labour skills levels are major constraint for

business in Egypt.

As a response to skills gaps and skills shortages, some employers are looking for alternative

solutions. Several large international enterprises have initiated company-based training

programs in order to ensure an appropriate supply of skills.

In a study by MasterCard foundation and Nahdet ElMahrousa, an assessment is made on the

labour market needs in Egypt, implemented through a rapid, short-term information-

gathering effort. Their focus was to engage government, corporate, and youth participants in

deepening the understanding of the challenges and opportunities facing Egypt’s labour

market, and to help the efforts of the Egypt@Work initiative [17] to build the alliances and

local capacity needed. Labour market indicators for youth is shown in Table 2.Through this

study, employers across a variety of sectors reported a significant mismatch between supply

and demand that continues to plague private sector businesses. While employers continue to

need qualified, skilled employees, the available pool of potential employees consistently falls

short in meeting the market’s requirements. Current job training and vocational training

efforts are obsolete and do not match current workplace needs, while the availability of high-

quality technical and vocational skills training also needs to be improved. Stakeholders agree

that introducing life skills and job readiness training is critical to addressing the skills

mismatch. Also, it’s showed that around 48% of Egyptian youth are working in jobs that do

not match their education. While 8.8% are overeducated and earn less than deserved, 39%

are undereducated which has an adverse effect on their productivity [10]. Fig. 11 shows

engineer’s unemployment over ten years, that displays the significant increase to reach 13%

in 2015[9].

Table 2: Labour market indicators for youth by gender [17]

Key labour market indicators for youth by gender Total Male (%) Female (%)

Employment-to-population ratio 45.6 70.6 19.4

Unemployment-to-population ratio 8.5 5.2 11.9

Unemployment rate 15.7 6.8 38.1

Labour force participation rate 54.1 75.8 31.3

Inactivity rate 45.9 24.2 68.7

Share of inactive & out-of-school youth (neither in

labour force nor in education/training)

20.9 4.6 37.9

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Figure 11:Engineers Unemployment (% of total labor force) [9]

The most frequent academic background or degree of the employees in all firms was

engineering. The second most frequent academic/technical background was business, which

included commerce, finance, banking, marketing, accounting, and management. The next

most common fields are computer science, and natural science. Of particularly interest for

this assessment were the skills and academic backgrounds sought by high-growth firms.

Natural science, engineering, computer science, and business are heavily represented among

firms which experienced an increase in revenues.

- For those firms that said they will be expanding their workforce, engineering, business, and

computer science are the fields most sought by firms that have experienced increasing

revenues and are recruiting new workers. Those firms which are increasing their workforce

(and presumably recruiting the most workers) indicated that the fields they are recruiting

most heavily are business (83 percent), engineering (65 percent), computer science (44

percent), and natural science (22 percent).

- Businesses interviewed by the assessment team identified business administration,

engineering, and computer science are the three academic fields most important for

economic growth. Also, it was indicated that changes to content and a more practical

orientation may be needed in order for Higher Education Initiative (HEI) to provide graduates

that are job ready and meet the current and future needs of industry.

- It was reported that, in addition to technical skills, communication, team work, and time

management, often called “soft skills,” were also found to be highly desirable by employers,

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and in some cases, for less technical firms, were considered more important than technical

skills.

- To answer the question of which faculties and programs should be strengthened, HEI officials

were asked to list majors that show the most potential to meet Egyptian labour market needs

and those of greatest interest to the private sector. In response to that question, engineering,

ICT, energy, and pharmaceutics/pharmaceutical technology received the highest number of

mentions.

Four major fields of university or technical college education appeared in numerous

responses to different survey questions. For example, the fields identified most frequently by

business owners/managers who planned to expand their workforce:

• Business (commerce, banking, marketing, accounting, management)

• Engineering

• Computer science

• Natural science (physics, chemistry, biology, zoology, botany, astronomy)

These are the same fields appeared on virtually every inquiry about the skills required by

businesses that have the potential to contribute to the growth of the Egyptian economy.

From the various conducted surveys focused mainly on the needed skills for engineers, it was

figured out that these skills could be categorized broadly into four categories, namely,

managerial, soft, technical and personality related skills.

2.2.1. Labour Market Needs for Engineering Skills

The main pillar of the higher education system is to equip students with diverse skills which

assist their career flexibility, as graduates to obtain their first job and move from one post to

another in their career path. This change (to prepare students for lifelong learning) is

becoming more widely accepted, whereas the links between education and employability

skills have been discussed for many years without significant success. Added to the learning

skills one should excel in one or more foreign languages and computer skills, and team work

skills which unfortunately are not sustainably offered by education systems in the Egyptian

universities.

Fresh graduate preparation for the engineers needs both technical and soft skills to be

employed, since introduction of any new product in the market is more than assembling parts

together [18]. It needs a process called "product management"[19]. This process begins with

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forming a virtual team working to fulfil the needs of the customer, coming up with innovative

ideas, setting up rules of engagement within a system, valuing the diversity of each member

in the team, and creating a learning environment to obtain a desirable product in the market

at the end. All these steps need soft skills of critical thinking and problem solving, team work,

management, communication, IT, and foreign language skills, besides learning the other

engineering concepts [6].

According to various individual meetings with professional engineers, it was concluded that

the levels of skills demanded by employers prioritize certain skills of employees, such as

problem solving, management, communication, team work, and few other skills.

Businesses were also asked to rate the importance of the characteristics they look for when

hiring new employees. Respondents mentioned that technical skills provided in HEI programs

did not meet all the skill requirements for job ready graduates. Other skills such as

communication, team work, time management, often called “soft skills,” were also found to

be important for employers, as shown in Fig. 12.

Figure 12: Skill requirements for job ready graduates [20]

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When responses were broken down by the technical intensity of the responding businesses,

non-technical skills remained very important. For technically intense industries, like

engineered products under the manufacturing sector, behaviour skills (28 percent) and

attitude (26 percent) were rated above technical skills (24 percent), while soft skills (17

percent) followed, as shown in Fig. 13. On the other hand, in industries such as garment

manufacturing and weaving where lower technical skills were required, communication and

other soft skills (28 percent) were of greater importance than technical skills (21 percent).

However, behaviour and attitude remained as highly sought characteristics with all industries

surveyed irrespective of their technical level.

Figure 13: Characteristics of new employees in technical industries [20]

The Institute of Information Technology (ITI_ Ministry of Communication and Information

Technology – Egypt), qualifies the graduates of Egyptian universities in a variety of disciplines

to bridge the gap between the academic study and the actual requirements of the labor

market. The Institute accepts graduates of engineering colleges through a series of tests and

interviews required for admission. The number of applicants in 2017, were 5080 and about

34% of the number of applicants were from engineering colleges, as shown in Fig. 14. The

number of graduates of engineering colleges who were accepted was 35% of the total number

of admissions of 1000, about 350. The engineering disciplines that apply for the Institute are,

as follows: Communications Engineering Graduates, Computer Engineering, Civil Engineering,

Architecture, Mechatronics.

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The Institute tracks cover the gap between academic and labor market skills, as displayed in

Fig. 15 that includes:

Technical skills covered by 70%,

Personal skills are covered by 15%,

English language skills covered by 15%,

Figure 14: ITI number in 2017

Figure 15: Skills needed according to ITI.

This gap occurs for several reasons:

Lack of practical training at university,

Lack of focus in the university study on the development of personal skills,

Poor English language proficiency.

The highly ranked business skills start from critical thinking, creative problem solving,

marketable skills, such as writing (essays, reports, formal e-mails, memos, and more various

written work), presentation skills (solo and in groups), participating in business meetings

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(negotiating and networking), besides performing well in a team. These skills, in particular,

are highly demanded by employers of public and private sectors in Egypt and worldwide.

Languages and information technology are the two skill areas that are essential for young

employee to gain an opportunity in the labour market in developing countries, and

increasingly in Egypt. This has been driven by the revolution in ICT and globalization. For

example, the perspective of job vacancies in Egypt requiring IT skills and languages increased

about 90 percent in 2010 (World Bank, 2010), especially with the new policy enforced by the

government towards establishing the e-government and building a data base in all its

ministries on one hand, and with the globalization of business on the other.

The main skills demanded by domestic job market and stakeholders for engineers are

reported in Appendix I.

Figure 16:Graduates general skills evaluation

An intensive survey has been conducted by the consortium of the project to assess the labour

market needs in Egypt. The main findings of this survey are:

Only 10% reported that the fresh graduates are highly equipped with the required skills,

More than 70% of the Businesses that we interviewed think that the skills of the fresh

graduates in Egypt are average and need to be enhanced, as shown in Fig. 16,

About 50% think that the graduates are not qualified enough to the labor market and 30%

think the graduate are poorly qualified, Fig. 17,

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

High Med Weak N/A

Graduates General Skills Evaluation

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More than 50% reported that report and technical writing skills for fresh graduates are

weak and need significant qualification in this regime, Fig. 18,

About 60% mentioned that the graduates have medium level of team work skills, Fig. 19,

Most importantly, businesses that interviewed agreed that the bigger qualification

problems are soft skills, Initiative and Enterprise skills (e.g. analyse and apply information,

initiates change activity within the work process, designs innovative tools, etc.).

Figure 17:Qualification of the graduates to the labor market.

Figure 18: Report and technical writing skills

High Med Weak

0%

10%

20%

30%

40%

50%

60%

High Mid Weak

0%

10%

20%

30%

40%

50%

60%

70%

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In the job market, the Academy for Education Development (AED) conducted study to

measure the opinion of employers on the skills which the middle technical colleges' graduates

have to acquire to match the private sector requirements. A sample of 240 companies was

selected based on stratified sampling technique (by size: small, medium, and large). AED sent

surveyors to companies for personnel interviews. Ninety-two companies fully completed the

survey questionnaire (38 percent response rate). The survey found that the levels of skills

demanded by employers prioritize some certain skills of employees, such as problem solving,

management, communication, team work, and other more skills [21].

Figure 19: Team work skills

Another Egyptian case study assessed the gaps between the demand of employers and the

capabilities of master's holders with regard to employability skills [22]. The study provides a

deeper analysis by dividing the employability skills into three categories: analytic, external

relating to communication, and managerial competencies.

The employability skills listed were grouped into eight main variables as a follow:

Communication

Computer Skills

Teamwork

Problem solving

Management

Initiative and Enterprise

Planning and Organization

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Decision making

2.2.2. Labour Market Needs for Mechanical Engineering skills

Mechanical engineers create solutions and solve problems, playing a central role in the design

and implementation of moving parts in a range of industries. Also, mechanical engineers

provide efficient solutions to the development of processes and products, ranging from small

component designs to extremely large plant, machinery or vehicles. They can work on all

stages of a product, from research and development to design and manufacture, through to

installation and final commissioning.

For the mechanical engineer, a bachelor’s degree in mechanical engineering (or mechanical

engineering technology) is typically required. Many mechanical engineers also have a

master’s degree, or a higher degree (such as a Ph.D.) in mechanical engineering.

Most industries rely on a form of mechanical systems and mechanical engineering is thought

to be one of the most diverse of all engineering disciplines. Due to this, there are great

employment opportunities in a range of sectors as examples, including; aerospace,

automotive, biomedical, construction, manufacturing, power, railway … etc. Also, mechanical

engineers can be involved in the management of people, projects and resources, as well as

the development and use of new materials and technologies.

An intensive survey has been conducted targeting the industrial sector, employers and alumni

which focused on different regions, as reported in Tables 3-6. The purpose is to collect data

from Employers that get the gap between industry and academia to improve the engineering

programs, based on the appraisal of the alumni performance in the assigned tasks. It contains

employer related-questions (primary skills and team work ability, nature and kind of

cooperation with supervisor on site, ability to execute tasks, as well as graduate related-

questions).

Table 3: Survey analysis for Basic Skills

Item Rating LEVEL OF SATISFACTION

% BASIC SKILLS The Worst The Best

1 2 3 4 5

Being prepared for the applied

engineering positions those require

operation, installation, maintenance

and inspection of different

mechanical and energy systems

14% 36% 41% 5% 4% 50%

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Table 4: Survey analysis for Faculty Aspects

To utilize experimental data analysis

and computational techniques and

information

18% 32% 32% 14% 4% 57.2%

To solve problems those, require

critical thinking, use of teamwork,

research, and communication skills

20% 27% 23% 18% 12% 56.3%

To understand the need for lifelong

learning and continued professional

development, including Professional

Engineer registration

7% 23% 18% 36% 16% 66.3%

Faculty ASPECTS

Rating

LEVEL OF SATISFACTION

%

not well very well

1 2 3 4 5

Overall, to what degree have your

expectations of the Engineering faculty

been met?

5% 18% 50% 22% 5% 60%

How would you rate your overall

preparation to become an engineer? 5% 23% 53 14% 5% 58%

The relationship between the

instructors and the students in the

Department helped create a positive

learning environment.

5% 41% 31% 14% 9% 56.3%

Available class time for most

engineering courses was used

productively.

9% 18% 28% 36% 9% 63.6%

Mechanical Engineering Department

course assignments were challenging,

relevant, and helpful.

9% 23% 45% 18% 5% 57.2%

How well did first and second year

courses prepare you for upper level

courses.

14% 27% 27% 23% 9% 57.2%

How well did the faculty advising

system to meet your needs? 32% 18% 23% 27% 0.0 50%

In general, did you find the faculty

members available and helpful? 5% 41% 27% 23% 22% 56.3%

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Table 5: Survey analysis for Work Aspects

WORK ASPECTS

Rating LEVEL OF

SATISFACTION

% not well very well

1 2 3 4 5

The study has enhanced my ability to solve

practical engineering problems 23% 23% 32% 14% 8% 60%

The topic selected has been practical and

relevant to the Egyptian society 18% 18% 32% 9% 23% 50%

The alumni have been caring and helpful 9% 18% 32% 18% 23% 57.7%

The computer and LAB facilities used have

been accessible and of reasonable quality 18% 14% 32% 27% 9% 56.6%

the advertised assessment method is fair 9% 5% 36% 27% 23% 63.3%

The engineering study has enhanced my

communication skills (report writing & oral

presentations)

14% 27% 14% 27% 18% 66.67%

The study has enhanced my self-learning

skills 9% 28% 9% 36% 18% 71%

The engineering study has enhanced my

experience to work in teams 14% 31% 14% 18% 23% 65.5%

Did you feel that you have learned to

use the computer efficiently and

effectively as an engineering tool?

9% 36% 27% 19% 9% 56.3%

How well did you make use of the

computer facilities in the department? 9% 23% 31% 23% 14% 62%

How well did laboratories succeed in

increasing your understanding of the

ability to utilize classroom concepts

36% 32% 9% 23% 0.0 43.6%

how well membership of Engineering

professional societies would benefit

your

23% 18% 32% 9% 18% 56.3%

Would you recommend your

Engineering Department to a friend or

relative?

14% 9% 36% 18% 23% 72.7%

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Table 6: Survey analysis for Industrial Sectors

INDUSTRIAL SECTORS

Low Very significant LEVEL OF

SATISFACTION

% 1 2 3 4 5

An ability to function on multidisciplinary

teams. 23% 23% 18% 27% 9% 55.4%

Identify, formulate, and solve engineering

problems. Make appropriate and necessary

assumptions. Suggest and evaluate new

approaches.

14% 41% 9% 27% 9% 58%

Understand professional and ethical

responsibilities. Demonstrate ethical

practice.

32% 5% 35% 5% 23% 56.3%

Use oral, written, and audio-visual

techniques effectively for successful

communication.

32% 14% 14% 22% 18% 56.3%

Qualifications mechanical engineering for labor market needs (nationally /regionally) usually

include:

A high level of technical and scientific knowledge and the ability to apply this

knowledge to practical problems,

Good oral communication skills and confidence in dealing with a range of people,

including clients, contractors, designers, directors and plant operators,

Precise and concise written communication skills,

The ability to work well within a team,

IT skills, particularly computer-aided design,

Creative ability,

Soft skills – Problem solving based,

The ability to work under pressure,

Organizational skills, such as time and resource planning,

Future planning and clear vision.

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2.2.3. Labour Market Needs for Construction Engineering skills

The construction industry in Egypt contributes between 4 and 6% of GDP and between 7 and

8% of total employment, according to the recent Seventh Egyptian Competitiveness Report.

A competitive construction industry is crucial for cost-effective provisions of residential and

commercial buildings, as well as for the infrastructure of transportation, energy, water and

sanitation [23].

A survey was conducting by the consortium in different regions of Egypt addressing graduates

and stakeholders to assess the current situation of the engineers and determine the required

skills. A part of the survey suggests that the engineers have to get the following skills to cope

with the work in the different companies and workshops.

Training on the new programs related to their work

Projects management and supervision

Ability to develop the company

Team work

English language

Simulation of work conditions

Ability to take responsibility

Ability to solve problems

Preparing marketing presentations and how to make a detailed presentation

Maintenance of computer systems

Writing reports

Awareness of the necessary laws and legislation

Time management

Decision making

Good planning

All these skills should be covered in the training courses conducting by the engineering bodies.

This illustrates that the result of the survey is compatible with the above discussion of gap

analysis and market needs. Meanwhile, there several technical skills are greatly required,

most of the stakeholders have states the followings:

Sustainable Development concepts,

Green Concrete theories,

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Implementation methods for different tasks,

Digital competences,

Software programs for design and analysis (Ansys, Abacus, Sap, …etc)

Drawing software (e.g. AutoCAD, Photoshop, rivet, …. etc)

2.2.4. Labour Market Needs for Electrical Engineering skills

The labour market changes and associated requirements outlined above have far-reaching

implications for education and training in Egypt, for two main reasons. First, graduates are

not acquiring relevant skills for the available and emerging jobs – that is, the training

component of schooling is dysfunctional. Employers have pointed to quantitative and

qualitative skill deficiencies, in both technical areas (e.g. graduates have weak numerical skills,

and they are trained on obsolete equipment and cannot use modern technology) and soft

skills (e.g. poor communication and teamwork skills, and low levels of personal responsibility).

Second, many graduates are not developing the broader reasoning, discerning, imagining and

adapting capacities needed for coping in the changing world in which they live and work –

that is, the educative component of schooling is ineffective.

Both challenges need to be addressed. On the one hand, greater attention needs to be given

to effective skills formation in areas that are relevant to the job market and increase the

employability of all graduates. On the other hand, deeper education is required to enable

individuals – whether pursuing technical trades, professional careers, creative or

entrepreneurial endeavours – to develop generic cognitive capacities, understand the

limitations of their knowledge, appreciate diversity and build interest in learning

continuously.

Inadequate outcomes from schooling reduce an individual’s future acquisition of knowledge

and skills. People leaving education without a sufficient base for further learning and with a

diminished ability to adapt to change. Labour force participants who cannot adapt are left

behind by the evolving economy, and the economy itself may well slip behind its competitors.

Adaptability requires the education system to shift its focus from credentials to competence.

Competence may be understood as the application of knowledge, skills and attributes that

allow individuals to perform at an acceptable level to meet complex demands, however novel

or messy, at work and in the community and throughout life. Competence assures unlearning,

continuous updating and new learning is possible.

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In several countries, co-operative processes involving government bodies, employers, unions,

educators and trainers have worked to refine competencies, employability skills or “core skills

for work”. These generic skills complement subject-specific knowledge and occupation-

specific technical skills.

The Need for a Skilled and Adaptable Workforce

Investment in education and skills helps to pivot an economy towards higher value-added

activities and dynamic growth sectors. As enterprises modernize and move up the value chain,

labour productivity will depend on higher-order cognitive skills (analysis, problem solving) and

behavioural skills (initiative, work effort). The short age of educated workers with such skills

constrains competitiveness, productivity and innovation.

Development and modernization of the industrial and service sectors mean a move towards

jobs which require medium technology skill levels, and a smaller number of jobs requiring

higher technical and managerial skills levels. With the ICT sector, the government of Egypt

has shown that it can provide the climate to develop and grow a modern, productive sector

of the economy and educate and train the personnel needed to attract investment. The

lessons learned can be applied to other sectors, particularly the success story of co-operation

between government, employers and education institutions.

Employers demand from employees a composite of generic skills, occupation-specific skills

and the ability to learn and apply new knowledge and skills. To be successful, enterprises need

their workers to be competent and productive but also to be able to innovate, to apply new

processes and to operate new technologies. This necessitates a dynamic view of competence

and work experience. “High-performance work places” based on their highly skilled workforce

have a more positive evaluation in the global market.

Work-Based Training for Skills in Demand

Employability can be enhanced via training programs including work-based learning,

formation of market relevant skills and building of social networks necessary for finding jobs.

Raising the level of technical skills is very much connected to opportunities for practical

training in work-based learning in enterprises. Work-based learning is a form close to the

labour market and a unique way of providing learners with both technical and social

competences through a real life and work environment.

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A survey was conducting by ASWU members in the middle and south parts of Egypt to the

graduates and stakeholders to assess the current situation of the engineers and determine

the required skills. As a result of the survey suggests exactly the same soft skills mentioned in

the previous section (2.2.4) to cope with the work in the different companies and workshops.

All these skills should be covered in the training courses conducting by the engineering

syndicate. This illustrates that the result of the survey is compatible with the above discussion

of gap analysis and market needs.

Regarding the technical skills for computer engineering, most of the stakeholders required:

Computer programming especially mobile and web-based applications

Computer networks design and maintenance

Design and maintenance of embedded systems

Open source operating systems,

Maintenance of computer systems

Process control,

PCB design.

2.2.5. Labour Market Needs for Mechatronics Engineering skills

In order to determine the needed skills for mechatronics engineers, a survey conducted for

two stakeholders: industrial partners and mechatronics engineers. In this survey seven

companies were participated; two of them are representing the small sized companies (from

1- 100 employees), and the other five companies were representing the medium sized

companies (from 101- 500 employees). These companies’ working areas cover Electrical,

Mechanical, Industrial, and Mechatronics engineering fields.

In addition, several mechatronics engineers who have been graduated from different

Egyptian universities over the past five years. This group of mechatronics engineers

composite of about 70% males and about 30% females. About 85% of them are working in

the field of mechatronics engineering and about 15% is unemployed.

The conducted survey focused mainly on the needed skills for engineers from both point of

views by employers and the engineers themselves. These skills could be categorized broadly

into four categories, namely, technical, managerial, soft, and personality related skills.

In the used questionnaires, questions were designed to address mainly the current missing

engineering skills in order to accomplish the needed tasks efficiently. Based upon the

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conducted survey, it has been found that the following skills are currently needed for

mechatronics engineers:

- Technical skills:

Many of mechatronics engineers from different educational institutes were not well

trained for using and dealing efficiently with related computer systems, such as CAD,

CAM, and CNC. In addition, there is lack of necessary knowledge of other IT &

networking-based computer systems,

There is a crucial need to have mechatronics engineer with deeper Knowledge of

digital and modern control systems, PLC, Pneumatics, embedded systems, and

robotics,

It is needed to have mechatronics engineers who have a complete awareness of

ethical and environmental related issues,

There are some mechatronics engineers who lack the needed hand skills to deal with

different machines.

- Managerial skills:

Being able to lead a team: Although, it is normal for most of engineering educational

institutes at Egypt to teach and train the students to know how to work within a team,

it is rare to find an engineer who has the ability to be a team leader, such as motivate

others, follow up with team members…etc.

- Soft skills:

Time management: An engineer should know how to use his/her working hours

efficiently, in order to accomplish the assigned working tasks professionally.

Being able to communicate efficiently with others, either other engineers from

different disciplines or other non-engineer’s workers.

Professional knowledge of at least one foreign language.

- Personality related skills:

Punctuality and reliability,

It is highly recommended to teach and train mechatronics engineers on possessing

different types of thinking, namely, critical thinking, analytical thinking, and creative

thinking,

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Working under stress: being able to work continuously and consistently despite of

working challenging conditions,

Being up to date in his/her engineering field.

2.3. Future Labour Market Needs

Existing industries in which Egypt has a comparative advantage include engineering, food

processing, chemicals and pharmaceuticals, textiles and garments, building materials,

furniture, paper and paper-board industries. New target niches have been identified in

engineering, machinery and equipment, labor-intensive consumer electronics, automotive

components, life sciences, biotechnology and ethnic/handicraft products. The challenges are

mainly to maintain a high growth level of exports, shift to higher technological intensity of

manufactured products, and raise the productivity of labor.

Quality enhancement and better linkage between value chain actors are required to exploit

present and future growth and employment opportunities, as displayed in Fig. 20[23].

Figure 20:Present and future growth and employment opportunities [23]

According to Chacón [24], the engineer of the future faces a society in constant change with

new horizons, that have to be integrated with technological processes. In a competitive

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society recovering the ethics and professionalism, he has also to find elements that give

freedom to confront corruption. The nature of the engineering career is fast changing and

demands not only purely technical level training and social business environment but

sustainable development and entrepreneurial skills, as well. However, Egypt faces a serious

problem of improving the engineer’s efficiency via the public and private engineering

education sectors.

To identify strategic sectors that may be important for the future economic growth of Egypt,

a survey was addressed to a large number of experts knowledgeable about the Egyptian

economy and a large number of business owners and managers. One survey focused on the

sectors that experts expect will contribute significantly and lead Egypt's economic growth in

the near future. A second survey questionnaire was administered to business owners,

managers, and human resource professionals. This survey asked about characteristics of the

businesses, including size, revenues, number of employees, occupations, skills and academic

background of current employees, and expectations about future growth, employment,

recruitment and skill requirements.

Based on responses to the survey of experts on the economy and business and the

macroeconomic data from ten (10) strategic sectors focused on their future prospects and

skills needs. Among the sectors were mechanical engineering, engineered products,

construction & building, communications & ICT and mechatronics.

Economic leaders and experts were asked to assess the severity of a list of potential

obstacles to growth of a business in Egypt. Lack of sufficient skilled labour was in the first

place in the assessments of potential obstacles to growth, lack of production

sophistication and innovation was also considered to be a relatively important obstacle to

business expansion in Egypt.

Following the conducted survey, forward-looking agenda for Egypt might include

consideration of the following initiatives:

o Establish a standing forum for consultation with employer bodies and their active

engagement in design and evaluation of education and training interventions.

o Establish a Labour Market Information Service reporting on trends in demand and

supply for jobs by industry and occupation, and by governorate and district; indicators

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of areas of skills shortage and surplus; and other information relating to job

opportunities and employment conditions.

o Build the development of generic cognitive skills and broad employability skills into

the secondaryschool curriculum.

o Trial a program to help graduates develop skills for self-employment.

o Adopt a long-life learning strategy in universities and institutions.

The future market needs will depend on the implications of both job and skills. Hence, the

required skills for the future labour market can be summarized, as:

Core skills including data literacy (information management skills, ability to analyze and

interpret data) as well as traditional numeracy and literacy,

Core areas of knowledge in life sciences, ICT, cognitive and Nano are crucial for product

development across all sectors. Basic skills in these fields are also necessary for dealing

and handling related products,

High demand for individuals with a blend of technical training and skills and softer

collaborative skills,

The ability to collaborate in Multi-disciplinary teams is crucial (for business opportunities

that emerge from converging technologies),

Creative and digital skills become more integrated in high technology growth sectors in

life sciences, new materials science and artificial intelligence,

Key skills in demand include design, design engineering and representation of complex

data (e.g. through visualization),

In the creative and digital sector more than any other, employee’s skills constantly require

updating as new technologies enter the market,

Due to the fast-paced nature of change within the industry, the large majority of necessary

skill updates are acquired through online training programs,

Increasing need for those with cyber security and digital forensic skills,

The required sufficient technical skills,

The increased use of automation within buildings requires workers to continually update

their skills in installation, maintenance and repair, (Construction field)

skills in interfacing between factory/automated environments and onsite construction

environments, (Construction field)

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Skills for assembly of building subsystems (modular, off site building) rather than narrower

functional building skills. Use and knowledge of lean smart systems becomes important,

(Construction field) [25].

2.3.1. Sustainable Development

Despite the noteworthy of the developed “Sustainable Development Strategy” of Egypt for

vision 2030, which links the present with the future, Egypt suffers from overpopulation which is

expected to rise to above 100 million by 2020. As a result, a number of key environmental

challenges are facing the country, for example:

There is acute water scarcity whereby per capita water share is expected to decline from

a current level of 900m3 to about 670m3 in 2017,

An average of 15.3 million tons of municipal solid waste is generated each year, out of

which almost 2.5 million tons remain uncollected,

Egypt’s total carbon dioxide (CO2) emissions are 175 million tons & once divided by the

Gross Domestic Product (GDP) of the Nation, value which is above the world average is

obtained. This confirms that the energy system in Egypt still rely on high emission & low

efficiency systems.

Therefore, Egypt is facing key environmental challenges, including air and water quality,

waste management, coastal pollution, and desertification. Egypt is in an urgent need for

Sustainable Development linking the growth to the environmental preservation avoiding

more deterioration of lands and additional diseases for the population.

Changes in the environmental policies in addition to a considerable amount of resources have

been directed towards adopting & undertaking mitigation measures to combat climate

change & other environmental challenges in Egypt. As a result of these mitigation measures,

some sectors & economic activities, especially those having high environmental impact,

experiencing major employment & business shifts as they strive to eliminate their negative

impacts on the environment. The foreseen employment & business shifts in these sectors will

favour green jobs and/or business solutions requiring specific innovative & entrepreneurial

skills.

Engineers are increasingly required to play a leadership role in sustainable development,

overcoming global challenges, such as depletion of resources, environmental pollution, rapid

population growth and damage to ecosystems. In the 20th century, engineering

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achievements were developed without considering their impact on social, economic, and

environmental natural systems.

Engineers should carry out their role in abroad context that encompass social, ethical,

environmental and economic challenges. These four principles will guide an engineer to

achieve sustainable development. They will help engineers meet their professional

obligations to seek to achieve sustainability and ensure that this goal is integrated into all

their engineering activity. Engineers have a responsibility to maximize the value of their

activity towards building a sustainable world. This requires an understanding of what society

demands and what is achievable and cognition that these change overtime. They should:

• Recognise that though their activity may be local and immediate, the potential impacts of

their work may be global and long-lasting,

• have an understanding of other relevant social and cultural structures outside their own

normal community of practice,

• understand their important role in the sustainable development of communities,

• recognize the impacts of an engineering project on communities, global or local, and

incorporate the views and concerns of the communities

2.3.2. Entrepreneurial Skills & Micro, Small Enterprises (MSE)

We live in a time of great change, an increasingly global society, driven by the exponential

growth of new knowledge and knitted together by rapidly evolving information and

communication technologies. It is a time of challenge and contradiction, as an ever-increasing

human population threatens global sustainability; a global, knowledge-driven economy

places a new premium on technological workforce skills through phenomena such as

outsourcing and offshoring; governments place increasing confidence in market forces to

reflect public priorities, even as new paradigms such as open-source

Higher education in Egypt is failing to equip the graduates with the crucial skills related to

“green development”, “innovation” & “entrepreneurship”. So, the Egyptian graduates have

the culture of waiting for traditional governmental jobs to follow the shortest pathway to

secure fixed salary and pension. As a result, there is a lack of entrepreneurial skills to start-up

their own business and create jobs for themselves and others. Even universities in Egypt are

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not considering this as a part of their mandate or evaluation criteria (how many of their

graduate’s start-up their own business?). Even the very few who start-up business are

repeating ideas of the others without any innovation. So, in the World Bank's annual 2012

rankings for ease of doing business, Egypt came 110thout of 183 economies: 21stfor ease of

starting a business, such as registering with the government and signing up to pay taxes, but

101stfor obtaining electricity, 147thfor enforcing contracts and finding qualified human

resources.

If effectively implemented, the National Micro and Small Enterprises (MSEs) development

strategy will lead to an expanding MSE sector. A 30% increase in the number of MSEs within

five years (addition of close to one million) and an increase in the average size of MSE s from

2.3 to 2.5 workers are projected to result in an additional 2.25 million MSE job opportunities

over the next five years (average of 450,000 per year). The strategy also anticipates an MSE

sector more capable of pursuing increased market opportunities in higher value-added areas

of activity with higher quality and productivity.

Although Egyptian youth still shows a preference to governmental work, a growing

percentage favor entrepreneurship according to the Global Entrepreneurship Monitor (GEM).

With regards youth engagement in entrepreneurial activity, the GEM results are very

promising. The 25-34 age group has the highest Total Entrepreneurial Activity (TEA) rates in

Egypt (15%) as is the case for all GEM countries. So, this is the most significant pool of

potential entrepreneurs from which the majority of new enterprises and jobs will be created

in coming years. The age group with the second highest TEA rate in Egypt is among the 18-24-

years old (12.3%), which is higher than in most GEM countries. Thus, Egypt’s young population

gives it a strong “entrepreneurial” advantage. The policy implication is that considerable

efforts should be made in Egypt to foster the development of entrepreneurial skills, ability,

and know-how of young Egyptians. This should start early in the education system as part of

the formal curriculum and extracurricular activities. Unfortunately, Egypt has the second

lowest rate among countries for the percentage of the population that has received any

exposure to entrepreneurship in the education and training system (only 7.5%), and this

situation must immediately be rectified [23].

Most of the enterprises in the engineering face problems in filling vacancies and retaining

labor especially with enhancing productivity of enterprises through improving work quality

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and offering work ethics courses. There are two angles to this problem (supply and demand

side). On the supply side, turnover is very high, and most workers stated, the low salaries as

the main reason for labor mobility. Other reasons are long commutes or unjust treatment at

enterprises [27].

2.3.3. Renewable Energy and Energy Efficiency

Egypt is endowed with plentiful natural resources, amongst which wind and solar energies

are proved by many detailed resource assessment studies concluded by Egypt’s wind and

solar atlas. However, there are important and expensive investments needed to exploit these

renewable resources. In pursuit of harnessing such potential, Egypt has established a series

of wind power plants that constitute the largest grid-connected wind farm in the region of

430 MW at Zafarana area on the Gulf of Suez. The projects have operated in successive phases

since 2001, in cooperation with Germany, Denmark, Spain and Japan. Another 120 MW is in

the construction phase to be operated by mid-2010. Meanwhile, several new wind farm

projects are in various phases of preparation.

Hence, according to the Seventh Egyptian Competitiveness Report, Egypt’s long-term

renewable energy prospects will provide ‘early-mover’ advantages in global growth

industries, create new jobs and provide a healthier and cleaner environment [26]

2.3.4. R&D and Innovation

In Egypt, only 0.2% of GDP is allocated to Research and Development (R&D) and about 95%

of R&D spending comes from the government [36-38]. The recent establishment of the Higher

Council for Science and Technology provides the basis for high-level coordination and

prioritization of R&D aligned with national development goals and strategies. The new

Science and Technology Development Fund (STDF) and the EU-Egypt.

This innovation Fund provides incentives for raising research quality and linking research

activity with industry development needs. Moreover, STDF has announced target calls for

proposals for renewable energy, HCV (hepatitis C Virus), and agriculture. Currently a targeted

call for proposals for water management is being developed. The STDF has now also

developed a range of competitive funding mechanisms to support world-class research,

including national research grants, which are directed to scientists living in Egypt and aim to

landscape the scientific community and reverse the brain drain phenomenon. In collaboration

with different countries, STDF has also announced Joint research grants that support joint

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research, scholarships, visits and exchange programs, and seminars [23]. These research

projects and funds significantly shape the future labor market in Egypt.

2.3.5. Mechatronics Engineers

As mentioned earlier, there is a crucial need to have professional mechatronics engineers in

the labor market to meet the fourth industrial revolution’s future challenges. Hence, in

addition to the above listed current labor market needs, the conducted survey addressed also

the future possible needed skills. Both stakeholders of this survey, industrial partners and

mechatronics engineers, have been questioned about the qualifications will possibly needed

for the upcoming generations of mechatronics engineers.

Based upon the conducted survey in addition to the soft and entrepreneurial skills, it has been

found that the field of robotics is crucial for the upcoming generations of mechatronics

engineers. It is expected that the upcoming generations of robotics to be more interactive

and smarter as well [5-6,10,20]. Therefore, it is needed to have the current undergraduate

mechatronics students full knowledgeable of advanced and upcoming related topics. These

topics are suggested to cover different areas, such as artificial intelligence and machine

learning, intelligent control systems, and advanced robotics systems.

3. LLL &CONTINUOUS EDUCATION STATUS IN EG

Despite the fact that there have been several initiatives implementing some aspects of the

concept of Lifelong Learning, the Higher Education System in Egypt has no clear defined

strategy in this respect. In Egypt, two forms of education could be ascribed to Life Long

Learning initiatives:

1. Several Universities have established branches for “Open Education” or “Distance

Learning”, where Open education branches accept students who obtained their General

Secondary Certificate (or equivalent certificates) at least five years prior to their application.

This gives an opportunity for further education to those who could not continue their higher

education directly after secondary school. Open Education branches also accept graduates

from other disciplines wishing to continue their studies in other programs. This initiative is

only applicable to theoretical studies such as commerce and law and not applicable for

engineering.

2. Centres at Faculties and Universities offering training represent the second form of Lifelong

Learning. Those centres offer training programs to the community. Training programs are

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usually addressing market needs and /or industrial needs in the surrounding environment.

The establishment of these units and/or centres is regulated by the universities and the

framework provided by the Supreme Council of Universities (SCU). On the other hand, several

international initiatives and projects have been active in the area of continuous education

and / or lifelong learning, and some Tempus funded projects have been used to conduct /

pursue pilot training programs linking university training units / centres with the society. Two

examples to be mentioned are: Tempus project labelled “EduCamp: Education for Sustainable

Development”, in which centres of excellence were established at the universities to train

school teachers on concepts related to sustainable development, and also the Tempus project

entitled “AIP: Academic-Industry Partnership towards Development of Trainers and Educators

for Technicians in Egypt”.

Lifelong learning is the "ongoing, voluntary, and self-motivated pursuit of knowledge for

either personal or professional reasons. Therefore, it not only enhances social

inclusion, active citizenship, and personal development, but also self-sustainability, as well as

competitiveness and employability [28].

A lot of educational institutions seek to spread lifelong learning through specialized programs

in several fields which help to provide the opportunity to learn continuously through these

programs. For example, the American University in Cairo has established a School of lifelong

learning. Each of LLL tracks covers a special field and improves some competences that are

required for the trainee to improve the skills targeted.

Also, the e-Learning competence centre (ELCC) that is founded by the Ministry of

Communications and Information Technology (MCIT) in cooperation with Cisco Systems,

provides a lifelong learning training tracks using eLearning technology in a partnership with

Cisco networking academy targeting all ages and also at the same time focused on the

competences required for the trainees (www.elcc.gov.eg).

From our Stakeholder questionnaire survey, it is clear that both soft and technical skills for

the graduates are insufficient. They are looking for employees who have skills such as self-

management, ability to work in a team, communications skills and ability to apply numeracy

and information technology (IT) skills. In a response to skills gap and skills shortages, lifelong

learning and continuous learning are highly recommended. Some obstacles face lifelong

learning will be discussed in the next section.

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3.1. Challenges for Lifelong Learning

Lifelong learning is viewed as involving all strategies that are put in place to create

opportunities to learn throughout life. It is about learning of what, how, when and where one

wants to learn. In order to stimulate LLL, one has to analyse barriers to it and to develop

measures to overcome these barriers where possible. Identifying various barriers to learning

will have implications for the choice of training methods. Various challenges are to be found

including:

Services are Fragmented

Today’s workplace development services are usually sporadic short-term interventions, such

as a consultation or a training of particular skills. Identification, planning, implementation and

evaluation of services do not constitute a continuous process of workplace development that

would systematically enhance the skills and competences of a client organisation.

Services are not designed proactively

Workplace development services are not able to respond sufficiently to the business needs

of today and tomorrow. Even though future skills shortages are identified both at national

and European levels, the gathered information remains dispersed and generic. Therefore,

workplace development service providers are not able to use existing forecasts to plan future

services.

Impact of services are poorly assessed

Impact assessment of workplace development services is often neglected both by service

providers and clients, because they lack appropriate tools and indicators to measure success.

That is why the existing quality assurance systems of service providers measure only partially

the performance of their workplace development activities, focusing often solely on service

methods.

Providing workplace development services are tightly divided in secondary and tertiary levels.

However, skills and competences profiles required by employers follow rarely the same polar

division. Flexible supply of work place development services requires joint action between

education institutions in different levels as well as mutual identification and recognition of

informal and non-formal learning.

Coordination between Higher education and labour market needs

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The main objective of the higher education system is to equip students with diverse skills

which assist their career flexibility, as graduates to obtain their first job and move from

one post to another in their career path. This change to prepare students for lifelong

learning is becoming more widely accepted, whereas the links between education and

employability skills have been discussed for many years without success [29].

Lack of exposure: Given that the end goal of technical education is a placement, in a

college the amount of exposure given to students about the industry is also very little. It

is not until the final year of their college that they begin to understand what the industry

really wants. An early exposure to industry can give students an idea of what is relevant

in the industry, which they can learn in their own time [7].

Informational barriers: Informational barriers mean that the person is not aware of

available educational activities. They labelled barriers such as beliefs, values, attitudes,

and perceptions about education or about oneself as a learner.

Financial barriers

Lack of finance to participate and lack of study facilities at home

Learning design barriers

Learning provision which not geared to the needs and characteristics of lifelong learners

and does not sufficiently take into account the individual differences and circumstances

of learners during life

3.2. Impacts of Lifelong Learning

We have, in recent years, seen a remarkable expansion in serious research attention to

lifelong learning and its benefits. Many researchers and policy specialists find this work

particularly persuasive because it is based on large scale longitudinal survey data. These

surveys follow a sample of individuals over time, asking them periodically about different

aspect of their lives; where the surveys ask for details about people’s learning, the results can

be correlated with other information about their lives. Much of this research is by British

researchers, undertaken in two centres that were launched by the UK government in 1999 to

investigate the economic and non-economic benefits of learning. The centres have attracted

extensive international interest and are widely recognised as at the leading edge of

educational research. After summarising and commenting on this work, as well as findings

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from other countries where available, we then consider the implications for policy, practice

and research.

3.2.1. The economic impact of lifelong learning

Economic factors such as income and employment play an important part in lifelong learning.

The direct economic effects of lifelong learning potentially include impacts on earnings, on

employability, and on the wider economy. And since higher incomes or steady employment

tend to have further effects on health, well-being and sociability, it also follows that the

economic effects of learning have indirect outcomes. In general work-based training is shown

in some studies to be associated with higher wages. Much less research has been undertaken

into general adult learning. A Canadian study [30] showed that among adult workers who

participated in education, there were clear wage effects for those who received a certificate,

but minimal returns for those who did not. This study also found that the wage benefits from

certificated learning were clear for men of all ages and younger women, but that older women

workers experienced higher hourly wages combined with static overall earning.

As well as wage effects, LLL can also affect employability. Many governments recognise the

importance of employment to social inclusion, particularly through training for unemployed

people and other vulnerable groups such as single parents and people with disability. A British

study showed that women who were inactive in the labour market and then obtained

qualifications as adults were much more likely to find paid employment [31]. Another study

showed a marked impact of education on moving out of non-employment into employment

for women and men, along with a smaller impact on the tendency to remain within the

workforce for women [32].

One recent study has examined the combined effects of learning on earnings and

employability. The authors argue that previous studies have tended to examine each in

isolation. Their work, based on longitudinal labour force data, shows evidence of an

employability effect; people who learn are more likely to be in work, especially if they have

been out of the labour market for some time. When taken together with wage effects, the

employability benefits help produces quite significant increases in overall earnings [33]. Most

studies of the economic effects of adult learning, then, are broadly in line with what human

capital theories might lead us to expect. That is, those who invest in new skills tend to reap a

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return in higher wages; however, the nearer they are to retirement, the lower the rate of

return.

3.2.2. Impact on well-being

There are good reasons for considering well-being to be among the most important outcomes

of LLL, at least in its significance for the wider community as well as for learners themselves.

It is not just that well-being is desirable in itself; it also has further consequences, not least

for learning. For learners, a positive outlook on the future and a sense of one’s ability to take

charge of one’s life are indispensable to further, continuing successful learning. Well-being is

also associated with better health, higher levels of social and civic engagement, and greater

resilience in the face of external crises [34]. Conversely, the absence of well-being is a cause

for wider concern. The recent growth of research into lifelong learning and well-being is

therefore an important development.

Researchers have long been interested in the influence of adult learning on personal

development, while the impact of education on learner confidence and self-esteem are

among the most frequently mentioned items in the professional literature. A considerable

body of recent research has explored the relationship between adult learning and well-being.

Some of this work examines the effects of adult learning upon factors directly relevant to

well-being, such as self-efficacy, confidence or the ability to create support networks. Others

address factors that are indirectly – sometimes rather loosely - associated with well-being,

such as earnings and employability. In both cases, the accumulated evidence points to

positive associations between participation in learning and subjective well-being, and

between participation in learning and mental health. These are important findings, for even

if the effects are comparatively small ones, they nevertheless offer policy-makers one

possible way of influencing levels of well-being among the wider population.

3.2.3. Impacts on the stakeholders

- Enhancing technical and vocational training programs aiming at developing the

competencies and skills needed to strengthen individual capacities and knowledge

linked with employment needs;

- Strengthening the linkages between education, skills development, labor market

entry, and lifelong learning through three main objectives:

i) Matching supply to current demand for skills;

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ii) Helping workers and enterprises adjust to change; and

iii) Anticipating and delivering the new and different skills that will be needed in

the future [35].

- Extending social protection by establishing and maintaining national social protection

floors.

- Promoting employability through investing in education, skills development,

vocational training, apprenticeships and internships [36];

- Adopting contemporary technologies for developing curricula with their

comprehensive concepts. Hence, the process of developing curricula was not confined

only to printed material, but it extended to include new education media that aim at

raising the standard of the education process.

- Emphasizing the principle that curricula should contain the elements, which

accomplish balance and proportionality among all the education, aims and objectives

included in the process of developing the education system.

- Paying great attention to the principle of “knowledge unity” by achieving balance and

integration among the various engineering faculties subjects so that they form various

sources of knowledge in an integrative and coherent way.

- Curricula should be closely related to the technological and scientific age and practical

levels so that the learning process is based on the actual practice and participation of

students in educational activities that develop their desire and willingness to

experiment the ability to apply and implement.

- Curricula should include contemporary issues and concepts that help students to

understand the successive rapid changes and developments on the local and universal

and develop their abilities to face the 21st century challenges.

3.3. Initiatives in EG Labour Market

One of the leading institutions in Egypt is the School of Continuing Education (SCE) at

American University in Cairo (AUC) which provides certificate programs, noncredit

term-length courses and variable-length, customized courses to fulfill the continuing

education needs of individuals and organizations in Egypt and the Middle East.

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Several institutions provide lifelong learning tracks in Egypt, this may be through

traditional education or blended learning using the e-learning technologies, such

as:

o Ministry of Higher Education Universities (Ain Shams University, Cairo

University, ...etc),

o American University in Cairo AUC, UNESCO Institute for Lifelong Learning ...etc

o MoE (Ministry of Education),

o Ministry of Communication and Information Technology (MCIT through

International partnerships).

NGOs (MisrElkhair)

3.3.1. Egyptian education initiative (2006 - 2009):

Egyptian Education Initiative (EEI) is one of the most popular initiatives from 2006 -

2009, that took place on 2006 to 2009, it was funded by the world economic forum

WEF with local and international companies.

The Egyptian Education Initiative was a public - private partnership that aims to improve

education in Egypt through effective use of Information & Communication Technology

(ICT).

EEI Objectives:

Increase Egypt’s competitiveness, increase job competitiveness, increase job

opportunities for its citizens by investing in human opportunities for its citizens by

investing in human resources development.

Create a future generation armed with knowledge and skills Information

Communication and Technologies (ICT) [37].

1. Next Technology Leaders Initiative (2016 – till now)

The Ministry of Communications and Information Technology (MCIT) leads executing

the New Technology Leaders (NTL) Initiative through the Technology Innovation and

Entrepreneurship Centre of the Information Technology Industry Development

Agency. Capacity building is to be orchestrated through the establishment of integral,

practical, high-quality learning ecosystem, centred on the learner and supported by a

distinctive content prepared through the collaborative effort of top universities and

leading companies and is made available on globally leading MOOC platforms.

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The main objectives of the initiative:

Initiative’s Objectives

Building capacity and certifying young calibres on the recent advances in

communication and information technologies.

Increasing the competitiveness of local ICT companies by facilitating their training

and capacity building plans.

Supporting creation of job and business opportunities for the youth through wage

employment, freelancing, or start-up establishment.

Forming nationwide mentoring and review networks in leading technologies to act

as platform for fostering innovation and entrepreneurship [38].

Platform and Services

The educational platform offers online courses making it easy to learn from

anywhere at any time, to build the technical and personal skills to help the trainee

to meet the required skills of a certain field.

In Egypt we have an example of these initiatives “New Technology Leaders - NTL”, which uses

more than online platform to deliver the online courses in the Information and

communication technology –ICT- field.

The trainee can register and access to online courses that cover modern ICT technology

domains. The courses are offered by Universities in collaboration with industry leaders and

are available through top online learning platforms like Coursera, edX, and Udacity. The NTL

initiative offers the trainee a grant to develop his/her technical skills through these learning

tracks.

The trainee passes 4 phases to complete the track (Registration, Evaluation and Selection,

Learning and Certified), as shown in Fig. 21.

In Egypt, The EEI has created the framework for a virtual network to facilitate knowledge

sharing and the exchange of successful strategies. The companies participating on this track

have contributed by recommending and establishing infrastructure for an environment

conducive to lifelong learning and through development of a technology platform for e-

learning. MCIT’s involvement includes the establishment of a lifelong learning portal –

www.elcc.gov.eg –The R&D division has localized business essentials courses for the Lifelong

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Learning Track and private companies are delivering certified channels of e-learning for

groups of lifelong learners [39].

Figure 21: Schedule of the initiative

3.3.2. Regionally (In Jordan):

Edraak is a massive open online course (MOOC) platform, that is an initiative of the

Queen Rania Foundation (QRF), as shown in Fig. 22.

Edraak offers a dedicated track for continuous Learning Courses & Specializations. The

platform will broadcast the best Arab professors to the region, offering original Arabic

courses - developed by Queen Rania Foundation - QRF - to further enrich Arab

education. Through its partnership with edX, the platform will also give Arab learners

access in Arabic to courses taught and developed at top tier institutions like HarvardX,

MITX, and UC BerkelyX. All courses are delivered at no cost to the learner. Second, the

use of the platform is to showcase Arab role models by broadcasting short online

courses by practitioners and professionals from a variety of fields spanning the arts

and sciences. Finally, the platform will enable the Arab world to take advantage of the

international interest in regional affairs to tell its own story to the world. Arab

university professors and regional experts can use the platform to give courses in

English about the region and its history. This will serve to inform a global audience that

is interested in the region’s development [40].

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Figure 22:Specializations of lifelong learning.

Despite the fact that there have been several initiatives implementing some aspects of the

concept of Lifelong Learning, the Higher Education System in Egypt has no clear defined

strategy in this respect. In Egypt, two forms of education could be ascribed to Life Long

Learning initiatives:

1. Several Universities have established branches for “Open Education” or “Distance

Learning”, where Open education branches accept students who obtained their General

Secondary Certificate (or equivalent certificates) at least five years prior to their application.

This gives an opportunity for further education to those who could not continue their higher

education directly after secondary school. Open Education branches also accepts graduates

from other disciplines wishing to continue their studies in other programs.

2. Centers at Faculties and Universities offering continuing education and training

represent the second form of Lifelong Learning. Those centers offer training programs to the

community. Training programs are usually addressing market needs and /or industrial needs

in surrounding environment. The establishment of these units and/or centres is regulated by

the universities and the framework provided by the Supreme Council of Universities (SCU).

On the other hand, several international initiatives and project have been active in the area

of continuous education and / or lifelong learning, and some Tempus funded projects have

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been used to conduct / pursue pilot training programs linking university training units/centers

with the society. Two examples are to be mentioned here: Tempus project labelled

“EduCamp: Education for Sustainable Development”, in which centers of excellence were

established at the universities to train school teachers on concepts related to sustainable

development, and also the Tempus project entitled “AIP: Academic-Industry Partnership

towards Development of Trainers and Educators for Technicians in Egypt” [4].

Egyptian E- Learning University (EELU) established The Continuing Learning Center (CLC) to

provide continuous learning opportunities for various educational and training programs in

different fields such as Information Technology, Business Management, General and Basic

Sciences, Humanities. CLC uses latest ICT tools to offer flexible learning opportunities via

distance learning for all with no restrictions what so ever and to earn a professional

acknowledged certificate. The principles and concepts included in developing the Egyptian

curricula are based on particular objectives. Among these objectives, for instance, are the

initiatives of establishing and building the Egyptian society that is capable of confronting the

current and forthcoming challenges of the 21st century through developing pupil’s minds and

helping them to acquire the various life-long experiences and skills.

The introduction and development of technology to university students, while vital to Egypt’s

future, addresses only half the picture for several decades to come. The Lifelong Learning

Track thus focuses on enhancing the skills of those who have already finished their formal

education. Lifelong learning is designed to mobilize the education and training of

communities, along with economic, social and cultural players. Efforts center on e- learning,

which has the potential to strengthen the partnership between the public and private sectors

and the stakeholders involved in education, training and content development.

The objectives include:

- Closing the information gap and accelerating the introduction of the knowledge-based

society.

- Building competences on the latest e-learning cutting edge tools and techniques,

- Installing an e-learning research and development (R&D) division to reinforce national

e-learning standards.

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4. LLL IN EG PARTNERS UNIVERSITIES

Some Centers at Faculties and Universities in the Egyptian universities offer continuing

education and training. Those centers offer training programs to the community. Training

programs are usually addressing market needs and /or industrial needs in surrounding

environment. Also, several universities established branches for “Open Education” to accept

students who obtained their General Secondary Certificate (or equivalent certificates) at least

five years prior to their application. The following are examples of life-long learning in some

Egyptian universities.

4.1. LLL at Nile University (NU)

Within the vision and mission of NU, there are mainly two LLL & continuous education

centers, which have been established over the past few years at Nile University [50-51].

Nile University Innovation Hub

- Vision:

The innovation hub aims to expand in the coming years to serve as many students and

researchers as possible, participating in new projects that enhance undergraduates’

skills and qualifies them to industry. Nile university plans to push the developing

startups to launch their projects and continue to help them developing their

prototypes till they have their first product launched. Finally, Nile university will have

a high school scoped camps in the near future.

- Mission:

The Nile University’s innovation hub serves all the university’s undergraduates,

researchers and young entrepreneurs. The innovation hub was established to assist

the undergraduates with their course projects and researchers with their

experimental work. Recently, it has been expanded to help students with their startup

ideas providing them with technical support to develop their prototypes. The

innovation hub also welcomes high school students to guide them towards finishing

their year’s projects.

- Role:

The innovation hub provides all the lab visitors by all the tools and components they

may need to build their models. The lab has hand-tools, electronic prototyping boards

and a variety of electronic components. The lab has also mechanical assembly

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matrices which facilitates modeling mechanical designs to inspect its validity. It has a

variety of sensors and actuators. The lab visitors have access to manufacturing

equipment like CNC router, 3D printer, 3D scanner, and a complete PCB line, and when

anybody faces a technical problem our engineers are there for troubleshooting.

- Achievements:

The innovation lab has supported many teams in the latest RoboCup junior’s

competition where the soccer robot team won the second place and qualified to the

Asia-Pacific playoffs. The hub also had cooperated with other research centers like the

CNT (Center of Nano-Technology) and helped them to validate their work and

provided the researchers with experimental results that helped them to prove their

research conclusions. Not only the CNT, the lab has worked with other research

centers at NU, like NISC (Nano-electronics Integrated Systems Center) and a lot of

published papers were proved experimentally in the lab. The high school students who

developed their projects in the lab had the first places in their schools and at ISEF

competition.

FACT Centre – Nile University

- Vision:

FESTO is a world leader in the field of automation and mechatronics with accumulated

expertise and know-how developed in Germany for over 80 years serving global multi-

national industry effectively. This knowledge and know-how are being customized to

fulfil the Egyptian industrial needs to provide industry tailored human technical

development in the field of automation and Mechatronics.

Nile University has partnered with FESTO to create a FESTO-Authorized and Certified

Training facility at Nile University in Cairo, which is considered one of FESTO’s select

centers that exists through the globe, as shown in Fig. 23. FACT (FESTO Authorized

and Certified Training) is FESTO's seal of quality indicating conformity to uniform

global standards for learning equipment and didactic methods for technical and

vocational training in industrial automation and mechatronics. Comprehensive audits

of trainers/instructors and facilities ensure continued compliance, providing

customers with the certainty that training courses are state-of-the-art.

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Figure 23: Training for Employability and Productivity.

- Mission:

FACT Centre’s training portfolio is aligned to local market demand for industry-focused

training. It links educational institutions to the FESTO brand, globally renowned for

innovation and excellence in automation technology and training. The decisive

element of FACT is that the Nile University in Cairo has been authorized by FESTO to

offer expertise and know-how to the free market under the FESTO brand. . Either for

students – called Training for Employability or the Industry – called Training for

Productivity.

- Role:

The industrial training advantages in FACT Center:

Highly efficient because the training is competency based

International standard training facilities

Relevant to the demands of the local Industry today and in the future

Use of industrial equipment

Guaranteed FESTO quality and standard

FESTO certificate on successful completion of training

Increase productivity by closing know-how gaps

Training for Employability and Productivity

Training Facilities

Basic Technologies of Mechatronics training is the very first step of education and

training in Automation Technology. To be able to think and act within a networked

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system, the basic technologies must be fully understood. Fully automation

representing material and signal flow throughout the entire manufacturing and

packaging process in industry. To have the capability to handle fully automated

systems, partially automation has to be understood. Partially automation is divided

into 2 sections; Factory automation & Process automation, as displayed in Fig. 24.

Figure 24: Fully Automation Technologies Pyramid Map

- Achievements:

This is center offers separate industrial training modules in fields of industrial

automation & mechatronics technologies. All our modules are designed as 3 to 4 days

short-term training program for either industry or academia. In addition, Nile

university offers a professional diploma certified from both FESTO&AHK (Germany

chamber of industry & commerce) called “FESTO professional Diploma in Industrial

Automation & Mechatronics”.

In addition, NU has seven mechatronics engineers who have been graduated from

different Egyptian universities over the past five years. This group of mechatronics

engineers contains five males and two females, six of them are working in the field of

mechatronics engineering and only one is unemployed. All of them are registered in a

mechatronics master program at Nile University (NU).

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4.2. LLL at Arab Academy for Science Technology and Martine (AASTM)

The Community Services, Continuing Education and lifelong learning are an integral part of

the Arab Academy for Science & Technology and Maritime Transport, as it is the social,

educational and training corporate responsibility of the Arab Academy for Science,

Technology and Maritime Transport. There are many centers and complexes serve this

objective, as follows:

The Community Service and Continuing Education

The Community Service and Continuing Education are an integral part of the Arab Academy

for Science & Technology and Maritime Transport, as it is the social corporate responsibility

of the Arab Academy for Science, Technology and Maritime Transport.

The Center for Adult and Continuing Education is considered to be one of the most highly

acclaimed training centers directed to aid the companies and business organizations in Egypt

and the Arab World. It has been successful in reaching the highest level of proficiency and

efficiency.

Training is given to prepare trainees in various work fields and different managerial levels, to

enable them to develop adequate and move precise managerial and technical policies so that

their organizations can become more competitive and adaptable to market changes.

Programs are established to provide general education and career-oriented courses to the

general public, as well as to public and private organizations, companies and entities seeking

human resource enrichment for their employees.

Programs are committed to the principle of Clearing in a lifelong process. The activities should

make a direct contribution to the education and well-being of Egypt and the Middle East.

Therefore, AAST offers opportunities for people of all ages to participate in non-credit, non-

degree, professional training programs and personal enhancement courses in a variety of

formats, specifically designed to meet the needs of both local and expatriate learners.

Sea Training Institute (STI)

STI offers high caliber training for the maritime industries to conform to the rising

international requirements for officers who are educated to the highest professional

standards. STI offers internationally recognized training programs for navigation, nautical

engineer and marine electro-technical officers, for 5th and 6th semester’s equivalent to one-

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year sea service as demanded by international conventions on Standards of Training,

Certification and Watch keeping for Seafarers STCW 78, as amended. AAST likewise offers a

range of non-mandatory short courses to all maritime personnel for the evolution of maritime

skills and some courses which are contrived to fit individual company requirements, such as

squad training for bridge or engine room personnel. STI pioneered the use of the bridge,

engine room for higher level training, in addition to our specialist ship handling training

practices.

Oil and Gas Institute

AASTMT is establishing the Oil and Gas Institute which will provide both training and

consultancy for companies and organizations in the petroleum field provided that such

training courses should be internationally approved.

The program shall provide the following:

Training Courses

Consultancy and Technical Solutions:

Research and development

Industry service complex

Based on the Arabic and regional role for the Arab Academy for Science, Technology and

Maritime Transport (AASTMT), it established The Industry Service Complex (ISC) in 2004. It

aims at facilitating the process of transferring modern technology and providing the different

industrial sectors with consultancy and highly qualified technical staff, that contributes in

developing the Arab communities. This is through the Research and Development Unit which

implements a lot of projects by adopting the modern international technology and

performing them by Egyptian hands with a competitive quality.

Port Training Institute (PTI)

PTI trains the personnel working in seaports, maritime transport companies, industrial

companies as well as petroleum sector. The training is for all human resources on the

technical and administrative level to cope with the technological development in the different

fields.

The Institute qualifies the newly recruited personnel in seaports, maritime transport

companies, industrial companies as well as petroleum sector. It qualifies, and trains graduates

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of universities, high institutes, high schools, middle schools in addition to commercial and

industrial technical institutes. The training for various human resources provides more

specialized and trained technical cadres for the labor market.

The Institute also provides such services for Arab and African regions. Furthermore, it

exchanges experiences with authorities and organizations concerned with ports and maritime

transport as well as the other sectors such as companies, training centers, faculties and

international marine institutes.

Technical and Vocational Institute

TVI provides education and training through advanced applied educational programs to fulfill

industry demands. These programs are accredited by Person BTEC. By the end of these

programs the student gets High National Diploma (HND) accredited in 110 countries around

the world, in addition to a High Technical Diploma from AASTMT accredited by the Egyptian

ministry of High Education which paves the way for the student to join the faculty of

Engineering in Egypt or any other country around the world.

TVI offers different educational programs such as: Mechanics International Diploma,

Mechatronics International Diploma, Electronics International Diploma and Marine

Hospitality Diploma. AAST are currently working on the procedures of accrediting a nursing

program and Medical Engineering program.

Arab Institute for Leadership Development (AILD)

Arab Institute for Leadership Development (AILD) seeks to be the leading Arab and regional

organization in development and training distinguished cadres to be ready to work in senior

management positions in the Arab countries by adapting state-of-art methodologies and

technologies to reach successful management, governance, and prudent leadership

strategies. Development of future leaders’ skills in the Arab countries to keep pace with

modern advances, international, and regional variables. That is achieved by conducting

training programs and courses at the highest level in partnership with the world’s best

institutions and distinguished experience in the field. The output will be a human repository

work force ready to work in senior management positions in order to achieve national goals

for the Arab World.

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International Research Projects Centre

The Arab Academy for Science Technology and Maritime Transfer contribute in many of the

international Research projects from here comes the role of the International Research

Projects center to coordinate between the Academy and the funding entities on several

levels.

Maritime Research & Consultation Centre

The global economic schemes are witnessing a number of new and modern evolutions

resulted in new concepts as well as new technological and operational applications affected

the evolvement of transportation in general and the maritime transport in particular.

Accordingly, the different interested stakeholders in the maritime transport sector at a global

scale are seeking to develop a strategically thrived master plan aiming at developing the

entire maritime transport platform in addition to providing international logistic services to

cope with developmental roadmaps of different countries around the world which seek to

achieve sustainable development across different sectors.

Through its undeniable outstanding and ongoing role that it carried out all over the years the

MRCC successfully set the different development plans and programs in consideration with

the international trends to support the national development strategies, enhancing logistic

activities, focusing on different aspects of sustainable development in the maritime transport,

as well as turning our seaports to proudly be "Green Ports", enjoying an environmental

friendly business framework till they finally reach to the new generation in ports the "SMART

PORTS" whether in Egypt or in the Arab region as well.

Moreover, the MRCC as one of the main successful bodies of the Arab Academy for Science,

Technology and Maritime Transport stands as the fast-evolving pillar of applied researches

that by their turn serve and benefit the Egyptian, Arabian and African maritime transport

sector. MRCC had a great role in developing maritime sector since its establishment by 1984,

through the accomplishment of more than 400 studies and projects in the technical,

engineering, information technology, economic and managerial fields. All had led to enhance

the Egyptian and quite few of the Arabian seaports compared to the global hub ports enjoying

a proper market share that economically and geographically suite those countries.

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Centre of Entrepreneurship & Strategic Marketing

There are five core elements to the Center for Entrepreneurship to help students develop

their own business or leave a positive social impact:

Awareness about Entrepreneurship, to promote and nurture concepts like Start-Up /

Social Entrepreneur/ Intrapreneur)

Capacity Building. (Designing and delivering programs to develop future leaders and

change agents through Talent Exploration & Leadership programs).

Start Up support. Supporting potential & operating startups to by offering them training

programs to empower their operational skills for smoother business management.

Entrepreneur of The Year Award: Call for Innovative ideas either New Ventures or

initiatives solving Social problems like education, (Idea to business & Idea to Impact).

Connect youth to the entrepreneurship ecosystem. Help entrepreneurs in networking

with the main stakeholders who may support their business-like accelerators, mentors

and Incubators, in addition to access to investors or venture capitalists.

Institute for Language Studies

As AAST is living in an era of globalization and communication, languages have become the

milestone of all inventions and innovations. The Institute of Language Studies provides both

the students of the AAST and the community it serves with special and unique level of various

languages, particularly English language. Engineers, businessmen, market analysts would

never compete in the labor market and are able to meet the challenges of new advances and

technology without mastering at least one foreign language. English is nowadays the language

of money, technology and, above all, politics. Therefore, students would have the opportunity

to know more about their subjects through their competency of English language.

4.3. LLL in Ain Shams University (ASU)

Instead of reinventing the educational wheel in Egypt, it could be simply re-designed to match

the industrial market needs. As an example, Currently, in Faculty of Engineering, Ain Shams

University, a new initiative between the faculty and the 10th of Ramadan1 Investors

Association called “Fusion or in Arabic .اندماج" This initiative is to increase the level of

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cooperation between the Academia and the Industry. Further, the Egyptian Engineering

employers face this problem by [47-48]:

Providing the job training

Encouraging micro-learning

Funding postgraduate studies for outstanding engineers (e.g. many Academic

Diplomas are provided at ASU for the grads due to the increasing number of industrial

demands)

Investment in Engineering faculties (private and public)

4.4. LLL in Aswan University (ASWU)

In the Faculty of Engineering, Aswan University, there are some training centres and labs for

providing different training programs to reduce the gap between academic study and labour

markets. Also, it provides continuous training programs for engineers in companies to update

their knowledge with state-of-art information in order to develop the level of cooperation

between the Academia and the Industry. The following are the training centres and labs that

provide continuing education and lifelong learning.

PLC Training Lab

Programmable logic controller (PLC) lab conducts various training programs specially tailored

for Professionals, Corporate Companies and Colleges. It provides a well-disposed and

stimulating study environment addressing the intellectual, professional and leader

development of students. The training programs provide the best practice in the latest

technologies, trends and challenges in the immensely competitive areas of automation and

embedded technologies

PLC (PROGRAMMABLE LOGIC CONTROLLER) is an industrial computer control system that

continuously monitors the state of input devices and makes decisions based upon a custom

program to control the state of output devices. Almost any production line, machine function,

or process can be greatly enhanced using PLC based systems. PLCs can be programmed to

perform set of tasks under real-time constraints with superior reliability and performance.

Ladder Logic is the most commonly used PLC programming language.

The PLC lab offers the following training programs:

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i. PLC Programming Training

ii. Factory Automation using PLC Logics

iii. Introduction to SCADA

iv. Control Panel Designing

Aswan Power Electronics Applications Research Centre

Aswan Power Electronics Applications Research Centre (APEARC) is a special unit following

the department of electrical engineering - Aswan faculty of engineering - Aswan

University in Egypt. APEARC has been established in 2008 to create a distinctive, global centre

specialized in industrial electronics applications research and to support the research and

outreach activities to the problems which face the industry. APEARC now is in its way to

growth and progress and its members are increasing as a result to the centre increased

activities.

APEARC touts itself as the first specialized research centre in the area. APEARC is a specialist

centre for R&D in power electronics applications. However, APEARC has been established at

the end of 2007, it has handled a lot of research projects in the field of power electronics

applications on power supplies and renewable energy (Fig. 25). It is considered a pioneer R&D

centre for power electronics in Egypt. The research interest includes, but not limited to,

power converter design, power management, On-Chip power supplied, Photovoltaic, wind

turbine, hybrid energy systems, and power system computation. APEARC has a big expert

staff as four researchers and more than 16 research assistances. Moreover, APEARC has a lot

of national and international collaboration overall the world.

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Figure 25: Aswan Power Electronics Applications Research Centre

3. Aswan Integrated-Circuits Lab

Aswan integrated-circuits lab (Fig. 26) provides practical skills for the students by providing

simulations programs and kit tools in the field of integrated-circuits design and embedded

systems. It offers the following training programs incorporation with Information Technology

Institute (ITI) in the smart village.

Aswan Integrated-Circuits Lab offers the following training programs incorporation with ITI:

i. IC Design using Mentor Graphics tools

ii. Embedded Systems Design

iii. PCB Design using Mentor Graphics tools

Figure 26: Aswan integrated-circuits lab

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5. EG LLL EXPERIENCES IN ELECTRICAL ENGINEERING in Egypt

There is neither Electrical Engineering long-life learning experience in the Egyptian

universities nor available degrees for this type of learning. However, there are many

training courses conducting by the Engineering Syndicate in Egypt for all engineering

disciplines. Some of these courses are conducting in the different Syndicate branches all

over Egypt and some of them are conducting as a cooperation between the Syndicate and

other organizations. These training courses are not for free; the trainees pay for them, but

the Syndicate take part of the cost. List of these training courses are, as Appendix II.

6. EG LLL EXPERIENCES IN CONSTRUCTION ENGINEERING

Even though there are few steps forward in lifelong learning in Egypt [46] still, all the existing

efforts do not exceed the individuality. Several private or even governmental sectors (e.g. [47-

51] among other) start their own strategies to promote their employees to join the lifelong

learning programs or training activities. This section highlights those individual efforts in

context of construction engineering lifelong learning activities in Egypt. Further details will be

provided in term of the existing modules, training strategies and their prospective trainees.

Some examples for the existing training modules in construction engineering

The training centre of ministry of housing and construction

The training centre of the Ministry of Housing and Construction is one of those model sectors

which take active steps forward to promote the lifelong learning in form of periodic training

for the persons who involved in construction activities in Egypt. The main mission of this

training unit is to raise training development and professionality in accordance with the

requirements of employment and demands of development and reconstruction plans. The

main privileged aspect of this training module is the prospective trainees, where the training

is targeting the labours and crafts who are the pyramid base of the construction sector.

Their training program includes several aspects, such as:

Raising the productivity and keep pace with technological development in the field of

construction.

Reaching to the optimal use of human resources capabilities in the construction sector.

Implementing the general policy of vocational training and awareness raising at various

levels in the field of construction.

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Develop detailed plans for the preparation and training of artisans and all technical and

professional specialities from the actual needs of the construction sector.

Preparing the necessary plans for the implementation and development programs for

training systems.

Follow-up researches and recent developments in the fields of training by contacting

scientific institutes and productive centres locally and internationally to benefit from their

experiences in order to achieve the efficiency of the training centres and develop their

programs.

Assessment of technical assistance related to training in construction.

To provide the necessary information and awareness to encourage and guide trainees to

the appropriate training program for their needs.

providing the necessary standards for determining skill levels and abilities in all

construction works based on job descriptions and competencies and establishing

standards for evaluation and qualification to measure the need for training in these areas

in partnership with the concerned authorities.

Preparing training funding plans and proposing sources according to the needs of the

labour market.

Study the indicators of production efficiency with the concerned authorities to identify the

obstacles that can contribute to the training in treatment.

Develop the human resources in the construction and construction industry

Cooperate with all concerned parties to prepare and qualify trainees to take the license to

practice the profession according to the specifications of the national project of skill levels.

Optimal investment for the final product of raw materials used in training and marketing,

in order to achieve an economic return allocated to serve the training process.

In the field of vocational training, this institute has 67 vocational training centres located over

all Republic governorates, including 12 movable centres. Moreover, three movable training

centres for prisoners in the prisons of the Ministry of Interior. This institute also has training

centres for heavy equipment, technical development and specialized training (craft training

such as carpentry, metal works, concrete works, blacksmith, production of tiles, Sanitary and

plumbing works etc.).

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The Regional Training Sector for Water Resources and Irrigation

This training centre [48] focuses in providing training in context of water management and

mostly its trainees are the engineers involved in water resource and management sector

mostly work for the ministry of irrigation. This training centre offers training in multiple

disciplines such as Shared Water Resources Development and Management, using Non-

renewable Groundwater and Solar Energy in Land Reclamation etc. The main aspect of this

training sector is promoting the sustainability in water resources development and capability

of facilitating learning and development in water management within and outside of Egypt.

Institute for Construction Engineering and Management

The provided training aims to raise the technical and vocational skills for the employees of

Arab Contractors company [49] (an Egyptian construction and contracting company

established in 1955). The main privileged aspect of Arab Contractors training program is that

all employees are targeted by the training whatever their duties, age or position which

achieve the sustainability of education. Since the training target a wide range of trainees, it

has several subjects such as:

Building Construction in Egypt: Challenges and opportunities of Reinforced Masonry

Load Bearing System

construction project Documentation

raising computer skills

construction finishing

soft skills in site inspection

leadership and management

Egyptian Engineers Syndicate training programs

In order to raise the efficiency of the engineers community technical skills in general which

includes the construction engineers, Egyptian engineers syndicate [51] provide a periodic

training in a especial technical skills such as: computer skills, new construction techniques,

safety procedures, strengthening techniques etc. However, these programmes havea spatial

and temporallimitation as shown in Appendix III.

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7. EG LLL EXPERIENCES IN MECHANICAL ENGINEERING

Tempus - e-Laboratories for Physics and Engineering Education

The main project objective is to establish a virtual internet-based engineering campus for

laboratory exercises. These exercises will target students in mechanical, electrical and civil

departments, as well as Physics education in high schools and preparatory engineering.

This will be achieved through the following main tasks:

Develop several electronic laboratory exercises for engineering education. These

exercises will be web based so that students can access these laboratory exercises

from home and go through different experiments to complete a certain lab sheet or

homework assignment.

Several experiments will be carried out at the university campus and will be

controlled through web-based application.

Besides regular exercises, the students will be able to communicate interactively

with online instructors to have the maximum benefit of regular classrooms [25].

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CONCLUSION

Unemployment rates in Egypt are on the rise. Even highly qualified engineering graduates are

now finding it difficult to get a job. At the same time, there is an increase in the number of

people graduating from engineering faculties. Furthermore, low competitiveness in education

indirectly affects all other pillars, especially labour market efficiency, technological readiness

and innovation.

Moreover, the economy of Egypt has not been able to create the jobs needed to meet the

needs of an increasing labour force. In addition, Egypt has produced more people with college

diplomas than they can make use of. The skills mismatch between what the labour market

offers and what young people expect continues to grow. Indeed, graduates, misinformed

about the country’s working conditions and requirements, have educational profiles that are

inconsistent with reality. Jobs that offer financial stability, employment security and social

protection are rare in Egypt.

The mismatch between labour supply and demand among youth relates to the lack of

soft life skills as well as technical and vocational skills.

In many respects, the lack of life skills training is more important to address than lack of

appropriate technical skills. Employers are ready to provide some of the needed technical or

vocational training but feel less incentive and willingness to provide life skills and job

readiness training.

In many instances, trainees have been taught skills that are outdated and no longer needed

by local businesses.

Also, they indicated that ICT sector saw a robust boom in the years preceding the revolution.

It is viewed as an area with high demand for employment in the near future, particularly in

areas such as computer and mobile technology and call centre agents. Food and beverage

continue to be a key area for growth, in part due to its labour intensive focus.

According to the assessment, lack of life skills—including a weak work ethic, unfamiliarity with

the culture of the workplace and marketing—may be one of the key explanations for

companies’ inability to find qualified job seekers.

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Investing in people through lifelong learning is a crucial determining factor for a country's

competitiveness. Egyptian community is in need to enhance the skill of graduated students

and to help them to shift their career if wanted.

Despite the fact that there have been several initiatives implementing some aspects of the

concept of Lifelong Learning, the Higher Education System in Egypt has no clear defined

strategy in this respect.

The major problem in the Egyptian Industrial market is the lack of the education system and

labour market coordination. The Market necessity of courses and trainings for the labour is

not offered by educational institutes and centres engineering education in Egypt has many

strong aspects and some weaknesses.

RECOMMENDATIONS

Based on the findings of the survey, the following recommendations can be concluded:

Technical skills necessary for each discipline should be identified and quantified.

Provide engineers with the necessary theoretical and practical technical skills to cover

the gap between their current skills and the expectations of employers.

Non-technical skills including soft skills, life skills, language skills, and entrepreneurial

skills are as important as the technical skills and need to be considered in the Life Long

Learning of engineers.

For non-technical skills, the following training courses should be conducted:

Soft skills

1. Projects management and supervision,

2. Team work,

3. Effective communication in English language,

4. Awareness of the necessary laws and legislations,

5. Writing reports,

6. Presentations skills,

7. Problems solving,

8. Decision making,

9. Ability to establish new business,

10. Time Management,

11. Critical Analysis,

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12. Adaptability,

13. Ability to take responsibility,

14. Basics of Fire Fighting and Fire Alarm Systems Design and testing.

On the other hand, for technical skills, several seminars and training courses should be

conducted in the different groups as follows:

Electrical discipline

1. Computer programming especially mobile and web-based applications

2. Computer networks design and maintenance

3. Design and maintenance of embedded Systems

4. Open source operating systems,

5. Process control,

6. Data visualization techniques and tools.

7. Designing Solar Energy Systems for Engineers,

8. PCB design,

9. Modelling and simulation electrical engineering systems

10. Programmable Logic Controller (PLC)

11. MATLAB Simulink for System Modelling.

Construction discipline

1. Training on the new programs related to Construction design and analysis,

2. Training on drawing software,

3. Projects management and supervision skills,

4. Implementation methods for different tasks,

5. Sustainable Development concepts,

6. Green Concrete theories,

7. Implementation methods for different tasks,

8. Digital competences,

9. Software programs for design and analysis (Ansys, Abacus, Sap, …etc)

10. Drawing software (e.g. AutoCAD, Photoshop, rivet, …. etc)

11. Simulation of work conditions

12. Preparing marketing presentations and how to make a detailed presentation

13. Writing reports

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14. Decision making

15. Good planning

Mechanical discipline

1. Design of Solar Energy Systems,

2. Design of Wind Energy Systems

3. Stand-alone wind turbine sizing and selection.

4. Bio-methane production plant sizing and integration.

5. Automation and Control

6. Programmable Logic Controller (PLC) Basics

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[47] Anis H (2011) E-learning in engineering education–General challenges and the Egyptian

experience.

[48] Egyptian ministry of irrigations, the Regional Training Sector for Water Resources and

Irrigation (2018) http://rctws.org/ Last date accessed (April 2018)

P a g e 80 | 116

[49] Contractors A (2018) http://elearning.icemt.co/index.php?lang=en_utf8 Last date

accessed (April 2018)

[50] System PT (2018) http://trainingeg.com/ Last date accessed (April 2018)

[51] Egyptian Engineers Syndicate http://eea.org.eg/PageDetails.aspx?ID=2406 Last date

accessed (April 2018)

P a g e 81 | 116

APPENDIX I

1- communication skills and to excel in English

Communicates via presentations, business letters, etc.

Writes memos, reports, and proposals

Listens carefully

Introduces him/herself well

Conveys information to others

2- Basic computer skills

Uses different office applications

Uses AutoCAD in work effectively

Uses the Internet for research to gather information

Uses technology to process tasks

Has basic computer skills

3- Teamwork skills

Works with peers and in groups

Plays several roles on teams

Shows leadership qualities

Transfers effectively between individual and team assignments

Knows his/her duties and rights within the team

4- Problem solving skills

Identifies problems

Analyses causes of problems

Shows ability to solve problems

Sorts relevant data to solve problems

Initiates innovative solutions

5- Management skills

Stress management: The engineer should be able to avoid any life stresses which

affect his/her professional performance.

Manages/oversee several tasks at once

Punctual in doing assigned tasks

P a g e 82 | 116

flexible in using alternative ways to meet objectives

Sets strategies for doing tasks

Organizes and refines strategies

6- Initiative and Enterprise skills

Analyses information from different sources

Applies information to new contexts

Initiates change activity within the work process

Designs innovative tools for project work

Uses brainstorming activities effectively

7- Planning and Organization

Develops action plans for assigned projects

Plans and organizes events and activities

Establishes clear project goals and deliverables

Sets strategies for doing tasks

Researches literature and collects data

8- Decision Making

Makes decisions on time

Analyses decisions

Identifies political implications

Weighs different priorities

Assesses long-term effects

P a g e 83 | 116

APPENDIX II

1. Training Courses Conducting in the Syndicate Branches

Technical skills

1. Basics of Fire Fighting Sprinkler and Fire Alarm Systems Design and testing

2. Electric Hydraulic

3. Programmable Logic Controller (PLC)

4. Supervisory Control and Data Acquisition (SCADA)

5. Control, Protection and Alarm Systems

6. Supervising the Implementation of Electrical Works in Construction Projects

7. Designing Solar Energy Systems for Engineers

Soft Skills

1. Entrepreneurship in cooperation with Microsoft company

2. Building Information Modelling (BIM)

3. Project Management Professional (PMP)

4. Building Management Systems (BMS)

5. Feasibility Study for Projects

6. Management of Engineering Projects Using Primavera

7. Quality Management Systems ISO 9001

8. Environmental Impact Assessment

9. Java Programming Language

10. VMware Venter Server Administration 6.0

2. Training Courses Conducting at Nile University in Cooperation with the Engineering

Syndicate

Technical skills

1. Electro-Pneumatics Basics (EPB 121)

2. Electro-pneumatics Advanced & Safety (EPA 122)

3. Electro-Hydraulics Basics (EHB 321)

4. DC Electrical Drives & Characteristics (EDDC 311)

5. DC Electrical Drives & Characteristics (EDAC 321)

6. PLC Programming Basics (PLC 131)

7. PLC Programming Advanced (PLC 232)

P a g e 84 | 116

3. Training Courses Conducting at the American university in Cairo in Cooperation with the

Engineering Syndicate

Soft Skills

1. Computer-Aided Graphics: “AutoCAD”

2. Specific Contracts/Law of Evidence

3. Comparative International Contracts (FIDIC Forms)

4. OSHA Construction Industry Safety and Health Training

6. Maintenance Planning for Civil Engineers

8. Planning and Scheduling with PRIMAVERA Project Management

9. Advanced PRIMAVERA Project Management

10. Contract Management Essentials

11. International Contract and Domestic Law

12. Contract Administration

13. Strategic Planning and Change Management for Engineers

14. Operations, Supply Chain and Systems Engineering

15. Engineering Management and Project Management

16. Financial resources Management for Engineers

17. Marketing and Sales Management in Engineering Organizations

18. Introduction to Environmental Engineering

19. Environmental Management

22. Fundamentals of Health, Safety and Environmental Control (HSE)

23. OSHA General Industry Safety and Health Training

24. Risk Management, Job Hazard Analysis and HAZOP Studies

25. Occupational Health, Safety (OHSAS 18001) and Environmental Control (QISO 14001)

26. Project Planning and Control Techniques

27. Project Development Management and Strategies

28. HR for Project Management

29. Management of Project Resources

30. Introduction to Project Management International Standards

31. Project Budgeting and Financial Control

32. Cost Management for Engineering Projects

P a g e 85 | 116

33. Project Communications Management

34. Project Feasibility Studies

35. Quality Engineering

36. Planning and Scheduling Professional

37. Projects Bids and Contracts

38. Effective Contracts Management

39. Certified Cost Professional (CCP)

40. Risk Management

41. Management of Multiple Projects

42. Value Analysis for Engineering Projects

43. Project Management Office (PMO) Planning and Implementation

44. Project Safety Management

45. Project Management Life Cycle from Tendering to Closing

46. Self-Development and Leadership in Project Management

47. Project Controls

48. Workplace Health and Safety (WHS) Hazard Identification, Risk Assessment and Risk

Control

49. Occupational Health and Safety (OHS) Principles and OHS Risk Control

50. Identifying Hazards and Assessing OHS Risks

51. Applying Principles of Occupational Health and Safety Risk Management

4. Training Courses Conducting in Cooperation between National Education Network (NEN)

and the Engineering Syndicate

Technical skills

1. Micro controller Level I

2. Micro controller Level II

3. Programmable Logic Controller (PLC) Level I

4. Programmable Logic Controller (PLC) Level II

Soft Skills

5. Sun Certified Java Associate (SCJA)

6. Microsoft ASP .NET Developer 3.5 (MCPD)

7. Microsoft .NET Windows Developer 3.5 (MCPD)

P a g e 86 | 116

8. Oracle Certified Professional DB Developer (OCPDBD)

9. Oracle Certified Professional DB Administrator (OCPDBA)

10. MS SQL Server 2008 Business Intelligence (MCITP)

11. MS SQL Server 2008 Database developer/Admin (MCITP)

12. Cisco Certified Network Associate (ICND1 + ICND2) (CCNA)

13. Specialized Track (Security/Wireless/Voice) (CCNA)

14. Cisco Certified Network Professional (CCNP)

15. Microsoft Windows Server 2003 System Engineer (MCSE)

16. Microsoft Windows Server 2008 Administrator (MCITP)

17. Certified Wireless Network Administrator (CWNA)

18. Certified Ethical Hacker (CEH)

19. CompTIA Network+

20. CompTIA Security+

21. CompTIA A+ (HW-SW)

22. SCADA Systems Level I

23. SCADA Systems Level II

24. Printed Circuit Board (PCB)

25. Voice Over IP (VOIP)

26. Satellite Communication Systems (SCS)

27. Mobile Package (GSM-GPRS-CDMA-UMTS)

28. High-Speed Downlink Packet Access (HSDPA)

29. Network Design Using WiFi IEEE 802.11 Standards (WiFi)

30. Worldwide Interoperability for Microwave Access

31. Primavera

32. MS Project 2007

33. Microsoft Office 2007 (MCAS)

34. International Computer Driving License (ICDL)

35. MATLAB Fundamentals & Programming

36. MATLAB for Image Processing

37. MATLAB Simulink for System Modelling

43. Business English Level 1-12

P a g e 87 | 116

44. English Conversation Level 1-4

45. TOEFL Preparation Level 1-2

P a g e 88 | 116

APPENDIX III

1. Training Courses Conducting in the Syndicate Branches

Technical skills

1. Steel scaffold

2. Basic Hydraulic

3. Advanced Hydraulic

4. Health and safety in construction works

5. Geographic Information Systems (GIS)

6. Analysis and structural design Using ETABS Program

Soft Skills

1. Entrepreneurship in cooperation with Microsoft company

2. Building Information Modelling (BIM)

3. Project Management Professional (PMP)

4. Building Management Systems (BMS)

5. Feasibility Study for Projects

6. Management of Engineering Projects Using Primavera

7. Quality Management Systems ISO 9001

8. Environmental Impact Assessment

11. Three-dimensional drawing using Autodesk 3Ds Max

12. Contract Administration of Constructions according to FIDIC Law

13. Qualifying New Graduates to Work in Construction Projects

14. SewerCAD V10

2. Training Courses Conducting at Nile University in Cooperation with the Engineering

Syndicate

Technical skills

1. Hydraulics Basics (HYB 311)

3. Training Courses Conducting at the American university in Cairo in Cooperation with the

Engineering Syndicate

Technical skills

1. Design and Operation of Waste Water Treatment Plants

Soft Skills

P a g e 89 | 116

1. Computer-Aided Graphics: “AutoCAD”

2. Specific Contracts/Law of Evidence

3. Comparative International Contracts (FIDIC Forms)

4. OSHA Construction Industry Safety and Health Training

5. Construction Procurement Management

6. Maintenance Planning for Civil Engineers

7. Construction and Building Legislation

8. Planning and Scheduling with PRIMAVERA Project Management

9. Advanced PRIMAVERA Project Management

10. Contract Management Essentials

11. International Contract and Domestic Law

12. Contract Administration

13. Strategic Planning and Change Management for Engineers

14. Operations, Supply Chain and Systems Engineering

15. Engineering Management and Project Management

16. Financial resources Management for Engineers

17. Marketing and Sales Management in Engineering Organizations

18. Introduction to Environmental Engineering

19. Environmental Management

20. Solid and Hazardous Waste Management

21. Pollution Prevention and Waste Minimization

22. Fundamentals of Health, Safety and Environmental Control (HSE)

23. OSHA General Industry Safety and Health Training

24. Risk Management, Job Hazard Analysis and HAZOP Studies

25. Occupational Health, Safety (OHSAS 18001) and Environmental Control (QISO 14001)

26. Project Planning and Control Techniques

27. Project Development Management and Strategies

28. HR for Project Management

29. Management of Project Resources

30. Introduction to Project Management International Standards

31. Project Budgeting and Financial Control

P a g e 90 | 116

32. Cost Management for Engineering Projects

33. Project Communications Management

34. Project Feasibility Studies

35. Quality Engineering

36. Planning and Scheduling Professional

37. Projects Bids and Contracts

38. Effective Contracts Management

39. Certified Cost Professional (CCP)

40. Risk Management

41. Management of Multiple Projects

42. Value Analysis for Engineering Projects

43. Project Management Office (PMO) Planning and Implementation

44. Project Safety Management

45. Project Management Life Cycle from Tendering to Closing

46. Self-Development and Leadership in Project Management

47. Project Controls

48. Workplace Health and Safety (WHS) Hazard Identification, Risk Assessment and Risk

Control

49. Occupational Health and Safety (OHS) Principles and OHS Risk Control

50. Identifying Hazards and Assessing OHS Risks

51. Applying Principles of Occupational Health and Safety Risk Management

4. Training Courses Conducting in Cooperation between National Education Network (NEN)

and the Engineering Syndicate

Soft Skills

1. Photoshop CS4 Level I

2. Photoshop CS4 Level II

3. Dream Weaver CS4

4. Flash CS4

5. 3D Max

6. Business English Level 1-12

7. English Conversation Level 1-4

P a g e 91 | 116

8. TOEFL Preparation Level 1-2

9. Design Using Solid Works 2009-Drawing/Cosmos

10. AutoCAD 2D

11. AutoCAD 3D

12. Inventor

13. Sap 2000

P a g e 92 | 116

APPENDIX IV

1- Engineers questionnaire:

كلیات الهندسة بخریجي خاص یانباست

خریج كلیة الهندسة/عزیزي

وبعدتحیة طیبة

المهنیة والفنیة لخریجي كلیات الهندسة، والتغلب على مشكلتي البطالة، وتغییر في إطار السعي نحو رفع القدرات

المسار المهني بین خریجي كلیات الهندسة، تقوم عدد من الجامعات المصریة واألوروبیة بإعداد برامج تدریبیة

اجات السوق متخصصة ومتمیزة في ضوء أفضل المعاییر الدولیة لخریجي كلیات الهندسة، وكذلك في ضوء احتی

المحلي والدولي.

من اإلجابة عن األسئلة المطروحة فيالدقة والموضوعیة لذلك نرجو من حضراتكم ملئ االستبانة التالیة مع توخي

تحدید المشكالت والعقبات التي تواجهكم، ومن ثم إعداد البرامج المناسبة للتغلب على تلك العقبات.أجل

كافة البیانات التي ستقومون بتسجیلها سیتم استخدامها في إطار أنشطة البحث والتطویر فقط ولن یتم تشاركها مع

أي جهات أخرى. في حالة وجود أي استفسارات برجاء عدم التردد في التواصل معنا عبر البرید اإللكتروني التالي:

profeng@asugards.edu.ege

في النهایة، یتقدم إلیكم فریق العمل بالمشروع بخالص الشكر على ما ستقدمونه من وقت ومعلومات ستساعد بالتأكید

في تطویر األداء المهني والفني لخریجي كلیات الهندسة.

أهداف االستبیان:

كلیات الهندسة.تحدید األسباب الرئیسة لتفشي ظاهرة البطالة بین خریجي . 1

تحدید المهارات الفنیة والمهنیة التي یحتاج إلیها خریجي كلیات الهندسة في ضوء المعاییر العالمیة. . 2

تعرف أسباب تغییر بعض خریجي كلیات الهندسة للمسار الوظیفي. . 3

تعرف المقترحات واألفكار الخاصة بالمهندسین في ضوء احتیاجات سوق العمل. . 4

متخصصة لرفع الكفاءة المهنیة والفنیة لخریجي كلیات الهندسة. إعداد برامج تدریبیة . 5

، وبرامج التعلم مدى الحیاة، التعلیم الهندسي ونقابة المهندسین، لتطویر كلیات الهندسةكل من دور تفعیل . 6

.السوق المحلي والدوليمواكبة احتیاجات ل

ةفرص على الخریج حصولمن أجل هندسین لزیادة التفاعل بینها وبین الخریجینمتطویر دور نقابة ال . 7

مناسبة. عمل

المساهمة في التنمیة المستدامة وخدمة المجتمع في المجاالت الهندسیة علىزیادة قدرة كلیات الهندسة . 8

.المتعددة

P a g e 93 | 116

:: البیانات الشخصیةأوال

□ثى نأ□ كر ذ الجنس: .1

موقع العمل: .2

الجامعة التي تخرجت منها: .3

:التخصص .4

مدني□

عمارة□

تصاالت والكترونیات إ□

حاسباتوتحكم□

میكانیكا□

تعدین□

هندسة كیمیائیة□

هندسه نسیج□

... میكاترونیكأخرى...□

سنة التخرج: .5

العمر: .6

□ال □ نعم حالیا: هل تعمل .7

ما القطاع الذي تعمل به: .8

الحكومي القطاع □

الخاص القطاع□

بك خاص مشروع□

أعمل بالخارج

أخرى ......□

هل تعمل في مجال تخصصك: .9

□ ال-ب □نعم -أ

في حال عدم العمل في مجال التخصص یعود السبب ل: . 10

لم أجد فرصة عمل مناسبة في مجال التخصص□

ال توجد فرص عمل شاغرة في مجال تخصصي□

العائد المادي من العمل في مجال تخصصي ضعیف□

أو مشروع خاص الوالد مهنة في أعمل□

أخرى .......□

P a g e 94 | 116

؟التخرجأو بعد قبل أو برامج تدریبیة دوراتهل تلقیت . 11

ال □نعم□

(التي حصلت علیها قبل أو بعد التخرج) والتي ساهمت بشكل كبیر في دورات أو البرامج التدریبیةما ال . 12

حصولك على فرصة عمل جیدة؟

........................................................................................................

........................................................................................................

ما الدورات األكثر تأثیرا في تطویر أدائك المهني والفني، والتي ترغب في الحصول علیها؟ . 13

....................................................................................................

....................................................................................................

ما المقررات الدراسیة التي ترى أن طالب كلیات الهندسة في حاجة لدراستها قبل التخرج؟ . 14

…………………………………………………………………………..………………

…………………………………………………………………………………………..

توافرها في خریجي كلیات الهندسة؟ما أهم المهارات الشخصیة التي یجب . 15

……………………………………………………………………………………………

…………………………………………………………………………………………..

ما تقیمك لمهاراتك في استخدام الحاسب اآللي؟ . 16

□. ضعیف -ھ□د. متوسط □جید -ج □جید جد أ -ب □ممتاز -أ

برامج تخصصك: فيمهاراتك . 17

□. ضعیف -ھ□د. متوسط □جید -ج □جید جد أ -ب □ممتاز -أ

:األخرى األجنبیة اللغاتمهارات اللغة االنجلیزیة أو ما مستوى إتقانك ل . 18

□. ضعیف -ھ□د. متوسط □جید -ج □جداجید -ب □ممتاز -أ

الجامعات دورثانیا:

ةضعیف ةمتوسط جید جداجید ممتاز البیان م

م الجامعة التي تخرجت منها ماهتدرجة ا 1

بمواكبة احتیاجات المجتمع من التخصصات

المختلفة

م الجامعة التي تخرجت منها ماهتدرجة ا 2

مناهجها بما یواكب احتیاجات سوق بتطویر

العمل

P a g e 95 | 116

ةضعیف ةمتوسط جید جداجید ممتاز البیان م

م الجامعة التي تخرجت منها بفتح ماهتدرجة ا 3

العملتخصصات جدیدة تواءم حاجة سوق

الساعات الدراسیة العملیة المخصصة مقدار 4

الهندسة في الجامعة التي تخرجت ةمن قبل كلی

منها لتأهیل الخریجین لالنخراط في سوق

العمل

التدریبیة الدوراتثالثا:

ةضعیف ةمتوسط جید جداجید ممتاز البیان م

ةكلی خریجي اكساب في التدریبیة الدورات تساهم 1

عملتناسب سوق ال اتر مها الهندسة

بعقد منها تخرجت التي الجامعة متماهدرجة ا 2

الخریجین تساعدة جنبیأ لغاتفي تدریبیة دورات

متابعة الجدید في العلوم الهندسیة المختلفة في

درجة 3

مالجامعةالتیتخرجتمنهابعقددوراتتدریبیةفیمجاتماها

فیتنظیم عمل المؤسسة الإلدارةتساعدالخریجین

التي یعملون بها

مع منها تخرجت التي الجامعةل تواص درجة 4

ةاألهلی والمؤسساتوالخاص العام القطاع

لخریجینمستوى ا رفعفي للمساهمة

استخدام مهارات التفكیر العلیا مثل على القدرة 5

والتفكیر الناقض واإلبداعي، واالبتكار التحلیل

مقترحاتكم ا:رابع

قد تسھم في رفع مستوى خریجي كلیات الھندسة لمواكبة المعاییر الدولیة للخریجین، أخرى مقترحاتأیبرجاء إضافة

:وكذلك متطلبات سوق العمل المحلیة والعالمیة

………………………………………………………………………………………………..

........................................................................................................

........................................................................................................

شكرا لكم على مشاركتكم الفعالة

P a g e 96 | 116

2- Industrial questionnaire

ناعي المصرياستبیان عن مھارات الفنیین في المجال الص

األوروبي تحاداال برعایةھذا االستبیان ھو جزء من أنشطة برنامج للربط بین التعلیم الصناعي واحتیاجات سوق العمل الھدف من ھذا االستبیان ھو تحلیل الفجوة بین مھارات الفنیین في الجانب العملي و العالي التعلیم في التطویر أعمال لدعم

وتطلعات سوق العمل

...........................................................................:سم الشركة) ا1

.......................................................................:) اسم المسئول2

............................................................................ :) المحافظة3

.......................................................................:) عنوان الشركة4

.........................................................................:) ھاتف أرضي5

................................................................ :) البرید اإللكتروني6

حكومیة□خاصة□: شركة) نوع ال7

500أكثر من □ 500الي 101من □ 100الي 1من □)عدد الموظفین:8

) الشركة تعمل في مجال: 9

الغزل والنسیج □ الھندسة □

صناعة الحبوب الغذائیة □ الصناعات الغذائیة □

الصناعات المعدنیة□ صناعة الحبوب الغذائیة □

الصناعات الدوائیة ومستحضرات التجمیل □ منتجات الجلود □

كنولوجیا المعلومات ت□ صناعة الحبوب الغذائیة □

صناعات االخشاب□ الصناعات الكیمیائیة□

صناعة مواد البناء□ صناعة الورق□

أخرى (برجاء التحدید):............................. □ الصناعات البتروكیماویة □

)العجز في وجود المھارات التي تتطلع إلیھا لدي الفنیین:10

مقبول□متوسط □حاد □

في حالة اإلجابة بنعم نرجو ذكر المآخذ الرئیسیة المعاھد الفنیة ومرحلة الثانویة الفنیة؟)ھل لدیك معرفة بمناھج التعلیم الصناعي في 11 :على ھذه المناھج من وجھة نظر شركتك

ال□نعم □

..........................................................................................................................................................................................................................................................................................................................................................

) من وجھة نظرك ماھي المھارات التي یجب ان یتضمنھا منھج التعلیم الصناعي من أجل االرتقاء بخریجي المعاھد والثانویة 12 الفنیة؟

..............................................................................................................................................................................................................................................................................................................................................

P a g e 97 | 116

)كیف تقوم شركتك بتعویض النقص في المھارات للفنیین؟13

تدریب أثناء العمل □

تدریب بواسطة الفنیین القدامى □

تدریب في شركات ومعاھد مختصة بتقدیم برامج تدریبیة فنیة□

التدریب من خالل االشتراك في اكثر من عملیة فنیة □

االشتراك في برامج تعلیمیة□

(برجاء التحدید): ىأخر□.........................................................................................................................................................................................................................................................................................................................................................................................................

:إلى)العجز في المھارات المطلوبة للفنیین أدي 14

ضعف المنافسة □

صعوبة المطابقة مع المواصفات القیاسیة□

لمستمر صعوبة التطویر ا□

التأخیر في تسلیم الطلبات □

زیادة الفاقد في الموارد المطلوبة إلتمام العمل □

أخرى (برجاء التحدید):□

................................................................................................................................................................................................................................................................................. ...........................

) أثناء التعیینات ما المھارات الشخصیة التي وجدت فیھا نقص حاد: 15

القراءة والكتابة باللغة العربیة□

القراءة والكتابة باللغة اإلنجلیزیة□

العمل تحت ضغط □

تجھیز العملیة الفنیة وتوجیھ القائمین علیھا□

أخالقیات العمل□

وجدیر بالثقة واالعتماد علیھالدقة □

(برجاء التحدید): ىأخر□

......................................................................................................................................................................................................................................................................

...................................................................................................................................................

المعتمدة من وزارة الصناعة والتجارة كافیة لتلبیة احتیاجات شركتك؟) ھل تعتقد ان عدد مراكز التدریب الصناعي 16

نعم □ □ال )ماھي تخصصات الفنیین في شركتك؟ 17

القوى المیكانیكیة□ الصناعة اإلنتاجیة□ الكھرباء□ میكاترونیكس□

.........................................................................................................خلیط من ھذه التخصصات (برجاء التحدید):□

ھ للصفحة (الصفحات) المتعلقة بالتخصص الذي تم اختیاره برجاء التوج

P a g e 98 | 116

تخصص القوى المیكانیكیة

المیكانیكیة: ىالقواختر المھارات التي تجدھا مختفیة عن الفنیین في مجال )18

القدرة علي عمل قیاسات دقیقة لسریان الموائع □ المختلفة ودرجات الحرارة

تشغیل وصیانة الماكینات التوربینیة والمعدات الحراریة □ والغالیات

الھندسيالقدرة علي استخدام برامج الرسم □ اآلليالحاسب التصنیع باستخداموبرامج

HVACتشغیل وصیانة أنظمة □

تشغیل وصیانة المعدات الھیدرولیكیة والنیوماتیة □ قراءة الرسومات الھندسیة علىالقدرة □

تشغیل وصیانة خطوط األنابیب□ االمتثال للمواصفات القیاسیة الخاصة باألمان□

.....................................................................................................أخرى (برجاء التحدید):□

)ھل تتفق على ھذه األسباب كمبررات للعجز في المھارات الفنیة للفنیین:19

ال یوجد تدریبات عملیة للفنیین قبل التخرج من □ معاھدھم

ئمة غیر مال الصناعيمناھج التعلیم □

):...................................................................................................(برجاء التحدید ىأخر□....................................................................................................................................

برجاء ،ھل قامت شركتك بتدریب وإعداد الفنیین قبل اشتراكھم في العمل؟ في حالة اإلجابة بنعم، بعد تعیینھم) 20

.تحدید برامج التدریب

م نع□ □ ال

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

ما البرامج التدریبیة التي وجدتھا مفیدة ومثمرة؟)21

2.................................................................... ( 1....................... (............................................

4.................................................................... ( 3 (............................................................................

P a g e 99 | 116

تخصص الصناعة اإلنتاجیة

رات التي تجدھا مختفیة عن فنى اإلنتاج:اختر المھا)22

تشغیل وصیانة الماكینات اإلنتاجیة التقلیدیة □ تشغیل وصیانة معدات المناولة (األوناش)□

تشغیل والصیانة البسیطة لماكینات اإلنتاج ذات التحكم □ العددي

القدرة علي تنفیذ العملیات التصنیعیة □

التحكم في عملیات التصنیع □ االمتثال للمواصفات القیاسیة الخاصة باألمان□

القدرة علي استخدام مختلف أدوات القیاس □ القدرة علي إعداد الرسومات الھندسیة □

التحقق من أداء المنتجات او بعض التركیبات □ المیكانیكیة بكفاءة

القدرة علي استخدام برامج الرسم الھندسي وبرامج □ الحاسب اآللي التصنیع باستخدام

فحص المنتجات من أجل توكید الجودة □ للجودةاالمتثال للمواصفات القیاسیة علىالقدرة □

معاونة مھندسي اإلنتاج في بناء نماذج اختبار □ إعداد الرسومات البیانیة علىالقدرة □ للمنتجات للتحقق من أداءھا وأسلوب تصنیعھا

القدرة علي استكشاف المشاكل في المعدات واألدوات □ والمنتجات

):التحدید برجاء( أخرى□....................................................................................................................................

......................................................................................................................................................................

)ھل تتفق على ھذه األسباب كمبررات للعجز في المھارات الفنیة للفنیین:23

ال توجد تدریبات عملیة للفنیین قبل التخرج من □ معاھدھم

غیر مالئمة الصناعيمناھج التعلیم □

):التحدید برجاء( ىأخر□....................................................................................................................................

.......................................................................................................................................................................

قامت شركتك بتدریب وإعداد الفنیین قبل اشتراكھم في العمل؟ في حالة اإلجابة بنعم، برجاء تحدید ھل ، بعد تعیینھم)24

برامج التدریب.

نعم □ □ال

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------ البرامج التدریبیة التي وجدتھا مفیدة ومثمرة؟ما )25

2.................................................................... ( 1................................................................... (

4................................................................. (... 3............................................................................ (

P a g e 100 | 116

تخصص الكھرباء

رات التي تجدھا مختفیة عن فنى الكھرباء:اختر المھا) 26

خطوط القوي الكھربیة وأنظمة تشغیل وصیانة□ الكھربيالتوزیع

متغیرة (الكھربیة تشغیل وصیانة المعدات والمولدات □ التیار او ثابتة التیار)

تطویر الدوائر الكھربیة في الماكینات اإلنتاجیة □ المختلفة

القدرة علي استكشاف مشكالت الدوائر اإللكترونیة □ وصیانتھا

كم الكھربیةتشغیل وصیانة لوحات التح□ االمتثال للمواصفات القیاسیة الخاصة باألمان□

القدرة علي صیانة األسالك والتوصیالت المختلفة□ اختبار األنظمة الكھربیة □

التحقق من أداء المنتجات او بعض التركیبات □ المیكانیكیة بكفاءة

اآلليالقدرة علي استخدام برامج الحاسب □

أخرى□....................................................................................................):.............برجاءالتحدید(

...........................................................................................................................................................................................

ھل تتفق على ھذه األسباب كمبررات للعجز في المھارات الفنیة للفنیین:)27

ال توجد تدریبات عملیة للفنیین قبل التخرج من □ معاھدھم

غیر مالئمة يالصناعمناھج التعلیم □

):التحدید برجاء( أخري□....................................................................................................................................

........................................................................................................................................................................................................................................................................

ك بتدریب وإعداد الفنیین قبل اشتراكھم في العمل؟ في حالة اإلجابة بنعم، برجاء ھل قامت شركت، بعد تعیینھم)28

تحدید برامج التدریب.

نعم □ □ال

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

البرامج التدریبیة التي وجدتھا مفیدة ومثمرة؟ما ) 29

2..................................................................... ( 1................................................................... (

4 (..................................................................... 3............................................................................ (

P a g e 101 | 116

تخصص المیكاترونیات

رات التي تجدھا مختفیة عن فنى المیكاترونیكس: اختر المھا)30

القدرة علي استخدام دوائر التحكم لألنظمة □ الھیدرولیكیة والنیوماتیة

تشغیل وصیانة مختلف أنظمة التحكم □

القدرة علي استخدام أنظمة اآللیات المختلفة □ لالستخدام األمثل اإللكترومیكانیكیةتقییم األنظمة □

لتحكم بواسطة الحاسب اآللي تشغیل أنظمة ا□ االمتثال للمواصفات القیاسیة الخاصة باألمان□

القدرة علي التعامل مع أنظمة التحكم المنطقیة □ )PLCالقابلة للبرمجة (

القدرة علي معایرة األدوات واختبار المعدات □

أخرى□........................................................................................................):.........برجاءالتحدید(

....................................................................................................................................

.......................................................

)ھل تتفق على ھذه األسباب كمبررات للعجز في المھارات الفنیة للفنیین:31

ال توجد تدریبات عملیة للفنیین قبل التخرج من □ معاھدھم

غیر مالئمة الصناعيمناھج التعلیم □

ىأخر□..................................................................):...............................................برجاءالتحدید(

........................................................................................................................................................................................................................................................................

...................

برجاء تحدید ،ھل قامت شركتك بتدریب وإعداد الفنیین قبل اشتراكھم في العمل؟ في حالة اإلجابة بنعم، بعد تعیینھم)32

برامج التدریب.

نعم □ □ال

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------ البرامج التدریبیة التي وجدتھا مفیدة ومثمرة؟ما ) 33

2.............................................................. ( 1................................................................ (

4.............................................................. ( 3........ (...........................................................

لك على االشتراك في ھذا االستطالع اشكر

P a g e 102 | 116

Questionnaire of Technicians’ Skills in Industrial fields in Egypt

This questionnaire is part of the activities in the project of Academic-Industry Partnership towards Development of Trainers and Educators for Technicians in Egypt which aims at developing the Egyptian technical education by bridging the academic curricula to the industrial field. The purpose of the questionnaire is to analyse the gap between skills of the technicians in practical field and the expectations of the Industry.

1. Name of the Enterprise:--------------------------------------

2. Name of the responsible: ----------------------------------- 3. Governorate:--------------------------------- 4. Address:------------------------------------- 5. Phone:- ------------------------------------ 6. Email:----------------------------------- 7. Type of the organization: □ Private Enterprise □Governmental 8. Number of employees: □ 1- 100 □ 101- 500 □ More than 500 9. The Industrial sector:

□ Engineering □Food industries □ Textile □ Papers □Furniture and woods

□Grain industry □Pharmaceuticals & cosmetics

□ IT technology industry

□Petrochemicals □ Building Materials

□Chemicals □ Mineral industry □ leather products

□Other (please specify):

------------------------------------------------------------------------------------------------------------------------------

10. The shortage of skills in your sector is….? □severe □moderate □acceptable 11. Are you aware of the curriculum of technical education in Egypt? □Yes □No

If yes, what are the major disadvantages from the point of your enterprise?

------------------------------------------------------------------------------------------------------------------------ 12. What are the skills and the behaviour that should be developed in the technical education?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

13. How does your enterprise compensate the lack of skills?

□ On the job training □ Enrolment in academic programmers (Masters, etc.)

□ Internal training course

□ External training course

□ Job rotation

□ Other (please specify): -----------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------ 14. The lack of skills gap has a major negative impact on:

□ Low Competitiveness □ Time delays

□ Compliance with specifications □ Excess of resources to do the job

□ Continuous improvement

□Other (please specify): ------------------------------------------------------------------------------------------------------

P a g e 103 | 116

15. During recruiting, which soft skills have you found the widest gap in:

16. Have you found difficult to find a training center for your employees? □Yes □No 17. What are the specialties of your technicians?

□ Mechanical □Industrial □Electrical □Mechatronics

□ Mix of these specialties (please specify): -----------------------------------------------------------------------

Please fill in the following sections based on your selection above

□Communicate orally and in writing in Arabic

□Communicate orally and in writing in English

□Solve technical problems

□Work long hours under pressure

□Be punctual and reliable

□Organize and guide the work of others

□Reasoning on technical subjects □Understand work ethics

□Other (please specify): --------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------------

P a g e 104 | 116

Mechanical technicians

18. Please, choose the most lacking skills:

□ O&M 2 turbo machinery, thermal equipment and boilers

□ O&M HVAC Systems

□ O&M hydraulics or pneumatics equipment

□ O&M pipelines

□ Can Conduct flow and temperature measurements. □ Using CAD/CAM software

□ Interpret engineering drawings& schematic diagrams □ Apply safety standards

□ Others (please specify): -----------------------------------------------------------------------------------------------

-------------------------------------------------------------------------------------------------------------------------------- 19. What are the reasons of the lack of skills?

□ Poor technical education

□ Insufficient training

□ Others (please specify): -----------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------

20. Have your technicians received any technical training after recruitment?□Yes □No

If yes, please specify courses and numbers of technicians.

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------ 21. Which training courses you found most useful?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

2 O&M an abbreviation of Operate and Maintain

P a g e 105 | 116

Industrial technicians

22. Please, choose the most lacking skills: □ O&M conventional machine tools. □ O&M of CNC machines.

□ O&M of handling equipment. □ Can do Processes control.

□ Perform Manufacturing Processes. □ Interpret engineering drawings& schematic diagrams.

□ Apply the safety standards. □ Products inspection for quality assurance.

□ Do metrology tasks efficiently □ Can test products or subassemblies for functionality

□ Can Prepare charts, graphs, and diagrams □ Confer with management or engineering staff to determine quality and reliability standards

□ Troubleshoot problems with equipment, devices, or products.

□Assist engineers in developing, building, or testing prototypes or new products, processes, or procedures

□ Use CAD/CAM software □ Using Additive Manufacturing technologies

Other (please specify): ------------------------------------------------------------------------------------------------ ---------------------------------------------------------------------------------------------------------------------------

23. What are the reasons of the lack of skills? □ Poor technical education

□ Insufficient training

□ Others (please specify): -----------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------

24. Have your technicians received any technical training after recruitment?□Yes □No

If yes, please specify courses and numbers of technicians.

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------ 25. Which training courses you found most useful?

1. ------------------------------------------------- 3. -----------------------------------------------------------

2. ---------------------------------------------------- 4. -----------------------------------------------------------

P a g e 106 | 116

Electrical technicians

26. Please, choose the most lacking skills:

□ O&M of electrical machines (AC/DC motors and AC generators)

□O&M of Electric power (distribution systems, transformers, electrical power switch boards, control panels, and power electronics)

□ Maintenance and troubleshooting of industrial and digital electronics

□Modify industrial electrical circuits

□O&M of electrical control circuits □Perform tests on electrical systems

□ General IT skills □Maintenance of cables and connections.

□Other (please specify): ------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------

27. What are the reasons of the lack of skills? □ Poor technical education

□ Insufficient training

□ Others (please specify): -----------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------

28. Have your technicians received any technical training after recruitment?□Yes □No

If yes, please specify courses and numbers of technicians.

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------ 29. Which training courses you found most useful?

1. ------------------------------------------------------- 3. -----------------------------------------------------------

2. ------------------------------------------------------- 4. -----------------------------------------------------------

P a g e 107 | 116

Mechatronics technicians

30. Please, choose the most lacking skills:

□ O&M of control systems

□ Perform automation of hydraulic and pneumatic Circuits

□ Use computerized control systems □ Evaluate electro-mechanical systems for proper operation

□ Operate robotic systems □ Use on PLC Systems and Industrial Networks

□ Calibrate instrumentation and test equipment

□Other (please specify): ---------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------- -----------

31. What are the reasons of the lack of skills? □ Poor technical education

□ Insufficient training

□ Others (please specify): -----------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------

32. Have your technicians received any technical training after recruitment?□Yes □No

If yes, please specify courses and numbers of technicians.

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------ 33. Which training courses you found most useful?

1. ------------------------------------------------------- 3. -----------------------------------------------------------

2. ------------------------------------------------------- 4. -----------------------------------------------------------

Thank you for taking part in this questionnaire

P a g e 108 | 116

كلیات الهندسة بخریجي خاص استبیان

خریج كلیة الهندسة/عزیزي

وبعدتحیة طیبة

في إطار السعي نحو رفع القدرات المهنیة والفنیة لخریجي كلیات الهندسة، والتغلب على مشكلتي البطالة، وتغییر

تدریبیة المسار المهني بین خریجي كلیات الهندسة، تقوم عدد من الجامعات المصریة واألوروبیة بإعداد برامج

متخصصة ومتمیزة في ضوء أفضل المعاییر الدولیة لخریجي كلیات الهندسة، وكذلك في ضوء احتیاجات السوق

المحلي والدولي.

من اإلجابة عن األسئلة المطروحة فيالدقة والموضوعیة توخيلذلك نرجو من حضراتكم ملئ االستبانة التالیة مع

اجهكم، ومن ثم إعداد البرامج المناسبة للتغلب على تلك العقبات.تحدید المشكالت والعقبات التي تو أجل

كافة البیانات التي ستقومون بتسجیلها سیتم استخدامها في إطار أنشطة البحث والتطویر فقط ولن یتم تشاركها مع

تروني التالي: أي جهات أخرى. في حالة وجود أي استفسارات برجاء عدم التردد في التواصل معنا عبر البرید اإللك

في النهایة، یتقدم إلیكم فریق العمل بالمشروع بخالص الشكر على ما ستقدمونه من وقت ومعلومات ستساعد بالتأكید

في تطویر األداء المهني والفني لخریجي كلیات الهندسة.

أهداف االستبیان:

الهندسة.تحدید األسباب الرئیسة لتفشي ظاهرة البطالة بین خریجي كلیات . 9

تحدید المهارات الفنیة والمهنیة التي یحتاج إلیها خریجي كلیات الهندسة في ضوء المعاییر العالمیة. . 10

تعرف أسباب تغییر بعض خریجي كلیات الهندسة للمسار الوظیفي. . 11

تعرف المقترحات واألفكار الخاصة بالمهندسین في ضوء احتیاجات سوق العمل. . 12

ة لرفع الكفاءة المهنیة والفنیة لخریجي كلیات الهندسة.إعداد برامج تدریبیة متخصص . 13

، وبرامج التعلم مدى الحیاة، التعلیم الهندسي ونقابة المهندسین، لتطویر كلیات الهندسةكل من دور تفعیل . 14

.السوق المحلي والدوليمواكبة احتیاجات ل

ةفرص على الخریج حصولل هندسین لزیادة التفاعل بینها وبین الخریجین من أجمتطویر دور نقابة ال . 15

مناسبة. عمل

المساهمة في التنمیة المستدامة وخدمة المجتمع في المجاالت الهندسیة علىزیادة قدرة كلیات الهندسة . 16

.المتعددة

P a g e 109 | 116

:: البیانات الشخصیةأوال

□ثى نأ□ كر ذ الجنس: .1

□أرمل -د □مطلق -ج □أعزب -ب □متزوج -الجتماعیة: أاالحالة .2

موقع العمل: .3

الجامعة التي تخرجت منها: .4

:التخصص .5

ني مد□

عمارة□

تصاالت والكترونیات إ□

وتحكم حاسبات□

میكانیكا□

تعدین□

هندسة كیمیائیة□

هندسه نسیج□

أخرى......□

سنة التخرج: .6

..................... العمر: .7

□ال □ نعم حالیا: هل تعمل .8

ما القطاع الذي تعمل به: .9

الحكومي القطاع □

الخاص القطاع□

بك خاص مشروع□

أعمل بالخارج

أخرى ......□

هل تعمل في مجال تخصصك: . 10

□ ال-ب □نعم -أ

السبب ل:في حال عدم العمل في مجال التخصص یعود . 11

لم أجد فرصة عمل مناسبة في مجال التخصص□

ال توجد فرص عمل شاغرة في مجال تخصصي□

العائد المادي من العمل في مجال تخصصي ضعیف□

أو مشروع خاص الوالد مهنة في أعمل□

P a g e 110 | 116

أخرى .......□

؟التخرجأو بعد قبل أو برامج تدریبیة دوراتهل تلقیت . 12

ال □نعم□

(التي حصلت علیها قبل أو بعد التخرج) والتي ساهمت بشكل كبیر في البرامج التدریبیةدورات أو ما ال . 13

حصولك على فرصة عمل جیدة؟

....................................................................................................

ني، والتي ترغب في الحصول علیها؟ما الدورات األكثر تأثیرا في تطویر أدائك المهني والف . 14

...................................................................................................

ما المقررات الدراسیة التي ترى أن طالب كلیات الهندسة في حاجة لدراستها قبل التخرج؟ . 15

....................................................................................................

ما أهم المهارات الشخصیة التي یجب توافرها في خریجي كلیات الهندسة؟ . 16

....................................................................................................

ما تقیمك لمهاراتك في استخدام الحاسب اآللي؟ . 17

□. ضعیف -ھ□د. متوسط □جید -ج □جید جد أ -ب □ممتاز -أ

برامج تخصصك: فيمهاراتك . 18

□. ضعیف -ھ□د. متوسط □جید -ج □جید جد أ -ب □ممتاز -أ

:خرىاأل جنبیةاأل غاتللامهارات اللغة االنجلیزیة أو ما مستوى إتقانك ل . 19

□. ضعیف -ھ□د. متوسط □جید -ج □جداجید -ب □ممتاز -أ

الجامعات دور: ثانیا

ةضعیف ةمتوسط جید جداجید ممتاز البیان م

م الجامعة التي تخرجت منها بمواكبة ماهتدرجة ا 1

التخصصات المختلفةاحتیاجات المجتمع من

بتطویرم الجامعة التي تخرجت منها ماهتدرجة ا 2

مناهجها بما یواكب احتیاجات سوق العمل

م الجامعة التي تخرجت منها بفتح ماهتدرجة ا 3

تخصصات جدیدة تواءم حاجة سوق العمل

الساعات الدراسیة العملیة المخصصة من قبل مقدار 4

الهندسة في الجامعة التي تخرجت منها لتأهیل ةكلی

الخریجین لالنخراط في سوق العمل

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المهندسین نقابة دور :ثالثا

ضعیف ةمتوسط جید جداجید ممتاز البیان م

2 النقابة توفرهاة التي تخصصیال تدریبیةال تادور مستوى ال

تأهیل الخریج إلعادة

3 أجل من الجامعات مع التنسیق في المهندسین ةنقاب دور

للطلبة األكادیمیة المقدمة الخدمة جودةتحسین

5

وتنظیم إعداد في المهندسین نقابة به تقومالدور الذي

الخاصة بتحسین مستوى والمؤتمرات الهندسیة الندوات

خریجي الهندسة

6 وفقا القدامى المهندسین تأهیل بإعادة النقابة تقوم

المؤسسة عمل واحتیاجات التكنولوجیة للتطورات

التدریبیة الدورات رابعا:

ةضعیف ةمتوسط جید جداجید ممتاز البیان م

ةكلی خریجي اكساب في التدریبیة الدورات تساهم 1

عملتناسب سوق ال اتر مها الهندسة

بعقد منها تخرجت التي الجامعة متماهدرجة ا 2

الخریجین تساعدة جنبیأ اتلغفي تدریبیة دورات

متابعة الجدید في العلوم الهندسیة المختلفة في

بعقد منها تخرجت التي الجامعة متماهدرجة ا 3

الخریجین تساعد اإلدارة مجال في تدریبیة دورات

تنظیم عمل المؤسسة التي یعملون بها في

مع منها تخرجت التي الجامعةل تواص درجة 4

ةاألهلی والمؤسساتوالخاص العام القطاع

لخریجینمستوى ا رفعفي للمساهمة

الهندسة ةكلی يخریجرفع مستوي في تساعد إضافیة عوامل خامسا:

ةضعیف ةمتوسط جید جداجید ممتاز البیان م

المیداني التدریب أثناء العملیة الخبرة 1

البرامج استخدام في مهارات امتالك 2

التخصصیة

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اإلنجلیزیة اللغة مهارات امتالك 3

) التخرج بعدقبل أو (التدریبیة الدورات 4

الخارجیة الظروف مع التأقلم على القدرة 5

المتغیرة

التخصص مجال في المهني األداء 6

ستخدام مهارات التفكیر العلیا مثلا على القدرة 7

والتفكیر الناقض واإلبداعي، واالبتكار لتحلیلا

مقترحاتكم سادسا:

قد تسھم في رفع مستوى خریجي كلیات الھندسة لمواكبة المعاییر الدولیة للخریجین، وكذلك أخرى مقترحاتأیبرجاء إضافة

:متطلبات سوق العمل المحلیة والعالمیة

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شكرا لكم على مشاركتكم الفعالة

للخریجین الموظفة بالجهات خاص استبیان

تحیة طیبة و بعد

ونكون من الشاكرین لكم ، كلیات الهندسة من الجامعات المصریة خریجيیسرنا التواصل معكم كونكم جهة توظیف

دائنا األكادیمي واإلداري في تقدم المجتمع وسد ألتحسین من مالحظاتكم واالستفادةخریج التقییم فيمساعدتنا في

حاجته من الخبرات المتخصصة في المجال. آملین منكم تعبئة االستبیان التالي، مع الشكر الجزیل واألمل في

التوصل معكم دوما.

أهداف االستبیان:

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عات الهندسیة والتكنولوجیة من خالل تخریج مهندسین مؤهلین لتلبیة احتیاجات سوق العمل في القطا . 17

برامج تعلیمیة متمیزة.

تطویر دور كلیات الهندسة لتحقیق التطویر المستمر في التعلیم الهندسي. . 18

زیادة قدرة كلیات الهندسة على المساهمة في التنمیة المستدامة وخدمة المجتمع في المجاالت الهندسیة . 19

المتعددة.

أساسیةبیانات

إسم الشركة أو المؤسسة (اختیاري)/ -

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المنصب في الشركة /المؤسسة/ -

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سنوات الخبرة في العمل/ -

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نوع المؤسسة: -

( ) خري) قطاع خاص ( ) قطاع أعمال ( )أ حكومي ( قطاع

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في الخانة التي تعبر عن وجهة نظركم) ) √((یرجى وضع عالمة :الخاص التقییم

ال أعلم ضعیفة متوسطة عالیة البیان م

الهندسة؟ خریجي كلیةمهارات بشكل عام ما هو تقییمكم ل 1

ما هو تقییمكم للمعلومات النظریة والمعرفة الالزمة لدى 2

یشغلها؟ التيكافیة لسد حاجاتكم للوظیفة الالخریج

ما هو تقییمكم للمهارات العلمیة لدى الخریج من حیث كفایتها 3

بشغلها؟ التيلسد حاجاتكم للوظیفة

؟سوق العمل الحتیاجاتما مدي مالئمة خریجي الكلیة 4

ما مدي كفایة المهارات العملیة التي یتحلى بها الخریج 5

داء مهامه؟أالكتسابه مكانة جیدة في

للخریج من حیث العمل ضمن فریق، والتجاوب ما هو تقییمكم 6

دائهم؟أمع زمالئه األخرین ومواكبة

ما مدي اهتمام الخریج بتطویر نفسه وحرصه على مواكبة 7

المجال؟كل جدید في

للخریج من حیث قیامه بمبادرات ونشاطات ما هو تقییمكم 8

غیر ما یكلف به مباشرة من مهام؟

مستوى إعداد الخریج للتقاریر والدراسات ما هو تقییمكم ل 9

المكلف بها من حیث تلبیة المتطلبات لدیكم؟

الهندسة عند ما مدي رغبتكم لتوظیف مزیدا من خریجي كلیة 10

الحاجة أو توفر وظائف شاغرة؟

ما مدي رغبتكم للمشاركة في الفاعلیات العلمیة واألكادیمیة 11

؟الخریج مستوىتناقش التي تنظمها كلیة الهندسة والتي

(خاص بمقارنة احتیاجاتكم الفعلیة للتخصص في المجال مع المستوى الذي یتحلى به الخریج فعلیا) التقییم العام:

(من كلیات الهندسة) هي تجدونها في الموظفین أو المتقدمین للعمل التيأهم اإلیجابیات:

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(من كلیات الهندسة) هيدونها في الموظفین أو المتقدمین للعملالسلبیات التي تج أهم:

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الضروریة والتي ومهارات تنظیم المشاریع إلداریةاوالمهارات المهارات الشخصیةو العملیة تالمهاراما هي

هي:من كلیات الهندسة) (للعمل ونن أو المتقدمو یفتقر لها الموظف

......................................................................................العملیة:تالمهارا -أ

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: الشخصیةالمهارات -ب

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المهارات -ج

............................................................................................:إلداریةا

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مهارات تنظیم المشاریع: -د

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؟بإكسابها للخریج الكلیةلتقوم هاحاقتر تودون ا(من كلیات الهندسة) للخریج معینة مهارات هل توجد

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العمل في منافسا یكون أن لیستطیع یحتاجها كلیات الهندسة خریج أن ترون التي التدریب أنواع هي ما

؟بمؤسستكم

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ورجال الصناعة والمستفیدین من الخدمة لتخریج موارد كلیات الهندسةمقترحاتكم لتحقیق التواصل الفعال بین

العمل المتطورة؟بشریة مؤهلة وفق احتیاجات سوق

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(من كلیات الهندسة) هي:تناسب الخریج التيم اأنسب الوظائف والمه

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بشأن تطویر أداء الخریج:كلیات الهندسة ل مقترحات أخرى أي

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على حسن التعاونوالشكر شاكرین لكم خالص التقدیر