Project Vision

Developing MTIs to become a basic provider for the growing needs of local and regional job markets for qualified cadres capable of effectively occupying middle technical and administrative jobs in the services, commercial and production domains, in addition to establishing and fostering effective links between the institutes and community.
Project Mission
To improve the governance and performance of MTIs and develop their human, technical, and material capacities to produce graduates who are administrators and technicians at the 3rd skill level (according to the National Skills Standards Program NSSP) and to support the establishment and fostering of effective links between these institutes and their local communities in a way that would benefit students, graduates, and business sectors.

Project Objectives

• Developing MTIs organizational structure to improve their governance and achieve management decentralization through their consolidation into eight TCs that have strong links to their surrounding communities.
• Developing and rehabilitating the TCs infrastructure.
• Developing programs and curricula to cope with technological developments and respond to labor market demands.
• Developing labs and workshops in MTIs and three TCs in a way that serves enhanced curricula.
• Building the professional capacities of management, staff and employees in addition to addressing teacher shortage.
• Disseminating the culture of performance quality in TCs and establishing quality assurance systems in them.
• Initiating and applying a unified MIS and applications for TCs. 

Project Achievements

1-Developing MTI’s Organizational Structure and Strengthening their Community Links.

• Modifying legislation to improve governance and achieve management decentralization by establishing eight TCs whereby each manages a group of institutes within its geographical range instead of centrally managing these institutes (45 institutes over 18 governorates) from Cairo.
• Establishing and forming a Board of Trustees (BOTs) for each college including representatives from the surrounding business community. Among its most important responsibilities are evaluating college performance and fostering ties between TCs and the surrounding business community.

• Establishing and forming a Supreme Council for TCs (SCTC) to set policies and assess performance, chaired by the Minister of Higher Education, and includes representatives of industry, civil society, and chairs  of boards of trustees as members.
• Issuing the TCs’ internal bylaw. This grants colleges a lot of flexibility in decision making, and allows the establishment of specialized units to provide services to the community. The project for establishing these units has been finalized.

2- Renovating Infrastructure, Equipment, and Buildings

• Improving infrastructure and equipment in 245 labs and workshops in 39 industrial, commercial, and tourism and hotels institutes and prepare them to receive training equipment and modern machinery.
• Contracting to establish buildings for auditoria, classrooms, labs, and workshops for Qena Technical Institute, Damietta Commercial Institute, Zagazig Industrial Institute, and Shubra Industrial Institute. The buildings of Qena, Damietta, and Zagazig institutes are expected to be finished in June 2009. As for Shoubra Institute, the finalization of the buildings was delayed due to contractor’s delay which led to the cancellation of the contract and the tender will be re-issued soon.
• Implementing a Geographic Information System (GIS) for most TC facilities.

3- Enhancing the Educational Program

1. Introducing new programs and courses as well as reforming the old ones. Total numbers are 36 programs that include 592 courses to be in keeping with technological developments and labor market needs. This process was conducted through specialized technical committees of university professors, institutes teachers, specialists, and experts from industry, commerce, tourism, and hotels.

• Applying the improved programs and courses in commercial institutes and the social service institute in the academic year 2004/2005 and in industrial institutes and the tourism and hotels institutes from the academic year 2005/2006.
• Introducing new divisions and specializations  based on labor market needs in industrial institutes (ready-made clothes and welding divisions), commercial institutes (small enterprises division), tourism and hotels institutes (fast food service division). Contracting companies to train students during the summer vacation in return for a monthly stipend for trainees and appointing them upon graduation. Moreover, several institutes trained their students during the summer vacation using the newly installed modern labs and workshops.  
• Setting a mechanism to review programs and courses to ensure their quality and consistency with technological developments and labor market needs. This mechanism will be used to review the programs and courses applied in the years 2004 and 2005.

4- Developing Labs and Workshops

1. Developing labs and workshops in various MTIs and providing them with training equipment and modern machines that are controlled by computers as follows:
2. Providing 36 industrial, commercial and tourism and hotels institutes with the equipment and necessary networks.  The following were provided: 86 computer labs, 26 internet labs, 12 language labs, and six physics labs.
3. Providing three industrial institutes and two tourism and hotels institutes in three colleges; namely, Mataria, Mahalla, and South Valley with the required equipment and machines for establishing 97 labs and training workshops. These labs would support the educational process by student training on modern technology in the following departments: mechanics, electricity, electronics, civil engineering, architecture, kitchen, fast food services, and housekeeping.

5- Building Management Capacities of Staff Members and Personnel and Addressing Teacher Shortage.

1. Contracting 535 new teachers over the past three years so that numbers of appointed and contracted teachers and trainers in TCs are currently 1,393 so that the average ratio of students to teachers is 1:98 in commercial institutes and 1:40 in industrial institutes instead of 1:305 in commercial institutes and 1:118 in industrial institutes in 2003/2004.
2. Conducting 14 training programs and workshops for 341 manager and candidates for higher management jobs at colleges and institutes.
3. Sending four managers and 13 trainers on a scholarship through a Fulbright grant to Community Colleges at the USA for nine months in 2008/2009 and nominating two managers and eight teachers to travel in 2009/2010 on the same grant.

• Conducting 29 ICDL training courses for 802 persons, 799 of whom obtained the certificate.
• Conducting 19 English language training courses for 583 teachers and managers to raise their language skills.
• Conducting 44 specialized training courses for 696 teachers and trainers.
• Conducting 13 educational training courses for 347 teachers and trainers.
• Conducting 26 training courses in management for 661 administrators.
• Training 126 technicians to become lab technicians.
• Colleges have made efforts to train their personnel on computer skills, using computers, equipment, and modern machines.

6- Disseminating the Culture of Performance Quality and Establishing Quality Assurance Units.

• Conducting 20 training courses, workshops, and field monitoring visits for training 511 teachers to raise awareness for the culture of performance quality at TCs. Trained teachers held courses at their institutes to raise this awareness  among their colleagues.
• Establishing quality assurance units at Mataria, Mahalla, and South Valley colleges and seven institutes within these colleges. These units are operational and have issued their annual performance report for 2008. 

7- Developing MIS for TCs.

• Developing MIS for TCs and successfully applying it in four institutes of Mattaria college. It is currently being applied in six other institutes in the two colleges of Mahalla and South Valley.

• Providing the colleges and institutes in which quality assurance units and MIS were established with the required equipment and networks to operate these units.