Project Mission

To adopt and apply concepts and practices of sustained self development of human resource capacities within university to improve the quality of university outputs (educational and research) that adapt to modern challenges and is consistent with higher education professional and ethical codes.

Project Objectives

• Building the HEI’s staff members capacity for development to improve the quality of higher education outputs.
• Building individual expertise that supports sustained development of project activities so it can continue to carry out its mission.
• Developing and upgrading managerial capacities for academic leaders and administrative cadre to enable them to successfully effect change.
• Supporting training centers in HEIs and universities.
• Disseminating the culture of training and self-development.
• Improving staff members’ performance in planning and management of scientific research.
• Building university leadership skills in problem solving, decision making and crisis management.
• Supporting institutional capacity for self-development by establishing accredited training centers in universities, preparing training management cadres, qualified trainers, and accredited training materials.
• Evaluating the results of training on the short and long term and its impact on academic performance and the quality of the educational outputs.

Project Achievements

1- Preparing a New Training Matrix Representing the Obligatory Requirements for Qualification

Based on the field needs-assessment, a training matrix was developed consisting of 16 programs in four main competencies: teaching, scientific research, management and leadership, group communication and interaction.

2- Preparing and Accrediting the Project’s Work s\Standards.

Standards were set to prepare trainers, training material, and training centers. A memorandum of understanding was reached with the International Board of Certified Trainers (IBCT), USA and its branch in Europe to cooperate according to the following rules:

1. Training and international certification of 660 trainers, 60 of whom are ‘master trainers’.
2. Providing internationally accredited training material for the qualification of trainers (both electronic and hard copy).
3. Supplying each trainee with a number of books needed for the training.
4. Participation in trainee tests and assessing presentations.
5. Licensing the NCFLD in Egypt to grant international certification to 1000 Egyptian trainers, including university trainers and 1000 trainers from outside Egypt until the end of 2010.
6. Licensing the NCFLD to hold training courses for trainers outside Egypt using the accredited training material.
7. Putting the NCFLD (Middle East and North Africa division) on the IBCT internet site and publishing the center’s news in the periodical newsletter of the IBCT.

3- Training of Trainers

A system was developed for the training and accreditation of trainers according to the IBCT standards for certified trainers on three levels: basic trainer – associate trainer – internationally certified trainer. There are courses to train and qualify each level ranging from three to six weeks. The classification of the trainer also depends on the trainees’ views, the trainer’s own experiences and continuity in practicing his job, and the experience and language requirements of each level. The result of implementing project plan in training trainers is as follows:

There is a list of about 1,300 staff members waiting to enroll in the course to become trainers.

4- Preparing Training Kits

A competition for producing training programs for all four main skills was announced in all universities and the following training kits were prepared:

1. 16 training kits for the four competencies.
2. Three training kits for TOT (the three levels)

Each kit contains the following:

1. The printed training material
2. CD with a power point presentation
3. Case study
4. Program evaluation test
5. Program evaluation form

The kits were printed and each university was supplied with at least 20 copies to use at its training center.

5- University Training

The number of staff members, teaching assistants, and academic and administrative leaders who received training within universities is 223,573 in 9,558 basic courses and a number of sub-courses.

6- University Training Centers

1. 17 training centers were established in the Egyptian public universities.
2.  Three training centers were accredited according to international accreditation standards in Tanta, Alexandria, and Zagazig.

7- The Project Database

The project has a complete database that could be reached through its website. It provides information on all trainers, training programs in universities, and the services offered by each center in addition to the handouts and publications issued by the center. The site could be visited at www.ncfld.org

8- Documenting and Disseminating the Project Activities Internally and Externally

1. The project has issued manuals for all the adopted systems including training of trainers, developing training material, conditions for accrediting training centers. It also issued a manual for the training programs applied centrally and within universities.
2. Newsletters, posters, and brochures were printed to clarify the project objectives,  activities, and services offered to universities and other institutions within the community.
3. The project has a distinguished site on the internet www.ncfld.org
4. It has received training requests from Arab countries.

9- Cooperating with Other Enhancement Projects

The project has offered training services to the following HEEP projects: ETCP, QAAP, and FOEP. It also offered the facilities and labs it had established in universities and in the central unit of enhancement project to be used by ICTP.