Pathways to Higher Education,

Faculty of Engineering, Cairo University,

Egypt

Frequently Asked Questions

 

1- What is Pathways to Higher Education?

2- What is the mission of Pathways Project?

3- Does Pathways offer its training in Cairo only?

4- Who are Pathways partners?

5- Which group that Pathways targets?

6- How does Pathways communicate with those people?

7- What are Pathways Training Programs?

8- When does the project start its activities? What is the duration of the project?

9- What are the project outcomes in numbers?

10- What are the governorates that implement the project training?

11- What are the activities that introduced besides training?

12- What is the objective of these activities?

13- What is Development of English Skills (DES)?

14- What are the steps to implement this program?

15- What are the challenges that have encountered during the project implementation?

16- How long are the Training Programs?

17- How many batches that Pathways implemented till now (April 2010)?

18- What are the indicators of success of Pathways?

19- What are the publications that Pathways offer?

20- What is the development that takes place in the project?

21- What are the outcomes of that cost sharing?

22- What are the future plans of Pathways?

23- How Pathways manage its activities due to the short time of training?

24- Is there any output from the trainees’ evaluation?

25- Is there any difference between individuals to join Pathways?

26- What are the qualifications required in the candidate?

27- What are the documents required?

28- Who are Pathways stakeholders?

 

 

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1- What is Pathways to Higher Education?

Pathways Project is a specially designed package of activities implemented by CAPSCU. Cairo University represented by CAPSCU, being the implementing body of all phases of Pathways project, offers the services of this project to other public universities in Egypt, especially to those in need of institutional capacity building. 

 

2- What is the mission of Pathways Project?

All Pathways training programs had designed to enhance the skills of socially disadvantaged (underprivileged) groups among the university students and graduates with a view to improving their chances of access to postgraduate studies, enhancing their chances to benefit from the IFP and other scholarships programs, and/or maximizing their potential for acquiring better employment opportunities.

 

3- Does Pathways offer its training in Cairo only?

This program helped in reduction of internal migration and unemployment rate and assisted in establishing stable society looking for development. Pathways programs are implemented in Cairo, Giza, Helwan, Benha, Fayoum, Beni-Sueif, Minina, Assiut, Sohag, Qena, Luxor, Aswan and Red-Sea. Graduates from Egyptian public universities, particularly those in remote areas, are suffering from low job opportunities due to the low rate of economic growth and investment in these areas.  University graduates in these areas usually move to Cairo in order to improve their opportunities for employment and further studies. 

Initiating such program in these areas enhanced the ability of the graduates to create research ideas relevant to their community needs, and enhanced their chances for better job opportunities in their own localities.

 

4- Who are Pathways partners?

Pathways partners were carefully selected personalities representing the stakeholders concerned, mainly the presidents of ten public universities participating in the project, namely; Cairo, Ain-Shams, Assiut, Helwan, Minia, South Valley, Fayoum, Beni-Suef, Benha and Sohag Universities, in additions to representatives of the Social Fund for Development (SFD), The Future Generation Foundation (FGF), the National Council for Women (NCW), and other concerned personalities:

- CAPSCU
- Faculty of Engineering-Cairo University, FECU
- Ford Foundation, USA
- National Center for Faculty and Leadership Development

 

5- Which group that Pathways targets?

The project targets mainly underprivileged students from all national public universities as well as teachers of female high schools.  Targeting high school teachers help in transferring the gained knowledge to disadvantaged students in such remote areas.

 

6- How does Pathways communicate with those people?

Pathways web sites help the underrepresented population in remote areas to access the training materials through the internet.  Free access of all Pathways training material, publications and reports are hosted in www.pathways.cu.edu.eg website in the training publications sub-menu.

 

7- What are Pathways Training Programs?

PHE/EG project offered different training programs. Each program has its characteristics that achieve the PHE/EG objectives. They are:

1- Development of Thinking and Managerial Skills (DTMS)

a- Behavioral Approach

b- Managerial Approach

c- Acknowledge Approach

d- Hostel Approach (DTMS-C)

2- Enhancement of Teaching Skills (ETS)

3- Development of English Skills (DES)

4- Training of Trainers (TOT)

5- Development of Leadership Skills (DLS)

6- Electronic Media and Mind Management (E3M)

7- Enhancement of Research Skills (ERS)

8- Basic Business Skills Acquisition (BBSA)

 

8- When does the project start its activities? What is the duration of the project?

During the implementation of the project since its inception in September 2002, and it is planned to transfer a fund that covers the next few years. Also, Pathways generates techniques for self reliable through sharing 50% of the training cost by the universities to cover the cost of trainees' submission, selection, trainers’ cost, classrooms, etc. This policy lead to increase/double the number of trainees to maximize the benefits out of PHE project funds, as well as to pave the way for its mainstreaming within the concerned universities and/or partners.

 

The applied Phases of the project till now:

Phase I: September 2002 - September 2005, Implemented in Cairo only.

Intermediate Phase: October 2005 - March 2007, Implemented in Cairo & 6 Governorates in Upper Egypt.

Phase II: April 2007 - February 2010, Implemented in 14 Governorates in Egypt.

 

9- What are the project outcomes in numbers?

-          The project trained 12977 trainees.

-          The project has a huge network/database of 880 experts from the participant universities/governorates allover Egypt.

-          The total number of training programs implemented is 25 programs.

-          The total number of published books is 39 books.

-          The number of participants of the project is 15 universities/ Institutions.

-          The PHE training programs were wide spread all over the country, covering geographically about 75% of Egypt.

 

10- What are the governorates that implement the project training?

-          Cairo

-          Fayoum

-          Beni-Suief

-          Minia

-          Assiut

-          Sohag

-          Qena

-          Luxor

-          Aswan

-          Red-Sea

-          Qaluibia (Benha)

-          Helwan

 

11- What are the activities that introduced besides training?

There are concurrent activities with training, PHE management introduced some incentive schemes such as awards for pioneers, website committee, "Pathways Poets ... Our Divan". This Divan attracts many media (TV interviews, Radio, or Newspapers), one of the TV interviews were done in Cairo International Book Fair 2010. Building Research Mentality Book, International Certification of Pathways programs, etc. Moreover, Parental Trainees' Awards (PTA) were awarded to parents of the trainees. 

 

12- What is the objective of these activities?

The main objectives are to encourage students focus on acquiring through the training offered new skills, encourage students appreciate their parents’ efforts and support, and to strengthen the relationship between the community and the University. These collective efforts entirely initiated by the trainees themselves are documented in internal reports available at PHE premises, and are posted on the project website.

 

13- What is Development of English Skills (DES)?

A new training program for English Language Training will be held in cooperation with University of Cambridge in consortium with the British Council. The aim of this component of the proposed PHE/EG program is to develop students' quality market relevant English language skills that are "INTEGRATED" in a blended-learning package with the soft skills already developed through the program.

 

14- What are the steps to implement this program?

This program will be applied based upon the following steps:

o       A pre-requisite course in general English is necessary in order to be responsive to ALL candidates and bring those weaker students to a 'post-elementary' or 'pre-intermediate' level'.  It will also ensure a homogenous level group for the ESP core course.  This pre-requisite course will be identified and defined by PHE/EG with the potential partners but will not be offered by the PHE/EG for funding and logistical reasons.  However, places that offer such programs will be identified by the PHE/EG program and students who do not qualify for the entry level to the ESP core course will be advised to sit for such qualifying program.

o       Core ESP course, which is "INTEGRATED" with and built on the soft skills of PHE/EG and other training modules, will have a face-to-face component as well as a self-access (skill application) and 'Computer Assisted Language Learning’ (CALL) modes complemented by a continuous assessment package to ensure periodically the level of English Language skills acquisition.

o       TOT is a mandatory requirement to build the capacity of instructors of both the soft skills component as well as the language instructors around concepts of ESP and teaching across the curriculum; 'Active Learning' strategies and teaching methodologies; and facilitation skills.  This is one of the tools for sustainability and future mainstreaming.

o        Testing: A number of testing tools will be used/developed:

o       Placement: To level students based on existing English proficiency tests such as those developed for Egypt under the well-know concluded, USAID - funded, Integrated English Language Program II (IELP-2) efforts, or based on the partners’ experiences.

o       Achievement: This is to be designed to measure the learning outcome and could be used as the pre-post test to measure program results.

o       Portfolios: These mechanisms will ensure that the self-access and 'skills application' are monitored, measured and included.

 

15- What are the challenges that have encountered during the project implementation?

Challenges/Surprises that faced the project: The progression (growth rate) in the number of PHE graduates from implementing Phase II compared with Phase I and the Intermediate Phase, is reflected clearly.  In addition, PHE faces a challenge for the unselected potential trainees that dramatically increase with time.  Moreover, 30% from PHE graduates reapplied for other PHE training program.  These figures indicate the high demand on the soft skills-oriented training programs offered by PHE and the need of more fund to extend the project activity to cater for some of the unselected trainees that have the potential to meet the criteria for enrollment in future training programs.  The strict concurrence with the criteria set for admittance to the training, with high level of transparency and no compromises, makes it more attractive and challenging to all applicants.

 

16- How long are the Training Programs?

The duration of the training programs are as follows:

1- Development of Thinking and Managerial Skills (DTMS): it is applied only in each winter and summer. Winter is a short period of time, two weeks of mid-year holiday; Summer vacation is almost 3 months.

2- Enhancement of Teaching Skills (ETS): two weeks

3- Development of English Skills (DES): 5 days

4- Training of Trainers (TOT): 5 days

5- Development of Leadership Skills (DLS): 5 days

6- Electronic Media and Mind Management (E3M): 5 days

 

17- How many batches that Pathways implemented till now (April 2010)?

The number of DTMS training batches in each governorate become till now Aswan (8), Qena (12), Sohag (8), Assiut (9), Minia (12), Beni-Suef (8), Fayoum (9), Benha (4), Helwan (8) and Greater Cairo (8).  Moreover, the number of beneficiaries from PHE increased by three other governorates, namely; Luxor (5), Red-Sea (2).  In addition, 23 TOT, 3 ETS, 18 CC and 6 DLS training batches were conducted allover Egypt.  The total number of achieved batches is 134, 102 of them were conducted at Phase-II in comparison with 32 batches in the grant proposal (the number was tripled). Many other activities were conducted concurrently with the training programs to insure smooth implementation keeping the required quality.

 

18- What are the indicators of success of Pathways?

The original proposed are to train 400 students/graduates from Greater Cairo universities with ERS, 1000 students from Upper Egypt universities with DTMS/BBSA, 250 graduates from Upper Egypt universities with ERS/TOT, 250 from Upper Egypt higher schools with ETS/TOT, and to design and implement a pilot e-training program (with 100 trainees). These numbers represent 2000 trainees for the two years of Phase-II.

 

In Phase-II, the project was able to train 8989 trainees instead of the 2000 trainees committed in the grant agreement with FF.  This substantial increase in the number of trainees (nearly 4.5 times the number of trainees targeted in the grant agreement) is due to: the cost-sharing policy adopted during Phase II, the students optional contribution to their training, the rationalization of administrative expenses and the savings in the cost of developing the training material, which was already developed from previous phases.  It is also worth mentioning that the number of trainees in Phase-II (conducted during the last 3 years) exceeds twice the number of the aggregate trainees in both Phase-I (2228 trainees) and the Intermediate Phase (1700 trainees) that were conducted over a period of 4.5 years.  In aggregate, as an overall view of PHE output since its inception in September 2002, the project trained 12977 trainees in seven different programs according to the following table.  Nearly 80% of the trainees are from humanities and social sciences specializations, about 50% of which are females.

 

Moreover, the project publications became 39 books used as educational training material. The project established a network for the trainers, authors, monitors, evaluators, consultants, coordinators and administrative staff allover Egypt with total volume of 880 experts.  The project extended its activities to include 13 different governorates each of them has its own training facilities and Pathways sub-domain website address (x.Pathways.cu.edu.eg):

-   Project website:                                www.pathways.cu.edu.eg

-   Alumni Activities website:              www.my.pathways.cu.edu.eg

-   Cairo Governorate website:             www.cairo.pathways.cu.edu.eg

-   Helwan Governorate website:         www.helwan.pathways.cu.edu.eg

-   Qalubiya Governorate website:       www.benha.pathways.cu.edu.eg

-   Fayom Governorate website:           www.fayoum.pathways.cu.edu.eg

-   Beni-Sueif Governorate website:     www.Beni-sueif.pathways.cu.edu.eg

-   Minia Governorate website:             www.Minia.pathways.cu.edu.eg

-   Assiut Governorate website:            www.assiut.pathways.cu.edu.eg

-   Sohag Governorate website:            www.sohag.pathways.cu.edu.eg

-   Qena Governorate website:             www.qena.pathways.cu.edu.eg

-   Luxor Governorate website:            www.luxor.pathways.cu.edu.eg

-   Aswan Governorate website:           www.aswan.pathways.cu.edu.eg

-   Red-Sea Governorate website:        www.red-sea.pathways.cu.edu.eg

Further website was established for trainees’ activities and communications (Pathways-news.com).

 

19- What are the publications that Pathways offer?

Pathways offers English and Arabic training programs, to know the Arabic programs; visit this link the English programs are:

 

Pathways Training Programs Publications; English Books (16)

* This book is available in English only but it will be composed in Arabic Language in the future. All the other books are available in Arabic and English.

 

 Other Publications; English Books (1)

 

20- What is the development that takes place in the project?

Due to the growing demand of students to apply for the PHE training program (e.g.: the number of students applied for the training in winter 2010 was 6287) and the increasing interest and commitment of all Presidents of the participating universities to offer more skills-oriented training classes for their students, the PHE Management team was able to implement the training programs on a cost-sharing basis with the concerned universities and/or partners.  Furthermore, and after the successful implementation of the project on a cost-sharing basis, the Steering Committee in which 10 Presidents of the universities participating in the PHE program are members, agreed to generalize the concept of cost sharing.  The steering committee endorsed the adoption of a new policy to encourage universities to invest in this student-oriented skills training by matching the number of training classes funded by PHE from university funds (50% cost sharing).  This policy lead to increase/double the number of trainees to maximize the benefits out of PHE project funds, as well as to pave the way for its mainstreaming within the concerned universities and/or partners. 

 

21- What are the outcomes of that cost sharing?

The outcomes of cost sharing entail the following benefits:

·         Doubling the number of trainees that the program was committed to train during its startup Phase I 800 to become 1600 on a cost-sharing basis with FGF (Future Generation Foundation) at 50% of the cost (1250 L.E./trainee).

·         Sharing part of the training cost by participating universities such as; trainees' submission and selection, transportation of the PHE Management team, and trainees’ accommodation.

·         Covering the full cost of training 5 extra classes (110 trainees) by South Valley University in Summer -2007, Winter 2008 Summer 2008 winter 2009 and Summer 2009.

·         Sharing some of the training cost by the National Council for Women (NCW) to cover the cost of trainees' submission and selection, PHE Management team transportation, as well as the full cost of training three classes (60 trainees) at their Luxor governorate branch (February 2008).

·         Contribution by PHE new partner the Social Fund for Development (SFD), to share the cost of training 500 trainees (50,000 L.E. - 100 L.E./trainee).  This relatively symbolic contribution from the SFD has a significant implication on the impact of the project nationwide.  SFD being an accountable government funding body supports successful activities/initiatives on the national level (a real milestone in the impact of PHE), particularly that the decision by the SFD to co-fund the skills-oriented training conducted by PHE was made after an elaborate evaluation process from their side.

·         Awareness and promotion activities for the PHE project by trainees with personal funding to cover costs such as, preparing their graduation projects, developing documentary films, printing poetry and songs to distribute among their colleagues, and conducting impact assessment interviews within their colleges.

·         The voluntary contributions by the trainees in the cost of their training last summer resulted in an aggregate amount of 100,000 L.E. currently used to cover the cost of training extra numbers or to cover the cost of other activities such as incentives to outstanding graduates of the PHE program.

·         The universities share amount of 600,000 LE in winter & summer 2009, this value represents 50% of the direct training cost.

 

It is noticeable that the project has exceeded the targeted number of trainees within the allocated budget, as well as maximized the outcome and utilization of funds. This was achieved by using the PHE/EG project infrastructure and educational materials established and/or developed during Phase-I, by sharing some of the implementation costs such as transportation and accommodation with the participating universities in Upper Egypt, and most recently by 50% cost sharing with participating universities.

 

22- What are the future plans of Pathways?

By the end of Phase-III, Upper Egypt Universities will have infrastructure and human resources able to sustain the program in their areas.  Furthermore, they will be able to train their students on a cost sharing basis concept. Also, Pathways can train more students/graduates in Lower Egypt. In addition, the experience acquired through the implementation of PHE/EG by the staff, and the existing infrastructure at Cairo University, will ensure systematic implementation of the project in Greater Cairo as well as all over Egypt.

 

23- How Pathways manage its activities due to the short time of training?

Because of the limits imposed on training the students during summer holidays and mid-year vacations, one of the main issues that the PHE management team faced in organizing the training was to coordinate between 700 trainers in 13 different training locations allover Egypt within a short period of time (two weeks of mid-year holiday and summer vacation).  PHE ensures the availability of replacement(s) in case trainers do not show up in time.  In Phase-II, the PHE/EG management team was able to conduct 53 classes during winter 2009, 95 classes during summer 2009 vacations concurrently in 13 different Governorates and 54 classes during winter 2010 compared with 29 classes during the 2006 summer vacation.

 

The PHE management team responded to trainees' evaluation and feedback to make new courses (e.g. Building Research Mentality).

 

24- Is there any output from the trainees’ evaluation?

Yes, In support of PHE trainees, some services and activities are offered including, but not limited to:

·         Cost sharing with the participated universities

·         Easing of students registration and having the certificates through our web sites

·         Communicating with our graduates through the websites and the ability for spreading

·         Composing new book named "Pathways Distinguished Graduates"

·         Designing Virtual National Committees from Pathways graduates all over Egypt

·         Delivering more advanced programs, TOT and Development of Leadership Skills

·         Assigning outstanding graduate(s) to work as assistant/backup trainers to the trainers

·         Nominating outstanding graduate(s) to work in some higher education projects

·         Hiring some of the graduates with outstanding performance record to support PHE activities on a full-time, part-time or on a specific assignment basis

·         Writing recommendation letters to describe the abilities and skills they acquired as a result of the PHE training program

·         Designing newly English Language Program as further improvement for the Egyptian students.

 

25- Is there any difference between individuals to join Pathways?

No, Pathways offered equal opportunities to all individuals who applied to join the project through applying a transparent selection point system.  In Phase-I (1 training location), Intermediate Phase (6 training locations) and Phase-II (13 training locations), the PHE training programs were wide spread all over the country, covering geographically about 70% of Egypt, and focusing on remote areas that needed to be developed most.

 

Strengthening capacity, core and democratic values between the trainees are among the by-products of the PHE training program.  These values help trainees to develop their personalities, increase their self esteem, accept opinions of others and are encouraged to; elect a class coordinator through free election, evaluate trainers, training venue, training facilities and PHE/EG management team, as well as self and peer assessment (the feedback is analyzed and continual development and change takes place).  In addition, trainees are allowed to select the training approach that meets their needs (managerial, behavioral or knowledge), to suggest topics for the general lectures delivered during the training program (becomes part of a database for topics from which the general lectures are chosen), to organize some social activities together, and to plan and implement the final training workshop.

 

26- What are the qualifications required in the candidate?

To be Willing to resume his post-graduate studies after graduation

b. To be in the last year in his faculty

c. To have good English and general knowledge background

 

27- What are the documents required?

a. copy of personal ID

b. copy of the university ID

c. Upload personal photos

d. Filling the registration forms

Potential candidates will bring the above mentioned documents and present them at the administration office.

 

28- Who are Pathways stakeholders?

Pathways stakeholders is composed of about 880 staff members and experts who participate in the main project activities such as training, management, evaluation and general lectures. They work according to Pathways TMS (Training Management System), they have to use the up-to-date training facilities and accept the trainee's evaluation to improve the training quality.