Biannual Progress Reports -...
Transcript of Biannual Progress Reports -...
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Biannual Progress Reports
Deliverable Number: D1.3
Contractual Date of Delivery: Biannually
Actual Date of Delivery for the Plan: Biannually
Ongoing Updated Biannually
Final output delivery: 14/01/2022
Title of Deliverable: Biannual progress reports
Work-Package contributing to the Deliverable: WP1
Dissemination Level: IL
Nature of the Deliverable: R
Author(s): Vassilios Makrakis (Frederick University-WP
Leader)
Nelly Kostoulas (University of Crete)
Project Funding
Project Full Title: Refugee Teaching Certification Programme for Egyptian and
Refugee Teachers Enabled by Blended Learning
Project Acronym: RefTeCp
Project number: 598437-EPP-1-2018-1-CY-EPPKA2-CBHE-JP
EC Programme: ERASMUS +
Agreement number: (2018-3773-001-001)
Start date: 15th January, 2019
Duration: 3 years
Budget: € 903.749
Disclaimer
The content in this deliverable expresses the views of the authors and the
RefTeCp Consortium and does not necessarily reflect the views of the European
Commission. The European Commission is not liable for any use that may be
made of the information contained herein.
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EXECUTIVE SUMMARY
This activity reports the 1st and 2nd biannual reports. The 3rd biannual report
will be collected at the end of July 2020. It is based on a common template
developed for that purpose that includes all key facts that show the progress
of the activities planned as well as all the issues related to the activities
carried out by each partner in the prescribed 6 months’ time. Besides that,
it provides evidence on how the project is coming along and record strengths,
weaknesses, solutions and development needs in each area of project
management.
1st BIANNUAL REPORTS
RefTeCp1stBIANNUAL ACTIVITY REPORT
[January 15th, 2019 – 15th July, 2019]
NAME OF PARTNER: Al-Azhar University P7
Progress Against Deliverables & Milestones
M1.1: Kick-off meeting & consortium agreement completed (m2)
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
M3.1: 7 Task Forces for RefTeCp established (m4)
M4.1:32 pre-service teachers’ courses selected to be revised and developed completed (m3)
M7.1: Report on valorisation and sustainability completed (m2)
M7.2: Project’s Website completed (m3)
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M1.1: Kick-off meeting & consortium agreement (m2)
Kick-off meeting and workshop of reftecp Project was held at Frederick University, Nicosia Cyprus,
from 15-18 February 2019. During the meeting, Managerial and Financial Issues were discussed
Project Management Board and the Work Package Leaders Board were assigned from each partner.
SWOT Analysis Results for Al-Azhar and all partners were presented. Partnership agreement signed
and stamped from Al-Azhar university vice president was delivered to Project manager. Whole project
and Wps were presented and discussed during the meeting. To explore the education systems for
refugees, field trip to the KOFINOU Refugee Centre and field visit at the Faneromeni School that hosts
mostly refugee children were achieved.
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
Quantitative survey ‘Voice of the Client” were achieved for 26 teachers from public schools, 22
teachers from private schools whom have refugee/immigrant students in Nasr city district area and
429 Students from faculty of education, Al-Azhar university, Cairo branch (Boys) (211 for students
from year 1 & 218 students from year 4) survey were collected and reported to local coordinator from
Heliopolis University.
Qualitative interview "Voice of the Client” was achieved; The interviews were conducted with 5 public
school principals, 5 private school principals and 5 schools’ district directors. All data were recorded
and transcribed to be analyzed and reports were sent to local coordinator then presented during
virtual meeting directed from Bath Spa University on 8th June, 2019.
M4.1:32 pre-service teachers’ courses selected to be revised and developed completed (m3)
Eighteen courses were identified for curriculum development by Al-Azhar university. Courses were
selected for revision to address refugee education in pre-service teacher’s curricula. Standards,
competences and indicators were addressed for each course based on guideline sent by leading
partner. All reports were submitted to local organizer in due time.
M7.1: Report on valorisation and sustainability (m2)
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M7.2: Project’s Website completed (m3)
Al-Azhar university still ongoing for formulation of the sustainability and dissemination strategic plan
in coordination with all partners. The draft of plan will be discussed during upcoming meeting and
representative from each partner will be assigned for further communication related to
dissemination and valorisation.
For reporting dissemination activity
Up to now, there are two kind of dissemination
1- Dissemination for Awareness, through 1st colloquiumon stakeholders engagement (36
participants) 18th March, 2019.
2- Dissemination for Understanding, through RefTeCp meeting (20 participants), 7 April, 2019
and 3rd local workshop (14 participants) 9th July, 2019.
All dissemination activities were organized by Heliopolis university with active participation and
representative from all Egyptian partners.
Many activities of project were disseminated in public newspaper and project website below
http://reftecp.frederick.ac.cy/
https://www.elbalad.news/3703931
www.albawabhnews.com/3492381
www.bathspa.ac.uk/news-and-events/news/refugee-teacher-certification-programme
https://www.albawabhnews.com/3492381
Variations
M3.1: 7 Task Forces for RefTeCp established (m4)
Although the selection of teacher educators occurred, train-the trainer workshops postponed to
October 2019 due to visa issuing problem at UK embassy for the majority of team members of
Egyptian university partners.
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Current Problems & Risks
1st managerial meeting and workshop was held at Bath Spa university, UK from 6-9 June, 2019.
Egyptian partners team members faced a lot of obstacles for visa issuing for some circumstances.
Managerial meeting was organised using teleconferencing media. For training of trainer skills,
another workshop will be organized by Crete University at Athens from 18th to 21th October, 2019.
Anticipated Problems & Risks
ICT lab establishment will cost 45.000 € for Al-Azhar University. To complete the equipment tender
we should have a whole budget in university account.
This problem will affect directly on ICT-lab and also training of teachers at centre of excellence.
To avoid this kind of problem, we should have fixed date for coming instalment and in case of any
delay, the responsible person/agent for money transfer will carry the responsibility in front of
suppliers by written commitment for all penalties or compensation
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at
the institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education
Institutions (professors, assistants with teaching tasks, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male
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Female
Number of non-academic staff from the partner country’s Higher Education
Institutions (librarians, staff from the International Office, IT specialists, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male
Female
Number of staff from the partner country’s non Higher Education
Institutions (enterprises, NGOs, Chambers of Commerce, Government, local
administration, etc.) trained/retrained to the date of the 1st biannual report
submission:
Male
Female
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Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to the date
of the 1st biannual report submission:
Male
Female
Communication Strategy- Achievements
[Provide information on the dissemination of the project results.List the activities done for the
dissemination of the project, such as discussions with officials, press releases about the project,
announcements in social media by providing URL links, presentations in conferences and other
events, publications, etc.]
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next
biannual period]
RefTeCp 1st BIANNUAL ACTIVITY REPORT
[January 15th, 2019 – 15th July, 2019]
NAME OF PARTNER: Aswan University
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Progress Against Deliverables & Milestones (Go to the Detailed Project Description and
see the WPs and Deliverables in the specified period. Describe concretely your institution’s
contribution)
M1.1 Kick-off meeting and consortium agreement (m2)
M1.2 Project management and communication(2)
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
M3.1: 7 Task Forces for RefTeCp established (m4)
M4.1: 32 pre-service teachers’ courses selected to be revised and developed completed (m3)
M6.1 Report on monitoring and evaluation strategic plan completed (m3)
M7.1: Report on valorisation and sustainability completed (m2)
M7.2: Project’s Website completed (m3)
WP1.1. Kick-off meeting & consortium agreement
Consortium agreement has been signed by the President of Aswan University, Prof. Ahmed
Ghallab, and sent to Prof. Makarakis, the coordinator of RefTeCp project.
Kick-off Meeting and Regional Workshop had been organized and held in Frederick University,
Nicosia Cyprus 15-18 February 2019. Prof Nady Kamal Aziz Gergis attended the meeting representing
Aswan University.
During this meeting many essential topics have been discussed. Firstly, RefTeCp project objectives,
methodologies and managerial issues have been illustrated with focussing on managing the RefTeCp
budget. SWOT Analyses results were displayed. Then, community Refugee Schools SWOT Analysis was
discussed. Many workshops (discussion groups) have been established. Among the main
topics of the workshops in the meeting were; Reviewing the Instruments for Internal and External
Stakeholders and to developing a Framework for Refugee Teaching Standards and Competences. For
setting-up the human resource and technical infrastructure, Setting-up the human resource and
technical infrastructure and procedures for developing the ICT-Blended learning laboratories were
discussed.
A field trip to the KOFINOU Refugee Center was organized to explore the Refugee Education
Programs. Finally, managing staff employment, mobility and purchase of equipment were discussed.
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WP1.2. Management and communication plan
For management, Aswan University has designed the institutional team.
Prof. Dr. Ahmed Ghallab Ibrahim
Prof. Dr. Nady Kamal Aziz
Prof. Dr. Ahmed Elotify
Dr. Adel Abdelfaheem
Dr. Abdelnasser Faeiz
Dr. Yassmin Mahran
Mr. Kamal Hussein
Mr. Abdelmohssen Boray
Mr. Khalid Elsyed
Mrs. Safa Omar
The management and communication between the team members are through regular meeting in
CLIMASP office until preparing and equipping the RefTeCp project office. The key
communication tool used with other partners in the project is a Web-based collaborative Wiki to
share and exchange information.
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W2.1: Report on needs and competences
W2.2: Report on stakeholders’ survey “Voice of the Client” completed
W2.3: Report on the refugee teaching standards and competences framework
During May 2019, the team members of Aswan University gathered to: do the qualitative and
quantitative surveys of teachers from public and private schools that have immigrant students in
addition to a number of students from faculty of Education, Aswan University. Quantitative
interviews were also performed for public school principal, school district and directors. Data
collection, coding of interviews results and questionnaire were sent to Prof. Makrakis, the coordinator
of RefTeCp project.
• Meeting organized by the Center of education for sustainable development at Heliopolis
University in 18th March 2019 in order to build and strengthen the capacities of students,
educators and teachers including refugee teachers to respond to the educational needs of
children and youth from conflict countries. This part of project activities aimed at
engaging stakeholders from refugees teaching and training communities. This was
followed by another meeting concerning RefTeCp design and development issues. This
meeting was held at Heliopolis University in 7th April 2019, during which some
workshops were established to discuss: staff employment and tasks, mapping of courses
for revision, developing RefTeCp standard and competence framework, surveying
RefTeCp progress and procedures.
•
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Refugee Teaching Certification Programme for Egyptian and Refugee Teachers
Enabled by Blended Learning (No. 598437-EPP-1-2018-1-CY-EPPKA2-CBHE-JP)
1st Managerial Meeting & Workshop
6-9 June, 2019 Bath Spa University, Bath, U.K
The main objectives of this meeting were:
RefTeCp project achievements and task planned for 2019, Reporting activities, potential problems and
impacts, discussing the CARE methodology for developing student-riven learning activities.
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• This is to certify that Mr. Mohammed Anwar has joined the 2nd national
workshop for Refugee Teaching Certification Programme for Egyptian and
Refugee Teachers Enabled by Blended Learning (No. 598437-EPP-1-2018-1-
CY-EPPKA2-CBHE-JP) from 26th - 27th June 2019. The workshop took place at
Aswan University premises. During this workshop, applications of the CARE methodology and SDGs international days with
CARE methodology were discussed by establishment of some working groups.
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Variations
In general, the tasks are almost suitable with the milestone and project work plan
Current Problems & Risks
[Insert problems and risks occurred during the period covered and any remedial actions taken]
Anticipated Problems & Risks
[Insert any anticipated problems and risks that may hinder the project progress as well as any
suggestions to remedy them]
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Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at the
institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education
Institutions (professors, assistants with teaching tasks, etc.)
trained/retrained to the date of the 3rd biannual report submission:
Male
Female
Number of non-academic staff from the partner country’s Higher
Education Institutions (librarians, staff from the International Office, IT
specialists, etc.) trained/retrained to the date of the 3rd biannual report
submission:
Male
Female
Number of staff from the partner country’s non Higher Education
Institutions (enterprises, NGOs, Chambers of Commerce, Government,
local administration, etc.) trained/retrained to the date of the 3rd biannual
report submission:
Male
Female
Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to the
date of the 3rd biannual report submission:
Male
Female
Communication Strategy- Achievements
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[Provide information on the dissemination of the project results. List the activities done for the
dissemination of the project, such as discussions with officials, press releases about the project,
announcements in social media by providing URL links, presentations in conferences and other events,
publications, etc.]
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next biannual
period]
RefTeCp 1st BIANNUAL ACTIVITY REPORT
[January 15th, 2019 – 15th July, 2019]
NAME OF PARTNER: Zagazig University (ZU) - P9
Progress Against Deliverables & Milestones (ZU contribution)
WP1: Management
M1.1 Kick-off meeting & Consortium Agreement (m2)
WP2: Preparation
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M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
WP3: Development
M3.1: 7 Task Forces for RefTeCp established (m4)
WP4: Development
M4.1: 32 pre-service teachers’ courses selected to be revised and developed completed (m3)
WP7: Dissemination & Exploitation
M7.2: Project’s Website completed (m3)
WP1: Management
M1.1 Kick-off meeting & Consortium Agreement (m2)
- ZU attended and participated actively in the Kick-off meeting of RefTCep Project held at Frederick
University, Nicosia Cyprus, from 15-18 February 2019. ZU participated in discussion of managerial and
financial issues of RefTCeP project. Whole project and WPs were presented and discussed during the
meeting. Partnership agreement signed and stamped from ZU president was delivered to Project
manager.
- ZU presented result SWOT analysis for Some Public schools merging Refugees
- in Sharkia governorate and SWOT for Faculty of Education Zagazig University.
- ZU Exclusively presented a suggestion regarding international Diploma regarding Refugee including 12
curricula.
- All partners visited KOFINOU Refugee Centre, met with many refugee children their families, and
explored the education program at KRC. Also field visit to the Faneromeni School that hosts mostly
refugee children was achieved.
- Other activities carried out by ZU related to the kick off meeting :
- Preparing, announcement and carrying out 2 brain storming work shop regarding refugee in
Measurement & Assessment center in ZU for faculty staff member and school directors and teachers
on 11 Feb 2019 and 16 march 2019.
- Giving a radio talk on air about the RefTCeP project.
WP2: Preparation
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
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M2.3: Report on Stakeholders’ survey “Voice of the Client” (m4)
• Quantitative survey for public school Teachers
- ZU contacted with Educational authority in Sahrkia Govornoarte on 1st April 2019 and obtained an
official approval to visit public schools merging refugees in 10th of Ramadan City to meet teachers,
school directors and refugee students to carry out the required survey. Official approval was sent to
local coordinator and other Egyptian partners to help them in obtaining such one in their area.
- ZU Team Visited 4 public schools in 10th of Ramadan city on 9th April 2019, met teachers, made
orientation for them about RefTCep project. Quantitative survey for public school Teachers was
achieved for 64 teachers from public schools whom have refugee/immigrant students. Data were
collected, coded and analysed preliminary using Excel and sent to local coordinator.
• Quantitative survey for Students of Faculty of Education
- This Quantitative survey was carried out for 323 Students from faculty of education, Zagazig
university: ]183 for students from Grade 1 (121 female - 62 male [ and
149 students from Grade 4 (128 female -21 male[. Data were collected, coded and analysed
preliminary using Excel and sent to local coordinator.
• Qualitative interview "Voice of the Client” was achieved; the interviews were conducted with 4
public school principals, and 2 schools’ district directors in 10th of Ramadan city.
- All data presented during on line virtual meeting directed from Bath Spa University on 8th June, 2019.
M2.1: Report on needs and competences (m3)
M2.3: Report on the refugee teaching standards and competences framework (m5)
- ZU participated with the Egyptian partner in the 1st colloquium on stakeholders' engagement on 18th
March, 2019 in Helioplis University. In this colloquium the guidelines for preparing RefTeCP standards,
competences performance indicators and resources were discussed in groups. The needs,
competences and teaching standards were tabulated by ZU in Arabic and English. Revised and sent to
local coordinator.
WP4: Development
M4.1:32 pre-service teachers’ courses selected to be revised and developed completed (m3)
- All courses of both undergraduate students and post graduates (of general educational diploma) in
Zagazig University were revised. 20 courses of undergraduates were selected and listed (with
subjects of each course) in the curriculum development template sent by local coordinator. This
template was discussed in the meeting in HU on 18th March 2019 after finishing of 1st colloquium on
stakeholders'. The required modification were done and the report sent to local coordinator in due
date. Also Suggested 12 New courses were listed in such template and sent to local coordinator.
- Mapping courses: The selected 20 undergraduate Courses were Listed with their key concepts
according to 4 RefTeCP curricular dimensions (Learning , Social & Cultural , Psychological and trauma)
and related SDGS in The Mapping courses for RefTeCp template sent by leading partner.
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- Such Mapping courses file was presented in RefTeCP meeting organized in HU on 7th April 2019 in
front of project coordinator Dr. Makrakis , all required reforms, updates were done and sent to local
coordinator.
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WP7: Dissemination & Exploitation
M7.2: Project’s Website completed (m3)
The role of P5-P9 is to contribute with feedback in the Arabic language. ZU gave feedback on RefTCep
meeting in HU on 7th April 2019 and will give another feedback on RefTeCp meeting October 2019
according to the progress of the website.
Variations
WP3: Development
M3.1: 7 Task Forces for RefTeCp established (m4)
- ZU team missed the attendance of managerial meeting organized in Bath spa university visa issuing
problem which is compensated by online meeting.
- Although the selection of teacher educators occurred, train-the trainer workshops postponed to
October 2019 due to visa issuing problem at UK embassy for the majority of team members of
Egyptian university partners.
Current Problems & Risks
- 2nd managerial meeting and workshop was held at Bath Spa university, UK from 6-9 June, 2019.
- Egyptian partners team members faced a lot of obstacles for visa issuing for some circumstances.
Managerial meeting was organised using teleconferencing media. For training of trainer skills, another
workshop will be organized by Crete University at Athens from 18th to 21th October, 2019..
Anticipated Problems & Risks
ICT lab establishment will cost 45.000 € for Zagazig University.
- The most importance risk is the continuous decrease of the value of Euro against Egyptian pound.
Euro loss about 10% of its value against EGP within less than 6 months. So the delay of sending
instalment consider great loss which will affect greatly in buying required equipments and
subsequently training of teachers at centre of excellence.
- To avoid this kind of problem, we should have fixed date for coming instalment and sent it rapidly and
in case of any delay, the responsible person/agent for money transfer will carry the responsibility in
front of suppliers by written commitment for all penalties or compensation.
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Additional Information of Notable Achievements
In fact the RefTeCp project was highly appreciated from institutional authority and from society. Many
stakeholder wish to participate in many workshops and any activities related to the projects, many NGOs
present their service to merge refugee students in Art and cultural activities for free.
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education
Institutions (professors, assistants with teaching tasks, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male
2
Female
3
Number of non-academic staff from the partner country’s Higher
Education Institutions (librarians, staff from the International Office, IT
specialists, etc.) trained/retrained to the date of the 3rd biannual report
submission:
Male
1
Female
1
Number of staff from the partner country’s non Higher Education
Institutions (enterprises, NGOs, Chambers of Commerce, Government,
local administration, etc.) trained/retrained to the date of the 1st
biannual report submission:
Male
Female
Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to the
date of the 1st biannual report submission:
Male
Female
Communication Strategy- Achievements
ZU Team make a special effort in dissemination of the projects though carrying out workshops in
ZU ,announcement in social media and dissemination through press and media .
- Link of on air radio talk in Egypt
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https://www.youtube.com/watch?v=isEJ2kX1RP0
- Links of dissemination of the projects in 7 press web site
https://www.elwatannews.com/news/details/4007879
https://www.albawabhnews.com/3492381
https://www.aionsharkia.com/جامعة-الزقازيق-تشارك-في-إنطالق -مشروع-ا/
http://www.kashqol.com/27065
https://www.mogaznews.com/uncategorized/838611.html
http://www.arts.zu.edu.eg/faculty/article_details?AT=43927&type=news
http://alanbaanews.com/%D8%AC%D8%A7%D9%85%D8%B9%D8%A9-%D8%A7%D9%84%D8%B2%D9%82
%D8%A7%D8%B2%D9%8A%D9%82-%D8%AA%D8%B4%D8%A7%D8%B1%D9%83-%D9%81%D9%8A-%D8%
A7%D9%86%D8%B7%D9%84%D8%A7%D9%82-%D9%85%D8%B4%D8%B1%D9%88%D8%B9-%D8%A7/
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next biannual
period]
RefTeCp 1st BIANNUAL ACTIVITY REPORT
[January 15th, 2019 – 15th July, 2019]
NAME OF PARTNER: Heliopolis University
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Progress Against Deliverables & Milestones (Go to the Detailed Project Description and
see the WPs and Deliverables in the specified period. Describe concretely your institution’s
contribution)
M1.1 Kick-off meeting and consortium agreement (m2)
M1.2 Project management and communication(2)
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
M3.1: 7 Task Forces for RefTeCp established (m4)
M4.1: 32 pre-service teachers’ courses selected to be revised and developed completed (m3)
M6.1 Report on monitoring and evaluation strategic plan completed (m3)
M7.1: Report on valorisation and sustainability completed (m2)
M7.2: Project’s Website completed (m3)
WP1.1. Kick-off meeting & consortium agreement
Heliopolis University acts as national coordinator of the project and all the arrangements for the kick
off meeting in Cyprus regarding the Egyptian partners were handled by Heliopolis
Team. Visa and all needed documents for travel were arranged by the team of Heliopolis. All signed &
stamped consortium agreements were collected from project partners in Egypt and delivered to Dr.
Vassiliois Makrakis; the project coordinator during the kick-off meeting. Heliopolis university team
presented the SWOT analysis of the public schools for refugees students in Egypt. many discussion
were conducted regarding the others SWOT analysis of the faculties and community schools.
During the workshop and the meeting the project team discussed the project objectives and
deliverables and how it will be delivered.
During the kick-off meeting a field trip to the KOFINOU Refugee Center was organized to explore
the Refugee Education Programs in Cyprus and another visit for one of the schools in Nicosia that is
hosting refugee’s students. Finally, managing staff employment, mobility and purchase of equipment
were discussed.
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WP1.2. Management and communication plan
For management, Heliopolis University has designed the institutional and technical team as
follows:
Prof. Dr. Omar Ramzy (Project manager)
Mr. Omar El-Dahan (Technical work)
Mr. Mahmoud fawzy (Technical work)
Ms. Menna Mohammed (Technical work)
Ms. Omnia Khaled (Administrational work)
Mr. Ussama Zamel (Finanacial) Face to face meeting of the project team are conducted in the location of the ICT blended lab to
follow the work of the project. Virtual collaboration among the project tem and other universities’
team is running via Wiki and other ICT tools. Set of meetings were organized for setting the rules and
working plans for the project between the project team. Meeting’ minutes of were taken promptly
and widely in order to ensure there is clarity about what the objectives are and about what decisions
have been made.
- 1st Managerial Meeting & Workshop 6-9 June, 2019 Bath Spa University, Bath, U.K
The main objectives of this meeting were:
RefTeCp project achievements and task planned for 2019, Reporting activities, potential problems
and impacts, discussing the CARE methodology for developing student-riven learning activities. HU
team joined this workshop and contributed to the CARE methodology explanation and applications.
W2.1: Report on needs and competences
W2.2: Report on stakeholders’ survey “Voice of the Client” completed
W2.3: Report on the refugee teaching standards and competences framework
For these 3 tasks, Heliopolis university (P8) is the lead for this work package that includes the
3 tasks. Three main reports were developed with support from Heliopolis university team in
this work package during the first 6months of the project. HU team arranged all the preparations
for these reports. The questionnaires were translated into Arabic, two sessions were conducted
at Heliopolis University premises and all partners and stakeholders were invited to theses
workshops. HU team coordinated the qualitative and quantitative surveys collection and data
analysis. In this regard 2 were organized and led by HU team at Heliopolis University as follows:
1. The first workshops took place on the18th of March 2019. All partners were invited to
this workshop in addition to the stakeholders. This workshop was organized in order to
build and strengthen the capacities of students, educators and teachers including refugee
teachers to respond to the educational needs of children and youth from conflict
countries..
2. The second workshop took place in 7th April 2019. HU team during this workshop
facilitated the process in order to discuss RefTeCp standards and competences
framework, staff employment and tasks, mapping of courses for revision, developing
surveying RefTeCp progress and procedures.
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M3.1: 7 Task Forces for RefTeCp established (m4)
HU established the task forces for the project; this includes the human resources and the
infrastructure for the project. Project team was established and the location for the ICT Blended lab
was defined.
M4.1: 32 pre-service teachers’ courses selected to be revised and developed completed (m3)
Heliopolis University is coordinating this task and 2 workshops were organized as follows:
1. Heliopolis University, 8th April 2019 2. Aswan university workshop 26-27 June 2019
and all these revised and edited courses were revised from the 4 universities and sent to the project
coordinator
Variations
In general, the tasks are almost suitable with the milestone and project work plan. Some minor
delays from the partners who are joining Erasmus projects for the first time.
Current Problems & Risks
Some rejections for UK visa which affected the attendees’ number in the first management meeting
in Bath Spa university.
Struggling to get the approval for visiting public schools in order to meet teachers and refugee
students.
27
Anticipated Problems & Risks
It is expected some challenges for further visits to public schools
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at the
institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education
Institutions (professors, assistants with teaching tasks, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male
3
Female
3
Number of non-academic staff from the partner country’s Higher Education
Institutions (librarians, staff from the International Office, IT specialists, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male
1
Female
1
Number of staff from the partner country’s non Higher Education
Institutions (enterprises, NGOs, Chambers of Commerce, Government, local
administration, etc.) trained/retrained to the date of the 1st biannual report
submission:
Male
Female
Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to the
date of the 1st biannual report submission:
Male
10
Female
10
28
Communication Strategy- Achievements
[Provide information on the dissemination of the project results. List the activities done for the
dissemination of the project, such as discussions with officials, press releases about the project,
announcements in social media by providing URL links, presentations in conferences and other
events, publications, etc.]
The project was disseminated internally in the university to members of the different faculties
during research meetings and other events as we have many Syrians student in the university and we
want everyone from HU staff to be familiar with the project . Furthermore, the project has been
disseminated in online media including online newspapers, in interviews, etc. Also, the project was
disseminated in a prominent even in Kenya
Communication Strategy- Forthcoming
It is planned that the project outcome will be disseminated with the other universities who have
refugee students enrolled in their faculties. The Centre of ESD at Heliopolis university is going to
provide TOT for the teachers in the surrounding area of HU who are working in schools that have
refugees.
RefTeCp 1st BIANNUAL ACTIVITY REPORT
[January 15th, 2019 – 15th July, 2019]
NAME OF PARTNER: October 6 University (O6U) – P6
29
Progress Against Deliverables & Milestones (O6U contribution)
WP1: Management
M1.1 Kick-off meeting & Consortium Agreement (m2)
WP2: Preparation
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
WP3: Development
M3.1: 7 Task Forces for RefTeCp established (m4)
WP4: Development
M4.1: 25 undergraduate courses (the current teacher preparation program) were selected,
revised and ready to be developed to fit Refugee Education (m3)
WP7: Dissemination & Exploitation
M7.2: Project’s Website in progress.
WP1: Management
M1.1 Kick-off meeting & Consortium Agreement (m2)
- O6U project team attended and participated positively in the Kick-off meeting of
RefTCep Project held at Frederick University, Nicosia Cyprus, from 15-18 February
2019. O6U project team participated in discussion of managerial and financial issues of
RefTCep project. Project objectives and WPs were presented and discussed during the
meeting. O6U Partnership agreement was delivered to Project representative.
- O6U presented the main results of SWOT analysis of the University as well as the
Faculty of Education. Because of the analysis format did not match the formal format,
30
the SWOT analysis was modified to fit the project format. In addition, the main results
of SWOT analysis of some public schools that hosted refugee students in October 6 City
was presented
- All partners visited KOFINOU Refugee Centre and met some refugee children and their
families. In addition, a field visit to the Faneromeni School which hosts mostly refugee
children was done.
WP2: Preparation
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M2.3: Report on the refugee teaching standards and competences framework (m5)
M2.3: Report on Stakeholders’ survey “Voice of the Client” (m4)
• Quantitative survey for public school Teachers
- A quantitative survey for public school teachers was achieved. The main conclusion
was that there was positive attitude towards refugee students.
• Quantitative survey for Students of Faculty of Education
- A quantitative survey was carried out where 400 questionnaires were distributed.
Almost 95% of the questionnaire were received and scored.
- Qualitative interview "Voice of the Client” was achieved; the interviews were
conducted with 8 public school principals, and one district director (only one
Department in October 6 City).
- Results were presented by the University/Project coordinator at Bath Spa University,
England.
M2.1: Report on needs and competences (m3)
M2.3: Report on the refugee teaching standards and competences framework (m5)
31
O6U participated with the Egyptian partner in the 1st colloquium on stakeholders'
engagement on 18th March, 2019 in Heliopolis University. In this colloquium the
guidelines for preparing RefTeCp standards, competences performance indicators and
resources were discussed in groups. A detailed report was sent to general local coordinator
and discussed at Bath Spa University, England.
- WP4: Development
M4.1:32 pre-service teachers’ courses selected to be revised and developed completed
(m3)
- All the selected undergraduate courses are ready to be developed once instructions
issued. Modified parts are ready to be put in action. A Version was sent the general
local coordinator.
- Mapping courses: The selected 20 undergraduate Courses were Listed with their key
concepts according to 4 RefTeCp curricular dimensions (Learning, Social & Cultural,
Psychological and trauma) and related SDGS in The Mapping courses for RefTeCp
template sent by leading partner.
- Such Mapping courses file was presented in RefTeCp meeting organized in HU on 7th
April 2019 in the presence of project coordinator Dr. Makrakis, required modifications
were completed and sent to local coordinator.
-
WP7: Dissemination & Exploitation
M7.2: Project’s Website completed (m3)
In progress
Variations
WP3: Development
M3.1: 7 Task Forces for RefTeCp established (m4)
- O6U coordinator participated in the managerial meeting organized at Bath Spa
University and the training on CAR methodology was achieved.
32
Current Problems & Risks
Money delay.
Anticipated Problems & Risks
- With respect to ICT lab (equipment), while Euro lost about 10% of its value against
EGP, equipment is going up.
- The instalment received cannot cover the required the financial demands.
Additional Information of Notable Achievements
In fact the RefTeCp project was highly appreciated by institutional authority and from
society. No objection or clashes haven been noticed on the part of the involved partners
and such harmony helps achieve the project objectives.
Details on Capacity Building
Number of academic staff from the partner country’s Higher
Education Institutions (professors, assistants with teaching tasks, etc.)
trained/retrained to the date of the 3rd biannual report submission:
Male
10
Female
3
Number of non-academic staff from the partner country’s Higher
Education Institutions (librarians, staff from the International Office,
IT specialists, etc.) trained/retrained to the date of the 3rd biannual
report submission:
Male
Female
Number of staff from the partner country’s non Higher Education
Institutions (enterprises, NGOs, Chambers of Commerce,
Male
33
Government, local administration, etc.) trained/retrained to the date of
the 3rd biannual report submission:
Female
Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to
the date of the 3rd biannual report submission:
Male
Female
Communication Strategy- Achievements
Face to face meetings.
Email communication
Personal contacts.
Official letters.
Communication Strategy- Forthcoming
O6U is committed to communicate project findings and achievements via the project
channels. In addition, the international relations and cultural affair Department will help in
this issue according to the University regulations.
RefTeCp 1st BIANNUAL ACTIVITY REPORT
[January 15th, 2019 – 15th July, 2019]
NAME OF PARTNER: Etijah
34
Progress Against Deliverables & Milestones (Go to the Detailed Project Description and
see the WPs and Deliverables in the specified period. Describe concretely your institution’s
contribution)
M1.1 Kick-off meeting and consortium agreement (m2)
M1.2 Project management and communication(2)
M2.1: Report on needs and competences (m3)
M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
M3.1: 7 Task Forces for RefTeCp established (m4)
WP1.1. Kick-off meeting & consortium agreement
Kick-off Meeting and Regional Workshop had been organized and held in Frederick University, Nicosia
Cyprus 15-18 February 2019. Mr Karem shawar attended the meeting representing Etijah .
During this meeting many essential topics have been discussed. Firstly, RefTeCp project objectives,
methodologies and managerial issues have been illustrated with focussing on managing the RefTeCp
budget. SWOT Analyses results were displayed. Then, community Refugee Schools SWOT Analysis was
discussed. Many workshops (discussion groups) have been established. Among the main topics
of the workshops in the meeting were; Reviewing the Instruments for Internal and External Stakeholders
and to developing a Framework for Refugee Teaching Standards and Competences. For setting-up the
human resource and technical infrastructure, Setting-up the human resource and technical infrastructure
and procedures for developing the ICT-Blended learning laboratories were discussed.
A field trip to the KOFINOU Refugee Center was organized to explore the Refugee Education
Programs. Finally, managing staff employment, mobility and purchase of equipment were discussed.
35
WP1.2. Management and communication plan
For management, Youth and Development Consultancy Institute- established in Egypt (Etijah) has
designed the institutional team.
Eng. Rasem Alatassy
Mr Kareem shawar
Mrs Rawa Alhafni
Ms Rama Albaghdadi
Mrs Maisaa hamesh
Mr Anas Abdo
The management and communication between the team members are through regular meeting in
Etijah office or in the refugee education centers in Cairo and other cities. The key communication
tool used with other partners in the project is a by e-mails and the social media to share and
exchange information.
W2.1: Report on needs and competences
W2.2: Report on stakeholders’ survey “Voice of the Client” completed
W2.3: Report on the refugee teaching standards and competences framework
During May 2019, the team members of Etijah gathered to: do the qualitative and quantitative
surveys of teachers from community centers in different cities . Quantitative interviews were also
performed for refugees education centers principal teachers students and their families . Data
collection, coding of interviews results and questionnaire were sent to Prof. Makrakis, the coordinator
of RefTeCp project.
• Meeting organized by the Center of education for sustainable development at Heliopolis
University in 18th March 2019 in order to build and strengthen the capacities of students,
educators and teachers including refugee teachers to respond to the educational needs of
children and youth from conflict countries. This part of project activities aimed at engaging
stakeholders from refugees teaching and training communities. This was followed by
another meeting concerning RefTeCp design and development issues. This meeting was
held at Heliopolis University in 7th April 2019, during which some workshops were established to discuss: staff employment and tasks, mapping of courses for revision,
developing RefTeCp standard and competence framework, surveying RefTeCp progress
and procedures. .
Variations
In general, the tasks are almost suitable with the milestone and project work plan
36
Current Problems & Risks
[Failure to obtain a visa to participate in meetings outside Egypt
The lack of financial means to Etijah team to participate in the workshops outside Egypt because of the
Lateness of the financial transfer of the project budget
The team exerted great effort in conducting the questionnaire and analysis with the refugee teachers
because of the lack of motivation or financial return due to their need as refugees.]
Anticipated Problems & Risks
Fear of the lack of response and participation of refugee teachers because of their inability to have
enough money
37
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at the
institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education
Institutions (professors, assistants with teaching tasks, etc.) trained/retrained
to the date of the 1st biannual report submission:
Male
Female
Number of non-academic staff from the partner country’s Higher Education
Institutions (librarians, staff from the International Office, IT specialists, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male
Female
Number of staff from the partner country’s non Higher Education Institutions
(enterprises, NGOs, Chambers of Commerce, Government, local administration,
etc.) trained/retrained to the date of the 1st biannual report submission:
Male
3
Female
2
Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to the date of
the 1st biannual report submission:
Male
Female
Communication Strategy- Achievements
38
[Provide information on the dissemination of the project results. List the activities done for the
dissemination of the project, such as discussions with officials, press releases about the project,
announcements in social media by providing URL links, presentations in conferences and other events,
publications, etc.]
The project was disseminated among the Syrians refugee community in Egypt
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next biannual
period]
For further dissemination of the project, Etijah is going to plan further communication with the NGOs
who are working with refugees in Egypt
RefTeCp 1st BIANNUAL ACTIVITY REPORT
[January 15th, 2019 – 15th July, 2019]
NAME OF PARTNER: SEKEM Development Foundation (SDF)
Progress Against Deliverables & Milestones (Go to the Detailed Project Description
and see the WPs and Deliverables in the specified period. Describe concretely your institution’s
contribution)
- M1.1: Kick-off meeting & consortium agreement completed (m2)
39
SDF assisted HUSD in the arrangements for the kick off meeting in Cyprus and collecting
the consortium agreements. During the workshop and the meeting, the team discussed
the project objectives and deliverables and how it will be delivered. The team also
discussed the financial reports preparation and all the inquiries were answered. The team
also participated in the field trip to the KOFINOU Refugee Center that was organized to
explore the Refugee Education Programs in Cyprus and another visit for one of the
schools in Nicosia that is hosting refugee’s students.
- M1.2: Project management and communication completed (m36)
SDF contributed to the development of the management and communication strategy.
- M1.3: Biannual progress report (e-bulletin) (m6, m12, m18, m24, m30, m36)
The Biannual Report is developed by the team members and submitted on time.
- M2.1: Report on needs and competences (m3)
- M2.2: Report on stakeholders’ survey “Voice of the Client” completed (m4).
- M2.3: Report on the refugee teaching standards and competences framework (m5)
SDF assisted HUSD in the preparation of the three main reports required in this work
package and also in the Survey translation.
- M3.1: 7 Task Forces for RefTeCp established (m4)
For management, SDF has designed the institutional and technical team as follows:
Mr. Mohamed Anwar (Project Manager)
Mr. Moamen Ghanem (Teacher/Trainer/Researcher)
Mr. Khaled Sayed (Administrative Staff)
A meeting was conducted to discuss the project among the team and distribute the tasks.
SDF also helped BSU in the organization of the training workshop for peer coaches and
mobile mentors and their assessment.
- M4.1: 32 pre-service teachers’ courses selected to be revised and developed completed
(m3)
SDF participated in one of the two courses selection workshops that were organized by
HUSD on the 8th of April, 2019 at its campus. And contributed with thoughts, data and
ideas that helped in the selection of course.
Variations
In general, the tasks are almost suitable with the milestone and project work plan.
40
Current Problems & Risks
Rejections for UK visa to team members which affected the attendees’ number in the first
management meeting in Bath Spa University.
Anticipated Problems & Risks
Visa approvals for all partners from Egypt that may hinder future workshops and meetings
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at
the institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education
Institutions (professors, assistants with teaching tasks, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male 2
Female 0
Number of non-academic staff from the partner country’s Higher Education
Institutions (librarians, staff from the International Office, IT specialists, etc.)
trained/retrained to the date of the 1st biannual report submission:
Male 1
Female 0
Number of staff from the partner country’s non Higher Education
Institutions (enterprises, NGOs, Chambers of Commerce, Government, local
administration, etc.) trained/retrained to the date of the 1st biannual report
submission:
Male 0
Female 0
41
Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to the date
of the 1st biannual report submission:
Male 0
Female 0
Communication Strategy- Achievements
In coordination with Heliopolis University the project outcome will be disseminated with the
other universities and NGOs who are involved with refugees’ education and activities
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next
biannual period]
2nd BIANNUAL REPORT
RefTeCp2ndBIANNUAL ACTIVITY REPORT
[July 15th, 2019 – January 15th, 2020]
NAME OF PARTNER: Al-Azhar University P7
42
Progress Against Deliverables & Milestones
M 1.2 Project management and communication
M3.2: 40-50 Teacher educators trained (m8)
M3.3: 80-100 Peer coaches and mobile mentors trained (m12)
M3.4: 5 ICT-Blended Learning Laboratories established (m7).
M 1.2 Project management and communication
During Train-the Trainer workshop which was organized by Crete University and held in Athens,
Greece from 27th to 31st October, 2019 updates of managerial and financial issues were deeply
discussed among project management board. PMB decided to raise a claim about British visa
rejection expenses consumed by Egyptian partner’s university and NGO involved in the project
without tangible progress. Also, PMB get the information about rescheduling of financial instalment
receiving.
M3.2: 40-50 Teacher educators trained (m8)
Three staff members from Al-Azhar university has attended Train-the-Trainer Workshop which was
held at Athens, Greece from 27-30, October, 2019 about Curriculum design using DeCoRe methods
and how to use different strategies for infusing refugee teaching and learning in teacher education
curricula. Later on, trained staff members organized 1st national training for teacher educator at Al-
Azhar University.
60 candidates from 4 branches of Faculty of Education (Boys and Girls) has nominated from
Faculties’s Deans to attend the national training. Based on qualifications and candidates motivations
during interviews and result of Pre-training assessment applications evaluation, 30 staff members
were selected.
1st Cohort training workshop for Teacher Educators was organized from 25-28 November, 2019 at
Cairo campus, Al-Azhar University and 27 participants from staff members were trained about CARE
Learning Design, DREAM and DeCoRe Methodologies for pre-service teacher curricula. Also,
participants trained about how to infusing SDGs in RefTeCp Curricula and strategies for infusing
refugee teaching and learning in teacher education curricula. Trainees were divided to subgroups to
develop RefTeCp courses according to gained skills and peer-reviewed with valuable comments from
Dr. Nehal lotfi, the project external reviewer. All deliverables of 1st Cohort training attached below
and deconstructed courses were uploaded to project Google drive.
43
Attachments;
1- Pre-training assessment application 2- Training Agenda
3- Post-Training assessment 4- List of trainees and attendance sheet
5- Training Photo Gallery 6- 15 deconstructed courses
M3.3: 80-100 Peer coaches and mobile mentors trained (m12)
AZHU will organise Peer coaches and mobile mentors training on 23-24th February 2020 targeting
30 participants from in-service teachers and Syrian teaching centres in coordination with Etijah
institution. All deliverable and reports will be uploaded to Project Google drive.
M3.4: 5 ICT-Blended Learning Laboratories established (m7).
D3.4: ICT-Blended Learning Laboratories for RefTeCp
Procedure for establishing ICT lab at Al-Azhar University summarized below;
Item Date Action Deadline and
challenges
ICT lab
preparation
May
2019
1- Place was determined at
Central building at main
campus of Al-Azhar
university, Nasr city, Cairo.
2- Lab construction and preparing
Done
Ongoing
December, 2019
Equipment
purchasing
July,
2019
-
January
2020
1- 1st installment receiving
2- 2nd installment receiving
3- Tender process
a- Specification
b- Tender procedures
c- Purchase order
d- Equipment receiving
25% = July 2019
25 % = June 2020
(scheduled)
Done
Ongoing
April 2020
May 2020
44
Lab installation July.
2020
1st July 2020
To complete the equipment tender we should have a whole budget in university account. Fortunately,
The problem was discussed with AZHU vice-president and new regulation was approved to handle the
tender according to financial situation of the project.
Variations
[Insert milestones missed/delayed and likely impact on the project
Justify variations occurred]
Current Problems & Risks
[Insert problems and risks occurred during the period covered and any remedial actions taken]
Anticipated Problems & Risks
[Insert any anticipated problems and risks that may hinder the project progress as well as any
suggestions to remedy them]
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at
the institutional and societal level
Details on Capacity Building
17
45
Number of academic staff from the partner country’s Higher Education
Institutions (professors, assistants with teaching tasks, etc.)
trained/retrained to the date of the 2ndbiannual report submission:
Male
Female
14
Number of non-academic staff from the partner country’s Higher
Education Institutions (librarians, staff from the International Office, IT
specialists, etc.) trained/retrained to the date of the 2ndbiannual report
submission:
Male
Female
Number of staff from the partner country’s non Higher Education
Institutions (enterprises, NGOs, Chambers of Commerce, Government,
local administration, etc.) trained/retrained to the date of the
2ndbiannual report submission:
Male
Female
Number of students from the partner countries who have attended
programmes/courses developed in the framework of the project to the
date of the 2ndbiannual report submission:
Male
Female
Communication Strategy- Achievements
http://www.rosaelyoussef.com/news/details/498958
https://www.elbalad.news/4033849
http://gate.ahram.org.eg/News/2317834.aspx
https://www.elzmannews.com/257368
https://www.elbalad.news/4034000
Communication Strategy- Forthcoming
International conference entitled "Community Partnership and Education Development: Studies and
Experiences" to be held on Monday - Tuesday, April 13-14, 2020 at Al-Azhar Conference Centre - Nasr
City, Cairo:
There is a full session about refugee teaching and it will be a good chance to manage a plenary session
about the RefTeCp project and publish research article about Refugee teacher professional
development: Needs analysis from community partnership perspectives OR Analyzing the needs for
46
refugee teacher professional development: Voice of the Client or working paper about the role of
community partners on Refugee Teaching Certification Programme for Egyptian and Refugee
Teachers Enabled by Blended Learning
RefTeCp 2nd BIANNUAL ACTIVITY REPORT
[July 15th, 2019 – January 15th, 2020]
NAME OF PARTNER: Aswan University
Progress Against Deliverables & Milestones (Go to the Detailed Project Description and see the WPs and Deliverables in the specified period. Describe concretely your institution’s contribution)
WP1 (MNGT) Project Management and Communication
M 1.3 Biannual progress reports
M 1.2 Project management and communication
WP3 (DEV) Setting-up the Human Resource and Technical Infrastructure
M 3.2 Capacity building for teacher educators
M 3.3 Capacity building for peer coaches and mobile mentors
WP4 (DEV) Design and Development
M 4.3 Develop pre-service course syllabi and course modules
M 4.4 Develop the RefTeCp e-Toolkit & in-service course modules
WP6 (QPLN) Monitoring and Quality Assurance
M 6.1 Internal monitoring and quality assurance plan & reports
M 6.2 External monitoring and quality assurance plan & reports
47
WP7 (DISS) Dissemination, Valorisation and Sustainability
M 7.2 Project Website & associated social media
WP1 (MNGT) Project Management and Communication
M 1.3 Biannual progress reports
The current report is the second biannual report.
M 1.2 Project management and communication(M10)
Train-the Trainer workshop was organized by Crete University and held in Athens, Greece from 27th to 31st October, 2019.
▪ During this meeting many essential topics were mainly discussed including: ▪ An overview of the RefTeCp project progress ▪ Applying DeCoRe plus methodology for teacher education course curriculum. ▪ Integration of RefTeCp student-driven and activities related to interdisciplinary ▪ learning to teacher education course curriculum. ▪ RefTeCp communication media and dissemination and learning tools.
In addition, equipment purchase and other financial issues such as staff and travelling costs were also explained.
WP3 (DEV) Setting-up the Human Resource and Technical Infrastructure
M 3.2 Capacity building for teacher educators (M10)
Aswan University team organized a local meeting entitled:
"Preparing capacity building for teaching training skills". This meeting was held in Aswan University in28th January 2020. The president of Aswan University and also one member of the project tam from Heliopolis University attended this meeting.
M 3.3 Capacity building for peer coaches and mobile mentors (M12)
Aswan University organized a training course entitled:
"Peer coaches and mobile mentors training-Aswan University" for two days from 29 to 30of January 2020 in Aswan University new campus. This training course aimed at raising the awareness of school teachers with knowledge related to coaching and its importance in teacher professional development. Also, to enhance the capabilities of teachers
for adult learning and to improve the skills for sharing experiences about adult learning and peer coaches. In addition, an attention was paid for peer coaching under crises context. Forty-four school teachers from different schools in Aswan Governorate attende this course.
WP7 (DISS) Dissemination, Valorisation and Sustainability
M 7.2 Project Website & associated social media
Dissemination
1-
https://googleweblight.com/i?u=https://elssayda.com/395481/%25D8%25AC%25D8%25A7%25D9%2585%25D8%25B9%25D8%25A9-%25D8%25A3%25D8%25B3%25D9%2588%25D8%25A7%25D9%2586-%25D8%25AA%25D8%25B4%25D8%25A7%25D8%25B1%25D9%2583-%25D9%2581%25D9%258A-%25D9%2585%25D8%25B4%25D8%25B1%25D9
%2588%25D8%25B9-%25D8%25A5%25D8%25B9%25D8%25A7%25D8%25AF%25D8%25A9-%25D8%25AA%25D8%25A3%25D9%2587%25D9%258A%25D9%2584/&hl=ar-EG
48
2-
https://m.alwafd.news/%D8%A7%D9%84%D8%B1%D9%8A%D8%A7%D8%B6%D8%A9/%D8%A7%D9%84%D9%85%D8%AD%D8%A7%D9%81%D8%B8%D9%80%D8%A7%D8%AA/2785017-%D8%AC%D8%A7%D9%85%D8%B9%D8%A9-%D8%A3%D8%B3%D9%88%D8%A7%D9%86-%D8%AA%D8%B4%D8%A7%D8%B1%D9%83-%D8%A8%D9%85%D8%B4%
D8%B1%D9%88%D8%B9-%D8%A5%D8%B9%D8%A7%D8%AF%D8%A9-%D8%AA%D8%A3%D9%87%D9%8A%D9%84-%D9%85%D8%B9%D9%84%D9%85%D9%89-%D8%A7%D9%84%D9%84%D8%A7%D8%AC%D8%A6%D9%8A%D9%86-%D9%88%D8%A7%D9%84%D9%85%D9%87%D8%A7%D8%AC%D8%B1%D9%8A%D9%86
3-
https://googleweblight.com/i?u=https://www.eldyar.net/show113322&hl=ar-EG
4-
https://googleweblight.com/i?u=https://www.dostor.org/2991562&hl=ar-EG
49
50
51
52
53
54
55
56
57
58
59
Variations
[Insert milestones missed/delayed and likely impact on the project
Justify variations occurred]
Current Problems & Risks
[Insert problems and risks occurred during the period covered and any remedial actions taken]
Anticipated Problems & Risks
[Insert any anticipated problems and risks that may hinder the project progress as well as any suggestions to remedy them]
60
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at the institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education Institutions (professors, assistants with teaching tasks, etc.) trained/retrained to the date of the 2nd biannual report submission:
Number of non-academic staff from the partner country’s Higher Education Institutions (librarians, staff from the International Office, IT specialists, etc.) trained/retrained to the date of the 2nd biannual report submission:
Number of staff from the partner country’s non Higher Education Institutions (enterprises, NGOs, Chambers of Commerce, Government, local administration, etc.) trained/retrained to the date of the 2nd biannual report submission:
Number of students from the partner countries who have attended programmes/courses developed in the framework of the project to the date of the 2nd biannual report submission:
61
Communication Strategy- Achievements
[Provide information on the dissemination of the project results. List the activities done for the dissemination of the project, such as discussions with officials, press releases about the project, announcements in social media by providing URL links, presentations in conferences and other events, publications, etc.]
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next biannual period]
RefTeCp 2nd BIANNUAL ACTIVITY REPORT
[15th July, 2019 - 15th January, 2020]
NAME OF PARTNER: Zagazig University
62
Progress Against Deliverables & Milestones (ZU Contribution).
WP1: Management
M 1.2: Project management and communication
WP3: Development
M 3.2: 40-50 Teacher educators trained (m8)
M 3.3: 80-100 Peer coaches and mobile mentors trained (m12)
M 3.4: 5 ICT-Blended Learning Laboratories established (m7).
WP4: Development
M 4.3: Develop pre-service course syllabi and course modules
M 4.4: Develop the RefTeCp e-Toolkit & in-service course modules
WP6: Quality Plan
M 6.1: Internal monitoring and quality assurance plan & reports
M 6.2: External monitoring and quality assurance plan & reports
WP7 Dissemination & Exploitation
M 7.2: Project Website & associated social media
WP1: Management
M 1.2: Project management and communication
ZU team (4 staff members) attended and participated actively in the RefTeCP TOT carried out in Athens Greece, from 27th to 31st October, 2019.
The main objective s of the meeting were:
1. Different TOT workshops and sessions regarding DeCoRe plus methodology , refugee children's emotional intelligence , dealing with refugee facing problems, Art based research to develop refugee pedagogies and interactive activities for class room refugees.
2. An overview of the achievements of the project in the last 8 months especially the pre service courses and discussing some points about financial issues of travel and staff cost.
3. Reporting activities on ICT lab establishment and equipment purchase form all partner universities
63
WP3: Development
M 3.2: 40-50 Teacher educators trained (m8)
Although the announcement on official ZU website and ZUMAC Face book page for staff members of Faculty of education to join the project as trainer with many advantages like financial advantages , join free training , obtaining certificate , only one staff member
Submitted to join! So, we decided to extend the announcement period and give chance to all staff member of all faculties related to education like Faculty of physical education, Faculty of specified education. The result was 13 members submitted by end of 12/ 2019 , only 3 from faculty of education and 10 from other faculties.
TOT work shop will be carried out within 2 weeks in beginning of Feb. 2020
M 3.3: 80-100 Peer coaches and mobile mentors trained (m12)
ZU coordinates with educational authority in Sharkyia governorate to nominate 30 Egyptian teachers teaching to refugee students in Egyptian schools, Also coordinate with Etijah institution to nominate 30 Syrian teachers to join the TOT Peer coaches and mobile mentors training which will carried out on 22-23th February 2020 in ZU.
M 3.4: 5 ICT-Blended Learning Laboratories established (m7).
• Steps to providing a hall for ICT lab:
- On 21-2-2019: Submit an official request for the president of ZU to provide an extra Hall for Measurement and assessment center determined as ICT Lab ZU Refugee Teaching Centre (ZURTC)
- On 10 -3- 2019: Visit of Vice president for higher education and research to ZUMAC to make a decision about providing new Hall for ZURTC.
- On 2 –10-2019: Visit of Prof. Dr. Osman Shalaan ZU president to ZUMAC and he agreed to provide the Centre with an extra Hall (about 80 meter2) to be ICT Lab.
- During the period from 10/10/2019- present 15/1/2020,process of renew all infrastructure of hall determined as ICT lab are going with making very good internet infrastructure as Co-finance from ZU with a cost of 10000 euro
- On 23/10/2019 : Submit a request for the secretary general of ZU about Tender conditions and specifications And advertisement
- All procedure of Tender and purchasing equipment to be continued from February to May 2020.
WP4: Development
M 4.3: Develop pre-service course syllabi and course modules
ZU team finished deconstruction and reconstruction of 9 pre service courses of students level of Faculty of Education according to DeCore Methodology following the direction of Athens Workshop.
WP6: Quality Plan
M 6.1: Internal monitoring and quality assurance plan & reports
Internal monitoring and quality assurance plan for Work Packages and deliverable of the RefTeCP project was developed by the Quality Assurance Centre in ZU.
WP7 Dissemination & Exploitation
M 7.2: Project Website & associated social media
All Activities of the projects are disseminated on ZU Website and on ZUMAC FB page (2.7K) followers, Although dissemination occurred through Electronic Newsletters.
64
- Athens Work shop (published 28/10/2019) https://www.elwatannews.com/news/details/4399039
http://www.zu.edu.eg/ZuDetails.aspx?ID=1313
https://www.youm7.com/story/2019/10/28/%D9%85%D8%B3%D8%A6%D9%88%D9%84-%D8%A7%D9%84%D8%A7%D8%AA%D8%AD%D8%A7%D8%AF-%D8%A7%D9%84%D8%A3%D9%88%D8%B1%D9%88%D8%A8%D9%89-%D9%84%D8%AA%D8%B9%D9%84%D9%8A%D9%85-%D8%A3%D8%A8%D9%86%D8%A7%D8%A1-%D8%A7%D9%84%D9%
84%D8%A7%D8%AC%D8%A6%D9%8A%D9%86-%D8%AA%D8%B4%D9%8A%D8%AF-%D8%A8%D8%AF%D9%88%D8%B1-%D8%AC%D8%A7%D9%85%D8%B9%D8%A9-%D8%A7%D9%84%D8%B2%D9%82%D8%A7%D8%B2%D9%8A%D9%82/4478377
Call for selection of teacher educators in ZU. (published 12/12/2019) http://www.zu.edu.eg/Details.aspx?ID=44842&CatID=1
Variations
[Insert milestones missed/delayed and likely impact on the project
Justify variations occurred]
Current Problems & Risks
[Insert problems and risks occurred during the period covered and any remedial actions taken]
- Low No, of staff member responded to the call of TOT as a Teacher educators.
65
Anticipated Problems & Risks
[Insert any anticipated problems and risks that may hinder the project progress as well as any suggestions to remedy them]
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved, especially at the institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education Institutions (professors, assistants with teaching tasks, etc.) trained/retrained to the date of the 3rd biannual report submission:
Number of non-academic staff from the partner country’s Higher Education Institutions (librarians, staff from the International Office, IT specialists, etc.) trained/retrained to the date of the 3rd biannual report submission:
Number of staff from the partner country’s non Higher Education Institutions (enterprises, NGOs, Chambers of Commerce, Government, local administration, etc.) trained/retrained to the date of the 3rd biannual report submission:
66
Number of students from the partner countries who have attended programmes/courses developed in the framework of the project to the date of the 3rd biannual report submission:
Communication Strategy- Achievements
[Provide information on the dissemination of the project results. List the activities done for the dissemination of the project, such as discussions with officials, press releases about the project, announcements in social media by providing URL links, presentations in conferences and other events, publications, etc.]
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next biannual period]
RefTeCp 2nd BIANNUAL ACTIVITY REPORT
[July 15th, 2019 – January 15th, 2020]
OCTOBER 6 UNIVERSITY
Dr. MOHAMED BADAWI
67
Progress Against Deliverables & Milestones (Go to the Detailed Project
Description and see the WPs and Deliverables in the specified period.
Describe concretely your institution’s contribution)
General Participation:
October 6 University (Dr. MOHAMED BADAWI) participated in Athens
workshop including:
1. An overview of the RefTeCp Project Progress RefTeCp Project
Achievements & Tasks Planned for 2020 on (27/10/2019) by
Vassiolios Makrakis the project coordinator.
2. A workshop moderated by Dr. Aravella Zachariou has been
conducted on the courses developed by each partner university.
Peer-reviewing carried out by each partner University Monitored.
Teacher Education Course Curriculum Revision Applying DeCoRe plus
Methodology by Heliopolis University.
3. A workshop on strategies for infusing refugee teaching and learning
in teacher education curricula by Dr. Makrakis presented the
innovative teaching methodologies that could fit with the refugee
teaching approaches for teacher education.
4. A presentation on RefTeCp Learning Activities (Each partner
University has 10 minutes for presenting its own 5 developed short
versions of learning activities).
5. A workshop on developing pre-service and in-service course syllabi
and course curricula.
68
6. A workshop on strategies for addressing refugee children’s learning
needs in light of the problems facing in the host country’s school
environment.
7. A presentation on Guidelines to teachers who are working with
refugee children facing problems of anxiety, rejection and psychic
trauma.
8. A presentation on learning activities that develop refugee children's
emotional intelligence, ability to recognize their emotions and to
understand others' emotions.
9. A workshop on preparing capacity building for peer-coaches and
mobile mentors.
10. A workshop on practicing the development of RefTeCp learning
activities and their integration in teacher education course curricula:
11. A workshop on using the Creative Art-based Research to Develop
Refugee-Cantered Pedagogies.
12. A workshop on the RefTeCp Communication Media, Dissemination &
Reporting.
Special Participation:
Progress Against Deliverables & Milestones
M1.2 Project management and communication.
M3.2: 40-50 Teacher educators training (m8).
69
M3.3: 80-100 Peer coaches and mobile mentors training (m12).
M3.4: 5 ICT-Blended Learning Laboratories established (m7).
M 1.2 Project management and communication
During Train-the Trainer workshop which was organized by Crete University
and held in Athens, Greece from 27th to 31st October, 2019 updates of
managerial and financial issues were profoundly discussed by the project
partners /coordinators especially rescheduling financial instalment
receiving dates.
M3.2: 10-15 Teacher educators training (m8)
Dr. Badawi, the project coordinator (O6U), attended Train-the-Trainer
Workshop which was held at Athens, Greece from 27-30, October, 2019 on
Curriculum design using DeCoRe & CARE methodology which targeted how
to use different strategies for infusing refugee teaching and learning in
teacher education curricula. Empowered by what he has learnt and
acquired, Dr. Badawi presented a two-day workshop to 13 university
professors on 19-20 January 2020. The participants were trained on how to
infuse SDGs in RefTeCp Curricula and strategies for infusing refugee
teaching and learning in teacher education curricula.
M3.3: 80-100 Peer coaches and mobile mentors training (m12).
70
1- A twelve-hour training session/workshop was held for 32 Egyptian
teachers who are teaching mixed classrooms which involve both
native and refugees learners. The training material was made by Prof.
Vassiolios Makrakis the project coordinator and presented by both
Dr. Mohamed Badawi, Dr Amin Abo Baker and Dr. Sahar Osman.
(Videos attached).
2- Another twelve-hour training session/workshop was held for 32
Syrian teachers who are teaching Syrian refugees and other
nationalities. The training material was made by Prof. Vassiolios
Makrakis the project coordinator and presented by both Dr.
Mohamed Badawi and Dr. Amin Abo Baker. (Videos attached).
3- The trainees/Peer Coaches went back to their schools and centers
to begin training their colleagues on peer coaching and monitoring.
(Videos attached).
M3.4: 5 ICT-Blended Learning Laboratories established (m7).
The training room was selected and measures for purchasing equipment
were complete according to the rules (Pictures attached)
Variations
[Insert milestones missed/delayed and likely impact on the project
Justify variations occurred]
71
The appointed 15 courses to be revised in light of DeCoRep methodology
were not completed because some colleagues withdrew or apologized
accordingly the coordinator with a new team will complete the task on 20
March 2020. NB. The coordinator Dr. Badawi suffered from some sever
health problems
Current Problems & Risks
The continuous decrease of Euro value in Egypt affects the budget badly.
Withdrew of some team member causes delay of some tasks.
Anticipated Problems & Risks
The continuous decrease of Euro value threatens the budget of the
project.
Some political issues may affect the project.
The desire to work alone on the part of some partners may hinder the
production of the new courses at Diploma level.
72
Additional Information of Notable Achievements
Training the teacher trainers
Expert Coordinator University Trainer School Teacher School Teacher
Details on Capacity Building
13 university professors
64 school teachers
12 university students
Communication Strategy- Achievements
Training Teacher Trainer
Training Teachers on Peer
Coaching
In-School Peer
Coaching
School Based Peer Coaching
Training the
coordinator
73
Google Drive, Project What ap., Group
Communication Strategy- Forthcoming
Google Drive, E-Mail, and Project Web page.
RefTeCp 2nd BIANNUAL ACTIVITY REPORT
[July 15th, 2019 – January 15th, 2020]
NAME OF PARTNER: Heliopolis University
Progress Against Deliverables & Milestones (Go to the Detailed Project
Description and see the WPs and Deliverables in the specified period. Describe concretely
your institution’s contribution)
WP1 (MNGT) Project Management and Communication
M 1.3 Biannual progress reports
M 1.2 Project management and communication
74
WP3 (DEV) Setting-up the Human Resource and Technical Infrastructure
M 3.2 Capacity building for teacher educators
M 3.3 Capacity building for peer coaches and mobile mentors
WP4 (DEV) Design and Development
M 4.3 Develop pre-service course syllabi and course modules
M 4.4 Develop the RefTeCp e-Toolkit & in-service course modules
WP6 (QPLN) Monitoring and Quality Assurance
M 6.1 Internal monitoring and quality assurance plan & reports
M 6.2 External monitoring and quality assurance plan & reports
WP7 (DISS) Dissemination, Valorisation and Sustainability
M 7.2 Project Website & associated social media
WP1 (MNGT) Project Management and Communication
M 1.2 Project management and communication(M10)
The team of Heliopolis University joined the Train-the Trainer (ToT) workshop was organized
by Crete University and took place in Athens, Greece from 27th to 31st October, 2019.
The main objective s of the meeting were:
4. An overview of the achievements of the project in the last 8 months 5. Reporting activities on equipment purchase. 6. Reviewing and working with the TOT material that will be conducting within the
different faculty of education in the partner universities
M 1.3 Biannual progress reports
The current report is the second biannual report and the firs biannual report was delivered on
time. HU is coordinating with all partners the completion of the biannual reports to be
delivered on time with accurate and precise information and evidence the work done.
WP3 (DEV) Setting-up the Human Resource and Technical Infrastructure
M 3.2 Capacity building for teacher educators (M10)
75
Heliopolis University team organized a local meeting that took place at Heliopolis university
premises entitled: CARE Methodology Workshop as part of the preparation to the capacity
building for teachers educators. The meeting main objectives were:
1- Delivering the concept of CARE Methodology.
2- How CARE methodology could be applied through relevant SDGs international days.
3- Contribution of each Partner University / institution reflecting relevant SDGs
international days within different courses’ activities.
M 3.3 Capacity building for peer coaches and mobile mentors (M12)
Heliopolis University coordinated the peer coached and mobile mentors with all universities.
Team from Heliopolis participated in the preparation of the training in all universities; ASWAN,
O6U, Al- Azhar and Zagazig university.
WP7 (DISS) Dissemination, Valorisation and Sustainability
M 7.2 Project Website & associated social media
Dissemination
1-
2-
3-
4-
76
Athens Meeting (October 2019)
77
Preparation for peer coaches & Mobile mentors (Aswan January 2020)
78
79
80
81
82
Variations
[Insert milestones missed/delayed and likely impact on the project
Justify variations occurred]
Current Problems & Risks
[Insert problems and risks occurred during the period covered and any remedial actions taken]
Anticipated Problems & Risks
[Insert any anticipated problems and risks that may hinder the project progress as well as any
suggestions to remedy them]
83
Additional Information of Notable Achievements
[Provide additional information including the impact and value of the work achieved,
especially at the institutional and societal level]
Details on Capacity Building
Number of academic staff from the partner country’s Higher Education Institutions
(professors, assistants with teaching tasks, etc.) trained/retrained to the date of the 2nd
biannual report submission:
Male
Femal
e
Number of non-academic staff from the partner country’s Higher Education Institutions
(librarians, staff from the International Office, IT specialists, etc.) trained/retrained to the
date of the 2nd biannual report submission:
Male
Femal
e
Number of staff from the partner country’s non Higher Education Institutions (enterprises,
NGOs, Chambers of Commerce, Government, local administration, etc.) trained/retrained to
the date of the 2nd biannual report submission:
Male
Fem
ale
84
Number of students from the partner countries who have attended programmes/courses
developed in the framework of the project to the date of the 2nd biannual report submission:
Male
Femal
e
Communication Strategy- Achievements
[Provide information on the dissemination of the project results. List the activities done for the
dissemination of the project, such as discussions with officials, press releases about the
project, announcements in social media by providing URL links, presentations in conferences
and other events, publications, etc.]
Communication Strategy- Forthcoming
[Provide information on how you intend to communicate the results of the project in the next
biannual period]
RefTeCp 2nd BIANNUAL ACTIVITY REPORT
[July 15th, 2019 – January 15th, 2020]
85
OCTOBER 6 UNIVERSITY
Dr. MOHAMED BADAWI
Progress Against Deliverables & Milestones (Go to the Detailed Project
Description and see the WPs and Deliverables in the specified period.
Describe concretely your institution’s contribution)
General Participation:
October 6 University (Dr. MOHAMED BADAWI) participated in Athens
workshop including:
13. An overview of the RefTeCp Project Progress RefTeCp Project
Achievements & Tasks Planned for 2020 on (27/10/2019) by
Vassiolios Makrakis the project coordinator.
14. A workshop moderated by Dr. Aravella Zachariou has been
conducted on the courses developed by each partner university.
Peer-reviewing carried out by each partner University Monitored.
Teacher Education Course Curriculum Revision Applying DeCoRe plus
Methodology by Heliopolis University.
15. A workshop on strategies for infusing refugee teaching and learning
in teacher education curricula by Dr. Makrakis presented the
innovative teaching methodologies that could fit with the refugee
teaching approaches for teacher education.
86
16. A presentation on RefTeCp Learning Activities (Each partner
University has 10 minutes for presenting its own 5 developed short
versions of learning activities).
17. A workshop on developing pre-service and in-service course syllabi
and course curricula.
18. A workshop on strategies for addressing refugee children’s learning
needs in light of the problems facing in the host country’s school
environment.
19. A presentation on Guidelines to teachers who are working with
refugee children facing problems of anxiety, rejection and psychic
trauma.
20. A presentation on learning activities that develop refugee children's
emotional intelligence, ability to recognize their emotions and to
understand others' emotions.
21. A workshop on preparing capacity building for peer-coaches and
mobile mentors.
22. A workshop on practicing the development of RefTeCp learning
activities and their integration in teacher education course curricula:
23. A workshop on using the Creative Art-based Research to Develop
Refugee-Cantered Pedagogies.
24. A workshop on the RefTeCp Communication Media, Dissemination &
Reporting.
Special Participation:
87
Progress Against Deliverables & Milestones
M1.2 Project management and communication.
M3.2: 40-50 Teacher educators training (m8).
M3.3: 80-100 Peer coaches and mobile mentors training (m12).
M3.4: 5 ICT-Blended Learning Laboratories established (m7).
M 1.2 Project management and communication
During Train-the Trainer workshop which was organized by Crete University
and held in Athens, Greece from 27th to 31st October, 2019 updates of
managerial and financial issues were profoundly discussed by the project
partners /coordinators especially rescheduling financial instalment
receiving dates.
M3.2: 10-15 Teacher educators training (m8)
Dr. Badawi, the project coordinator (O6U), attended Train-the-Trainer
Workshop which was held at Athens, Greece from 27-30, October, 2019 on
Curriculum design using DeCoRe & CARE methodology which targeted how
to use different strategies for infusing refugee teaching and learning in
teacher education curricula. Empowered by what he has learnt and
acquired, Dr. Badawi presented a two-day workshop to 13 university
professors on 19-20 January 2020. The participants were trained on how to
88
infuse SDGs in RefTeCp Curricula and strategies for infusing refugee
teaching and learning in teacher education curricula.
M3.3: 80-100 Peer coaches and mobile mentors training (m12).
4- A twelve-hour training session/workshop was held for 32 Egyptian
teachers who are teaching mixed classrooms which involve both
native and refugees learners. The training material was made by Prof.
Vassiolios Makrakis the project coordinator and presented by both
Dr. Mohamed Badawi, Dr Amin Abo Baker and Dr. Sahar Osman.
(Videos attached).
5- Another twelve-hour training session/workshop was held for 32
Syrian teachers who are teaching Syrian refugees and other
nationalities. The training material was made by Prof. Vassiolios
Makrakis the project coordinator and presented by both Dr.
Mohamed Badawi and Dr. Amin Abo Baker. (Videos attached).
6- The trainees/Peer Coaches went back to their schools and centers
to begin training their colleagues on peer coaching and monitoring.
(Videos attached).
M3.4: 5 ICT-Blended Learning Laboratories established (m7).
The training room was selected and measures for purchasing equipment
were complete according to the rules (Pictures attached)
89
Variations
[Insert milestones missed/delayed and likely impact on the project
Justify variations occurred]
The appointed 15 courses to be revised in light of DeCoRep methodology
were not completed because some colleagues withdrew or apologized
accordingly the coordinator with a new team will complete the task on 20
March 2020. NB. The coordinator Dr. Badawi suffered from some sever
health problems
Current Problems & Risks
The continuous decrease of Euro value in Egypt affects the budget badly.
Withdrew of some team member causes delay of some tasks.
Anticipated Problems & Risks
The continuous decrease of Euro value threatens the budget of the
project.
Some political issues may affect the project.
The desire to work alone on the part of some partners may hinder the
production of the new courses at Diploma level.
90
Additional Information of Notable Achievements
Training the teacher trainers
Expert Coordinator University Trainer School Teacher School Teacher
Details on Capacity Building
13 university professors
64 school teachers
12 university students
Training Teacher Trainer
Training Teachers on Peer
Coaching
In-School Peer
Coaching
School Based Peer Coaching
Training the
coordinator
91
Communication Strategy- Achievements
Google Drive, Project What ap., Group
Communication Strategy- Forthcoming
Google Drive, E-Mail, and Project Web page.