GUST Capacity Development Competitiveness Co. for Training (Quodrat)

The GUST as international federal University, comprising independent Member Institutions spread across the world extend seamless access to high quality, affordable and convenient learning opportunities to provide academic, professional and continuing education programs as well as research and development programs serving the Global Sustainable Development Goals, is pleased to welcome Capacity Development Competitiveness Co. for Training (Quodrat) as a new Member Institution.

WE ARE VERY EXCITED TO ANNOUNCE that the Capacity Development Competitiveness Co. for Training (Quodrat) is affiliated with the Global University of Science and Technology (GUST) as University Center in Cairo, Egypt. Additionally, the Chairman of Quodrat is a Professor of HR Management & Collegiate Council Member of the GUST. 

 

GUST Capacity Development Competitiveness Co. for Training (Quodrat), officially established in Egypt as a public institution at the Ministry of Public Business Sector, to be the strategic and executive arm for building and development of the human capital. It aims to raise the level of performance and competitiveness of the employees by offering various professional training programs, workshops, specialized seminars and educational programs. All our professional programs are accredited by the National Quality Institute (NQI) as a governmental organization and quality assurance arm of the Ministry of Industry & Trade as well as the National Training and Education Council (NTEC) and the Association for Accreditation of International Management Education (AAIME)

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Cooperation with League of Arab States

The GUST working together with Governments, United Nations and other International Organizations to promote and advocate the Global Sustainable Development Goals, set by the United Nations General Assembly in 2015 for the year 2030 to end poverty, protect the planet, build a global village of lasting peace and security based on sustainability and ensure prosperity for all. Therefore, Prof. Mohamed G. Kafafy, President of GUST cooperated with the Secretary General of the Council of Arab Economic Unity (CAEU) League of Arab States, for establishing the 1st Intergovernmental Arab Organization dedicated to Green Economy at CAEU, named: Green Economy Commission. Then, the Secretary General of CAEU, appointed Prof. Mohamed G. Kafafy as the Founder Head of Green Economy Commission to promote the concepts, applications and strategies of green economy transition in Arab States.

The Council of Arab Economic Unity (CAEU) was founded by Egypt, Iraq, Jordan, Kuwait, Libya, Mauritania, Palestine, Saudi Arabia, Sudan, Tunisia, Syria, United Arab Emirates and Yemen on 1964, following an agreement in 1957 by the Economic Council of the League of Arab States.

 

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Recognition by Government Sultanate of Oman

The GUST working together with Governments, United Nations and other International Organizations to promote and advocate the Global Sustainable Development Goals, set by the United Nations General Assembly in 2015 for the year 2030 to end poverty, protect the planet, build a global village of lasting peace and security based on sustainability and ensure prosperity for all. Therefore, Prof. Mohamed G. Kafafy, President on behalf of the GUST received several recognition awards from H.E. Mr. Mohammed Al-Tobithe Minister of Environment and Climate Affairs (MECA) and H.E. Mr. Khalid bin Omar Al Marhoon, Minister of Civil Service, for outstanding contributions toward green economy and zero waste transition for achieving Global Sustainable Development Goals (SDGs) and  Zero Carbon Nations.

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Cooperation & Recognition with United Nations

The GUST working together with Governments, United Nations and other International Organizations to promote and advocate the Global Sustainable Development Goals, set by the United Nations General Assembly in 2015 for the year 2030 to end poverty, protect the planet, build a global village of lasting peace and security based on sustainability and ensure prosperity for all. Therefore, Prof. Mohamed G. Kafafy, President of GUST continuously cooperating with the United Nations Organizations for promoting the concepts, applications and strategies toward green economy and zero waste transition for zero carbon nations.

 

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Collaboration & Recognition with Jordan

The Global University of Science & Technology (GUST) working together with Governments, United Nations and other International Organizations to promote and advocate the Global Sustainable Development Goals, set by the United Nations General Assembly in 2015 to end poverty, protect the planet, build a global village of lasting peace and security with quality education based on sustainability and ensure that all people enjoy peace and prosperity by 2030. Therefore, on behalf of the GUST, Prof. Mohamed Gamal Kafafy – President singed Mutual Cooperation & Recognition Agreement with H.E. Mr. Hamdi Tabbaa, the former Minister of State for Prime Minister’s Affairs as well as former Minister of Industry, Trade and Supply, a member of the Senate and now heads the Federation of Arab Businessmen and Jordanian Businessmen Association, in the presence and patronage of the representative of His Majesty King Abdullah II bin Al Hussein, H.E Mr. Muhannad Shehadeh Minister of State for Economic Affairs, the Hashemite Kingdom of Jordan.

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What Makes a Quality Education ?!

What Makes a Quality Education – Bricks and Mortar or Competent Teaching Staff ?!

Today in the World, people are beginning to use the size and aesthetics of bricks and mortar as the criteria for determining a good school. This new trend compels one to ask what makes a quality education / good school? Is it the size and beauty of the school buildings or the quality of the school staff ?!

 The conversations among the so-called educated elites, who send their children to private schools in Arab World, usually revolve around the bricks, mortar and expensive “learning” toys at the school campuses. In the most conversations, no one talked about the qualifications and competencies of the teaching staff at school. Does it mean that the quality of instruction does not matter while deciding on a school for our children?

Growing up in Egypt as a student who received my elementary through graduate degree education in Egypt, I always recall the names of professors & teachers who made the difference in my life. Even though I went to good schools where classes were held in buildings (not 5 star buildings), the aesthetics of each school building has never crossed my mind. I can hardly recall the color of any school building because they are not as important to me as the teaching staff.

It is over 19 years since I earned my bachelor degree, but I still remember the names of my professors as well as my elementary school teachers. These names have become synonymous to schooling to me. They made the difference in my life and that is I firmly believe that what makes a Quality Education/ Great School is the quality of the teaching staff, not the size of the skyscrapers or 5-7 star buildings.

Finally, do we really care whether the expensive tuition are invested in recruiting well educated, competent teachers at the new schools? Besides the learning toys and tools, do you really care about the types of books used at those schools? Regardless of what we think about any school buildings, it is very important to consider who is teaching the students and the types of books & curriculum in use at those schools.

I still maintain that what makes a Quality Education / Great School is not the bricks and mortar of the building, but the competency of the teaching staff and the instructional materials (books & curricula) used at the school campus.

The Importance of Globalization in Higher Education

The Globalization is about the interconnectedness of people and businesses across the world that eventually leads to global cultural, political and economic integration. It is the ability to move and communicate easily with others all over the world in order to conduct business internationally. The word, globalization, is relatively new, coined in the late 1970’s. The airplane, the telephone, and the Internet are just three inventions, which are attributable to the spread of globalization. Due to the increased demand in the high tech industry around the world, business and industry have potential for huge profits working globally. So in today’s world, globalization is an important concept for students in higher education to understand and appreciate because of the demand in business and industry to hire people who can work with people of other nations and cultures and if need be can travel independently internationally to promote their business or industry. In addition, the world faces global challenges that will take interdisciplinary groups to solve these challenges; providing access to clean water for everyone on this planet and making clean renewable energy affordable just to name a few. These global challenges will need to be solved through the gathering and sharing of knowledge across disciplines, institutions, and other entities institutions on a global scale. Creating meaningful relationships that work globally is in itself challenging.

Last but not least, we have to build people before buildings.

Global University of Science and Technology (GUST)

Prof. Dr. Mohamed G. Kafafy,

President 

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Distance Learning in the Time of COVID-19

o fight the spread of coronavirus and maintain healthy social-distancing, schools across the country have temporarily closed and quickly transitioned from on-campus, face-to-face learning to distance learning. In the last decade, colleges and universities have led the charge incorporating online, distance education into their programming, changing how they plan and design their campus. HMC Architects’ Senior Education Facilities Planners Sandy Kate and Sheryl Sterry discuss what this temporary transition in response to the current COVID-19 pandemic could mean for the future of higher education planning and design.

Before the current pandemic, what were some trends you were seeing in colleges embracing distance education?

According to California Community College (CCC) Datamart, over the last six years, statewide full-time equivalent student (FTES) enrollment in distance learning classes increased from 11.4% to 17.7% of total FTES. Last fall, the CCC system opened Calbright College, a virtual college with plans to accept 400 students in its first year. The College is the 115th college in the system and represents California’s commitment to be a leader in distance learning.

Faculty at our client colleges, such as Mt. San Antonio College and Chaffey College, who once hesitated to adopt distance learning due to concerns about lower student success rates, are now planning to move forward with more online classes. More and more colleges are evaluating what courses of study work best for distance learning and providing more professional development for faculty to increase online course success rates.

The current rapid and forced adoption of online teaching and learning will likely lead to permanent changes, generating data that may help to accelerate and improve online learning platforms and pedagogies.

How do distance education facilities affect the design and/or planning of a college campus?

Planning with distance education in mind requires us to re-consider how campus buildings are being used and design accordingly. Distance education facilities house on-campus testing and support for instructors to develop the necessary professional skills. A center for distance education will not need classrooms but may need space for students to come take a test, office space for instructors, or space to sit and take their online course.

Some instructors are using simple camera and mic setups to record lectures in their classrooms. Although we have not yet heard a strong desire from our community college clients, in the future, more classrooms could be outfitted with lecture capture systems that would allow classes to be simultaneously taught both online and face-to-face.

What will distance education mean for the future of higher education architecture and planning?

With increasing adoption of distance education, we foresee that college campuses will become centers for experiential and collaborative learning and student support. The adoption of distance education could reduce the need for lecture space on college campuses, which dovetails well with the need to grow other types of spaces.

Traditional campus spaces could shift from lectures in classrooms towards more hands-on learning laboratory spaces. In fact, we are also seeing a shift toward integrated lecture and laboratory activities within the same class sessions—a strategy that helps students to retain newly learned information and skills. This shift calls for integrating lecture space within the laboratory, in flexible open spaces that can be setup for a lecture using mobile tables and chairs. Using the same set of furniture, the same area can be quickly reconfigured and equipped for lab or project activities.

Colleges are also embracing a higher level of academic support and student services, and campuses are well situated to grow their tutoring, study, and student services spaces and provide these services both online and in-person.

Changes in how students use a campus may also affect the need for parking. Currently, parking capacity is planned to accommodate the busiest periods of the week. Potentially, the adoption of distance education could lessen parking demand and distribute it more evenly across the day and week. Which could have positive consequences for campus planning by freeing land used for parking for other uses such as outdoor gathering spaces, dining halls, or laboratories.

How do you plan for a program (Distance Education) that requires little to no space?

While students may take a course online, they may physically be taking it on-campus in a non-class setting such as the library or even outdoors. It is important to create on-campus spaces that allow for independent online coursework. A campus might also need more testing centers to accommodate the course testing schedule.

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Concept of Global Education

Global education is a mental development program that seeks to improve global human development based on the understanding of global dynamics, through the various sectors of human development delivery. In formal education, as a mode of human development delivery, it is integrated into formal educational programs, as an advanced program where global dimensions to local problems are appreciated through interconnectivity. Its first phase began as an undertaking to restructure education and society in the 1960s and 1970s, through the initiatives of educationalists, NGOs and intergovernmental organizations. The program evolves with the internet, and is in its virtual interconnectivity phase, through social media and other global public spheres. This global approach to mental development, seeks to fix the failing curriculum-based global education program that is: stuck in limited subject knowledge, based on theories that have failed the world (ref. Climate change);hinged on memorization without visual exposure to knowledge development resources and global culture, limited by access to human development resources. Instead, the program seeks to improve the global mental resources pool through the appreciation of global dynamics and local perspectives on issues. This is through alternative motivations for global human development, and alternative global futures hinged on interconnectivity

In Australia, it is perceived to enable young people to participate in shaping a better, shared future for the world. It emphasizes the unity and interdependence of human society, developing a sense of self and appreciation of cultural diversity, affirmation of social justice and human rights, as well as building peace and actions for a sustainable future at different times and places. This approach is also believed to promote positive values and prods students to take responsibility for their actions and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world.

United Kingdom:

  • It is not a subject but a dimension that runs through the curriculum, an extra filter to help children make sense of all the information and opinions the world throws at them. It combines methodology – active and experiential discussion-based activities, a caring, co-operative and open outlook on the classroom experience, and core concerns- finding out about all the world’s cultures and groups, about the causes of poverty and inequality and about the environment.
  • It is a way of approaching everything being taught and how it is taught. It broadens horizons and encourages exploration of all subjects from a global perspective.

Network of Young Europeans:

  • A creative approach to bring about change in society.
  • An active learning process based on the universal values of tolerance, solidarity, equality, justice, inclusion, co-operation and non-violence.
  • It begins with raising awareness of global challenges and creates a deeper understanding of the complex underlying issues thereby changing people‘s attitudes and encourages them to reflect on their own role in the world.

Tokyo Global Engineering Corporation:

  • The application of currently accepted scientific principles to the design of projects that cannot be implemented until the emergence of a global state. An example is an updated version of the Cosmopolitan Railway, using a vactrain instead of rail

In the United States

he National Education Association (NEA) recognizes Global Education to be a goal that educators strive to succeed in the classroom. The American association supports study abroad trips and teaching overseas for teachers to get a first-hand experience of different cultures.

Universities in the United States are also expanding their study abroad programs to enhance greater interconnectedness and global economic interdependence. The Institute of International Education (IIE) is researching effective ways that higher education in the United States can grow and create quality study abroad programs within the curriculum.

Many K-12 schools within the United States have adapted a Global Education Framework that was created for statewide implementation. Within this framework consist of six essential steps for a successful global education curriculum within each school:

  1. Global Competency Standards for Students and Teachers
  2. Effective and Scalable Teacher Supports, Resources, and Tools for infusing classroom with global knowledge and skills
  3. A New Approach to Language Instruction that includes statewide dual language/immersion plan beginning in elementary school
  4. Whole-School Models that include internationally-themes schools, transformation models for low-performing schools, and regional duel language/immersion schools
  5. Networking and Recognizing Districts, Schools, and Educators to drive implementation and innovation
  6. Global Experiences for Students and Educators including teacher exchange, educational travel, virtual exchange, and global academic competitions

Technology is a key provider in learning about globalization and participating in the global community. Technology can be used in the classroom to communicate around the world, establish global relationships, learn more about global current events, and developing global research. The advancements of technology will have a positive impact of global education in primary schools and higher education schools.

Service learning or local volunteer service work are included in conceptualized global citizenship programs. This approach is criticized because global relations are dramatically split into rich and poor, or oppressor and oppressed, respectively. Experiences of oppression are more complex than experiences of oppressing. Global citizenship education includes connecting nearby and worldwide issues and points of view and may incorporate such themes as human rights, social equity, and citizenship instruction, economic improvement, and globalization. Service learning can carry the possibility to recreate social disparities and advance, instead of dissipate, stereotypes

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Aircraft Maintenance Engineering – Degree or License?!

As a kid, everyone is fascinated by looking at an airplane. Moreover, some even decide to become a pilot, but not everyone who loves aircraft wants to become a pilot. Some long to become a doctor of aircraft, who is known as Aircraft Maintenance Engineer. Some want to become aircraft doctors that are aircraft maintenance engineering. Aircraft Maintenance Engineering is a degree as well as a licensed course.

License Course : Aircraft Maintenance Engineering (EASA)

Degree Course: BSc in Aircraft Maintenance Engineering 

Other Degree Course related to Aviation Engineering:

  • BSc in Aeronautics Engineering 
  • BSc in Mechanical Engineering 
  • BSc in Electrical Engineering 
  • BSc in Mechatronics Engineering
  • BSc in Industrial Engineering

BSc in Aircraft Maintenance Engineering 

BSc in AME is offered by GUST. This is a 3-year degree course. In this course, the students will get the knowledge about aircraft and its parts such as engine, landing gear, instrumental system, fuselage, electrical system, radio, and navigation system, and many more. However, at the GUST, BSc in Mechanical Engineering, Aeronautics Engineering, Electrical Engineering, Mechatronics Engineering and/or Industrial Engineering programs at GUST will do the bridging phase to qualify graduates to get AME (EASA) Licenses with minimum time & costs. 

Aircraft Maintenance Engineering License (EASA)

AME License (EASA) course is related to the maintenance and repair of aircraft. The candidate requires a lot of passion and skills to do the AME EASA Course. EASA is the European Aviation Safety Agency that deals with the rules and regulation of civil aviation. Aircraft Maintenance Engineer allows to repairs, maintain, the solve problem, conduct inspections, and make upgrades to aircraft. No aircraft can take off without approval from a licensed Aircraft Maintenance Engineer.

Aircraft Maintenance Engineer has to ensure the airworthy condition of an aircraft. AME has excellent career opportunities ahead as aircraft passengers are rising very frequently. This is the phenomenon time for the student who desires to make their careers in aviation.

After clearing the modules and practical training, the license will be issued by EASA and then the candidate can work in the private or government aviation sector in Europe and as well as Abroad.

Eligibility Of Licensed Course:

    • Candidates must have qualified for their 12th board examination with Physics, Chemistry, and Mathematics (PCM) in any board for AME
    • The applicants must have qualified for their 10th examination with any board for AME (EASA).
    • Candidates must have secured a minimum of 45% marks in their 12th board examination.
    • The age of the candidate should be between 16 to 28.
    • Candidates must not have any physical disability.
    • The applicants must not have color blindness.

Aircraft Maintenance Engineering Course Stream

Aircraft Maintenance Engineering course stream classified in the following categories:-

A License:- A license category is further classified in the following categories which are as follows:-

  • A1 License:- A1 license allows maintenance, repair, and solve the simple defects of an aeroplane with the jet engine.
  • A2 License:- A2 license allows maintenance, repair, and troubleshoot of the simple defects of an aeroplane with the piston engine.
  • A3 License:- A3 license certifies the maintenance, repair, and solve the simple defects of a helicopter with the jet engine.
  • A4 License:- A4 license certify the maintenance, rectify, and troubleshoot the simple defects of a helicopter with the piston engine.

B1 License:- B1 licensed AME has to rectify and solve the issues regarding the mechanical parts of an aircraft.

The subcategories of B1 license is as follows:-

  • B1.1 License:- B1.1 licensed AME has to certify the mechanical parts of an aeroplane with the jet engine. The mechanical parts can be engine, fuselage, landing gear, etc.
  • B1.2 License:- B1.2 licensed AME has to maintain, repair, and solve the issues of an aeroplane with the piston engine.
  • B1.3 License:- B1.3 license holder has to maintain, repair, and troubleshoot the issue of helicopter with the jet engine.
  • B1.4 License:- B1.4 license holder has to maintain, repair, and solve the problems occurs in a helicopter with the piston engine.

B2 license:- B2 license commonly known as “avionics”. This license holder allows to maintain, repair, and troubleshooting the issues related to the electronic parts of an aircraft.

The subcategories of B2 license is as follows:-

  • Electrical system
  • Radio and Navigation system
  • Instrumental system

Aircraft Maintenance Engineering Career Opportunities

Aircraft Maintenance Engineering AME career opportunities in the aviation sector are very high . It is the dream time for the students who desire to build their career in aviation sector.

Many airlines have ordered new aircraft which can reflect the rising growth in aviation sector. Apart from this Boeing and Airbus are setting up their MRO worldwide which builds thousands of jobs for Aircraft Maintenance Engineering.

The AME Career Opportunities are at the following places:-

  • Airlines:- Airlines are company that provide air transport for the passenger’s to travel. Before an aircraft fly, a Licensed Aircraft Maintenance Engineer has to analyze and solve the problems of aircrafts. After signing Flight Releasing Certificate (FRC) an aircraft can fly.
  • Maintenance, Repair and Overhauls (MRO) industries:- MRO companies are those companies which specialize in performing maintenance actions on aircraft and their components such as jet engines, landing gears, etc. To maintain the actions licensed Aircraft Maintenance Engineer are required.
  • Aircraft Manufacturing Companies:- Aircraft Manufacturing Companies deals in the manufacturing of aircrafts such as Boeing, Airbus, etc. For maintaining and operating engines, electronics system etc Aircraft Maintenance Engineer are hired.
  • Aircraft Part Manufacturing Companies:- Aircraft are made up of numerous parts. To manufacture those parts Aircraft Part Manufacturing Companies have builds. Aircraft Maintenance Engineer can analyze those parts and help them to build better one.
  • Aircraft Operation Organizations:- EASA, ICAO etc are the Aircraft Operation Organization. There organization deals with safety and security of civil aviation. When it’s about Safety in aircraft, Aircraft Maintenance Engineer is the first name that came out.
  • Aviation Training Centers- There are Aircraft Maintenance Engineer who tells other candidate about the Aircraft Maintenance Engineering and its scope.
  • Flying Clubs:- A flying club is an organization that provides its members with affordable access to aircraft. That aircraft need to be maintenance which is done by licensed Aircraft Maintenance Engineers.
  • Civil Defense Forces:- There are many aircrafts which defense use for various purposes to protect the country. Defense is also maintenance by licensed Aircraft Maintenance Engineer.
  • And any place where an aircraft is used in Civil:- Wherever aircrafts are used they require to be maintained by authorized Aircraft Maintenance Engineer.

Salary of An Aircraft Maintenance Engineer

In AME course there will be practical training in the flying environment. When the candidate undergoes practical training there will stipend provided to them from USD 4000 to 5000 per month. After training of 2 years and clearing the modules the AME license will be issued to the candidates from EASA. The salary package of the candidate will be high after achieving the AME License. According to the payscale, the average salary of an AME is USD $75,000 per year. AME is the hottest career with responsibility of safety and security of Aircraft and its passengers. Not only salary even this job earns a lot of respect. The salary of AME is extraordinary worldwide.

If the candidate is interested in Bachelor Degree in Engineering and AME License (EASA) in one single courses, then he/ she must immediately Contact Us and fill the application form.

What is the worth of the AME EASA License?

The AME EASA license is worthy as the EASA is the European Aviation Safety Agency so the standard of studies on campus will be as per the EASA which is beneficial for the career of the student to get AME EASA license.

The training of EASA will be held at the EASA approved organization which comprises of great worth in itself. It is more comfortable for the students to build their career abroad as the training will be from EASA approved organization. EASA approved organization will be provide them the training as per their standard.

A part from the career the salary package for the student who have EASA license will be high. This is the dream job for the students to earn a great salary with reputation and dignity foreign country.

             

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Global Citizenship Education

Global Citizenship Education is a form of civic learning that involves students’ active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are ‘global consciousness’; the moral or ethical aspect of global issues, and ‘global competencies’, or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.

GCE provides the overall lens which views the role of education in the promotion of the rule of law (RoL).It draws upon experience from other education processes, including human rights education, peace education, education for sustainable development, education for international and intercultural understanding. GCE aims to empower learners to engage and assume active roles, both locally and globally, as proactive contributors to a more just, peaceful, tolerant, inclusive, secure and sustainable world. GCE aspires to be a transformative experience, to give learners the opportunities and competencies to realize their rights and obligations to promote a better world and future.[1] GCE is built on a lifelong learning perspective. It is not only for children and youth but also for adults. It can be delivered in formal, non-formal and informal settings. For this reason, GCE is part and parcel of the Sustainable Development Goal 4 on Education.

The primary aim of Global Citizenship Education (GCED) is nurturing respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens. GCED aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world. Education for global citizenship helps young people develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place. It is a form of civic learning that involves students’ active participation in projects that address global issues of a social, political, economic, or environmental nature.

The UN’s Global Education First Initiative notes, “It is not enough for education to produce individuals who can read, write and count. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies.” According to the UN, global citizenship education provides the understanding, skills and values students need to cooperate in resolving the interconnected challenges of the 21st century, including climate change, conflict, poverty, hunger, and issues of equity and sustainability. These same educational outcomes prepare students to be successful in the workplace of the 21st century as well.

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