Elcc five year_achievement_report

Five‐Year Achievement Report
2004‐2009

This report was developed and published by the E‐Learning Competence center (ELCC) to portray the past

years accomplishments since the center’s inception in 2004. The ELCC five‐year achievement report reflects

the center’s willingness to continue and progress within its mandate extending its experience, lessons learnt

and implementation mechanisms for the socioeconomic development of the country.

© Copyright E‐Learning Competence Center 2010

A Subsidiary of Ministry of Communications and Information Technology

`

List of Diagrams

Diagram 1: ELCC Implementation Model
Diagram 2: e‐Content Development Workflow
Diagram 3: Process of Establishing Academies
Diagram 4: LLL Framework
Diagram 5: NDN Delivery Outlets
Diagram 6: Curricula Portfolio of Cisco Academy Program
Diagram 7: Cisco Entrepreneur Institute Model for Integration ELCC’s Developed Content
Diagram 8: Cisco Entrepreneur Institute Courses
Diagram 9: Implementation Model for ELCC Entrepreneurship Education Program

List of Tables

Table 1: IT Essentials Cisco Academy Training Centre (CATC) Activities
Table 2: Total Delivery Centers
Table 3: Cisco Entrepreneur Institute Regional Training Center Activities
Table 4: Delivery Centers by Sector
Table 5: Total Beneficiaries of ELCC’s E‐Learning Programs (2004‐2009)
Table 6: Created Jobs

ELCC FIVE–YEAR ACHIEVEMENT REPORT 2004 – 2009

Preface

Learning and education are increasingly becoming fundamental to the progress of countries—for economic
prosperity, social well‐being and personal fulfillment. They have long been the path to opportunity and
prosperity. E‐learning is changing the way enterprises and individuals gain competitive advantage through
improved human performance. The e‐Learning practice is proved to have indispensible power in developing
skills that generate an entrepreneurial mindset and in deploying innovative solutions to increase access,
improve performance, reduce cost of delivery and offer convenience and flexibility to learners. Equally
important is the powerful influence that e‐Learning exerts in leveraging scarce resources and creating equal
opportunities for learning.

Aware of the vital importance of education as a driver of the economy, the Government of Egypt (GoE) has
long made educational reform a priority, major component of which is the utilization of technology in
education. The Egyptian government wanted to improve the country’s ability to compete in the global
economy by equipping citizens and enterprises with the technology and management skills they need to
succeed.

In 2004, the Ministry of Communications and Information Technology established the e‐Learning
Competence Center (ELCC) in partnership with Cisco to integrate cutting‐edge ICTs in the educational
reform plans and learning processes and help enhance Egypt’s socio‐economic development and secure a
strong competitive position in the global market through the provision of a comprehensive, scalable Web‐
based e‐learning authoring, delivery and management systems. The ELCC was also designed to be the heart
of the national e‐Learning industry, developing the national e‐learning model and content for the entire
country, and training the instructors who would roll‐out training to thousands of students.

In five‐year time, the ELCC attained notable achievements within several areas, namely: content
development and localization, curriculum development, national delivery network, industry development,
research and development (R&D), lifelong learning and training on the national, regional and international
levels. Today, the ELCC serves as the central vehicle in Egypt for bridging the gap among Egyptian SMEs,
knowledge workers and the global economy. The center equips young Egyptian professionals with the
cutting‐edge business and technology skills they need to help their businesses become efficient, productive,
and competitive. This five‐year achievement report reflects the center’s willingness to continue and
progress within its mandate extending its experience, lessons learnt and implementation models for the
development of the e‐Learning/e‐content industry and the leverage of the economy.

With respect to lifelong learning and training, ELCC delivered IT, executive and entrepreneurship training to
over 60,000 Egyptian professionals and SMEs. To date, the center has established around 700 local
academies across the country, the National e‐Learning Delivery Network, which is a network of Cisco‐
certified training centers that deliver e‐learning programs. The underlying strategy is to leverage IT clubs in
high schools, technical schools, colleges, universities and community‐based organizations and maximize
value through efficiency and scalable outreach in accordance with international standards. The program
has graduated more than 3,000 certified instructors/facilitators. In addition, the center has launched the
national lifelong learning portal, www.elcc.gov.eg, to act as the gateway of lifelong e‐learning in Egypt.

ELCC FIVE–YEAR ACHIEVEMENT REPORT 2004 – 2009

Preface
In terms of content development, the center has developed, localized and delivered the IExec Business
Essentials course jointly with Cisco and a team of experts from Accenture who transferred the know‐how to
the center and helped build its capacities and realize its core competence in content development up to
international standards. The course helped EEI deliver ICT‐related education to thousands of SMEs allover
Egypt. The ELCC has actively developed the curricula and e‐learning content of educational programs
provided by multinational firms and institutes such as Microsoft, IBM and Middlesex University.  The center
has also developed an e‐Learning Diploma that introduces certification for e‐learning professionals and
practitioners to acquire competencies to design, deliver, support and evaluate effective e‐learning
programs. The diploma graduated 200 students; all were hired in the market to fulfill the un‐met demand
for qualified e‐learning professionals.

With regards to Research and Development (R&D), The ELCC research unit has developed the E‐learning
Standards to reinforce national e‐learning quality standards. The standards, developed from an
international perspective and tailored to a local context, was endorsed by the Cisco Learning Institute (CLI).

ELCC efforts to develop the national industry throughout the past five years are pervasive. A new
profession has been created in the country as an offshoot to the center’s certification program for e‐
learning professionals, resulting in significant increase in demand for quality e‐learning content evident in
the number of contracted content development projects and released bids throughout the last couple of
years which gave rise to the generation of hundreds job opportunities and new career paths.

the ELCC was honored two distinguished awards in recognition of its innovation in taking Egypt forward in
the field of e‐Learning, – ‘Technology in Government in Africa Award’, April 2007 and  ‘Cisco Project of the
Year Award’, Nov 2007 – in acknowledgment of its outstanding achievements and notable impact on the
socioeconomic development of the country.

To realize these achievements, the ELCC deploys a success‐proven implementation model that integrates,
leverages and harmonizes all resources, capacities and efforts including infrastructure, technology, know‐
how and content addressing all stakeholders and promoting the industry. Since sustainability and efficiency
are key strategies, the center has developed and implanted a comprehensive plan of action to go green. The
center’s experience was documented in a case study to help frame best practices in this area.

The ELCC adopts a public‐private partnership model of collaboration that embarks on world‐class network
of strategic alliances to enable a higher level of productivity and efficiency through an optimum exchange of
expertise, intellectual property and technology. ELCC have successfully developed alliances with reputable
organizations of multinational content and technology providers such as Cisco, Accenture, Microsoft, IBM,
Siemens and Middlesex University.

We are only at the beginning of seeing the true potential of what e‐Learning can offer and the impact that it
has on the socioeconomic development of the country. Capitalizing on our built capacities, accumulated
competencies, achieved results and realized impact, we look forward to put into force our core
competencies towards boosting entrepreneurship and creating a vibrant community of local
entrepreneurial mindset to further enable the country’s social development and economic recovery.

ELCC FIVE–YEAR ACHIEVEMENT REPORT 2004 – 2009 | 1

1 |The E-Learning Competence Center
1.1 Strategic Framework Vision
Founded in 2004 as an alliance between the Ministry of Communications “To Integrate cutting-edge ICTs
and Information Technology (MCIT) and Cisco Systems, the E-Learning in the educational reform plans
and learning processes and help
Competence Center (ELCC) is Egypt’s leading organization in e-Learning with
enhance Egypt’s socio-
a track record of developing and delivering a wide array of state-of-the art economic development and to
e-Learning courses and content, setting and disseminating the quality secure a strong competitive
standards of e-Learning, providing best practice research and expert position in the global market”
consultancy in e-Learning and engendering the first wave of facilitators and
e-trainers into the market.

To this end, the purpose of the ELCC is to act as a hub for the integration, Mission
development and dissemination of e-Learning content of relevance to the “To contribute to Egypt’s
economic growth and global
Egyptian market.
competitiveness by enhancing
workforce performance and
Today, the ELCC serves as the central vehicle in Egypt for bridging the gap creating job opportunities
among Egyptian SMEs, knowledge workers and the global economy. The through high quality, practical,
center equips young Egyptian professionals with the cutting-edge business state-of-the-art e-Learning
and technology skills they need to help their businesses become efficient, and human resources
productive, and competitive. development activities in
compliance with the
Strategic Objectives government and business
Through its various activities, ELCC aims to: communities evolving needs”
 Lead and develop Egypt’s e-Learning Industry and leverage its
resources.
 Develop a replica model of e-Learning that integrates global quality in
a local context.
 Disseminate e-Learning quality standards in Egypt and reinforce
adherence to it by local players.
 Promote and cultivate an e-Learning culture that promotes equal
access to learning opportunities and efficient use of ICTs.
 Create the first wave of e-Learning leaders by developing their
entrepreneurship skills.
 Build the country’s human resource capacities and help create job
opportunities.


ELCC Implementation Model
The ELCC deploys a success-proven implementation model that integrates, leverages and harmonizes all
resources, capacities and efforts in the most sustainable and efficient manner. The model’s Key building
blocks include infrastructure, technology, knowhow, content, partners and beneficiaries. The
implemented model reflects the center’s underlying strategy in making the most efficient use of the
available resources (technology, human and infrastructure) and creating synergy among all stakeholders
of content providers, technology providers, community development centers, government organizations
and end beneficiaries to realize a widespread impact on the socioeconomic development of the country.

Diagram 1: ELCC Implementation Model


1.2 Functions
With our mandate to lead the e-Learning industry in Egypt, develop its capacities and serve as a
driving wheel for enhancing the country’s workforce, ELCC manages a number of interdependent
functions, all of which work harmoniously towards the design and implementation of state-of-
the-art, quality e-Learning programs and initiatives and demonstrating best practices in this area.

1.2.1 Content Development
ELCC develops a wide array of e-Learning content and courses in different disciplines in order
to provide organizations and individual learners with the knowledge and skills they need to stay
on the cutting edge of technology and leadership. The content development process involves
the transformation of unstructured raw content into interactive and effective e-Learning
content by leveraging the expertise of the center’s content development team comprising
software engineers, Instructional Designers (ID)s, graphic designers and animators.

Main Objectives of the Content Development Division:
 Act as an enabler of the content development local industry.
 Improve the Egyptian market share of the locally-developed e-Learning content.
 Continuously change the academic content and curricula in e-Learning development to
meet future trends and needs.

Main Activities of the Content Development Division:
 Analyze the learning needs of target audience
 Analyze and study content
 Instructional Design (ID)
 Design graphics and develop animation
 Publish content through content authoring tools and integrate media elements
 Reporting and tracking
 Testing and evaluating learning effectiveness

Diagram 2: e-Content Development Workflow


1.2.2 Curricula Development and Localization ELCC Goes Green
ELCC works with and coordinates the efforts of sector-specific, in-country Being fully aware of the
agencies, independent Subject Matter Experts, consultants and translators subsequent effect of energy
consumption on carbon
to develop and localize the curricula of learning material in a variety of
dioxide emissions of ICTs, and
disciplines in a way that captures the essence of the concerned
recognizing the critical
culture/context and fully engages learners. importance of ICT as an
enabler for environmental and
Main Objectives of the Curricula Development and Localization Function: cultural change, the ELCC have
 Provide access to specialized, quality content that is directly applicable developed and implanted a
or adaptable/translatable to the local context comprehensive plan of action
 Create locally adapted curricula in terms of course content to go green. The center’s
(terminology and proprietary examples from the specific country, experience was documented
business or industry), course organization and media creation in a case study to help frame
best practices in this area and
spread it allover the industry.
Main Activities of the Curricula Development and Localization Function:
 Modify, adapt and context-tailor the English versions of courses
 Contextually translate the English versions of courses
 Develop and update course content with local case studies

1.2.3 Skills Development and Lifelong Learning
ELCC’s Green action plan
The professional development and lifelong learning function of ELCC focuses covered four areas:
on enhancing the technical, professional and entrepreneurial skills of the  The center’s operations and
largest segments of citizens who have finished their formal education. the impact it has as a
Increased access, scalability and outreach are at the heart of the center’s business.
lifelong learning function which is made possible through the tactical and  Creating efficiency and
efficient utilization of latest e-Learning tools and techniques. sustainability in its e-
Learning, which is
Main Objectives of the Skills Development and Lifelong learning function: inherently Green learning.
 Equip citizens and businesses with the technology and business skills  Integrating sustainability
strategies in the center’s
needed to compete in today’s global knowledge-based economy
overall corporate strategy.
through the provision of high-quality, standardized IT and business
 Inspiring its employees to
education. get involved and take
 Build the capacity of the national e-Learning/e-content and build a action.
cadre of highly competent e-Learning professionals and practitioners.  Spreading knowledge and
 Develop the capacity of the local e-Learning industry to adopt awareness of Green ICT
innovative learning solutions in partnership with world-class firms. through online courses.
 Upgrade channels of lifelong learning that foster socio-economic
development through e-Learning and delivery centers.


Main Activities of the Skills Development and Lifelong learning function: Lifelong Learning is an
 e-Learning professionals certification programs – The certification essential part of the MCIT
provides a framework for individuals to acquire the necessary training and education
competencies to design, deliver, support and evaluate quality e-Learning strategy. MICT seeks to
establish a connected learning
programs.
community that creates
 Strategic alliances – Establish collaborative partnerships with technology educational experience and
and content providers for the exchange of expertise, intellectual property opportunities for 21st-century
and technology. learners to realize their full
 Training of Trainers (ToT) – Prepare instructors to facilitate the blended potential.
learning programs and provide them with the necessary IT and e-Learning
management skills to manage their e-Learning classrooms. MCIT in Ten Years
 Content Development and Localization – Develop first-hand, adaptable
and localized content to keep training flexible and engaging.
 National Delivery Network – Create a nationwide delivery network to act
as outlets for the delivery of e-Learning programs.
 ELCC Lifelong Learning Portal – Develop and maintain a web portal that
provides learners, e-Learning practitioners and scholars in Egypt with
open access to an extensive pool of knowledge resources and e-Learning
material in an easy-to-use, consistent and highly interactive manner.

1.2.4 Research & Development (R&D)
The ELCC has established an R&D division within the center which is
responsible for the development, review, evaluation and dissemination of The ELCC’s Research and
quality eLearning standards among stakeholders involved in capacity building, Development unit examines
content development, quality assurance and infrastructure development in
issues such as interoperability
order to ensure sustainable and relevant e-Learning for all.
between different platforms
and national e-Learning
Main Objectives of the R&D Division:
standards. The R&D division at
 Systematically assess and evaluate the products and services of the local
e-Learning industry based on ELCC’s e-Learning standards acknowledged the ELCC has acquired different
and endorsed by the Cisco Learning Institute (CLI) e-Learning development
 Implement reliable metrics and guidance in measuring improvement platforms and has migrated
 Offer effective solutions for improvement and supervise their deployment two courses between three
 Build /update the local e-Learning industry database different learning management
 Share, aggregate, and synthesize best practices in using technology to systems to build competencies
enhance the quality of e-Learning around the existing e-Learning
platforms.
Main Activities of the R&D Division:
 Technology tracking and research on latest trends and best practices MCIT Yearbook 2008
 Documenting results and critical life cycle milestones
 Building a rich e-repository of e-authoring tools and pedagogical practices
 Develop comparative analytical reports in the field of e-Learning
 Migrate courses between different platforms
 Submit research project proposals to national and international
organizations


1.2.5 Portals Development
The ELCC has a full portal development, web design and web content management capacity of
portals and has built expertise in designing, developing and managing web portals using the
latest ASP.net and Web 2.0 technology and in accordance with internationally identified and
recognized portal development and web content management guidelines and standards.

Main Objectives of the Portals Development Function:
 Develop quality, high-level web content and technical architecture portals with
information, resources and business processes targeted towards the user
 support knowledge acquisition and learning and capture new knowledge in the field of
portals development and provide best practice work frameworks
 Add new value by bringing the full range of back-end systems and Content Management
Systems (CMS) under one function
 Provide access to well-represented web content

Main Activities of the Portals Development division:
 Conceptual Design: Information architecture (data scheme and wireframes, data
structuring and leveling), Technical Architecture, User interface and navigation architecture
and functional requirements
 Map content and resources to work processes to anticipate the full range of user
requirements and provide filtered resources on-demand at the moment of need
 Personalization, integration with back-end systems and content management
 Search Engine Optimization (SEO)
 Web design
 Web content development and management
 Web development and Web 2.0 technology application
 Iterative usability testing
 Web analytics: Observing user actions and provides clear, instructional feedback about the
user’s state, actions, and options

ELCC Integrates web 2.0 applications
and platforms into e-Learning
ELCC uses web 2.0 platforms like wikis and social
networking sites to create online learning communities.
The center relies on e-Learning platforms (LMS, Content
Management tools, Authoring tools) where learning is
“created” and not just “delivered”. Rather than being
composed, organized and packaged, e-Learning content is
syndicated, much like a blog post or podcast.


1.3 Programs
1.3.1 National Delivery Network
The ELCC has created a nationwide delivery network
through implementing a scalable plan to leverage and
optimize the use of IT clubs all over the nation to act as
outlets for the delivery of web-based content, online
assessment, student performance tracking, hands-on
labs, instructor training, support and preparation for
industry standard certifications. The underlying strategy
of ELCC’s National Delivery Network (NDN) is to leverage
IT clubs in high schools, technical schools, colleges,
universities and community-based organizations and
maximize value through making the most efficient use of
them.

Launched in September 2004 with
the recruitment of 30 e-Learning
institutions in eight governorates,
the NDN has spread to over 650
Local Academies.
Since its inception, over 60,000 students, instructors and
administrators have participated at the Local Academies
located in high schools, technical schools, colleges,
universities and community-based organizations.

ELCC institutionalized a model for NDN that is based on a
capacity building approach capitalizing on the
investments endured in MCIT’s IT Clubs initiative by
leveraging the already existing IT clubs, converting them
to e-Learning centers for the delivery of content and
building their capacities to become the platform for the
lifelong learning initiative.
Diagram 3: Process of Establishing Academies
With a proven record of accessibility, outreach and
sustainability, the NDN model was recognized by Cisco
and replicated by its institutes in emerging markets.


Activities of the National Delivery Network Program:
 Develop implementation model to establish, monitor and sustain the national e-Learning
delivery network.
 Training of Trainers (ToT) - prepare instructors to facilitate the blended learning programs
and provide them with the necessary IT and e-Learning management skills to manage their
e-Learning classrooms.
 Provide managers and administrators of NGOs with the business model and training them
on how to operate and administer the e-Learning programs and guarantee sustainability.
 Provide content and e-Learning support technology (LMS, Media Platforms).
 Certify the e-Learning delivery channels.
 Deploy a Monitoring and Evaluation (M&E) mechanism for performance monitoring and
quality assurance.

Diagram 4: NDN Delivery Outlets


Key Features of the National Delivery Network Program:
 World-class industry-recognized certification
 Curriculum development by educators for educators
 Constant on-line assessment and grade book tools
 Online support and training
 Empowerment – IT career preparation, building capacities and inspiring growth
 Out-reach and scalability – Bringing content where true beneficiaries are
 Affordability and accessibility – Curriculum access at no cost and promoting equal
opportunities of learning
 Efficiency and value maximization – optimizing resources and multiplying effect

Diagram 5: LLL Framework


National Delivery Network Architecture

A. Cisco Academy Training Center (CATC) for IT Essentials
The collaborative agreement between ELCC and Cisco Networking Academy Program (CNAP)
certifies ELCC as both as an IT Essentials Cisco Academy Training Centre (CATC) and a
Regional Academy for Cisco Certified Network Associate (CCNA) to train and support
instructors and students both at the Instructors Academy and Local Academy levels. ELCC as
CATC is responsible for the quality of training conducted at its delivery centers and the
subsequent instructional qualities of the Academy instructors, who in turn train Local
Academy instructors.

In its capacity as CATC, ELCC is certified by CNAP for delivering IT Essentials course. Under
this agreement, CNAP provides the curricula and program directly to ELCC where ELCC train
instructors/facilitators at the Instructors Academies and the Instructors Academies in turn
deliver the curricula to students at Local Academies.

Major Duties and Responsibilities of ELCC as CATC:
 Establish Instructors and Local Academies, build their capacities, maintain their
operations and provide them with ongoing technical, administrative and training
support.
 Flow down IT Essentials training to students and instructors/facilitators.
 Ensure that Instructors and Local Academies adhere to CNAP standards of quality stated
in the Quality Assurance Plan (QAP).

IT Essentials
IT Essentials provides students and workers with in-depth
networking and IT skills that enable them to expand their
knowledge of computer hardware and operating systems. IT
Essentials provides practical knowledge of the functionality of
hardware and software components as well as suggested best
practices in maintenance, and safety issues. Through hands
on activities and labs, students learn how to assemble and
configure a computer, install operating systems and software,
and troubleshoot hardware and software problems. In
addition, an introduction to networking is included. The
course helps students prepare for the internationally
recognized CompTIA A+ certification. The course introduces
students intensively to multi-user, multi-tasking network
operating systems. Characteristics of the Linux, Windows
2000, NT, and XP network operating systems are discussed.
Students explore a variety of topics including installation
procedures, security issues, back up procedures and remote
access.


B. Regional Academy for Cisco Certified Network Associate (CCNA)
In its capacity as CCNA Regional Academy, ELCC is certified by CNAP for delivering CCNA
Certification. Under this agreement, CNAP provides the curricula and program directly to
ELCC where ELCC creates Local Academies allover the nation to deliver the curricula to
Instructors and students.

Major Duties and Responsibilities of ELCC as CCNA Regional Academy:
 Establish Local Academies, build their capacities, maintain their operations and provide
them with ongoing technical, administrative and training support.
 Deliver CCNA Certification training to instructors/facilitators.
 Ensure that Local Academies adhere to CNAP standards of quality.

CCNA Certification
Cisco Certified Network Associate (CCNA®) validates the ability to install, configure, operate, and troubleshoot medium-
size route and switched networks, including implementation and verification of connections to remote sites in a WAN.
CCNA curriculum includes basic mitigation of security threats, introduction to wireless networking concepts and
terminology, and performance-based skills. This new curriculum also includes (but is not limited to) the use of these
protocols: IP, Enhanced Interior Gateway Routing Protocol (EIGRP), Serial Line Interface Protocol Frame Relay, Routing
Information Protocol Version 2 (RIPv2), VLANs, Ethernet, access control lists (ACLs).

Diagram 6: Curricula Portfolio of Cisco Academy Program


C. Cisco Entrepreneur Institute Regional Training Center
Background
ELCC worked closely with Cisco to develop and localize the iExec Business Essentials course,
a comprehensive e-Learning curriculum to address critical skill gaps particular to small and
midsize enterprises (SME)s in Egypt. Cisco partnered with the Accenture Development
Partnership (ADP) program to implement an Arabic version of the course to effectively serve
Egyptian learners. ADP supported the effort over six months of consultation at the ELCC and
played a crucial role in building capacity at the center.

ELCC, through the development and localization of the course,
raised the flag of SMEs education in Egypt and shed the light
on the need for a skill development program dedicated
particularly to this segment.
ELCC, through the development and localization of the course, raised the flag of SMEs
education in Egypt and shed the light on the need for a skill development program
dedicated particularly to this segment. Capitalizing on such market need, Cisco initiated a
program - Cisco Entrepreneur Institute - to help cultivate and grow entrepreneurs by
providing entrepreneur-specific (business) knowledge; a mentoring network; a resource
center where entrepreneurs can find sound business advice and services and Internet
business solutions for SMEs. The Business Essentials course has been incorporated into the
new Institute program, which is rolling out to several emerging markets countries.

Diagram 7: Cisco Entrepreneur Institute Model for Integrating ELCC’s Developed Content


ELCC as Cisco Entrepreneur Institute Regional Training Center
In May 2008, ELCC was certified as the Institute’s official Training Center to help Egyptian
entrepreneurs start and grow their own businesses based on practical and professional
strategies using the Institute’s content and know-how to deliver the Institute’s programs to
SMEs through Local Institutes that are established by the center allover the country.

Using the Institute’s expert content and Web and media-enabled platform (WebEx), ELCC
delivers workshops for their participants enhanced by the experience of the local
entrepreneurs and facilitators. ELCC serves as a Regional Training Center by sponsoring and
serving as a resource for other Local institutes.

Major Duties and Responsibilities of ELCC as Cisco Entrepreneur Institute Regional
Training Center
 Institutionalize a local model for leveraging IT clubs and delivering the e-Learning
content
 Establish Local Institutes, build their capacities and maintain their operations by
providing them with ongoing technical, administrative and training support
 Ensure that Local Institutes adhere to standards of quality set by the for Cisco
Entrepreneur Institute program
 Provide Local Institutes with ongoing curricula support
 Flow down students and facilitators training

iExec Business Essentials Program
The iExec Business Essentials program provides ICT-related business education that helps SMEs develop new strategies to
transform their organization and business through the strategic use of IT and Internet applications and teaches students
how to develop business plans for an effective IT business deployment. The course enables SMEs to become more
competitive and innovative in their operations. The current curriculum covers starting, growing, and tech-enabling a
business. Through collaboration with attendees and Institute feedback, the curriculum continues to expand and evolve to
support the growing needs of entrepreneurs in Egypt.

Diagram 8: Cisco Entrepreneur Institute Courses


D. Content Development Agreements ELCC Developed
Content
 Business Computer Basic
(BCB)
Middlesex University  IT in Organizations
Within the agreement, Middlesex University offered curricula for  IT Essentials
two courses – IT in Organizations and Communication skills for  CCNA Certification
Business and Computing – to be developed and offered by ELCC to
 CCNA security
its online community of learners.  iExec Business Essentials
 Starting a Business
 Growing a Business
 Microsoft Unlimited
Potential (UP) Program
Microsoft  e-Learning Fundamentals
 Visual Learning
ELCC hosted the content and developed the curriculum of  E-Content Design Standards
Microsoft Unlimited Potential (UP) Program and made it  Instructional Design
accessible to beneficiaries through the center’s wide-access NDN.  Assessment Design
 Interactive Learning/
Simulation Tools
 Online Support
IBM  Ethical & Legal Issues in e-
Learning
IBM provided the center with its well-proved content authoring  e-Learning Standards &
tool – “Content Producer” – together with content consultancy for SCORM
the curriculum of the ITI’s 9-months e-Learning diploma.  Green ICT

Siemens
ELCC was granted by Siemens a license to use its renowned
Learning Management System (LMS) platform Centra, for the
administration, documentation, tracking and reporting of the
center’s e-Learning and lifelong learning programs for an unlimited
number of users.

E. ELCC Content
The curricula and learning content is an instrumental component in the
lifelong learning framework. ELCC aggregates, develops and validates
learning content capitalizing on its strong network of content providers
and Subject Matter Experts in addition to the center’s internal expertise in
research and content management.


1.3.2 ELCC Entrepreneurship Education Program
Fostering Entrepreneurial Mindsets through e-Learning

“ This (collaboration opportunity) came at the right time for us. We are going through tremendous change, our
Country will survive the change but developing our people's skills is our main concern and top priority. Our
second challenge is to help modernize our businesses to be able to compete. Two million SMEs representing 80
% of the Egyptian companies are in need of knowledge and training on how to run their business effectively.

”
We have the will to sponsor these initiatives at the Government level

Prime Minister Dr. Ahmed Nazif
on the occasion of the inauguration of the center

Realizing the importance of entrepreneurship and entrepreneurial skills in building and
sustaining a viable economy, the ELCC focused its efforts to developing a national
entrepreneurship education program to harness the existing potential in nurturing local talent
and develop the next wave of leaders and innovators who will create jobs and value for
society and empower others to create a better future. The program embarks on expert
content from specialized institutions and utilizes innovative e-learning solutions to increase
access, improve performance and reduce cost of delivery.

ELCC foresees enormous potential in investing in
entrepreneurship education in order to nurture talent and
develop the next wave of leaders and innovators who will
create jobs and value for society and empower others to
create a better future.
ELCC Entrepreneurship Education Program embarks on the center’s strong and wide-access
national e-Learning delivery network and capitalizes on the center’s record of success in
developing and delivering SMEs training and e-Learning jointly with Cisco Entrepreneur
Institute. The program’s implementation model constitutes the content development and
delivery of the Institute’s Entrepreneurship Program, rolling out training through the national
delivery network in schools, universities and NGOs to reach end beneficiaries of students,
young graduates, SMEs, women and prospect entrepreneurs.


Strategic Objectives:
 To cultivate a culture of entrepreneurship with all the mindset of innovation, creativity
and efficiency that it embodies.
 To generate economic growth and sustainable development, create jobs and advance
human welfare through fostering entrepreneurship behavior and skills.
 To leverage e-Learning technology as an enabler for delivering wide access and scalable
entrepreneurship education.
 To build a national capacity for delivering innovative entrepreneurship education in
partnership with world-class public/private entities.
 To develop delivery channels of entrepreneurship education to facilitate access and
outreach through nation-wide e-Learning and delivery centers.

Diagram 9: Implementation Model for ELCC Entrepreneurship Education Program


Program Activities:
 Content Development – Develop interactive and collaborative e-Learning content
 Content Localization – Develop first-hand, adaptable and localized content with local case
studies.
 Training of Trainers (ToT) – Prepare instructors to facilitate the blended learning
programs and provide them with the necessary IT and e-Learning management skills to
manage their e-Learning classrooms.
 Recruiting Local Academies – Enlarge the base of the delivery network through recruiting
local academies to act as delivery outlets.
 Rolling out Training – deliver training to end beneficiaries
 Monitoring and Evaluation – Monitoring performance and introducing corrective actions

Cisco Entrepreneur Institute Program
In May 2008, ELCC was certified as a Cisco Entrepreneur Institute official Training Center to
help Egyptian entrepreneurs and SMEs start and grow their own businesses based on practical
and professional strategies using the Institute’s content and know-how to deliver its programs
to SMEs through Local Institutes that are established by the center allover the country.

ELCC, through the development and localization of the iExec
course, raised the flag of SMEs education in Egypt and shed
the light on the need for a skill development program
dedicated particularly to this segment.
The content development, localization and delivery of the Cisco Entrepreneur Institute
program is executed and managed by the ELCC. The program is delivered at ELCC’s six Training
Centers for Cisco Entrepreneur Institute using the Institute’s expert content and Web and
media-enabled platform (WebEx). The program provides ICT-related business education that
helps SMEs develop new strategies to transform their organization and business through the
strategic use of IT and Internet applications and enables them to become more competitive
and innovative in their operations. ELCC serves as a Regional Training Center by sponsoring
and serving as a resource for other Local institutes.

The IExec Business Essentials program provides ICT-related business education that helps SMEs develop new strategies to
transform their organization and business through the strategic use of IT and Internet applications and teaches students
how to develop business plans for an effective IT business deployment. The course enables SMEs to become more
competitive and innovative in their operations. The current curriculum covers starting, growing, and tech-enabling a
business. Through collaboration with attendees and Institute feedback, the curriculum continues to expand and evolve to
support the growing needs of entrepreneurs in Egypt.


Societal and Economic Impact Impact in Numbers
 In few years, iExec Business Essentials program reached thousands of  3,000 Entrepreneurs
Egyptian SMEs. The center’s implementation model of the program has Trained
enabled the flow down of training from the graduated delivery partners  260 SMEs Served
and trainers to other businesses in a massive scale.  40 Instructors Trained
 6 IT clubs certified as
 ELCC laid the groundwork to expand the capacity of the workforce, e-Learning Delivery
including producing more trainers who could reach out to SMEs and Centers
professionals at all levels nationwide.
ICT for M/SMEs Project
 Providing the program in a localized context helped build a new
In a bid to leverage ICTs to
generation of Egyptian knowledge workers and IT professionals; develop
generate employment
a targeted e-Learning curriculum and implement a technology platform opportunities and develop
capable of supporting the curriculum’s authoring, management, and business and IT skills of SMEs in
delivery systems. Egypt, the ELCC have rolled-out
locally adapted
entrepreneurship training to
100 SMEs in underprivileged

“
areas in Egypt using expert
content from Cisco, conducted
The Business Essentials curriculum we created has all of the components awareness seminars and
that need to be acquired by any startup company or SME. It provides the certified six local NGOs as
fundamentals of using ICT in business, how to develop strategies for delivery centers for IT
using the Internet and IT, and how to make a business case for Essentials course. The training
technology. At the end of the class, each student even creates an ICT was conducted as part of the

”
business case or proposal for the student’s business. two-year project ICT for
—Yasser Kazem M/SMEs, a joint collaboration
between MCIT and UNDP
Director, ELCC
represented by Egypt ICT Trust
Fund (ICT-TF) in partnership
with IDRC and Microsoft.

ICT for M/SMEs project aims to
raise awareness and advocate
Success Story the importance of integrating
ICT into Micro, Small and
New Hope for a Small-Business Owner Medium Enterprises (M/SME)s
operations to develop highly
After taking the Business Essentials course, Yehia El Zaeem, the owner of a
skilled, adaptable, and
small company that manufactures dry cleaning equipment, gained a new
technology-savvy workforce.
perspective on his business that caused him to cancel plans to leave Egypt. El
Zaeem realized that by improving his management and IT skills, he could
make his operations more efficient and profitable. “Seeing the numerous
benefits that can be added to my business by applying the different business
strategies that I learned from the course gave me great hope,” says El
Zaeem.


1.3.3 ELCC National Lifelong Learning Portal
ELCC National Lifelong Learning (LLL) Portal was developed as part of the center’s
commitment to EEI’s Lifelong Learning track to act as the hub of lifelong e-Learning in Egypt
and the NDN online gateway. It is the entry point for all individuals and entities seeking e-
Learning and LLL opportunities in different disciplines.

www.elcc.gov.eg

LLL Portal Target Audience:
 Learners --- both Individuals and entities seeking e-Learning and LLL opportunities in
different disciplines
 Professionals --- seeking to get the “Know-How” of e-Learning and all related fields.
 Researchers and Scholars --- seeking knowledge and information on LLL and e-Learning.
 Organizations --- both Public and private seeking partnerships in the field of LLL and e-
Learning.


Mandate of the
Main Objectives of the National LLL Portal: National LLL Portal
 Reinforce knowledge acquisition and learning, aggregate resources and “Provide a single access point
simplify access to relevant data, task performance tools, applications to extensive e-Learning
software, news, collaboration environments, people, websites, etc. resources that enables
 Add value by enabling collaboration across various stakeholders by learners, e-Learning
practitioners and scholars in
bringing the full range of back-end systems and databases underneath
Egypt to easily identify, retrieve
one common interface that incorporates structured and unstructured
and use data /knowledge to
information/data. achieve their learning and
 Offer a personalized single point of entry with information, resources performance goals in an easy-
and business processes targeted towards the specific needs of users. to-use, consistent and highly
 Capture and document new knowledge in the field of e-Learning to interactive manner.”
fully leverage the knowledge and skills of local e-Learning
organizations, practitioners and researchers.
 Enable industry intelligence by acting as a focal front-end to the local Portal Audience
e-Learning industry facilitating the dissemination of e-Learning  Learners
standards and spreading news and multi-dimensional analysis in the  Professionals
industry.  Researchers and Scholars
 Organizations

LLL Portal Features:
 Clear and consistent navigation Portal Services
 Consistent look and feel, behavior, options, layout, conventions and  Lifelong Learning
language Programs
 Unified Single entry point as the Portal’s homepage assembles the  Log-in
favorite and the mostly needed pieces of information (news, alerts,  Directory
links ...) and functionality (calendar, etc.).  Search Engine
 Represents process, knowledge and data in the most powerful and  ELCC and Industry
practical form  e-Newsletter
 Alerts and Calendar of
 Institutionalize best approach. Model task performance methods
against best practice Events
 RSS Feeds Service
 Provides alternative views of the interface and resources
 e-Learning Library
 Integrates resources and anticipates user requirements
 Career Center
 Layers resources to provide users with control over the depth of
 User Support
content
 e-Guide
 Automates tasks whenever possible
 Live Streaming
 Provides customization and personalization options
 ELCC Think Tank
 Collaboration Platform


LLL Portal Components and Services:
 Lifelong Learning Programs --- Access to e-Learning programs and online educational
material and content.
 Log-in --- Enables individual access to information from multiple systems and in multiple
formats.
 Directory --- Content organized into a structure and hierarchy of categories to facilitate
access
 Search Engine --- A search capability, which indexes enterprise content from multiple
storage systems and allows users to browse and retrieve content based on selection
criteria.
 ELCC and Industry ---- Specific news and articles
 e-Newsletter --- A monthly e-newsletter which content is driven from the day-to-day
content updates of the portal
 Alerts and Calendar of Events --- Notifications about events delivered within the portal as
well as by e-mail shots to the center’s database.
 RSS Feeds Service --- Subscription to a particular component or category of content. LLL
Portal then syndicate content changes or new content to subscribers.
 e-Learning Library --- An open and free access to a wide range of e-Learning material,
documents and reports in different disciplines
 Career Center --- Jobs @ e-Learning field in Egypt and circulation of resumes
 User Support --- “Site Help” and “Frequently Asked Questions” to offer user support on
how to use the portal or specific features.
 e-Guide --- Online free guide that provides the “How to” regarding various e-Learning
fundamentals and processes.
 Live Streaming , Webcasting and Webinars
 ELCC Think Tank --- Online Expert Consultation
 Collaboration Platform --- Collaborative tools such as Learning Management Systems
(LMS)s, discussion forums, document sharing, virtual and video conferencing and Web 2.0
applications like the Facebook and Twitter
 Web Analytics--- Observes user actions and provides clear, instructional feedback about
the user’s state, actions, and options


1.4 Projects
1.4.1 The Egyptian Education Initiative (EEI)
The Egyptian Education Initiative (EEI) is a public-private partnership that was launched in
2006 between the Government of Egypt and the World Economic Forum’s IT member
communities. The initiative supports Egypt’s overall education reform through the effective use
of ICTs, with a special focus on harnessing the E-Learning technologies, and maximizes the
potential for collaborative Public Private Partnerships (PPP) to achieve its goals.

EEI is a global-local and public-private partnership that
aims to improve education in Egypt through effective use
of ICT, with a special focus on harnessing the e-Learning
technologies.
EEI Tracks
The initiative is composed of four tracks targeting pre-university education, higher education,
lifelong learning, and e-Learning industry development.

Track 1: Pre-University Education Track
The Pre-University Education Track aims to promote
appropriate uses of technologies to support and
improve teaching, learning and administration, to
develop the capacity of teachers and to participate in
developing standards for the educational uses of
technology that facilitate school improvement in Egypt.

Track 2: Higher Education Track
Providing quality education for all, preparing our young
people to the global market, developing competitive skills
geared towards exporting services, these goals among
others represent the base for the EEI higher education
track plan. The track is implemented across the 17 public
universities complementing the efforts of the Ministry of
Higher Education.


Track 3: Lifelong Learning
The introduction and development of technology to school
and university students, while vital to Egypt’s future,
addresses only half the picture for several decades to come.
The Lifelong Learning Track thus focuses on enhancing the
skills of those who have already finished their formal
education. Lifelong learning is designed to mobilize the
education and training of communities, along with economic,
social and cultural players. Efforts center around e-Learning,
which has the potential to strengthen the partnership
between the public and private sectors and the stakeholders
involved in education, training and content development.

Track 4: Industry Development Track
The e-Learning Industry Development Track was devised to
build the capacity of the national e-Learning /e-content
industry, empowering Egypt to participate in the
technological revolution by creating a cadre of highly
competent ICT professionals.

ELCC Achievements within the EEI:
Within Egypt, the ELCC is considered to be a core competence of the EEI. The ELCC has
designed, planned, implemented and managed the execution of the initiative’s third and
fourth tracks which cover the Lifelong Learning in Egypt and the E-Learning Industry
Development. Below is a summary of key achievements of ELCC within EEI.

Lifelong Learning Track
 Established infrastructure for an environment conducive to lifelong learning - National
Delivery Network - through development of a technology platform for e-Learning and
leverage of currently present IT clubs as e-Learning delivery centers
 The R&D division localized Cisco Entrepreneur Institute’s iExec Business Essentials course
 The Content Development division developed the e-Learning version of the Business
Essentials courses (Starting a Business and Growing a Business)
 Developed and maintained Egypt’s National Life Long Learning Portal – www.elcc.gov.eg
 Developed and localized the Business Fundamentals Course(s)
 Designed and implemented national e-Learning educational programs


Industry Development Track
 Designed, developed and delivered an e-Learning Diploma introduces certification for e-
Learning professionals. The certification provides a framework for e-Learning practitioners
(teachers/instructors, instructional designers and administrators) to acquire the
competencies necessary to design, deliver, support and evaluate effective e-Learning
programs.
 Established and sustained an e-Learning R&D Division within the framework of the EEI to
reinforce national e-Learning standards.
 The R&D division developed the national e-Learning standards which was endorsed by
Cisco Learning Institute (CLI)

Planning and Coordination
ELCC planned and coordinated the EEI activities in all tracks as follows:
 Developed project baseline proposal
 Designed the implementation plan of the initiative
 Coordinated all the activities between the WEF and multinationals in all tracks
 Developed various implementation mechanisms that facilitated collaboration between
stakeholders and boosted the private sector’s contribution to the initiative
 Designed human resources capacity development programs to meet the third and fourth
tracks’ objectives

EEI’s e-Learning Industry Development
Track was devised to build the capacity
of the national e-Learning industry,
empowering Egypt to participate in the
technological revolution by creating a
cadre of highly competent ICT
professionals.


Success Story
Driving high performance for the Egyptian Education Initiative
Cisco and ELCC turn to Accenture to develop learning curriculum in support of Egypt’s ground-
breaking educational reform

Cisco, a global IT partner of the Egyptian Education Initiative and a worldwide leader in networking
systems, is partnering with Egypt’s E-Learning Competence Center to drive the EEI’s lifelong
learning track. The government established the E-Learning Competence Center (ELCC) to
accelerate Egypt’s economic growth by enhancing workforce performance through high-quality,
state-of-the-art e-Learning solutions.

A key component of the lifelong learning track is the Business Essentials course, a blended
curriculum developed by Cisco and piloted in English in Ethiopia, Saudi Arabia, Turkey and Poland.
This 52-hour curriculum consisting of Web-based and instructor-led training is designed to help the
small and mid-sized business owner who represents 90 percent of all businesses in Egypt. The
course focuses on how these businesses can leverage the Internet and other advanced
technologies to be more competitive and innovative in their business strategies.

To launch this course in Egypt, Cisco and the ELCC determined that the curriculum needed to go
through a series of enhancements, including localization of the content to make it more relevant to
the Egyptian audience. Specifically, Cisco and the ELCC wanted to translate the course into Arabic,
make the course more interactive and incorporate local case studies into the curriculum.

Accenture teamed with the ELCC and Cisco on a six-month
project to manage the development and rollout of the Business
Essentials curriculum in Egypt—including content design and
development, course localization and translation, pilot and
rollout, and knowledge transfer of e-Learning skills to the ELCC.
Cisco and the ELCC turned to Accenture Development Partnerships as its partner in this initiative.
Accenture Development Partnerships is a not-for-profit group within Accenture that provides high-
quality consulting services to donors, nongovernmental organizations (NGOs) and other non-profit
entities working in developing countries. To provide expert program management to the e-
Learning initiative, Accenture Development Partnerships leveraged the capabilities of Accenture
Learning BPO Services, a service offering within Accenture that provides learning outsourcing
solutions to clients globally. Accenture’s learning BPO professionals brought to the project their
deep knowledge and expertise in e-Learning, and proven execution capabilities which have helped
clients around the world to achieve high performance.

Accenture teamed with the ELCC and Cisco on a six-month project to manage the development
and rollout of the Business Essentials curriculum in Egypt—including content design and
development, course localization and translation, pilot and rollout, and knowledge transfer of e-
Learning skills to the ELCC.


Accenture managed a team of ELCC content developers to enhance and localize the Business
Essentials course for the Egyptian audience. A local translation company was engaged to translate
the course into Arabic. Local subject matter experts were leveraged to develop case studies
focused on small- to mid-sized businesses in Egypt, the Middle East and Eastern Europe.

To help the ELCC manage future e-Learning projects of this scope, Accenture worked with the
ELCC team to transfer knowledge and skills—including Accenture’s program management process
and methodologies, and templates used in e-Learning development and deployment.
Additionally, Accenture managed the procurement, testing and implementation of both a new
learning management system and a courseware authoring tool for the ELCC that would enable
content development in the Arabic language. This new learning infrastructure provides a critical
platform for the ELCC to develop and deliver e-Learning programs in support of Egypt’s education
reform efforts.

High Performance Delivered
Through the teamwork between Accenture, Cisco and the ELCC, the Business Essentials course
was successfully launched as part of the Egyptian Education Initiative. The new course—localized
and translated into Arabic, and enhanced to improve interactivity and comprehension–was
developed and delivered in a six-month period, a much shorter timeframe than originally
anticipated by key stakeholders.

Through the teamwork between Accenture, Cisco and ELCC, the
Business Essentials course was successfully launched as part of
the EEI in six-month period, a much shorter timeframe than
originally anticipated by key stakeholders.
The pilot, which included a group of small and mid-sized business owners and educators in Egypt,
was completed in May 2007 and feedback has been outstanding. According to one participant, “I
had planned to only attend the first couple of sessions but after seeing how much this course
could improve my business, I attended all of the sessions.”

The Business Essentials curriculum has been released for full rollout and ultimately will be
available at more than 1,000 IT centers throughout Egypt. The curriculum is expected to reach an
audience of more than 10,000 people in the next three years. Additionally, the new learning
management system and courseware authoring tool has been successfully implemented at the
ELCC, positioning the center to more effectively deliver e-Learning programs in the future.

In addition to the swift and successful delivery of the Business
Essentials course, the Accenture team worked closely with the
ELCC to ensure knowledge transfer relating to all aspects of e-
Learning development and delivery.


In addition to the swift and successful delivery of the Business Essentials course, the Accenture
team worked closely with the ELCC to ensure knowledge transfer relating to all aspects of e-
Learning development and delivery. According to Yasser Kazem, Director of the ELCC, “Accenture
placed a strong emphasis on transferring their knowledge and skills in e-Learning project delivery
to the ELCC staff. This has been a tremendous benefit—our team is now prepared to manage e-
Learning initiatives of this scope in the future. This skills transfer will have a huge impact on our
ability to drive the educational reforms of the Egyptian government.”

Accenture, 2007

1.4.2 ICT for M/SMEs
In 2006, MCIT and UNDP represented by Egypt ICT Trust Fund (ICT-TF) in partnership with IDRC
and Microsoft conducted a two-year nationwide pilot project that aims to raise awareness and
advocate the importance of integrating ICT into Micro, Small and Medium Enterprises
(M/SME)s operations in a bid to leverage ICTs to generate employment opportunities through
the development of a highly skilled, adaptable, and technology-savvy workforce.

ELCC Contribution:
 Training 100 SMEs in four locations (Fayoum, Beni Suif, Giza and Luxor)
 Certifying six NGOs as IT Essentials Academies
 Conducting Business and IT essentials seminars and workshops
 Delivering localized business case studies


1.4.3 Content Development and Localization (iExec)
ELCC worked closely with Cisco to develop and localize the iExec Business Essentials course, a
comprehensive e-Learning curriculum to address critical skill gaps particular to small and
midsize enterprises (SME)s in Egypt. The course provides ICT-related business education that
helps SMEs develop new strategies to transform their organization and business through the
strategic use of IT and Internet applications and enables them to become more competitive
and innovative in their operations. iExec curriculum is a contribution from Cisco® Internet
Business Solutions Group (IBSG) - the global strategic consulting arm of Cisco specialized in
designing business programs.

Cisco partnered with the Accenture Development Partnership (ADP) program to implement an
Arabic version of the course to effectively serve Egyptian learners. Staffing a team of two
experienced learning specialists, ADP supported the effort over six months of consultation at
the ELCC and played a crucial role in building capacity at the center.

The content development and localization of the iExec Business Essentials course helped build
a new generation of Egyptian knowledge workers and IT professionals, develop a targeted e-
Learning curriculum and implement a technology platform capable of supporting the
curriculum’s authoring, management, and delivery systems. ELCC develops comprehensive,
nationwide model for other government agencies and future e-Learning initiatives for creating
and delivering state-of-the-art, e-Learning programs at all levels of education nationwide.

The iExec Business Essentials course is currently being delivered at ELCC’s six Training Centers
for Cisco Entrepreneur Institute. The course covers the fundamentals of IT and teaches
students how to develop strategies and business plans for an effective IT business deployment.

The iExec Business Essentials program provides ICT-related
business education that helps SMEs develop new strategies to
transform their organization and business through the strategic
use of IT and Internet applications and teaches students how to
develop business plans for an effective IT business deployment.
The course enables SMEs to become more competitive and
innovative in their operations. The current curriculum covers
starting, growing, and tech-enabling a business. Through
collaboration with attendees and Institute feedback, the
curriculum continues to expand and evolve to support the
growing needs of entrepreneurs in Egypt.


1.4.4 Portals Development Projects
The ELCC portal development team carried out a number of projects to develop portals for
MCIT projects including the full design of the portal, planning its Information Architecture and
developing its technical features and services.

Egyptian Education Initiative Egyptian Red Crescent Portal
www.eei.gov.eg www.egyptianrc.org

Cyber Peace Initiative (Multimedia CD) Egypt’s e-Health Portal
www.cyberpeaceinitiative.org


1.5 Strategic Alliances
ELCC embarks on a world-class network of collaboration and partnerships to enable a higher level
of productivity and efficiency through an optimum exchange of expertise, intellectual property
and technology. ELCC’s collaboration architecture and approach is based on partnering with
reputable organizations of multinational content and technology providers to further foster the
center as a platform of competence, high-end technology integration, outreach and scalability.

Cisco Networking Academy Program (CNAP)
The collaborative agreement between ELCC and Cisco Networking Academy
Program (CNAP) certifies ELCC as both a Cisco Academy Training Centre (CATC)
and a Cisco Certified Network Associate (CCNA) Regional Academy to train and
support instructors and students at the Instructors Academy and Local
Academy levels and to establish Academies, build their capacities and maintain
their operations by providing them with all technical, administrative and
training support.

Cisco Entrepreneur Institute
In May 2008, ELCC was certified as an Official Training Center for Cisco
Entrepreneur Institute to help Egyptian entrepreneurs start and grow their
own businesses based on practical and professional strategies using the
Institute’s content and know-how to deliver its programs to SMEs through
Local Institutes that are established by the center allover the country. In this
capacity, ELCC has developed and localized Cisco’s Business Essentials Course
(iExec), a comprehensive e-Learning curriculum to address critical SMEs’ skill
gaps.

Siemens
Structured around e-Learning administration and management, the alliance
between ELCC and Siemens grants the center a license to use its renowned
Learning Management System (LMS) platform, Centra, for the administration,
documentation, tracking and reporting of the center’s e-Learning and lifelong
learning programs for an unlimited number of users.


Middlesex University
ELCC and Middlesex University (MU) entered into mutual collaboration with
the strategic aim of leveraging the collective experience of both parties in the
field of e-Learning and to pilot the use of the university’s e-Learning material in
Egyptian universities. In this respect, MU offered curricula for two courses – 1)
IT in Organizations and 2) Communication skills for Business and Computing –
to be developed by ELCC. The e-Learning versions of the courses were then
delivered to over 10,000 students in Egyptian universities.

Microsoft
In February 2005, ELCC and Microsoft agreed to cooperate in the field of
content development and training where ELCC hosted the content and
developed the curriculum of Microsoft Unlimited Potential (UP) Program and
made it accessible to beneficiaries through the center’s wide-access NDN. The
developed e-Learning version was customized to be used in government
projects and around 10,000 students received the training.

IBM
The alliance between IBM and Cisco delivers industry-specific, collaboration-
based solutions as IBM provided the center with its well-proved content
authoring tool – “Content Producer” – together with content consultancy for
the curriculum of the ITI’s 9-months e-Learning diploma.


2| Five Years of Achievements: 2004-2009
Achievements in
2.1 National Delivery Network Numbers
Throughout the past five years, ELCC’s National Delivery Network program  56,610 students trained
was an overall success, resulting in key accomplishments and lessons learned  3,260 instructors trained
as measured by the program’s Key Performance Indicators (KPIs). The  60,000 beneficiaries served
program has also produced a widespread socioeconomic impact building a  3,000 Entrepreneurs
served
new generation of Egyptian knowledge workers and IT professionals,
 690 IT clubs certified as e-
modernizing the country's workforce to compete in today’s knowledge-based
Learning Delivery Centers
global economy, transforming the Egyptian education system and businesses,
 15 courses developed
providing high-quality, large scale standardized IT and business education,
 2 courses localized
developing a targeted e-Learning curriculum, implementing a technology
 1,630 training round
platform and developing a comprehensive model for creating and delivering a conducted
state-of-the-art, nationwide e-Learning initiative. In addition, ELCC, through its  3,000 created jobs
SMEs-focused education program, served as a model for other government  15 research report
agencies and for future e-Learning initiatives in a variety of subjects, at all developed
levels of education nationwide.  The National e-Learning
Standards Developed

Achievements
 The National Delivery Network was introduced in tracks 1, 2, and 3 of Key Performance
the Egypt Education Initiative as follows:
Indicators
 800 e-Learning delivery
Track 1: Pre-University Education 473 academies in prep schools
channels certified
Track 2: Higher Education 24 academies in universities and IT clubs
 2,000 instructors certified
Track 3: Lifelong Learning (ELCC) 193 academies in IT clubs and NGO's
 15% increase in persons
applying for e-Learning
 IT Essentials course were delivered at 473 selected Preparatory and
courses per year
Experimental schools over a period of three years within the framework
 90% of course attendees
of the EEI.
certified
 690 local academy certified under the ELCC as an e-Learning delivery
centers:
- 650 IT Essentials CATC Instructors Academies established Success Criteria
- 28 IT Essentials CATC Local Academies established  Certified delivery
- 6 CCNA Local Academies channels
- 6 Cisco Entrepreneur Institute Local Institutes  Certified trainers
 Number of trained
 58,000 participant trained: participants per year
- 3,260 instructors certified  Participants learning
- 56,410 students trained scores
 Rigorous course
curriculum, learn in labs
using the latest
technology


 ELCC established centers for e-Learning delivery
among:
- Ministry of Education (schools) --- 473 centers
- Ministry of Higher Education (universities) --- 24 centers
- Non-governmental Organizations (NGOs) --- 181 centers
- Small & Medium Enterprises (SMEs) --- 6 centers

 To date, around 60,000 students and trainers have
directly benefited from ELCC’s e-Learning programs. Key
accomplishments include:
- 55,000 students trained on IT Essentials I & II
Table 1: IT Essentials Cisco Academy Training
- 3,000 instructors certified for IT Essentials I & II
Centre (CATC) Activities
- 1,150 students trained on Business Computer Basics
(BCB) course
- 260 Students trained on Cisco Entrepreneur Institute
- 10 instructors certified for Cisco Entrepreneur Institute
- 200 students trained on ELCC’s E-Learning Diploma
- Total beneficiaries of ELCC’s E-Learning programs
amounted to 59,870

 ELCC conducted 200 awareness seminars to orient NGOs
and community development centers on the program
Table 2: Total Delivery Centers
 1,380 Leaders of certified delivery outlets trained on how
to administer and manage the e-Learning programs and
how to operationalize the model’s business plan in an
efficient and sustainable manner.

 ELCC developed, jointly with Cisco, a new model for the
EEI academies; NGOs, IT clubs and universities.

 ELCC Portal (National Lifelong Learning) Portal
launched.

Table 3: Cisco Entrepreneur Institute Regional
Training Center Activities


Table 4: Delivery Centers by Sector

Table 5: Total Beneficiaries of ELCC’s E-Learning
Programs (2004-2009)

Success Merits
As part of its work in the EEI, the ELCC was merited two
international awards which were granted to the EEI: the
Project of the Year Award of the Cisco Networking Program
in October 2007, and the first Technology in Government in
Africa (TIGA) award in May 2007. The awards were
presented by the main sponsors of the event - the UN
Economic Commission for Africa and the Canadian
government - in recognition of achievements that have led
to changes at national, regional or provincial levels.


Business and Developmental Impact
Empowering the SMEs Sector
 ELCC laid the groundwork to expand the capacity of the workforce, including producing
more trainers who could reach out to SMEs and professionals at all levels nationwide.

“ The Business Essentials curriculum we created has all of the components that need to be acquired by any
startup company or SME. It provides the fundamentals of using ICT in business, how to develop strategies
for using the Internet and IT, and how to make a business case for technology. At the end of the class, each

”
student even creates an ICT business case or proposal for the student’s business.
—Yasser Kazem
Director, ELCC

 ELCC developed and implemented an effective delivery model where content reached the
broad, targeted audience—from students preparing to enter the workforce, to young
businesspeople working at SMEs, to young entrepreneurs, to older SME business owners
least likely to possess these skills, to university professors.

 In few years, iExec Business Essentials program reached thousands of Egyptian SMEs. The
center’s implementation model of the program has enabled the flow down of training from
the graduated delivery partners and trainers to other businesses in a massive scale.

Leveraging IT Clubs in Egypt
 ELCC increased the number of Cisco Networking Academies in Egypt by identifying IT clubs
at universities, and other groups throughout the country, interested in IT, and certifying
trainers.

 Over 650 IT clubs in high schools, technical schools, colleges, universities and community-
based organizations were leveraged to act as outlets for the delivery of e-Learning
programs.

 The model allowed for the most efficient use of IT clubs currently present resources and
infrastructure including PCs and internet lines introduced by MCIT.

 Developing the human resources at NGOs by training administrators on
computer basics and means of administrating running labs.

ELCC’s National Delivery Network…Maximizing Impact through Outreach
ELCC implemented an effective and locally adapted model to leverage and optimize the use of nationwide IT
clubs in high schools, technical schools, colleges, universities and community-based organizations to act as
outlets for the delivery of web-based content, online assessment, student performance tracking, hands-on
labs, instructor training, support and preparation for industry standard certifications. The underlying strategy
was to maximize value through making the most efficient use of them.

Elcc five year_achievement_report

Elcc five year_achievement_report

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