In the face of the major challenges confronting the production and use of research evidence in Egypt and the region, the lack of research capacities grounded on academic background stands as one of the greatest barriers to enhancing quality research and producing evidence-based policies. Further analysis makes clear, however, that simply increasing the supply of researchers and academic graduates independently offer an imperfect and unsustainable solution. On one hand, training young researchers on field work -without solid academic background- does not ensure quality scientific research. On the other hand, academic teaching – often detached from actual practice- does not enhance research capacities. The need to strengthen the region’s academic and research education and training is thus self-evident. The current situation of the two detached activities - teaching and research - will not lead to the required evidence for guiding policies. The two activities must intersect at a certain point, integrating academic knowledge and research practice.

In light of the problem outlined above, three conditions must be met to build sustainable regional quality research graduates. First, we must empower graduates with strong research academic background. Second, we must engage the graduate students in actual research projects that respond to the needs of the communities which they serve. Third, we must educate graduates the ability to communicate research results effectively to wide array of audiences and support evidence-based decision making.

In the North, graduate degree education in multidisciplinary research methods is widespread. Examples are the multidisciplinary research methods higher education (Diploma, Masters and PhD) in Schools of Social Sciences and Schools of Public Health. All of which aim at providing a firm grounding in multidisciplinary research methods with hands on training in research skills. Countries in the region will immensely benefit from developing a graduate degree in research methods to strengthen their ability to produce quality research and policies responsive to their context. We propose a Professional Diploma in “Research Methods for Guiding Policy and Evaluation” to serve the region and pursue synergetic research academic education and practice.

The overarching aim of the Diploma is to produce human capacities capable of producing and using quality research evidence in guiding policies. The diploma offers students an essential opportunity for higher education with the objectives of:

• Providing quality comprehensive academic research education;

• Building research skills through actual research practice and hands on data;

• Generating knowledge responsive to the region’s needs

A) Core Courses (7 courses equivalent to 21 credit hours)

1. Development Challenges in Arab Countries and Introduction to Social Research

2. Quantitative Research Methods

3. Secondary analysis of raw data with practical application using SPSS

4. Qualitative Research Methods

5. Policy Recommendation and Evaluation

6. Seminar: Developing a research proposal

7. Seminar: Writing thesis

B) Elective Courses (two courses equivalent to 6 credit hours)

1. Skills development in computer package use (PowerPoint, Excel and EndNote)

2. Skills development in statistical computer package use (EPI-INFO and STATA)

3. Geographic information system (GIS) and its role in research and policy decision making

4. Writing scientific article

5. Writing Policy brief

C) Thesis and Final Project (equivalent to 3 credit hours): At the end of the coursework, students have to present an applied research project that reflects the knowledge and skills acquired in the course of the two-semester study

The teaching is intended to give a one semester intensive courses on research methods and evaluation, during which the students will build a solid academic research background and develop their research questions. This will be followed by one semester of actual research practice to study the identified research questions. The table below shows the division of curriculum over the two semesters:

Both English and Arabic languages will be used in teaching as our mission is to make students understand and practice research rather than just learn concepts by heart. The use of both languages will respond more effectively to the needs of the various audiences and ensure that students can work as professionals in the Arab region.

The total number of courses for the diploma is 10 with 3 credit hours each. The number of teaching hours for each course is 60 hours (including lectures, assignments, group work, exams and final research project). The total number of teaching hours for the diploma is 600 distributed as follows:

• Size should not exceed 60 – 80 pages

• Font to be used is “Times New Rowan/Arial 12” for English documents and “Simplified Arabic Standard 14” for Arab documents

• Materials to be drafted on Word and /or Adobe Acrobat

• Materials could be distributed electronically

• Qs & As at the end of each unit

• All references used to be listed at the end of each unit

A wide array of audiences from all Arab countries who are engaged in and/or utilize research for guiding policy and evaluation including:

• Professionals serving in government, national and international agencies
• Members of civil society organizations
• Researchers aiming at pursuing careers in their field of practice
• Researchers aiming at pursuing careers in their field of practice

Staff members of the Social Research Center (SRC) of the American University in Cairo will be responsible for teaching the courses and student supervision. They are highly qualified and have long experience in research and teaching in Egypt, the Arab region and globally. They represent a wide range of backgrounds including social sciences, statistics, demography, economy, public health and engineering. Almost all staff members have doctorate in their field of specialization. In addition, SRC makes use of competent qualified professors from Egypt and the region to join the training staff and enrich the course content.

A)Student toolkit structure and content

• Toolkit cover page (title, logos, …)
• Toolkit objective
• Toolkit content and courses’ topics
• Teaching methods and student evaluation system
• Synopsis on each course
• Division of each course into weeks, teaching hours and credit hours
• Structure of each unit divided into the following:
• Unit title
• Unit objectives
• Unit content
• Unit contentScientific material
• Questions for discussion
• Case studies
• List of references (comprehensive and unit-specif)
• Additional readings
• Glossary of most important terminology in the module

B) Instructor toolkit structure and content

• Toolkit cover page (title, logos, …)
• Toolkit objective
• Toolkit content and courses’ topics
• Teaching methods and student evaluation system
• Synopsis on each course
• Division of each course into weeks, teaching hours and credit hours
• Procedure manual for delivery of lectures (lecture’ objective, time, content, teaching methods, …)

C) Teaching method

• Lectures
• Small group work
• Scientific assignments
• Scientific presentations
• Group discussions
• Case studies
• Internet resources
• Guest speakers on diverse issues from different sectors
• Applied, hands-on learning