The study aims at using the outcomes of Tuning Africa Project — I to propose implications for policy and practice for enhancing the quality of Teacher Education Programmes in Egyptian higher education. It investigates the views of different stakeholders — academics, students, graduates and employers — who relate to three faculties in charge of Teacher Education at Alexandria University. The study focuses on the generic competences and the key subject-specific competences which future teachers should be acquainted with. The data have been collected through questionnaires administered to 384 participants and through semi-structured interviews with 10 academics. The main findings show that, across all different stakeholders, there are significant gaps for both generic and subject-specific competences between what is deemed important and what is deemed as the level of achievement at Alexandria University. The average ranking for both generic and subject-specific competences was 3.75 in terms of importance but only 2.54 in terms of achievement. This is an indication that effort and intentional strategies needed to be put in place to minimize the gaps of the relevant Teacher Education Programmes. This calls for a paradigm shift from input and staff-centered programmes to output and student oriented ones. In order to achieve such a paradigm shift, several actions concerning policy and practice should be promoted. Among them, the study proposes changing the regulations of existing programmes; revising programmes in order to allow inclusion of the Tuning determined generic and subject-specific competences. The study further proposes raising awareness about the importance of competence-based learning among academics, students, graduates, employers and the society at large as well as involving all stakeholders in the process of curriculum design and quality enhancement. All these are potential in promoting capacity building and training for academics who are equipped to incorporate new competences in the existing programmes/courses. Such academics will be able to initiate new courses with commonly agreed structures; they will be able to incorporate the needed competences in such a way that comparability and equivalence of learning outcomes between Alexandria University and other African universities become possible. Published online : 06 June 2016

中文翻译：

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亚历山大大学的教师教育计划，参考调优方法

该研究旨在利用“非洲调整项目”的成果—我提出对提高埃及高等教育中师范教育计划质量的政策和实践的启示。它调查了与亚历山大大学三个负责教师教育的院系有关的不同利益相关者（学者，学生，毕业生和雇主）的观点。该研究的重点是普通能力和未来教师应熟悉的关键学科特定能力。数据是通过向384位参与者进行问卷调查以及与10位学者进行的半结构化访谈而收集的。主要发现表明，在所有不同的利益相关者中，在亚历山大大学认为重要的东西与认为成就的水平之间，通用能力和特定学科的能力都存在很大差距。通用能力和特定学科能力的平均排名在重要性上为3.75，但在成就方面仅为2.54。这表明需要采取努力和有针对性的策略来最大程度地减少相关教师教育计划的差距。这就要求从输入和以员工为中心的计划转变为输出和以学生为中心的计划。为了实现这种范式转变，应该促进有关政策和实践的若干行动。其中，研究建议改变现有计划的规定；修订计划，以便将调整后确定的通用和特定于主题的能力包括在内。该研究还建议提高学者，学生，毕业生，雇主和整个社会对基于能力的学习的重要性的认识，并使所有利益相关者参与课程设计和质量提高的过程。所有这些都有可能促进有能力将新能力纳入现有课程/课程的学者的能力建设和培训。这类学者将能够按照共同商定的结构开办新课程；他们将能够以这样的方式整合所需的能力，以使亚历山大大学和其他非洲大学之间的学习成果具有可比性和等效性。在线发布：