This eMWRE project aims at improving the existing MSc curricula in partner universities and develop eLearning curriculum for the eMaster program in water resources engineering to equip future professionals and scientists in Partner countries with the technical and managerial knowledge and skills they need to solve the current and future water challenges using innovative solutions. The project also aims at developing an eLearning platform to promote joint research, develop and educate on Open Source Software and Open Access data for Integrated Water Resources Management.The major outcomes of eMWRE are the development of an eLearning MSc. program in Water Resources Engineering (WRE), a set of professional eTraining modules and eLearning platform for water resources management and open software tools. The master programme will be implemented in the four Partners universities, where the curriculum, eCourses, and eTraining modules will be developed jointly by the project consortium. The project will contribute to the capacity development of water sector and open education in partners countries to advance their economy and social welfare. At the same time, aim of the project is to promote socially-equitable and gender-balanced access to education.Graduates of the eMSc program and professionals enrolled in the training modules will have acquired a comprehensive knowledge to successfully plan, design, operate and manage water resources projects; and advice and support authorities in decision-making and the development of policies and regulations that enhance the sustainable use and re-use of water, the equitable distribution and the conservation of the local, regional and global water resources using the latest technologies. The eLearning platform will be developed using emerging facilities and technologies for cloud computing to provide easy access and easy use to data and open source software, courses and training materials for water resources applications.

One of the main goals for Jordan and Palestine territory (JO&PS) today is to assure the expansion of economic development to rural areas. Agriculture is considered one of the largest shares in employment and is economically important in JO&PS. The percentage of agricultural employment is about 13% in PS and therefore agriculture is a source of income, a food source, and a source of support for food security. JO is a food deficit country and is among the seven most vulnerable countries to the impact of high food prices. The sector is also affected by the scarcity of irrigation water and the overuse of groundwater. Due to the multiple challenges the two countries face, the consortium in this project with the aid of EU partners will establish 5 “AgroTec” centres in Universities of JO&PS and develop practical and innovative VET courses. These centres will promote cooperation between companies and VET institutions as well as create links between all stakeholders of the Agri-Food value chain. These centres will also assist in promoting the smart tools for enriching data through IoT sensor networks for soil-crop monitoring, processing, marketing and quality control. The curricula will be developed and the students will be acquainted with the new developments requiring new skills, not addressed in traditional curricula. The consortium is composed of 6 Universities and 2 business partners. The consortium involves Mutah University in more remote areas that have not received capacity building for VET support from the EU before. The output of the project will also be 12 new e-Learning modules corresponding to 6 new ICT solutions and 6 new agrarian trade and marketing courses. Out of these 12 courses, 4 will be conducted and tested in demo farms to demonstrate various smart farming and marketing techniques for research, training, and extension services. Special attention will be given to migrants from Palestine, Syria, and Iraq and to poor local farmers.

The main objective of the IREEDER project is to improve the capacities of high quality education in Jordan, using state of art technology and training staff on improving the quality of the courses taught by making best use of these technologies. Specifically, IREEDER aims at introducing the recent developments in Electrical Engineering to the undergraduate curricula, where three subjects in renewable energy, Internet of things and Cyber security will be developed. Also, three laboratories for training the students in the selected topics will be established in three different Jordanian partners. The reason behind this project is mainly to enhance the quality if the graduated engineers by providing the basic knowledge and the necessary skills to enter the labor market in Jordan. The three selected subjects have been chosen based on a need analysis of the Jordanian market.IREEDER includes five Jordanian partners and five European partners, who have the willing and the ability to accomplish this cooperative project by exchanging the experience towards achieving the project aims.

Medical Schools in the Middle East are currently suffering from a critical shortage of scientists and academicians holding higher degrees in the various disciplines of basic medical sciences (BMS). For most of these Schools, the requirements for a Bachelor degree in Medicine include the successful completion of three years of intense coursework in BMS, prior to passing through three additional years of patient-oriented, bedside clinical coursework. Thus, iBMS-JO project responds to the needs to graduate students with deep background in BMS. This can be achieved by the establishment the first innovative intercalated BSc (iBSc) programs in BMS. Moreover, Telemedicine Labs (TL) will also be established to support the research activities of students and faculty, as well as providing services to the health care facilities. The establishment of an intercalated BSc (iBSc) programs in BMS is an opportunity for students to learn more about a particular topic, to develop transferable skills and/or participate in a more in-depth research project than previously available as part of a medical degree. This is can be offered after the 3rd or 4th year, which could also include an intercalated year into their standard medical programs, making them a 7-year degree, where an intercalation typically lasts one year. The expected outputs of this program include: n. 6 accredited iBSc programs in BMS, capacity building for the staff (at least 48): a) to design curricula in line with the Bologna process, b) to design and develop inter/multidisciplinary course curricula in clinical nutrition (at least 7 new modules, 120 students/year); and c) to apply innovative and flexible teaching and learning methods. Moreover, TL will provide research facilities for students and staff (n. >40 research project/year), which will support the iBSc programs and function as life-long learning resources and Centres of Excellence in medical education and research.