The Project is cooperation between Universities of Northumbria (UK), Universidad de Castilla - La Mancha (Spain), Universita Politecnica Delle Marche (Italy), Beijing Institute of Technology and Harbin Engineering University (China); Seifullin Kazakh Agro Technical University and Pavlodar State University (Kazakhstan); South Ural Sate University and Bauman Moscow State Technical University (Russia).A significant number of vehicles in the above Partner Countries are equipped with Internal Combustion Engines (ICEs) having technical and ecological performance inferior to that deployed in EU, US etc. A switch to modern ICE designs, similar to that, deployed in the developed countries, is required. New technology requires a new type of specialists with a deep knowledge of the state-of-the-art and technological advances in this area. All Partner Universities have Departments of Internal Combustion Engines or Transport. However, the current syllabus remains based on outdated materials and approach and also problems were identified in education of PhD students. The project aim is the deep modernisation of existing syllabus in advanced ICEs technology, improving quality of education and teaching, which includes enhancing existing and application of new learning and teaching tools, methodologies and pedagogical approaches. This will involve modernisation of learning outcomes and ICT based practices. At least 36 modules in all 6 partner Universities will go through modernisation. Approximately 50% of content for each of 36 modules will be renewed with structure, outcomes and teaching methods for each module being revised. In application to all 6 partner Universities the modernised part of the selected modules will worth about 180 ECTS credits. Additionally, Improvements in Skills Development of PhD students will be carried out for meeting career targets and their better integration into international community.

"The use of modern technologies in the robotization of the agricultural sector makes it possible to move to new cost-effective models in the production.The most important goal of agricultural sector in regions, as well as agro-industrial complex as a whole, is the energy saving insurance, the development of modern agricultural technologies and equipment, which allow the use of modern resource-saving technologies. Based on this analysis, industry needed complex specialists with expertise in agricultural machinery,mechatronics, biotechnology, information technology, environmental engineering.Until now, most Russian and Iranian universities failed to adapt their education to employer’s new needs and, consequently, there is a mismatch between the available training and professional competences. Our project will promote cooperation between EU, Russia and Iran in the field of agro engineering; will enhance the integration of RU and IR in global education market; will integrate the main EU expert knowledge in the RU&IR education and will create a sustainable network between universities in the field of agro engineering. Specific objectives are: 1. To develop new curriculum of the master program ""Agromechatronics"";2. To establish multinational cooperation network by development web-based educational network;3. To enhance innovation capacities by updating facility in PP universities for gaining practical skills;4. To establish virtual summer school ""Sustainable Agriculture"" among Partner Universities.It would impact rural area population by means of offered courses and virtual summer school. Our project is also intended to solve the problem of easily comparable academic degrees between EU, Russia and Iran, ensuring comparability programs of the higher education and the awarded diplomas/degrees."

The software engineering (SE) is a young discipline introduced in 1968. The first educational SE programs were accredited in 2003, the body of knowledge for the SE was accepted as an international standard in 2005, and in 2010 only about 60 universities in the US offered SE programs. According to the United States Bureau of Labor Statistics, the job growth rate ranges from 38% to 56% across the computing spectrum, and the CNN/Money Magazine in 2006 ranked SE as the best job for salary and opportunities. The situation in EU is similar to the situation in North America - the first Bachelor programs in the world were established in the UK and many universities offer Bachelor, Master and PhD programs in SE. At the same time Jordan has only one PhD program in computing and none in SE. In Russia there is a strong tradition on computing research but the SE discipline is scarcely presented.PWs@PhD project approaches SE based on the Software Engineering Body of Knowledge, the SWEBOK, as 15 key knowledge areas and 7 closely related disciplines. Introducing such a broad based discipline in any university is a major challenge, and the PWs@PhD project supports the development, modernization and internalization of higher education in the target countries by helping them to train the university staff and PhD students. The project partners have expertise in different areas and this expertise is offered to the project partners. The project has 7 development work packages in which are built around 2 week intense schools organized in different universities. Each university sends PhD students to the schools to study as a part of their PhD education, and the target countries can also train their staff in the schools. The intense schools provide so much information that a typical PhD student cannot learn it all, but individual students can select the best suited schools to create his/her personal path to all the needed knowledge and skills in his/her PhD.

The MARUEEB project developed and implemented a new Master on “ENVIRONMENTAL PROTECTION AND ENERGY EFFICIENT BUILDINGS (EEB)” in Russian and Armenian Universities, according to features and learning outcomes delivering graduates environmental and “green buildings” technological issues’ skills.1. Curricular reform.Implemented an effective curricular development oriented towards the labour market requirements; supported the employability expectations of the graduates by development of a MARUEEB Educational Model (MEM) for new professionally oriented qualification in Environmental Protection and EEB shared among all the involved parties. The curricula reform has been promoted, officially recognized and actually implemented in the involved Universities in different training directions, with official Master Courses implementation by developing a versatile training programme, flexible and adaptive to labour market requirements; these Courses have been implemented over the project lifecycle; the 1st academic years have been completed in the framework of the 3rd project year. 2. Links university-enterprises.Developed a networking system among the PCs’ Universities and stakeholders, in order to remedy to the currently fragmented scientific background in Energy Efficiency and to the lack of distribution of knowledge, expertise, information & data.3. Dissemination of the improved educational elements and their exploitation beyond the project life-cycle.The MARUEEB Network has been linked and enlarged to the existing GREENMA Network, of which some MARUEEB partners are already members; the enlargement has happened by the stipulation of a MoU presented during the final conference in Yekaterinburg in October 2018, also in order to raise public awareness on “Environmental Protection and EEB” and to find sources and means of mid/long-term self-financing.The project in general terms also has spread and promoted the PCs’ awareness related to the EU policies referred to Environmental Engineering and EEB and to enhance the approach towards EU best practices, with specific reference to the «Environmental & Energy 20-20-20 targets».