The FoSaMed project brings together Moroccan HEIs promoting inclusive education through curriculum development and teacher education on Food Safety. Specific objectives include the development of a joint Master Programme, within the curricula of the Agronomic and Veterinary Institute Hassan II (IAV), the Faculty of Sciences Ibn Tofail (IBN), the National School of Agriculture of Meknés (ENA), and the Université Mohammed Premier (UMP) supported by the project coordinator, University of Évora (UEVORA), the University of Barcelona (UB) and the Mediterranean Universities Union (UNIMED).The topic of Food Safety has been explored through an extensive and focused desk research and consultations with partners (via a survey), to identify the current state of the art in Morocco. The effective needs and requirements for the curriculum of the new Master has been considered to define the proposed training actions.Food safety and its control is of major importance to Morocco. To assure the protection of consumers and facilitate commerce of local products it is necessary to increase the protection level adopting sanitary measures like EU rules. The valorisation of local products to develop trade is vital to keep/increase employment levels. Governmental efforts face a wide range of difficulties, mostly related to the lack of scientific knowledge and technical expertise.To develop institutional and individual capacities, support modernisation and internationalisation of HEIs and reduce the existing constraints, FoSaMed aims to train teachers within the framework of a new Master on Food Safety, to capacitate students to develop and upgrade their knowledge and technical skills on food safety issues, allowing them to acquire new methodological and technical abilities to face the upcoming challenges in the Food Industry sector. The project foresees training of teachers in the 4 Moroccan HEIs, which will have upgraded food safety labs for hands-on training of teachers and students.

"The North Africa (also called Maghreb) region, especially Morocco and Tunisia, correspond to Emerging Nations with unprecedented growth in industrial sectors, such as energy, manufacturing, information technology and telecommunications. Their economies have made impressive gains in industrial infrastructure, and both governments are adopting active and competitive strategies, both to promote a local industrial tissue, and to attract major industrial players. The industry is facing a historical turning point when considered on a global scale. To improve the attractiveness for investment and to meet market requirements of competitivity, in terms of performance, quality, and sustainability, both Morocco and Tunisia need to support industrialization. Therefore, both countries have adopted sustained strategies to support industrial companies to modernize their hardware, software and ""humanware"" infrastructures through embracing the industry 4.0 paradigm and technologies.This project particularly focuses on Production, Maintenance and Quality engineering processes, which represent key industrial business processes that particularly need attention, investment and improvement. The overall objective of this project is to contribute to strengthening the skills and training expertise of both Tunisian and Moroccan universities in the three targeted topics for inciting and assisting the Partner Countries (PC) transition to industry 4.0 era. Indeed, regarding the current performance of the PC industry, it seems to be considerably inefficient compared to those of EU countries. For that, there is a real need of alternative tools to develop new industrial process which will help Tunisian and Moroccan transition to the new industry 4.0 era. Besides, this project will be a great opportunity to build interesting and constructive collaboration between EU and both Tunisian and Moroccan universities to share knowledge and mutual expertise."

In a context of rapid economic growth impacting its coastal zone, Morocco must organize a marine and coastal management plan as stipulated in the 2015 Moroccan Coastal Act. However, Morocco is facing one main challenge: to found highly qualified personnel at postgraduate level, with technical and transversal skills, fully able to implement this policy. In this purpose, this Erasmus + Capacity building Joint Project in the field of Higher Education intends to reduce the gap between current academic offers and the work market in the field of marine and coastal sciences. The ScolaMAR specific objective is to develop an Innovative training for Smart Coastal Management and Sustainable Blue Growth at the Master level.The ScolaMAR consortium, composed of four European and four Moroccan universities, will work together to reinforce Moroccan training capacities through exchange of good practices, focusing on 3 main approaches: technical, innovative pedagogical and integrative approaches. In order to maximise the project impact and sustainability, activities will specifically target teachers through two main activities: job-shadowing that implies staff mobility from Morocco to Europe and scientific events in Morocco. The ScolaMAR final objective is the development of an Innovative Master program based on the integration of a diversity of disciplines and approaches explored during this 36-months project, that are relevant to the field of Marine and Coastal Sciences. In addition, a SPOC, an e-learning module, on Coastal Risks will be developed to be integrated into the Master program . This regional Master program will help Morrocco to face great societal challenges of both increasing youth employability and ensuring coastal and marine sustainable development.

The project is designed to create in Maghreb a PhD school in regular PhD programs in water & environment, improve existing prerequisite courses and develop new modern courses to train staff and PhD students, through a regional Hydroplatform establishment based on open GIS and modeling softwares, to follow-up the recent water strategies in Maghreb (2010-2030).This goal is consistent with the HE system reform adopted in Maghreb universities (MA, DZ, TN). Through this JP Maghreb and EU Universities will integrate academic community and will lead to more effective transfer of knowledge, teaching/research skills-methods from EU partners to PC. The objectives of the project are planned to be achieved by development of new courses on open source modeling using Maghreb partners experience and needs and EU partners advanced technologies. The Maghreb hydroplatform will be created in Maghreb and accessible online for Maghreb & EU partners for PhD course trainings, perform studies, water project design and share data via SDI. Relevant capacity building activities are foreseen to support newly created hydroplatform and to train Maghreb teachers: staff mobilities, new courses, teaching laboratories & library resources upgrading. Target groups of students and staff will follow the programs through mobilities; and first group of this study program will graduate from partner universities, during project implementation and after the project end to ensure sustainability. Two open dissemination seminars at the end of each year of the project implementation, creation of Internet Home Page and publication & distribution of dissemination leaflets are also envisaged. The sustainability of the project results will be ensured by incorporating the new courses into partner universities and new trainings for available water centres in the 3 MAG countries. Government support will cover costs of teaching/maintenance and further resources are ensured from offered trainings to water companies.

The main goal of the project is the introduction of the new ICTs in the teaching of mathematics in Morocco, with the aim of modernizing the system of teaching mathematics and thus obtaining greater interest in mathematics from pupils, which should result in a better final qualification of students and a higher success rate.Clearly, the introduction of ICTs requires the availability of appropriate infrastructure and technical equipment. A field study of all these variables has been carried out, obtaining results on the basis of which the acquisition and installation of the necessary equipment is budgeted. Of course, a study has also been made of the projects related to this subject that exist in Moroccan higher education institutions, and of the current training of professors in ICTs.To achieve our goal, we will select a group of professors from all Partner Country HEIs, to be trained in the use of TICs in the teaching of mathematics. They will have courses on: the use of the hardware and software acquired in WP1; how to create useful mathematics e-learning content; and a key point, which is to know how to translate all this knowledge to their daily classes. This is the pedagogical approach of the project.With the aim of maximizing the number of professors to be trained and, at the same time, adapt to the existing budgetary constraints, the training program will be repeated, in three of the partner institutions: UM5R, UCA and USMS. In addition, these second period courses will be taught by Moroccan professors who have completed their training during the first period (with the supervision of a European professor). This will considerably expand the number of Moroccan professors trained due to the significant reduction of travel and stay costs and the multiplication of training headquarters.In parallel with this training, courses will be organized for a selection of Moroccan technicians to be trained in the maintenance and substitution of the equipment.