The project MarMOOC, entitled «apprentissage hybride mutualisé et ouvert dans les universités Marocaines» (Shared blended and open learning for Moroccan universities), aims to support a thoughtful integration and wide distribution of Information and Communication Technologies (ICT) as an efficient teaching support for Moroccan universities. In order to reduce the impact of massification of higher education and to improve the quality of the education delivered by Moroccan universities, MarMOOC will focus on the development of a widely shared platform, which proposes courses and innovative educational content online. In order to achieve this goal, several actions will be undertaken as part of this project:1. to foster the adoption of a blended learning approach, by promoting the use of new teaching practices such as the use of Massive Open Online Courses (MOOC) and Small Private Online Courses (SPOC) for small groups;2. to lead Moroccan Universities in the process of design and development of rich and innovative teaching resources in six main academic areas: business administration, law, life and physical sciences, engineering, agriculture and fishery and health;3. to provide Moroccan universities with their first Moroccan shared joint platform of SPOC and MOOC courses, named MarMOOC;4. to contribute to the opening of Moroccan universities by implementing an inclusive and “on-demand” online education model.The partners involved in this project will cooperate in logic of sharing experiences and resources in order to ensure the optimization of resources deployed for the implementation of project activities.

The OpenMed project, supported by the European Union under the Erasmus+ programme, has been working during the period 2015-2018 to raise awareness and to facilitate the adoption of Open Educational Resources (OER) and Open Educational Practices (OEP) in the South-Mediterranean countries, with a particular focus on higher education in Egypt, Jordan, Morocco and Palestine.The project involved an international consortium coordinated by UNIMED (Italy) with; Politecnico di Torino (Italy), Universidad Internacional de La Rioja (Spain), University of Seville (Spain), Coventry University (UK), Cairo University (Egypt), Alexandria University (Egypt), Cadi Ayyad University (Morocco), Université Ibn Zohr (Morocco), Birzeit University (Palestine), An-Najah National University (Palestine), AArU – Association of Arab Universities (Jordan), German Jordanian University (Jordan), and Princess Sumaya University for Technology (Jordan).The rationale for initiating OpenMed, is that in the Arab Mediterranean countries the demand for Higher Education often exceeds capacity of the HE systems, and therefore the use and OER and OEP are possible ways to expand access to learning opportunities, thus promoting equity, inclusion and democratisation of Higher Education. Widening participation to Higher Education by means of OER adoption is indeed a strategic priority for the higher education sector in general and for the OER movement.OpenMed has contributed substantially to place open education on the regional educational agenda, by working with partner institutions and the open education movement worldwide.OpenMed has been working at three different but connected levels:- policy level, addressing policy development through national dialogues with a wide range of stakeholders, and through setting multi-country strategic actions on the basis of such dialogues, aimed at maximising the benefits of Open Education to increase the access, the quality and the equity of Higher Education in the region;- institutional level, creating innovation Centers for Open Education at the premises of each partner university, and facilitating the development of institutional roadmaps and action plans for the implementation of open education at local and institutional levels;- educators level, building and strengthening educators’ capacities to incorporate OER and OEP into their daily teaching in order to bring learning processes and their outcomes closer to learners’ needs.More information can be consulted at: www.openmedproject.eu

In order to promote the quality of training and improve the employability of students in the world of work, the project proposes to reinforce students' qualifying language skills by updating language teaching and promoting educational interactivity.The project is based on three observations:1 / the low level of French compared to the required level despite the introduction of numerous reforms. The causes of this weakness lie mainly in the absence of specific pedagogical engineering for these modules and in the lack of coherence and harmonization of the content provided ;2/ the need for training in the English language by students wishing to benefit from international mobility, to continue their studies in doctoral programs and thus have access to digital resources and produce materials in English ;3 / the lack of training in Arabic for non-native speakers (language of communication) for Sub-Saharan students that Morocco hosts each year.We will first make a diagnosis of the existing facts and a needs analysis that will both serve as a basis for the development of dedicated skills specifications and the design and scripting of new content supported by appropriate methods (digital device). These contents and methods will then be tested and evaluated. The professors involved in the design of courses will receive trainings in design and content-production engineering to meet their specific needs. To ensure the sustainability of the project, we will lay the foundations for the creation of a Language Teaching Development Centre at the level of each Moroccan partner university. The action will mainly focus on the training, design, implementation and then experimentation of digital training courses in languages. Once the online training courses are stabilized at the end of the project implementation, they will be subject to a process of recognition by the supervising Ministry, which will guarantee the sustainability of the project's actions.

DignityFIRM contributes to improving conditions of irregular migrants (IM) working in Farm to Fork (F2F) labour markets in four EU member states (IT, NL, PL, SP) and two associated countries (MO, UA). To derive structural recommendations for improvements, we analyze regulatory infrastructures that govern these conditions distinguishing five influential spheres of stakeholders at the EU, national, and local levels, and at the level of employers and IM themselves. The focus on IM in F2F labour markets is timely given the instrumental role of these industries in securing EU livelihoods, the high systemic dependency on IM that coincides with persistent group vulnerabilities. By providing knowledge and innovative tools to improve regulatory infrastructures, this project enhances IM’s access to basic rights and services, and improves their precarious working conditions. Doing so, we contribute to systemic resilience of F2F industries and the EU’s ambitions for social and economic transformation. Our project adopts a mixed-method research approach, that includes a special focus on the division of labour in F2F markets with respect to gender, ethnicity, socio-economic status, health and safety. Doing so, we provide new knowledge on 1) the multidimensional regulatory infrastructure and the conditions of IM therein, 2) their access to basic rights and social services, and 3) employer reliance on IMs. We build on our analysis of the current situation, and work towards innovative solutions by developing Dignity tools in co-creation with stakeholders across the five stakeholder spheres. We propose group sensitive policy measures at EU, national, and local level, across four policy domains: migration management, EU pillar social rights, labour market sustainability and corporate social responsibility. Doing so, we create a pathway for impact towards upholding IMs’ access to rights and services and simultaneously addressing labour market needs and wellbeing of host communities.

The Moroccan Higher Education (HE) sector is facing significant change as it moves to enhance accessibility and quality for students, and impact for its economy and society. The reform and restructuring of the HE system in Morocco needed to deliver on these objectives is being slowed by a lack of leadership capacity. Universities in Morocco need to build the capacity of their leaders for governance, strategic planning and management in order to deliver these reforms.The project addresses the need for development for university leaders in Morocco through the creation and implementation of a National Centre for Leadership Development (NLDC) and an associated certificated national leadership development programme (NLDP). When creating the NLDC and its NLDP, it will create the constitution and operating procedures for the centre; structures and materials to support the programme; and identify and equip dedicated facilities where the development activities will take place. Learning will take place through networking meetings, lectures from visiting speakers, action learning sets, and promote immediate improvements through national change projects. The project will develop and execute staff training workshops for Moroccan university staff responsible for establishing the new centre and implementing the programme.During the life of the project, 132 Moroccan HE leaders and managers will engage with the NLDC and benefit from the NLDP with a demonstrable impact on their capacity to operate the governance, strategic plans and management of HEIs. In the year following the project, it is expected that additional leaders will benefit from taking the NLDP and that at least 10 additional Moroccan HEIs will have adopted it for leadership development. All HEIs in Morocco will engage with the NLDC for leadership development through activities including a leadership conference. Together these actions will enhance the capacity for reform nationally.