"We are witnessing today the emergence of development and modernization projects planned for the railway sector. The strategic plan for development of the Maghreb countries Railways seeks to raise the rail productivity for both passenger and freight. A need to develop a predictive maintenance policy in the early phases of this plan must be accompanied by a high level of skills and human capital in terms of expertise both qualitatively and quantitatively.The Regional Transport Action Plan (RTAP) envisages the extension of the major Trans-European Transport Axes to the Mediterranean region and to recruit and train a large numbers of people to renew the potential of expertise and supervision in the sector.On the other hand, the mapping of the proposed higher education deserves to be developed in terms of specialized training in the railway sector, particularly in infrastructure maintenance and security to meet the needs of these extended infrastructures and the recruitment of the management staff and experts.In this context, we propose to develop modules for insertion into teaching cycles ""Engineer or Master"" and into the field of railway infrastructure maintenance. This project will focus on an approach based on digital pedagogy. It aims to develop a dozen of training modules in e-learning, blended and serious game that will be integrated into the curriculum of engineering courses and Masters of the universities partners. For the sustainability of this project, it is planned to create platforms for research and training and a railway-training observatory. In terms of transfer of knowledge developed, the project will lead to the creation of a micro-enterprise for the development of pedagogical tools for the sector."

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.

"The AMEL project, which means ""hope"" in Morocco, has as its main objective to strengthen the role of the HEIs in the development of the economy by contributing to the establishment of a national framework governing lifelong learning (LLL) to improve its practice and accessibility. There is a political will in Morocco to develop the LLL which has not yet been implemented (Action Plan 17-22). Public universities offer continuous training without regulatory framework and the validation of prior experience is not practiced despite the pressing and growing demand of the Moroccan working environment. The main achievements planned by AMEL are: - the implementation of a national charter of the LLL for Moroccan universities, - the implementation of common procedures for Validation of prior experience,- the creation of a network of experts in the LLL familiar with the procedures established at national level for continuing education and Validation of the acquisition of experience.The project consortium was built around three European HEIs, each with its own expertise in the field: Conservatoire National des Arts et Métiers- France, which will be the project leader, Royal Institute of Technology- Sweden and National School of Public Works-France. To ensure the success of the project and the national and regional appropriation of the various project achievements, all the stakeholders in Morocco are associated: nine universities (8 public and 1 private), Ministry of Education, companies represented by the CGEM, Association of Women Business Leaders of Morocco and National agency for evaluation and quality assurance. The AMEL project will offer to those who entered early into working life, a chance to access qualifying training, diplomas and degrees in higher education. By responding more effectively to the needs and expectations of individuals, businesses and society in general, the project will promote the rapprochement between academic and professional qualifications."