"This was the fifth project managed by our institution within the framework of the International Credit Mobility. For a period of 36 months, it concerned mobility for learning, teaching and training purposes of students and staff, for our institution and 2 other partner countries: Tunisia and Cameroon; around 4 partner higher education institutions, for an initial forecast of 50 mobilities.In the end, 43 mobilities were declared in this framework, for 13 students (¾ of whom were able to validate their double degree thanks to this mobility) and 30 staff (including 4 in training) for study, teaching and training mobilities. Nevertheless, 6 incoming and outgoing staff mobilities were considered ""force majeure"", due to the Covid-19 pandemic, which strongly affected the last year of the project. For the study mobilities, the mobility mainly concerned Master's level students, coming from Tunisia, for an average duration of one semester. For the staff, the mobility mainly concerned teaching mobility, of which 2/3 were outgoing mobility to Tunisia and Cameroon. It was also possible to carry out 3 inward training mobilities.The main objective of this project was to continue the efforts already put in place during the previous KA107 projects with the two Tunisian partners concerned and to initiate a similar strengthening of cooperation at several levels with the two Cameroonian partners. It has thus allowed the signature of a double degree agreement between the École Nationale Supérieure d'Ingénieurs du Mans (ENSIM) and ESPRIT during 2018. The overall idea was therefore to strengthen collaboration at the training level, between the teams in order to improve teaching practices and syllabus content. This was achieved by carrying out study and teaching mobilities. In the same vein, for Cameroon, the exchange focused on pedagogical exchange, the co-construction of courses in the framework of a master's degree in co-diplomation and the training of colleagues on digital tools for pedagogical innovation and on international bibliographic reference bases. It was also a question of developing pedagogical content in order to reinforce teaching, both face-to-face and at a distance (self-training function for students, knowledge control, monitoring of activities and management of teaching spaces).Thus, the project has enabled us to work on strengthening these partnerships through the promotion of our respective courses internationally and the extension of new double diplomas for certain courses.We now hope to continue our collaboration at several levels, in the short and medium term."