According to scientific research, refugees have a higher risk of suffering physical and mental illnesses compared to the general population (Bogic, Njoku & Priebe, 2015). The consequences of such situations are even more severe for children (Fazel et al, 2012; Reed et al, 2012), and they include neurodevelopmental problems (Turley & Obrzut, 2012; Zaydeh et al, 2016). The effects and consequences of neurodevelopmental problems caused by the exposure to traumatic events, violence or malnourishment (Fasfous et al, 2013; Thabet et al, 2004) develop during childhood and adolescence and spread throughout life affecting academic performance, professional status and mental health during adulthood (Shonkoff, 2011, 2012). The largest number of refugees living in regions around Europe are located in the Middle East, specifically in Palestine and Jordan (Gonzalez-Ubeda, 2017). There are more than 2 million people living in refugee camps in Palestine. Moreover, 700,000 Syrians and 2 million Palestinian refugees are living in Jordan (almost 40% of the total population) (González-Úbeda, 2017). Nevertheless, professionals who provide care to refugee children (principally psychologists, social workers, and teachers) have limited or lacking training on neurodevelopment and its related problems. For these reasons, the main objective of this Project is to design and implement a higher diploma about neurodevelopment focused on refugee children for professionals who are involved in their care. This higher diploma will include units about brain and neuropsychological development, detection of neuropsychological problems, instruments for detection, etc. Objectives and sustainability will be achieved by means of qualifying academic staff on neurodevelopment as well as instructing them on becoming the future teachers of the diploma. Training will be supported by both online learning tools and personal training.

Forced displacement crises overcome societies and institutions all over the world. Pushed by the urgencies rather than events, solutions are frequently reactive, partial, and disregard some groups. The project ‘Reshaping Attention and Inclusion Strategies for Distinctively vulnerable people among the forcibly displaced’ (RAISD) aims at identifying highly Vulnerable Groups (VG) among these forcibly displaced people, analysing their specific needs, and finding suitable practices to address them. The concept of ‘vulnerability context’ considers the interplay between the features of these persons and their hosting communities, their interactions and experiences, and how different solutions for attention and inclusion affect them. As a result of this work, a methodology to carry out these studies will be developed. These goals are aligned with the call. They pursue characterizing these migrations and developing suitable aid strategies for them. The Responsible Research and Innovation (RRI) frames the project. It proposes that all actors (including civil society) co-design actions, transversely integrates the gender perspective, and supports sustainability. Our research strategy will be based on methodological triangulation (i.e. the combined application of several methodologies). We will implement it through a specific participatory action research approach to fulfil the aim of undertaking advocacy-focused research, grounded in human rights and socio-ecological models. The team will work as a network of units in countries along migration routes. The units will promote the VG people’ involvement, so they can speak with their own voices, gather information, and test practices. Work will rely on a tight integration of Social and Computer Sciences research. Automated learning and data mining will help to provide evidence-based recommendations, reducing a priori biases. A software tool will support collaboration, continuing previous H2020-funded RRI work.

Jordan faces many challenges in its development toward a socio-economically and environmentally sustainable society. Lack of energy and land/water resources, insufficent infrastructure, serious traffic problems in urban areas and tremendous burden imposed by thousands of Syrian refugees are just some examples of existing problems. Addressing these problems need technical support from a well functioning mapping infrastructure and geodesy education.Present geodesy education in Jordan does not meet the needs of the society. There exists a geodesy bachelor program. But there is no master program in this field. Geodesy institutions do not have modern equipment to teach students new technologies. Curricula and teaching methods are not adapted to the new labour market and society's needs.This Erasmus+ project aims to address the above issues in order to modernise geodesy education in Jordan. The project consortium consists of 3 EU universities, 3 Jordanian universities and 3 stakeholder organizations from both public and private sectors.The expected output are:(1) strengthened cooperation between geodesy education institutions and Jordanian labour market partners(2) 3 new geodesy laboratories with state-of-the-art geodetic equipment to be established during 2018(3) new geodesy/geoinformatics master curricula with detailed syllabus to be developed before summer of 2018(4) new master programs in geodesy/geoinformatics due to start in autumn 2019 at 3 Jordanian universities(5) Jordanian geodesy staff have upgraded their competences through 4 intensive training courses during 2018-2019(6) web-based e-learning platforms are set-up in 2019(7) new Problem-Based Learning (PBL) pedagogy are introduced in 2020 to foster active learning(8) quality assurance mechanism is implemented in spring 2020(9) 12 new teaching materials are developed before summer 2020(10) retraining in new geodesy technologies is offered to working professionals in geodesy and geoinformatics.

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.