The PENS project seeks to build capacities to develop a new curricula in enterprise systems engineering as a new undergraduate program, using a student-centred adaptive learning approach based on the bologna processes. The project will develop 8 courses in total and four tutorials. Also it promote entrepreneurship education. These new Pathway in Enterprise systems engineering will be deployed at the four participating partner universities, two in Palestine (P4: AQU, P5:BZU) and two in Tunisia (P7:US, P8:UM). The uniqueness of this approach, that to meet the multidisciplinary needs of the two domains (engineering and system thinking), it will develop an innovative user-centred adaptive learning to create a new curricula and enable the four universities to implement developed program within their degrees addressing variations, yet meeting their own specified key learning outcomes. The importance of enterprise systems engineering to be part of the undergraduate training as integral part of their educational skills, is critical to advance the ICT sector towards evidence-based practices, in the region, which is currently developing. These skills are essential to solidify the deeper understanding of the value and importance of enterprise engineering not only to their specialty, but also their profession, work and practice. They will promote the uptake and implementation of enterprise system engineering to become essential part of their profession as enabling mechanisms to improve the quality of ICT. Thus one key objective of PENS is to develop capacity of members of faculty in enterprise systems engineeing and create undergraduate program to ensure sustainability and lasting impact.

Freshman education across the country suffers from the absence of competency and skill-based instruction. There is no focus on life skills like problem identification, problem solving, planning and management of tasks, or proposing solutions to existing problems. The learners are provided with minimal opportunities for self-learning or outside classroom practice. Time efficient technology options and technology supported assessment are not utilized in large group instruction. The project will address a three-fold problem in the Palestinian higher education. It targets: a) the theoretically and content-based freshman instruction and assessment, b) the absence of formative assessment and self-directed learning at this transitional stage, and c) the lack or complete absence of technology supported assessment modules in large group instruction.The project utilizes technology to offer a wide range of options for providing teachers with timely feedback on learner achievements and engaging learners in peer and self- self-regulated learning and practice. Therefore, this project has used available technology options to provide timely feedback for learners and teachers in the context of massive education so improvement and adjustment strategies can be implemented on time. The outcome-based assessment in freshman education and adopting technology supported self-directed learning activities helped mitigate the negative impacts the traditional lecture-based instruction and exam-based assessment may have on the quality of freshman education in Higher education institutions country wide. The data collected from student beneficiaries showed important progress on four key levels: learner skills, learning methodologies, assessment methods and the use of technology. This modernization of learning and assessment methods was implemented in order to: • allow for time-efficient assessment and feedback practices • provide learners with self-learning opportunities • engage learners in giving feedback to their own peers• improving the quality of interaction in large group instructions• develop innovative technology supported classroom assessment techniques• create better match between freshman skills and market requirements in professional degree programs• provide timely feedback and satisfaction rate on large group instruction.Integrate higher order skills in the first year education courses.Create policies at national level to enhance the ecosystem for modernizing learning and assessment.disseminate good practice inside institution and at national level.To provide the necessary ecosystem for modernizing assessment practices in Palestine, the project team prepared and implemented 10 first year courses using competency based learning models, integrated modern learning methodologies and assessment options in the developed learning and assessment policies, and built capacity in Palestine for using technology to support large enrollment education.

Develop Business and Economic Research Centers Capacity (BERC) aims to develop the quality of business and economic research environment in West Bank and Gaza strip. The literature shows that production of research is not according to the quality standards and suffering from many challenges. Researchers as well as teaching staff have inconvenient experience in contribution in the knowledge paradigm. BERC suggests significant areas to be addressed: the networking, standards and guidelines, research management, publication procedures, and research design and methodologies. To this end the partnership between EU and Palestinian HE will boost the quality of research. (Prep) WP1: Identify needs analysis and benchmarking for research center and research methodology curriculums including: Conduct self- assessment; Needs analysis and benchmarking; Present gathered data at kick-off conference.(Prep) WP2: Prepare training courses including: Select specific qualifications; Prepare courses modules; Select trainees .(DEV) WP3: Conduct BERC staff capacity building including: Deliver training courses in Publications Procedures; Research Management; Networking; Research Design and survey methods; Qualitative and Quantitative Research Methods.(DEV) WP4: Developing research center at PHEI including: Establish research groups; Equip research centers; Develop strategic plan for BERCs; Implement research methodology curriculums standards; Conduct research hub protocols. generate a web site for each BERC(QPLN) WP5: Quality assessment including: Develop quality assessment plan; Project quality assessment; Annual quality assessment meetings.(EXP) WP6: Exploitation and dissemination of project deliverables including: Develop exploitation strategy; Establish training courses network; Develop dissemination plan ; Public promotional activities ; Project publications.(MGT) WP7: Project Management including: Project Representatives Meetings; Project Management and Admin.

REACH aims to enhance cross border working opportunities for undergraduates in Palestine, starting by studying EU partner experience in creating jobs and then adapting these to local needs, as assessed by experts from EU in cooperation with PS partners. At the end of the first year, during the 2nd year, and in light of the specified benchmarks and needs identified in the first year, 16 field training materials will be developed (in print and using e-training and multimedia) to build prioritized capacities of human resources (26 selected managers and trainer specialists) and the infrastructure of Palestinian university careers centres. Upon completing training, the Palestinian trainees will offer cascade training to transfer the skills and competences gained to 300 selected graduates (highly motivated, and with good language skills). Infrastructures (5 cross-border Palestinian units: 4 in the West Bank and 1 in Gaza) will be established and developed, permitting a regional and international network able to support future cross border job opportunities for generations of Palestinian graduates. Feedback will be obtained from the graduates. REACH results and success stories in getting cross border jobs will be documented and distributed to other PHEIs and published internationally in two scholarly papers.