Beyond teaching history, science or languages, teachers guide our children… shaping the attitudes, skills, & values they will use in the world beyond the classroom (Her Majesty Queen Rania Al Abdullah)Early Childhood Education is considered an important base for life-long learning & whole person development & the most important & most vital of all stages in the proper development of a child whether is in the emotional, behavioral or cognitive domain. Early years of child life are crucial as it is of the utmost importance in the child's physical, emotional & intellectual development.In line with the current digital era, teachers are required to integrate ICT in their daily teaching &replace their traditional methods with modern tools &facilities. (ICT4EDU) proposal addresses the need in Jo-HEIs for newly graduated student teachers to be able to teach using ICT, & for improving teachers & students digital competence, especially when dealing with children with special educational needs or disabilities, ICT plays a key role to facilitate their education process. Carrying out (ICT4EDU) project trans-nationally is essential for under-setting practices, & impacting policies & curricula in school of educational sciences & the integration of ICT teacher education to meet the requirements for digitally competent youth & children. The Main objective of (ICT4EDU) project in to enhance the quality of ICT competencies of early childhood teacher’s educators in the (8) higher education institutions in Jordan, Palestine and Egypt in line with advance EU practices, thereby enhancing the quality of the education in pre-schools in Jordan, Palestine and Egypt.

Agriculture in the Palestinian territories is a mainstay in the economy of both countries. The production of agricultural goods supports the population's sustenance needs and informally employs 90% of the population.On the other side, industrial and/or digital technologies are expanding in global phenomenon with an emphasis on digitalisation, automation, control and robotics in various operations related to soil cultivation management, optimization of crops nutrition, crop tending etc. Automated robotic systems can bring to agriculture flexibility in farmer decision making to select the optimal technological arrangements during the production process of the field crops, which entails not only economic but also the environmental and social aspects.The use of (digital) technologies could allow the agricultural sector to achieve big leaps in Palestine, especially in increasing productivity and introducing the cultivation of new strategic classes of crops. The knowledge about advanced agricultural technologies have therefore become key for the farmers in these regions, throughout the process of cultivation and harvest. Precision agriculture is an innovative concept in the countries of Middle East and especially in Palestine. This is not specifically about the technologies, but about the overall concept putting accent on understanding how the technologies can make the farming more accurate and controlled. The innovative character of the project serves not only the capacity-building aspect for Palestinian HEIs, but also addresses the challenges faced by the EU countries regarding ICT, technological developments, and creating a global research framework for innovation and development regarding the integration of newest (digital) technologies into agriculture and rural development.

3DGarT addresses VET initial and continuous training in the garment sector, in Jordan and Palestine. It builds on the recommendations obtained by a previous Eramsus+ Capacity Building project for HEIs, on similar studies in Palestine and it follows the Priorities for Action from ETF for Human Capital Development in both countries. It aims at modernizing the offered VET training by incorporating the principles of 3D Garment Design into the curricula of Initial VET training and also in advancing the knowledge of existing employees in design departments.The project will draw knowledge from the participating HEIs and training providers, which offer courses on 3D Garment design, adapt it to the needs of VET providers and Final Users and transform it into curriculum, profile design and training reform actions for newcomers and for existing employees. It will improve the level of competences, skills and employability potential of VET learners by developing new and innovative VET education programs, by delivering key competences and ICT skills related to 3D garment design.The specific objectives of the projects are to: Establish an innovative lab center for creativity and design “Garment and Fashion Design Center” one in each country, to design and implement comprehensive training programs for students, semi-skilled workers, trainers, stakeholders based on the assessment of needs including study tours for selected participants to an internationally renowned fashion institution, to developing and implement promotional and marketing strategies and materials including a market outlook, and assisting workshops/entrepreneurs to consolidate business linkages with local and international markets.Work is accomplished in 6 work packages, and the consortium consists of HEIs, a Technical College, NPOs and a Technological Centre, specialised in training for the textile and garment sector.

Water is the most valuable and rare resource in the Middle East. The potential climate change impacts in the region require the new generation of water managers to learn and utilize new and innovative methods and techniques to achieve sustainability. In addition there is a significant gap between the learning skills of graduates from the HEIs and what the companies and enterprises want. To alleviate this gap, firstly a Network with water professionals (HEIS and enterprises) will be established for the Middle East. This network will provide feedback on the new state of the art courses that will be developed and taught in Partner Country HEIs to enhance the knowledge, tools and skills of the graduates and increase their attractiveness to enterprises. These courses will incorporate the latest and newest technologies on water management. Enterprises will be integrated in the courses by having students solve real-life water case studies provided by enterprises, with seminars by water professionals and practical placement to promote entrepreneurship. The courses will utilize new pedagogical approaches with interactive exercises, use of videos, social networks, flexible learning path, blended courses etc. to enhance learning capacities. The courses will be available on a virtual learning portal thus providing them also by distance learning and enhancing their accessibility. Establishing a distance-learning program is essential for this region because of the frequent instability that makes it impossible to always attend classes. The languages of the courses will be Arabic and English so they could be adopted by other Mediterranean countries. The project is very collaborative and international since it has 13 partners from 6 countries. The new teaching approaches and state of the art courses will train science-based water management graduates with the necessary tools to significantly increase their employability leading to more sustainable water management in the region.

One major problem that the current education system in Palestine faces is the gap between academia and the private sector. Employees very often complain about the skills acquired by new graduates, that is not sufficient for the requirements of the labor market.Several studies have claimed that e-learning has become more equitable for people with disabilities as it connects them anywhere and anytime and it can be dealt with according to their needs and how it is suited for them. There is a general agreement on the major advantages of E-learning and ICT. We envisage the solution will not only be by redesigning the content, changing the method of teaching or changing the assessment methods, but the change must include various and multiple aspects. The core structural pieces (learning environments, content, teaching methodologies) must be joined side by side to close the gap. The content must be developed by experts with a diversity of interest and harmonious approach, the method of teaching must be participatory and the responsibility for the learning process must be shared by the participants (the learner, the academic, and the employer). If these pieces are brought together in a single building block that has been enabled and strengthened with the help of external experts. Our proposed project aims to develop flipped Practical courses VIA triple environment by Triple Experts Teams, and to train a team of trainers (TOT) through Triple Enhance programs using flipped approach VIA Triple Environment (3EEE)In this project we aim to provide the following to cater for the needs addressed in this study:-Pilot a number of Flipped courses VIA Triple learning Environment-Train a team of trainers about the concept and the use of flipped approach VIA triple Learning Environment-Enhance the current learning platforms to host developed Flipped courses and Modules.-Develop and accredit Triple Enhance Program-Disseminate the experience to other universities