Despite development of programmes and services for students with disabilities (SwD) in Egypt and Morocco over the last three decades, major challenges remain regarding the expansion of these programmes and in improving their quality (Hadidi and Al Khateeb 2015) A wide range of inhibiting factors prevail including: beliefs and prejudices in education and employment; lack of resources allocated; lack of structured approach for inclusive education; lack of consultation and involvement of disabled students; lack of data and evidence of programmes that work.Given that engagement in higher education leads to increased cultural, economic and social capital, it is imperative that the sector adapts to accommodate the diverse needs of students with disabilities. Most specifically, understanding and supporting the transition from higher education into employment, which can influence the subsequent life course of graduates, is a key outcome pursued by the world’s major economies. The overall aim of the PACES project is to progress and set up a programme of initiatives in four universities in Egypt and four universities in Morocco to support the modernisation of higher education by developing Accessibility Centres (static, mobile and virtual) that will enable students with disabilities (SwD) to access assistive technology and support services. Outcomes include developing 8 static Accessibility Centres and training for teachers, technicians, administrators, employers and students. Innovation in the project includes: Student Support Service (peer-to-Peer) 2 mobile (pop up) ACs and an Employer/HEI Network. The project impact will be at several levels. At micro level SwD will gain employability and transition skills to enable them to move forward into employment. Institutions will benefit from improved performance of its students and sharing of best practice, which will lead to wider impact at a macro level across the partner countries.