The transition toward sustainability has increasingly become a crucial necessity in all sectors. The effort to foster a sustainability culture in educational training curriculum began as a step towards fulfilling the global sustainable development goals (SDGs). Because of its potential relevance, this project primarily focuses on fostering a culture of sustainability in the disciplines of sustainable design and production. Especially considering the rising need to develop a culture of sustainable production. Therefore, the project Consortium comprises the College of Applied Professions and Irbid National University, that provide vocational education and training programs and services in collaboration with European partners ARCES and LCE Foundation in order to transfer leading European expertise in the fields of sustainability. To accomplish this goal, the project includes six integrated packages that will be implemented in a twenty-four-month period under the administration and guidance of the European partner ARCES, with the intention of promoting areas of expertise and laboratories, as well as preparing VET staff and learners to ensure the project's success. Work will be done on sustaining the project's impact through the incorporation of sustainability into the educational curriculum, as a basic first step in strengthening this mindset in the rest of the disciplines in order to change from traditional VET to greener VET.

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.

"METHODS is a 3.5-year project that entitled ""Modernization of Teaching Methodologies in Higher Education: EU Experience for Jordan and Palestinian Territory"", started on the 15th October 2015 and is co-funded by the Erasmus+ programme of the European Union. It is coordinated by The University of Jordan (UJ) with 14 partners from Jordan, Palestine and European countries. The project aims at improving the quality of teaching and learning at the partner universities with cooperation of EU-experience through incorporating technological tools in consistence with pedagogical best practices and by building the capacity of the universities to evaluate, develop and design e-curricula. The main aim of the project will be achieved through Establishing a national centers in both Jordan and Palestine interested in modernizing higher education to be as a hub for utilizing best practices in ICT in education, and for hosting a portal for sharing these experiences; Implementing smart class rooms in partners' universities; Developing the capacity of the staff at the partners' universities from diverse discipline, to be responsible for developing learning objects built in best practices in utilising ICT in education; and also through Cooperation with EU partners through mutual visits to develop strategies for moving from teaching to learning and develop scalable sustainable solutions. Internally, partner universities will hold the capacity to develop, design and evaluate e-enabled curricula for their courses. The project achieved a wide impact in the partner countries' universities."

"University Governance plays a crucial role in developing higher education institutions. It describes how the HEIs define goals, implement plans, assign responsibilities, take decisions, and measure achievements. University Governance is an important factor of success, not only because of its concern of goal definition and impact measurements, but also it includes the approach by which the university leadership can succeed through implementing values such as transparency, participation, accountability and autonomy. The UniGov project seeks to develop the 5 dimensions of university governance (namely: context and mission, management, autonomy, accountability, and transparency and participation) to improve the HEIs in partner countries. This can be achieved only by taking exemplar universities for the EU and developing a set of interventions (through WPs and activities) to address this issue. Based on the communications: ""Increasing the impact of EU development strategy: an agenda for change"" and "" European higher education in the work"", this project seeks to support the modernization, accessibility, and internationalization of HEIs in Palestine, through addressing 5 cross-cutting aspects of governance. More specifically, this project seeks to:1- Create a enabling environment to adopt decent governance, management and accountability practices2- Establish a clear governance framework, including well-defined and clear mission and goals. 2- Establish an effective governance and management structures3- Stimulate autonomy and accountability, 4- Strengthen links with different stakeholders (i.e. improve participation) in strategic planning and development activities (this will reduce the gap between recent graduates and the industry)."

PaLib address two problems. 1) the scarce resources to the Palestinian academic institutions due to limited resources within one UNIV and the physical access to it due to the geographical disconnected areas in PS. 2)the lack of a unified portal of research and researchers that includes all the research produced by the Palestinians which poses different issues toward enhancing the research infrastructure. Hence, local UNIV needs are: 1)Widening the availability of literatures for both students and academics. 2)Building research networks. 3)Allowing international databases to consider the developed research portal. 4)Building Palestinian research identity. 5)enhancing student workspace in PS libraries. The following main outcomes are expected: 1)Unified e-library portal. 2)Research repository for the staff. 3)Staff training as assets. 4)National electronic research publishing consortium. Since PaLib has been targeting the infrastructure of higher education, PaLib will impact six main categories: 1)Students: the project will expand the academic and research resources for all students. PaLib eliminates the problem of disconnect areas in PS. 2)Librarians: the project will deliver a high training level for librarian on Palestinian universities. 3)Local researchers: local researchers will be able to connect through the platform to access other research items that they couldn’t before deploying the platform. 4)International researchers: the project will help Palestinian and European partners to exchange research outputs through the platform and it will be one step towards globalizing the Palestinian research activities. 5)The Ministry of Higher education MOE: will have a good vision on the future of research and development on PS and help plan the future strategies of higher education in PS. 6) The Ministry of Culture: to install rules and regulations that support electronic research publishing in PS.