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.

"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."

While scientific research and associated development in Palestine have gained considerable attention in the past few years, access to research outputs in PS HEIs has been severely limited due to a lack of technical infrastructure, staff capabilities and financial resources to support effective outputs management and sharing. Such limited access hinders PS HEIs’ ability to raise the profile of research conducted in their institutions and to integrate it into the international knowledge pool, therefore, providing greater access to the research held in PS HEIs has become a national priority in recent years. The ROMOR Project aimed over the course of three years to build capacity in research output management in four leading PS HEIs by establishing Open Access Institutional Repositories and associated support services. This involved training to establish, implement, populate and manage the repositories. Learning outcomes from these training activities were shared and disseminated in a variety of ways to assist other PS institutions in setting up and managing their own repositories. This project aimed to improve not only the visibility and the management of scientific research, but also to support the advocacy in support of open access to research outputs and to foster scholarly communication and coordination between PS HEIs. The project comprised 4 PS HEIs (IUG, BZU, QOU, and KAD) and 4 EU HEIs (TUWIEN, PARMA, BU, and GLA). IUG was the coordinator of the Project.