Freedom and participation in the academic world are crucial factors that motivated QOU to submit TEFL proposal. Palestine has been restricted inside its borders due to socio-political reasons. The occupation in Pal impacts the movement of people, divides the territory geographically and socio-politically. This has led to inequitable access to quality education for all students. Moreover, academics are struggling to communicate and interact with peers from countries all over the world, due to the language barrier. The exchange of knowledge, skills and culture with others poses as a great challenge for the Palestinian HEIs. These challenges ‘built walls’ prevent from being active and critical members of a growing global community.Teaching English in Pal faces great challenges and difficulties at all levels, in all domains. MoEHE (2015), Rixon (2013), attribute the challenges to several reasons, such as poor and inappropriate content, traditional teaching methodologies, lack of professional educators in TEFL to integrate educational technology, and missing modern learning spaces; the continuing dissatisfaction with the overall performance and proficiency of students in English language (EL) is attributed to the quality of instruction affected by lack of access to technology and unappealing materials and lack of motivation TEFL-ePal aims to develop flexible curricula, with face-to-face and online courses to be accessible to all learners, with no restrictions, reaching all learners including those with special needs and conditions, learners at work & women with restrictions. It aims to implement initiatives that develop learners' linguistic capacity, skills, and English language excellence, enhance modernization, internationalization and lifelong learning without ignoring the culture. The innovative character of the project serves the capacity-building aspect for Palestinian HEIs and bridges the gaps, addresses inclusion and the proper technological 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.

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

One of the main goals for Jordan and Palestine territory (JO&PS) today is to assure the expansion of economic development to rural areas. Agriculture is considered one of the largest shares in employment and is economically important in JO&PS. The percentage of agricultural employment is about 13% in PS and therefore agriculture is a source of income, a food source, and a source of support for food security. JO is a food deficit country and is among the seven most vulnerable countries to the impact of high food prices. The sector is also affected by the scarcity of irrigation water and the overuse of groundwater. Due to the multiple challenges the two countries face, the consortium in this project with the aid of EU partners will establish 5 “AgroTec” centres in Universities of JO&PS and develop practical and innovative VET courses. These centres will promote cooperation between companies and VET institutions as well as create links between all stakeholders of the Agri-Food value chain. These centres will also assist in promoting the smart tools for enriching data through IoT sensor networks for soil-crop monitoring, processing, marketing and quality control. The curricula will be developed and the students will be acquainted with the new developments requiring new skills, not addressed in traditional curricula. The consortium is composed of 6 Universities and 2 business partners. The consortium involves Mutah University in more remote areas that have not received capacity building for VET support from the EU before. The output of the project will also be 12 new e-Learning modules corresponding to 6 new ICT solutions and 6 new agrarian trade and marketing courses. Out of these 12 courses, 4 will be conducted and tested in demo farms to demonstrate various smart farming and marketing techniques for research, training, and extension services. Special attention will be given to migrants from Palestine, Syria, and Iraq and to poor local farmers.