"The CORETEV project aims to modernize education systems by using the leverage of evaluation to improve the quality of training. It is part of an innovative approach of co-construction and empowerment of HEIs in a North-South configuration.The project responds to the most urgent needs in the field of evaluation expressed by Moroccan universities which increasingly require the use of new technologies. It aims to create 4 Support Centres for Evaluation (CEDAPE) in 4 Moroccan universities. The CEDAPE will interact within the iCEDAPE network, which will promote the sharing and contextualisation of common tools as well as a dynamic transfer of North-South-South expertise in the areas of evaluation engineering and docimology.The consortium includes 6 institutions including 4 from Morocco and 2 from the EU. With the support of European institutions and evaluation experts from the South (Bolivia, Mexico), the HEIs in the South will be the actors in the modernization of their education systems through: 1) the transfer of North-South-South experience; 2) the creation of 4 CEDAPE in Morocco; 3) collaboration within the iCEDAPE network and 4) support of 4 spin-offs (to be created) which will deploy their activities there.CEDAPE teams will be autonomous in the use of their automatic data acquisition chain. They will have been trained in the construction and evaluation quality management platform (DOCIMO) which will facilitate collaboration within iCEDAPE.In terms of dissemination, a ""Create a CEDAPE"" manual and a website that can be transposed to each CEDAPE will be developed. The acquired expertise, the creation of 4 spin-offs, the support of the iCEDAPE network, the empowerment of the teams, the support of the Ministry and the National Agency for Evaluation and Quality Assurance, the quality of the contextualized services that meet the needs of Moroccan HEIs will ensure the sustainability of the project."

The globalisation trends in the building sector resulted in the adoption of inadequate design solutions, especially for warm weather regions, which replicated designs that are far from sustainable or energy-efficient. The obsession with glazed-unshaded buildings is the most visible aspect of this trend. These buildings perform badly even in central Europe, and yet we see an ever-growing number of glass tower buildings in Africa. The need to fight this cycle of inadequate building practices is clear, especially considering a climate change scenario. In light of this challenge, it is urgent to investigate the best sustainable design and construction examples from warm regions worldwide. Design strategy involves bioclimatic approaches and other low-energy solutions for maintaining comfort levels in warmer climates. Some of these solutions already exist in Africa and only need to be disseminated and adapted to other regions. Inspiration might originate from nature, like the Saharan Silver ants, with enhanced optical reflection and radiative heat dissipation capabilities. This concept was recently successfully adapted as a building surface finishing layer. Combining these state-of-the-art approaches with the best bioclimatic solutions will be the hallmark of the ABC 21 project.

The wider objective of the project is to develop and implement interdisciplinary teaching modules in smart grid and grid integration of renewable energy systems (RESs) and establishing an international training center in this field of knowledge where this center aims to facilitate the development of a well-trained, highly skilled smart grid workforce. The developed courses are available for different programmes in the faculties of Engineering and for graduates and community members. Indicators for the progress of these wider objectives are:• The modules are prepared (WP3)• Courses are implemented in curricula of different universities (WP6)• Training sessions and workshops are successfully launched in the training centre (WP10)• Increased interest in the topic of smart grid and Grid-connected RES in MENA universities (WP8).• More visibility of MENA universities internationally, demonstrated by the number of international research & number of attendees to the international conference (WP8).Specific objectives of the AT-SGIRES projectThe specific project objective is to introduce the topic of smart grid and grid integration of renewable energy systems to the curricula of undergraduate and postgraduate programs in different Middle East and North Africa (MENA) countries and possibly European Union (EU) universities. An additional specific objective is to deepen understanding of the smart grid projects and grid-connected systems among communities, workforce and university members, and graduates in the MENA region. Furthermore, AT-SGIRES project aims to develop and implement online teaching modules in the field of smart grid impacts of renewable energy for wider dissemination. This also means to enhance cooperation amongst universities in beneficiary countries on the one hand and with EU universities on the other hand in the project field. Finally, another important specific objective is to build the capacity of the teaching staff members in the partner and associated universities through training workshops.Indicators of these specific project objectives are• Courses are integrated into study programs at universities and accredited (WP6)• Courses are developed and uploaded to the virtual online environment (WP3)• Workshops and training sessions are offered for partners and stakeholders (WP5)• Regional and international network is established (WP2)• Centre membership program is developed (WP10). Outputs of the AT-SGIRES projectThe outputs of the AT-SGIRES project are structured through ten work packages (WP1 to WP10), which are described in detail in the following sections. The indicators of progress are• Publishing of report on the Current Situation and the need for Smart Grid education programme (WP 1)• Establishment of e-learning portal (WP3)• Preparing six modules (WP3)• Establishment of Smart Grid laboratories (WP4)• Staff exchange of visits between partners (WP5), • Implementation and teaching of modules (WP6)• 2 evaluation reports (WP7)• Launching of the project website and publishing six newsletters (WP8)• Dissemination of projects activities through workshops, events, seminars, social media, and the website (WP8)• Establishment of the training centre, and developing its operation plan and membership programs (WP10)These indicators are measured by the number of participants in the related activities. Furthermore, the activity on the website and the number of local participants at workshops are measured. There are a number of assumptions and risks to sustain these outputs discussed in the sustainability plan. Activities in the AT-SGIRES project are strongly connected with the WPs, which are described later. Therefore, all of the AT-SGIRES activities required the input of all project partners.

Based on a consortium involving 12 partners from origin, transit and host migration countries in Europe, Africa, Middle East and Eurasia, the ITHACA project focuses on migration narratives in the past and present, analysing them in a rigorous historical framework, whilst adopting an interdisciplinary, comparative and transnational approach. The aim is to define and develop concrete actions of migration management, moving away from an emergency logic and basing the choices of practitioners and policy makers on a triple basis: 1) a long-term multi-layered historical appraisal (global, oral, digital, gender, socio-economic, and religious), with an archival focus on the collection and preservation of endangered migrant records; 2) the analysis of the multiple and contrasting forms taken by narratives on migrations; 3) the attentive listening and interpretation of expectations and experiences of the migrants themselves. At the heart of the project is the creation of a digital platform collecting databases on past and present migration narratives, and offering media tools and applications to policymakers, practitioners, and migrants. Through archival surveys, research-action, and participatory, artistic and training activities, the ITHACA project deepens the various forms of narratives on and by migrants, considering them as agents of social change, retracing causes, transformations, and effects of migration narratives, and highlighting silenced expressions. Finally, the ITHACA stakeholders engagement activities interconnect scholars, archivists, museum curators, practitioners, ngos, returnees and potential migrants. These actions intend to raise awareness, to inform the public debate, and to disseminate thoughtful recommendations for present and future policies of relief, empowerment, inclusion and participation.

Due to the growing demand of energy in the South-Mediterranean region, a shift towards renewable energies and notably solar energy is being promoted by the governments and the energy industry. One of the main obstacles for this development is the lack of qualified staff. The Higher Education Institutions (HEIs) in the region have launched training programmes in the field, but two main aspects still need to be addressed: improving a multidisciplinarity approach and links to businesses and applied research. Resources and international collaboration are needed in order to improve the quality of the training programmes and to ensure that they are linked to the latest research findings and requirements of the industry.In the larger context of modernisation, accessibility and internationalization of HEI systems in the Partner Countries, the MEDSOL project aims at enhancing the capacity of HEIs in Morocco and Egypt to deliver master-level programmes in solar energy. More specifically, it seeks to improve the quality of the currently existing training programmes, teaching methods and laboratory equipment for practice-based research. The work is conducted through close cooperation, sharing know-how and good practices between Programme and Partner Country HEIs as well as partners from business and applied research sectors. The proposed key activities are: 1. Improving existing curricula at the partnering HEIs in Morocco and Egypt; 2. Capacity building of HEI staff in Morocco and Egypt via a mobility scheme; 3. Updating training facilities at HEIs in Morocco and Egypt; 4. Providing opportunities for mobility for students in form of study/traineeship periods at the partnering institutions in the EU, Morocco and Egypt; 5. Disseminating project results and best practices in form of workshops and publications; 6. Promoting continued long-term collaboration, e.g. developing Double Master Degrees between the partners.