CoVEs provide opportunities for initial training of young people as well as the continuing up-skilling and re-skilling of adults, through flexible and timely offer of training that meets the needs of a dynamic labour market, in the context of the green and digital transitions. They act as catalysts for local business development and innovation, by working closely with companies (in particular SMEs) on applied research projects, creating knowledge and innovation hubs, as well as supporting entrepreneurial initiatives of their learners

Click here to access the CoVEs info sheet.

The 2023 NEWSLETTER issue contains important events and achievements accomplished over one year, May 2022-April 2023.

This guide will provide you with comprehensive insights into all that you need to know to study in Palestine. You will find useful information about college programs, accommodation options, expenses, cuisine, tourist sites, and culture activities.

Thank you for participating in the NEO information days and in the subsequent networking and project concept note support actions. We kindly ask you to complete this short feedback survey through which we mean to solicit your satisfaction level with our services.

Erasmus program and regional priorities are available through the link below:

The European Credit Transfer and Accumulation System (ECTS) is a tool of the European Higher Educaiton Area for making studies and courses more transparent. It helps students to move between countries and to have their academic qualifications and study periods abroad recognised. ECTS allows credits taken at one higher education institution to be counted towards a qualification studied for at another. ECTS credits represent learning based on defined learning outcomes and their associated workload...

Our society, economy and labour market are transforming at a rapid pace. Such changes create new challenges for which our students must be prepared. Higher education institutions have responded to these changes by developing strategy documents which emphasize competency-based approaches to learning and the assessment of learning.

The Strategic Plan for the Education sector in Palestine 2017-2022, and The National Policy Agenda 2017-2022 set out national education priorities as improving quality of education and teaching through upgrading learning and teaching tools and pedagogical approaches, and through developing the higher education sector by improving online learning practices. In alignment with the national priorities, a significant number of higher education institutions have developed strategy documents which named the strategic purposes as advancing higher education through enhancing the teaching staff’s capacity in good practice and developing the learning resources, policies and curricula. These developments clearly demonstrate a longstanding commitment to promoting learner-centred and experiential learning approaches and to educating graduates who are ready for local and global markets. The Accreditation and Quality Assurance Commission in Palestine intends to capitalize on this commitment by designing and implementing learner-centred and competency-based education and the development of modernized teaching and learning and assessment policies...

This report presents the results of Investigating the rules and regulations of inclusive education (IE) for students with disability in HEIs at PCs within three levels. The aim of the report is to assess the situation in HEIs in terms of the availability of rules and regulations for people with disability, available services, and the extent of satisfaction with them. Accordingly, it’s possible to identify the weaknesses starting from the presence of the regulations, to the availability of services at the required level, then to suggest possible solutions to be implemented during the project period.

The report was based on a questionnaire distributed to the concerned institutions. The main findings showed the lack of clear regulations in particular, and the lack of many required services in most institutions, with some exceptions. The results also showed that the presence of specialized unit for people with disabilities in the institution plays a major role in the development and application of instructions and services related to people with disabilities.

This baseline study was conducted under funding from the European Commission in the framework of the Erasmus+ Capacity Building project “Transforming Assessment Practices in Large Enrollment First Year Education/TAP Palestine” to enhance capacity building of Palestinian Higher Education Institutions (HEI) in order to improve assessment practices in first year education. Five Palestinian Higher Educational Institutions participated in the Assessment Methods Survey: namely An-Najah University, Birzeit University and Palestinian Polytechnic University located in the West Bank and Al-Aqsa and UCAS universities located in the Gaza Strip. The general coordination of the baseline study at Palestinian territories was under the responsibility of the Accreditation and Quality Assurance Commission (AQAC), a national body operating under the supervision of the Ministry of Higher Education.