White paper concerning new educational entrepreneurial programs

This project has received funding from the European Union’s Seventh Framework Program for research, technological
development and demonstration under the grant agreement no. 609453.
DELIVERABLE
Project Acronym: MAGHRENOV
Grant Agreement number: 609453
Project Title: Convergence between EU and MAGHREB MPCs innovation
systems in the field of Renewable Energy and Energy
Efficiency (RE&EE) – A test-bed for fostering Euro
Mediterranean Innovation Space (EMIS)
D6.1 WHITE PAPER CONCERNING
NEW EDUCATIONAL ENTREPRENEURIAL
PROGRAMS
Version: 1.0
Authors:
Refaat Chaabouni (ANME)
Internal Reviewers:
Claude Ayache (KIC SE)
Océane Elmajdoub (KIC SE)
Josep Bordonau (UPC)
Abdelhak Chaibi (RD Maroc)
Helene Ben Khemis (ANME)
……
Dissemination Level
P Public X
C Confidential, only for members of the consortium and the Commission Services

D6.1 White paper concerning new educational
entrepreneurial programs
Table of contents
Table of contents ................................................................................................................................. 2
Revision History..................................................................................................................................... 3
Acronyms and abbreviations............................................................................................................... 4
Executive summary .............................................................................................................................. 5
I. Human Resources Education and Training in Renewable Energies and Energy Efficiency
in the Maghreb Countries: Analysis of the Current Situation ....................................................... 9
1. Analysis of the existing training offer................................................................................... 9
1.1. Higher Education .................................................................................................................. 9
1.2. Vocational training............................................................................................................. 11
2. Strengths and weaknesses of current systems .................................................................. 12
3. Conclusion................................................................................................................................ 13
II. Recommendations for better responses to challenges ........................................................ 14
1. General recommendations.................................................................................................... 14
2. Specific recommendations for RE and EE........................................................................... 18
References........................................................................................................................................... 22
Appendices........................................................................................................................................... 23
© MAGHRENOV Consortium Version 1.0 - 27/11/20152

Revision History
Revision Date Author Organization Description
0.1 02/11/2015
Refaat
CHAABOUNI ANME Initial draft
0.2 24/11/2015 Josep
Bordonau UPC
Review
remarks
1.0 27/11/2015
Refaat
CHAABOUNI
ANME Final version
Statement of originality:
This deliverable contains original unpublished work except where clearly indicated
otherwise. Acknowledgement of previously published material and of the work of others
has been made through appropriate citation, quotation or both.

Acronyms and abbreviations
EIT : European Institute of Innovation and Technology
EMIS : Euro-Mediterranean Innovation Space
ENPI : European Neighbourhood and Partnership Instrument
EU : European Union
Euro-Med : Euro-Mediterranean
GSO : Group of Senior Officials (former MoCo)
Medspring : Mediterranean Science, Policy, Research & Innovation Gateway
MIRA : Mediterranean Innovation and Research coordination Action
MOBIDOC : Mobility Programme for doctoral students
MoCo : Monitoring Committee for the Euro-Mediterranean cooperation in RTD
MPCs : Mediterranean Partner Countries
PASRI : Programme d’Appui à la Recherche et l’Innovation
RE and EE : Renewable Energies and Energy Efficiency
RTD : Research and Technological Development
SMEs : Small and Medium sized Enterprises
STI : Science, Technology and Innovation

Executive summary
The present “White Paper” on “New Educational Entrepreneurial Programs” is part of the support-
to-policy dimension of the MAGHRENOV project.
It is oriented towards stimulating the discussions, commitments and partnership building between
the Euro-Med stakeholders and decision makers for the promotion and development of New
Educational Programs in the Renewable Energy and Energy Efficiency sector.
The findings of this White Paper are based on the comprehensive reports that have been produced
in the framework of the MAGHRENOV project and on the various exchanges, discussions and
meetings we had with several officials and stakeholders involved in the RE and EE sector and in the
Euro-Mediterranean STI partnership.
This document is divided in two parts: The first part is devoted to an analysis of the current status
of Education and Training in the field of RE and EE in Morocco and Tunisia, the two southern
Mediterranean countries members of the MAGHRENOV consortium. The analysis of the existing
training offer reveals the existence of several major weaknesses but also points of support making
possible any ambitious and coherent program aiming to upgrade and develop the existing training
offer.
The second part is devoted to the identification of a series of challenges to be addressed and
provides recommendations to decision markers and stakeholders on how to better address the
challenges.
The following set of recommendations is discussed in the Report:
• Establishing a political dialogue about the Euro-Med cooperation in the field of Higher
Education.
• Extending the existing Higher Education bilateral cooperation activities (North-South
and South-South) to integrate a Euro-Mediterranean dimension.
• Leveraging the 5 + 5 Dialogue to launch sub-regional initiatives in Higher Education.
• Creating a new Euro-Mediterranean Master program to train a core group of game
changers in renewable energy, highly competent and having entrepreneurial spirit.
• Creating a Euro-Med network of training structures in RE and EE.
It is important to underline that the specific recommendations for RE and EE New Educational
programs should not be considered as separate actions. In fact, the efficiency and impact intended
from these actions require their implementation as components of a comprehensive programme
coordinated and monitored at the regional level.
Indeed, these recommendations should be considered as complementary with those to be proposed
in the two forthcoming White Papers on “New adequate infrastructure” and “Innovative business
stimulation”.
The ultimate objective of these reports is to foster a political dialogue that will lead to the
adoption of a joint road map for the development of the Euro-Mediterranean Innovation Space in RE
and EE.

Introduction
The MAGHRENOV project is part of a new series of projects funded by the European Commission at
the end of the 7th
Framework Programme in order to give a new impetus to the Euro-Mediterranean
Research and Innovation Partnership.
Indeed, nearly twenty years after its institutionalization in 1995 as part of the “Barcelona Process”,
emerged the need to design a new approach of this Partnership, which would better meet the
expectations of the Mediterranean Partner Countries.
Notwithstanding its many achievements, the Euro-Mediterranean Research and Innovation
Partnership had limited impact on the socio-economic development of the southern Mediterranean
countries and more specifically on the promotion of their innovation capabilities.
In fact, several factors are behind this mixed situation. First and foremost, the socio-economic
development in any country is a highly complex issue. The success depends on many different
factors; some of them rely on the general structure and modernization of the economy, and the
interaction between local, national and international agents; others on the skill level of their human
resources or on the infrastructure capacity. In that sense the definition and implementation of
comprehensive and coherent policies for STI in the MPCs have been more difficult than expected
which prevented them from fully benefitting from the available European instruments.
The second reason is that during this period, programmes and initiatives specifically oriented
towards the promotion of innovation in the southern Mediterranean countries have been less
supported than, for example, in countries of Central and Eastern Europe before their accession to
the European Union.
Last but not least, many institutional and practical difficulties in the involvement of policy makers,
academic, industrial groups, and end users from both sides of the Mediterranean hindered this
complex process.
In May 2011, addressing the ongoing transformation in the Mediterranean, the EU issued a Joint
Communication “A new response to a changing Neighbourhood” stressing the need for a new
approach to strengthen the partnership between the EU and the European Neighbourhood Policy
countries.1
Working towards the development of a “common knowledge and innovation space” was underlined
as a cooperation priority. The principles of demand driven and impact driven EU-MPCs cooperation
based on co-ownership, mutual interest and shared benefits were also outlined. In this spirit, a
Euro-Mediterranean Conference on Research and Innovation was held in Barcelona in April 2012. It
adopted a new frame of cooperation based on a renewed partnership according to the principles
mentioned above.
Following this High Level Event, the Commission launched, during the last period of the 7th
Framework Programme, new calls addressing more specifically innovation and the institutional and
capacity building issues; such as the call “Bridging the gap between research and innovation” (R2I-
ENP)2
to which the MAGHRENOV proposal was successfully submitted. Several projects were funded
under this call, and in order to promote synergies between them and realize a better overall impact
they were clustered together (R2I Cluster Mediterranean).
1
http://www.iemed.org/observatori-en/recursos/documents/documents-oficials/documents-oficials-
adjunts/A%20new%20response%20to%20a%20changing%20Neighbourhood.pdf
2
https://ec.europa.eu/research/participants/portal/desktop/en/opportunities/fp7/calls/fp7-inco-2013-9.html

The MAGHRENOV project addresses Mediterranean innovative markets in the field of Renewable
Energies and Energy efficiency (RE and EE). Two other R2I projects: “Mediterranean activities for
Research and Innovation in the Energy sector”, MARE1
, and “Empowering Trans-Mediterranean
Renewable Energy Research alliance for Europe 2020 challenges”, ETRERA 20202
, focus also on the
same field.
The theme of Renewable Energy has been, since the launch in 1992 during the 3rd
Framework
Programme of the Averroes initiative, one of the priority themes of the Euro-Mediterranean RTD
cooperation.
Several projects covering almost all the areas of Renewable Energy have been funded in the past 20
years. They mobilized hundreds of researchers from both shores of the Mediterranean, and provided
concrete answers to several scientific and technological issues.
It should also be stressed that the Energy sector and particularly its Renewable Energy component is
among the priorities of the Euro-Mediterranean economic cooperation. Several ambitious initiatives
such as DESERTEC3
and MEDGRID4
have been launched in the past in the framework of the
Mediterranean Solar Plan.
The current context is conducive for giving a new impetus to this cooperation. In the
aforementioned Barcelona Conference, this theme was addressed in a full session which questioned
several fundamental issues related to innovation and market development such as growing needs in
energy and electricity demand, integration of renewable energy and grid development, defining
integrated innovation strategies targeting both supply for domestic markets and exports.
Many European and Mediterranean countries have already implemented adequate policies to
substantially increase the share of renewable sources in their energy mix and the costs of these
technologies are falling rapidly, being in many cases competitive with fossil fuels. Countries and
regions that take the lead in developing these new energy sources will have first-mover advantage
in one of the world’s fastest growing economic sectors reaping the economic growth and job
creation that will flow from it.
The ambition of the MAGHRENOV project is to contribute to this regional challenge and be the test-
bed of the RE and EE part of the Euro-Mediterranean Innovation Space (EMIS).
The project has three main objectives:
• To explore practical methods devoted to capacity building and to fostering innovation on
Mediterranean RE and EE markets,
• To facilitate convergence between initiatives undertaken in EU and MPCs in favour of (a) the
development of sustainable energies adapted to regional specificities and (b) the
establishment of a shared and dynamic Research and Innovation Systems in the domain,
• To create real mobility between young academics and entrepreneurs in both regions making
use of the built-up capacity.
Following these objectives, MAGHRENOV activities are devoted to capacity building (human
resources as well as research and innovation infrastructures) on one hand, and to business creation,
including joint financial support to Euro-Med innovation projects in the RE and EE sector on the
other hand.
The expected impact of the project thus, concerns practical results from the capacity building
activities as well as more general lessons addressed to stakeholders and policy makers within the EU
1
http://www.mare-euromed.eu/
2
http://www.etrera2020.eu/
3
http://www.desertec.org/
4
https://setis.ec.europa.eu/publications/setis-magazine/smart-grids/medgrid-interconnecting-mediterranean

and the MPCs.
In fact, the project aims to lead to the emergence of a more political vision in which the converging
potential of Research and Innovation Systems will be assessed as well as the constraints that may
prevent full integration within a reasonable timeframe.
The present “White Paper” on “New Educational Entrepreneurial Programs” is part of this support-
to-policy dimension of the MAGHRENOV project.
It is oriented towards stimulating the discussions, commitments and partnership building between
the Euro-Med stakeholders and decision makers for the promotion and development of New
Educational Programs in the RE and EE.
The findings of this White Paper are based on the comprehensive reports that have been produced
in the framework of the MAGHRENOV project and on the various exchanges, discussions and
meetings we had with several officials and stakeholders involved in the RE and EE and in the Euro-
Mediterranean STI partnership.
This document is divided in two parts:
The first part is devoted to an analysis of the current status of Education and Training in the field of
Re and EE in Morocco and Tunisia, the two southern Mediterranean countries members of the
MAGHRENOV consortium.
The second part is devoted to the identification of a series of challenges to be addressed and
provides recommendations to stakeholders and decision makers on how to better address the
challenges.

I. Human Resources Education and Training in Renewable
Energies and Energy Efficiency in the Maghreb Countries:
Analysis of the Current Situation
The development of a critical mass of professionals with high scientific and technical skills and at
the same time, with entrepreneurial skills is one of the main objectives of the MAGHRENOV project.
The ultimate target is to create a generation of the so-called “game-changers”; these are
professionals coming from both EU and MPCs, who will contribute, in a decisive manner, to the
development of the Euro-Mediterranean Innovation Space in the field of RE and EE.
Trans-border mobility at all career levels is considered as a key element of this endeavor; it will
favour the mastering of technological, economic, environmental and societal factors of the region,
and, at the same time, lead to the creation of an Euro-Med “community of interest” in the RE and
EE field.
Another important feature of this approach is that the intended actions will target higher education
students, practitioners and entrepreneurs, thus covering the whole spectrum of the potential
“game-changers”; namely:
• University graduates interested in enrolling in an international Master of Sciences
programme,
• Master of Sciences graduates interested in a PhD programme,
• PhD graduates interested in a post-doctoral experience abroad,
• Professionals working in industry and in research centers interested in developing their
skills,
• Entrepreneurs willing to devote their efforts for the development of the field of Renewable
Energies and Energy Efficiency.
1. Analysis of the existing training offer
Education and training in the areas of RE and EE are mainly existing at the higher education system
and vocational training system.
1.1. Higher Education
It was in the 1980s that were introduced in the Engineering Schools of the Maghreb countries, the
first degrees in “Energy Engineering “ as a response to the needs for engineers in this field of the
local electricity producers and the chemical industry. Subsequently, with the diversification of the
industrial sector, several universities of the region offered Bachelor degrees in Energy in order to
fulfill the needs of SMEs and Master degrees for those in the research system. Overtime, this
process has led to the emergence of a significant number of educational programs in RE and EE in
the Maghreb countries backed by several Research Laboratories.
Among several examples, it is worth mentioning the Master of Sciences in Energy that the
International University of Rabat is offering in collaboration with the Institut National Polytechnique
de Lorraine. This programme is focused on Renewable Energies and Petroleum Technology.1
1
http://www.uir.ac.ma/les-formations-de-luir/energies-renouvelables-et-etudes-petrolieres

The Master of Sciences in Sustainable Energy Management, imparted in Alkhawayn University in
Morocco, is another interesting programme focused on Renewable Energies production,
transformation, distribution and management.1
The Master in Energy Engineering of the University of Monastir in Tunisia is one of the oldest ones; it
focuses mainly on Energy production and Management.2
The University of Sfax in Tunisia, is offering a Master of Sciences in Electricity conversions and
Renewable energies.3
More recently, the newly created Euro-Mediterranean University of Fez, in Morocco, is considering
the introduction of a comprehensive program in Energy Engineering and Renewable Energies in
partnership with the French most prestigious Engineering School, Ecole Polytechnique.4
Concerning doctoral programmes, the first PhD degrees in Renewable Energies in the southern
Mediterranean countries were created at the end of the 1970s almost at the same period as their
European counterparts. They were backed by academic Research Laboratories specialized mainly in
semi-conductor materials /photovoltaic solar cells. These Laboratories were followed, a few years
later, by those belonging to “National Research Centres”. The fundamental mission assigned to
these newly created institutions was to promote applied research and to be the showcase of the
“science for development” orientation promoted by the national policy stakeholders, against the
“science for science” orientation advocated, at that time, by the vast majority of university
teachers.
Among these institutions it is worth mentioning, the Institut National de la Recherche Scientifique in
Tunisia, the Centre National de la Recherche Scientifique et Technique in Morocco, the Office
National de la Recherche Scientique in Algeria, the National Research Centre in Egypt and the Royal
Scientific Society in Jordan.
All these organizations played a tremendous role in the development of scientific research in their
respective countries and contributed to the training of thousands of PhD students in the field of RE
and EE and other strategic domains such as health, agriculture and environment.
It is interesting to point out that in the Maghreb countries, the development of these Doctoral
programs took advantage of the strong scientific cooperation they have with France.
For instance, the Hubert Curien Partnership, (formerly: Programmes d’Actions Intégrées, PAI) was
instrumental to promote the joint supervision of PhD thesis or “co-tutelle de thèse” between French
and Maghrebian universities.5
The Hubert Curien Partnership encourages also multilateral cooperation by jointly funding regional
projects involving the three Maghreb countries. Renewable energy production, storage and
management are considered the priority fields of this program.
It also allows the possibility to Maghrebian PhD students not engaged in the “co-tutelle” scheme to
obtain fellowships varying from 3 to 6 months to carry out part of their research in the French
partner institution.
Similar bilateral mobility schemes were then set up in the 1990s with Spain, Portugal, and Italy and
more recently with Germany. These bilateral agreements were very useful for the Maghreb
countries to diversify and enlarge their scientific cooperation.
1
http://www.aui.ma/en/admissions/graduates/programs/9-academics/372-master-of-science-in-sustainable-energy-
management.html
2
http://www.um.rnu.tn
3
http://www.enis.rnu.tn/site/enis/uploads/file/research_master_electricalconversions_english.pdf
4
http://www.ueuromed.org/pro/file/plaquette_master_er.pdf
5
http://www.diplomatie.gouv.fr/fr/politique-etrangere-de-la-france/diplomatie-scientifique/partenariats-
scientifiques-20601/partenariats-scientifiques/article/les-partenariats-hubert-curien-phc

At the multilateral level, the participation, since the 1990s, of several MPCSs universities and
research centers in European Joint R&D projects enhanced the international mobility of their PhD
students.
More recently, European Programs such as Tempus program helped strengthening the links between
European and Mediterranean universities and promoting the creation of several networks.
For instance, in relation to the MAGHRENOV project we can mention the FEFEDI network (Filière
d’Expertise Maghrébine de Formation en Entrepreneuriat et en Développement International),
which is focusing on training entrepreneurship and international development.1
This network is
formed by several schools of management from the three Maghreb countries, France, Greece and
Italy and involves also professional organizations such as the Union Tunisienne du Commerce et de
l’Artisanat (UTICA).
Another interesting network created through the Tempus program is DICAMP2
(Development and
Implementation of an Accredited Cross-Universities Innovation Management Master Programme in
Tunisia) which main characteristic is the association of two management schools and one
engineering school from Tunisia with partners from Germany, France and England. This project
contributed in demonstrating the interdisciplinary nature of innovation management, allowed the
possibility to the enrolled students to carry out their Master thesis abroad, and showed to the
Tunisian partners how to successfully achieve an European accreditation process.
For the networks in the field RE and EE it is worth mentioning the Desertec University Network
(DUN) which was created in 2011 in the framework of Desertec project. This network includes more
than 15 Euro-Med higher education and research organizations from almost all the countries of the
region and the University of Wuppertal in Germany.3
In conclusion, several interesting Doctoral Programs in RE and EE are currently offered by MPCs
universities, with, for many of them, good academic links with their European counterparts. Several
networks also exist which can be instrumental for the emergence of the EMIS in the field of RE and
EE.
1.2. Vocational training
An important effort has been made in the southern Mediterranean countries to develop vocational training
which is of paramount importance for economic development.
Many projects in the framework of bilateral cooperation are currently in progress in order to strengthen
the capacities of vocational training centers.
In Tunisia, as part of the Tunisian-German cooperation in RE, a dedicated training program in Energy
Management was set up. Several experts and technicians were trained and accredited by the Tunisian-
German Chamber of Industry and Commerce (AHK). In addition to these initiatives, a training platform on
RE was installed in a vocational training center in Tunis.4
In Morocco, within the context of bilateral cooperation with France, the creation and networking of three
new institutes for training in RE and EE is already programmed. They will be located on the sites of Oujda
1
http://www.fefedi.polito.it/fr/Project.html
2
http://dicamp.eu/
3
http://www.dun-eumena.com/
4
http://www.allemagnepartenaire.tn/Fr/economie-et-emploi_58_6_D6#.VijcM9IvfIV

(in 2015), Ouarzazate and Tangier (2016), which will host the main investments of the Moroccan solar and
wind programmes.1
It is important to mention that either in the higher education or in vocational training institutions, besides
to curricula exclusively specialized in RE and EE, many other curricula in the fields of science and
technology include courses on RE and EE.
Regarding continuous training, several institutions provide technical training in response to requests from
companies or professional organizations. This is for example the case of the Technopark of Borj Cedria in
Tunisia2
and the Green Energy Park in Morocco3
.
It is also important to point out that several Euro-Med professional organizations such as the Mediterranean
Association of National Agencies for Energy Efficiency and Development of Renewable Energy (MEDENER)4
are offering continuous training sessions to their members.
2. Strengths and weaknesses of current systems
The scientific relevance of the above described Masters and PhD programs is well established;
however, their impact on innovation and business creation is relatively modest. This is mainly due
to the strong theoretical orientation of the existing curricula. Students and young researchers have
rarely the opportunity to tackle practical industrial problems or to benefit from long term
internships. Many institutional and operational constraints are behind these drawbacks.5
The entrepreneurial dimension is also poorly addressed. The acquisition of the related knowledge
and skills requires the continuous participation of experienced practitioners. Unfortunately, this is
rarely the case. The importance of an entrepreneurial dimension in Master programs and graduate
studies in general, seems to be not yet fully acknowledged by several Maghrebian stakeholders. A
survey conducted in the framework of the MAGHRENOV project revealed that among the different
characteristics of a Master program that foster the emergence of “game changers”,
entrepreneurship and international perspective, were considered by the consulted experts as being
the less important ones.
The quasi absence of trainings in the work place is also a serious drawback because it is well known
that practical experience builds applied and tacit knowledge and develops self-confidence in
someone’s ability to act effectively. Many scholars have highlighted the importance of tacit
knowledge in the innovation process.6
They consider that the creativity necessary for innovation
derives not only from obvious and visible expertise, but from invisible reservoirs of experience.
In fact, these weaknesses characterize more or less, all the Master and Doctoral programmes in the
Maghreb countries, but they are more pronounced in the field of Renewable Energies because of the
absence of large scale production facilities and a critical mass of innovative companies. But things
are changing quickly in the region and the ambition of the MAGHRENOV is precisely to help foster
these changes.
The analysis of the strengths and weaknesses of current training systems in the Maghreb countries
has been performed on the basis of the following criteria:
• The ability to deliver educational and training programmes tailored to business
1
http://www.afd.fr/jahia/webdav/site/afd/shared/PORTAILS/SECTEURS/CLIMAT/fiches-2015/MAROC_formation-
emploi_vert_energie.pdf
2
www.ecopark.tn/
3
http://www.greenenergypark.ma/
4
http://medener-indicateurs.net/uk/
5
See Appendix 1.
6
Nonaka, I. & Takeuchi, H. (1995). The knowledge-creating company. New York: Oxford University Press.

requirements;
• Responsiveness and adaptability of the host institutions;
• The capacity of the institutions to deliver a coordinated offer and to disseminate the
information to the target audiences (businesses, graduates, job seekers, etc.);
• The capacity to involve industry in the training process.
3. Conclusion
It appears from the preceding analysis that despite several drawbacks and weaknesses there are
strong points of support which will allow for successful design and implementation of an Euro-Med
ambitious and coherent program aiming to upgrade and develop the existing training offer.
Beyond the development of scientific and technical skills, the need to train specialists who are able
to act as vectors of change and opinion leaders and to promote entrepreneurship and innovation is
of paramount importance.
The achievements of the MAGHRENOV project in this domain have created the conditions for
reaching this objective.

II. Recommendations for better responses to challenges
1. General recommendations
Recommendation 1. Establishing a political dialogue about the Euro-Med
cooperation in the field of Higher Education
Reasons / Main challenges:
Currently, the instance leading the political dialogue in the field of research and innovation
between the EU and the southern Mediterranean countries is the Euro-Mediterranean Group of
Senior Officials in Research and Innovation, (the former Monitoring Committee for RTD, MoCo,
which was established in 1995).
Historically, the main objective of this Committee was to promote the Euro-Med RI cooperation. The
higher education dimension- as such- was virtually absent in its discussions and recommendations.
Several attempts to introduce it in the Euro-Med STI dialogue, especially after the First Euro-
Mediterranean Ministerial Conference on Higher Education (Cairo – 18 June 2007), were
unsuccessful.
The challenge today is of particular significance for the whole region. The links between education,
research and innovation - the three components of the "knowledge triangle" - should be closer and
more effective than ever before in order to successfully achieve the construction of the Euro-
Mediterranean Innovation Space.
Reaching this objective requires, among other conditions, a better coordination between the
Directorates-General of the European Commission in charge of these strategic sectors.
The Directorate General for Education and Culture (DG EAC) should be formally represented at the
GSO. Similarly, important DG for the Euro-Med Partnership such as the Directorate-General for
Neighbourhood and Enlargement Negotiations (DG NEAR) and other Directorates-General operating
in priority areas, such as the Directorate-General for Energy (DG ENER), should also be strongly
involved in the activities of this Committee.
Among other benefits, this enlargement will facilitate the design and implementation of
multilateral actions for fostering innovation and strengthening the knowledge triangle in the Euro-
Mediterranean region.
To these issues is added a major challenge which is the improvement of the South-South
coordination.
Common positions and joint initiatives are almost nonexistent today.

Implementation:
• Engage DG EAC in a formal way in the GSO.
• Involve important DG for support to innovation triangle in southern Mediterranean countries,
like DG NEAR and other Directorates-General of the European Commission operating in
priority areas (Water, Energy, Agriculture,...), in the GSO meetings.

Recommendation 2. Leveraging the 5 + 5 Dialogue to launch sub-regional
initiatives in Higher Education.
The 5 + 5 Dialogue, which secretariat is provided by the Union for Mediterranean (UfM), is an
interesting political dialogue framework. However, there are no sub-regional initiatives in higher
education between countries of the 5 + 5 Dialogue.
The regular meetings between ministers in charge of Higher education of the concerned countries
(the last one took place in March 2015 in Madrid) are likely to facilitate the implementation of
initiatives and the monitoring of cooperation activities.
Implementation:
• Launching, within the 5 + 5 Dialogue, sub-regional initiatives in higher education targeting
water, energy, agriculture, health and transport as priority areas of the Euro-Med
partnership.
• Leveraging best practices from EU programs for the benefit of MPCs to perform sub-regional
and regional actions.

Recommendation 3
Extending the existing bilateral cooperation activities
(North-South and South-South) to integrate a Euro-
Mediterranean dimension.
Many bilateral STI cooperation programmes are in force in the Euro-Med which can be divided into
two broad categories:
• Classical bilateral cooperation activities between EU member states and MPCs, and
between MPCs themselves.
• New bilateral cooperation activities between the EU and MPCs, (RDI programmes with Egypt,
Jordan, Tunisia and Morocco) which are funded mainly through the ENPI.
Developing coordination and enhancing complementarities and synergies between these various
programmes and instruments is still a pending issue despite the fact that it is a recurrent
recommendation of the MoCo conclusions since many years.
However, this mixed situation is evolving and there are already some interesting initiatives that
could serve as examples to follow.
In the first category, the Hubert Curien Partnership is a good model since it introduced a Maghreb
component in its initial bilateral scheme.
In the second category, although there were no formal coordination and synergies between current
RDI programmes, several activities were undertaken in common, mainly through the Mediterranean
INCO-Net projects MIRA and MedSpring.
Implementation:
• Extend existing bilateral programs between EU member states and MPCs to give them a
sub-regional dimension. In the case of mobility, the aforementioned Hubert Curien
Partnerships between France and Maghreb can serve as example for the extension of
bilateral programmes existing between Spain and Maghreb countries for instance.
• Encourage the integration of regional actions in bilateral EU and MPCs RDI programmes.
For example, the MOBIDOC1
programme established in Tunisia in the framework of the
PASRI project allows PhD students or "post-docs" to carry out their research in
companies in Tunisia. One suggestion is to pair it up with the corresponding RDI
programme in Morocco.
• Establish a common strategy in the MPCs for enhancing their participation in the Marie
Curie- Sklodowska and ERASMUS+ programmes.
Good practice example:
• The Hubert Curien Partnerships France-Maghreb
(http://www.campusfrance.org/fr/maghreb).
1
http://www.pasri.tn/news/mobidoc-la-mobilit%C3%A9-de-la-recherche-et-des-chercheurs-pour-la-
cr%C3%A9ation-de-la-valeur-l%E2%80%99autre-man

2. Specific recommendations for RE and EE
Recommendation 4. Creating a new Euro-Mediterranean on-line Master
programme to train a core of game changers in renewable
energy, highly competent and having entrepreneurial
spirit.
The existing Masters programmes in the MPCs focus mainly on academic knowledge. The
development of technical skills suffers from weaknesses related to the insufficient involvement of
companies and professionals. The entrepreneurship dimension is also very limited. Yet, the need for
developing entrepreneurial spirit among young people in the MPCs is of fundamental importance.
Under the MAGHRENOV project, the establishment of a new international Master programme in RE
and EE was considered as being the key action of the project’s human resources capacity building
component. Unfortunately, the related proposal submitted within Erasmus+ programme in 2015 by
the MAGHRENOV consortium was not selected.
Regarding the undeniable contribution of such a Master programme for addressing the needs for
professionals and entrepreneurs who are able to act as vectors of real changes in the MPCs, it is
highly recommended to overcome the funding difficulties of this important initiative. The proposed
international master would benefit from being offered in blended learning.
Implementation:
• Establishing a new Euro-Mediterranean Master programme to train a core of specialists in
the region with the qualifications required by companies but also having an entrepreneurial
and creative spirit allowing them to create innovative new businesses or expand existing
business activities. To achieve this objective, this new Euro-Mediterranean Master must
have a special focus on international mobility and on creativity and entrepreneurial skills
and competences.
• Adopting the European Master MSc RENE - Renewable Energy labeled by "KIC InnoEnergy" in
the "European Institute of Technology" as a model but providing adjustments when required.
The purpose of conformity to the requirements of the "European Institute of Technology" for
the labelling of the new Euro-Mediterranean Master should be adopted since the beginning
of the project.
• Through MAGHRENOV actions, many training structures, able to carry of this project, have
emerged in MPCs. It would be appropriate to entrust them with a role in the new Euro-
Mediterranean Master.

• Involving partners in the socio-economic environment in the new Euro-Mediterranean Master
and especially:
o Business Schools in MPC, providing modules as Summer or Winter Schools to
encourage and to train the entrepreneurship spirit of the students. This action has
been successfully used in KIC InnoEnergy MSc School.
o partner companies of "KIC InnoEnergy" ;
o national professional associations in RE and EE for to their expertise, their deep
knowledge of the needs of the sector and their capacity to involve companies in the
training and in funds raising ;
o Mediterranean Association of National Agencies for energy efficiency and
development of renewable energy (MEDENER) which is an important regional player.
o Exploring funding opportunities of the new Euro-Mediterranean Master
(Erasmus+,…).
Good practice example:
• Master RENE at KIC InnoEnergy (http://www.kic-innoenergy.com/education/master-
school/msc-rene-renewable-energy/).

Recommendations 5 Creating a network of training structures in RE and EE.
Master programmes in RE and EE are offered in the region without any multilateral coordination.
Yet, collaboration among universities in the region should lead to better results (win-win for all
partners) and create synergies.
The opportunities of internationalization are not sufficiently exploited by the MPCs unlike European
countries.
Implementation:
• Creating a network of RE and EE training structures.
Modalities of the creation of the network, its management and its funding should be defined
by the founding members.
In a first step, the core of the new network could be composed by the academic partners of
the MAGHRENOV project, the Euro-Mediterranean University of Fez, Université Mohammed V
Agdal, École Nationale d’Ingénieurs de Monastir, École National d’Ingénieurs de Tunis,
Université Cadi Ayadd and other interested universities.
This network could start with the following actions:
o Coordinate an initiative aiming to the integration of transversal courses (change
management, entrepreneurship, soft skills…) in the Masters curricula in the area of
RE and EE.
o Organize MOOCs and appropriate SPOCs to promote a culture and an education
favouring RE and entrepreneurship in society in MPCs.
o Implement a short Euro-Mediterranean blended-learning program for the
development of generic skills (soft skills) of the best doctoral students in the areas
of RE and EE.
o Promote co-graduations, co-supervision of thesis, international internships, etc.
• This network could be transformed, eventually, into a Euro-Mediterranean centre of
excellence ("without walls") specialized in training in the areas of RE and EE and endowed
with a flexible and reactive capacity to deliver training and advice to companies.
Good practices examples:
• MOOC Idea Generation Methods de KIC InnoEnergy (http://www.kic-
innoenergy.com/education/further-education/mooc-idea-generation-methods/).
• MOOC « Energies renouvelables » (https://www.france-universite-numerique-
mooc.fr/courses/uved/34004/session01/about).

• Certifying Program "Entrepreneurship in renewable energies” proposed by “L’École
Polytechnique Executive Education” and KIC InnoEnergy, with the collaboration of HEC
Paris. The program includes a part in the form of a SPOC
(http://exed.polytechnique.edu/formations/18112/entrepreneuriat-dans-les-energies-
renouvelables).
• EIT-labelled educational programmes at Master and Ph.D. levels
(http://eit.europa.eu/activities/education/eit-labelled-programmes).

References
Ayache, C. and Brach, J. (2012). The European Commission: Report on the Euro-Mediterranean
Conference on Research and Innovation. Barcelona, 2-3 April 2012. Retrieved from:
http://ec.europa.eu/research/conferences/2012/euro-mediterranean/pdf/euro-
med_conference_consolidated_report.pdf
EIT Triennial Work Programme. (TWP) 2016-2018. The EIT – Making Innovation Happen. European
Institute of Innovation and Technology (EIT). Retrieved from:
http://eit.europa.eu/sites/default/files/EIT%20TWP%202016-2018.pdf
European Directorate for Enterprise and Industry (2012). Effects and Impact of Entrepreneurship
Programs in Higher Education. Retrieved from: http://ec.europa.eu/enterprise/newsroom/cf/
ModES, (2012) MODernising higher Education through Soft skills accreditation, Retrieved from:
http://www.modesproject.eu/
Morini C. (ed.), Rodriguez Clemente R. (ed.), Arvanitis R. (ed.), Chaabouni R. (ed.). Moving forward
in the Euro-Mediterranean Research and Innovation partnership. The experience of the MIRA
project. Bari : CIHEAM, 2013. 259 p. (Options Méditerranéennes : Série B. Etudes et Recherches; n.
71). http://om.ciheam.org/om/pdf/b71/b71.pdf

Appendices
Appendix 1: Strengths and weaknesses of current training system
OBJECTIVES STRENGTHS WEAKNESSES
Provide training
appropriate to
requirements of
companies
Capacity of designing curricula
and training programmes
(including customized ones)
closely with professionals.
The MPCSs have indeed training
engineering skills and master
co-constructing curricula and
trainings with professionals.
Difficulties in implementing curricula as they
are planned (limited ability to mobilize the
required resources, regulatory
constraints...).
Training structures sometimes struggle to
sustain curricula or training programmes or
to preserve the quality.
The regulatory framework and the
management mode limit the responsiveness
of public structures and their capacity to
customize trainings to business needs.
Responsive
and flexible system
Disparity between training structures (public
versus private; higher education versus
vocational training) regarding their capacity
to respond rapidly or with a customized
offer to the needs of companies through
appropriate training.
Coordinate offers at
all instruction levels
and inform target
audiences about
these.
This function does not exist.
Generally, there is no coordination between
higher education institutions and between
these institutions and vocational training
ones.
Involving companies
in the training process
Some training institutions,
particularly vocational training
centers, have the know-how to
involve individual companies
and have adapted services to
manage relationships with
companies.
The expertise is not shared by all training
structures and the governance system
especially in higher education does not allow
it.
Professional federations or trade
associations are not always available or
willing to engage in the design and
implementation of curricula and training
programmes.
The involvement of professionals and
companies is not institutionalized. It often
depends on initiatives and personal wills
which can prevent its perpetuation.

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