Background and General Objectives
16 W
Weeks Each Semester
100 %
STEM
Jordanian and Palestinian universities adopt an education system based on credit hours, where student
loads are calculated quarterly by the number of weekly hours the student spends face-to-face in the
classroom, and teaching is done for 16 weeks each semester.
The academic year is divided into two
semesters, the fall semester and the spring semester, with students having the option to enroll in an
intensive semester, which is the summer semester.
Higher education in Jordan has experienced significant growth and development over the years. The
country boasts a diverse and expanding higher education sector, characterized by a mix of public and
private institutions. Jordan is home to several well-established universities, both traditional and
specialized, offering a wide range of academic programs. The higher education system emphasizes
science, technology, engineering, and mathematics (STEM) fields, as well as humanities, social
sciences, and business studies. Public universities, such as the University of Jordan and Jordan
University of Science and Technology, play a crucial role in providing accessible education to a broad
spectrum of students. The Jordanian Ministry of Higher Education and Scientific Research has been
actively involved in promoting higher education through strategic policies, scholarships, and
infrastructure development. As a result, Jordan has become a regional hub for education, attracting
students from various countries in the Middle East and beyond. The commitment to quality education,
research initiatives, and a focus on producing skilled graduates reflects Jordan's dedication to
advancing its higher education system in response to evolving global challenges.
1979 Y
Higher Education in Palestine Establishment
1998 Y
Higher Education Law
Higher education in Palestine began in 1979 with the establishment of independent, non-governmental
public universities. In the early nineties, with the creation of the Palestinian National Authority, the
Ministry of Higher Education and Scientific Research was established to supervise, support, and direct the growth of Palestinian higher education through various councils, bodies, administration, and units.
Higher Education Law No. (11) was issued in 1998, defining the goals of higher education, the role of
the Ministry, its powers, and the levels of education, including degrees granted, patterns of education,
and types of institutions.
When first established, both Jordanian and Palestinian universities offered specializations addressing
the pressing needs of the society under occupation in the 1980s and 1990s. These specializations
covered various fields, including arts (languages, history, and geography), sciences (physics,
mathematics, chemistry, and biology), engineering (architectural, civil, and electrical), and key
economics specializations. These specializations were designed to meet the urgent needs of society at
that time and contribute to social and economic development as well as the growth of institutions in the
public and private sectors.
10 M
Insured Customers
97 %
Satisfied Customers
According to a report from the Palestinian Central Bureau of Statistics, the youth group constitutes more
than a fifth of Palestinian society, with 1.19 million young men and women in the age group from 18 to
29 years, accounting for 22% of the total population in Palestine until mid-2023.
Reviewing the statistics from the Palestinian Ministry of Higher Education and Scientific Research, the
number of traditional Palestinian universities (granting at least a bachelor’s degree) reached 19,
distributed between the West Bank and Gaza. These universities include faculties of science or offer
specializations falling under the domain of natural sciences (physics, biology, mathematics, chemistry,
and their derivatives). The number of students enrolled in these colleges was approximately 7,287, with
72% of them being female. In 2022, 1,460 male and female students graduated from science faculties in
all Palestinian universities, and 85% of them were female.
1 M
Young Men and Women From 18 to 29 Years
12 %
Total Population in Palestine
On the other hand, based on statistics from the Central Bureau of Statistics in Palestine, the
unemployment rate among graduates of science majors reached 55.9% in 2022, with girls constituting
78% of that figure. It is noteworthy that 2.4% of all university graduates in Palestine are graduates of the
Faculty of Science.
Likewise, according to the Department of Statistics in Jordan, the unemployment rate of Jordanian youth
reached 22.3% in the third quarter of 2023.
According to a study conducted by the project preparation team, which included interviews with lecturers
in the faculties of science at the partner universities, the high unemployment among graduates of
science faculties in Palestine is attributed to the saturation of the market with graduates of these
specializations, limited employment opportunities, and a concentration of available jobs in the field of
school education. This means that most graduates of the Colleges of Science apply for positions in
educational institutions at the school level with the aim of becoming teachers. Regarding the high
unemployment rate among females, the interviewed lecturers reported that the percentage of females
enrolled in the offered specializations is significantly higher compared to males.
29 EU
Bologna Process Was Launched in 1999
48 EU
Grown to Include
However, Palestinian universities cannot eliminate the teaching of various natural sciences
specializations that are offered in the faculties of science, as these faculties form the foundation for
numerous other specializations, especially in the faculties of engineering and health sciences.
Moreover, universities have established these colleges over the decades and have a substantial
educational staff that cannot be dispensed with or reduced.
Therefore, this project aims to provide an objective and qualitative solution to restructure these
specializations. The proposal is to reduce the duration of study from four to three years, with the fourth
year being dedicated to professional development, making students more compatible with the labor
market. During this year, students would be directed towards a professional path related to their
university major, and they would acquire the necessary professional competencies to enter the job
market.
The Bologna Process is a set of reforms in higher education in Europe that aims to make higher
education more compatible and comparable across Europe. The Bologna Process was launched in
1999 by 29 European countries and has since grown to include 48 countries. The Bologna Process has
had a significant impact on higher education in Europe and has led to several reforms, including the
introduction of a three-cycle degree system, the adoption of a common credit system, and the promotion
of mobility and cooperation between higher education institutions.
3 Y
Shortens The Duration of Study
100 %
Quality and Attractiveness of Higher Education
The Bologna Process supports this trend by adopting a modern educational methodology that reduces
university teaching hours, focuses on learning methodologies and individual skills of students, enhances
learning outcomes in scientific and psychological fields, and shortens the duration of study to three
years. This process also allows for the benefit of academic exchange initiatives between European and
Palestinian universities. The partners in this project are currently in the process of designing a study
plan to align with the new orientation of science programs and organizing initiatives for academic exchange between Europe and Palestine.
The Bologna Process is relevant to the scope of the Erasmus+ call because it is a European initiative
that aims to improve the quality and attractiveness of higher education in Europe. The Bologna Process
is also relevant to the general objectives of the call because it aims to promote mobility and cooperation
between higher education institutions. The project's contribution to the priorities of the call is that it will
help to improve the quality and attractiveness of higher education in Palestine and Jordan, and will
promote mobility and cooperation between higher education institutions in Palestine and Jordan.
