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Demands and needs of labor markets have always been seldom concerned by providers of educational programs. Most of the educational curricula revolve around the theoretical concepts and their evolution without contemplating their purpose of deployments and application. This is common in most of the engineering curricula and the applied science. In this contribution, we present a new European project, Remote-labs Access in Internet-based Performance-Centered Learning Environment for Curriculum Support (RIPLECS) that aims to mitigate these issues by providing an official inter-institutional European master degree program in Information and Communication System (ICS). In order to globalize the master and to, at least, guarantee its accordance with the European education requirements, the program is conducted online across five European institutions and is oriented to labor market needs for qualified graduates, with special focus on realizing real world experiments in each subject remotely, which tackle many geographical and time constrains. The network architecture of RIPLECS platform enables world-wide distribution of learning resources by utilizing multiple Web servers at several European universities, within a single network topology. The paper discusses the project development stages, implementation and the expected outcomes. [ABSTRACT FROM AUTHOR]

It is of crucial importance the integration of practical sessions in engineering curricula owing to their significant role in understanding engineering concepts and scientific phenomena. However, the lack of practical sessions due to the high costs of the equipment and the unavailability of instructors has caused a significant declination in experimentation in engineering education. Remote laboratories have tackled this issues providing online reusable and shared workbenches unconstrained by neither geographical nor time considerations. Thereby, they have extremely proliferated among universities and integrated into engineering curricula over the last decade. This contribution compiles diverse experiences based on the deployment of the remote laboratory, Virtual Instrument Systems in Reality (VISIR), on the practices of undergraduate engineering grades at various universities within the VISIR community. It aims to show the impact of its usage on engineering education concerning the assessments of students and teachers as well. In addition, the paper address the next challenges and future works carried out at several universities within the VISIR community. [ABSTRACT FROM AUTHOR]