 The Rift Valley fever is a vector-born zoonosis transmitted by a broad spectrum of mosquito species to animals and humans. It may cause significant losses in livestock and serious public health implications. Endemic in most of the sub-Saharan countries and in the Arabian Peninsula, it recently appeared in Libya. My name is Abdel Nasser Dahum. I'm working with UFMD as an epidemic consultant. We have a project with Libya, with the National Center for Animal Health. As you know, last year, in 2020, in January, there was an outbreak for the Rift Valley in three areas in the south of Libya. On the basis of a specific gap analysis and in collaboration with IRFAN, Enhancing Research for Africa Network, a pilot project was designed and implemented. So with the new strategy that has been developed last year for the UFMD, which is called Old Path, we had the request to expand, say, the good principles to other diseases. Try working together at a regional level, working on specific priorities that start from our colleagues in Africa. And this is the right approach. From a multicultural and multidisciplinary cooperation, an innovative training model has been designed in view to scale it potentially to other contexts with similar critical issues and preconditions. IZSAM, Instituto Zuprofilácticos Permanentales de la Brusso y del Molise, with its International Center for Veterinary Training and Information, and on behalf of EUFMD, the FAO European Commission for the Control of Foot and Mouth Disease, implemented the virtual learning on Rift Valley fever and other mosquito-borne arboviruses and tomological surveillance. Based on interactive webinars in field and project work activities, its challenge was to deliver, at distance, laboratory training and mentoring to reinforce technical capacities, a new format to overcome borders and barriers, providing a fit for the purpose, customized and effective learning experience. This COVID pandemic has obliged us to rethink all the trainings. The idea that we have designed is to organize this learning task to target the activities in a way that is perfectly suitable for the needs you have in your country. We will have the training modules in which we have combined interactive virtual lectures and exercises. The program of this course has been taught as much as possible, similar to a face-to-face experience. If the participants were here with us, they would have come with us in the field and they would have handled the collective mosquitoes. They would have stayed at the stereo scope with us. In this virtual course, our purpose is to do the same with lectures, online and practical sessions. The first session of this virtual course was aimed at training Libyan researchers on epidemiology and diagnosis of Rift Valley fever, on the role of mosquitoes in the transmission of the various arboviruses, and on the methods for collecting and analyzing entomological samples. Different tutors complemented their speeches, aiming at describing in detail the collection activities for mosquitoes using different approaches for eggs, larvae and adults, different methods and tools, and finding the most appropriate sites. Videos and pictures taken directly on field and duly organized in a dynamic and pedagogical way facilitated the participants' learning process. A specific focus was dedicated also at describing the management of the entomological samples. To prepare the samples, we can use a falcon tube filled with first layer of silica gel in the bottom for moisture containment, a layer of cotton wool on which we can put our mosquito sample, topped with a second layer of cotton wool. Falcon tube must be stocked at fridge temperature, important to label the sample with collection site, crop identification and collection date. The second session conducted participants step by step in the study of mosquitoes' families, genera, and species of interest. Webinars alternated theoretical presentations with practice on ad hoc prepared specimens. A key element was the use of high definition stereomicroscope in video conferencing, adopted as an excellent tool for hands-on training. Thanks to this approach, learners were able to study and apply the identification techniques of the vector species. According to you, how are the scales are narrow or broad? Can you see the swirling movements of the body? If you can appreciate the head, the thorax, the abdomen, I focus on the siphon. Oh, this is cool. Through synchronous interaction tools such as chats, questions and answers, and instant polls, progress is were constantly assessed by tutors. Okay, the answer is the anubiline. A specific session of this webinar series was also devoted at presenting further steps after the collection and analysis of samples. Different experts completed the whole process, presenting the preparation of mosquito pools and the methods applied for virus detection and characterization. Finally, the creation of an entomological database was explained and experimented together with participants in order to understand the spatial and temporal distribution of vectors and the factors associated to presence and abundance of vectors in different areas. Once concluded this training phase, participants started their in-field activities aimed at implementing entomological surveillance in risk locations. Thanks to the constant backstop support of experts from EUFMD and ICSAM, participants prepared a surveillance plan, identifying sites for collecting samples, placing the traps, managing and analyzing the collected samples, and evaluating the results obtained. We are starting now to work for collection of the samples in both larvae and adult. We're trying to collect the sample of the mosquito with other participants. We bought the traps in the farm in the area for the collection of the adult mosquito. I try to collect the larvae from the old tanks containing water and the different stages of larvae. Samples were brought to the lab and I classified them using a stature microscope. We also collected the larvae. Samples were made and then turned to adults. Also, we're classified. At the end of the project work, a final follow-up session summarized the results of the in-field activity and served as a fundamental step to evaluate the impact of the training. We arrived to the conclusion of this virtual course which was long. It was a great experience. So first of all, thank you. Today is the final session, introducing the follow-up process that will be further conducted and implemented in the coming months. In that context, I think that this initiative can be really useful and taken forward. Despite one year working behind a desktop and not having very few face-to-face contact, there are still human beings behind that. Thank you. Congratulations to you all and thank you very much and goodbye.