Armenia is the country where the bio-based and agricultural production in general are among the most important economic sectors, where the agricultural scientists, bioscientists and biotechnologists are among the most demanded professions. The modern agricultural and food production sector need skills and credentials that place them above and beyond the crowd. In fact, more than ever, agricultural production sectors, food institutions, corporations, government laboratories and agencies, non-profits, and other industrial sectors are demanding that their science-educated employees also command various business-related skills and entrepreneurship. In parallel there is a big gap between the enterprises and the education, MSc programmes in general are not harmonized with the requirements of the actively growing bio-based products sector. Undressing the national education and science development priorities ABioNet Project is trying to fill the gaps between the education and entrepreneurship and innovation. The ABioNet will create and deliver new curricula on bio products science and technology taking into account the best practices of EU universities within newly established platform for effective collaboration between the universities, research centres and enterprises and to promote innovations in the field of Bio based production. The idea to set up such kind of network within set up resources which are virtually linked in one platform and allowed the mobility of the students and staff between Armenian HEIs and other partner in Armenia and in EU is new in Armenian community.

The International Hellenic University is the youngest higher education institution in Greece and from its establishment has focused on attracting leading academics and outstanding students from South East Europe (SEE) and across the world. The International Hellenic University is Greece's first and only state university where the teaching and student administration of all programmes is conducted exclusively in English. It was established by Law No. 3391 October 2005 and began offering second-cycle programmes in 2008. For the academic year 2017-2018, the total number of postgraduate programmes offered is 22 and this number is expected to increase further in coming years. IHU strategic mission is threefold:•Provide research and education that meet the needs of the international community.•Enhance understanding of the economic, socio-political and technological issues facing the societies we serve, through teaching and research of the highest academic standard.•Create an international and diverse student and faculty community to foster greater understanding between cultures and nations.It is important to note that the IHU offers only second-cycle, specialized degrees (at master level) with duration of one full year in full-time mode and two full years in part-time mode. The International Hellenic University has incorporated the principles of greater internationalisation in its Strategic Plan, being the only university in Greece that has English as its working language with students. The IHU puts the focus on the learning process, creating an academic environment and the necessary conditions to efficiently pursue its primary target of excellence in research and teaching. Among the aspects the International Hellenic University has incorporated successfully in its mode of operation are the following:•Internationalisation aspect•Introduction of transparent evaluation processes•Establishment of links between universities and civil societyIn response to the increasingly globalized environment and the trend towards internationalisation in higher education, the IHU’s international strategy is to put emphasis on improving academic standards for the students and establishing open collaborative environments for teaching and research staff. As such, the stress is put on education that is internationally relevant and not confined to local conditions, with research partnerships and networks that reflect every aspect of a university's activity, from research collaboration to student exchanges and enterprise partnerships. Furthermore, the learning environment offered aspires to enable students to be better placed in the international job market and to become global citizens, helped in this by their direct experience of other cultures, nations and perspectives. Consequently it acknowledges the increased significance of European and international academic mobility and that a broad range of networks and links with international institutions is essential to sustain scholarly exchange, research, constant curriculum modernization and increased employment opportunities for its graduates.The selection criteria of partners are based on the following guiding principles:•Academic excellence•Thematic and scientific relevance of the programmes•Regional integration and International diversityThe IHU has already been developing networks with institutions in the countries of SE Europe, the Black Sea region, the Mediterranean basin and Eastern Europe and aims to further enhance its links with these areas while strengthening academic exchange with the rest of Europe as currently the visiting faculty counts for almost 2/3 of the teaching staff and originates from 16 countries (academic year 2015-16).Furthermore the International Hellenic University is committed to a comprehensive equal opportunities policy for both its staff and students. Individuals are selected and treated on the basis of appropriate merits and abilities and are given equal opportunities within the University. In the previous period the IHU focused mainly on exchanges of students and staff, but as the institution is rapidly developing, it will expand the range of activities in the next period to include joint programmes of study. This year IHU succeeded in having a significant increase from the initial budget for mobilities.

The ultimate goal of the project is to develop a strategic partnership and later - a self-sustained professional community in the intersection of Educational Robotics and Augmented reality. All activities related to the production of IOs, all other tangible and intangible results, all events, and other activities will contribute to this goal. The Educational Robotics at Schools Online with Augmented Reality - eROBSON project is motivated by the need to enable teaching educational robotics and other STEM topics in online and blended modes supported by digital tools. This need has been highlighted by the outbreak of the COVID19 pandemic.Educational Robotics is a term to describe educational approaches that use platforms such as Arduino, LittleBits and Mindstorms for STEM education. These approaches traditionally depend on face-to-face activities in laboratory environments and on the availability of special equipment and consumables.eROBSON proposes a new approach of delivering laboratory courses. The approach is of low implementation cost, easy to adopt and has a zero risk of transmitting COVID19 or other viruses. The approach suggests using Augmented Reality to simulate the necessary lab equipment and the hands-on interaction with it. Augmented Reality is a technology that enhances human perception with additional, computer-generated sensorial input to create a new user experience.The main objectives of the project are as follows. First, to enable teaching of educational robotics and STEM subjects in the context of COVID19 pandemic by (a) creating new pedagogical approaches for conducting practical hands-on learning activities in online and blended modes, (b) designing an original approach of using AR-enhanced simulations of different educational robotics platforms, and (c) designing a methodology that includes pedagogical approaches, technological solutions, and processes. Second, to facilitate capacity building among STEM teachers by (a) designing dedicated teacher training materials in a form of a teacher guide and (b) organizing teacher training workshops. Third, to improve the quality of STEM education across Europe by (a) producing educational robotics materials for schools and (b) piloting STEM educational activities that are not available in the pandemic.The main target group of the project is school pupils studying STEM subjects. Some of the results target school teachers of STEM and science education and aim to provide the necessary guidance and the necessary tools to implement the proposed approach in the real classroom.The design of the project is guided by European policies, strategies, and tools. The project aims to improve the digital competence of educators and subsequently their students by developing a comprehensive set of educational resources that can be used for remote teaching of practical STEM subjects, are open and accessible online (EU initiative “Opening Up Education”). The project follows the “Digital Learning & ICT in Education” 2018 and “Digital Education Action Plan” 2018 by promoting innovative technology-enhanced learning practices which are rapidly becoming the new mainstream during the COVID19 pandemic. The project aims to enable new pedagogical approaches that provide an engaging and effective digital substitute to the traditional learning in the lab, making lab-based learning possible during a pandemic and generally more accessible in any context. All results and materials designed in the project will be evaluated, widely disseminated and available online as OERs.The project is guided by the European skills frameworks: “Digital skills framework” and the “Digital Competence Framework for Educators (DigCompEdu) by involving teachers into the process of designing educational materials and providing a framework with universal building blocks with practical guidelines on both creating new materials and using them in teaching.The project supports the ”EU Cohesion Policy”, focusing on social inclusion according to students' requirements and preferences based on the UN definition of inclusion. The eROBSON project includes five Intellectual Outputs. The partners will organize three Multiplier Events and three Learning/Teaching/Training activities in order to effectively fulfill its objectives. eROBSON’s main impact will be to transform interactive robotics teaching to remote teaching scenarios. The project will produce the tools, guidelines, and validated examples of educational materials to help educators to perform interactive teaching in the field of educational robotics remotely by means of Augmented Reality.

<< Objectives >>The objectives of the project are:- To contribute to the preparation of university students and lecturers for digital education processes- To contribute to the development of creativity skills of engineering faculty students- To develop creative engineering modules, creating an e-learning platform and making it available to students- To contribute to the development of 21st century skills (creativity, problem solving, analytical thinking ... etc) of students.<< Implementation >>The activities are as follows: WP-1 Project managementWP-2:- Comparative report of current curriculums- Innovative curriculum- Evaluation toolsWP- 3: - E-learning platform- E-learning platfrom content development- PilotingsBesides; - 1 LTT (evaluation report will be written)- 4 TPM (report of each meeting will be written)- 15 round-table discussions- 5 multiplier events.- dissemination actities- evaluation and monitoring activities<< Results >>With the activities of the project,the creativity skills of the students studying in the fields of engineering will be improved. The expected results at the end of the project;- a comparative report examining the handling of creativity in engineering faculties at different universities,- a curriculum aimed at developing creativity skills- e-learning platform for engineering students, focused on improving creativity skills

Electric vehicle (EV) market presents rapid increase, reaching over 1 million vehicles & expected to double in 2018. In contrast, EV & infrastructure formal training on development, service, maintenance, sustainability awareness is at its infancy, especially in the EU. The bEyonD the boRder of electrΙc VEhicles: an advanced inTeractive cOURse (E-DRIVE TOUR) project aims to develop an advanced interactive course related to Sustainable Electrical Mobility Engineering that will train individuals with the necessary skills & knowledge to work in the electrical automotive industry. The course will also stimulate transversal competences such as the increased sense of initiative & entrepreneurship. It is designed to follow the ECTS credit standard. The innovative curriculum comprises of interactive teaching methods & partnerships with expert academic & industrial organizations giving a solid background for a career in the industry. The course duration is 8 months, plus a 14-days industrial experience a month after the teaching period. During the course, 3 mobility periods are programmed. For the first 2 (14-day), students & educators from two universities will travel to the third to participate in large scale laboratories. The course will be taught in English, yet local language lessons will be provided to enable participants to immerge in the local culture. The course will be open for anyone with basic electrical or mechanical technical background. Priority will be given according to academic performance & in case of equivalence, participants from less advantaged socio-economic backgrounds (including refugees, asylum seekers & migrants) will be preferred. In the 3rd period, all students will be spread to the partner–companies to perform a 14-days internship focused on electric vehicle technology. By completed all training periods, students will have gained theoretical knowledge on electric vehicle technology as well as practical experience, valuable for an emerging market.