REFLAME aims at strengthening the capacities of 3 Montenegrin universities to offer modern, market-oriented FL education for non-philology students, as well as second FL education for all students, in response to a growing demand for FL skills so as to meet the requirements of the national law and the demands of the Montenegrin and international labor market. A number of specific objectives will be met: 150 FL syllabi will be updated, which should ultimately reflect in better and more market-customised FL knowledge of the students. Most teaching and learning materials for all available LSPs will be procured. LSP teaching materials (for the fields in high labor demand without any adequate textbooks published by reputable international publishers) will be published to develop the needed LSP knowledge for the students of such fields, which will ultimately reflect in their being better prepared for the labor market as they will possess industry-focused FL skills. FL teaching methodology will be upgraded with special emphasis on introducing and integrating the ICT technologies in FL education, as part of blended teaching and learning, which will be more attractive and motivational for students and otherwise contribute to better teaching and learning results. A number of teachers will be trained to work with visually- and hearing-impaired students, abiding by the inclusion principles. FL placement testing for Montenegrin students will be introduced so that they can independently check their progress and obtain the necessary certification needed for mobility and entering employment.

Cross-border student and staff mobility as key peace-building instrument among European countries and driver for the circulation of ideas, innovation and graduates is politically enticing. Hence, student and staff mobility in Europe is increasing partially as a result of such mobility promotion and funding instruments as ERASMUS+. Yet, such growth is shown to be unbalanced. The most worrying is that students from unprivileged socio-economic backgrounds are less inclined to student mobility than students from better-off socio-economic backgrounds, thereby turning ERASMUS+ to some sort of social selection mechanism. The same studies suggest that the social segregation of certain Higher Education Institutions (HEIs) contributed to the unbalanced mobility pattern and call for more equal mobility uptakes across universities through tailored incentives. Empirical research among the project’s partners indicates that reduced mobility uptake in remote and socially segregated HEIs also corresponds with lesser capacities of International Relations Offices (IROs).This project responds to the European Commission’s commitment to reinforce ERASMUS+ programme “in particular by reaching out to increasing numbers of people with fewer opportunities,” as those served by the type of HEIs mentioned above.The project, titled “ROAMING - Strengthening International Staff&Student Mobility Offices in the West Balkans,” aims at reducing the unbalanced international mobility uptake of remote and less privileged HEIs in the West Balkans by strengthening the capacity of their International Relations Offices. To this end, we are working to establish a consortium with a mix of experienced and inexperienced Higher Education Institutions from the West Balkans in matters related to ERASMUS+ from Albania, Kosovo* and Motenegro, willing to cooperate with an experienced university from an ERASMUS member country and another university from an associated country, North Macedonia.

E-le.G.A.N.T.S. aims to establish new skills, concerning technological knowledge, training tools, knowledge sharing, networking, performing art and the ability to translate them into job opportunities, in the HEIs of three Western Balkan's targeted at developing a new digital readiness and at changing the relationship between curricula, skills, and performing events in a distant perspective digital dimension. The specific objectives of the project concern the role of higher education institutions in the partner countries for economic and social development and their specific capacities to link the academic world of culture and art, research activities to the labour market and civil society. The project focuses on three key aspects:1. Develop digital readiness in partners’ HEIs restructuring training models and contents. 2. To prepare HEI student in in ALB, MNE, and KOSOVO in order to enhance in a more effective way their (self) employability and the capacity to access the Creative Economy.3. Develop skills to tackle future employment perspectives and build international aggregated answer through a digital transformation, that, by definition, is borderless and asks to work globally The main output that project is committed to produce are: •Online trained course and implemented toolkit•Set up an LMS (MOOC) Platform and produced Learning objects•Organized StartCupThe project has a flexible approach in order to adapt the learning outcomes to the particular needs and digital skills of the participating learners, and will be structured in a way that allows them to improve their skills in a practical and concrete way, gaining a broader understanding and exchanging best practices and experiences. The students are the first beneficiaries of the project together with the teachers and other educational staff that will have the opportunity to integrate digital tools into their teaching.

Albania, Kosovo and Montenegro are Partner Countries in the Western Balkans (WBs) region with a young population, dynamic economy and serious need for growth, development and green transition. Recent studies show that Internet of things (IoT) can help developing countries grow and achieve sustainable economics and green transformation. Six WB HEIs want through this proposal to build the necessary capacity and invest in knowledge and practical application in the field of IoT and green transformation. Trainings and knowledge exchange with the 3 EU HEIs from Bulgaria, Greece and Austria will be a founding step towards a green future in WB HEIs and region. Three associate partners – an innovation fund, a port and an ICT company are here to model the academic society and business oriented innovative ecosystem. IoT-ECO will support WB HEIs to:1. Assist academic staff improving their knowledge and expertise in the field of green ecosystem - energy efficiency, air pollution, Industrial IoT.2. Introduce IoT to society and raise awareness of its potential for green transformation.3. Establish IoT-ECO hub in the WB HEIs network to facilitate creative projects, design, and technology transfer with a focus on resilient solutions.4. Develop a virtual prototype of Green transformation ecosystem model of the Port of Durres and make it available at the IoT-ECO hub.5. Integrate and harmonize study programs with the needs of the industry in relation to IoT and green transformation. Develop new and updated courses and integrate them in the syllabi for providing the skills and competences that future engineers need.Teachers and staff involved in the consortium are 39 and the main target beneficiary with mobilities courses and trainings are the students in the WB HEIs. Larger impact on society will be obtained through networking and dissemination activities with focus to younger students, people with disabilities, business representatives and governmental institutions.

The conclusions of the follow-up evaluation of MNE HEIs, conducted by EUA Institutional Evaluation Program in 2018, highlighted significant shortcomings in the field of internationalization. In order to overcome these shortcomings, IESP project aims to enhance international competitiveness and visibility of MNE HEIs, by providing the best model for strengthening capacities for various aspects of internationalization. The project’s activities will result in: developed guidelines for enhancing internationalization; installed IT equipment with software for administration of mobility at IR offices and Language support centres; redesigned English web sites; capacity building of teaching/researchers staff in internationalization strategic planning, internationalization of research and innovation, and improved teaching skills for delivering courses in English; capacity building of administrative staff related to internationalization and improving English skills; developed internationalization strategies with action plans; developed supporting documentation for internationalization; designed catalogues for courses in English; developed summer schools in English; developed teaching materials in English; developed criteria for assessing quality of internationalization; established bodies for monitoring and evaluation of internationalization; established and equipped Language centres for support of internationalization. The project will have positive impact on the international competitiveness and visibility of the MNE HEIs as a result of the developed capacities and implementation of targeted internationalization measures. HEIs will improve their management, decision and policy making, and better respond to the needs and requirements of the society, and will be brought closer to EHEA/ERA through increased international visibility and networking with EU HEIs.