STOREM project aims at curriculum development of 5 Caribbean HEIs of LA and ACP regions under the subject Environmental Science - a thematic priority of both regions involved. Private and public actors of geographical regions express needs for skills useful to a proper management of the natural environment, in face of climate change threats, and other risks that affect the coastline. The action is aimed at implementing of 3 new graduate (master) curricula in the field of sustainable tourism and resource management in 2 Colombian and 1 Costa Rican HEIs, while integrating existing graduate pathways of 2 other HEIs. The proposed capacity building action integrates the EU HEIs multidisciplinary learning and research expertise on sustainability issues with the experience of the most important HEI in the Caribbean part of the ACP region (University of West Indies, UWI) in training graduates in various aspect of natural resources management. The project aims also at developing an interaction model between HEIs, private and public actors in the region through the activities of the foreseen Observatories on Sustainable Tourism at PCs’ universities, useful for supporting the courses and raising awareness in the tourism business communities. The project addresses also the cross cutting priority on refugees integration in HEIs: 2 out of 5 HEIs in our network include in their student population a relevant component of internal displaced population (IDPs) , people with a lower level of formal education. Activities within the project will concentrate on facilitating the university enrollment of IDP students in the long-term. Developing new skills in sustainability issues will eventually advance the social and economic development of both LA and ACP areas and equip academics, tourism professionals and administrations. These will lead to an empowered market aware of the need to designate funds and resources for guaranteeing the continuation of the academic offer in place.

The Latin American region lacks a program that has a strong international character and to focus on the entrepreneurial university, for that reason, the REDEMPRENDIA has planned to launch the REDEMPRENDIA STARS program, an international business acceleration program to support the transfer of knowledge from universities to society. SOLA project is directly linked to REDEMPRENDIA STARS program as it develops and implements the training path for technical staff that will implement in the future the STARS program.As a specific objective, the project will implement a common training route to all partner universities of the project aimed at technical staff of universities with business incubator for acceleration and consolidation of strong innovative entrepreneurship and technological European Latin American and European Universities.The project consortium is composed by four higher education institutions in Latin America and four other European, all covered by an umbrella entity that six of the eight higher education institutions are members. This consortium is complemented by a business consulting Devalar, it brings to the project its expertise in the dissemination and capitalization of results field.The main results sought by the SOLA project are: Training module of 30 hours on LEAN CANVAS, training module 30 hours on strategic redefinition of start ups, industrial property and quality certifications, training module 30 hours duration of internationalization of companies, training module 30 hours on training of trainers in basic finance for entrepreneurs and consolidation and implementation of the course of 120 hours of final training for technical staff of incubators.

PHERECLOS builds upon the theory of science capital and the experience that Children’s Universities (CUs) have made in the Third Mission of universities. With their engagement with children and young people, they became intermediaries between various actors in the educational and social landscape. As translators of the concerns, messages and knowledge of other parties (incl. business and industry, the state, civic society organizations etc.) they help to dismantle institutional boundaries of universities towards a wider society. The project will establish 6 "Local Education Clusters" (LECs), which bring together schools and further relevant actors in the education ecosystem of a particular pilot region, supported by a peer mentoring programme. The LECs will be incubators for enabling a dialogue between various parties and help to set up joint activities in (formal and non-formal) education, which help to develop collaborative learning environments as experimental testbeds for schools. At the same time they impact on the quality of science engagement opportunities in these areas. PHERECLOS will implement a digital “OpenBadge” ecosystem which labels institutions as reliable and responsive actors and showcases all LEC parties to become real change agents in education. At the same time, this ecosystem will testify individual achievements with respect to STEAM engagement in formal or non-formal settings or even unintended learning outcomes. The regional effectiveness and impact will be monitored by academic transfer and implementation research and lead to the development of implementation guidelines and policy briefs to enhance the sustainability of the overall approach. PHERECLOS promotes the territorial dimension of local education clusters in all their manifold facets and their catalyzing role relating to access to STEAM and higher education, critical thinking and informed decision making in a wider societal context – including competitiveness and sustainable growth.

In the last decade internationalisation has become a primary component in the strategy of Higher Education Institutions (HEIs) to meet their goals and institutional missions. These changes have been reshaping gradually the processes and models traditionally followed by universities to interact and cooperate internationally. In the case of Latin American (LA), despite some progress, many obstacles to a more coherent and cohesive international interventions are identified. One of the key problems, widely found among their institutions, is related to the lack of professionalism of their International Relation Offices (IROs). Despite the heterogeneity among LA HEIs, a common picture in many universities is still the following: poor implementation of internationalisation strategies, lack of autonomy in decision-making processes, poor prioritisation of the staffs in charge of internationalisation within the governing bodies or lack of project management culture to conduct international actions. As a consequence, internationalisation in the region remains spontaneous, reactive, widely implemented in individual bases and without a comprehensive and integrated vision of all the key activities of their mission.Taking this into account, the project aims to contribute to improving the management culture on internationalisation of HEIs in LA through the following results:I) Development a comprehensive training program aimed at professionals of the IROs of LA HEIs.II) Development benchmarking and comparative studies to identify the main characteristics of the internationalisation processes in LA in order to formulate adequate and tailor-made policies and actions.III) Development of a Guide on Internationalisation Management for HEIs that can serve as a model for the creation and improvement of IROs in LA HEIs.IV) Enabling a specialised service to assist HEI in the implementation of their policies/strategies of internationalisation and international cooperation.