This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

"Academia Tehnica Militara ""Ferdinand I"" (ATM) este o institutie de invatamant superior politehnic militar cu misiunea de a forma ingineri si ofiteri ingineri necesari Ministerului Apararii Nationale si altor beneficiari din sistemul national de aparare, ordine publica si securitate nationala. ATM participa la programe de mobilitati de tip Erasmus+ de peste 15 ani. Obiectivul proiectului 2018-1-RO01-KA103-047409 a fost realizarea a 105 de mobilitati (75 studenti si 30 cadre didactice si personal administrativ) si respectarea conditiilor si performantelor asumate prin Carta UniversitaraErasmus+ 2014-2020 (ECHE). ATM a obtinut o disponibilitate de finantare in valoare totala de 229.350 euro din care a cheltuit 119.811 euro realizand un numar total de 61 de mobilitati outgoing (43 studenti si 18 personal) si 44 mobilitati incoming (25 studenti si 19 personal, cifre aferente anului universitar 2018-2019). Au fost efectuate 37 de mobilitati SMP si 6 SMS in 11 universitati si institutii de cercetare din 6 tari: Franta (58%), Portugalia (16%), Belgia (14%), Spania (5%), Polonia (5%) si Irlanda UK (2%). Distributia mobilitatilor pe cicluri de studii a fost urmatoarea: 33 licenta (76.75%), 8 master (18.60%) si 2 doctorat (4.65%), din care 16 fete (37.21%) si 27 baieti (62.79%). Studentii au abordat subiecte de noutate din domeniile ingineresti civile si militare: electronica si automatica 15 mobilităţi (34.88%), inginerie aerospatiala si transporturi 10 mobilităţi (23.26%), inginerie mecanica/armament,rachete si munitii 9 mobilităţi (20,93%), calculatoare 6 mobilităţi (13.95%), inginerie civila si geniu 2 mobilităţi (4.65%) si inginerie chimica 1 mobilitate (2,33%). Activitatile au fost apreciate cu calificative bune si foarte bune de profesorii coordonatori din institutiile partenere si de catre profesorii din ATM la intoarcerea din mobilitate. Datorita specificului ATM, nu s-au inregistrat mobilitati pentru nevoi speciale sau cu situatii defavorizate. ATM a fost gazda a 25 studenti straini din Franta, Belgia si Bulgaria. Au fost efectuate 5 mobilitati STA si 13 STT, in 6 universitati si institutii de cercetare din 6 tari: Bulgaria 11 mobilitati (61.11%), Franta 2 mobilitati (11.11%), Portugalia 2 mobilitati (11.11%), Italia 1 mobilitate (5.56%), Austria 1 mobilitate (5.56%), Germania 1 mobilitate (5.56%). Mobilitatile au vizat activitati de predare, participarea in comisii de sustinere a proiectelor de diploma, activitati de pregatire profesionala pe anumite domenii de specialitate si activitati de dezvoltare a colaborarilor cu universitatile partenere. Un numar de 18 cadre didactice din 9 universitati din Bulgaria (3), Franta (2), Polonia (7), Islanda (3), Norvegia (1), Ungaria (1), Germania (1) au efectuat mobilitati in ATM. Principalele activitati desfasurate in cadrul proiectului: prezentarea ofertei de mobilitati si actualizarea catalogului de cursuri si subiecte de stagiu pentru studentii straini; efectuarea preselectiei candidatilor pentru mobilitati studentesti; efectuarea interviurilor de selectie pentru mobilitati studentesti (identificarea subiecte stagiu si selectarea studenti participanti); efectuarea selectiei pentru personal; primirea invitatiilor de participare (61 invitatii); elaborarea si aprobarea a 61 de acorduri de mobilitate pentru participantii la mobilitate (in colaborare cu partenerii straini); intocmirea a 61 de dosare de mobilitate, inclusiv contracte financiare; completarea instrumentelor online pentru fiecare mobilitate (gestionarea testelor lingvistice online pentru 43 de studenti); aprobarea mobilitatilor (la nivelul ATM si/sau MApN); instructaj cultural, lingvistic si de pregatire a mobilitatilor; monitorizarea activitatilor participantilor; intoarcerea din mobilitate si predarea documentelor de mobilitate la Biroul Erasmus+ si Relatii Internationale; recunoasterea si echivalarea rezultatelor obtinute de studenti in mobilitate; diseminarea rezultatelor obtinute pe durata mobilitatilor prin sedinte de informare/diseminare, anunturi interne, pagina web, pagina facebook, sesiune Erasmus Open Doors 2019 si Erasmus Open Doors 2020, CERC2019, CERC2020, participare la ERACON 2019 si la EAIE 2018. Rezultatele obtinute au contribuit la dezvoltarea nivelului internationalizarii invatamantului in ATM, avand un impact pozitiv asupra dezvoltarii competentelor profesionale si transversale ale studentilor, absolventilor, cadrelor didactice si personalului administrativ din ATM. Studentii au experimentat un alt sistem de invatamant. Impactul cultural si cel lingvistic al mobilitatilor a fost la fel de important ca si cel academic: cresterea nivelului de autonomie si de adaptare interculturala. Cadrele didactice au dobandit cunostinte si competente noi, si-au largit reteaua profesionala de colaboratori, care a condus la punerea bazelor de noi colaborari internationale si dezvoltarea celor actuale, la elaborarea si publicarea de articole stiintifice si proiecte de cercetare stiintifica comune."

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

EXERTER connects 22 practitioners from 13 EU Member States into a Network with Explosives Specialists within the Security of Explosives (SoE) area. The objective of the EXERTER Network is to bridge the difficulties for security practitioners to capture and utilize research results and to direct the industry’s innovation efforts to address the most pressing needs in the fight against terrorism and serious crime. Practitioners will via EXERTER get improved operational capability via novel technologies, methods and knowledge to aid them in executing more efficient countermeasures in a changing threat environment. In cooperation with key practitioners in the Network, the project will each year define one unique scenario based on past events to facilitate the identification of capability gaps along different counter-terrorist phases associated with PREVENT, DETECT, MITIGATE and REACT. With its explosives expertise, EXERTER will provide recommendations to the SoE community on how these gaps can be countered by (i) directing innovators into targeted areas to which research programmes should focus, (ii) proposing standardization priority areas and (iii) advising on exploitation and commercialisation opportunities. Ongoing research activities will continuously be reviewed to promote practitioners’ uptake of results and knowledge. Academia and research institutes will be supported by the technical expertise within EXERTER to lower exploitation barriers for promising research by enhancing their interaction with security industry. EXERTER will assess evolving threats requiring immediate attention of the SoE community - thus widely addressing emerging technologies and trends. Annual interaction workshops will be held where explosives practitioners, research institutes and academia as well as industry gather to discuss the current state of play and future roadmaps to answer to urgent capability requirements.

The COVID-19 pandemic has a severe impact on higher education, and this impact is present also in the military academies, as universities had to close for some periods of time the direct teaching process in response to lockdown measures. Some universities or faculties had to replace classic teaching system with online or hybrid learning and these measures affected learning, teaching and examinations quality. In the same time, the international relations were also impacted by the COVID-19 situation. The main needs identified by the project consortium are: difficulties in operating available applications and programs adapted to remote learning; lack of methodological skills in the use of multimedia tools, methods, and techniques in the education process, problems with connectivity and security. The idea of the DIGICODE project was born during the meetings of representatives of Military University of Technology from Poland, Military Technical Academy „Ferdinand I” from Romania, “Artillery, AD and CIS” Faculty from Shumen of „Vasil Levski” National Military University from Bulgaria and University of Turin from Italy within Military Erasmus initiative (www.emilyo.eu/), as well as in connection with the emergence of an unexpected situation, which is the outbreak of the COVID-19 pandemic.The aim of the DIGICODE project is to improve the security and defence education quality by using digital tools in the didactic activities and by developing digital competences of teachers. The main objectives of the project are: to conduct a survey and collecting detailed information in a group of students and lecturers from international universities and to conduct a comparative analysis in order to compare the processes, strategies, and methods used by the respondents and to identify the best practices and competencies ensuring safe and effective online teaching in Security and Defence; to develop a Best Practices Handbook, including a collection of best practices and solutions used by universities in the times of COVID-19; to develop a teacher tool-kit including a toolkit for digital competences for teachers in the Security and Defence field and open online training courses to support teachers and trainers in using specific digital learning environments for education, different kinds of digital tools, and in adopting innovative and adaptive methodologies like problem solving, problem-based teaching, learning by doing, formative and data-driven automatic assessment with interactive and immediate feedback, collaborative learning, team working; to design and develop a curriculum for a summer school “Systems for Command and Control in Security and Defence Field” which plays a critical role in helping teachers to have an integrated vision of the security and defence education system; to apply the teacher tool-kit prepared especially for the digital education in order to explain the systems functionality, replacing the classic laboratory activities; to improve the digital competences and to improve the communication skills in online environment of at least 16 teachers and 16 students from security and defence education institutions; to build the critical mass of knowledge and resources in partner institutions in order to foster the use of digital education in military academies.The main activities of the project will consist in 4 transnational meetings, 5 intellectual outputs, 2 multiplier events, 2 staff training editions for improvement the technical competences and communication skills for digital education and 2 summer schools in digital education for learners “Systems for Command and Control in Security and Defence Field”. The project activities will be organized in 8 work packages: WP 1 - Needs Analysis; WP 2 – Benchmarking digital competences in Security and Defence education and elaboration of Best Practices Handbook; WP 3 – Teacher tool-kit for digital learning in security and defence education; WP 4 – Summer School Design; WP 5 – Cybersecurity in Digital Education; WP 6 – Pilot Summer School Implementation; WP 7 – Development of Report on participants‘ experiences and lessons learned after the trial digital education; WP 8 – Dissemination.As a result of the activities implemented, we expect to produce sustainable results among the participants and the organizations involved, that could be translates into a better capacity of the teachers to face the challenges of the digitalization and of the digital learning in security and defence education system. The Best Practices Handbook, the methodology for the cybersecurity requirements, the teacher tool-kit and the teacher digital workbook and all other outputs created within the project will support the context for the future organization of the staff training activities and summer schools for students in order to improve the teachers and students digital competences and communication skills in online environment applied to the security and defence education system.