ENTER aims at creating a novel multicultural and international approach for formal post-graduate professional and pedagogical education for engineering educators. Furthermore, it is focused on low cost and convenience, thus strongly based on e-learning technologies, whenever feasible, and designed with the objective of being internationally recognized and accredited.In order to design the ENTER iPET programme, a thoroughly market and requirements analysis of HEIs and educators needs will be conducted, focused on the EU and partners’ countries, but also considering opportunities in other markets like North Africa, South America and Asia. The ENTER iPET programme, accredited internationally by Estonian Centre for Engineering Pedagogy at TTU, proposes a hierarchy of 3 structured educational programs for engineering educators, in the context of the European Qualifications Framework for Lifelong Learning. The actual design is to one of the outputs of the project, but we foresee 3 educational programs with different content and duration (names are tentative):- iPET-1 Short-focused (e.g. 2 ECTS) – “Qualification Development” Certificate;- iPET-2 Professional Retraining (e.g. 8 ECTS) – Diploma ‘’Higher Education Teacher”;- iPET-3 International recognized (e.g. 20 ECTS) – a full programme leading to international accreditation as “Engineering Educator”. Programmes have modular structure, i.e. modules of iPET-1 are included in iPET-2, and both are included in iPET-3. This provides a sustainable improvement path that educators can walk at their own pace. It will also be possible for the educators to combine modules from different ENTER network members. Whenever possible, ENTER will avoid duplicating existing offers. For example, the International Engineering Educator Certificate ING-PAED provided by IGIP will certainly be a reference in the iPET programme design.

The TEEDE project aimed to promote the modernization, to expand the availability and to develop the internationalization of higher education in the partner countries, to promote intercultural and interpersonal exchange, the voluntary convergence with the tendencies of the development of higher education in the EU.All partners have a strong focus on technology and engineering and serve as regional centres for implementation of national strategies for training professionals. The problem of training professionals for the real sector of economy has emerged due to accelerated technological needs of the society, shortening the period from development to implementation. As a result, there is a need for new approaches to the development of curricula sensitive and flexible to demands of companies based on innovations. This challenge is common for all regions involved in the TEEDE project: EU, Russia and AsiaTo meet this challenge in the course of the project partners:(1) Identified needs, selected key professions and areas of training.(2) Developed and modernized curricula implementing the principles of the dual education under the guidance of European experts.(3) Launched new or upgraded curricula, combining periods of study with periods of training at leading enterprises.(4) Created a system of continuous professional development.(5) Created communication and recourse centres at partner universities.The main output of the TEEDE project are the upgraded/developed curricula in trades. This was possible through development of methodological guidelines on professions and qualifications based on the analysis of the economic needs of three regions.These outputs are, and will be, available to all stakeholders through the created communication and resource centres (10, one per partner in the partner country) and through open communication of the partners that secures the reliability and high quality of the TEEDE project outcomes.Far Eastern Federal University (Russia):- BSc Ship Building.- MSc Ship’s Power Plants.- MSc Ship Building & Ocean Engineering.- MSc Energy Complexes & Marine Technique’s Equipment.Indian Institute of Technology Madras (India):- MS research Petroleum Engineering. - MS research Genomics Engineering. - PhD in Genomics Engineering. - MS research Data Analytics.- MTech Data Analytics.- PhD Data Analytics- MS research Artificial Intelligence.- PhD Artificial Intelligence.Institute of Technology of Cambodia: - PhD Food Technology & Nutrition, with Institut Pasteur du Cambodge.- MSc Water & Environmental Engineering: three specialization tracks.- MSc Mechatronics & Information Technology, in collaboration with Solar Green Energy Cambodia Co., Ltd.Jilin University (China): - MSc Geological Engineering.- MSc Civil Engineering.Katanov Khakass State University (Russia):- BSc Computer Science & Computer Engineering.- MSc Computer Science & Computer Engineering.- BSc Technology Products of Light Industry.- BSc Urban Construction.Omsk State Transport University (Russia):- BSc Chemical Technology (emphasis on English).- MSc Design of Light Industry Products.Royal University of Agriculture (Cambodia):- MSc Agricultural Management, Internationally accredited in cooperation with Weihenstephan-Triesdorf University of Applied Sciences (Germany).Shenyang Ligong University (China):- BSc Building & Practice of Talent Cultivating Mode in Material Science, with three specialization tracks.- MSc Material Science & Engineering.Tomsk Polytechnic University (Russia):- BSc Mechanical Engineering.- BSc Engineering in Agriculture, with Yurga Institute of Technology.- MSc Electrical Insulation & Cable Engineering.- MSc Electrical Insulation, High Voltage & Cable Engineering.9 additional dual higher education programs are under development or pending of official approval (4 BSc, 4 MTech & 1 MSc).