This project addresses the need for intercultural learning in Chinese higher education (HE) in view of an enhanced intercultural awareness in interacting with people from diverse backgrounds. Despite the increased attention for interculturality, a recent nation-wide survey revealed that teaching staff still largely treats culture as a static body of knowledge (Gu, 2016). By building on the IEREST-project (527373-LLP-1-2012-1-IT-ERASMUS-ESMO), RICH-Ed aims at supporting the Chinese partner HEIs in creating a learning environment that empowers students and staff for global engagement. To this end, the partnership will define a pedagogical approach for intercultural learning in Chinese HE; develop, test and adapt instructional materials; and organize trainings for teaching and support staff.The project will produce the following results with respect to intercultural learning in Chinese HE:- a description of the current situation and stakeholder analysis;- a tested pedagogical approach & methodology;- tested and adapted learning materials and teacher support tools for intercultural learning in English courses, and for administrative and management staff;- a minimum of 15 trained trainers, 50 teachers, 50 support staff, and 1000 students at the Chinese partner HEIs; and an additional 100 teachers and 1000 students at other HEIs in the Yangtze River Delta and North-East China.The developed approach will be sustained in various courses at the partner HEIs and elsewhere in these target regions. Through a continuing engagement with stakeholders at various levels, the project aims to raise a deeper understanding in the country of a non-essentialist approach to interculturality. By making the developed materials freely available on an e-repository, new end-users will be able to benefit after project completion. The partnership will also investigate opportunities for sustainability in the form of for-a-fee products and services, and reaching additional target groups.

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).