Problem: Automated transport technology is developing rapidly for all transport modes, with huge safety potential. However, the transition to full automation brings new risks, such as misuse, overreliance, reduced situational awareness and mode confusion. The driving task changes to a more supervisory role, reducing the task load and potentially leading to degraded performance. Similarly, the automated system may not (yet) function in all situations; it must intelligently assess the strengths and weaknesses of both driver and system and select the best control mode according to the context. Solution: MEDIATOR proposes an intelligent ‘mediating’ support system for road transport, enabling safe, real-time switching between human driver and system. It will constantly evaluate driving context, driver state and vehicle automation status, personalising its technology to the driver’s general competence. Approach: MEDIATOR pursues a paradigm shift away from a view that prioritises either the driver or the automation, instead integrating the best of both. It will use state-of-the-art knowledge, including that from other transport modes, and develop new knowledge about human behaviour and human-machine interaction. It will apply the latest artificial intelligence technology to evaluate driver state, automation status and driving context in real time. It will produce several prototypes in the lab and in actual vehicles, for evaluation in simulation, simulator and on-road studies—as well as several tools for further exploitation. Impact: MEDIATOR will optimise the safety potential of vehicle automation, especially during the transition to full automation. It will reduce future as well as current risks (such as inattention or fatigue). MEDIATOR will facilitate market exploitation by actively involving the automotive industry during the development process. Further, the involvement of experts from other transport modes will maximise the transfer of knowledge to these domains.

The aim of the project is to increase the possibilities for KZ,MN,RU to improve the quality of living in the big cities, reduce costs and resource consumption, to improve contact between citizens and government by implementing of the Smart City technologies (SCT) using urban informatics and technology – by starting preparation of the new breed of multidisciplinary ICT-skills graduates. At the moment in all these countries in spite of governments’ ambitious plans no university prepares such specialists. Development of the Double Degree Master Program in the SCT (DDMP) allows to prepare highly qualified professionals and to implement ECTS, EU principles of assessment what will make the graduates internationally recognized. The students will get the possibility to obtain RU,KZ,MN MS degree in SC and MS Degree of one of EU universities. This objective will be achieved through major Outcomes/Outputs: D1.1.Business community needs and expectations analyzed, D2.1.New curricula developed, D2.2.New syllabi developed, D2.3.Partners' network established legally, D3.1.Skills upgraded and methodological support of the teaching process is ensured, D3.2.Teaching materials and training guide developed, D4.1.PC universities staff upgraded in quality assurance, D4.2.QAS and user guide developed, D4.3.QAS in operation, D5.1.PC universities staff upgraded in e-learning and new technologies, D5.2.IHLS in operation, equipped (an innovative approach to teaching includes: web-portal, remote/virtual labs, e-learning, access to the EU databases), D6.1.Students' training implemented; and other Outcomes/Outputs relevant to the project’s realization. DDMP development includes development of the curriculum, content, teaching materials for 18 subjects, assessment methodology and signing bilateral agreements with EU universities on DDMP realization. Guide for the new students’ admission to the DDMP will be developed. Links with business guarantee that the DDMP will follow PC business demands.

Similar to the earlier Erasmus+ Projects (KA103) the Erasmus+ Project 2016 (KA103) of Chemnitz University of Technology again contributed significantly to the university’s continued internationalisation activities. Especially in regard to students the project covered the vast majority of the international mobilities that took place during the project’s duration. All project activities were again conducted involving all relevant units at the university (International Office, Departments/Faculties, University Management).Analogical to prior projects the prime objectives and aims of the project were:1) – contributing again to achieving the programme’s general objectives – especially to support learners in the acquisition of learning outcomes and improving employability and foreign langue proficiency. As being of growing importance, the aim to foster the development of an European Identity was also one of the prime objectives as was the achievement of the aims given in the “Europe 2020” strategy.2) – to ensure that a possibly large number of eligible applicants can participate in the programme.3) – to conduct all activities with high quality as well as in compliance with the programme’s requirements, commitments, and guidelines.4) – the continued extension of Chemnitz University of Technology’s internationalisation activites as well as the further development of its international focus.In the field of student mobility for studies 125 mobilities at European partner university could be realised. Participating students came from nearly 30 different courses of study of Bachelor and Master level. The average duration of stay added up to 4.6 months. In the field of staff mobility for teaching 16 mobilities were conducted with additionally 2 mobilities in the field of staff mobility for training. The participants were members of 10 different departments and covered all 3 levels of seniority (junior, intermediate, senior). The number of mobilities in the field of staff mobility could be increased by 50% compared to the previous Erasmus+ Project. The mobilities average duration was 4 days, again funded using the specified rates for costs of travel and subsistence.As before, all programme activities were advertised without restrictions. In order to reach as many potential applicants as possible the information was again published using various ways of distribution: on-line content, social media, circular mails, information sessions, printed materials, and personal consultations. The application process as well as the mobility activities themselves were conducted in close cooperation with all involved units and based on the principles of transparency and equal treatment. Again, the final budget could be spent entirely.The participants‘ overall satisfaction with their mobilities was again pleasingly high. Especially for the group of the students a clearly felt increase in many of the fields of competence sampled in the EU Survey could be recorded – especially for the so-called “soft skills”. Therefore, it can be concluded that the mobilities not only generate an academic benefit (knowledge acquisition, recognition of courses, progress in studies) but also strengthen the fields of competences less directly connected to studies. The same applies for the field of staff mobilities. Here, participants also reported an increase in the level of competences not restricted to the academic fields only. Considering the evaluated project results the aims set out for the project activities have been achieved. Additionally, fields for potential improvement could be defined in the process of the evaluation.The evaluation results additionally provide valuable input for consultations with the involved committees at the university regarding programme implementation and the strategy for internationalisation. In order to disseminate the mobility participants’ personal experiences among potential future participants (regarding mobilities for studies) the participants personal written reports are – personal approval provided – continuously made available on the International Office’s website.As before, former outgoing students voluntarily participate in the International Office’s Student Buddy Programme and thereby make their international experiences available for all-day university life in various ways and enrich the university’s offer for support, assistance and integration of incoming students. At the same time, departments benefit from the experiences brought in by staff members who participated in the mobilities. Teaching staff mobilities furthermore contribute to strengthening the Erasmus+ partnership in concern and facilitate its development.

Freedom and participation in the academic world are crucial factors that motivated QOU to submit TEFL proposal. Palestine has been restricted inside its borders due to socio-political reasons. The occupation in Pal impacts the movement of people, divides the territory geographically and socio-politically. This has led to inequitable access to quality education for all students. Moreover, academics are struggling to communicate and interact with peers from countries all over the world, due to the language barrier. The exchange of knowledge, skills and culture with others poses as a great challenge for the Palestinian HEIs. These challenges ‘built walls’ prevent from being active and critical members of a growing global community.Teaching English in Pal faces great challenges and difficulties at all levels, in all domains. MoEHE (2015), Rixon (2013), attribute the challenges to several reasons, such as poor and inappropriate content, traditional teaching methodologies, lack of professional educators in TEFL to integrate educational technology, and missing modern learning spaces; the continuing dissatisfaction with the overall performance and proficiency of students in English language (EL) is attributed to the quality of instruction affected by lack of access to technology and unappealing materials and lack of motivation TEFL-ePal aims to develop flexible curricula, with face-to-face and online courses to be accessible to all learners, with no restrictions, reaching all learners including those with special needs and conditions, learners at work & women with restrictions. It aims to implement initiatives that develop learners' linguistic capacity, skills, and English language excellence, enhance modernization, internationalization and lifelong learning without ignoring the culture. The innovative character of the project serves the capacity-building aspect for Palestinian HEIs and bridges the gaps, addresses inclusion and the proper technological development.