CS4ALL is an initiative in three Asian countries to provide tools, knowledge and skills in cybersecurity to teachers, graduates and civil society in India, Nepal and Indonesia so as to increase their IT resilience in the current digital age given the higher rate of cyber crime and risks that affect both individuals and organisations. As these Asian countries transit to a digital economy, the specific objectives of the project are:Development of modular program on cybersecurity (4 courses of 3 ECTS) for teaching faculty and graduate students.Establishment/ modernisation of 9 cybersecurity classrooms in beneficiary HEIs.Development of micro-credentials for adult participants and professionals as part of Life-Long Learning strategy of beneficiary institutions. Elaboration of formative workshops and dissemination events for civil society through HEIs in partnership with NGOs to raise awareness on cyber threats and facilitate cyber protection.Successful project implementation through appropriate management practicesIn order to reach those objectives the following activities will take place distributed in 7 WPs WP1 Collection of best practices in cybersecurityWP2 Modernisation of IT classrooms adapted to cybersecurity coursesWP3 Design and development of modular courses in cybersecurityWP4 Pilot phase of coursesWP5 Elaboration of micro-credentials as lifelong learning in cybersecurity for IT professionals and adult learnersWP6 DisseminationWP7 Project management and coordination (including QA)Expected resultsRetraining of 32 teachers in beneficiary countries5 Updated/new modular courses introduced in existing curriculum in 8 HEIs.LLL courses in cybersecurity for 240 adult learners and people working in private/public sector.Raise awareness campaigns to combat cybercrime including informative videosTarget groupsTeachers: 32 directly involvedStudents: 160SMEs, startups: 40adult learners and professionals: 240civil society, local communities: 1200

"The three targeted countries present real challenges to sustainability that future experts in applying green economy can contribute to mitigate. India’s progression to a greener economy is lagging behind expectations. India has recently been pointed as a bad student in environment by being ranked 155 out of 178 countries far behind other BRICS countries. A recent WHO survey indicated that 13 out of the world’s 20 most polluted cities can be found in India. In Nepal, government attempts to alleviate impacts of Climate changes and environmental protection does not address the benefits of a Green Economy. This is due, among other things, to the lack of specialists. Only one research center and associated partner (CGDE) is producing research on green economy issues for Nepal. In Kyrgyzstan, the transition to sustainable development is an urgent necessity, since at present, the country's socio-economic development is largely based on the consumption of natural resources. Green economy is recognised in the recent National Strategy for sustainable development of the Kyrgyz Republic. However, along with the state commitment to establishment an inclusive green economy for the country's strategic sustainable development plans, an urgent need is to promote this initiative from below to disseminate information on resource saving and the priorities of the ""green economy"" in the education system of KG.Milestones: 5 modules of 15 ECTS on green economy from multiple approaches (business, management, economics, law and environmental studies) + 1 interdisciplinary module on green economy in practice. Adding all modules together partners will be able to create MA program after accreditation.8 Green Economy Labs providing 5 courses (online, offline) on Green Economy to business, environment agencies and other HEIs to create a community of Green Economy practitioners.10 PR and marketing specialists formed with leadership skills to convey green behaviour in kindergarden & schools"

Of all leading nations, India has the youngest population in the world where over 50 per cent of its population (total population over 1.3 billion) which is an estimated 470 million people are of working age, according to the National Sample Survey Office. Of this entire productive workforce about 45%of them are the female population. The female work force is highly underutilised as according to statistics, India currently ranks 70 out of 77 nations on the Female Entrepreneurship Index.Thus, the main objective of ENPRENDIA is to enhance entrepreneurial culture among female population in Indian HEIs while promoting gender equality and gender equity - not only inside the walls of academic institutions but also extending it to civil society and their local communities. Indian society is characterized by miscellany in caste, religion, languages, festivals, attire, economic status and location, among others. However, for various reasons the representation of various groups of the society in terms of participation within the higher education system has remained historically unequal. The emphasis laid on providing an equitable access to opportunities to female students representing various diversified groups is highlighted in ENPRENDIA.The main outputs will be to integrate gender equality policies and strategies within 8 HEIs in India.The project likewise will establish 8 Entrepreneurship Resource Centers (ERCs) with the goal of promoting entrepreneurship among female students, researchers and also bridging universities with local industry and civil society.One innovative aspect is the close cooperation with primary and secondary schools to promote science and entrepreneurship among children and young people.The impact of ENPRENDIA will be felt with the adoption of gender equality policies and equal opportunities by partner HEIs, by sustaining structures that connect universities with the business sector and by enhancing creative skills among young generations.

The project tries to address two existing problems in the 3 partner countries involved (Sri Lanka, India and Indonesia): 1. Growing chronic noncommunicable diseases (NCDs) have emerged as a huge global health problem in low- and middle-income countries. The magnitude of the rise of NCDs is particularly visible in Southeast Asia where limited resources have been used to address this rising epidemic. 2. Around the world, young people need free time, space and fellowship to enjoy sport and play. While the need for the activities of sport are global in scope, the ability to be included often is not. Sport can provide a way to break down barriers and promote inclusion of students at different level of education (higher, vocational, secondary and primary) who are often left on the sidelines. Full participation in sport activities can benefit people who are usually excluded in two ways:1. By changing community perceptions of the capability of different groups: Through sport, participants – regardless of gender, ability or background – can come together in a positive context (sometimes for the first time) and see each other accomplish things they had previously thought impossible. This helps reduce stigma and discrimination and changes the attitude of gatekeepers who have the power to permit or deny children the right to take part in physical activity.2. By changing participant’s perceptions of themselves and their abilities: Sport empowers people to recognize their own potential and advocate for changes in society to enable them to fully realize that potential.Thus the project attempts to create interdisciplinary curriculum on sport management, sport nutrition and physical education while also providing short courses for professional coaches, trainers, sport clubs and organisations that want to learn how to use sport and physical education for inclusion.The project will also create SPIRIT student clubs to promote SPIRIT activities across schools and local communities