The Erasmus Mundus Joint Master in Sustainable Mineral and Metal Processing Engineering-PROMISE is being established due to the awareness of increasing demands in the quantity and diversity of minerals, metals and materials as we move towards renewable energy, electromobility, digital communication and other clean-energy technologies. The EMJM PROMISE aims to produce world-class mineral processing engineer postgraduates and future leaders to support the sector into a sustainable future. PROMISE is a two-year and 120 ECTS Master’s Programme. The language of instruction in PROMISE is English and incentives to learn the partners' national languages which will provide a broad multidisciplinary education in the sustainable recovery of valuable minerals and metals. The consortium organizing PROMISE consists of four Universities, the University of Oulu-Finland, the Montanuniversität Leoben-Austria, the University of Zagreb-Croatia and the University Tecnica Federico Santa Maria-Chile. These partners complement and strengthen each other by involving top-level mineral processing laboratories, pilot plants, analytical equipment and recognized scholars and experts. In addition, the consortium has strong ties with the processing industry and a cluster of 31 mining companies, research centres, suppliers and universities demonstrated their endorsement to this program (as associate partners) this provides an excellent environment for the success of this master programme.Students will have broad competence with specialisation in the main areas of mineral beneficiation emphasised in better mineral recovery from primary and secondary sources, metal recycling (urban mining), by-product recovery meeting the demands of today's industry and environmental protection as an integral part of the circular economy. Students will move to at least three HEIs. Upon completion, students will be awarded multiple master’s degree Diplomas and a Diploma Supplement.

Smart Sustainable Cities (SSC) represent a progression of how cities apply digital technology to serve their populations, pursue sustainable socio-economic development, and transform themselves. The urban development that leads SSC requires a growing number of competencies to work together in order to plan, design, implement and manage the ongoing transformations of the city, enabled by technological innovation. Considering the great attention the concept of SSC has reached in Latin America, our project aims at integrating it into various university courses using new teaching and learning tools, as well as developing new curricula in all levels of education process. Given the increasing number of competencies needed and its interdisciplinary characteristic, the curricula for SSC will be implemented in areas such as ICT, Business Administration, Computer Science, Engineering, Architecture and Urbanism, Urban Planning, Political Science, among others, using a collaborative and international network of selected academic institutions in Latin America and Europe. The main outputs of the project include the development, evaluation and implementation of new courses and programmes on SSC to reach students, policy makers, public managers and other members of the city administration, professionals, managers and entrepreneurs, as well as university faculty that will be trained to apply the developed ICT-based tools to their classes. Besides academic curricula and specialization programmes, the project will provide an e-learning platform filled with a Massive Online Open Course on SSC. The main impacts of the project are to improve the quality of learning and teaching tools, methodologies and pedagogical approaches in the Latin America region, increase the employability and competitiveness of the students, and for the faculty members to increase the quality of their classes by using new learning and teaching tools and new content, as well as promoting life-long learning.

LASIN aims to effectively support and promote social innovation as a means to achieve sustainable and inclusive socio-economic growth, social cohesion and equity in Latin America, through intercultural, curricular and extracurricular activities. It will achieve this by establishing Social Innovation Support Units (SISU) within the Partner Countries to promote and support University-social enterprise cooperation, social entrepreneurship and graduate employability with a particular emphasis on social innovation projects, incubation and training. A range of learning and teaching tools will be developed, at a formal level through the development of a doctoral programme and more informally through CPD training of stakeholders in social innovation as well as through books and reports and a social innovation platform – a virtual space for sharing social innovation practices and learning outcomes. The project will establish international cooperation and internationalisation through a network of SISUs across the region introducing a training, mentoring and transfer scheme to ensure that there is an effective roll-out of the scheme beyond the original partnership. In addition, the project will specifically aim to involve local communities and in particular disadvantaged groups to give them access to University facilities and strengthen the ties between HEIs and their local social environment. There are at least two HEI partners representing each Partner country, one of which has experience at delivering social innovation training and other initiatives within their country and beyond. The EU Partners have a wide experience of delivering international innovation projects and embedding social innovative initiatives within their own institutions.

The objective is to establish a global network of remote controlled pendulum experiments for science education purposes and capacity building in higher education.The project main innovation will consist in the deployment of a network of pendulums distributed across the world.These pendulums are therefore remote experiments will allow students/general public to directly collect data from distinct points of the globe and study the physical characteristics of our planet on their own.The pendulum experiment has always been used transversely in different school levels and contexts, due to its simplicity yet rich in scientific information, making it a great experiment to provide diversified objectives, encompassing various educational levels and for developing a project able to promote cooperation for innovation and exchange of good practices between the involved actors.Experimental apparatuses will be accessed remotely via a public web portal, enabling real-time access to the pendulums and experimental data collected, watching live videos stream and provide access to digital quality educational content, seamlessly integrated with the experiment.The main outcomes are: Establish the 1st global scope scientific remote experiment (Collecting experimental data in real time at a planetary scale; Students will be able to measure and conclude about one of earth’s physical characteristics on their own; Accessible to all students/general public via a dedicated web portal).Improving Science Education (Deliver high quality on-line remote experiments: serving education anytime, anywhere.Supporting scientific promotion by providing a modern, state-of-the-art educational asset Deliver open e/b-learning activities and supporting content); Capacity building in experimental learning (Promoting the professional development of staff and youth workers in ICT methodologies;Achieve a low-cost maintenance network, which operation and evolution can be supported sustainable by its participants)

The participation of Women in STEM in the Latin-America region is a very complex problem in which necessarily call for actions from different actors, such as governments, private sector, families, as well the different levels of education (since childhood to higher education). In order to make concrete contribution, Higher Education Institutions need to focus on those needs and situations in which it has certain influence for making real progress, such as:- Significant minority of Women choose and access to STEM programs at tertiary level. The lowest rates appears in science and engineering programs. - Data is scarce, showing a need for analytical and systematic methods, which reflect actual participation of women in STEM at HEIs. - Tertiary studies with a high math component such as STEM seem to be excluded from the studies options by girls in secondary schools. - Lack of bridges between public policy and institutional actions led by HEIs. In this way, and aligned to the Erasmus + Capacity Building priority for improving management and operation of higher education, in terms of access to and democratization of Higher Education, the W‐STEM Project aims at Improving strategies and mechanisms of attraction, access and guidance of Women in Latin-American STEM Higher Education programs. For achieving this main objective, W-STEM project, will • Measure the gender equality in enrolment and retention rates in STEM programs.• Implement Universities’ policies, strategies and organizational mechanisms for improving attraction, access and guidance at undergraduate levels in STEM programs. • Promote STEM studies vocation and choice in girls and young women in secondary schools as well as guidance in the first year of the STEM program. • Develop an online training package for Higher Education Institutions to implement effective strategies to enhance attraction, access and guidance of Women in STEM programs.