TCountries in the Southeast Asia, including Cambodia, Laos and Myanmar are experiencing rapid economic growth, and it is anticipated that GHG emissions in the region will increase rapidly. These countries are also among the most vulnerable countries when it comes to the effects of climate change.Simultaneously, a significant proportion of rural households lack access to modern energy services. In face of climate change, there is a strong need to support building sustainable energy pathways. Responses to the challenges present in the energy-poverty-environment-climate nexus call for multidisciplinary and situated knowledge and capacities. The project responded to the identified needs of the Mekong HEIs to:1.create sustainable energy engineering curricula, 2.improve sustainable energy knowledge, innovative pedagogical approaches, skills to foster research oriented learning,3.improve international, national and regional networks.The DEEM project aimed to integrate future and sustainability thinking, promote innovation and entrepreneurship, build public-private partnerships and include innovative teaching methods. Associate partners from the governmental and civil society sectors provided guidance on most relevant challenges and skills needed. The wider objective of the project was to ensure partner HEIs are able to respond to the capacity and employment needs of sustainable energy development in Cambodia, Laos and Myanmar. The objective has a direct link to strengthening the integration of sustainable energy goals into national level energy policies, providing qualified energy experts into the local, national and regional labor markets and fostering greater collaboration between the public and private sectors and increasing regional level cooperation and mobility in research, entrepreneurship and innovation. The project directly influenced the modernisation and internationalisation of HEIs, and in the long term, contributed to sustainable energy policies, mitigation of climate GHG emissions and climate change, promoting energy security and better access to energy for all.Between 2016 and 2019 more than one thousand participants from Asian partner universities attended workshops, seminars and trainings organized by DEEM. This figure contains both staff from partner universities and advanced students working on their Master’s degrees, representing the next generation of teaching staff.New learning opportunities were created during the DEEM period in participating partner country institutions. National University of Laos launched its new Master’s Programme in Energy Management, built from the ground up using all new courses, and University of Yangon developed a Master’s Programme on Environmental and Water Management. Yangon Technological University designed a new diploma course on renewable energy and opened four PhD positions on Renewable Energy.In total, at Institute of Technology of Cambodia, 11 courses gained new substance and teaching approaches from DEEM. At Royal University of Phnom Penh, the project management was comprehensively overhauled, and 8 other courses benefited from updated teaching approaches. Yangon Technological University updated the content of 6 courses, and University of Yangon updated its course on environmental studies and planned to update all undergraduate courses in physics during 2020.During the project period, a total of 178 mobilities were undertaken, and various MOUs were signed strengthening and facilitating collaboration and networking between HEIs in the Mekong region as well as with universities in Europe. Seven stakeholder events were held to connect DEEM activities to the society at large, linking research and innovation processes to private sector development, NGO activities and government policy.

This action supports physical and blended mobility of higher education students and staff from/to third countries not associated to Erasmus+. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

In Europe, there is a clear long-term objective to decarbonize the energy system, but it is very unclear how this will be achieved in the heating and cooling sector. As a result, there is currently a lot of uncertainty among policymakers and investors in the heating and cooling sector, primarily due to a lack of knowledge about the long-term changes that will occur in the coming decades. This HRE proposal will enable new policies as well as prepare the ground for new investments by creating more certainty in relation to the changes that are required. The work in this proposal will build on three previous HRE studies, all of which have been successfully completed on time and all of which have already influenced high-level policymakers at EU and national level in Europe. The work from these previous studies will be significantly improved in this project. The new knowledge in this project will: - Improve at least 15 new policies at local, national, or EU level, - Specify how up to 3,000,000 GWh/year of fossil fuels can be saved in Europe, and - Quantify how the €3 trillion of investment required to implement these savings will reduce the net cost of heating and cooling in Europe. Furthermore, one of the most significant improvements compared to previous studies is the dissemination and communication strategy that has been developed as part of this proposal. These activities represent the largest work package in this proposal, which is necessary to ensure that policymakers, investors, and researchers at local, national, and EU level are all aware of the new data, tools, methodologies, and results from this project. The dissemination activities are expected to directly build the skills and capacity of at least 350 people in specific target groups identified by the consortium, while the communication activities will inform at least 50,000 people about the project activities and results.

"The project ""EuKiD"" aims to extend the scope of existing approaches to teaching German language and literature in schools, shifting the focus of these approaches from the national to the international level. Specifically, it proposes innovative ways to further develop the curricular standards for German as a school subject and to create the corresponding teaching materials. The idea for this project came out of the KMK resolution ""Europabildung in der Schule,"" which calls for schools to ""awaken and promote awareness of a European identity in young people"" (KMK, 6-7) as a key goal of their educational work.In accordance with the—thus far inadequately implemented—KMK recommendation, this project contributes to the long-term development of European studies as a sub-topic of German studies, as follows. First, we propose how the German school curriculum for the competency area ""Reading—Dealing with Texts and Media (Lesen – mit Texten und Medien umgehen)."" As examples for this sub-area, we design primary- and secondary-level (I and II) teaching modules and materials for students of different skill levels. Second, we give workshops in which we present our ideas to EuKiD‘s participating teachers, who then carry out a pilot project in schools to implement the proposed modules and evaluate the results.The goals of EuKiD will have been reached when, in dialogue with practicing professionals, researchers and educational policymakers, our project team has developed new proposals for curricular development, promoted further teacher training on European studies for the German subject area, and created, implemented, positive evaluated, and made available as Open Educational Resources (OER) the corresponding new teaching modules and materials. The project will conclude with an international conference in which EuKiD participants and professionals engaged in subject-related didactic research and teaching discuss the project results."

The University of Flensburg was re-named Europa-Universität Flensburg (EUF) in June 2014: since then the focus in studies, teaching and research has been placed on the theme of Europe. In this context the Erasmus+ program represents an essential role in the internationalisation of the university with respect to Europe. The Erasmus International Credit Mobility offers the possibility to structurally support especially successful cooperations with partner countries and broaden the focus with respect to content. In the project period 2016/18 the Erasmus programm was successfully realized with two partner universities in Russia. Mobilities comprised: a. student mobility in both directions on Bachelor level as planned and applied for. The study area in both countries was modern languages (German, English). b. Staff mobility in both directions. The teaching fields also concentrated on modern languages Engliah and German. Aspects of German and Russian culture, literature and history were focussed on and compared. New teaching methods were beeing tested (workshops, project work) and continued after the teaching period in a blended learning format. c. Personnell mobility in both directions. The aim here was to familiarize for staff with the partner institutions, to exchange information regarding the project KA 107 and to discuss matters of project management and quality management as well as further planning. The staff mobility from Russia to Germany was embedded in a staff week at Europa-Universität Flensburg.