Die Technische Universität Berlin versteht sich als internationale Universität; Europäisierung und Internationalisierung gehören daher zu ihren erklärten Entwicklungszielen. Mit dieser programmatischen Ausrichtung verpflichtet sich die TU Berlin erneut, Internationalität auf allen Ebenen nachhaltig zu verfolgen. Die TU Berlin beteiligt sich im Sinne der Bologna-Erklärung aktiv an der Weiterentwicklung des europäischen Hochschulraums und verstärkt ihren Internationalisierungsprozess weltweit. In einer globalisierten Welt sind die Arbeitsanforderungen für Hochschulabsolvent*innen nicht mehr auf einzelne Länder und Regionen beschränkt. Die Ausbildung der Studierenden muss die Absolvent*innen qualifizieren für einen internationalen Arbeitsmarkt und für Kooperationen mit internationalen Partnern. Durch Lehr- und Lernmobilität lassen sich berufliche, soziale und interkulturelle Kompetenzen steigern. Das ERASMUS+ Programm wird an der Technischen Universität Berlin als Instrument verstanden, in möglichst vielen Bereichen eine europäische Dimension in Lehre und Studium einzuführen. Das hat dazu geführt, dass sich mittlerweile alle Fakultäten der TU Berlin an dem ERASMUS+ Programm beteiligen, wenn auch in unterschiedlichem Ausmaß. Die Austauschprogramme müssen Qualitätsstandards genügen, damit die Zielsetzungen eines Auslandsstudiums langfristig greifen. Zentraler Indikator für die Qualität des Auslandsstudiums sind die Anerkennungsverfahren für Studien- und Prüfungsleistungen. Die Anerkennung und Anrechnung der Studienleistungen spielt eine sehr wichtige Rolle für die Qualität von Auslandsstudienangeboten. Da sämtliche Austauschprogramme der TU Berlin unter der Prämisse stehen, dass die an der ausländischen Gasthochschule erbrachten Studien- und Prüfungsleistungen auf das hiesige Studium voll angerechnet werden sollen, wird regelmäßig eine Bestandsaufnahme und Analyse der derzeitigen Anerkennungspraktiken an der TU Berlin durchgeführt. Die Anwendung von ECTS-Punkten und des ECTS-Instrumentariums sind Voraussetzungen für die erfolgreiche Durchführung des Programms. Einen weiteren entscheidenden Einfluss auf den Erfolg von Austauschprogrammen hat die Integration der Studierenden und Lehrenden in den jeweiligen Lehrbetrieb. Programmbegleitende Maßnahmen wie die Unterstützung bei der Wohnungssuche, Informationsveranstaltungen zu Studium und Lehre, Orientierungstage, Gruppen- und individuelle Beratung, ein Buddy-Programm, eine Infothek mit Berichten zum Auslandstudium und ein großes Angebot von Sprachkursen sorgen für die Qualität der Austauschbeziehungen. Im Rahmen des ERAMUS+ Programms hat die Studierendenmobilität bisher den größten Stellenwert gehabt; Dozentenmobilität, Personalmobilität, Teilnahme an Intensivprogrammen und die Möglichkeiten der Lehrplanentwicklung sind eher zurückhaltend genutzt worden. Für diese Bereiche sollen verstärkt Informationen und Unterstützung bei der Antragstellung zur Verfügung gestellt werden. Außerdem setzt sich seit 2015 die Vizepräsidentin für Internationales verstärkt für Personalmobilität ein.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. 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.

The project consist of 17 universities: 5 from Program Countries: FR, DE, LV, EST, BE; 4 from KZ, 4 from RU and 3 from BY; two stakeholders of related field: 2-from KZ, 1- from RU and 1-from BY and P1 spin-off company- P6 from DE. The overall objectives of the proposal are: to support the modernisation of the higher education (HE) in space exploration and intilligent robotic system in the targeted Universities in BY, KZ, RU through innovation of two cycles curricula in line with the new development in the area, the labour market demand and according to the Bologna Process and best practice. In relation to the output/outcomes: review/analysis of the current programmes/curricula (BA, MA) in space technologies and robotic; to upgrade current programmes/curricula inclusive ECTS; to develop a set of 14 new core curricula and 7 transferable modules; adopt/accredit on institutional/national level; to develop, publish, purchase the new tutorials, handbooks, syllabi; to develop WEB based platform; to prepare a set of documentation for ROBOLAB purchase/install the equipment; to retrain academic/non-academic teachers in new curricula and methodology; Master Classes in new curricula held in ROBOLAB; pilot teaching students in new curricula using ROBOLAB establishment; developing a set of documentation/purchasing/installing equipment; staff training/pilot operation/networking of TETRO; to address the envisaged impact: promotion of closer exchange between HEI community and labour market to meet the needs of labour market to improve training in space technologies and robotic to foster employability of educated youth and to enable networking between various stakeholders on this issue. Academic content: 21 curricula and module inclusive ECTS using updated teaching techniques and modern learning environment.

IncluSTEM’s context has emerged throughout the so-called “refugee crisis” in 2015 with many migrants coming to Europe striving for a future. Higher education institutions across Europe have been and still are overwhelmed by the many migrants with previous higher education or the determination to make a career in Europe and - in spite of the Lisbon Recognition Convention (LRC) which encourages a flexible approach to the recognition of qualifications held by refugees, displaced persons and persons in a refugee-like situation across Europe - ignored the necessity to adapt to this new (prospective) student group. This eventuates in the over-qualification of many migrants since they are forced to find employment irrespective of their previous education or qualification. The successful inclusion into European society and the labour market is, hence, hindered and the migrants potential left untapped. At the same time, the European labour market is facing a major change: the Digital Era which confronts a big share of the working population with the need to acquire new (digital) skills. Many companies across Europe have been looking desperately for professionals in the STEM and IT sector to be able to cope with the challenges ahead. The core partners of IncluSTEM therefore join forces to create a “Hub of Expertise” to tackle both of these challenges together. By collaborating on these issues, KTH Stockholm, TU Berlin and UP Madrid managed to create an all-encompassing “A Handbook of Best Practices for Inclusive Higher Education”. Every partner brings different strengths and areas of expertise into this Strategic Partnership in order to follow their objectives of:Developing a model to build inclusive higher education institutions for students with a migration backgroundRaising awareness for both the students with a migration background’s needs as well as the needs and challenges of the university staff working with them on an institutional-level as well as on a European Higher Education Area-levelDeveloping innovative and flexible teaching and learning methods tailored to the target group’s needsStrengthening a European identity of every actor involvedThe three project partners, however, know that their motivation and expertise is not enough to create sustainable and effective change for students with a migration background. Without the cooperation and consent of policy-makers, public institutions like employment offices or NGOs and the civil society, inclusion and most-importantly the recognition and validation of these students’ skills is not feasible. Therefore, IncluSTEM aims at: Implementing a Quadruple Helix Model to include agents from all levels and backgrounds in order to create and implement a realistic and functional action planThe participants of IncluSTEM are people with a migration background who are interested in studying within the field of STEM, preferably with previous experience in this field. Furthermore, teaching and administrative staff in the institutions will be able to follow training sessions that will prepare them for the special demands and challenges that working with this target group entails. The number of participants therefore depends on the demand and resources available at each of the partners institutions. However, as many of the intellectual outputs will be made available via an online-learning platform, the number of participants can be big for most of the deliverables.The activities carried out by IncluSTEM reach from:- Developing an “Onboarding Handbook” which provides a number of best practices for advising students with a migration background in preparation for taking up a study programme as well as throughout their entire study cycle;- Implementing STEM study-specific language courses in English, German, Spanish and Swedish online and offline which is particularly important as the field of STEM tends to become more and more international and therefore demands more than one working language;- Create structure, content and teaching methods for “Training for employability” which will boost the students’ chances of finding employment after finishing their studies; - Developing an action plan to set up job-matching schemes across all partner universities to help all participants of IncluSTEM to access the relevant job market- Receiving constant feedback and self-assessment of both students and staff to improve and consolidate course contents, teaching methods and measures for inclusionAll the outputs created throughout this Strategic Partnership will be developed in close cooperation and ongoing exchange with partners from different institutional backgrounds of the Quadruple Helix Model to ensure a solid and sustainable delivery of IncluSTEM’s project goals.The desirable results and long-term impact of IncluSTEM are the restructuring and optimisation of recognition procedures of students with a migration background.

The YEBO! project, focusing on the promotion of the internationalization of doctoral studies in South Africa, aims to address and redress the problem areas of doctoral studies. The YEBO! project is a response to the target of the South African Government's National Development Plan to have an estimate of 5,000 doctoral graduates per year by 2030 in the fields of Science and Technology. Preliminary findings indicated that capacity building is critical in supporting doctoral studies. The imperative developmental areas include supervisory support and capacity, grant capacity and proposal writing capacity, with the potential to increase access to research networks, international funding and internships. The aforementioned do not exclude capacity support to institutions in support of doctoral studies, from an international perspective, and with a focus on best practices. Three principle approches were identified in response to the capacity development needs of South African universities: - A web-based portal that encompasses research and funding networks, identification of funding opportunities, with an emphasis on training materials and videos accessible to all. - Four themed conferences, co-organized by programme and partner countries, focusing on best practices for the internationalization and promotion of doctorate studies, and fostering networking and cooperation opportunities.- Three training sessions, organized in South Africa, with a focus on supervision capacities.