The proposed action brings forward the central objective to promote EU experience in the development of monitoring and early warnings response and communication systems through a series of research training events.The proposed action was implemented through the specific objectives:(1) To organise and host three summer schools on design of systems for monitoring (including biophysical and institutional, inclusive to different kinds of knowledge) and timely responses to early warnings (including design of science-policy interfaces and communication strategies); the primary target audience are natural science and management students from Siberian Federal University (SFU) and partner institutions, however the call for applications was open, practitioners, young teachers and students from other universities were encouraged to apply.(2) To launch research reflecting on the applicability of the EU experience in the Siberian context that would serve as input to summer school curricula, as a part of preparation, conducting and following up summer school case studies. (The implementation indicators are: timely prepared teaching and case-study materials, and summer school reports available online, and papers submitted to national and international peer-review.)(3) To disseminate schools' results and research findings through publishing case study reports, dedicated session on the annual conference at SFU, and online e-learning platform with all the School materials available.(4) To establish links with practitioners involved in environmental monitoring and control over hazardous objects and activities, involve them into research training and co-organise post-school seminars on the issues of monitoring.(5) To update teaching and learning methods by adapting expertise of EU resource faculty and using them in teaching regular courses in SFU; the plan was to (re-)train 4 SFU faculty members involved in the project and 3 PhD students involved as teaching assistants.

The goal of the project is to foster interest on EU studies in the field of language policy and education through research and educational activities, specifically the development of the module “Multilingualism: the EU Dimension in Language Policy and Education”.The academic module “Multilingualism: the EU Dimension in Language Policy and Education” is to be developed for students of NArFU bachelor programs in Humanities. The aim of the course is to provide students with general knowledge of the EU language policy in its linguistic unity and diversity, as well as to present innovations and best practices in EU language education. The course will consist of three parts: - Multilingualism in the EU: linguistic unity and linguistic diversity;- Language education policy in the EU;- Practical issues: The EU countries profiles in language policy and education.The academic course will be given for three academic years (per 54 hours) during the project lifetime. The project will include 2 workshops for university and school teachers and a conference for young researchers “Multilingualism in thevbccvb EU: Enhancing Learning, Innovation and Employability”.Expected results – the strengthening knowledge on the European Union in general and EU language policy and education. We also expect the growing interest in scientific and educational activities related to the EU among not only NArFU students, but also NArFU academic staff involved to the project implementation and young researchers from other regions and EU countries. As the result of project implementation research articles and teaching materials will be published.

The project “EU in the Arctic: governance, research, international relations” is a Jean Monnet Module, implemented by Northern Arctic Federal University (NARFU) with financial support of European Commission. The NARFU’s location defines its scientific and educational focus on the Arctic region. One of the bachelor programs of NARFU’s Institute of Humanities, Social and Political Sciences (IHSPS) – the bachelor program “International relations” - is focused on the political issues in the Arctic region. However, until recently a gap of this program was absence of a discipline/module focused on the European Union in general and its role in Arctic region in particular.NARFU recognizes that the European Union is linked to the Arctic region with a unique combination of history, geography, economy and scientific achievements. As a federal university with a particular focus on the Arctic, NARFU considers it to be of high importance to broaden the knowledge on the Arctic and provide the students with better understanding of the current state of art in the field. This aim cannot be completed without including the focus on the role, place, policy, activities and resources of the European Union as one of important actors in the North. The main objectives of the project “EUARCT” were: 1) to fill in the gap in the bachelor program “International relations” by including the Jean Monnet Modul “EU in the Arctic: governance, research, international relations” in the official Curriculum, and 2) to foster interest on EU studies in the Arctic region in Northern Russia through research and educational activities.The project activities included the followings: academic course/module and educational events, such as summer school “Model Arctic Council” and round tables. The aim of the course is to give students general knowledge of EU, EU’s Arctic policy and its main priorities in the Arctic region. The summer school and the round tables had two general aims - to enlarge the knowledge of the students who attended the course, and to provide students of different specialties and general public with basic knowledge on EU and EU-Russia relations in the Arctic.The expected results of the project were successfully achieved. The project team enlarged and strengthened the knowledge on the European Union’s interests and activities in the Arctic region by developing the module content and publishing a study book with complete teaching materials. The project activities attracted attention to the module topic not only the course participants, but also of a larger public – specifically by involving external participants through organizing the Summer School “Model Arctic Council” and round tables. An increased interest to the EU among students was obtained, and it was proved by the students’ research choice – during the module implementation a master thesis on the EU’s role in the Arctic was defended. After the project ending, the sustainability of the Jean Monnet Module “EUARCT” is ensured by the inclusion of the developed academic course in the study plan of the bachelor program “International relations” on regular basis.

Monuments of past wars are to be found in (almost) every city or town – soldiers, lions, tanks. Hewn in stone, their task is to remind us of the great battles of the past. But where do we find a monument for peace? We will build one - together!In this youth encounter in Magdeburg 29 young people from Bosnia, Germany, Italy, Russia and Turkey came together to discuss about European history. Against the background of changing circumstances in European society and rising xenophobic tendencies the young people dealed with the consequences of wars and flight and actively engaged themselves against anti democratic tendencies, xenophobia and for peace and solidarity within and out of Europe. In this project we dealed with the 20th century history and linked topics of historical and political education. We visited war graves and memorial places, and in workshops and discussions we concentrated on different aspects of this part of history. In this process, we tried to connect historical and present political topics: What does it mean to flee from wars and persecution? Which effects do wars and anti-democratic actions have on human rights? What does peace mean to each of us? And how can we promote tolerance and peace in public? Our thoughts and the indiividual results of our debates and arguments became visible during an art workshop which lasted several days. We learnt about symbols and forms, materials and structures and tried to create elements of a peace monument. It is planned to set up this monument in 2020 in the city of Magdeburg. By then, more than 2,000 people from a wide age-range and from all over the world will have participated in this project. The monument will be made of face masks and lots of small peace messages which shall invite people to think about the vulnerability of peace and the value of international solidarity.

The general task of capacity building in Higher Education Institutions of two partner countries South Africa and Russia in the framework of the LiLaCC project has two primary objectives.The LiLaCC consortium builds the MOOC in Disruptive Information Technologies (DIT) as applied to mitigation and adaptation in climate change. Secondly, in each partner university (South Africa and Russia), the LiLaCC project builds a fab lab with the research focus on Disruptive Information Technologies in Climate Change. Altogether four fab lab facilities will be created, and in each university from a partner country, i.e. at the University KwaZulu-Natal and Stellenbosch University (South Africa) as well as at the Northern (Arctic) Federal University and ITMO University (Russian Federation). Together with the existing facilities in programme countries (Finland and Sweden), these establishments comprise LiLaCC network Living Laboratory. Both significant outcomes of the LiLaCC project, i.e. MOOC and living laboratory infrastructure are intended in the first place for university students.However, since MOOCs are by definition, massive and open for the general public, the same applies to the availability of fab lab facilities. The prerequisite for an interested individual outside a partnering university to participate in a fab lab project would be the successful completion of the LiLaCC MOOC. This arrangement contributes to the issues of social responsibility of academia in South Africa and Russia and further emphasises and enhances societal participation and response to the climate change problems. The novelty of LiLaCC project lies in the combination of two disruptive approaches, which are a modern massive open pedagogical strategy (MOOC) along with the MOOCs subject matter in disruptive information technologies, which offers potential solutions to barriers impeding climate change mitigation actions.