<< Objectives >>General Obj.: Increase resilience of inclusive HE systems to address ongoing needs of refugees through social participation and recognition of skills in their learning pathways.Sp. Obj. (1): Foster and assess the integration of refugees in professional and study life as well as in society through 3-level interventions.Sp. Obj. (2): Use digital innovation, social participation and impact assessment to build strong academia-society cooperations for resilience and sustainability.<< Implementation >>43 activities are grouped in 5 WPs.WP1: Project management (& quality assurance, communication, sustainability): 11 activitiesWP2: Landscape analysis of Higher Education crisis support mechanisms for refugee students: 7 activitiesWP3: Implementation of interventions at European universities offering refugee programmes: 10 activitiesWP4: Academia- society resilience in refugee crises: 6 activitiesWP5: Impact and sustainability: 9 activities.<< Results >>WP1: 10 project mng reports.WP2: design principles (D1), publication on findings (D2), synthesis translated in seven languages (D3).WP3: report (D4), design plans (D5), report (D6), report (D7), analysis (D8), summer school in Bordeaux and virtual ME#1.WP4: 3 publications (D9, D10, D11), 3 reports (D12, D13, D14).WP5: videos (D15), report (D16), guidelines (D17), sustainability plan (D18), policy brief translated in FR, EL, DE, SI, PL, UA, LT (D19), virtual ME#2, virtual Symposium-ME#3.

"<< Objectives >>""Welcome!"" preparatory online school for children with migration background project aims to create ""Welcome! platform to foster integration and inclusion of children with migration background in Poland, Czech Republic, Bulgaria and Greece to local educational systems. Thanks to participation of Ukrainian organisation the project will focus on refugee kids and their needs in new countries. Project will help teachers to work in policultural classrooms and integrate mixed cultures and languages.<< Implementation >>6 organisations from 5 countries will work during 30 month on creation and implementation of ""Welcome!"" platform with multimedia activities for integration, language and cultural engaging courses for school children (10 - 14yo) and multimedia guide for teachers.To achieve our goal the consortium experts, educators and researchers will work together, engage teachers and educational authorities in the project piloting, promotional events, workshops, meetings and final conference.<< Results >>""Welcome!"" platform will host:- repertoire of activities to valorise (migrant) children repertoires and experiences facilitating language socialisation and plurilingual and pluricultural integration; - “Welcome in Poland!” “Welcome in Czech Republic!” “Welcome in Bulgaria!” - local language and culture to children with migration background repository;- “Welcome in new school!” multimedia guide for teachers working in pluricultural classrooms.The platform with materials available to all."

Globalization and technological innovation (4th Industrial Revolution) bring long term changes in the world economy that are alternating the structure and the future of the labour market. The decision makers should realize that in the near future the job vacancies will not be reduced due to technological advances but the nature of these vacancies will change. These new vacancies will shift rapidly in favour of employees that are skilled and educated people in the fields of nanotechnology, robotics, machine learning, artificial intelligence, Internet of Things, programming, automations, data science. Moreover the market needs request employees that have the ability to solve problems, to take the initiative, to be innovative, to have management & entrepreneurial skills in order to survive & be employable under open market globalization conditions. Moreover the business word believes that new technologies such as AI will create more jobs than it will destroy; by 2020 AI will automate 1.8 million out of the work but will create 2.3 million jobs - a net gain of 500.000 jobs. It is harder to imagine industries that do not yet exist and how they will create jobs for all types of workers. This is why data science for example is so intriguing right now: it is one of the early, emerging industries that has come into being because of AI. A direct product of data science is the field of IoT; right now 8 billion sensors are connected to collect applicable information for various human activities (e.g. track noise, track pollutants, the number of cars in a parking lot); until 2020 more than 20 billion will be connected. This is expected to create more jobs related to new technologies the 4th Industrial Revolution will introduce. The Higher Education in Europe should react fast and shape its educational programs in order to ensure that its graduate students enter the work equipped with the sort of skills firms are willing to fight over in a global base. HEIs should contribute also to the life long distance learning of the European citizens in order the latter to be able to re-skill themselves and remain employable under the new conditions the 4th Industrial Revolution have set. CRETE projects proposes a flexible curriculum of modules & training activities that addresses all the aforementioned priorities. CRETE project that will offer innovative, high quality training in all the new and interlinked emerging technologies the 4th Industrial Revolution brings and will demand an electronic engineers to know. The proposed modules in nanoelectronics, nanophotonics, artificial intelligence, robotics, data science, neural networks, machine learning, management, innovation & entrepreneurship will complete the existing conventional course curricula of the consortium Universities. The project is not envisioned to cancel the existing curricula but to make them more competitive and tuned to the forthcoming changes. This will make the proposed modules easier to be integrated and accredited by all the partner Universities. The project is not only focused on the teaching of engineering students in technical themes but empathizes the teaching of academics of the most modern educational methods in order to provide high quality education which will result in competitive graduate students. So the program will offer training in problem solving learning strategies for engineers, online teaching & assessment methods, teaching oral & written presentation skills, performing open science research. The online form (online lectures) of all the proposed modules and theirs free access through the project's educational platform, is believed will contribute towards the re-education of the adult learners all over the globe in modern technological & teaching skills (technical & soft skills) and in accordance to the modern market needs and future developments. To increase the impact of the project all modules will be developed in English, all planned Intensive courses will be live streamed in the Internet in order for more people to benefit from the CRETE project. The consortium envisions to engage more partners into the project during and beyond its lifetime. The consortium promises to make the project's objectives priorities within the consortium Universities and update the project's educational platform with new material even beyond its funding lifetime. This action is very important to be followed by the consortium and beyond it in order for the HEIs curricula to be able to respond to the fast pace change of the market requirements regarding the skills an electronic engineer should have.

Nanotechnology (NT) is among the fastest growing fields in STEM sciences. There is a growing recognition that NT is poised to become a major part of worldwide economy & a very potential employer of young scientists. All these facts, point to an increasingly worldwide ecosystem of research & innovation in NT. In order to support the continued development of NT, is important that NT education to be a priority to accelerate research excellence. The impact of photonics in the various sectors of NT is substantial. The impressive progress NT has experienced could not be advanced without photonic tools & techniques. Knowledge of Photonics, fundamental principles, techniques and devices, is one of most critical skills that a scientist, of any discipline, should has. This has realised in the research level but not in educational level. Innovative Photonic Education in Nanotechnology (iPEN) primary objective is to provide an innovated education & training, mainly to postgraduate students and/or researcher across any STEM discipline in the most modern photonic processes & equipment used in NT. The project envisions the facilitation of the individual learner’s understanding in photonic-based techniques & devices and thus the easiest & fastest adoption within the lab procedures. The courses or components that will be developed may be included in online repositories and used not just as a whole, but rather be separated into distinct components and serve two purposes: they can either be sources of learning materials for future course developers or as ready to use independent online components for classical teaching methods. In both cases they can be re-assembled, reused, repurposed or redistributed by others. Other secondary priorities of the iPEN are (a) the development of scholars teaching abilities, online teaching literacy, (b) to provide information for the importance of the soft skills development and how to develop them for higher employability.

<< Objectives >>General Obj.:Enhance Baltic universities’ social responsibility through civic engagement actions to address Ukrainian humanitarian crisis in the Baltics.Sp. Obj. (1):Make Baltic universities act for the benefit of Ukrainian populations through commitment of the quadruple helix actors (science, policy, industry and society).Sp. Obj. (2):Stimulate innovative educational practice and staff upskilling at Baltic HEIs through cross-cultural dialogue, citizen engagement, business-academia cooperation<< Implementation >>38 activities are grouped in 5 WPs.WP1: Project management (& quality assurance, communication, sustainability): 11 activitiesWP2: Landscape analysis: citizen engagement initiatives for Ukraine organised by Baltic Universities: 6 activitiesWP3: Design, implementation and assessment of citizen engagement actions within and beyond Baltic HEIs: 8 activitiesWP4: HE capacity building in challenging: 5 activitiesWP5: Impact and sustainability: 8 activities<< Results >>WP1:10 project mng reportsWP2:collection of initiatives(D1),internal report(D2),open access publication(D3),synthesis translated in EE, LT, LV, UA, GR(D4),6 workshopsWP3:methodology(D5),internal report(D6),open access publication(D7),synthesis translated (D8),report (D9),policy brief (D10),workshopsWP4:report (D11),open access materials (D12),6 experience cafés, podcast series(D13)WP5:videos (D14),reports (D15),open access publication (D16),1 online round table,3 MEs (EE, LT, LV),1 webinar