INTEGRA aims at responding to the limited participation of young refugees from conflict affected countries to the higher education system of India & Pakistan by introducing an innovative methodology that will allow them to overcome the obstacles they currently face. This will be accomplished by combining a short-term ICT course for youth with migrant background, based on the expectations of the ICT labour market in these countries, along with the establishment of 4 psychosocial support structures (1 per HEI), which will provide personalised psychosocial support. By bringing young refugees closer to the higher education system in India and Pakistan, the ambition of the project is to facilitate their full integration in these countries by attending higher education courses and/or by entering the labour market and especially the ICT sector, which is one of the main economic activities in this Region.Main outputs of INTEGRA include: a) a 1-year accredited ICT course including different programmes & modules, based on the state-of-art analysis; b) the establishment of 4 psychosocial support structures providing personalized support to young refugees. The project involves also a comprehensive capacity building programme for tutors and professionals for the structures, along with a pilot delivery of the services developed. INTEGRA’s main expected results are:- HEIs in Partner Countries are enhanced in terms of capacities, new services and tools, in order to respond to the needs of refugee youth in their pursue of utilizing higher education and HEIs for social & economic integration- Young refugees from conflict affected countries are brought closer to higher education and HEIs in India and Pakistan, while also have their ICT skills built and psychosocial traumas treatedThe envisaged impact of INTEGRA is to foster the integration of young refugees in India & Pakistan by empowering HEIs in those countries in attracting this target group and serving effectively its needs.

The CABCIN central objective is to strengthen the capacity and quality of teaching at partner HEIs in India by the establishment of Capacity Building Centers (CBC) at each Indian university. This CABCIN project directly addresses a key priority, namely improving the quality of teaching in Indian HEIs, including cooperation with EU HEIs and increasing internationalization. The reason is that the Government of India Planning Commission places teaching excellence as one of the central pillars of the government’s plans for education for the next 5 years. This included improvement in teaching and learning, focus on learning outcomes, more international partnerships in teaching.In order to achieve this aim, following outcomes of the project have been outlined:- In the preparation phase, the complex process aimed at building internal capacity to increase teaching competencies has been developed. The process followed steps: developing the criteria to select staff, conducting the selection process to ensure that most competent persons will work as trainers, training selected staff through different trainings, workshops by EU partners. The process ended with evaluation by EU partners of competencies developed through various training modules. The evaluation was done using online tools.- In the second phase, consortium partners developed the map of teaching competencies as a base to prepare and conduct tailor-made trainings for teaching staff focused on pedagogical skills. Those teaching competencies were identified based on the self-assessment survey prepared by consortium partners. As a result of the conducted survey, non-existing or least rated competencies have been identified and this was the basis to prepare training programs. The trainings sessions covered the following issues: diversity in HE, assessment and grading, intellectual honesty, leadership.EU partners trained the agreed number of teachers at each Indian university (10% of the total number of the teaching staff), trained in preparation phase trainers were involved as co-trainers. In such a manner they will be able to deliver developed trainings to all teachers at their university after the end of the project. Training materials were developed as e-learning courses which will be easily available for trainers for training purposes. E-learning modules include preparation tasks and quizzes, as well as posttraining feedback and tests. - In the third phase, CBCs will be established and equipped with the LMS system. Establishing CBC at Indian universities aims to ensure continuous learning. The primary objective is to support academics development focused on pedagogical skills with ICT support. After the end of the project, each CBC will offer a variety of online resources and face-to-face consultations, trainings, workshops for teaching staff who wish to practice effective teaching strategies and enhance student learning. Thanks to the establishment of the CBC sustainability of project results will be maintained.At this stage, CABCIN partners developed four e-learning modules based on an innovative model of course production (courses developed in the previous phase). These modules will be a repository of exemplary material showing sustainable solutions with innovative methodologies and ICT tools. The use of the e-learning modules will allow trainers to explore new ways of developing teaching competencies. Trainers will use simulations and animations to develop teacher’s pedagogical skills, as well as other key skills of teaching effectiveness.As the last phase selected trained academic staff applied gained skills in the international context, through participating in European Visiting Program and delivering guest lectures for EU students. The CBCs will generate a sustainable solution of this kind in India and contribute to transfers of innovation and knowledge across regional, institutional and sectoral boundaries.

EngInes aims at increasing the employability of Engineers in the region of South Asia, with a focus on India, Sri Lanka and Nepal. The key issue identified is the fact that a large percentage of engineering graduates in the region, find themselves to be unemployable in the labour market. Our project is developing a toolbox with numerous services and products to increase the employability of students, providing with skills and capacities in request in the labour market.Key outputs include the development and implementation of:1. Tracer Studies 2. Training Needs Analysis3. Occupational Profiles4. Work-Based-Learning programmes5. Mentoring programmes6. Guidance programmes7. Field trips8. Career offices restructuring plansThe project includes study visits and knowledge transfer visits among Partner and Porgramme Country HEIs together with an intense training and pilot-testing period. The project's goal is to link innovations and skills in demand in the private sector with academic curricula, allowing universities to update their courses and studying programmes easily and accurately with scientifically backed methodologies and tools.

The TEAL2.O project is implemented by a consortium of 11 universities – 3 in Sri Lanka, 3 in India, 2 in Thailand, 3 in Europe, joined by a consultancy company. 1 higher education network in Sri Lanka and 6 PC Universities support us as associated partners. Improving access to Science and Technology (S&T) higher education is top priority in Sri Lanka, India and Thailand. Increasing Gross Enrollment Ratios and reaching underrepresented and disadvantaged groups requires investing serious effort into Open and Distance Learning (ODL). Yet, ODL and increased access, especially in resource-poor institutions, pose many quality-related challenges resulting from shortages of expertise, technological equipment, collaboration and internationalization. We aim to contribute to addressing these challenges and facilitate access to higher education through a comprehensive technological solution. We will develop and deploy an open-access platform for technology-enabled learning environment that will enable the design and delivery of quality ODL in S&T higher education. The TEAL2.O platform will have the following benefits:- modularity and full customizability, allowing institutions and faculty to design programs and develop teaching content that suit local needs and constraints, including those of underrepresented learners- unlimited possibilities for collaborative learning and teaching, allowing institutions to pool available expertise and support quality- learner-centred education, flexible learning pathways and co-creation on the part of learners- open source hardware and software integrated into the learning process to maximize learners’ exposure to technology and provide access to virtual labs and experimentationWe will train staff, faculty and students to use and develop the platform, and will establish 8 university Centres to provide user support and promote the exploitation of TEAL2.O, in the long run helping it to grow into a self-sustainable learning network.

This is a capacity building initiative involving 5 EU partners (of which 4 HEIs) from Bulgaria, Greece, Finland and UK, and 10 Partner Country (PC) universities: 4 from India, 2 from Philippines, 2 from Nepal and 2 from Sri Lanka.Its overall objective is to build the capacity of PC HEIs to embed graduates' employability in their core activities and to facilitate the development of student talent through co-curricular and extra-curricular innovation activities involving key stakeholders, with a view to contributing to youth employment, inclusive growth and sustainable development.The project has the following specific objectives:-To support the uptake and mainstreaming of entrepreneurship education and innovation training in PC HEIs and to promote the integration of talent development into research and innovation activities in collaboration with external stakeholders (enterprises, non-profits, public sector)-To create sustainable institutional structures and ICT tools enabling student co-creation in research and innovation and stakeholder co-creation in talent development-To build PC HEIs’ capacities for delivering innovation and entrepreneurship training in view of building students’ employability skills.The capacity building intervention has three key dimensions: - enabling an institutional culture of strategic planning and change in the direction of improving the relevance of education- launching Talent Co-Creation Labs for co-curricular and extracurricular live projects combining student and stakeholder co-creation in innovation and engaging students with the world outside the university- developing tools and teaching resources to support staff and faculty implementing the new tasks.All dimensions seek to enable a re-design of students’ learning experience, introduce a challenge-driven learning model, improve graduates’ employability skills, strengthen PC HEIs’ interactions with business, and involve external stakeholders in student talent development.