EULAC Focus addresses the whole set of topics included in the Call. It delivers a significant contribution to the improvement of EU–CELAC relations through a better understanding of the three dimensions selected by the call: cultural, scientific and social. The main objective is that of “giving focus” to these three dimensions of EU–CELAC relations, with a view to determining synergies and cross-fertilization, as well as identifying asymmetries in bi-lateral and bi-regional relations. Research is focused on areas crucial to explain the current state of relations between EU and LAC, and will be pursued at two levels: a) research activities; b) strategic set of recommendations. In order to guarantee high impact, the research is pursued in six interdisciplinary WPs, organized “matricially”. Three are “horizontal ”: Cross-cutting pathways, Towards a common vision for EU–CELAC and Dissemination and outreach. The other three are “thematic/vertical”: Cultural, Scientific and Social Dimension, and not only intersect the horizontal WPs but also interact between them. To achieve the objectives, the project is organized by the multidisciplinary and well balanced consortium of19 members from 15 counties. The consortium represents a unique group of highly competent and experienced institutions, composed specifically for the purpose of this project,comprising, in both regions, Gov Research Agencies, Research institutes, Universities, University Association, and two International European – LA Organizations active in analytical and policy oriented research and dissemination. EULAC Focus builds upon the outcomes of prior mapping conducted at the bi-regional level and will facilitate access to end-users, as well as feeding into the work of the EU-LAC Foundation and informing bi-regional networking activities of the JIRI and T-AP’s work. The number of partners has been carefully defined to ensure project goals and proper diversity, while allowing for efficient project management.

"In an apparent context of exit from the economic crisis of 2008, unexpected and surprising economic phenomena appear, unfold and develop, new models of production, organization and exchange of goods and services that in a much more horizontal, communitarian and self-managed way, point to an evolution of the traditional economy, based on the STATE-MARKET binomial, towards a Shared Economy or Common Good. Thus, what has been named Sharing Economy is a new concept that actually houses different concepts and business models and exchange, and that extend the traditional concept of Social Solidarity Economy. These emerging economic initiatives and business models require new skills, both for their development and for their management: renewed management methods, capacities to produce functionality, goods and services focused on the use and needs of people. Evolve the training programs of the Universities to this new business and economic reality, incorporating new content to train and train students capable of developing and managing this new type of business and economic initiatives is the goal to which the INICIA project aims to contribute, through the development of a course of ""Specialization in Management of Collaborative Economic Initiatives and Social Economy"", in order to improve the skills of their human resources and prepare them to face the challenges of these new economic models.The project will be carried out with the support and collaboration of European and Argentine universities that have experience in this subject.The main products of the project will be the creation of a Specialization Course, which will be taught in a first edition to 420 students and will be replicable at a regional level."

HICA, which was driven by university associations, universities and ministries in 6 Central American (CA) countries, aimed to support the reform, innovation and harmonisation of HE curricula. The project further developed/implemented a regional qualifications framework for Central American HE (‘MCESCA’) – proposed by the prior project Alfa PUENTES (2011-14) – that defines what a student should know, understand and be able to do after each HE cycle, in a Central American social and political context. HICA further completed the MCESCA by defining learning outcomes for pre-bachelor, short-cycle programmes. This was done through national focus groups and consultations with academics, students and other social partners in the different CA countries, guided by a Technical Team that was appointed by national university associations. The project also examined time/credits required for the different HE cycles, with the objective of defining credit ranges to achieve the learning outcomes of the MCESCA. The MCESCA was simultaneously 'piloted' in partner universities. CA partner universities selected at least one study programme to revise and reform, defining work-load based learning outcomes that correlate to the MCESCA. European partners shared practice on curricula innovation in support of this, via a training programme that entailed three workshops, webinars and visits of European experts to CA countries. The pilot outcomes and the MCESCA itself were promoted widely to regional and national political bodies, employers, accreditation agencies, etc. via national promotion workshops in April through June 2018, organised by the associations and the ministries. These were used to enrich and validate the MCESCA as a tool in the region. HICA has had diverse impacts: The revised academic programmes have created a catalytic effect, bringing leadership, students and teaching staff together to implement curricula reform. In addition, CA universities have networked and reinforced regional cooperation. National associations and the ministries benefit from a regionally agreed tool that they can use for quality assurance and teaching reforms taking place in their own systems as well as recognition of studies between countries. The European partners benefit from discussions on frameworks for HE reform in CA, which will provide an important mirror for similar reforms that take place in the context of the Bologna Process.

The IRUDESCA project (from its Spanish acronym, Integración Regional, Universidad y Desarrollo Sostenible en Centro America) aims at strengthening relations between Central American and European universities and the social and economic fabric, as part of a new way of understanding economic models, based on cooperation, sustainability, respect for the environment and people as well as the role and responsibility of universities in the training of professionals and entrepreneurs committed to a smart economic growth of their countries. IRUDESCA focused on entrepreneurship education by providing training to entrepreneurs giving special attention to contents related with business cooperation, the creation of sustainable value chains at the regional level, and the improvement of productivity and competitiveness of micro, SMEs and cooperatives. The project proposed new methods of practical training and real case studies in business and industry (through the Work Package 2.4: Double Coach Assistance (GA) that aims at supporting the development of innovative ideas for sustainable projects and students international exchange between Central American partner universities and countries involving the companies related with the Business Entrepreneurship Projects), with a strong focus on regional integration. In short, IRUDESCA proposed University-Business Cooperation and new university guidance and tutoring services for the students, in collaboration with the business sector.The project focused its approach on the articulation of a European and Central American Universities Network that act in coordination in the definition and implementation of a common modular training program connected with the business and productive sectors of the participating countries.Thus, the project created two new modules of 90 hours each (with a 2 CAC - Central American Academic Credits - each), a transversal module of 45 hours (1 CAC), and an online training course for 24 teachers from the Project partners in Central America. Through these new modules, 240 students (20 students per University, 40 per country) have been formed. The modules focused on the topics of business innovation and value-chains development, creating eco-sustainable SMEs and innovative managerial skills. The modules had, as an educational methodology, the development of Business Entrepreneurship Projects (PEE, from its Spanish acronym). A Network of Coaches was organized based on a system of coaching structured with 2 coaches (1 academic + 1 business) with the role of advising students in the definition of the PEE and its implementation in the real economy of their countries. Students were divided into groups of 5 and each group will develop one Project (4 groups and 4 PEE per University). From the total of 48 Projects, the top 12 (1 Project per University) were selected by an Academic Committee (CA, from its Spanish acronym) and the students involved in these projects participated in an International Internship Program (PIP, from its Spanish acronym). IRUDESCA’s results have been transferred to other universities in Central and Latin America as well as companies and organizations in the productive sectors. This was accomplished (i) with the support of 6 National Working Groups (GTN, from its Spanish acronym) that established for the Project, (ii) through the dissemination of a Project’s Newsletter (Spanish + English + Portuguese), and the organization of 12 Communication Conferences (2 in each partner country) during the Project’s lifetime and a Final Regional Conference.