SUNRAISE aims to promote sustainable management of Arctic and high mountainous ecosystems in Bhutan, India and Russia (partner countries – PCs) through enhanced tertiary education linked to labour markets and wider stakeholder circles. This aim will be achieved through the following objectives:1. To revise and upgrade selected BSc, MSc & PhD programs in PIs to make them end-user-oriented & policy-relevant, and enhance opportunities for LLL education.2. To develop SUNRAISE open education environment Platform (SUNRAISER) and online training services of the new generation (MOOC) for qualitative improvement of the education process and academic workflow support among universities and stakeholders across the PC and EU Member States.3. To create sustainable feedback mechanisms to end-users, ensuring adaptive and practice-relevant teaching contents, knowledge co-production opportunities and stakeholder support to post-project course development and teaching.4. To develop capacity for academic mobility, shared experimental facilities and joint research by PIs and beyond.Achieving of these objectives will significantly enhance the quality of educational provision in PCs, as the expertise of the whole consortium will become available to individual and group learners (including the students from other programs and, in particular, the learners from remote regions). PhD students will access research facilities at other PCIs through joint research arrangements and benefit from new methods and richer data for their thesis. Likewise, revision of research agendas PhD studies and integrating to them emerging problems and methods, will build teaching capacity at PC HEIs and motivate business and policy actors to engage in closer cooperation. The proposed vehicles for such engagement are national (RU) and regional (IN+BT) SUNRAISE sector collaborative platforms to be set-up for the Arctic and High Mountainous Areas to create a “community of practice”.

"The main project objective was enhancement of the role of Higher Education Institutions in ensuring sustainable development of industry and society, support of national “green policies” in Partner Countries and promotion of ""green culture"" by means of Lifelong Learning. Three specific objectives were: 1.Development of modules to foster green skills for different target groups and qualifications levels, 2.Enhancement of access of target groups to open education resources, promotion of LLL,3.Enhancement of green culture and continuing education through training of teaching staff, external stakeholders and public administration.The project promoted green skills among different target groups and for three different subject areas closely related to quality of life at large (ecology, food science and land management). Project used the analysis of sectoral qualification frameworks worked out in previous TEMPUS projects and parallel desk research on green skills related materials. A set of ""Green training modules"", concerning food science, ecology and land management, was designed, tested and implemented. The modules concerned sector-specific issues as well as more general ones A large collection of sustainability-related documents was gathered and made available to the consortium members in Dropbox and One Drive platforms. The main SUSDEV web page was designed and launched; its sustainability is guaranteed by the host (Jagiellonian University in Krakow). Partner Countries institutions have also created their own SUSDEV-related web pages.""SUSIMPACT"" Network was proposed together with the consortium of ECOIMPACT project.Structural character of the project was ensured bya) development of Policy Recommendations which have been forwarded to national authoritiesb) development of a set of transferable good practices concerning various aspects of sustainability and green skills c) fostering cooperation with local authorities and stakeholders, resulting - inter alia - in development of two applications for Regional Centers of Expertise under the auspices of the United Nations University, Tokyo.From the very beginning of the project the synergy with other European initiatives was sought, due to participation of consortium members in various European networks and organizations. Outputs and outcomes of SUSDEV are currently used in new projects, such as MODEST (Modernization of doctoral studies); and SUSDEV partners are getting involved in new initiatives."

The project is designed to define clearly the mechanisms of transfer and commercialization of knowledge and technologies, which are to be understandable unambiguously and executable within the reasonable timeframes. Realization of the project will enable to eliminate the existing difficulties and bottlenecks in cooperation with enterprises, to make structure of the cooperation more clear and robust and to give new opportunities and open new work horizons.The project is aimed to bring cooperation quality to a new level, to improve it and to enlarge. It means that new communicative, scientific and business links will be established between the enterprises and HEIs.The cooperation to be improved for the following groups: students, teaching and administrative staff of the university and the enterprise. The changes are to be executed at the level of the consortium and to be applied to all the participants. The cooperation for the abovementioned groups will be realized in the forms of internships, workshops, meetings, conferences and round tables. There are no spin-off network between Russia, Portugal, the UK, Spain, China and Georgia. The first steps to build such effectively operating network will be taken in the project by the specialists from the participating parties.The wider objective is promoting Bologna process implementation through enhancing university-enterprise cooperation via spin-off companies best practices. Specific objectives are the following: 1. Development of effective SOC-Model for university-enterprise partnership and piloting in RF and Georgia HEIs.2. Creating of virtual international spin-off network.Project outcomes: 1. SOC-Model for university-enterprise partnership.2. Guidelines for SPC-Model for university-enterprise partnership implementation in partner HEIs (EU countries, Russia, China and Georgia). 3. Training courses for spin-off developers. 4. Virtual international spin-off network.

"Context:The BADGE project is set in a context of increasing globalisation for which Language and Intercultural Communication (LC) teachers in engineering schools must prepare their students to have Global Competence, or “the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development” (http://www.oecd.org/pisa/pisa-2018-global-competence.htm). This project is motivated by a survey carried out in 2015 by the BADGE partners, who had created a network called ""Global Engineering Language Skills"" (GELS) in 2014. Approximately 200 responses were collected and analyzed. This survey showed that engineers need foreign languages often to talk on the phone or to understand information in meetings across borders and cultures, to write casual correspondence and read short documents. They need their language competences most of the time to communicate with colleagues, not only clients and suppliers. The analysis of the survey showed that language and communication classes needed to integrate more Language for Specific Purposes (LSP) competences and that engineers communicate often without being aware of intercultural contexts. They use their language skills in online meetings and through other ICT tools which LC teachers need to integrate in their language classes to get the students acquainted with these tools. The survey also showed that only 10% of the LC teachers have a specific qualification in engineering while 79% have no knowledge whatsoever or experience of the world of engineering (Annexe 1). Objectives of BADGE: * design LSP materials for intercultural communicative competence to be used by the wider community of LC teachers in engineering schools, identified below as Intellectual Outputs (IOs)* create a multilingual Open Educational Resources (OER) platform with the learning materials and lesson plans, jointly developed by BADGE members, engineering students and faculty and industrial partners, allowing LC teachers to choose lesson plans or learning units which can be adapted to local/national needs, be integrated in existing courses and even lead to new curricula* in the long-term, form engineers with digital global skills in sustainable internationalisation as a result of improved educational practices Methodology:* 8 workgroups are formed, one for each IO, to develop content related to a specific skill* Students are encouraged to learn as autonomously as possible by actively contributing to IOs design* Putting the IOs together, developing and improving lesson plans and learning units, will lead to innovative teaching material and allow this to be implemented at all partner universities * The content of the learning materials will be adapted to the needs of a large number of students from different countries, cultures and languages to make them available for other engineering schools in Europe * BADGE partners will meet regularly online and in yearly transnational meetings to share, evaluate and support each other * Engineering faculty and industrial partners will constantly assess the competences developed and compare them to the necessary skills in the engineering professionsResults and impact:* IO 01-08:01 Communication course for future engineers 02 Sustainable writing skills03 E-communication skills 04 Global competence and entrepreneurship 05 Architectural voices: student-produced podcasts and videocasts 06 Soft skills for engineering students 07 Global competence through IT and serious games08 EMI (English-Medium-Instruction) for teachers * Open badge assessment system: Each learning unit will be published on the OER platform, when students complete one of these courses, implemented by an LC teacher, they will earn a badge. Once they have collected 5 badges, students will get a certificate attesting their LSP, global competence and digital skills. This certificate will attest larger competences than a language certificate alone. Students can also earn their badges in an engineering school abroad which has implemented at least one of the courses based on the materials of the OER platform. The content of the certificate will be stated in the Europass Diploma Supplement * The developed teaching material will be presented and promoted in multiplier events, conferences and on the social media deemed most appropriate for dissemination * The partners will also work with their national administration to promote this innovative certificate. * The impact of the innovative teaching materials on students' competences development will be surveyed in a quantitative and qualitative manner throughout the project.* The OER platform will continue to be enriched even after completion of the project"