The SFARM project aims to create a new MSc programme in a specialized academic area and key regulatory/policy issue, namely “Sustainable Agriculture” that is as much absent from HEI graduate and postgraduate programmes in the region as it is needed. SFARM aims to address this absence and the needs of the region to have an MSc programme that will generate qualified personnel and experts that will work and reinforce the thriving regional agricultural industry and have a lasting impact in improving the environment in all partner countries. The qualifications acquired from the graduates of SFARM will be innovative and based on the sector’s manpower needs. The project is structured in such a way as to ensure that the developed curricula will be indeed innovative, tailor-made to specific needs and unprecedented for the region. Curriculum development will be carried out through the participatory method based on the needs of the participating countries. Novel environmental technologies and agricultural solutions, products of research in this area will be incorporated in the SFARM curricula. The new innovative curricula that will be developed will integrate the latest advancements of the “agri-tech” sector that can be immediately applied by agricultural workers in partner countries for sustainable agriculture.

The NDC ASPECTS project will provide inputs to the Global Stocktake under the Paris Agreement (PA) and support the potential revision of existing Nationally Determined Contributions (NDCs) of the PA’s parties, as well as development of new NDCs for the post 2030 period. The project will particularly focus on four sectoral systems that are highly relevant in terms of the greenhouse gas emissions they produce yet have thus far made only limited progress in decarbonization. To advance these transformations will require to understand and leverage the Eigenlogic of those systems and take into account specific transformation challenges. These sectors are transport & mobility (land-based transport and international aviation & shipping), emission intensive industries, buildings, and agriculture, forestry & land-use, including their supply by and interaction with the energy conversion sector. For each of those sectors we will undertake „Sectoral Conversation“ to co-create evidence-based narratives with sectoral experts and stakeholders drawing on the consortium’s extensive networks. These narratives can then be translated into global pathways informing the Global Stocktake as well as national pathways for strategically selected countries for each of the four sectors. As an input to the Sectoral Conversations we will systematically assess transformation challenges and opportunities (economic, technological, political/institutional, capacity and awareness), including taking into account experiences with the implementation of the first round of NDCs as well as model-based quantitative analyses. Additionally, we will identify ways and means to improve international governance to enable and facilitate sectoral transformations.

The overall aim of the UN4DRR project is to modernize the courses related to Disaster Risk Reduction and Management integrating GIS/RS applications as the significant part of the course content. The long-term effect will be to educate future experts for prevention and management of natural and human-induced disasters (e.g. fires) in the Indian Ocean Rim supporting national and EU policies. The project encourages the cooperation with national authorities, public and private sector offering joint DRRM initiatives and access to short courses for use of GIS/RS via online/offline mode. The project also motivates a more proactive cross-region dialogue in DRRM related educational program in the realization of capacity building and internationalization.It is expected that the course programs at IOR HEIs in GIS/RS will improve the competencies of the graduates of the Disaster’s Management Program, especially when they are capable of applying GIS/RS for disaster mitigation. These programs will enable multi-disciplinary skills whereby the graduates are motivated to apply many of their previous competences in coping with the disasters. The RS/GIS technologies are well-suited for integration of most of the students’ previous learned skills.Recently, the application of GIS/RS in disaster management is not only for faculties of sciences and engineering, but can also be applied when dealing with social and humanitarian issues. Therefore, it is considered that the implementation of GIS/RS in disaster mitigation is urgent, especially the disasters are so frequently occurred. GIS/RS is an important tool in disaster mitigation and this science is developing so fast and rapid that it requires frequent upgrading and provide new knowledge to academic staff as well as the students.To cope with the fast-changing technology of RS/GIS with applicative knowledge, skills and attitudes, the updated programes will also offer IORs HEIs the opportunity to increase academic and research output

ReVET is a Project involving 13 HEIs (3 European and 10 Asian) with the main aim to contribute to the promotion, strengthening and capacity building of veterinary studies in Asian partners Universities using the European “know-how”. The main basis of the present proposal is transferring and sharing the experience in the veterinary field from Europe to Asia and from Asia to Europe. The entire partnership will work together building and reinforcing curriculum and all the teaching material needed for a high quality standard veterinary college to be implemented in Asian partner countries. The proposal strategy is as follows; firstly, an infield study of the situation will give to the project a faithful idea of the state of the art. Secondly, this information will be reflected in a Situation Report (1 per Country) and shared on the ReVET platform. New veterinary curricula will be designed by EU and Asian academic staff; Asian teachers will receive a training of trainers in Europe (at the same time they will share their experience throughout open-day talks and lectures in the European HEIs). Third, all teaching materials needed, will be generated by European REVET Partners HEIs. Last, but not least, the new/up-dated curriculum will be implemented in the last year of the project. The impact of the project will be as a cascade: the teaching-learning process of the veterinary student is reinforced, thus skills will be improved, as the results of the improvement, the livestock production and welfare will be most favourable alleviating hunger and ensuring a better control of food safety. Finally zoonotic outbreaks will be reduced contributing to an overall beneficiary impact for the world.

The project tries to address two existing problems in the 3 partner countries involved (Sri Lanka, India and Indonesia): 1. Growing chronic noncommunicable diseases (NCDs) have emerged as a huge global health problem in low- and middle-income countries. The magnitude of the rise of NCDs is particularly visible in Southeast Asia where limited resources have been used to address this rising epidemic. 2. Around the world, young people need free time, space and fellowship to enjoy sport and play. While the need for the activities of sport are global in scope, the ability to be included often is not. Sport can provide a way to break down barriers and promote inclusion of students at different level of education (higher, vocational, secondary and primary) who are often left on the sidelines. Full participation in sport activities can benefit people who are usually excluded in two ways:1. By changing community perceptions of the capability of different groups: Through sport, participants – regardless of gender, ability or background – can come together in a positive context (sometimes for the first time) and see each other accomplish things they had previously thought impossible. This helps reduce stigma and discrimination and changes the attitude of gatekeepers who have the power to permit or deny children the right to take part in physical activity.2. By changing participant’s perceptions of themselves and their abilities: Sport empowers people to recognize their own potential and advocate for changes in society to enable them to fully realize that potential.Thus the project attempts to create interdisciplinary curriculum on sport management, sport nutrition and physical education while also providing short courses for professional coaches, trainers, sport clubs and organisations that want to learn how to use sport and physical education for inclusion.The project will also create SPIRIT student clubs to promote SPIRIT activities across schools and local communities