The Computational Life Sciences Master Degree Program Project (CompLife) is focused on the design of modern interdisciplinary transnational Master of Science double degree program MSc Computational Life Sciences by combining efforts, experience and expertise from the three European universities: Varna Free University (Bulgaria), Technical University Cluj-Napoca (Romania), and Obuda University (Hungary). All partners’ universities in this project belongs to regions with strong IT and entrepreneurial ecosystems, existing key areas in smart specialization and are with strong traditions for excellence in education in the area of Computer Science. Moreover two of partners’ institutions (VFU, TUCN) participating in interdisciplinary ecosystems between Computer Science and Life Sciences researchers/experts with regional Medical Universities (Varna, Cluj-Napoca). VFU has an Erasmus contracts with TUCN and OU, Municipality of Varna is a partner with the municipality in Cluj-Napoca, ICT Cluster in Cluj-Napoca and ICT Cluster – Varna are partners.With this project, we want not only to create a new joint master degree program but also to increase the connectivity between members in the ecosystems and to build a fertile environment for entrepreneurship (new innovative businesses; new research-based jobs and positions). The students successfully graduated in this master degree program will be awarded with two diplomas (VFU, TUCN) in the area of Computer Science even though the program is interdisciplinary.During the project, the documents for national accreditations will be prepared and universities are going to apply for approval in front of national legislation authorities (including accreditation for distance form of education in some of the countries).The vision of partners’ universities is to use the results/deliverables from CompLife project (HR- collaborating transnational team, set of documents, and methodology) for the application in the Erasmus+ / Lot 1 Call and

<< Objectives >>MAIN OBJECTIVE:Involvement of Bulgarian architects in a new field of vocational training, supporting their adaptation to the German market for architectural services.SPECIFIC OBJECTIVES:1. Increasing the flexibility of vocational training through a new curriculum and а new content for a training course on exercising the profession of architect in Germany;2. Enhansing the attractiveness of vocational training by conducting twice a training course on the basis of the new compendium.<< Implementation >>Project management.Conducting the first working session of the Alliance.Preparation of new curriculum and study content.Conducting the first training course.Conducting the second working session of the Alliance.Updating the curriculum and the content of the training course.Conducting the second training course.Conducting the third working session of the Alliance.Holding a conference on the results of the project and the prospects to the established Alliance.<< Results >>BulArch will involve at least 40 Bulgarian architects in a new field of vocational training, supporting their adaptation to the German market for architectural services.In addition:• The flexibility of vocational training will be increased via development of a new curriculum and a new content for a training course on exercising the profession of architect in Germany;• The attractiveness of vocational training will be enhanced by conducting twice a training course using the new compendium.

"This Strategic Partnership consisting of 4 partners, created four main outputs: • a blended learning syllabus for ICT students that provides supplementary innovative training in the field of web content and application interfaces accessibility for people with disabilities and other special needs required by the European and national legislation. It is based on courses available at JKU and incorporate other high quality materials that have open licences. The elaborated course, updated and adapted to national systems had been tested at Polish and Bulgarian higher universities (Vistula University and Varna Free University). • A guide for academic on methods and techniques in teaching with use of elaborated course and other available materials in area of accessibility, including possibilities offered by elaborated modules of the syllabus adapted to the needs of various audiences, not only HeIs students but also for other educational sectors. • A code of good practices in conducting syllabuses and promoting accessibility content to various groups of stakeholders, mainstreaming Accessibility subject in the higher education institutions and other good examples. • A set of recommendations elaborated by partners in cooperation with external bodies consultancy on the suggested professional fields that should have accessibility subject included in their educational curricula, strategic plan followed in order to advance its presence in the core curricula of university faculties and actions that needs to be undertaken to achieve real results in that area. Web accessibility means that the service can be perceived, understood, navigated and interacted by all users, regardless of their disabilities or devices and software used. It refers especially to people with disabilities (particularly blind). At the core of the project there are strong convictions that: - The accessibility, especially web content and electronic information accessibility, is one of the key issues in EU strategy as well as in its legislation and is going to be further advanced, - the national regulations recognise that issue in many countries and introduce legally binding requirements based usually on Web Content Accessibility Guidelines 2.0 (WCAG 2.0 - http://www.w3.org/TR/WCAG20/)standards. - competences in the area of web accessibility and universal design of internet services are very low and seldom and at the same time more and more demanded, - higher education institutions are the best bodies to introduce the course on digital accessibility into their ICT studies as part of their formal scope, - new and innovative curriculum will increase attractiveness and work-reference of available ICT courses. This project will be based on the following steps in order to achieve its final outputs: 1. Blended course curricula developed in following phases: a. Transfer from Austrian partner, exchange of expertise currently used in partner countries and internationally, detailed analysis and final selection of methodologies optimal for target groups, b. Detailed elaboration of the methodology of the accessibility education on the basis of a previously made analysis, c. Development of the draft version of the blended course (traditional ""class room"" and e-learning modules), d. Testing phase and recommendations for the final version of the curricula, e. Adjustment of the course content to the final version of the course. The blended learning scheme was chosen as the most convenient and effective method of training for the target group used to that technique of knowledge acquisition. The course had been created in a way that enables teachers and professors to use it as an academic course and a part of the tertiary education curriculum for ICT students. The learning course content include all basic issues that, according to our everyday practice and the opinion of experts and representatives of the professionals, are necessary to provide effective higher educational offer. It guarantees to equip the professionals in web development with competence and skills which will allow them to meet current employers’ requirements (especially in the public sector). 2. Guide for teachers elaboration with cooperation with experts from all partners organisations and other stakeholders identified. 3. Code of good practice development by analysis and collection of good examples 4. Intensive work on recommendations by inclusion of gathered expertize and reaching to influencing bodies on national and European level. 5. Dissemination and exploitation activities aiming to promote elaborated outputs and facilitation of their further advancement. All materials and products elaborated within the project are available on open licences. Apart from national versions, a common English version will allow future easy transfer of all products to other countries."

Recently, several policy documents, especially related to the Europe 2020 strategy, have been developed in order to, among others, encourage citizens to attain higher education level. One of areas covered is related to disadvantaged groups, including people with disabilities.As the research on that topic presents (the Eurostat data) the number of students with disabilities has increased, especially in some countries, but still it is significantly lower than for general population. The recent available data states that in Europe First and second stage of tertiary education was attained by 15% of disabled persons while 25% for those not having a disability. It of course differs among countries. Europe 2020 strategy sets out a number of targets, for example: “increasing the share of the population aged 30 to 34 having completed tertiary or equivalent education to at least 40% by 2020. Hereby proposal - “Access to Universities for persons with disabilities” (ATU) with priority to build the system that increase inclusion and study success for students with disabilities will contribute to those goals. ATU proposal aims to elaborate comprehensive and adaptable model of support services for students with disabilities. That general aim will be achieved by preparation of following intellectual outputs:- O1 - The analysis of existing support service for students with disabilities – presenting deep analysis of good practices and failures, problems and limitations faced by HEIs, needs reported by them, legal frames related to national and international rules, etc.; - O2 - Model support services list including structured, sorted list of standard and innovative services that are and might be provided, with their detailed description (needs to which they answer, target user, application conditions, etc.); - O3 - Model structure of support services system - internal structure, including possible internal or external centre, joint actions of local HEIs, formal and financial rules, possible arrangements, etc.; - O4 - Model awareness building at HEIs – aiming at HEIs personnel of various type (academic, administration, etc.), model including methodology as well as adaptable training curriculum, etc.; - O5 - Methodology of implementation of support services into the HEI systems - based on intensive testing of proposed model services in each partner country (testing of results O2, O3 and O4), analysis and conclusions arising from testing phase incorporated in final versions of all those outputs as well as elaboration of methodology on implementation of support systems with use of all produced outputs and expertise on the process.All above elements will constitute comprehensive and adaptable model of support services for students with disabilities at higher education institutions in European countries.The project will be realised during 36 months by partners from 5 EU countries: Bulgaria, Poland, Italy, Czech Republic and Estonia. Consortium consists of 2 universities – Varna Free Univesity (VFU), and Masarykova University (MU), two NGOs working in a field of inclusive education for people with disabilities – Institute Foundation for Regional development (FIRR) and Estonian Foundation for the Visually Impaired (ENIF) and 1 Research Institute . Gathering together this three types of institutions has been planned in order to get the most of available existing systems. Besides know-how and experiences from universities that already have incorporated the support services for students with disabilities in their systems and see the need to further develop them, we will also get the perspective of target beneficiaries of such system. On the other side, the real conditions faced by various HEIs, possibilities and limits will be taken into account as well. The project includes realisation of other activities like: - two short joint staff trainings – first facilitating intensive exchange of expertise and experience, discussions and analysis, and second aiming to debate on testing phase results and final idea of useful implementation methodology.- Multiplier events in each partner country to reach in total at least 300 stakeholders in order to disseminate and promote exploitation of ATU outputs.- Standard management, implementation and communication activities, including 6 transnational project meetings.Realisation of project “Access to Universities for persons with disabilities” objectives will facilitate stakeholders responsible and aware of importance of inclusion in education and equal opportunities for people with disabilities with comprehensive resources and tools. Elaboration of model including so wide and exhaustive information will equip them with structured knowledge, analysis of risks and chances, well established fundament for stimulation of inclusion education policy development.

The ENREAC-HEI project is based on a suggestion by the Working Group on Education and Skills under Open Science, that in July 2017 in a report supported by the EU, called ”Providing researchers with the skills and competencies they need to practice Open Science OS”, specifically suggested that “OS skills should become an integral and streamlined component of the standard education, training and career development paths of researchers, and if possible even at earlier career stages, in schools and universities”. In order to support the development of skills and competences in relation to Research Skills and Open Science practices, the ENREAC-HEI consortium, composed of 6 partners coming from 5 EU countries (Cyprus, Poland, Bulgaria, Italy, Portugal) has developed and tested two combined courses on Research Skills and Open Science practices, addressed mainly to HE, BA or MA students to increase their skills and competences in research management, open research techniques, collaboration and teamwork. More than 150 HEI students and experts in all partner countries participated in the project and tested the results. The innovative contents in the ENREAC-HEI program can enable HEI students regardless of discipline, in acquiring autonomy, critical thinking and the capacity for problem-solving to make them more efficient and effective at work, increasing their possibility for employment, succeed in their career and in general being all-around citizens too.In particular, the concrete results of the transnational partnership are: 1) “Essential Research Skills Course”. The course aims at empowering and improving students’ competences in research management, planning, personal effectiveness, collaboration, team-building abilities within a research experience. The course will facilitate students’ success in research, provide them with strategies for the thesis writing process as well as increase their effectiveness in any workplace outside academia. 2) “Open Science Skills Course”. The objective of this course is to provide students with the theoretical knowledge and skills required in order to conduct research activities using Open Science concepts. 3) The ENREAC-HEI Trainer Manual informs and guides the trainers and educators through the process of knowing and understanding the course curricula, their goals and benefits, and gives a vision of the expected profile of the trainers and of the learners. The Manual contains also suggestions for the delivery methodology, guidance on using the Moodle platform, the curricula and a toolbox with complementary activities that can be implemented in the classroom or online through synchronized meetings.4) E-learning Platform for online collaboration to deliver the eLearning courses, manage collaborative work and store data. The educators have complete access to the platform, students’ materials and assessment allowing them to monitor the progress and support their learning process. The project results are available in all partners’ languages and English and are developed in such a way and flexibility to be easy to be updated and transferred in other EU countries in the future. The innovative contents in the ENREAC-HEI program influenced the learners regardless of their academic discipline, in different ways: *Equipped and supported them to be adaptable and flexible in an increasingly diverse, mobile, multicultural and interdisciplinary work environment and society.*Enhanced their skills and expertise regarding research data, data production, management, analysis/ use/ reuse, dissemination of innovative contents.*Increased their performance and efficiency by the development of core transversal skills to keep pace with unpredictable market conditions. *Increased their capacity for professional development and employability skills, problem-solving, communication, and resilience.*Provided a better understanding of the concept of Open Science and increased capacity for professional development for the HEI staff involved in projects and research activities. *Increase the number of undergraduates and master students to get involved in opportunities to help them explore contemporary research problems and develop their research skills to become a researcher. The programme is defined in terms of learning outcomes, which facilitate HE students’ focus on those skills and competences they are about to study and acquire perception on them, forming the basis for their understanding of core topics associated with their academic curriculum.