"The project tackled issues related to modernisation of higher education in 4 universities in Kyrgyzstan and Tajikistan, thus creating preconditions for availability of specialists having capacity to develop competitive food production and processing systems where internationally recognized quality and safety standards are applied. Specific area was selected based on initiative of Kyrgyzstan and Tajikistan food production and processing companies, facing insufficiency of professionals.Overall objective: To support modernisation of higher education for implementation of internationally recognized food production and processing safety systems and standards in Tajikistan and Kyrgyzstan, thus increasing food production and export potential of small and medium enterprises. Aims: 1. To modernize higher education in Tajikistan and Kyrgyzstan for implementation of internationally recognized food production and processing safety systems and standards.2. To enhance relevance of higher education to needs of food production and processing industries.3. To increase capacity of higher education institutions. 4. To enhance networking. Work packages are:WP1 Extended assessment of economic and educational environment, definition of study modules, determination of study programmes to be modernised WP2 Elaboration of study modules, teaching and learning tools WP3 Quality and sustainability measures WP4 Professional development of teaching staff and capacity building of TJ and KGZ universities WP5 Pilot studies WP6 Publicity and dissemination WP7 Management and coordination Main outputs and outcomes:· 9 study modules are elaborated; 9 study programmes are modernised.· 8 innovative teaching and learning tools (5 study films and 3 e-tests) are elaborated and integrated into study process. · Professional capacities of 45 teachers are improved after provision of 4 study visits to EU partner universities, master classes and consultations provided by EU academic staff. · 279 students were trained, inter alias 198 in Tajikistan: P2 KPITTU – 138; P3 TAU – 60; 81 in Kyrgyzstan: P5 KSTU – 64, P6 KEU – 17. · Technical capacity of involved Central Asia universities increased - 62 devices for laboratories and 276 books for studies are acquired.· The Quality assessment and assurance plan for modernized study programmes is elaborated and quality assessment is under gradual implementation in partner universities. · 8 national and regional events with participation of SMEs and national authorities held, 282 stakeholders participated, negotiations and consultations with national authorities and companies provided, about 320 stakeholders addressed. · International conference “Modernisation of Higher Education in the Interests of Food Production and Processing Industries"" with participation of 82 stakeholders: HEIs, national public authorities and SMEs organised. 62 external stakeholders participated. · 19 TV and radio broadcasts broadcasted, 16 publications published, more than 115 additional publicity measures held. · Collaboration among universities and food production and processing enterprises developed and secured, joint activities are in progress after the end of the project. · Collaboration among Central Asia and EU partners enhanced, mobility project is in implementation, new capacity building projects are in development phase, joint research activities are ongoing."

In Central Asian (CA) countries, large groups of graduates don’t find a job according to their degree, nor can they develop their talent within their work. The countries lack HRM experts that can e.g. introduce transparent selection and promotion procedures in enterprises, or assist the government in modernising its labour market policy.In this project, 3 Kazakh, 2 Uzbek and 2 Kyrgyz universities will each develop a two-year HRM master programme (TALENT) that has similar core courses in the 7 universities. Each of the programmes has to obtain accreditation, by the middle of Y2. In Y3, the first year of the 7 TALENT programmes must take start. Some of the 7 universities have an excellent reputation; they will help the less prestigious universities to develop and maintain their TALENT programme.The course development will be coached by the EU partners, with the teachers of each course meeting each other and further co-operating via a knowledge sharing platform. The teachers will develop separate, but highly comparable course syllabi and introductory texts. In 6 workshops, the EU and CA teachers will present HRM topics, adapted to the CA context and illustrated with CA examples.The project website will start as an introduction to the project, and then develop into a website introducing HRM and its applicability to the CA context. It will include a selection of the introductory texts, together with video recorded material of the workshops and case studies. Most material will be available in 3 languages (EN, RU + (KZ or UZ or KG)).The 7 CA universities already have good contacts with regional and national stakeholders. In this project, the focus will be on entrepreneurs, trade unions and governmental bodies on labour markets and work conditions. With each of the 6 HRM workshops, the stakeholders of the respective university will be engaged, i.c. in the role of disputant. A selection of stakeholders will be incorporated in each university’s TALENT advisory board.

"The three targeted countries present real challenges to sustainability that future experts in applying green economy can contribute to mitigate. India’s progression to a greener economy is lagging behind expectations. India has recently been pointed as a bad student in environment by being ranked 155 out of 178 countries far behind other BRICS countries. A recent WHO survey indicated that 13 out of the world’s 20 most polluted cities can be found in India. In Nepal, government attempts to alleviate impacts of Climate changes and environmental protection does not address the benefits of a Green Economy. This is due, among other things, to the lack of specialists. Only one research center and associated partner (CGDE) is producing research on green economy issues for Nepal. In Kyrgyzstan, the transition to sustainable development is an urgent necessity, since at present, the country's socio-economic development is largely based on the consumption of natural resources. Green economy is recognised in the recent National Strategy for sustainable development of the Kyrgyz Republic. However, along with the state commitment to establishment an inclusive green economy for the country's strategic sustainable development plans, an urgent need is to promote this initiative from below to disseminate information on resource saving and the priorities of the ""green economy"" in the education system of KG.Milestones: 5 modules of 15 ECTS on green economy from multiple approaches (business, management, economics, law and environmental studies) + 1 interdisciplinary module on green economy in practice. Adding all modules together partners will be able to create MA program after accreditation.8 Green Economy Labs providing 5 courses (online, offline) on Green Economy to business, environment agencies and other HEIs to create a community of Green Economy practitioners.10 PR and marketing specialists formed with leadership skills to convey green behaviour in kindergarden & schools"

"Joint project for the modernization of educational programs in sustainable tourism. Sustainable development is a regional priority for China, Vietnam and Kyrghyzstan and personnal services (tourism) is a national priority for Kyrghyzstan.AIMS IN EACH COUNTRY :Reduce skill gaps in intermediate (production assistant, responsable of organisation) and top levels (sustainable development manager, project manager) by improving the employability of students and by perfecting corporate executives.Professionalize teaching programs in line with Bologna Process and the European Qualifications Framework (EQF) and coorganize them with companies.Create professional Bachelor and Master degrees accessible in distance learning for sustainable tourism development and a longlife training program.ACADEMIC KEY PARTNERS :- South-West University ""Neofit Rilski"" (BG)- Public Interest Group of Grenoble Education Authority (FR)- International Telematic university UNINETTUNO (IT)- Università Ca’ Foscari Venezia (IT), withdrawn from the Project consortium- TEI of central Macedonia, incorporated in the newly founded Hellenic International University (GR)- Universidade do Algarve (PT)- Academy of finance and economics Bishkek (KGZ)- Vietnam National University of Agriculture (VN)- Guangdong University of Foreign Studies (CN)- Università degli Studi Guglielmo Marconi (IT)- The University of Aristotel, Thessaloniki (GR)- Portucalense University (PT)- Kyrgyz Economical University (KGZ)- Issykul State University (KGZ)- Hue College of economics (translating his Vietnamese name also as ""University of Hue - University of Economics) (VN)- Beijing Normal University (CN)- Sichuan Tourism University (CN)- Jinan University (CN)EXPECTED RESULTS :3 national strategic action plans20 teachers professionalized en UE6 job descriptions (job profiles), 3 professional Bachelors and 3 Master degrees programs (Accreditation Files), course contents and digitized resources available for distance learning.3 poles of excellence, resource centers for sustainable tourism.3 didactic cyberspaces810 students et 150 employees trained on site or in distance learning.9 double or joint diplomas"

In conditions of very low youth labor force participation and unappealing perspectives in employment upon graduation, universities lack capacity to equip their students with entrepreneurial skills. Lack of internships and other professional training opportunities during studies, among others, lead to discouragement, lack of motivation and inactivity among the youth. Large group of GE and KG youth is losing their potential to put their creative ideas into product and create self-employment. Therefore, there is a need for more formal and non-formal education activities aimed at strengthening entrepreneurial capacity of students and graduates. These activities are often unavailable or inaccessible in due to the lack of competencies and relevant experience within HEIs. Systemic approach in incorporating entrepreneurship modules within study programs at GE and KG HEIs will have positive impact on the above mentioned issues, however, qualified and trained professors ready to introduce innovative methods of teaching into their curricula are also necessary. Another aspect is lack of guidance and mentoring which can be seen as a problem as it contributes to decreased involvement of youth in economic activities. Guidance and trainings are essential for already graduated students as well in order to help them fully make use of their potential and knowledge received during their studies.Within this context, the aim of optimization of HEIs are reform of HE system, adaptation it to the new economic environment and increasing the efficient use of material and human resources of universities. HEIs should review their own training process of graduates so that they can provide well formed and competent graduates who will be contribute actively to the development of their national economies.This project thus is concrete response to these attempts of reform. It aims to develop a creative and supportive environment in partner HEIS through the establishment of CreaLABs.