This project deals with governance in vocational teacher education (VTE). The professionalization of teachers working in the field of VET (vocational education and training) is considered to be more complex than in the general education system as here the relevance of teachers’ competences not only has an impact on learners (vocational students), but also on the quality of VET as such and its functionality for the employment sector. An overarching quality criterion is to ensure that expectations of vocational schools and the motivations and competences of future teachers can be aligned. This ‘matching problem’ is materialized by the ‘theory-practice gap’ as the ‘users’ of VTE qualifications, being the employers of future teachers, are normally not involved in setting up or at least influencing how teachers are trained and how whatever they learn at university can be linked with and applied to in the classroom. This one-sided institutional reality explains why teachers do not feel well prepared for their future occupational destination.PBG (partnership-based governance) is seen as an instrument to tackle this problem by including VET schools in activities such as curricula development or teaching methodology, and it even could mean establishing a governance system based on partnerships reaching beyond these two stakeholders. Since decentralisation is a major aspect of current Ukrainian VET policy, PBG in VTE fits into the political agenda, by questioning traditional roles of responsible institutions.The project aims at developing and piloting governance structures between the Ukrainian partner HEIs and regional VET schools. The focus is on overcoming the theory-practice gap between university education and teaching requirements in VET, and on setting up governance in a new, i.e. partnership-based manner between relevant institutions in VTE. The project aims at creating awareness for a modern VTE system in Ukraine, and at raising the status of teaching profession.

The proposal is aimed at development of competency-based curricula for continuous comprehensive training of specialists in the field of climate services in Ukraine, as well as the initiation and development of additional education in climate change for decision-makers, experts in climate-dependent economic sectors and the general public, which contribute to stabilization of the national economy in the face of climate change and its adaptation to the upcoming climate change.We will develop competency-based concepts on professional education in the field of climate services and additional education for experts in climate-dependent economic sectors, with regard to existing European experience in this field; teaching and methodological materials, distance and blended learning courses in order to form methodological support for the continuous and comprehensive training of specialists in the field of climate services; blended learning courses in the field of climate change and adaptation to it for decision-makers, as well as massive open online courses in the same area for experts in climate-dependent economic sectors; massive open online courses in the field of climate change and adaptation to it for the broad masses of the population. In order to reach the largest possible audience, ensure ongoing knowledge exchange and initiate new academic opportunities, a virtual research and education platform with a branched system of distance learning courses covering all training cycles and target groups, and the tools for conducting research in the field of climatology and climate change will be organized.Thus, this project proposal completely solves the issues on organization of climate education, which Ukraine is facing, and will contribute, due to the building-up of infrastructure capacity and human resources, to establishment and development of climate services in Ukraine, that, in turn, will contribute to the achievement of sustainable development goals.

"The new hybrid threats challenge the world, and Ukraine in particular, on every level:- new threats result to unknown and dangerous vulnerabilities of the societies- currently societies lack sufficient knowledge and skills to cope with new threats- present academic curricula do not even remotely prepare to complex hybrid threats.- Ukrainian state officials, regional administrations and ministries dealing with reality of hybrid war, are lacking the knowledge and skills to recognize, classify and counter hybrid threats with required efficiencyThe analysis of Ukrainian curricula in fields of business and administration, information and communication technologies, social and behavioural science, arts, education, journalism and information showed that current curricula tend to be discipline based and do not address hybrid challenges adequately.The project aims to renew the above listed curricula by introducing unique content that builds awareness of hybrid threats and innovative gamified teaching methods that provide skills and competences to tackle complex threats proactively. The upgraded contents, based on newest EU partner curricula, together with new gamified teaching methods based on AI-inspired adversarial learning, will be used both in MSc degree education and in LLL to train ""positive change agents"" in diverse professional fields. The change agents will learn to adapt proactively to new complex, hybrid challenges, and to disseminate their knowledge to the society. International community of educators and alumnae (WARN network) will be created to guarantee the sustainable development of the educational content, teaching methods and dissemination after the project.The project will link to diverse stakeholders (ministries, state officials, local authorities, companies) for developing the content and to create real life scenarios as teaching materials for both degree education and LLL intensive courses, and for training them to counter hybrid threats."

he main objective of QuaRSU project is enhancing the role of higher education sector in society by supporting development of Ukrainian recognition systemThe specific objevtives are:1) Design, development and testing of recognition methodology compatible with the National Qualifications Framework2) Human Resources Development for recognition3) Establishment of Recognition Support Platform (RSP)The main outputs will be:- IRecognition manual with policy recommendations- Quality Handbook for internal QA- Recognition centres and Recognition Support PlatformDeliverables will be prepared in English, and Ukrainian.It is expected that project will contribute to improving of management and operation of partner HEIs as well as of wide range of other HEIs in UA. Project outputs and outcomes will be used by managers, administrators and teaching staff of Ukrainian HEIs. Trained administrative officers and academic staff will provide implementation of developed recognition mechanisms and tools in partner HEIs and spread their knowledge and experience both in partner HEIs and outside consortium at local and national level. Recognition centers will be used by managers, teaching staff and students and will contribute to upgrading of their knowledge and understanding of recognition aims, processes and mechanisms. The outcomes of the project will be sustainable beyond the project’s lifetime and will be institutionally and financially supported by partner HEIs as parts of institutions’ infrastructure.

MILETUS addresses capacity building in the field of virtual, real and blended mobility runs (MR) at Serbian and TURIL (Territory of the Ukraine as recognized by international law) higher education institutions (HEI). By creating the needed governance on a ministerial and institutional level, MILETUS achieves the improvement of Master graduates’ employability chances in companies working internationally and the quality enhancement of PhD students’ research, and thus their contribution to high quality research in the partner countries.To build students mobility capacity, governance of ministries responsible for HE will be improved and functions of existing International Relations Offices at HEIs will be extended or founded newly. Teaching staff will be methodologically prepared for supervision of MR and necessary learning materials will be prepared. Focus on students with disabilities will open up mobility learning experiences to a wider range of students, primarily as a result of tapping into potential of virtual mobility.These virtual MRs for Master students will include tasks that enable mobilizing and developing skills that allow for working in international geographically dispersed teams, under consideration of competences expected of graduates by employers. Deployment of mobility programs addresses the need for broadening collaboration research circle for PhD students ultimately improving the quality of their research.The main outcomes of the project are:• improved governance of students’ mobility programs on a ministerial and institutional levels• framework for virtual, real and blended MRs to guide future implementation also for nonparticipating HEIs• enhanced teaching methodologies during MRs• solid learning basis for students participating in MRs• eased access to mobility programs for students with disabilities• enhanced employability chances for graduates by developing international skills• and broader research collaboration circle for PhD student