The MARUEEB project developed and implemented a new Master on “ENVIRONMENTAL PROTECTION AND ENERGY EFFICIENT BUILDINGS (EEB)” in Russian and Armenian Universities, according to features and learning outcomes delivering graduates environmental and “green buildings” technological issues’ skills.1. Curricular reform.Implemented an effective curricular development oriented towards the labour market requirements; supported the employability expectations of the graduates by development of a MARUEEB Educational Model (MEM) for new professionally oriented qualification in Environmental Protection and EEB shared among all the involved parties. The curricula reform has been promoted, officially recognized and actually implemented in the involved Universities in different training directions, with official Master Courses implementation by developing a versatile training programme, flexible and adaptive to labour market requirements; these Courses have been implemented over the project lifecycle; the 1st academic years have been completed in the framework of the 3rd project year. 2. Links university-enterprises.Developed a networking system among the PCs’ Universities and stakeholders, in order to remedy to the currently fragmented scientific background in Energy Efficiency and to the lack of distribution of knowledge, expertise, information & data.3. Dissemination of the improved educational elements and their exploitation beyond the project life-cycle.The MARUEEB Network has been linked and enlarged to the existing GREENMA Network, of which some MARUEEB partners are already members; the enlargement has happened by the stipulation of a MoU presented during the final conference in Yekaterinburg in October 2018, also in order to raise public awareness on “Environmental Protection and EEB” and to find sources and means of mid/long-term self-financing.The project in general terms also has spread and promoted the PCs’ awareness related to the EU policies referred to Environmental Engineering and EEB and to enhance the approach towards EU best practices, with specific reference to the «Environmental & Energy 20-20-20 targets».

ENTER aims at creating a novel multicultural and international approach for formal post-graduate professional and pedagogical education for engineering educators. Furthermore, it is focused on low cost and convenience, thus strongly based on e-learning technologies, whenever feasible, and designed with the objective of being internationally recognized and accredited.In order to design the ENTER iPET programme, a thoroughly market and requirements analysis of HEIs and educators needs will be conducted, focused on the EU and partners’ countries, but also considering opportunities in other markets like North Africa, South America and Asia. The ENTER iPET programme, accredited internationally by Estonian Centre for Engineering Pedagogy at TTU, proposes a hierarchy of 3 structured educational programs for engineering educators, in the context of the European Qualifications Framework for Lifelong Learning. The actual design is to one of the outputs of the project, but we foresee 3 educational programs with different content and duration (names are tentative):- iPET-1 Short-focused (e.g. 2 ECTS) – “Qualification Development” Certificate;- iPET-2 Professional Retraining (e.g. 8 ECTS) – Diploma ‘’Higher Education Teacher”;- iPET-3 International recognized (e.g. 20 ECTS) – a full programme leading to international accreditation as “Engineering Educator”. Programmes have modular structure, i.e. modules of iPET-1 are included in iPET-2, and both are included in iPET-3. This provides a sustainable improvement path that educators can walk at their own pace. It will also be possible for the educators to combine modules from different ENTER network members. Whenever possible, ENTER will avoid duplicating existing offers. For example, the International Engineering Educator Certificate ING-PAED provided by IGIP will certainly be a reference in the iPET programme design.