The project covers the regional priority for Asia through curriculum development and Education. training and life-long learning. The project follows the EHEA vision that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market. The project integrates 3 courses in teacher training programs to foster democratic values, non-discrimination, gender equality as well as pedagogic tools to combat radicalism. We will also develop the professor in education. In order to impart the new knowledge the AURORA project needs to be sure that the teachers have the required skills, methodologies and competences to do so. It is important that not only they are able to deliver the message but also have the messenger able to do it.the AURORA centres will also help in disseminating the project and its outcomes to a wider population base. This is done because we don’t want to only affect the education system but the entire society. The knowledge we are trying to give: inclusiveness, democractic values, gender equality, fight against radicalism should not be only taught inside a classroom be in the “wild” with other people. The more exchange we have, the more democratic it will be and the more understanding people will be between each other.

In recent decades, social economy has been making a significant contribution to employment creation, sustainable growth and a more egalitarian income and wealth distribution. HEIs have a role to play in providing educational content aimed at strengthening social entrepreneurial capacity in their countries. SILICE created a systemic approach that incorporates social entrepreneurship modules within study programs at IL and IN. The HEIs have a positive impact on the above-mentioned issues through innovative methods of teaching and problem-based learning. SILICE also tackles cross-cutting issues like gender balance and equal opportunities for women and promotes connectivity between HIEs and their surrounding regions to develop entrepreneurship and employment. The means was the establishment of SINNOLABs – educational innovation centers for the development of business and creative thinking and search for solutions for social and environmental problems. 9 hubs were established as part of the project: 5 in IL and 4 in IN. The hubs were modeled on the best practice shared by the European partners. The hubs are located inside the academic campuses, but they also serve the residents in neighboring communities. The hubs are operated by senior faculty members in the academic institutions – which guarantee their long-term survival. During the first half of the project – the first 18 months – the teams focused mainly on learning and developing knowledge concerning creative thinking, creative solutions to social and environmental problems, project creation and organization and partners’ recruitment. The second half of the project focused on establishing the SINNOLABs and operating them, as well as intensifying the regional connections with local and national institutions that can guarantee the project’s sustainability. Hence, connections were formed with additional hubs, the public sector, banks and financial companies for regional development. The SINNOLAB management in each institution formed connections with various stakeholders such as government agencies, regional municipalities and NGOs. By doing so, the hubs intensified the partnership of academic institutions with their surroundings, strengthened, and broadened their positions inside the HIEs. Contracts were signed to ensure long-term collaboration between the institutions themselves and stakeholders. SILICE’s significant contributions are: 1. Educational – the HIEs understood the meaning of introducing motives of creative thinking, innovation and entrepreneurship and creative problem solving as a method that can develop the students and help them become socially engaged financially independent citizens. These elements were introduced to the curricula of all students; 2. Promoting underprivileged populations – unemployed, rural populations, minorities, undereducated women, and helping them to adopt thinking patterns and practical tools that can increase their household income and support their financial and social mobilization; by creating social projects with the potential of becoming successful business owners and offering jobs for them and for others; 3. The project served as a focal point for all social innovation and business entrepreneurship in each HEI. The digital platform established by the partners is an open source database that offers syllabi, lesson plans and trainings, as well as presentations that were developed over the duration of the project. Each HEI brought its own experts and we created a pool of experts who are waiting to be approached by students and the public. This database is used by all partners and is open to other HEIs and the public. By this, SILICE contributes to the spreading of the knowledge, methods and tools that were developed in the project. This platform is currently used in HEIs across IL, IN and Europe, and these networks will allow the website to remain relevant after the project ends.

Today, the twinned ideas of respect towards minorities’ rights and cultural diversity that have been projected as values derived from the European historical experience are facing well-documented challenges. These include: the current radicalisation of young people in Europe; processes questioning the meaningfulness of the European project; and the revival of tribal identities and separatism. These processes give cause to fundamentally rethink the idea of Europeanness as a culture of dialogue and mutual respect. CHIEF aims to build an effective dialogue between different stakeholders in order to facilitate a future of Europe based on more inclusive notions of cultural heritage and identity. The project is innovative in its approach to cultural literacy of young Europeans by privileging the importance of production and transition of cultural knowledge in both formal educational settings initiated from above, and a variety of informal human interactions. These informal interactions are often overlooked despite their strong influence on how knowledge about European culture is acquired by young people. The project proposes to explore them by building an inter-disciplinary, multi-sectoral and transnational partnership in nine countries in and outside the EU. Through its research activities and social interventions, CHIEF will have a substantial impact on policies and practices facilitating intercultural dialogue in Europe. It will contribute to understanding and enhancing cultural literacy for young people, resulting in greater appreciation of diversity. The project will lead to more effective use of European cultural heritage as a site of production, translation and exchange of heterogeneous cultural knowledge. Moreover, it will help to recognize existing innovative practices and develop a new organisational model to enhance cultural and inter-cultural competence of young Europeans. Finally, it will empower and bolster the innovative capacities of its beneficiaries.

Unless Indian Higher Education Institutions (HEIs) make Curriculum Internationalisation (CI) their priority, 97%+ of Indian students, who cannot benefit from international mobility schemes, will be continuously failed by the system–they will not be ready to work & live in our increasingly globalised world.To create institution-wide thriving cultures of Internationalisation-FOR-ALL & help every student become a global professional and citizen, RISHII Partners will work on(1) Strategic Planning for CI &(2) Continuous Professional Development (CPD) for CI.RISHII will create and support Indian Partners in adopting procedures, tools, human recourse, training materials and procedures necessary to reach the Internationalisation-FOR-ALL goals.14 Indian and 5 EU Partners will jointly achieve the following:1. develop Continuous CI Plans for each Indian Partner2. offer face-to-face CPD activities focused on CI through introducing competence-based student-centred approach to a high number of academic and non-academic staff in each Indian Partner3. ensure a learning-by-doing training for Institutional Internationalisation Teams, who will become CI Champions capable of running CI CPD activities after the project lifetime4. empower Indian project participants to create Online Resources that will benefit all Indian academics, as well as Global Higher Education Community5. hold National Dissemination Events to reach Indian HEIs beyond the consortium.Summary of expected results:* 14 Strategic CI Plans developed,* 90 persons formed as CI Champions capable of running CI CPD activities,* 536 CI Workshops run by Indian project participants,* 10,000+ Indian academic & non-academic staff upskilled thanks to RISHII CI Workshops* 14 Online Resources on Curriculum Internationalisation and Stronger Collaboration among Faculty and International Relation Offices launched* 8 National Dissemination Events on CI held throughout India* Over 2 million Indian Students benefited