The VAMOS project brings together universities from Europe, Brazil and Honduras to facilitate an exchange of good practice in the field of Education for Sustainable Development. The overall objective is to strengthen university education for addressing SDG challenges in society through virtual exchange and joint international learning and teaching. The project will focus on 3 main aspects (development work packages): In a first step, we will bring together ESD teachers from all partners to discuss and evaluate methods of ESD and transformative education. In a second step, will organize training for virtual teaching and virtual exchange. In a third step, we will co-create and test a Virtual Exchange course on Wicked Problems with students and teachers from all partner universities. In addition, the project will organize two ESD Dialogue Forums in Brazil and Honduras to connect the project with stakeholders outside the partner universities in LATAM. In a broader sense, the project aims to develop solutions for a more sustainable form of internationalisation.

"The key objective of the TICRUZ consortium is to enhance capacity for international cooperation between universities in Latin America’s least developed regions and HEIs in EU countries, by facilitating transfer of knowledge and best practice in transparency and credit recognition. Furthermore it aims at promoting the exchange of knowhow and good practices among the partnership HEIs, thus creating IT’s tools in the management of mobility programmes as a part of a future internationalization strategy that may positively contribute to their development. This project will capitalize on the strengths of existing partnership, Erasmus Mundus CRUZ DEL SUR. It consists of 10 full member HEIs, targeting a total of 6 countries, 3 in Latin America: Honduras, Panama and Argentina; and 3 in Europe: Spain, Latvia and Portugal. Most of the Latin American HEIs (4 from 6) are situated in vulnerable areas (Less Developed Regions), into which the project intends to make a big impact. EU HEIs will play an extremely important role in the mobility implementation considering the experience gained during the last 30 years within the scope of Erasmus. The internationalization and modernisation of the Latin American HEI's for the comprehensive development constitutes the project backbone through the stenghthening of the International Relations Offices by means of training seminars focused on ""Academic Recognition"" and ""Informatics Tools for Mobility Management"". The transfer of know-how will be essential, in order to achieve a credit transfer system and to facilitate the study recognition in this Region. This project responds to the necessity of finding new and innovative solutions for the reinforcement of internationalization strategies of higher education institutions individually and potentially at national and regional level."

Although Latin American society has gained greater access to education at all levels, government officials in education, schoolteachers, trainers and researchers are calling into question the ability of their higher education institutions (HEIs) to address education professionals' needs. Typically, such groups criticize the bureaucracy of HEI training programmes, their failure to address practice as well as theory and the lack of commitment to society. Regional meetings between education specialists have identified other weaknesses in these programmes, including the following: the poor development of trainees’ professional skills; inadequate training in civic values, competencies for the globalized world and ITC skills; and, in general, the failure to engage in curricular reform). To address the situation, the 2021 Education Goals adopted in 2008 by education ministers in Ibero‐America prioritized “strengthening the teaching profession”.The interuniversity TO-INN Programme adopts a systemic approach to ensuring quality in HEI programmes for trainee educators. It does this by prioritizing the development of programmes with socially and professionally relevant teaching content that encourage trainee educators to play an active role in their learning and make institutions more innovative in policymaking. the Programme comprises 22 institutions from a total of 12 countries (16 institutions from Latin America and six from the EU). The TO-INN Programme is organized along four axes: 1) Culture and tradition; 2) Citizenship and participation; 3) Social cohesion and 4) Digital culture. Taking Spanish as its common language, TO-INN aims to promote well-fundamented changes in university training programmes by creating a virtual platform for collaborative work and learning. This platform will be used to revise curricula structures and frameworks, develop teaching and learning strategies and create a network for HEIs to ensure relevance in curricula content.

HICA, which was driven by university associations, universities and ministries in 6 Central American (CA) countries, aimed to support the reform, innovation and harmonisation of HE curricula. The project further developed/implemented a regional qualifications framework for Central American HE (‘MCESCA’) – proposed by the prior project Alfa PUENTES (2011-14) – that defines what a student should know, understand and be able to do after each HE cycle, in a Central American social and political context. HICA further completed the MCESCA by defining learning outcomes for pre-bachelor, short-cycle programmes. This was done through national focus groups and consultations with academics, students and other social partners in the different CA countries, guided by a Technical Team that was appointed by national university associations. The project also examined time/credits required for the different HE cycles, with the objective of defining credit ranges to achieve the learning outcomes of the MCESCA. The MCESCA was simultaneously 'piloted' in partner universities. CA partner universities selected at least one study programme to revise and reform, defining work-load based learning outcomes that correlate to the MCESCA. European partners shared practice on curricula innovation in support of this, via a training programme that entailed three workshops, webinars and visits of European experts to CA countries. The pilot outcomes and the MCESCA itself were promoted widely to regional and national political bodies, employers, accreditation agencies, etc. via national promotion workshops in April through June 2018, organised by the associations and the ministries. These were used to enrich and validate the MCESCA as a tool in the region. HICA has had diverse impacts: The revised academic programmes have created a catalytic effect, bringing leadership, students and teaching staff together to implement curricula reform. In addition, CA universities have networked and reinforced regional cooperation. National associations and the ministries benefit from a regionally agreed tool that they can use for quality assurance and teaching reforms taking place in their own systems as well as recognition of studies between countries. The European partners benefit from discussions on frameworks for HE reform in CA, which will provide an important mirror for similar reforms that take place in the context of the Bologna Process.