The ALL4LIFE project aims to create competences-oriented education and innovation to strengthen students and universities growth and competitiveness, through involvement of alumni in teaching process and modernisation of learning objectives. Enhancing connections between WBC HEIs and business sector and establishing business and new business networks, while enabling collaborative opportunities, knowledge transfers and partnerships between industry and universities, creating conditions for better employability of graduates, capitalise with well-established and string alumni structure at HEIs. Consequently, greater openness of higher education institutions to industry and market needs is achieved, especially at still greatly traditional Western Balkan higher education system. The project objectives will be achieved with systematic involvement of alumni in teaching, mentoring and research at HEIs, with more practical training and competences-oriented education harmonized with labour market needs and organization of career support program for students, their professional development and recruitment. With close cooperation with alumni and industry, each WBC HEI will enhance research capacities and it commercialization, facilitated by Research Chair that will be established for linking the research excellence with innovative potential of industry and mobilising the industry funding for top-notch research and market-based innovations through Alumni Scholarships Clubs. To expand WB HEIs management and inclusion of alumni in their teaching and research activities reform of operational regulation is needed and will be important part of AL4LIFE activities. Involvement of alumni in WB HEIs will be reflected in the creation of institutional and operational framework, integration of the HEIs’ Career Center activities into that structure, and installed effective Alumni coordination tool that jointly ensure continuous and sustainable realisation of the project objectives.

The main goal of the project is to improve the education of doctors in WBC HEIs with the support of EU HEIs in accordance with social needs, which is achieved through two specific goals:(1) implementing a new learning model to enable students to use conceptual, procedural and metacognitive problems and (2) develop the capacity of WBC HEIs to further enhance blended learning through cooperation with EU universities and mutual cooperation. Project management permeates all activities. The analysis of conditions in WBC HEIs determines the capacities for the implementation of a new learning model using metacognitive problem-based (MCPB) modules. Knowledge transfer of MCPB modules from EU HEIs staff to WBC HEIs staff is being carried out. In the new learning model, teacher ideas are combined with programming and design solutions into MCPB modules, which are then implemented in courses. Based on the analysis of the quality of application of MCPB modules, their upgrade is carried out. WBC HEIs are embracing a new learning model by adopting improved curricula. We are continuously working on strengthening the impact of the project and ensuring the sustainability of the results. It is expected to have an impact on: Teachers who will conduct the courses (300 people); 5,000 students; WBC HEIs Management (25 people); decision makers (60); Future users - tens of thousands of people; Millions of residents (patients) in the WBC. We expect the following from the project: Transfer knowledge from EU HEIs to WBC HEIs through 5 trainings of trainers and 12 trainings within WBC HEIs; Created new learning models in WBC HEIS containing MCPB modules, at least 2 advanced courses per WBC HEIs - at least 12 courses in total. The new learning model is becoming an integral part of the WBC HEIs teaching process - improved curricula of at least 12 in 6 WBWC HEIs are being adopted.

The world leaders of the UN member states in September 2015, unanimously adopted the 2030 Agenda for Sustainable Development (UN 2030 Agenda) in the UN General Assembly. The agenda includes 17 goals, 169 targets and 244 indicators for progress measurement. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental. Particularly important for us is Goal 4: to provide inclusive and quality education for all and to promote lifelong learning.The relevant ministries in EU candidate and in EU neighborhood countries have adopted educational development strategies in recent years, which provide guidance on how to improve teaching by applying ICT in accordance with the Goal 4 of the UN 2030 Agenda. The overall objective of the project is to improve the teaching process at the HEIs in the Region 1 (Kosovo UN Resolution 1244, Montenegro, Bosnia and Herzegovina) with a special emphasis on enabling the access to a quality teaching process for students who, for objective reasons, can not attend regular teaching activities at HEIs. The project goal is using of modern ICT technology and pedagogical approaches to promote equity to the students with: a) disability, b) economic obstacles: people with a low standard of living, low income, dependence on social welfare system and c) geographical obstacles: people from remote or rural areas; people living in small islands or in peripheral regions;Expected results of this project are:- implementation of modern distance learning platforms,- creation of e-content for multimedia platforms,- equipping the remote and central office classrooms with modern ICT technology for teaching (smartclassroom),- developing new pedagogical approaches that define the use of ICT in education, - training of teaching and technical staff.The project will impact on the improvement of equity in the teaching process at HEIs in Region 1.

"Sustainability achievement and development of climate-adaptive capacity account for fundamental conditions of progress of society, therefore these two interrelated concepts need to be studied concurrently. With the harmonization of national legislation with European framework, sustainable development becomes important issue in Western Balkans countries. However, the education sector - one of the main pillars of society to-date didn't follow established European path. WB university programmes related to sustainability are rare and focused just on energy aspect; specialized programmes which would include comprehensive education on sustainability and resilience of built environments do not exist. The lack of knowledge leaves significant and permanent damage in the environment, contributes to the increment of ecological, social and economic risks, and represents aggravating factor for inclusion in European dimensions of education and labor. Environmental protection in engineering branches, architecture and construction refers to the design, development, analysis and implementation of wide range of appropriate technical-technological solutions, measures and practices. KLABS intends to modernize higher education provision in WB by developing new specializing study programmes and new professional profile prepared for coping with, managing and shaping of ""conditions characterized by change, uncertainty, risk and complexity"" (Sterling, 2012). Problem intricacy requires interdisciplinary approach. Responsibility of engineers and architects in achieving sustainability and resilience of built environments is very significant, therefore new programmes will not make impact just on involved institutions, but as well on wide environment. In the long term, KLABS will impact the overall development of WB countries by delivering new generation of professionals capable of dealing with current recognized challenges."

The severity of natural disasters significantly affects the environment causing extensive damage. The Western Balkan (WB) countries are exposed to a variety of natural hazards including floods, droughts, forest fires, earthquakes, and landslides. The general situation in WB countries is inadequate professional qualification and technological disciplines for education of human resources, the lack of specialized personnel, insufficient training of professional staff, the lack or low level of local government bodies’ preparedness, and underdeveloped culture of prevention among citizens. Therefore, it is necessary to constantly strengthen the personnel competencies, followed by technical innovations and equipment, infrastructure, information and technological systems. The main objective of this project is to educate experts for Natural Disasters Risk Management (NDRM) in WB partner countries (Serbia, Kosovo and Bosnia and Herzegovina) through development and implementation of new master curricula in the field of NDRM and development of educational trainings for the public sector and citizens. Besides the day-by-day visible outcomes (reports, analyses, study visits, trainings, plans, etc.), more prominent outputs showing to what extent the project objectives are met will be:- Developed/modernized master curricula in WB partner HEIs in accordance with the highest EU standards and national legislation, followed by accreditation;- Contemporary equipped laboratories for studies in the field of NDRM;- Enrollment of students to the new master curricula offering mobility options for them and teaching staff;-Developed and conducted educational trainings for citizens and public sector in the field of NDRM.Since the background for the foreseen activities is in accordance with EU standards and best practices it is expected that all partner universities will educate experts with adequate knowledge and competences, which will be able to employ in relevant institutions for NDRM.Project consortium consists of five HEIs from programme countries and seven HEIs from WB partner countries. Institutions from EU countries are: University of Natural Resources and Life Sciences (BOKU, Austria), Middlesex University (MUHEC, UK), Obuda University (OE, Hungary), Technical University of Crete (TUC, Greece) and University of Messina (UNIME, Italy). These institutions were purposively selected for their great experience in the field of NDRM and contemporary teaching and learning methods applied in the education. They will present to WB HEIs their master curricula and provide training for staff and students. Partner country institutions come from Western Balkan region: three HEIs from Serbia (University of Nis – UNI as a coordinator institution, University of Defence - UNID, University of Criminal Investigation and Police Studies – KPU), two from Bosnia and Herzegovina (University of Sarajevo – UNSA, University of Banja Luka – UBL) and two from Kosovo (University of Pristina settled in Kosovska Mitrovica – UPKM, Technical College of Applied Sciences Urosevac with temporary seat in Leposavic - TCASU). They will accredit new master curricula and implement educational trainings for citizens and public sector in the field of NDRM.The project is aligned with the Regional Priorities for Joint & Structural Projects (Erasmus+ KA2 – Capacity Building in Higher Education) for the Region 1 (Western Balkan) and is related to the “Learning and teaching tools, methodologies and pedagogical approaches including learning outcomes and ICT-based practices (inter alia, flexible learning paths, blended courses, virtual and real mobility, practical placements etc.)“ and area „Environmental protection“.