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.

Of all leading nations, India has the youngest population in the world where over 50 per cent of its population (total population over 1.3 billion) which is an estimated 470 million people are of working age, according to the National Sample Survey Office. Of this entire productive workforce about 45%of them are the female population. The female work force is highly underutilised as according to statistics, India currently ranks 70 out of 77 nations on the Female Entrepreneurship Index.Thus, the main objective of ENPRENDIA is to enhance entrepreneurial culture among female population in Indian HEIs while promoting gender equality and gender equity - not only inside the walls of academic institutions but also extending it to civil society and their local communities. Indian society is characterized by miscellany in caste, religion, languages, festivals, attire, economic status and location, among others. However, for various reasons the representation of various groups of the society in terms of participation within the higher education system has remained historically unequal. The emphasis laid on providing an equitable access to opportunities to female students representing various diversified groups is highlighted in ENPRENDIA.The main outputs will be to integrate gender equality policies and strategies within 8 HEIs in India.The project likewise will establish 8 Entrepreneurship Resource Centers (ERCs) with the goal of promoting entrepreneurship among female students, researchers and also bridging universities with local industry and civil society.One innovative aspect is the close cooperation with primary and secondary schools to promote science and entrepreneurship among children and young people.The impact of ENPRENDIA will be felt with the adoption of gender equality policies and equal opportunities by partner HEIs, by sustaining structures that connect universities with the business sector and by enhancing creative skills among young generations.

The project tries to address two existing problems in the 3 partner countries involved (Sri Lanka, India and Indonesia): 1. Growing chronic noncommunicable diseases (NCDs) have emerged as a huge global health problem in low- and middle-income countries. The magnitude of the rise of NCDs is particularly visible in Southeast Asia where limited resources have been used to address this rising epidemic. 2. Around the world, young people need free time, space and fellowship to enjoy sport and play. While the need for the activities of sport are global in scope, the ability to be included often is not. Sport can provide a way to break down barriers and promote inclusion of students at different level of education (higher, vocational, secondary and primary) who are often left on the sidelines. Full participation in sport activities can benefit people who are usually excluded in two ways:1. By changing community perceptions of the capability of different groups: Through sport, participants – regardless of gender, ability or background – can come together in a positive context (sometimes for the first time) and see each other accomplish things they had previously thought impossible. This helps reduce stigma and discrimination and changes the attitude of gatekeepers who have the power to permit or deny children the right to take part in physical activity.2. By changing participant’s perceptions of themselves and their abilities: Sport empowers people to recognize their own potential and advocate for changes in society to enable them to fully realize that potential.Thus the project attempts to create interdisciplinary curriculum on sport management, sport nutrition and physical education while also providing short courses for professional coaches, trainers, sport clubs and organisations that want to learn how to use sport and physical education for inclusion.The project will also create SPIRIT student clubs to promote SPIRIT activities across schools and local communities

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.

CS4ALL is an initiative in three Asian countries to provide tools, knowledge and skills in cybersecurity to teachers, graduates and civil society in India, Nepal and Indonesia so as to increase their IT resilience in the current digital age given the higher rate of cyber crime and risks that affect both individuals and organisations. As these Asian countries transit to a digital economy, the specific objectives of the project are:Development of modular program on cybersecurity (4 courses of 3 ECTS) for teaching faculty and graduate students.Establishment/ modernisation of 9 cybersecurity classrooms in beneficiary HEIs.Development of micro-credentials for adult participants and professionals as part of Life-Long Learning strategy of beneficiary institutions. Elaboration of formative workshops and dissemination events for civil society through HEIs in partnership with NGOs to raise awareness on cyber threats and facilitate cyber protection.Successful project implementation through appropriate management practicesIn order to reach those objectives the following activities will take place distributed in 7 WPs WP1 Collection of best practices in cybersecurityWP2 Modernisation of IT classrooms adapted to cybersecurity coursesWP3 Design and development of modular courses in cybersecurityWP4 Pilot phase of coursesWP5 Elaboration of micro-credentials as lifelong learning in cybersecurity for IT professionals and adult learnersWP6 DisseminationWP7 Project management and coordination (including QA)Expected resultsRetraining of 32 teachers in beneficiary countries5 Updated/new modular courses introduced in existing curriculum in 8 HEIs.LLL courses in cybersecurity for 240 adult learners and people working in private/public sector.Raise awareness campaigns to combat cybercrime including informative videosTarget groupsTeachers: 32 directly involvedStudents: 160SMEs, startups: 40adult learners and professionals: 240civil society, local communities: 1200