<< Background >>Over the course of the past decades as noted in vast research literature, the role of HE has undergone through changes that increasingly led to its becoming much more viewed as industry or even commodity, with accentuated purpose to create human capital in possession of the right mix of skills aligned to specific labour market needs. The HEIs market rules led behavior in this sense significantly resembles the comportment of companies – strategizing and competing for its share on the market place and financial liability. At the same time, social role of the HE (introducing/delivering/promoting core democratic values of equity, equality, socio-economic integration, access to rights and services, etc. which make HEIs more inclusive and connected to respective societies) is noticeably undervalued. Due to specific social setting and historical development of south and east Europe in these regions as suggested in the ET 2020 targets larger rates of HE ESL are noticeably compared to the rest of Europe. Enhancing social dimension of HE is an important pillar of the Bologna Process, as reconfirmed in 2018 Paris Communiqué. Furthermore, the STATUS project takes up on the Council of Europe recommendations in the field, stipulating that higher education institutions, while exercising their autonomy, should be enabled to meet society’s multiple expectations and fulfil their various and equally important objectives to knowledge provision, which inter-alia include: preparation for life as active citizens in democratic societies and personal development for all. Even though inclusion in HE is a top priority in European countries, there are no national strategies and comprehensive approaches with long-term commitments on social inclusion in HE in the partnership countries as not much has been done in the field. In societies which suffer from continuous and severe brain drain issues subordinated to economic development and with high aspirations of creating competitive knowledge-based economies, the issue becomes ever more prominent for their educational systems since underrepresented students in HE are more likely to lack basic skills (literacy, numeracy and digital competence), experience of independent learning, and a clear idea of what HE entails. Also, citizens from disadvantaged socio-economic backgrounds and those with migrant backgrounds remain far less likely to enter and complete higher education. Today around 10 and 12 million Roma live in Europe, comprising the continent's largest ethnic minority. However, only 1% participate in higher education. While measures to ensure educational support to migrants after in-flows from 2015 in the partner countries took place in pre-university level education, at HEIs these had been limited with lack of information on the exact data in this regard. Another vastly present vulnerable students (around 70% of HEIs dropouts) come from either poor families and/or have some mental health issues and motivational problems to be tackled. Previous schooling is highly correlated to dropout rates. Students with disabilities are particularly vulnerable group in every partner country. Even though their number in HEIs grow, the students face discrimination and hardship during their studies and more often than not leave tertiary education before completion. Collection of key data on the number of entrants and students, study progression, dropouts, of students, gender, ethnic background, social status, and other criteria are important in defining disadvantaged students and adapting decisions and interventions regarding widening access, retention and study success. Of migrants, returnees, Roma, ethnic minorities, socially deprived students, etc. and increase the overall population and diversity of students and graduates.<< Objectives >>STATUS projects reflects on a variety of causes underneath the small percentages of underreresented students enrollment in HE and their achievement in terciary education. The project addresses both sides of the equation - HEIs institutions inability to fully attend to their role with all the students and on the other side, the students’ not taking advantage of the opportunities that HEI is offering as a societal institution.Project specific objectives include:1.To increasing the access of Roma and other underrepresented students in European HEIsStudents who belong to disadvantaged social groups are similarly defined in the partner countries. Looking and both national contexts and institutional measures and policies with this regard, financial assistance is the most common way of assisting the education of (vulnerable) students – provided either in the form of loans or scholarships. Other specific support measures are not easily detected across the regional HEIs and will particularly be enabled in the scope of the STATUS project, e.g. academic guidance, relations between secondary and school and HEIs, psychological counselling, etc. 2.To increase academic achievement success rate and prevent ESL in HEIsSupportive services within HEIs, students and staff who work and employ specific mechanisms in delivery of asssistance, teaching, training, and peer support, in accordance with the local needs and specifics of target groups to better serve the needs of the most vulnerable students is created under this specific objective.<< Implementation >>The project results are attained through the implmnetation of the following core implmnetation over the course of project:Preparatory activitiesPartner kick-off virtual meetingDevelopment of European HEI e-repository of good practices related to socially inclusive learning culture and EWS (Where do we come from and where do we go from here?) TNM 1 – VršacDevelopment of HEI teaching and non-teaching staff training program TNM 2 – PalermoDevelopment of CS-HE cooperation toolkit on increasing access and supporting achievement of underrepresented students in HETraining of HEI teaching and non-teaching staff on increasing access and supporting achievement of underrepresented students in HETNM 3 – MadeiraVirtual training for CSOs and HEIs on CS-HE cooperation in increasing access and supporting achievement of underrepresented studentsDevelopment of Toolkit on peer support and active inclusion of underrepresented studentsSkills workshop for students on peer support and active inclusion of underrepresented studentsTNM 4 – Alba IuliaCreation of European policy brief/recommendations for improving social dimension of teaching and learning in European HEIsME 1 – 5 organized in Alba Iulia, Palermo, Madeira and BelgradeDistribution and promotion of policy brief through social networks<< Results >>In the scope of the project the following core results are developed:Result 1: European HEI e-repository of good practices related to socially inclusive learning culture and EWS (Where do we come from and where do we go from here?) Result 2: HEI teaching and non-teaching staff training manual and program Result 3: CS-HE cooperation toolkit on increasing access and supporting achievement of underrepresented students in HE Result 4: Toolkit on peer support and active inclusion of underrepresented students Result 5: European policy brief/recommendations for improving social dimension of teaching and learning in European HEIs

"The InCompEdu project tackles the common challenges in the sudden switch to online teaching at the HEI in the EU, due to COVID-19, by identifying and sharing the good practices, knowledge and experience gained at the partner universities and beyond. The challenges include both mastering of new digital skills and the methodologies of creating and conducting online courses. The project consortium involves 6 academic partners from 6 different countries, that is, Croatia, Finland, Italy, Poland, Romania and Slovenia, led by the University of Gdansk, Poland. The target groups to be addressed are the community of academic teachers and HEI Authorities responsible for study programmes. These groups have been forced to make rapid changes in course programs and teaching methods. The project’s activities will focus on two aspects, that is, digital competence of academic teachers, and the development of new competences in creation and implementation of online/hybrid courses and innovative curricula. Regarding the target group of academic teachers, the project will support building their digital competencies in using the IT tools in online higher education through the knowledge gathered and shared by the academic community and experts. The technical possibilities of a variety of platforms will be examined, and the use of individual tools will be demonstrated in practise. Support will be provided in developing of more effective and inspirational curricula for online courses. Regarding the target group of HEI authorities, the project will allow them to gain understanding of the wide range of challenges in online education, concerning not only the technical aspects but also the online classes methodology. Furthermore, the project will promote to exchange of views and building common understanding among those who are responsible for the transition programs on the education system level and those who are responsible for activities and development at the university level. Such initiatives may exist at the university level, but the project activities will strengthen cooperation at the European level.The outputs of the project include identification of challenges and good practices with transferring to online mode. This output will produce two deliverables, that is, a Report on identified challenges and problems that occurred during the transition to online teaching mode in the Covid-19 pandemic period, and Inspiring good practices - a booklet of educator stories. The Report and Booklet will be based on questionnaires and interviews with academic teachers/experts presenting their success stories in transferring to online education. Outputs of the project also include ""Building the digital competences in the academic community of tomorrow"", which focusses on analyzing and finding open educational platforms that can easily be adapted and modified to work within a specific university to meet the needs of remote learning. The key technical problems in remote learning will be identified and appropriate learning management systems examined to fit the needs in various fields of higher education. This output will produce two deliverables, the first of which is a Technical Platforms booklet, presenting IT platforms that are considered to meet most of the expectations for online learning. Those will be chosen by using a Delphi analysis method, which enables reliable and creative examination of ideas and actions with involvement of a wide range of experts. Another deliverable is Filmoteque: the training videos for academic teachers on how to teach using IT systems at various levels of the curriculum. and will cover multiple fields.The third project's output will be ""Reimagining on-line courses for the future of high education"" that will develop innovative concepts of effective online classes as well as innovative tools/methods of learning and working in online group stimulating creativity and teamwork. The methodology applied in this output will be Design thinking, which involves teamwork in diverse, interdisciplinary groups, allowing developing of unconventional ideas. In the InCompEdu project, the solutions developed during the DT sessions will be tested during the model online classes. This intellectual output will produce one deliverable - a booklet ""Towards effective courses"" presenting the results of the workshops conducted in accordance with the DT methodology and tested during model lectures/classes.Innovativeness of the project lies in benchmarking and exchange of best practices with other European universities. InCompEdu project is expected to provide deeper and wider understanding of practices at the European level and push to have a critical look of the choices made and search for points of improvement. Before all, the project is expected to support peer learning and exchange of experiences and end up with new jointly developed methodologies and inspiration from colleagues at the European leve"

Adult education addresses three distinct sets of priorities in socio economic development: the needs and goals of individuals, the needs and goals of the institution, and the needs and goals of the society. Adult education program in agriculture has reached a significant level of importance. Local academic systems should accept responsibility for offering adult education programs that meet the needs of the agriculture/agribusiness industry and entrepreneurs. In modern times, generation and application of agricultural knowledge demand that people working and seeking jobs in agriculture academic and business sector pursue education beyond secondary schools. Local adult agriculture programs can address this demand through carefully prepared and evidence based curricula provision. Project objectives are therefore structured to enhance the cooperation between academia and business sectors in agriculture field and to particularly address the training needs of adult agriculture educators who are the primary target group of the project that will consequently improve the system of adult education in the field of agriculture and rural development in Europe wide communities in the East and South.Through its milestone activities grouped under training courses, webinars, online platform and web site development, Methodology and training syllabus on establishing and operating the LLL agri-units within open-university approach and setting up of the LLL agri-units, the Agri Base project will target 300 adult agriculture educators per country (3000 in total) who will be the key resource for further impact and long term benefits in the cooperation between academia and business sector in the field.The consortium approach in forming the Value Added Partnership will have a multiplier effect in terms of: (1) Access to a broader and higher quality range of professional development; (2) Stronger platform for succession planning and dissemination; (3) Better use of resources; (4) Increased innovation potential of wider European regions, and (5) Fostered potential for replication, sustainability and impact in a number of European agricultural communities in the East and South.

TEACHER project focuses on harmonization of preschool teacher training of 6 HEIs in BH. Specific objectives are to: a) harmonize curricula through identifying harmonization framework and developing individual harmonization plans; b) certify harmonized curricula through re-accreditation and enrollment of the 1st generation of students; c) improve transversal skills of teachers through training of trainers and spill-over sessions; d) improve teaching methodology and entrepreneurial competences through identifying learning outcomes and methods of achieving them.WP1 is Inception setting the grounds for effective implementation. WP2 DEVELOPMENT OF COMPETENCE-BASED CURRICULA deals with curricula harmonization. Throughout this WP 6 HEIs will work on adjusting their curricula and prepare it for re-accreditation process.WP3 MODERNIZATION AND INNOVATION OF TEACHING METHODOLOGY improves teaching methodology and entrepreneurial competences. Through interactive seminars needs analysis and study visits teachers in BH learn how to organize interactive PBL classes.WP4 ENHANCEMENT OF TEACHERS TRANSVERSAL SKILLS improves transversal skills. Throughout this WP each HEI will create a team of trainers.WP5 ACCREDITATION/LICENSING AND IMPLEMENTATION OF INNOVATED CURRICULA will deal with accreditation, purchase and installation of equipment and enrollment of students.WP6 deals with QUALITY. QA committee holds regular sessions and monitor implementation. Eighth WP deals with project management through SC meetings.WP7 is DISSEMINATION will assume organization of promo events, media activities, visual identity, web site development. It will deal with sustainability of project results. Key elements of sustainability will be reflected in English language courses for teaching/non-teaching staff, transversal skills trainings for teaching and non-teaching staff and student representatives.WP8 MANAGEMENT ensures proper procedures are developed and followed throughout the project.

Eradicating all forms of exclusion, discrimination and marginalisation that result from disparities and/or inequalities, as well as reducing the student drop out rate remain key challenges for the higher education (HE) sector in Latin America. Through the design and testing of educational centers for support and development (CADEP), the ACACIA project aims to foster solidarity and cooperation among HE institutional departments and staff in order to develop innovative educational resources and improved strategies to deal with the socio-emotional distress of students at risk of desertion. Thanks to better intra- and inter-institutional cooperation, the project will provide solutions to strengthen HEIs’ staff skills, modernise HEIs’ organizational structures, decrease student drop out rates and ultimately promote respect of the other’s differences. The structure of the educational centers, articulated in mutually supporting modules, has been developed by a team of researchers and administrators from 14 HEIs in 8 countries from Latin America and Europe. It represents an innovative and replicable tool for HEIs to provide students, especially the most vulnerable, with integrated support using a differential approach. Concretely, the project will set-up three pilot centers in Colombia, Peru and Nicaragua to support and monitor students at risk, carry out training sessions for staff at HEIs, explore new strategies for teaching and improve the use of ICTs in educational practices. Thanks to the project, more than 4,000 teachers and 200,000 students from 11 Latin American universities will benefit from an innovative and relevant professional profile, helping to improve academic results and reduce the drop out rate among students.