The project aims to support Uzbekistan in development and implementation of study curricula, which serves needs of public and private sector stakeholders of bioeconomy sectors for professionals, who are able to link the potential of natural resources, objectives of bioeconomy related sectors of national economy, and socio-economic interests of the society, and are able to plan, build and maintain bioeconomy policy and bioeconomy innovation ecosystem, in which sustainable use of natural resources is in the focus.Overall aim: To contribute to the development of sustainable and inclusive socio-economic growth in Uzbekistan. Work packages:WP1. Detailed needs analysisWP2. Elaboration of the master study programme in the bioeconomy WP3. Increase of CA universities teaching and technical capacity WP4. Implementation of the master study programme WP5. MSP and the project quality assurance and measurement tools WP6. Publicity, dissemination and exploitation WP7. Management and coordinationMain outcomes and outputs:WP1: D1.1. Report – in depths study.WP2: D2.1. New bioeconomy related master curricula (120 ECTS) elaborated and licensed; D2.2. Set of new bioeconomy related master curricula documentation and materials.WP3: D3.1. 6 study visits held, 18 UZ HEIs teachers and 3 MARU representatives participated (in teach visit); D3.2. Teaching capacities improved – 3 video conference classes developed, scientific data base licences acquired for 3 UZ HEI.WP4, D4.1. Pilot studies provided, at least 24 students participated; D4.2. 3 open master classes provided.WP5, D5.1. MSP quality assurance methodology (QAM); D5.2. External expert assessment of the project progress, quality, results applicability; D 5.3. The results sustainability plan.WP6. D6.1. The website; D6.2. 12 TV and radio broadcasts; D6.3. 36 publications; D6.4. 2 bioeconomy forums, at least 100 participants (in total).

In Central Asian (CA) countries, large groups of graduates don’t find a job according to their degree, nor can they develop their talent within their work. The countries lack HRM experts that can e.g. introduce transparent selection and promotion procedures in enterprises, or assist the government in modernising its labour market policy.In this project, 3 Kazakh, 2 Uzbek and 2 Kyrgyz universities will each develop a two-year HRM master programme (TALENT) that has similar core courses in the 7 universities. Each of the programmes has to obtain accreditation, by the middle of Y2. In Y3, the first year of the 7 TALENT programmes must take start. Some of the 7 universities have an excellent reputation; they will help the less prestigious universities to develop and maintain their TALENT programme.The course development will be coached by the EU partners, with the teachers of each course meeting each other and further co-operating via a knowledge sharing platform. The teachers will develop separate, but highly comparable course syllabi and introductory texts. In 6 workshops, the EU and CA teachers will present HRM topics, adapted to the CA context and illustrated with CA examples.The project website will start as an introduction to the project, and then develop into a website introducing HRM and its applicability to the CA context. It will include a selection of the introductory texts, together with video recorded material of the workshops and case studies. Most material will be available in 3 languages (EN, RU + (KZ or UZ or KG)).The 7 CA universities already have good contacts with regional and national stakeholders. In this project, the focus will be on entrepreneurs, trade unions and governmental bodies on labour markets and work conditions. With each of the 6 HRM workshops, the stakeholders of the respective university will be engaged, i.c. in the role of disputant. A selection of stakeholders will be incorporated in each university’s TALENT advisory board.

"Currently universities of economics and business in Kazakhstan, Kyrgyzstan and Uzbekistan have to master a series of challenges. They have• to demonstrate that they are reliable providers of good quality higher education by providing graduates with competencies required to evolve their professionality and to develop capacity for the labor market• to enrich the qualification-portfolio of HEI-teachers by improving their teaching qualifications• to complement and contribute to the co-creation of knowledge and to the knowledge exchange between universities and enterprises in innovative settings• to develop their students competencies and attitudes to enable them to act as innovative and responsible members of the society.In this joint project ""Teaching Competencies in Economics and Business"" served universities of economics and business as catalyzer to master these challenges. To support the development of excellence in this field a “Central Asian Center for Teaching, Learning and Entrepreneurship - CACTLE” was implemented in the innovative form of an international acting virtual expert network with a sustainable perspective.The CACTLE is dedicated • to qualify and certify HEI-teachers in modern Teaching Competencies in Economics and Business for the target groups: students, employees of private companies/public institutions and entrepreneurs.• to offer a course program and in class and long-distance training material for further training courses for enterprises/institutions to link the universities to business and industry, using specific modalities of teaching and learning patterns.• to develop a core-curriculum and teaching and learning material for an accredited elective “Entrepreneurship and Business development” at all participating universities.In the long run the CACTLE has a clear sustainable impact on human capacity building of Central Asian countries and acts as an international service network to foster the knowledge triangle."

The proposed IMEP Project will address wider International Higher Education and Quality Assurance agendas and build on the IHE work done as part part of previous Tempus projects in Uzbekistan and British Council QA and IHE programmes. There are several reasons why we decided to apply for the Project:- our considerable knowledge of the situation and needs of the HE of Uzbekistan which was gained through previous Tempus QAPD Project and other projects we have completed with our partners;- urgent need to train new teachers for the HE which are specified in the Presidential Decrees and Resolutions of the Cabinet of Ministers of the Uzbekistan - please see part E1 of the Detailed description of the project for more information;- education is a national priority and the government takes steps to align the system of education with international standards, enhance the quality of teaching and learning, and equip students with the skills required by global and local markets.The Project will specifically focus on developing the following:- new approaches in CPD for academic staff and managers in the HE: running pilots in partner institutions and new programmes recommended to the Ministry of Higher and Secondary Specialised Education of Uzbekistan (MHSSERUZ);- establishing consistency and enhancement of standards of teaching and learning across a variety of subject areas in the HE: Economics, Business, Education Management, Tourism, Medicine, Language Teaching and Learning and many others, and presenting the analysis of standards and recommendations on the process of enhancement to the MHSSERUZ;- engagement of students in teaching and learning: Guidelines on Student Engagement;- engagement of employers in enhancement of standards, teaching and learning: Guidelines on Employer Engagement.IMEP Project will contribute to Uzbekistan - EU Dialogue in the Higher Education and make proposals to the MHSSERUZ and other public organisations dealing with the HE.

Central Asian universities could become those sites where the interest of different stakeholders – potential employers, government and youth could meet each other. An innovation and research is what modern society asks for. Creation of the Youth Centre will allow young people who usually don’t have appropriate knowledge, experience and funds to start their own business or develop any project to do it within these centers – develop a business model and start a micro or small business or non-commercial company. This is should not be just/or only a business idea - focus could be made either on social development, urban communities or environment. Within the project students will receive instruction on the fundamentals of leadership and business, normative and legislative support, while also investigating and articulating their own priorities and values. Over the courses, classes, speaker programs, and other experiences help build advanced leadership skills and develop awareness of how business works. Development program will become three-year program that will push students to set and achieve ambitious goals for their own advancement as leaders.Develop an online platform where students could upload their works and proposals for potential investors or any other interested parties. Those projects that are highly demanding or could bring much advantage in social context could be supported/financed and developed by university, government or private business companies.The program is expected to: develop students’ leadership skills; create the system of consultancy for newly developed and up-running enterprises; support start ups of universities’ students; create and develop University Innovation Consulting.Units responsible that will provide students with all necessary knowledge, consultant service, courses, equipment, market research, legal and managerial advice during several stages of the process of their project. Those are: development, approbation and start.