Wider objective is to improve education quality assurance systems through development of efficient internal quality standards leading to better employability of students in Partner Countries Universities. The internal QA system will be based on analysis of needs and capacities in Kazakh and Ukrainian HEIs, experiences and best practices from the successful QA action line of the Bologna ProcessThus main activities of the project are as follows (1) to promote the creation of quality culture at various levels through motivation, trust, responsibility of students, institutional leadership, individual staff members; (2) to elaborate proposals for the design of programs for BSc and MSc with the involvement of all stakeholders; (3) to develop technologies of assessment quality of BSc&MSc programs; designed program should meet the objectives including learning outcomes; (4) to conduct training for the QA specialist&academic staff; (5) to improve affiliate network university-business-State through collaboration with the EU universities; (6) to enhance internal university information systems of quality evaluation; (7) to develop a corporate QA infrastructure based on ICT, on-line, mobile technologies.Expected results of EDUQAS project: I. Created QA units, developed set of standards, guidelines for internal quality assurance in higher education; II. Improved quality of activities (research, education, governance) on the basis of the study of procedures and processes of EU universities; III. Improved quality culture among students, academic staff, management and administration of the University; IV. Developed affiliate network university-business-State through cooperation of QA agencies, professors, researchers, students with EU universities; V. Enhanced internal university information systems of quality evaluation and corporate QA infrastructure.VI. Piloted internal QA policy, guidelines&procedures will serve as a basis for QA national standards by PC QA agencies.

By supporting the ministerial strategic vision within the framework of the implementation of the Bachelor cycle, and the pedagogical renewal in adequacy with the needs of economic and social development of Morocco, the ICFALa project aims to set up Work-linked Training Centers at the level of the Moroccan Universities playing the role of interface between the establishments of higher education and the professional branches, favoring the approach by competence in Higher Education in the inter-professional fields, in adequacy with the needs of the business world

Ethics and integrity are key dimensions of excellence in research and crucial for public trust in science. BEYOND will reinforce efforts to promote adherence to the highest standards of research ethics and integrity (RE/RI) and prevent research misconduct (RM) by developing and disseminating regulatory and educational interventions that elucidate institutional and individual responsibilities for ensuring and fostering research environments conducive to ethical research. To that end, BEYOND will adopt a complex ecosystemic perspective on research ethics and integrity that recognizes the multiple responsibilities of researchers and other stakeholders to enrich the overly simplistic Bad Apples approach that underpins most existing measures to prevent research misconduct. BEYOND will EXPLORE the existing literature on behavioural ethics and moral psychology as well as the socio-economic consequences of research misconduct and ENGAGE all involved stakeholders in a public consultation. To GUIDE and EQUIP all stakeholders in the research ecosystem, BEYOND will utilize this knowledge to develop 1) psychologically informed contextual interventions to promote RE/RI and prevent RM from the perspective of individual and institutional responsibilities, 2) methodologies to measure the short-, medium- and long-term impact of RE/RI trainings on attitudes and behaviours of students and researchers, 3) a best practice manual and guidelines to supplement standard operating procedures from a complex research ecosystemic perspective as well as a 2030 roadmap towards improving the RE/RI culture and 4) new training materials and tools to supplement existing educational efforts. BEYOND will mobilize all stakeholders via the three thematic networks involved in the consortium (ENRIO, EUREC, The Guild) and the stakeholder advisory board to ensure widespread dissemination of results and facilitate their institutional uptake and embedding.

C3QA (Promoting internationalization of research through establishment and operationalization of Cycle 3 Quality Assurance System in line with the European Integration Agenda) is a three-year cross-regional and multi-partner structural project under EAC/A04/2015 call and Key Action 2 - Capacity Building in the Field of Higher Education. Its wider objective is to contribute to the establishment of a knowledge-based society in Armenia, Kazakhstan, Ukraine, and Mongolia through the launch and operationalization of a robust quality assurance system for internationalization of Cycle 3 programs. The specific objectives are: - To develop/update national policy frameworks for cycle 3 programs in line with the European integration agenda;- To build on the capacity of the systems to efficiently operationalize the internal and external quality assurance systems for Cycle 3 programs; - To establish an external and internal quality assurance systems to promote quality of Cycle 3 programs; - To promote internationalization of Cycle 3 programs with joint efforts of the key stakeholders and cross-regional cooperation.The principle outcomes and outputs are: - National policy frameworks on EQA of Cycle 3 programs adopted in the partner countries; - External and internal quality assurance systems for Cycle 3 programs implemented in line with European integration agenda; - Cycle 3 programs accredited by respective EQA bodies; - Cycle 3 programs contribute to the development of knowledge-based society;- The results of Cycle 3 programs are aligned with international best practice and contribute to research internationalization; - Cross-regional cooperation leads to convergence in line with European developments. The cross-regional nature of the project ensures learning from existing practices, successful experience exchange, long-standing cooperation between the 4 partner country and EU partners – with a major aim of promoting voluntary convergence with EU developments.

With the continuous development of the knowledge-based society and the shared knowledge economy the role of higher education (HE) is in perpetual evolution with few constants: taking a central role in knowledge creation and innovation, building citizens for democratic societies, and providing trusted certifications. The Lebanese HE system is no exception in this regard. However, the sector has been spreading in the past two decades with a big number of institutions and programmes following different education systems. Despite great efforts supported by EU actions in the past years, the country has not succeeded in establishing yet a Lebanese agency that would be responsible for the quality and relevance of the numerous institutions, programmes and certifications. TLQAA+ is a follow up on TLQAA Tempus project. It aims at developing the culture of programmes’ evaluation and matching against national qualifications framework (NQF) for the sake of increased transparency and recognition of skills and certifications. TLQAA+ has multiple objectives. Its direct capacity building objectives fall under: i. Study the relations between recognition and quality assurance (QA), ii. Suggest a Lebanese QF, iii. Suggest recommendations regarding the QA for new delivery modes of courses and programmes and, iv. Develop necessary blocks for programmes’ evaluation and the usage of a NQF. These goals foster the culture of quality, dialogue and transparency at the programmes’ level and better serve in a Lebanese QA agency as well as internal programmes’ review. They will be experimented in the context of a pilot evaluation.In addition, the project will achieve many indirect objectives, among which: i. Nurture the climate of trust, ii. Produce a short course about internal QA units, iii. Set descriptive indicators to serve external or internal evaluation and strategic planning and, iv. Establish dialogue with the labour market based on transparency and recognition of certifications.