Both Russian Federation and Kazakhstan are the countries which, on one hand, boast huge territory (1st and 9th largest countries in the world, accordingly), and, on the other hand, had experienced relatively small household waste during Soviet times (due to much smaller household consumption). As a result, the main way to handle waste in both countries was (and remains) the landfills; yet the situation had drastically changed during the past decade, and now the waste per person in these countries is close to the EU level. This lead to the lack of knowledge and competence in waste management, resulting in efficient practices in the field. It influences lower impact that EU initiatives on waste management and circular economy have on the environment.Though Russia and Kazakhstan have a very different score on Environmental Performance Index (52nd place and 101st place, accordingly), in terms of waste management, measured by environmental vitality, they have very similar scores: Russia scores 55.99 points and Kazakhstan – 53.35 points. This indicates systemic problems in creation of waste management infrastructure, including lack of specialists who can deal with the increasing and overwhelming amount of waste using holistic approachThe project aims to develop Waste management master programme that would be implemented in 6 Russian and Kazahkstan universities. The programme is based on learning-by-doing pedagogical techniques, and will be taught in Russian, Kazakh and English.The envisaged impact includes 50-70 master students annually enrolled in Waste management programme, not less, than 30 faculty members for Russian and Kazakhstan universities who had undergone train by trainer sessions by EU partners and internships in EU companies. Not less than 30 students participated in the EU internships.

The modern education is changing its technologies and standards. It is to be flexible, adaptive, international, student-centered and targeted at innovations in real world. Moblity to best EU schools has become expensive for Non-EU citizens and less students have chances to come to international universities. It results in lower internationalization experience for EU students too. In addition the feasibility of cooperation between EU and Non-EU universities is declined, which can affect on socio-economical partnership of the countries. The project goal is to enforce the cooperation between EU and Non-EU universities in the field of Industrial innovation on the advanced open eLearning platform for blended, flipped and project based education. The platform will be the place where students, professors and industrial experts can meet each other. Hundreds of standardized, selected or developed courses under the umbrella of Industrial Innovation will be offered through the platform. SMEs and big industry and business will get the direct access to the advanced professional teaching services as well as to the community of students and professors. The latter is the ecosystem for project based teaching activities and crowd sourcing. EU project members share their experience in flipped/blended and project based education and help partner universities to establish the methodology and laboratories for the manufacturing of eLearning elements.The project contributes to the modernization of Higher education through its digitalization, internationalization and closer links to new realities in industry, business technology driven entrepreneurship. , The higher efficiency and compatibility of courses among consortium universities and other interested institutions will be the motivator and instrument for student exchange and new joint or double degree MSc programs.

The project consist of 17 universities: 5 from Program Countries: FR, DE, LV, EST, BE; 4 from KZ, 4 from RU and 3 from BY; two stakeholders of related field: 2-from KZ, 1- from RU and 1-from BY and P1 spin-off company- P6 from DE. The overall objectives of the proposal are: to support the modernisation of the higher education (HE) in space exploration and intilligent robotic system in the targeted Universities in BY, KZ, RU through innovation of two cycles curricula in line with the new development in the area, the labour market demand and according to the Bologna Process and best practice. In relation to the output/outcomes: review/analysis of the current programmes/curricula (BA, MA) in space technologies and robotic; to upgrade current programmes/curricula inclusive ECTS; to develop a set of 14 new core curricula and 7 transferable modules; adopt/accredit on institutional/national level; to develop, publish, purchase the new tutorials, handbooks, syllabi; to develop WEB based platform; to prepare a set of documentation for ROBOLAB purchase/install the equipment; to retrain academic/non-academic teachers in new curricula and methodology; Master Classes in new curricula held in ROBOLAB; pilot teaching students in new curricula using ROBOLAB establishment; developing a set of documentation/purchasing/installing equipment; staff training/pilot operation/networking of TETRO; to address the envisaged impact: promotion of closer exchange between HEI community and labour market to meet the needs of labour market to improve training in space technologies and robotic to foster employability of educated youth and to enable networking between various stakeholders on this issue. Academic content: 21 curricula and module inclusive ECTS using updated teaching techniques and modern learning environment.

The proposed project is aiming to enhance interdisciplinarity and multidisciplinarity in ICT education at the higher educational institutions in Russia and Kazakhstan. Both involved partner countries have inherited their higher education systems from Soviet Union, where the key feature was fundamental education and deep focus on technical skills, but which rarely involved sufficient interdisciplinary training or development of soft skills. As currently both interdisciplinarity and entrepreneurial soft skills become an important factor for labour market, and thus partner country universities require guidance in its development. While contemporary ICT-tools and pedagogical approaches are being widely implemented for hard skills development, in the sector of soft skills partner country universities are falling behind their EU counterparts.The project is achieving the proposed goal by developing and implementing IT-entrepreneurial module in the curricula of IT-majors on bachelor, master and PhD levels. The developed module includes ICT competence hard skills module, entrepreneurial soft skills module and acceleration block that are included in student curricula. The project also aims to develop assessment algorithm for measuring of entrepreneurial soft skills.

Wider objective of the BECK project – to upgrade the curricula with 16 new harmonized multidisciplinary adaptive MOOC modules on environmental protection technology in the Russian, Sri Lanka and Bangladesh universities in order to increase their capacity to continually modernise, enhance the quality and relevance of education of students to the global market needs and to ensure international cooperation. Project aims to:1. Upgrade curricula of BSc/specialists, MSc and PhD programmes in Russian, Sri Lanka and Bangladesh universities by adding 16 new multidisciplinary adaptive, recognised and certificated MOOC modules on consumer behavior related to energy efficiency and climate change;2. Transfer European practices in education (learning and teaching tools, methodologies and pedagogical approaches including learning outcomes and ICT-based practices) from participating EU universities to PC universities;3. Assist competence development of teachers within PC universities;4. Develop the Simulated Big Data Interuniversity Networked Affective Educational Centre to encourage use of ICT-based methodologies in education and research;5. Strengthen educational and scientific networking among EU and PC universities in the BECK field. The PC and EU students will profit from high quality international and multidisciplinary modules with real world positioning indicating how to employ theory in the real world. BECK project will offer adaptive certified MOOCs aimed at unlimited participation and open access via the Centre in response to the lack of knowledge in climate change and energy savings across PC countries.Seminars, round tables and national and international conferences will reach PC learners and stakeholders to notify them about the accessibility of BECK modules and the Centre. Associations will participate in this project by transferring their contemporary labor market experiences and assisting with applicable BECK case studies.