REFLAME aims at strengthening the capacities of 3 Montenegrin universities to offer modern, market-oriented FL education for non-philology students, as well as second FL education for all students, in response to a growing demand for FL skills so as to meet the requirements of the national law and the demands of the Montenegrin and international labor market. A number of specific objectives will be met: 150 FL syllabi will be updated, which should ultimately reflect in better and more market-customised FL knowledge of the students. Most teaching and learning materials for all available LSPs will be procured. LSP teaching materials (for the fields in high labor demand without any adequate textbooks published by reputable international publishers) will be published to develop the needed LSP knowledge for the students of such fields, which will ultimately reflect in their being better prepared for the labor market as they will possess industry-focused FL skills. FL teaching methodology will be upgraded with special emphasis on introducing and integrating the ICT technologies in FL education, as part of blended teaching and learning, which will be more attractive and motivational for students and otherwise contribute to better teaching and learning results. A number of teachers will be trained to work with visually- and hearing-impaired students, abiding by the inclusion principles. FL placement testing for Montenegrin students will be introduced so that they can independently check their progress and obtain the necessary certification needed for mobility and entering employment.

Digitalization has been in the epicenter of interest during the hard times of COVID-19 and has enabled governments and individuals to cope with the scientific and socio-economic problems created by the pandemic. Both, basic and advanced digital technologies, as well as digital skills have been engaged to sustain the functioning of the economy and society by allowing the work to continue, tracking the spread of the virus, and accelerating research for medications and vaccines. COVID-19 pandemic has shown, more than anything else, the utmost importance of digital assets and the need for further development towards a resilient digital transformation. Strengthening the digital economy and society has been one of the 6 strategic priorities of the 2021 European Commission work programme with a goal of making this Europe’s digital decade. Digitalization is the relevant issue in EU associated countries as well. Digital transformation might help EU associated countries to speed up convergence project and catch up developed EU economies. Even particularly topical problem is digitalization in developing countries. The digital transformation and its support would lead to higher economic growth and, sustainable development and the increasing of the quality of life. The proposed project is as timely as ever considering the current situation of digitalization in the EU, EU associated countries (Montenegro) and developing countries in Southeast Asia region (Indonesia, Malaysia, and Thailand). The focus of the project is the cooperation of the academic staff and doctoral students to engage in the research in the field of digitalization, exchange their knowledge, ideas, and provide meaningful outputs and establish research collaboration in the field of digitalization.

The ALL4LIFE project aims to create competences-oriented education and innovation to strengthen students and universities growth and competitiveness, through involvement of alumni in teaching process and modernisation of learning objectives. Enhancing connections between WBC HEIs and business sector and establishing business and new business networks, while enabling collaborative opportunities, knowledge transfers and partnerships between industry and universities, creating conditions for better employability of graduates, capitalise with well-established and string alumni structure at HEIs. Consequently, greater openness of higher education institutions to industry and market needs is achieved, especially at still greatly traditional Western Balkan higher education system. The project objectives will be achieved with systematic involvement of alumni in teaching, mentoring and research at HEIs, with more practical training and competences-oriented education harmonized with labour market needs and organization of career support program for students, their professional development and recruitment. With close cooperation with alumni and industry, each WBC HEI will enhance research capacities and it commercialization, facilitated by Research Chair that will be established for linking the research excellence with innovative potential of industry and mobilising the industry funding for top-notch research and market-based innovations through Alumni Scholarships Clubs. To expand WB HEIs management and inclusion of alumni in their teaching and research activities reform of operational regulation is needed and will be important part of AL4LIFE activities. Involvement of alumni in WB HEIs will be reflected in the creation of institutional and operational framework, integration of the HEIs’ Career Center activities into that structure, and installed effective Alumni coordination tool that jointly ensure continuous and sustainable realisation of the project objectives.

The development of urban agriculture (UA), sustainable agriculture and green economy in the Western Balkan (WB) region allows to support and strengthen prospects for farming, but also society in general. The BUGI project offers capacity-building for different stakeholder groups, like students, graduates/workforce, businesses, researchers and teachers, but also towards planning and infrastructure domains. The starting point of the project was an analysis of existing business models, preferences and capacities in the agricultural sector in WB countries of Bosnia and Herzegovina (BA), Kosovo (XK), and Montenegro (ME), as well as an analysis of the strengths, weaknesses and needs of WB Higher Education Institutes (HEI). These analyses were used to define a framework for curricula for new master and life-long learning (LLL) study programs in UA in the WB region, teachers training, and infrastructure for curriculum implementation. The WB teaching staff underwent 7 study visits to EU partner HEIs and urban agriculture farms and initiatives gaining needed expertise and fostering an international partnership between EU and WB partners. As part of the master programme some required accompanying activities took place, namely learning guide for teachers, skills and competence evaluation guide, module placement guide and diploma supplement were developed for the master programme. The new curricula were successfully developed, accredited and implemented by WB partners with the help and support of EU partners. Univ. of Sarajevo (UNSA) and Univ. of Mostar (UNMO) started with master programme implementation in 2019, and Univ. Donja Gorica (UDG) and Univ. of Pristine (UP) (for UP and Univ. of Peja (UHZ) students) in 2021. Since the new curricula utilise ICT tools and competency-based learning methodology and foster collaboration with the entrepreneurial sector through project-based work, teachers attended two workshops on Problem-Based Learning (PBL) and Experiential Learning (EL) in competence-based learning and Distance Learning (DL). The new teaching material for master and LLL courses was developed in local languages and English. WB partners signed a multilateral interinstitutional agreement to foster cooperation on common ECTS design and for the virtual and physical exchange of students and/or staff in the context of the master study programme in UA. Two XK partners signed an agreement on cooperation in the implementation of the study master programme UA and LLL training programme. Special attention was given to collaboration with further stakeholders in order to promote sustainable development and a green economy in the region. It resulted in starting a green entrepreneurship e-portal and android application under the BUGI umbrella - a platform where producers (farmers) meet consumers and vice-versa. LLL modules for BA and ME partners were delivered with the support of the Sarajevo Economic Region Development Agency (SERDA), while UHZ implemented the LLL programme for XK partners. WB HEIs visibility and capacity to deliver more attractive education and training have been increased in line with program countries practices and experiences. The project resulted in the implementation of new state-of-the-art teaching/learning environments accompanied with appropriate transferable competencies and entrepreneurial skills and partnership with the business sector aiming for strengthening students’ employability and possibility for self-employment. It also promotes cross-cultural experience and increases partners HEIs capacity to answer changes in societal needs, sustainable agriculture and green economy.

Focus on refugee migration to Europe means a focus on a silent parallel emigration crisis - the “brain drain” from the Western Balkans – has lost momentum of solving the loss of able, highly educated individuals from our region in search of higher-paying jobs or and better working conditions elsewhere that has taking place since the 1990. BalVET-EWEC aims to keep talent home by addressing the need for young people to acquire new skills that will enable them to meet the challenges of a rapidly changing world. Pilots establish living labs as VET capacity-building mechanisms, develop new curricula for skills development for learners ages 16-28, and create opportunities for synergies and cross-border collaboration. Actions VET educators as “paradigm shifter” learning facilitators to mentor learners with skills to respond to myriad jobs - both in conventional local markets and in remote work; entrepreneurship ed positions both VET systems and learners for the twin transitions, and Open Badges display capacity transparency of skills acquired during training. Via the Collaborative Leadership Process, EWEC also prepares a cross-section of sectors to respond to innovation and technology advancements that warrant the design of new products and services, create new jobs and careers and support social entrepreneurship to address social agendas. It reviews the “new normals” of workplace realities reshaped by social disruptors that, coupled with initiatives that promote digitalization, sustainability and the greening of society, present new opportunities for young people in our region to re-evaluate how, where and for whom they work, but are in need of new skillsets to face post-Covid careers. Mobility for both teachers and learners is a priority. Ultimately, a new generation of changemakers and problem-solvers is nurtured, able to address challenges with new skillsets, enter or progress in a variety of labor markets and contribute to the economic development of our region.