It was recognized by the partners in this project that the education process in their organizations needed to be upgraded, in a meaning to offer to the new generation of students a new approach in knowledge transfer process. Many surveys had proven that the students (and the employers) are demanding skillful labor when entering their enterprises, instead of an individual who knows how it should be done but does not have the skills to do it.In that manner, at the beginning the project was aiming to provide the following objectives:-Create user friendly IT based tools for knowledge transfer in two disciplines:oNutritionoManagement of accommodation facility-Connect professors and employers while establishing the elements that would become part of the future IT learning tool-Train students to perform research in order to create promotional tools for the tourist offer while developing new learning toolFour HEI took place in implementing this project:-University Goce Delchev in Shtip, Republic of Macedonia acting as Beneficiary-Prof Dr Asen Zlatarov University from Burgas, Bulgaria, -Veleuciliste u Sibeniku, Croatia and -Alexandreio Technologiko Ekpaideitiko Idryma Thessalonikis from Greece as partners in this project.As far as outputs development is concerned, for the forst output research and selection of recipes that are part of the electronic edition were completed on time and after 4 sets of workshops on which numerous testings were taking part, the Electronic calculator now is operational and is used by the professors, students and any other interested party. Since the first output was divided in two subsections, the second one was to search for traditional meals within the countries of the region, to publish a National Menu booklet and to the train professors from the HEI in preparing these meals, thus building up capacity in foreign countries and enriching knowledge to the students in the countries abroad. On the each of the workshops, which were taking place at each of the participating country, participants were exposed in practical training, the best in transferring knowledge. The hosting institution was in charge of preparing the training, on which the participants were preparing meals of the hosting country.The second output, although similar, had a bit different approach. It was performed in a form of a Blended course of Distant learning method. As in the previous output, during workshops the participants were testing what’s been done in time between two workshops and agree on what needs to be done in the next period of time. The software is already in use by the professors and students from all the institutions and as by several users from the rest of the world.During implementation phase, UGD staff had organized a promotion activity for other HEI and high-schools. All of them participated in the testing period expressing their feelings. Their level of satisfaction is expressed by receiving Letter of support for the job done and a request to continue developing similar tools which make knowledge transfer process much easier.

Whatever the national approach, there comes a point, two or three years after arrival, when refugees cease to attract so much special support. At this stage, many still do not have adequate national language skills to be able to easily enter the mainstream labour market and there are often other challenges such as the lack of recognition of qualifications and experience. Therefore, the unemployment rate of refugees is markedly high compared to other segments of society. The aim of this project is to recognise that a significant minority of the refugees already have experience of running their own business and to help them to set up their own business in the host country by providing awareness raising that takes account both, of the specific national requirements for running your own business and the general principles of setting up and running a small business. The project also recognises the entrepreneurial skills that were needed by the refugees to arrive at their destination in Europe. Where participants already have experience of running a business, this experience will be used as a valuable contribution to the course. Research (by Betts at Oxford for example) supports the conclusion that the level of entrepreneurship is higher in the refugee population than in the general population and therefore this project supports an existing tendency. However cultural differences will play an important part. For example, it is not acceptable in the early stages of a business, to fail to report zero VAT liabilities. Someone who is used to a laxer regulatory regime may be shocked to find themselves paying a fine for non-reporting of VAT even when they have had no VAT-able transactions yet. A set of materials that anticipates such gaps in knowledge and experience could help to smooth the path to self-employment in a new context. The approach taken was to encourage course participants to learn by contacting useful third parties such as financial and legal experts in the form of talks with banks, potential suppliers and local business advisory services following the approach taken by Steve Blank in the US. This helps to nurture the professional networks which refugees often lack as well as giving them key information about starting a business in their new context. This was done be by developing an on-demand learning package that can be completed independently but preferably in a small face to face study group to provide mutual support. Whether working in a group or individually, the learning package was supported through external facilitation during the project, but the end result is possible to implement without such support once the project period ends. The course was built around the Business Model Canvas (BMC) framework made famous by Osterwalder which sets out the nine areas that need to be considered when starting or developing a business. One of the main attractions from a pedagogical point of view is that the model is often presented visually on a one-page graphic that can easily be annotated by users. The nine areas of the framework give rise to the nine conversations that every participant should have in the planning of their business and hence the name of the project. After piloting the materials on a very small scale in Denmark (externally funded), the learning materials and facilitation guide are now widely available to relevant actors in the partner countries and beyond. Due to the non-approval of the planned large-scale blended version of the course and its replacement by a very small-scale pilot in Denmark, the project was not able to offer the planned short face to face course for a few of the pilot participants who feel able to go to the next step to help them start to produce a business plan and to learn more about how to facilitate a study group with the project materials in order to 'pay it forward'. The whole consortium offer expertise in Universal Design for Learning, entrepreneurship education, practical application of the EU Skills Profile for Third Country Nationals, educational app development, online educational materials development and experience of refugee needs and challenges including language needs and intercultural differences. The consortium includes a technical company, three higher education institutions, a social enterprise and a small business created by a migrant.The project revealed different needs in the various parts of the EU with refugees in Greece and Italy largely wishing to pass through (and maybe therefore less likely to start a business) while refugees arriving in northern Europe were more likely to see this as their end point and be willing to invest resources in establishing a business. The project also fulfilled a need for a process to facilitate the setting up of a business rather than a more academic perspective on entrepreneurship.

The goal of the SC Vis Project was to create knowledge to support a successfully functioning transnational European-based fashion supply chain by improving the visibility amongst supply chain members. The project incorporated how training should be offered to different members of the same international supply chain by consideration of the different cultural and economic contexts across the EU. The aim of the project was to bring together a strategic partnership with five Partners: University of Gloucestershire, UK; ESSCA School of Management, France (and Hungary); Politechnico di Milano, Italy; Technology University Dublin, Ireland; and Alexander Technological Educational Institute, Greece, to create a high-quality VET fashion supply chain visibility resource for the benefit of those engaged in the fashion sector in Europe. SC Vis objectives were to: - Create a VET resource including a web based digital tool and training materials that address an established knowledge gap and provide an accessible resource for career orientated learners, and those that are least likely to take part in learning opportunities - Create resources beyond the lifetime of the project that will be translated into English, French, Italian and Greek languages (reflecting countries that contribute to European fashion supply chains) and to support greater access to high quality resources for native speaking workers The SC Vis VET resource incorporates four modules that cover the scope of supply chain visibility and all the components involved in the sourcing and delivery processes into 16 defined job roles. The four modules are connected to create the integrated supply chain from raw material supplier such as wool or cotton through to fully assembled garment, the information flows within the supply channels and the movement activities to point of sale. Content of the modules below has been incorporated in the 16 defined job roles from retailer, producer and delivery activity for organisations of all sizes, including SMEs: - Supplier and Customer Actors Integration – assesses long-term relationships through sharing of responsibilities, common planning, dedicated investments and joint relationship initiatives - Information Technology Integration – assesses how high visibility can be achieved through extensive sharing of useful and meaningful information with common data definitions and consistency in stored data established across a focal firm’s supply chain - Materials Integration – investigates the standardisation of material flow procedures and the use of common initiatives by supply chain actors in order to optimise the material flow - Internal Actors Integration – assesses the coordination through cross-functional teams as the indicator of internal company integration. The degree to which each department’s success depends on the success of other departments within the company is also relevant to internal actors’ integration The project had two stages: The first stage involved a literature review and synthesis of information resulting in the SC Vis DataSet (O1) coordinated by Politechnico di Milano, Italy. The second stage saw the development of the SC Vis Digital Tool (O2) which is an interactive interface for the SC Vis Dataset coordinated by the University of Gloucestershire, UK. The second stage also saw the development of the SC Vis Training Materials (O4) coordinated by Technology University Dublin, Ireland. The impact derived from the new SC Vis VET resource will come from the target group of learners (CEOs, Directors, Team Leaders and Functional Specialists and those undertaking roles linked to supply chain management including the different tiered suppliers, such as Buyers, Planners, Logisticians, Commercial staff) where the lack of knowledge concerning Supply Chain Visibility has created a training need. It will help to educate and train employees through the open-sourced Digital Tool and improve businesses productivity directly involved in the fashion sector and service organisations supporting their expertise, skills and competence requirements, and policy development needs at a regional, national and international level.

The WaMPPP project wishes to address the slow progress in environment protection (Chapter 27), especially in the field of waste management. Serbia still produces excessive amounts of all kind of waste (mostly dumped in landfills) and manages hazardous waste by inappropriate means. Insufficient efforts have been made to tackle the problem, possibly hindering the Serbian accession to the EU. Low appreciation of environment issues and lack of WM experts are among many contributing factors.The project shall enhance education and training of current and future Serbian workforce in the field of waste management (WM), thus contributing to capacities of both vocational HE stream and the growing WM industry. It will also contribute to raising the awareness in society about the importance of the overall WM process and its possibilities in the development of society and reduction of poverty.Specific objectives include:- development of modern curricula and syllabi, based on real needs for a competent workforce in the WM sector,- creation of a sustainable model of students’ industrial placement through expanded partnerships with business entities,- utilization of ICT technologies for modern training courses, for networking of interested stakeholders and for provision of a plethora of WM-related information, - facilitation of open-access opportunities for continuous professional development of employees in the budding WM sector, - conducting campaigns to inform on growing problems of waste generation and positive opportunities in WM.Project outputs should benefit various groups in society:- graduates with modern knowledge will fill gaps in the labor market,- staff of project partners will be amongst preachers of environmental awareness,- current and future enterprises will utilize the open access to modern WM knowledge,- informal sector and deprived social groups, through information on possible job creation that will come as WM sector grows.

Harmony project aims to contribute to development of a comprehensive internationalization strategies and their harmonization at EU and Partner Countries (Armenia, Belarus, Russia) within the framework of HEA in accordance with the main provisions of the Bologna Process through modernization of international relation management of the partner countries universities, promoting the academic mobility and correspondently, increasing the attractiveness of the higher education systems in these countries and EU. Project represents a comprehensive approach to much-needed strategies for the PCs HEIs that will start from comprehansive research of internationalisation level of HE, following EU best practice study to boost horizontally their internationalisation. The action foresees strengthening strategic, infrastructural & human capacities in HEIs of 3 PCs, implementation of Internationalization Action Plans in 7 HEIs and further approval by national Ministries which involvement ensures project impact on policy level and provides modernisation at national development strategies.At the project core there lays development of approaches to harmonization of internationalization strategies in HE, research and innovation through setting-up tool kits and their national approval. The specific objectives will be reached by actions at institutional, national & multi-regional levels across PCs like implementing a set training set, establishing Framework of a Comprehensive internationalization strategy, recommendations for harmonisation. The action is complemented by extensive dissemination & networking activities. The partnership comprises 6 EU HEIs, 2 HEIs from AM and BY and 4 RU institutions; and the MoES of PCs join them. Expected impact is seen as contribution to coherence between internationalisation strategies and EU development cooperation policies by considering principles of equity and PC ownership; use academic and research mobility as given direction of cooperation.