ESTA aims to improve the quality of Higher Education professional development of university science teacher educators staff towards teaching diverse sensitive methods in their courses. Thus, courses on diversity sensitive science teaching will be implemented in Georgia, the Philippines, and Bosnia and Herzegovina. Starting from the needs analysis linguistic and cultural diversity is major focus here. In phase one, preparation will be done by Academic Staff Tour of Partner institutions in Program Countries. Second phase is development of courses following Action Research and CLIL (Content and Language Integrated Learning) approach, their implementation and evaluation. Innovative here is the interdisciplinary development of the courses, where educators from science disciplines develop their teaching methods cooperatively with educators from language, general pedagogy and intercultural education departments. Thus, different competences and skills will be combined. Both pre- and in-service teachers should be reached by the courses and the knowledge and skills about diversity science teaching should be shared. Following new teaching and learning materials for diverse science classes will be developed and implemented. This aims improving learning outcomes. Developed courses will be implemented at the partner institutions and promoted at the regional and national level among decision makers and policy makers. All new teaching and learning as well training materials will be offered at the ESTA website in the meaning of OER and will be evaluable not only to the participants of the courses but also to other interested pre- and in-service science teachers. Thus, possibilities of internationalization and networking is given.

The overarching aim of SECRA is to contribute to more resilient communities in Asia through institutionalized, systematic, monitored, innovative, and inclusive university–enterprise collaboration (UEC) in climate change action and disaster resilience (DR). The main problem targeted by SECRA is the ad hoc, episodic quality of UEC in the field of DR in many Asian countries, which are disproportionately affected by consequences of climate change. We are aware that there is no simple answer to the wickedness of climate change consequences or resilience; we are claiming, however, that facilitating systematic, institutionalized, inclusive (in terms of gender parity) and monitored UEC is part of a solution. High quality, entrepreneurial collaborative activities between universities and industry facilitate the exchange of scientific knowledge, practical skills and good practices, which otherwise remain siloed. SECRA deals with the problem at hand in a sequential fashion. The project’s contribution to more resilient communities is through increasing the capacity of Higher Education Institutions (HEIs) to initiate, manage, maintain, and benefit from UEC. The institutionalization and systematization of UEC are addressed in WPs 1, 2, and 3, innovation in WP4, and monitoring in WP5. SECRA will produce, inter alia, material towards eventual change of policies governing collaborative activities in partner countries; a relation framework to understand UEC; an online platform for a Community of Practice (CoP) consisting of HEIs, public sector and enterprise actors; a corporate start-up lab and networking activities in partner HEIs, and a monitoring tool to assess the quality of UEC that can be broadly contextualized for use in HEIs worldwide.