The project aimed to support the modernisation, accessibility and internationalisation of higher education in Indonesia. This action contributed to the development of sustainable and inclusive socio-economic growth in Indonesia. The main focus of the project was to provide entrepreneurship education that students in each Indonesian partner should receive as part of their programme of study and to develop a comprehensive framework for embedding an interactive and progressive set of entrepreneurial learning outcomes (ELO) into programme curricula and career development planning.The project also implemented a Growth Hub in each Indonesian partner university, adapted to suit their local and regional context and needs. The project embedded the triangular approach to capacity building in the Indonesian higher education sector that included three converging streams of activities addressing the priority area of university-enterprise cooperation, entrepreneurship and employability of graduates. The project also resulted in creating a virtual Learning Network including students, enterprises and other stakeholders that operates at the university level, between universities and also across the Indonesian higher education sector. Activities included: - Assessment of the detailed needs of each Indonesian HEI partner with an Action Plan for each of the 3 components (the triangular approach) of the project.- The development of a comprehensive framework for embedding an interactive and progressive set of entrepreneurial learning outcomes (ELO) into study programme curricula, course content and career development planning.- Multi-level (i.e. network, institutional, and programme) learning outcome programme plans that embedded sustainable state-of-the-art and targeted entrepreneurial learning pedagogies. Building on the HEInnovate Entrepreneurial assessment at university level and resulting Action Plans it involved engagement with external stakeholders with the universities who contributed to enterprise support, guidance and advice within the student learning experience.- Training and development of university staff relating to the knowledge, skills and competences to design and establish an Enterprise Incubation Unit within each university. Creating a resource base for student learning, university staff, graduates and early stage entrepreneurs, that supported local enterprise development activities.- Established a Growth Hub at each Indonesian partner with a digital infrastructure for the GITA Learning Network portal. - Strengthening the internationalisation of university capacity to network effectively in research, scientific and technological innovation including international openness of curricula, student services, inter-institutional mobility schemes, scientific cooperation and knowledge transfer.- Upgrading of facilities necessary for the implementation of innovative practices (e.g. for new curricula and teaching methods, for the development of new services, etc).

The project created an international consortium and partnership of workplaces focused on early childhood education and care in order to promote and ensure real multicultural and inclusive pre-school education at all relevant levels based on clear and adhered principles. The partner participants in the project were Trnava University (Slovakia), University of Sv. Cyril and Methodius Veliko Tarnovo (Bulgaria), Sopron University (Hungary), where representatives and authorities of workplaces (departments), which at the national and international level have long and intensively devoted to early and pre-school education and have a recognizable influence on this sector. At the same time, targeted kindergartens from all the mentioned countries were also involved in the project: from Slovakia there were two kindergartens, from Bulgaria and Hungary one kindergarten each. They were kindergartens that have excellent experience in the implementation of multicultural and inclusive education, quality staff and high motivation for further work in the field, to develop their approaches, to cooperate with each other and to share the results of good practice. A special participant in the project was a non-European university institution: Univeristas Negeri Semarang in Indonesia and its department of pre-school education. Within the central theme of the project, it was a partner workplace, which on the one hand represented completely different cultural conditions, those that have long and actively stood on the multicultural and inclusive foundations of Indonesian multicultural society, be it ethnicity, social status or religiosity. The partnership was based on a long-term cooperation in this area. The basic goal of the project was to ensure that pre-school education incorporates the principles of inclusive education as expressed in the national curricular documents of pre-school education. The aim was for ECEC institutions to understand together the ideas and principles of inclusive education, to be able to apply the open education model to all, to be able to create a school curriculum that integrates diversity and inclusion into everyday work. All project activities led to the creation and management of the main project outputs. The intellectual outputs include a comprehensive Methodological Handbook for Cultural and Social Diversity in Kindergartens, which was prepared in four languages ​​(Slovak, Hungarian, Bulgarian, English) and elaborated in detail the principles of education capable of ensuring inclusion and targeted work with diversity (children and their environment). It was about the application of these principles in creating the school curriculum of kindergartens, for creating an inclusive educational environment and planning specific educational activities for the needs of heterogeneous groups of children, as well as for creating children's sense of cultural diversity. The handbook has a balanced theoretical and applied character, while its main addressees are employees of ECEC institutions.The second key outcome were the policy recommendations to put forward concrete proposals and changes that need to be made at the political and national level for a real and widespread application of inclusive pre-school education. It is an analytically argued proposal of specific legislative measures for the real provision of inclusive education, the provision of a cohesive national curricular policy, and international analyzes of the implementation of inclusive education policies in relation to the national policies of the project participants.The third key output were the national workshops, which applied intellectual outputs in practice through direct multiplication with kindergarten teachers, who can transfer these outputs to the work of their institutions and help disseminate results through their initiatives and application of activities. Unfortunately, the planned workshops were not fully implemented in person, in two countries (Hungary and Slovakia) it was necessary to implement workshops online due to the pandemic situation. The participants of the workshops expressed their satisfaction with the created material and appreciated the possibility of an accessible website, which should also be used for further sharing of good practice within the inclusion in kindergartens.

The Indonesian Higher Education sector is facing significant change as it moves from a phase of expansion with increased access to higher education, to one where the focus is on enhancing the quality of that education. The reform and restructuring of the higher education (HE) system in Indonesia needed to deliver on these objectives is being slowed by a lack of leadership and management capacity in the HE sector. Universities in Indonesia need to build the capacity of their leaders for governance, strategic planning and management in order to deliver these reforms. The project addresses the need for development for university leaders and managers in Indonesia through the creation and implementation of a structured leadership and management development network (LMDN) and an associated programme (LMDP). When creating the network and programme for higher education institutions in Indonesia, it will create the constitution and operating procedures for the network; structures and materials to support the programme; and identify and equip dedicated facilitates where the development activities will take place. Learning will take place through networking meetings, lectures from visiting speakers, action learning sets, national management research projects, and exercises to strengthen professional networks. The project will ensure staff training workshops are developed and executed for the Indonesian university staff responsible for implementing the new network and programme. During the life of the project, 500 Indonesian leaders and managers will engage with the LMDN, and 208 will be developed through the LMDP with a demonstrable impact on their capacity to operate the governance, strategic plans and management of HEIs. In the year following the project, it is expected that a minimum of 192 additional leaders will benefit from taking the LMDP and that at least 14 additional Indonesian universities will have adopted it, enhancing the capacity for reform nationally.