The B-learning Uzbekistan Veterinary Network / BUzNet project will be implemented by a consortium of 4 European HEIs and 4 Uzbek HEIs. The general objective of the project is to increase the life standards of common Uzbek people through better veterinary and zootechnical teaching, which will ultimately result in better technical support for local herds’ owners and safer animal products reaching the general society. And this will be accomplished taking into account the local ecological limitations and using advance teaching techniques of practical subjects in veterinary/animal sciences. To do this we must first be sure about what we are dealing with, and so, a series of inquiries and local visits of European experts will be done in order to have a clear idea of the exact Uzbek situation in veterinary farm animal clinic and surgery and milk quality control. Then, a group of Uzbek teachers will be trained in European HEIs in new ways of teaching practical subjects and using B learning strategies to help doing so. Meanwhile, an updating of the present Uzbek curricula and local facilities present in Uzbek HEIs will be done. This way it will be possible to fully implement the new teaching strategies by the third and last year of the project. The core of the project will be the use of a B-learning interface (BLUzVet) that will create a learning community consisting of all members of the project consortium, teachers, students and veterinarians. The information is created by the students during practical classes under teachers supervision, commented by all consortium members and will be used in students’ examinations. In the future this system will be extended to members from other countries and regions. The network formed within this project agglutinates Veterinary HEIs from different backgrounds and will improve the setting of new veterinary, animal production management and milk quality control teaching standards in Uzbekistan and beyond.

Armenia, Ukraine and Uzbekistan have shared a common historical background. Since their independence in the 90s, agriculture has undergone a period of transformation. The social, economic and political changes have had an impact on the entire higher education system.TOPAS aims at filling the gap within a common former soviet inherited agricultural sciences higher education system in these countries and practical training in real working environment to provide a better match between job market needs and the qualifications offered. The vocationally oriented practical programs should be introduced and improved based on learning outcomes and competencies approach with flexible learning pathways and permeability among the different agrarian management programs. Within the program partnership between universities and stakeholders (farm industry and associations) will be fostered.A wide-range of activities will facilitate the transition from teacher centered knowledge-based form of education to student-centered practice based education in Agrarian studies and hence employability by enhancing the cooperation between universities and agriculture enterprises through adequate internship schemes with government support to recognize formal and informal learning and endorse ECQIP.Another innovative aspect of the project is the creation of a databank for applied sciences on the field of agriculture management for teaching purposes in the field of data collection of students, teachers and researchers. This databank will consist of data on production inputs, costs and outputs of major cash crops of these countries and will offer valid data for agricultural management study courses.The experience of the last decade showed, that missing practical orientation and knowledge of BA and MA students is one of the most important obstacles for professional qualification. While curricula development was well adapted in many fields, the cooperation with farms and industry has to be built up

The aim of the SPHERA Erasmus + proposal is to facilitate interdisciplinary studies in health engineering and related areas with a focus on improving existing conditions and in-depth knowledge of how to use medical equipment, deliver effective modern sanitation and other public health interventions in urban and rural areas in low-income and transitional economies. The project will build as well capacities that may reduce disaster risks and contribute to better and more targeted public health based relief following disasters. Through the creation of multidisciplinary postgraduate programs in Nepal and Uzbekistan, following the Bologna model (competence-based approach, learning outcomes and compatible with ECTS), the structure of the programs will lead to comparable degrees that will allow mutual recognition and increased students and teaching staff mobility. The partner Universities will be assisted by the EU Institutions to achieve this goal.A series of compulsory modules will develop teachers’ and students’ knowledge and skills in a range of areas. They will able to gain an understanding of the wider issues surrounding public health and how they impact on policy and practice. At the same time, they will be introduced to the principles and practice of public health engineering to bridge the gap between theory, policy and practice and explore medical technologies in hospitals and consider engineering responses to complex emergencies, especially regarding the provision of water supply, sanitary services and shelter. Some of the courses will be developed online by UNic.The ultimate goal of the project is to prepare a new generation of specialist engineers and technicians who will have major positive effects in both the health technology industry sector and the public health system through the appropriate management of emergency situations and safe use of medical technology.

Quality of higher education (HE) is the basic priority of HE development during last decades in many countries of the world. In Europe, the Bologna process (BP) has declared the quality of HE as one of the major priorities. In CA region the quality assurance (QA) systems and mechanisms are the national priorities while the BP type reforms constitute one of the regional priorities. The consortium 5 institutions of Programme countries (PrCs-CZ, ES LV,SK,) and 6 HEIs from Partner countries (PaCs - KZ and UZ) was established with the aim to enhance the capacities in implementation of internal QA systems in PaCs using the European standards and guidelines (ESG). The specific objectives will be - Mapping the situation in the field of QA in PaCs and their HEIs; - Identification of the principles of BP relevant for HEIs in PaCs, interactive training with sharing experience among HEIs of Pr and Pa Cs; setting the institutional profiles of HEIs of PaCs with exploitation of U-map methodology;- Development of internal new/innovative, modified QA systems of HEIs of PaCs. The process will be composed of the first draft of QA systems, piloting with the supports of site-visit of expert teams of PrCs and consultations leading to the final versions of internal QA systems considering national rules/institutional regulations, Institutional missions (profiles) and exploiting ESG. The main results will be 6 internal QA systems, 6 self-evaluation reports and Final Synthesis Report (complemented with descriptive studies, training/teaching materials, analytical case, national and comparative studies) freely available to all interested stakeholders also after the end of the project lifetime (approving the sustainability of the project results). Dissemination of project results will run through the project website, facebook, leaflets announcing the project events, Final Synthesis Report and two dissemination conferences.

Central Asian universities could become those sites where the interest of different stakeholders – potential employers, government and youth could meet each other. An innovation and research is what modern society asks for. Creation of the Youth Centre will allow young people who usually don’t have appropriate knowledge, experience and funds to start their own business or develop any project to do it within these centers – develop a business model and start a micro or small business or non-commercial company. This is should not be just/or only a business idea - focus could be made either on social development, urban communities or environment. Within the project students will receive instruction on the fundamentals of leadership and business, normative and legislative support, while also investigating and articulating their own priorities and values. Over the courses, classes, speaker programs, and other experiences help build advanced leadership skills and develop awareness of how business works. Development program will become three-year program that will push students to set and achieve ambitious goals for their own advancement as leaders.Develop an online platform where students could upload their works and proposals for potential investors or any other interested parties. Those projects that are highly demanding or could bring much advantage in social context could be supported/financed and developed by university, government or private business companies.The program is expected to: develop students’ leadership skills; create the system of consultancy for newly developed and up-running enterprises; support start ups of universities’ students; create and develop University Innovation Consulting.Units responsible that will provide students with all necessary knowledge, consultant service, courses, equipment, market research, legal and managerial advice during several stages of the process of their project. Those are: development, approbation and start.