EMI (English Medium Instruction) implies using the English language to teach academic MA and PhD in science, maths, medicine, engineering, IT etc in countries where English is not the official language and in which the students’ first language is not English. Armenian and Russian universities are attempting this at the moment as the description form explains. However, although the teaching of EMI non-language study programs is becoming a global phenomenon outside Anglo-Saxon countries the quality in Armenia and Russia is very uneven with little staff training. ● Evaluate RU and ARM practices in teaching academic content in English (EMI teaching) and EMI competence enhancement ● Study best European practices in teaching academic content in English (EMI teaching) and EMI staff competence enhancement● Create model and professional competences descriptor of university teacher of academic content in English.● Conduct efficient Start Off meeting to ensure full implementation of project goals, create management teams and Quality Control Plan.● Develop and set-up the network of EMI Training Centres including development of documentation, intake and training of staff for the Centres. People, knowledge and facilities are connected within the Centres, allowing for the creation of new connections and solutions on a sustainable basis.● Train PC universities staff in European best practices in both ESP (English Language Audit, ongoing support for weaker participants and soft skills for stronger ones plus ECTS training to bring participants up to CEFR B2 level) and in EMI best practice teaching.● PC partners develop and pilot (2 times) 9 EMI Staff pedagogical training Modules (see project descrip.) for trainee teacher students and for staff in Russia and Armenia using ECTS/Tuning Modular framework● Develop EMI Pedagogical (pdf and hardcopy) Handbook for all faculty use.Overall impact are outputs professionalism and internationalization

BOOST/Boosting Armenian Universities Internationalization Strategy & Marketing/ is a three-year national project under the priority of Governance Reform EACEA N 35/2012, 6th call and Structural measures action.The wider objective of the Project is to foster and promote further internationalization of Armenian Higher Education through development of national and institutional policy framework and tools.The specific objectives of the project are:• Development of national policy framework and tools for facilitating internationalization practices in Armenian HE.• Creation of a National Platform and online tools for mapping and benchmarking internationalization processes in Higher Education.• Build capacities of ICO staff of HEIs, MoES and social partners on strategic management, marketing and cultural challenges as well as implementation of credit mobility, ensuring holistic approach to internationalization management issues.• Create or enhance ICO resources and service-oriented centers at the Armenian HEIs, including development of strategic &marketing plans and tools.The objectives are realized through well planned activities at institutional, regional and national levels including workshops and trainings on strategic planning, management of international relations and structural improvements at partner institutions. The results of the national project are broadly disseminated among other higher educational institutions. The European partners from Spain, Sweden, Portugal and Estonia has brought in to the project the richness of their strong traditions in strategizing, marketing and enhancing international relations.

Armenia is the country where the bio-based and agricultural production in general are among the most important economic sectors, where the agricultural scientists, bioscientists and biotechnologists are among the most demanded professions. The modern agricultural and food production sector need skills and credentials that place them above and beyond the crowd. In fact, more than ever, agricultural production sectors, food institutions, corporations, government laboratories and agencies, non-profits, and other industrial sectors are demanding that their science-educated employees also command various business-related skills and entrepreneurship. In parallel there is a big gap between the enterprises and the education, MSc programmes in general are not harmonized with the requirements of the actively growing bio-based products sector. Undressing the national education and science development priorities ABioNet Project is trying to fill the gaps between the education and entrepreneurship and innovation. The ABioNet will create and deliver new curricula on bio products science and technology taking into account the best practices of EU universities within newly established platform for effective collaboration between the universities, research centres and enterprises and to promote innovations in the field of Bio based production. The idea to set up such kind of network within set up resources which are virtually linked in one platform and allowed the mobility of the students and staff between Armenian HEIs and other partner in Armenia and in EU is new in Armenian community.

The WBL4JOB project aims to enhance partnership between enterprises and HEIs and to increase graduates’ employability through development and implementation of supporting policy, legal framework and generic, flexible Apprenticeships Higher Education Model (AHEM) with the ultimate aim of promoting the work-based learning (WBL) in Armenia and Moldova.The following project outputs/outcomes are expected to be sustainable after the end of the Erasmus+ programme funding:- Apprenticeship Policy and Implementation Toolkit,- 52 trained staff on WBL/apprenticeship policies, schemes and tools, - 60 trained teaching staff/mentors on apprenticeship-oriented teaching/learning, - National Policy for implementation of WBL in HE systems, - 2 AHEMs, including an undergraduate one year apprenticeship based programme “Specialized Licence in Banking and Insurance” (SLBI), - Amendments to national legislations supporting apprenticeship, - 4 equipped universities,- Partnership agreements for activities after lifetime of the project. The expected impact is foreseen on:Institutional level: Implementation of new approaches of apprenticeship, teaching and administrative staff with increased and reinforced competences, relevance of improved education, strong links with enterprises for integrating created knowledge and experience-based learning, increased employability of graduates. National level: reinforced HEIs and company partnership, the establishment of new promoted apprenticeship and WBL schemes, skills matching and better employability of university graduates. Regional level: sparked Experience sharing, networking and promotion of mid and long-term cooperation between the involved partners. European level: Promoted Long-term cooperation between the involved partners leading to convergence in line with EU developments and standards towards fostering the integration of the HEIs from EaP region into the EHEA.