The project addresses such root causes of environmental problems in MN,UA & VN, as poorly formulated policies, inadequate selection of management actions and the lack of suitable technology, by building capacity for academic excellence in doctoral training in environmental studies in PCs (and beyond). It aims:(1) To improve the practice of doctoral training and professionalise its governance by integrating PhD programs dealing with environmental policy, management and technology in 7 PCIs to 3 nationwide integrated doctoral schools (INTENSE NIDS), based on common Code of Operational Practices & research framework (COP & RF), and consolidating these schools into the INTENSE International Network.(2) To enhance doctoral training provision by integrating and upgrading existing learning contents that can be used for doctoral provision (total 80 ECTS by M36), infrastructure for accessing the courses and setting&monitoring flexible research training trajectories and their progression (INTENSE open education platform, including sustainable mechanisms for its development and maintenance) and shared access to research facilities.INTENSE will offer PhD students customized training trajectories and options to enrol on the courses, which will contribute to the progression of PhD theses; the IT infrastructure will provide access to the e-courses (including MOOCs) collected from all the PCIs belonging to INTENSE, from the full range of disciplinary fields related to environmental policy, management and technology, and to eScience modules creating individual learning portfolio.(3) To build the capacity of PhD students to improve their published output, through a strengthened multidisciplinary approach to doctoral training, aided by facilitating access to global and EU research networks (including facilitation of academic mobility), development of transferable skills, promotion of joint research/supervision arrangements & interdisciplinary & practice-oriented thesis topics.

MELINC provides Mongolia with capacity for its transition towards building an inclusive educational system providing equal opportunities for learners with special needs (SEN) under its CRPD obligations .MELINC addresses these issues through:- modernisation of curricula with a SEN modular course;- publishing a textbook in MN on the rights of SEN learners and inclusive education including learning outcomes and test questions; - producing 15 online video tutorials in MN for the courses in pedagogical sciences and teacher training at 3 MN HEIs which together cater for the training of almost all teachers in Mongolia; - teaching of the SEN modules in accredited BA, MA, postgraduate and in-service training programs;- operating 3 (SEN) counseling centers to support parents and SEN learners and to train teachers in recognising special needs, to adapt or develop education resources, and to develop and implement an individualized education plan with a support team;- creating an educational resources platform in MN where teachers with SEN learners share teaching materials;- capacity building through internships and engaging in international networking and contribute in conference publications;- holding dissemination workshops for staff from the Ministry of Education, Ministry of Social affairs, ngo’s active in the sphere of inclusion and/or persons with disabilities, and the broader society;- building capacity in project MNG, QC, D&S, and visibility.MELINC impacts on modernisation of curricula and builds capacity of teacher trainers, teachers and stakeholders in education in the field of rights of SEN learners in MN and redress their exclusion from mainstream educational institutions which is inextricably linked to problems of attitude and a lack of information and capacity about how to deal with SEN learners. MELINC consortium unites 3 units from 2 Member States and 3 units from 1 non-EU country (Mongolia) located in 3 regions (east, center, west) of the country.

URGENT aims to promote green & blue infrastructure and nature-based solutions (GBI&NBS) for resilient, climate-friendly and liveable cities in IN & MN (partner countries – PCs) through ICT-enhanced tertiary education linked to labour markets & wider stakeholder circles. This aim will be achieved through the following objectives:1. To upgrade GBI&NBS -relevant BSc, MSc & PhD programs at PIs to make them end-user-oriented & policy-relevant. A pool of URGENT e-courses will be tailored to fit educational needs of learners from science, engineering & planning (154 ECTS of new and updated subjects openly available via e-learning). An URGENT research framework will outline internationally- & policy-relevant research topics, questions & methodology suggestions.2. To develop shared UREGENT Collaborative Learning Platform & online training services of the new generation for qualitative improvement of the education process & academic workflow support among universities & stakeholders (URBAN_learn).3. To create sustainable feedback mechanisms to end-users, ensuring adaptive & practice-relevant teaching contents, knowledge co-production opportunities and stakeholder support to post-project course development & teaching. URGENT stakeholder interactive platforms (SIPs) in PCs will assemble representatives of praxis communities involved to GBI&NBS issues. SIPs will be platforms for academia to disseminate innovative ideas, visions of the future and inform evidence-based management, while praxis partners contribute with their in-hand experiences & know-hows, review curricula, participate QA mechanisms & support graduates’ entry to workplace.4. To develop capacity for academic mobility, shared experimental facilities and joint research by PIs & beyond. URGENT partners will institutionalise their relationship through framework agreements, and set-up rules for physical & virtual mobility, joint research & thesis supervision and common use of research & experimental facilities.